Responding to the Culture of Bullying and Disrespect

Marie-Nathalie Beaudoin, Ph.D. is the Training Director of the Narrative Therapy program at Bay Area Family Therapy Training Associates (BAFTTA) where she supervises the counseling of doctoral interns in schools from three school districts in Silicon Valley, California. In her private practice, she enjoys working with young people, their families, and their schools, on a wide variety of issues. Marie-Nathalie values bringing forth people’s own wisdom and knowledges, through respectful, creative, and collaborative conversations.  She has published numerous professional articles, has been featured in several magazines such as the California Educator and Educational Leadership, and is known internationally for her entertaining, thought provoking, and inspiring workshops.  She was recently invited to produce three videotapes with Alexander Street Press (one which is specifically on school work). Marie-Nathalie has won several grants and awards, with the most recent one focusing on the effectiveness of narrative therapy based group activities.  She is the author of several successful books such as Working with groups to enhance relationships (1998), Responding to the culture of bullying & disrespect: New perspectives on collaboration, compassion and responsibility (2004, 2009);  Creating a positive School Culture: How principals and teachers can work together (2004); and the popular paperback for parents, teachers, and therapists titled The SKiLL-ionaire in Every Child: Boosting Children’s Socio-Emotional Skills Using the Latest in Brain Research (2010)  (sample at www.skillionaire.org). She has been the recipient of several prestigious awards such as a Social Sciences and Humanities Research Council of Canada grant (SSHRC), a Canadian Foundation for the Advancement of Research grant (FCAR), the John F. Kennedy University best psychology professor award (JFKU), and more recently the Shine A Light narrative research fund (SAL).Also availabler from the author: "From Bullies to Buddies" Maureen Taylor is an educator in Northern California. Her background includes teaching preschool through sixth grade and being an environ­mental educator. Her main interests lie in teaching science and writing, two subjects that gently unfold for the learner. Taylor is currently devel­oping a program for children blending art, environmental education, and social issues.

• Foreword by Honey BergAcknowledgmentsAbout the AuthorsIntroductionPart I. Laying Foundations1. How Problems Develop: A Frog Story and a Shift in PerspectiveLessons From This StoryUseful Options Are Also EliminatedDoes Everyone Have the Same Contextual Blocks?2. Are Problems of Disrespect Inadvertently Supported?CompetitionComparisonRulesAchievement at All CostEvaluation3. Unraveling Assumptions: Educators′ Roles and Students′ BehaviorsThe Effects of Myths and AssumptionsCommon School Questions: New Ways of Thinking4. Responding Effectively to ProblemsA Fresh AttitudeChipping Away at the Problem With a Powerful Tool: ExternalizationDealing Narratively With Disrespect and BullyingA Narrative ResponseAdditional OptionsSummary of the Practice of ExternalizingCommon Questions About the Externalization Process5. Being Respectful and Open to Students′ ExperiencesDefining ExperienceExperience of SchoolOverlapping Experiences of the ProblemAddressing These Experiences6. Making Changes Last for More Than a WeekThe Dandelion ProblemThinking Outside the BoxMultiple Selves: Who Is the Real Person?StoriesCreating Stories Through LanguageMentally Filling the BlanksPerspectives Create StoriesAn Educator′s Question: If Truths Don′t Exist, How Do We Know Which Story to Trust?Audience: You Are Who You Are Perceived to BeThe Thread of New Stories: RecapitulationReauthoring Alex′s JourneyCommon Teacher Questions: New Ways of ThinkingPart II. Applications and Examples: Success Stories of Overcoming Bullying and Disrespect7. Listening to Students′ VoicesDisrespect/Bullying SurveyInterviews: Walking in Students′ Shoes8. Cultivating Respect, Appreciation, and Tolerance in the SchoolConnectionAppreciationCollaborationSelf-ReflectionCommunity and DiversityRespect and Shedding AdultismTeacher Question About Shedding Adultism9. Dealing With Disrespect and Bullying in the Classroom: The Bugging Bug ProjectA Review of the Narrative Ideas That Guide This ProjectSection 1: Externalizing the ProblemSection 2: Building on SuccessesSection 3: Celebration of Knowledge and ExpertiseBrief Summary of Classroom Facilitation ConsiderationsConclusion10. Working With Individual Students Around Bullying: Helping a Child Suffering From a "Bullying Spell"A Problem-Dominated IdentityRewriting the Story in a VacuumRewriting the Story in the CommunityA Past to the Preferred Story at SchoolA Past to the Preferred Stories at HomeExtending the Audience to the Preferred StoryConclusion11. Brain and Behaviors: How Young People Change and How Educators Can HelpThe Visible StoryThe Invisible StoryThe Contextual StoryThe Historical StoryDead-End or Future Possibilities?The Possible FutureConclusionPart III. Prevention: Scaffolding a Complex and Sound Culture of Respect12. Creating a Partnership With Response-able YouthBubble TroubleLessons From This Story: The BeliefsThe PeopleThe RelationshipTeacher Questions13. Spotlight on Stories of Successful PreventionStory 1: "You′re Ugly"Story 2: The ClipboardStory 3: Sign LanguageStory 4: The Violent DrawingStory 5: Girls′ MeannessStory 6: The Brand New AtlasSpotlight on a School With a Successful Prevention ModelConclusionResource A: GlossaryResource B: Summary Table of StrategiesResource C: DiscoursesResource D: "Yes and" ExerciseResource E: Educators′ Problem-Solving QuestionsReferencesIndex

“The authors present respectful ways for dealing with bullying and disrespect, something that most educators, therapists, and parents will welcome.”