Case Study Number One

Henry is 11 years old and attends Main Elementary School which is located a few blocks from his home. He is in the sixth grade and is an average student. Henry has always been a bit shy and somewhat anxious around his peers. He just moved to this city 3 months ago and has not yet made any friends at the new school, though he does have a "best friend" at his old school. Henry is quite tall and thin for his age and is very self-conscious about his appearance.

Over the past month, Henry has become increasingly withdrawn. Several weeks ago he came home with a tear in his favorite jacket. When his mother asked him what happened, he hurriedly said it was an accident. He goes straight to his room after school and shuts the door. His mother has noticed that he has become more irritable and is often tearful, but when she tries to talk to him about this, he tells her to go away. She is worried about him but, thinks this is a phase he's going through because they've just moved to a new city, etc. She also worries about making Henry too dependent on her if she gets too involved in his problems.

You hear through others that Henry is being teased by his classmates several times a week. In particular, two children -a girl, Krissy, and a boy, Michael -make fun of the way he looks and have convinced most of his classmates to avoid him at lunch.

Discussion Questions

• Does a problem exist? If so, what is it?
• How could you encourage Henry to talk about what is happening?
• Who are the people you may want to talk to about this problem?
• Who are the bullies? The victim? The witnesses?
• What are some of the warning signs Henry displays?

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Case Study Number Two

On the second day of eighth grade, a girl in Emily's class shoved her into the road. Thinking she was playing, Emily shoved her back. Rumors began circulating within the school and Emily gained a reputation. The girl was part of a group of girls who continued to spread rumors about Emily; they also began stalking her in the playground. Some of the teachers, believing the rumors about Emily, accused her of bullying the other girl, and cautioned her parents about her behavior. Roughly once every 2 weeks Emily's parents would meet with the principal to try to convince him that Emily was the victim. No one in authority admitted that bullying existed at the school. Nothing was done.

For 3 years, the bullying continued with silent phone calls, threats, and occasional physical incidents. Each time after Emily or her parents complained, the teachers would glare at her in the hallway. After the bully graduated, the rest of the group of girls continued the bullying. Once when they cornered Emily against the wall, a teacher approached them and threatened Emily with further punishment if she continued her behavior. The teacher then sent the other girls back to the playground.

Discussion Questions

• What could Emily's parents do to help the school realize that a problem exists?
• What can a teacher do for Emily? What could a counselor do for Emily?
• Who is the bully in this case?
• How might this continued abuse affect Emily in the long term?

The next two case studies are specifically for students. The examples may be used as part of a lesson plan in school or in a therapeutic setting.

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Case Study Number Three

Jonathan is constantly "losing his cool" in the classroom and has been picking fights with students in the playground. His parents have been to the school on numerous occasions and have complained that teachers do not do enough to stop the bullies from harassing their son. As one of his classmates, you know that he sets himself up to be bullied by taunting others in the class, being rude, taking part in silly actions such as tripping girls who pass his desk, etc.

You do not condone his behavior, but you do not condone his classmates' reaction, even though you also find him annoying, untrustworthy, and difficult. In addition, you know that fighting often occurs in his family.

Discussion Questions

• What could you do as a student to assist Jonathan, yourself, and/or the classmates he deals with daily?
• Who is the bully? Who is the victim?
• How could Jonathan's family environment affect his behavior?
• Do you think it would hurt or help to get other students involved in understanding Jonathan's behavior? Why?

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Case Study Number Four

A teacher has approached you because she is worried about the behavior of a child in your class. Normally, this child is quiet and easy to get along with, but lately she has been angry and aggressive. You know this girl and are her friend. You have recently heard that someone has created a Web site that has listed all kinds of nasty things about her.

Discussion Questions

• What would you say to the teacher?
• Who is the bully? Why?
• What would you say to the student?
• What steps, if any, could you take to rectify this situation?

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