Stop Bullies: Mean Moms Raise Mean Girls

In her article in the New York Times, “The Playground Gets Even Tougher,” Pamela Paul points out that Mean Girls begin their nasty, vicious harassment, bullying and abuse on the playground and in pre-school.  They don’t wait until fifth grade or junior high school. In my experience, mean girls put down targeted kids for whatever reasons they can find – from poor, discounted, unfashionable clothes or the lack of the latest cell phones and bling, to race, religion, physical differences and hair color.  Mean girls also form cliques that ostracize, exclude and cut-out their targets or scapegoats.  Mean girl behavior cuts across all socio-economic categories – inner-city, rural, suburban and expensive, private schools.  The movies, “Mean Girls” and “Camp Rock,” give some graphic examples.

Consequences for the targets can include stomach aches, throwing up and pulling hair out before school, as well as anxiety, nightmares, sleep walking and excessive crying.  Even worse are self doubt, negative self-talk, self-hatred and loathing, loss of confidence and destruction of self-esteem.  Too often, suicide and its effects on families and communities follow. Childhood bullies and mean girls who aren’t stopped usually grow up to become bullying adult as spouses, parents, friends, and at work as co-workers and bosses.  Similarly, targets who become victims unable to stop bullies usually grow to become adult victims as spouses, parents, friends, and at work as co-workers and bosses.

Of course, mean boys are just as bad as mean girls and mean dads are just as bad as mean moms.

In my experience, mean behavior is a natural tactic for many girls to try – children naturally try to take all the toys and to feel powerful and superior by putting down other girls.  Even when they’re very young, some shift into forming mean girl cliques. Let’s point the finger at the source: With children this young, the problem is their parents.  Mean girls have parents who fail their responsibility to channel their daughters into better ways of acting.  The four-fold problem is:

• Mean moms who ignore mean girl behavior at home, on the playground and in preschool.  These moms have many opportunities to step in and teach their daughters how to do better in age-appropriate ways, but they don’t.  I think of these as absentee moms, whatever their reasons – whether they’re simply uncaring or not paying attention or don’t want to deal with it or not physically present.  Nannies can be even less responsible, especially if their employers don’t want to hear about it.
• Mean moms who set a bad example by acting mean to their extended families, to their children and to helpless servers in all forms – waiters, checkout clerks, nannies, maids, etc.  Mean girls imitate what they see and hear from their mean moms, not pious platitudes or empty commands thrown at them.
• Mean moms who encourage mean girl behavior.  They enjoy watching their daughters be popular, superior and controlling.  They may think it’s cute and a sign of leadership potential, but whatever they think, they train their daughters to be mean.
• Mean moms who protect and defend their mean daughters when they get feedback about mean behavior.  Of course, one-in-a-million children will be sneaky enough to be mean only when their parents aren’t looking.  Sneaky, mean girls can bully targets by acting as if the target did something to hurt their feelings and get their protective moms to get the target in trouble.  Or mean girls will simply threaten a target by saying they’ll get their moms to get the target in trouble.  Mean moms collude and often encourage this behavior.  Draco Malfoy in the Harry Potter series is an example of a mean boy protected by his mean father.

Suppose you’re the parent of a child who’s bullied by a mean girl, what can you do?  If you’re convinced that your daughter was not a provocateur who tried to get the other girl to react and get in trouble, should you talk to the mean girls, their moms, teachers and principals?

• Know your daughter; will she assert and defend herself?  Since she might not talk about the meanness, you have to watch carefully on the playground and look for signs after school.  Mean girls are bullies who try to assert themselves over less assertive and less aggressive children.  Don’t ask your daughter to suffer or “rise above” because a mean girl and mean mom don’t know any better or have difficulties in their lives.
• You might encourage your pre-school or kindergarten daughter to stand up for herself, but you should give plenty of encouragement and specific direction.  Even though your daughter is young, champion her inner strength, courage and perseverance.  She might be a target but she doesn’t have to become a victim.  Never believe mean girls’ opinions and don’t give in to their demands.
• Intervene rapidly when your daughter seems unable to defend herself.  Don’t let the behavior continue.  Say something strongly and firmly to the mean girl.  Girls who were merely experimenting with a mean behavioral tactic will stop and not repeat it.  That’s a test of the girl – nice girls stop when you set a behavioral standard but mean girls don’t.  Mean girls think they’re smarter than you and that they have their own mothers’ protection.
• If the mean girl doesn’t stop, test the mean girl’s mom one time.  Calmly detail the behavior and listen carefully for the response.  Is the mom appalled at her daughter’s behavior or does the mom blow it off or explain it away?  Just as in sports and childhood, your daughter might have been provocateur and then looked innocent when another girl retaliated.  So it’s natural for the other girl’s mother to try to discover the whole context and behavior before the incident.  But does the other mom immediately get defensive and angry, and twist the facts in order to blame your daughter?  Does she insist that her daughter is never wrong?  Is the mean girl’s mom too busy with her own life to educate her daughter or has she turned her child over to a nanny who won’t correct the child?
• If these attempts change the girl’s behavior, you weren’t dealing with a hard-core mean girl and a mean mom.  But mean girls and mean moms aren’t stopped by the easy tactics.  Now you have to cut off after school activities including parties, despite the ramifications.  Also, get the pre-school teachers and principals involved.  Some will be helpful; they’ll keep it confidential, they’ll monitor to get their own evidence and then they’ll intervene.  They’ll get the mean girl out of your daughter’s class, they’ll break-up the clique, they’ll stop the behavior at school and they’ll have proactive programs to talk about mean girl behavior.  Depending on the age of the girls, they’ll teach witnesses what to do.  Unfortunately, unhelpful, uncaring, lazy, cowardly teachers and principals will look the other way or condone or even encourage mean girl behavior.  They’ll put you off with excuses.  Don’t let this happen.  Remember, principals fear publicity and law suits.

Of course, every action plan must be designed for your specific situation; depending on the children, the parents, the school and the relationships.  That’s where expert coaching will help.

Teach your children what’s right and also how to defend themselves.  Don’t convert your daughter into a victim.  Don’t sacrifice your child on the altar of your ignorance, fear or sympathetic heart.  Protect and defend your child even though there may be a high cost socially.

Stop School-Bullying Suicides Caused by Do-Nothing Principals

Principals didn’t stop school bullies and now there are more school bullying-caused suicides.  In all of the cases I’ll describe, there were differences in the bullies’ methods of harassing and abusing their targets.  But what was the same was that the parents complained and the responsible school teachers and principals didn’t protect the children in their care.  Also the same was the principals’ or school district administrators’ defense: “We didn’t know.” To me, especially after the parents of the targets complained, that’s an admission of incompetence, delinquency and neglect.  The other kids at school knew who bullies were and where, when and how it occurred; why don’t the college-educated, supposedly intelligent and responsible adults know?

I know that the first culprits are the bullies themselves and their parents.  But I want to shine two lights: I know that the first culprits are the bullies themselves and their parents.  But I want to shine two lights:

• First, on the responsible, but do-nothing adults in the schools – the principals, assistant principals, teachers, counselors, district administrators and school board members.
• Second, on the skills parents need learn in order to force inactive, conflict-avoidant, lazy, cowardly or uncaring principals to protect their children.

Notice the similarities in all these cases:

• In Texas, a straight “A” eighth-grader, Asher Brown, took his life 18 months after his parents claim to have reported on-going bullying by four other students.  Despite the evidence of repeated conversations offered by the parents, the school district spokeswomen, Kelli Durham, whose husband, Alan Durham, is assistant principal, claims that they never knew and never had evidence.  Nothing was done to stop the bullies or remove them.

However, numerous comments from other parents and students on the web site of KRIV-TV Channel 26, which also reported a story about Brown's death, stated that the boy had been bullied by classmates for several years and claimed Cy-Fair ISD in Texas does nothing to stop such harassment.

• A 13-year old, Texas eighth grader, Jon Carmichael, took his own life because of repeated bullying.  Teachers and students in the school district had already undergone anti-bullying training after a similar suicide last year.  Nevertheless, nothing was done about this case of repeated abuse.  One of the admitted bullies, Chris Montelongo, said, "I can guarantee you it was most of the school who messed with Jon."  But none of the responsible adults noticed and intervened.

• An 11-year old Oklahoma boy, Ty Smalley, committed suicide after being bullied repeatedly for about two years.  Despite the parents contact with the school, teachers, counselors and the principal never saw anything and never stopped the bullying.  The parents were told things like, “Boys will be boys” and “It would be looked into.”  According to Ty’s father, Kirk, the school never documented any of these conversations so they can now claim that they never knew.

The event that precipitated Ty’s suicide was when he finally retaliated against the bully he was suspended for three days while the bully, previously identified to the teachers, was suspended for only one day.

• An eight-year old in a Texas Elementary school tried to commit suicide, but survived his leap off the balcony of a school building.  He had been repeatedly harassed but school officials had done nothing.  His mother said that teachers kept telling her they'd “handle it” when she complained about the bullying over the past seven months.  The last straw for the 8-year-old was when he was told to leave his classroom after two other boys pulled down his pants in front of the class.

The principal, Linda Bellard, said teachers never informed her of the harassment until the boy's suicide attempt, although the child's mother had visited the school seven times since September to complain about the problem.

Each of these cases will wind their way through courts, settlements will be reached in some, some school administrators will get off because there aren’t specific enough laws that require them to act and we’ll probably never know the whole truth because we weren’t there.

As a parent whose responsibility is to ensure the physical safety, and the mental, emotional and spiritual well-being of your child, you need to know how to get appropriate action from principals and teachers who will resist acting strongly and swiftly to stop bullies.  Your child’s self-confidence, self-esteem and life depend on your skill.

• Complain to teachers, counselors and principals.  But it’s never enough to complain or even to keep a record of your visit and conversation.
• Give the responsible adults one chance.  Do they remove the bully?  Do they continue to monitor the bully and his or her friends for further retaliation?  Or do they remove your child?  Do they excuse the bully’s behavior as, “Kids will be kids?”  Do they say that the bully has a right to be educated in classes of his or her choice?
• Use “The Lucius Malfoy” test.  Is your child’s principal standing up to the bullying parents of the school bully?  Or will he or she cower in front of bullying parents who say their child does no wrong or who threaten to sue the school if anything happens to their little darling?
• If your principal fails theses test you must bring pressure to bear - immediately.  Remember that principals fear three things more than anything else: loss of job, publicity and law suits.
• Get a lawyer and media publicity.  Learn what constitutes evidence and documentation.  Record all communication.  Communicate in writing and have proof that school officials received the letters you write.
• Bullying is rarely an isolated event.  Unite with other parents whose children are bullied.  Get witnesses who will put their evidence in writing.
• Have support for the long-haul.  Find people who’ll keep your spirits up through repeated set-backs.  Find experts to help you plan tactics at each step of the way.

Have great appreciation for principals who simply won’t tolerate bullying – who will have strong, proactive programs to train their staff and who will act swiftly and firmly in response to complaints.  Training is never enough: strong and courageous people are required to make these programs effective. Have realistic expectations; don’t assume that principals, teachers, counselors and district administrators will be active in stopping bullies.  Expect bullies’ parents to thwart your efforts.  Expect most uninvolved people to look away.  If nothing bad happens to bullies, expect other kids to pile on.

You’re on your own.  Many children will give up if they’re not protected by adults; make sure that you know how to protect yours.  Be the skillful advocate of your child’s safety and well-being.

Stop School Bullies: Use Laws, People, Programs

In their article in the New York Times, “There’s Only One Way to Stop a Bully,” Susan Engel and Marlene Sandstrom focus on the educational aspects of programs designed to stop school bullying.  Let’s look at the whole picture and especially at the piece that’s usually missing from ineffective school programs:

• Laws: Over 40 states have passed laws to specify school bullying behaviors and to make them illegal.  That’s a necessary step.  Good laws give legal leverage to principals, school district administrators and teachers who try to stop school bullies.  Good laws can also force reluctant school principals to implement and enforce effective programs to protect the targets of bullies.
• Programs: Laws, by themselves, will not stop bullying.  Also, expensive, off-the-shell anti-bullying programs won’t stop bullies as long as the programs remain in their binders and are used merely as window dressing to show the appearance of compliance.  Furthermore, programs that are focused on rehabilitating or therapeutizing bullies are ineffective.  Since the only consequence for bullies in these programs is lengthy lectures, they have no reason to change their behavior and they victimize their targets more brutally.  Real bullies are adept at manipulating the system and do-gooders who run it.  Effective programs are designed for specific schools and school districts by participation between a consultant, principal and teachers that broaden to include staff, parents and students.

• Effective Programs: The motivating force behind these programs is proactive, responsible adults who don’t wait until a flagrant case is brought to them or they are surprised by a suicide.  Effective programs educate teachers and all staff to observe, intervene and report bullying situations.  These programs educate all staff, children and parents about behavior that’s acceptable, how that behavior will be rewarded and how to stop behavior that absolutely won’t be tolerated.

Effective programs have clear procedures and consequences at every step of the way.  Ineffective programs move much too slowly; they protect the rights of bullies to have a lengthy process of rehabilitation while they give bullies continued access to their targets.  Effective programs begin with protecting the victims; they move swiftly to remove bullies even if that interferes with the bully’s educational opportunities.  These programs begin the first day of school and are reinforced weekly.

• People: Everyone must be involved in backing an effective program.  Irresponsible adults pretend that they don’t know who the bullies are or where it occurs or they think that the Golden Rule will change the hearts of real bullies.  Responsible adults will have a strong commitment to making their environment safe.  The children must be taught what is expected of them and how to respond if they’re bullied or if they witness bullying.  Kids must also have a way of finding help with temporary urges to act like a bully.

A critical group is parents.  Principals need core groups of parents to support efforts to stop bullies, despite threats from bullying parents.  Also, parents can lead the efforts to communicate and to set the tone of acceptable behavior with other parents.  Vigilance and involvement are necessary to maintain the standards.

• How to recognize real bullies.  If you think of all students as fitting on some version of a Bell curve, you’ll see that some kids won’t ever bully while most are in the middle group – they’ll accept the prevailing tone and behave in ways that are praised or tolerated.  That’s where education and a tone of no-bullying can influence their behavior.

But no matter how much they are indoctrinated, they’ll try bullying when they’re having a bad day or a bad year in their personal lives.  If they’re not stopped, they’ll be encouraged to continue and they’ll even act worse.  If cliques get formed to pick on scapegoats, these middle-ground kids will be tempted to join or at least to look the other way.  If the individuals in the cliques are stopped and punished, kids in that middle group will tend to remove themselves from the cliques and to fit into the prevailing tone of civilized behavior.

None of the kids in those two groups are what I call real bullies.  Real bullies are at the end of the curve.  They come into school with bullying as their main tactic to get what they want and to assert themselves.  They are predators who won’t change because of lectures and indoctrination.  They must be stopped or they’ll set the tone of acceptable behavior and draw other kids into bullying and abuse.

• The missing and critical elements: Stop bullies; remove them; deal with their bullying parents.  The “one way” Engel and Sandstrom focus on, like most experts in this field, is to educate bullies and encourage other students to befriend and involve the bullies in inclusive activities.  They stress expressions like “be good to one another,” “be kind,” “cooperate,” “relationship,” “friendship” and “bullies require our help more than punishment.  These are important for everyone to hear and they can set the tone for the kids in the first two groups but they’re not enough to stop real-world bullies.

The missing elements that are critical to stop predators are swift and firm responses of adults to remove and isolate bullies, and to let parents of bullies know what is going on and what behavior will not be tolerated.  Principals, teachers and staff set the tone by their actions, not their words.  They show what behavior will be accepted and what won’t.  Too often, principals won’t be straight forward, clear and firm with the parents of bullies.  Too often, principals take the path of least resistance because they’re afraid of bullying parents who threaten law suits.

Good programs also teach children how to “defend” and “stand up” for each other.  Good programs make children feel safe in becoming active witnesses instead of remaining passive bystanders or reluctant collaborators.

Stopping bullies is the first and necessary step to gain leverage to teach bullies that their old tactics won’t get them what they want.  It’s more important than knowing if bullies are seeking love or power, or have low self-esteem, or simply don’t know better.  When bullies discover that their old tactics no longer work, they’re more willing to learn new tactics to make their way in the world.

Real bullies are very strategic in their behavior; they harass, bully and abuse kids who the other kids won’t protect.  Or, like little scientists, they’ll bully a kid once and keep score of that kid’s response.  If the targeted kid is ineffective in stopping a bully, bullies will take that as an invitation to do whatever they want with impunity.  They’ll continue to increase the frequency and severity of the abuse until they’re stopped.

All kids know whether the adults will protect them or if they’re on their own in a jungle in which power, not right, rules.  Just as all students know who the bullies are and what areas of school are unsafe, examples of the consequences meted out to bullies will spread instantly.

Stop Bullies: Girls Bullying Girls

Just as many girls as boys are bullies but girls more often target other girls. Girls do bully other girls physically.  One publicized example is the Florida girls who beat up a classmate and then posted the video on YouTube.

However, most girl-girl bullying is verbal and emotional.  Seven of the nine bullies were girls in the publicized case that led to the recent suicide of Phoebe Prince.  Their attacks on Phoebe were choreographed, strategically planned and relentlessly executed.  The abuse was verbal, physical and through cyber space.

“Mean girls” are masters of catty remarks, put-downs, scorn, mockery, criticism, sarcasm, cyber bullying and forming cliques led by a Queen Bee.  Mean girls are also masters of covert, “stealth bullying;” backstabbing, rumor-mongering, telling secrets, cutting out and spreading gossip and innuendo while pretending to be friends.

Girl bullies often are control-freaks and emotional blackmailers.  Common bullying statements are, “If you don’t do what I want, you’re not my best friend, “ or “My best friend wouldn’t talk to that other girl,” or “You hurt my feelings, you’re a false friend.”  They often set up boys to attack their targets.

Boys tend to use overt physical tactics more than girls.

Girls: it’s easy to tell if you’re being overtly bullied; it’s harder to tell if the bullying is stealthy.  You’re probably being bullied if you’re feeling controlled, forced to do things you don’t want to do, scared of what another girl might do to you, afraid of getting ostracized or ganged up on, or not wanting to go to school at all.  Trust your gut and talk to your parents no matter how reluctant you are.

Parents: the major signs that your daughter is being bullied are unexplained, 180 degree changes in behavior.  For example, no longer talking about school or friends, not wanting to be with classmates, spending all her time in her room, avoiding checking text messages, social web sites or answering the phone, no longer doing homework, not eating lunch at school, stopping after-school activities, wanting to change or quit school, loss of weight, chewing fingernails, not caring about appearance, can’t sleep, nightmares, loss of confidence and self-esteem, emotionally labile (crying suddenly alternating with explosive anger and temper tantrums alternating with despondency and depression – “I’m helpless, it’s hopeless”).  Be careful; teenagers typically go through periods of these behaviors.  Parents must check out the causes.  Be persistent.  Don’t be stopped by initial resistance. If your daughter is being bullied, parents must proceed down two paths simultaneously:

• Teach your daughter how to protect herself.
• Make teachers, principals and school district administrators protect targets.

Bullying at school is rarely an isolated event.  Usually there is a pervasive pattern of overlooking, minimizing, denying, tolerating or even encouraging bullying.  Strategies for how parents can proceed depend on the situations they’re dealing with; especially the people.  The bottom line is that most, but not all, principals want to avoid the subject, do nothing, cover-up with platitudes, avoid law suits and won’t confront bullying parents who protect their darling little bullies.

Beware of principals who think that their primary task is to understand, rehabilitate or therapeutize bullies.  You will have to get other parents involved and be very tactical in order to get principals to act firmly and effectively. There is one absolute “Don’t.”  Every female client and every woman who has interviewed me said that they were verbally bullied when they were young.  Unfortunately, their mothers told them, “Rise above the bully.  That bully is hurting so much inside that they’re taking their pain and inferiority out on you.  Understand and forgive them.  You’re better than they are.  If you act nice enough, people will return your kindness with kindness.”

Every one of these bullied women bears deep wounds including stress, anxiety, negative self-talk, lack of confidence and self-esteem problems.  They also bear an underlying hatred of their mothers for those messages.  Those messages are absolutely wrong.  Mothers must teach their daughters how to protect themselves, not how to act like willing victims.

Remember, the Golden Rule doesn’t stop real-world bullies.  Prepare your daughters for the real-world they’ll face in school, at work, in intimate relationships and with friends.