Stop Bullies Who Scold, Chastise

Most people think that if they made a mistake, broke the rules, weren’t good at something or did something wrong they deserve what they get.  So they accept being scolded, chastised and browbeaten. This attitude is so common that we have many words and expressions for these put-downs and abuse. For example, admonished, assailed, assaulted, attacked, bashed, bawled out, beaten, berated, blamed, castigated, chewed out, condemned, denigrated, disapproved, disparaged, dressed down, flayed, punished, rebuked, rejected, reprimanded, ridiculed, slammed, straightened out, taken to task, thrashed, told off, tongue-lashing, torn to pieces, upbraided, vilified, whacked.

I used my handy Thesaurus because I want to ask: “Which feels most familiar to you?”  That tells you who you’ve been living with.

Most people allow bullies to bring up incidents forever, whenever the bully feels like attacking them.  After all, victims and oppressors reason, they did wrong; facts are facts.

The real mistake is when we allow ourselves to be bullied, scolded and chastised.

This isn’t about pretending that a mistake wasn’t a mistake or that we were ignorant when we actually could have known better.  Sometimes a fact is a fact.  Sometimes we easily might have known better or done better.  Maybe we weren’t careful enough.  Often there were consequences.

This is about the “so what” if we made a mistake.

There’s a big different between reviewing behavior to see what could have been done better and being scolded or chastised.  There’s a big difference between recognizing our mistakes and determining to do better versus being beaten into submission, verbally or physically, in order to make a point.

You know how it feels when a predator gleefully pounces on you with, “I gotcha.  Now I can beat you.”

Some common examples:

• A bullying husband or wife who always points out every mistake with exasperated sarcasm and scolding – accompanied by attacks on their spouse’s personality and character.  Even if they don’t say the words, you can hear the silent, “You’re so stupid.  You always fail. You’d be nothing if I didn’t straighten you out.  Now I have an excuse for being as lazy, dumb, selfish or narcissistic as I want.”
• Older siblings who correct or tell on the younger ones relentlessly.  And demand fearsome punishment.
• Parents who pick on their children for every mistake, even if the children are too young to have learned the desired behavior.  You can hear the justifications, “I’m only trying to teach them right from wrong.  I want to make sure they remember the lesson.”
• In the workplace, bosses or co-worker know-it-alls gleefully and loudly pointing out every mistake.  Or sneakily stabbing some one in the back by revealing mistakes in confidence.
• Sarcastic, nasty, arrogant false friends who always know better and are better than you.
• Boyfriends or girlfriends who have to be right.

So the first action message is not to allow yourself to be talked to that way.  Period.  Not even “when you deserve it.”  If you catch it early it’s easy to end the relationship.

That method of negative self-talk stimulates self-bullying perfectionism as if, “If I’m not perfect, I’m worthless and deserve to fail and get beaten.”  Allowing yourself to be scolded and chastised increases anxiety, stress and depression, and leads to self-doubt and low self-confidence and self-esteem.  If you allow those nasty, hostile, personal attacks in your space you increase your helplessness and hopelessness.

People who bully this way simply from ignorance and habit can understand rapidly, even though breaking the old habit will take longer.  Allow as many chances as your spirit can take easily, but no more.

People who enjoy the feeling of righteous power rarely change.  You can’t reason, appease or forgive them or love them enough to change them.  The Golden Rule won’t help you.  Vote them off your island before they destroy you.

The second action message is don’t say things that way.

These messages train people to accept bullying and to become bullies.  Don’t train people to respond to messages phrased that way.  Don’t train your children or spouse that they have to be beaten before it’s serious enough for them to change or do better.  Don’t train yourself that you have to be beaten before you’re willing to listen.  Don’t train them that they have to beat you.

Get expert coaching to change these patterns for yourself and others.  Otherwise you create and reinforce an Island in which bullying must occur in order for change to occur.

Stop School Bullies with Anti-Bullying Programs

As reported in separate stories by Yadira Betances and Margo Sullivan in the New Hampshire Eagle Tribune, some middle schools are effectively implementing anti-bullying, anti-abuse programs.  The recent suicides of four teenage girls may stimulate a sense of urgency.  There are some differences in the programs to stop bullies, but both have the seven elements crucial to success. 1. The programs specify what acceptable and not acceptable behavior is General statements about respect and empathy are not enough.  These programs give graphic examples of many forms of harassment, bullying and abuse.  The unacceptable violence ranges from prejudicial put-downs and personally demeaning or mocking comments, to repeated acts of supposedly accidental tripping and shoving, to physical attacks.  The programs point out that bullies may act any where – on the school bus, by the lockers, in the lunchroom, in the playground and in classes.  In successful programs, the specific list of unacceptable behaviors evolves as new incidents arise.

2. Children are taught specifically what to do if they’re bullied or if they see someone being bullied Critical to the programs’ success is that kids stick up for other kids.  The kids always know who the habitual bullies are.  The principal, teachers and staff must also.  Ignorance is not an acceptable excuse.

3. The programs involve everyone School board members speak out against bullying and review and support the programs.  Principals and teachers are involved.  Administrative staff and bus drivers are trained and supported.  The adults set the tone: No bullying allowed.  The adults are proactive, not merely reactive.

Most heartening is the involvement of the students.  Kids lead the way in promoting the programs within their schools and in presenting it to other schools.  Education is on an emotional level that’s age and grade appropriate.  Fifth graders learn differently than seventh graders do.  Most kids are excited to know they’re important participants in the programs and they know they’ll be listened to, supported and protected by the adults.

Parental support is critical; especially a core group of parents dedicated to supporting the principal and teachers.

The programs and policies are public; everyone who works at the schools, every kid and every parent knows what the ground rules are.

4. Consequences are clear and action immediate Programs fail if repeat bullies are allowed to continue bullying during lengthy therapy and education processes.  The first task of the adults is to make the schools safe.  That often involves isolating or removing bullies rapidly.  Rehabilitating or converting habitual bullies takes second place.

5. Administrators, school principals and teachers are courageous Their moments of truth are when they have to face irate and bullying parents who defend their little terrorists by threatening to sue the principal and school for harassment.  That’s like in the Harry Potter series, when Lucius Malfoy protects his vicious son, Draco.

In order to survive those moments, principals need to have good documentation, staff needs to pool written reports and school district administrators need to back the program.  A good lawyer helps make staff’s efforts legal.

Critical to the programs’ success is a vocal group of parents supporting the principal’s actions.

6. Individual training of kids takes place at home Teach children not to bully to get what they want or to make themselves feel better.  Also teach them how to respond successfully to bullies; from learning to use verbal skills to learning how to fight back physically if necessary.  Face it; some bullies won’t stop until you beat them up.  Physical consequences for repeated physical actions are a good lesson for them as they grow up.  A child’s effective self-defense sends a different message to bullies than does any repeated beatings they might have gotten at home.

Successful self-defense also increases a child’s self-esteem and self-confidence, and is good preparation for the world children will face as adults.

7. All steps are done at the same time There is no one cause of bullying – like bad parents or uncaring teachers or cowardly principals or rotten kids – so programs won’t succeed if they focus on only one aspect of the problem.  Successful programs get everyone involved to stop behavior that affects everyone.  They work at the individual level, the classroom level, the school level and the district level.

Rules to curb online bullying raise concerns

In his article for MSNBC, “Rules to curb online bullying raise concerns,” Alex Johnson discusses the need for laws to prevent cyberbullying and also details situations in which schools can overreact in the enforcement of those rules.  The case of teenager Avery Doninger is particularly glaring. The underlying thrust of the article is the need to create exactly the right laws that will give the right result in every situation.  Situations like the cyberbullying suicide case last year make good laws critical.

The real problem is not necessarily the law; it’s the hidden assumption that cyberbullying laws can ever be made “just right” for all situations – never too lax, never too harsh.  That assumption overlooks history and human nature.  The letter of the law can never cover all situations with “just right” justice.  We always depend on human wisdom in the law’s application to specific situations.  That’s just the way it is – for better or for worse.

Our society is in the stage of figuring out where we want to draw the lines about a new method, cyberbullying, that bullies and perpetrators use to harass, abuse and attack adults and children.  That’s our normal trial and error process.  There’s no easy answer for protecting kids online. Actually, we make laws in hopes that they’ll yield justice in, say, 95% of the cases that come up.  No matter what laws we make in any area of life, there will be specific situations in which a literal or dumb interpretation leads to an under or over-reaction.  That’s where we hope the individuals involved use good sense and good judgment.

In the case of Avery Doninger, the real question is: Is the law bad or did the school principal get defensive and over-react by not giving a second chance to a good and contrite student who learned an important lesson or is there more we don’t know about Avery?

We’re stuck with the fact that laws, by themselves, will never cover every situation, no matter where we draw the lines; whether it’s about cyberbullies, verbal bullies or physical bullies. I look carefully at the application of any law in a specific situation before rushing in to change the law.  Often the problem is in the application, not in the law itself.  That’s why we have Appeals Courts.

Separate from the general laws are the specific situations involving my kids and your kids (and adults).  My job is to monitor my children:

• Do they look like they’re having a hard time and may be being attacked by a cyberbully?  Are they having difficulty dealing with it?  How can I help them deal with it by themselves or do I need to intervene?
• Are they witnessing cyberbullying and are they struggling to know whether or how to intervene?
• Are they creating a hard time for someone else (are they cyberbullies)?  How do I stop them and help them develop the character to make amends and do better next time?
• Should they even be using MySpace or FaceBook or any social networking sites?  What else would be a better use of their time and energy?

I’m going to get my answers to those questions by observing them, talking to them and, maybe, using good software like PC Pandora to monitor what they’re doing (http://blog.pcpandora.com/2009/01/29/do-new-cyberbullying-laws-go-to-far/).

Cyberbullies and cyberbullying will be with us no matter what laws we make.  We hope the laws will help us deal effectively with most of them.

As I show in my books and CDs of case studies, “How to Stop Bullies in their Tracks” and “Parenting Bully-Proof Kids,” bullies are not all the same, but their patterns of behavior, their tactics, are the same.  That’s why we can find methods to stop most of them.  If we don’t stop bullies, they’ll think we’re easy prey.  Like sharks, they’ll just go after us more.

When children and teens learn how to stop bullies in their tracks, they develop strength of character, determination, resilience and skill.  They’ll need these qualities to succeed against the real world bullies they’ll face as adults. Coaching designed for the specific situations faced by individual parents and teenagers is critical.

"Mr. Negativity" proudly destroys teamwork

Carl loved the title of “Mr. Negative.”  He was proud of being smarter than anyone else and thought his put-downs were funny.  No matter what you said, he would disagree, counter it or top it.  His personal attacks, sarcasm and cutting remarks could bring most people to tears.  He could create a tense, hostile workplace in minutes. He could bring a brainstorming or planning meeting to a halt by finding fault with every suggestion or plan, and proving that nothing would work.  He was convinced that his predictions were accurate and more valuable to the team than the frustration and anger he created.  On his team, sick-leave and turnover were high, while morale, camaraderie and teamwork were low.  Productivity was also low because most people wasted a huge percent of their time talking about Carl’s latest exploits.

What can you do?

In this case, his manager had heard me present “How to Eliminate the High Cost of Low Attitudes” at a conference, and had brought me in as a consultant.  She wanted me to help her create a culture that would be professional, retain high quality staff and be much more productive.

Why did his manager, Jane, bring me in, instead of simply evaluating Carl honestly and having consequences leading to demotion and eventual termination if he didn’t change?  Jane thought that:

• Carl was bright and expert enough in his specialty that she was afraid of losing him.
• If she was a good enough manager and learned to say the magic words, Carl would straighten out.
• Her hands were tied because Carl was a long-term employee in a government organization.

Coaching helped Jane see that she was victimizing the rest of the team by giving in to her fears and helplessness.  Carl was verbally abusive and emotionally intimidating.  And he was subtly manipulative because he had a soft voice and a smile on his face while he sarcastically cut his co-workers to ribbons.  She saw that if she continued to give in to her fear of losing Carl, she’d lose her reputation and position because her team would mutiny or quit.

Despite these insights, Jane remained a conflict-avoidant manager.  She would allow the team to act, but she wouldn’t lead the way.  Therefore we worked around her.

I helped the team create a set of behavioral expectations for individual professional interactions and for team meetings.  It was no surprise that the list did not included any of Carl’s behaviors, that his behaviors were specifically prohibited and that the list of appropriate behaviors contained the opposite ones Carl had been bullying coworkers with.

The rest of the team voted to accept the code of professional behavior.  Carl said he’d sign but he wouldn’t change his behavior.  He’d been Mr. Negativity as long as he could remember and didn’t think he could change.

That seemed like an impasse.  No one wanted to waste a lifetime waiting for Carl to go through therapy, especially since he didn’t want to change anyway.  I helped the team realize that Carl had no reason to change.  There were no adverse consequences to him if he kept doing what he was doing.  The team needed some leverage.

Since the manager wouldn’t act on her own, the rest of the team took a bold step.  They told Carl that they wouldn’t tolerate his hostility and the tension it caused.  They said that they’d remove him immediately from any meeting in which he started his negative putdowns.  He laughed nervously, thinking they’d never really do that.  He still wouldn’t accept that his behavior was so hurtful and despised.

At the next meeting, of course, Carl was negative as usual.  He was shocked when the rest of the team immediately stood up and told him to leave.  He sheepishly did, with a parting shot that they’d never come up with a good plan without him.

He was wrong.  They did develop a good plan to deal with the problem they’d been working on. They also gave him his assignment within it.  They told him that people who weren’t at meetings must be happy with the tasks assigned to them.  Carl was outraged and protested.  He looked for support from anyone on the team, but everyone was against him.  That also stunned him.  They told him that they were following the team’s behavior code.  He could play according to the rules and take what he got or leave.  They also told him that he could be very likeable when he wanted to and they’d be glad to be on a team with the “likeable Carl.”

It took two more meetings at which Carl was asked to leave, before he began to change.  It was amazing to all of them, including Carl, that what he thought was a life-long pattern, changed when enough leverage was applied.  He really did like what he did and he also had wanted to be liked.

This example is over the top in many ways.  But I have a question for you: Did the rest of the team bully Carl or were they right in voting him off their island when he was an abusive bully?

One general lesson here is: “When the legitimate authority won’t act and, therefore, leaves a power vacuum, the most hostile and power-hungry people usually fill it.  Your task is to fill it with the best behavior instead.”

There are many other ways to solve the problems that the Carl’s of the world cause at work and at home.  A stronger manager would have done it by herself.  Jane obviously had problems as a manager and wouldn't step outside her comfort zone to solve them.  Her boss soon took appropriate action.

It’s also a different matter if the negative person is the manager or boss.  There are many other problem behaviors that can be resolved with the Behavioral Code approach.  In other blog posts I’ll cover those bullying situations at work.

Please tell me your story so I can be sure to respond to it.

How do you know if someone is your friend?

Dana is a seven-year old with a good heart.  In order to help a new girl, Amanda, break into her school, Dana befriends her.  She talks to the girl, hangs out with her on the playground and even has her mother arrange play-dates.  Dana is cheerful and popular, and her efforts are successful.  Other children also become friends with Amanda. But, even in the beginning of their friendship Amanda often manipulates, controls and bullies Dana.  Dana wonders, “Is Amanda really my friend and what should I do?”  Here’s what Amanda does.

Actually, Amanda is a manipulative, controlling stealth bully.  Stealth bullies are:

• Selfish – When Dana won’t do what Amanda wants, Amanda gets angry.  She yells that Dana is bad.  Amanda insists that her opinions matter more than Dana’s.
• Critical – She criticizes Dana’s clothes and what Dana likes to do.  She’s gleeful when she points out Dana’s mistakes.  She’s always putting Dana down, topping her, countering her and staying one-up.  She’s always right and righteous about it.
• Hyper-sensitive – When Dana plays with other girls, Amanda says that her feelings are hurt.  According to Amanda, Dana is her best friend and she’s supposed to play only with Amanda.  Amanda says that the only way Dana can make her feel good is for Dana to do what she wants.
• Deceitful – Amanda doesn’t apply that rule to herself.  She feels perfectly free to play with whoever she wants to.  She even snubs Dana when she wants to become “best friends” for a while with the other person.
• Righteous finger-pointers – Amanda is always right and when her feelings are hurt, it’s 100 percent Dana’s fault. She always blames Dana.

Dana is mystified.  Amanda says that she’s Dana’s best friend but Dana often feels verbally abused and emotionally intimidated.  Amanda stimulates Dana’s self-doubt and insecurity.  Dana doesn’t know what she’s done wrong when Amanda is hurt and angry.

Since Dana doesn’t identify Amanda as a stealth bully, she doesn’t resist Amanda’s attempts to manipulate and control her.

My coaching with Dana’s parents awakens them to the problem.  Their daughter is being manipulated and controlled.  I teach them how to help Dana recognize the patterns of Amanda’s manipulating.

So, how can Dana decide if Amanda is really her friend?  Dana and her parents make a list based on her interactions with Amanda – what would a true friend do in each of those situations?  Using this simple method, Dana can see that Amanda hasn’t done any of those things.  Dana recognizes that Amanda is a stealth bully.

Actions speak louder than words.  Actions show you who’s a true friend.  Reasons, justifications and excuses don’t.  Just like the expression, “Follow the money,” I use the expression, “Follow the actions.”

Dana’s parents help her accept that she’s done nothing wrong.  Amanda is the one with the problem.  Amanda doesn’t know how to be a good friend. 

But the important question for Dana is not, “Is Amanda my friend?”  The important question is, “Do I want to be with a person who acts like that, whether or not she calls herself my friend?”  Whatever Amanda’s upbringing and family problems are, she will have to act better if she wants to be with Dana.

Dana is now well on her way to breaking the pattern and creating a bully-free personal space.  She’s learned a valuable lesson she’ll need in junior high school.