Exploring Strategies to Stop Bullying

Surveying students about the prevalence of bullying. Training teachers, coaches, parents, and young people on how to respond. Encouraging youth to be upstanders. Holding annual Bullying Prevention Day activities to spread awareness. These were a few of the ideas discussed Saturday at a two-hour Community Forum sponsored by the Tompkins County Bullying Prevention Task Force.

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Celia Clement reviewing feedback on school bullying

The Task Force held the forum to introduce its work to the public and to solicit ideas from the community on strategies to address bullying. More than two dozen government agencies, community organizations, and representatives from the county’s six school districts formed the Task Force in March.

“A lot of these conversations and diving deep into these topics can become very personal and very painful, which we want to honor,” said Nigel Gannon, a Healthy Living Program Specialist for New York State 4-H Youth Development, who moderated the forum.

“We have to develop spaces where we can have those emotions in a positive way. Remember that we are all feeling the same [about bullying], in some way, as individuals, as loved ones, as community members. We are not happy to be here, I think we are hopeful to be here. We’re going to help the Task Force get the information they need to try to move this forward.”

Scott MacLeod of The Sophie Fund kicked off presentations by Task Force working groups by reviewing basic information about bullying in national, regional, and local contexts.

He noted the federal government’s definition of bullying, and how it should be distinguished from other behaviors such as conflict, rudeness, and meanness:

“Bullying is any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated.”

MacLeod explained how bullying has psychological, physical, and academic effects, and adversely affects youth who are bullied as well as those who engage in bullying. He said that youth who are perceived as different, especially LGBTQ children, are at greater risk. Persistent bullying, he added, can lead to or worsen feelings of isolation, rejection, exclusion, and despair, as well as depression and anxiety, which can contribute to suicidal behavior. MacLeod said that while there is no federal stature that expressly outlaws bullying, New York State’s Dignity for All Students Act (DASA) came into force in 2012 to protect students from bullying, harassment, and discrimination.

Citing statistics, MacLeod’s report said 19 percent of American high school students are bullied, and 14.9 percent experience cyberbullying. He said that data for the 2017-2018 school year, most likely reflecting underreporting, showed that Tompkins County school districts had 109 incidents of discrimination, harassment, and bullying , and 20 incidents of cyberbullying.

Celia Clement, a retired school social worker and now an independent consultant, delivered a report on potential approaches for addressing bullying in schools. She identified five areas for attention:

  • Communication: Families are not always getting the information they need about bullying definition, prevention, intervention, education, district policies and the laws involved such as the Dignity for All Students Act.
  • Education: Families and school staff want help around recognizing signs that their youth are struggling with mental health challenges, social challenges, or bullying. Students need to be educated as well around what is bullying, recognizing the difference between peer conflict and bullying, knowing the warning signs when adults need to be informed, and ways to intervene effectively when they see bullying, harassment or cyber bullying, or suicide warning signs.
  • Prevention: The key to successful intervention models is to include students as the core drivers when building programs that promote positive school cultures. There are existing local programs that can serve as models: Friendship Assistance Brigade, Stars, Be the One, and Welcoming Allies and Mentors.
  • Intervention: There is a need to educate school teaching staff and administrators about best practice around intervention when situations of conflict, bullying, harassment and cyber bullying occur—such as restorative practices as a way to support the target and to help the aggressor make changes. There is a need to offer strategies and tools to work with families in a way that promotes outcomes where everyone feels good about the process of addressing conflict and bullying situations.
  • Assessment: Schools need to conduct surveys about bullying to inform decisions for addressing the problem.

MacLeod also delivered a working group report on potential approaches for addressing bullying outside school property. He cited numerous ideas including holding an annual community forum and student leadership summit, providing training and information workshops, and launching awareness projects such as an annual Tompkins County Bullying Prevention Day.

Beth Hogan, a member of the Task Force’s Family Advisory Group, delivered a working group report on the concerns of parents surveyed by the group. She said parents experienced a significant increase in stress over bullying, and felt that they themselves were effectively being bullied. The parents believed that bullying was causing heightened levels of anxiety and depression in children, she added.

Hogan said that schools were reactive rather than proactive, and that mental health services inside and outside schools were inadequate. Hogan’s report called for frequent communication about bullying, including about the Dignity Act, to staff, families, and students. She said youth and parent involvement in bullying prevention should be a priority, and that the work should begin in the elementary grades.

Sophie Callister, a former student in the Lansing Central School District and now a student at Ithaca College, is the coordinator of the Task Force’s Student Advisory Group. “The bullying task force is something that means a huge deal to me because from third grade all through my school career it was a huge problem,” she said. “I want kids to feel like there is somebody willing to listen and help them and that they feel safe every day. I never really felt safe in school.” She said that rather than school counselors or psychologists the only person she felt she could go to for support was a math teacher. Callister said a goal of the task force is “to get the community involved—parents, students, everybody. This is not a time to be quiet.”

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Community Forum on Bullying Prevention, Tompkins County Public Library

Forum participants provided feedback and engaged in discussion in breakout sessions. On school programs, participants argued that schools under report bullying incidents and do not create safe spaces for students. They noted that teachers and coaches themselves sometimes engage in bullying by humiliating students/athletes. Participants suggested strategies including peer mentors and giving students tools for confronting bullying.

For public action, participants proposed holding local public forums within the county’s six school districts to better encourage family participation in bullying prevention initiatives. Participants supported the idea of providing training and workshop opportunities to educate the community about bullying and prevention methods, and called for a centralized resource to provide information about the Dignity Act and how to file complaints about bullying incidents. The participants also endorsed exploring synergies with existing programs and activities, such as the “Be the One” campaign.

Participants who focused on family and student involvement emphasized the need for developing a common language to understand bullying, and the importance of student-led initiatives for success. They noted that it was essential to view those who bully as people also in need of support to address the underlying causes of their behavior.

Some participants called for greater attention to students who may be experiencing suicide ideation, noting that four young people from the Lansing community have died by suicide in just the past year. Participants highlighted opportunities for students to become involved by forming chapters of organizations such as Active Minds and Sources of Strength, and participating in activities such as Mental Health First Aid for Teens.

Click here to read Becky Mehorter’s Ithaca Voice article on the Community Forum, “Task force brings community together to address bullying in local schools.”

Click here to read Matt Steecker’s article in the Ithaca Journal on the Tompkins County Bullying Prevention Task Force, “Finding solutions to bullying: Task force to hold forum at library.”

Click here to visit The Sophie Fund’s website resource page on bullying prevention.

Thank You, Cornell Student-Athletes!

Cornell University’s Student-Athlete Advisory Committee (SAAC) this week announced that its “Spike for Sophie” mental health fundraising event in December collected $909.00 in donations to The Sophie Fund.

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Sophie Jones of The Sophie Fund (center) with SAAC members at “Spike for Sophie”

“The event was a huge success!” said Morgan Chall ’19, a varsity gymnast, who is SAAC co-president and the NCAA Ivy League SAAC representative. “We had an awesome turnout with a little over 100 student-athletes, administrators, non-student-athletes and strength coaches rolling through throughout the event. Aside from everyone coming together to support a worthy cause, it was a really fun event that brought together the Cornell community through a shared love of sports.”

The “Spike for Sophie” spikeball tournament and related “Bench Press for Sophie” took place on December 5 at Cornell campus sports facilities. The event was co-sponsored by SAAC, Cornell Minds Matter, the Spikeball Club, Athlete Ally (LGBTQ+ inclusion in sports), and the Red Key Athlete Honors Society. The event stemmed from an NCAA Division 1 SAAC focus on mental health awareness in athletics during 2018.

“We chose The Sophie Fund because it allowed us the opportunity to give back to a local Ithaca organization fighting a cause our athletic community cares deeply about,” said Chall, a student in Global and Public Health Sciences. “Not only was it a fun and exciting afternoon, but the event was a huge success, by uniting students, student-athletes, faculty and athletic administrators over an important public health issue.”

Chall said that the event highlighted SAAC’s #Don’tBearItAlone campaign “by reminding every member of the athletic community the importance of taking care of your mental health.” She added: “’Spike for Sophie’ showed the Cornell and Ithaca community that decreasing the stigma against mental health and improving resources especially within the athletic community is an important issue we all take very seriously. The wide range of support from faculty to students showed just that.”

Scott MacLeod, a co-founder of The Sophie Fund, said the organization was grateful to receive the donation, noting that it would help support mental health initiatives aiding young people in the greater Ithaca community. “The Sophie Fund expresses its truly heartfelt thanks to the Cornell Student-Athlete Advisory Committee and other student groups for spreading awareness and knowledge about mental health and providing hope to fellow students who may be struggling. Cornell students continue to be champions for mental health both on campus and off campus.”

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Brandon Womack ’19 and Eli Bienstock ’17, and Cornell University Athletic Director Andy Noel at “Spike for Sophie”

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Photo Credits: Courtesy Sophie Jones and the Student-Athlete Advisory Committee

(Don’t) Call Me Crazy: Q&A With Kelly Jensen

(Don’t) Call Me Crazy: 33 Voices Start the Conversation About Mental Health is a new anthology that aims to get young people opening up about their inner struggles. Editor Kelly Jensen collected personal mental health stories from a range of writers, including Shaun David Hutchinson, Libba Bray, Adam Silvera, and Kristen Bell. “Jensen brought together sharp and vivid perspectives concerning mental-health challenges,” commented the Washington Post. “This book asks questions and provides real-life experiences and hope for the future.”

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Kelly Jensen speaking at Buffalo Street Books

Jensen, a writer and editor for Book Riot and a former teen librarian, was a featured speaker on November 4 in The Sophie Fund’s “Readings on Mental Health” series hosted by the Mental Health Association in Tompkins County at Buffalo Street Books. She spoke to The Sophie Fund’s Margaret McKinnis about her work.

THE SOPHIE FUND: How did you come to this project?

KELLY JENSEN: I started by wanting to do an anthology on feminism. I put that together and it came out in early 2017. I’ve always struggled with my own mental health, so this is something that’s always sort of been in the back of my head. There was an essay in the feminism book about mental health, and I realized as I was reading—“Oh, there’s a whole book here.”

I had studied writing and psychology in college, and it sort of blended the two. I realized there’s nothing out there that talks about mental health for younger readers in a way that’s conversational rather than statistical. Statistics and numbers are important, but I know what was helpful for me was reading people’s narratives and hearing these stories about what they’ve done and how they’ve experienced their mental challenges. I wanted to compile as much as I could from a wide range of voices to show there’s no “one way.” That was sort of the way it came together. I proposed it to my editor of the feminist one and they were like, “Yes! Let’s do this.”

THE SOPHIE FUND: What was the process of gathering all of these stories?

KELLY JENSEN: My day job is working as an editor for a book website, so I read a lot and have a lot of contacts for people who write. I reached out to some people who I knew had written about their mental health experiences in some capacity, rather than reaching out to any author and asking, “Do you want to talk about this super personal thing?” These people had talked about it before, so there was some level of understanding of what that would be like. It’s not easy and it’s not fun.

And then from there, I expanded to look outside the writing world because mental health impacts all kinds of people. I did some research to find some pieces that were out there already and went to see if I could reprint some of them. There’s a piece in there from Reid Ewing who’s on Modern Family. He had this brilliant piece about body dysmorphic disorder and being addicted to plastic surgery.

Then there were a couple pieces that were fresh. One of the other contributors had a contact with someone in the music industry, so MILCK (who wrote the anthem for the Women’s March) wrote this brilliant piece that was a letter to her 14-year-old self about confidence but also about her struggles with anxiety and eating disorders. It was essentially a beautiful love letter to get through it. And then there’s a piece in there, too, from Nancy Kerrigan. She wrote this piece on believing in yourself and the ways she has found confidence in herself. And I was like, “Oh this is perfect,” especially thinking about 13- and 14-year-olds who are still figuring it out. I was just grateful she could put something like that in.

The biggest challenge was putting the pieces in an order that made any sort of sense. With the feminism book, there were some clear themes that emerged throughout, but with mental health there was not a great theme that worked, and trying to create a theme didn’t feel right. I want everyone to go into the book and get what they get out of it and not have me as an editor tell them what they should be getting. The big theme I found going through was finding this spot of being okay. Maybe not great. Maybe not bad. But right in that middle of being okay. When I found that as sort of the way of piecing it together, I also found a way of grouping the essays together.

THE SOPHIE FUND: I know the book is a little multimedia with some art pieces. Was that your intention from the beginning or did it come after the fact?

KELLY JENSEN: I knew I wanted to do it a like a scrapbook style, so I knew I would end up using art. There are so many ways to tell a story, and with such a range of experiences, art just feels like a natural way of getting there.

I wanted it to be a book people would want to look at rather than a textbook. I mean there’s heavy stuff in there, but I don’t want to people to feel like they’re going to be miserable reading it. And yeah it’s challenging to read at times, but I think the comics and the design my publishers put behind it really makes it a more enjoyable reading experience.

THE SOPHIE FUND: The invitational aspect of the book seems to mirror this idea of normalizing the conversation around mental health, and I’m wondering as the book has become a part of the world, how it has become a part of that conversation?

KELLY JENSEN: The book came out a little over a month ago, and I’ve been going nonstop since. It’s been really interesting because it’s forced me to think about my own experiences in a way I never thought I would.

I have done a bunch of high school events with hundreds of hundreds of kids, which has been awesome. A lot of them ask me things like, “How do I determine if it’s stress versus an actual problem?” It’s nice to sit down with somebody and say okay the fact that you’re even asking this is step one and that’s when you can talk to someone you trust and say, “Okay here’s what I am experiencing—what do you think?”

I’ve gotten a lot of questions about what I think society-wise is causing this. In part mental illness stems from culture, but it’s also biological and just happens. There’s not any set reason. Often someone asks that because they have a theory, and sometimes you just have to say that could be part of it, but there’s no one cause, just like there’s no one treatment or course to fix anybody.

It changes community by community, too. I did an event at the beginning of October in a fairly conservative community in Wisconsin, but they have a whole commission that is focused on mental health and so the conversation in their community it not new or fresh. They’ve been having it. It’s interesting to go and talk to those kids and hear their questions and then go to a school where that’s not the case, and they have very different questions like, “How do we break the stigma? How do we talk about this?” It’s fascinating.

If the conversation is normalized, if it’s a conversation that’s happening, it’s easier to then talk about versus if it’s not talked about at all you don’t even have the language to start.

THE SOPHIE FUND: It seems like access to language is a theme that comes out of these conversations. It seems so necessary for us to be able to differentiate between these different experiences.

KELLY JENSEN: I have a really complicated relationship with the word crazy because sometimes well-meaning people can say they’re not going to use that word because of what it can stand for. But they stop there. They don’t take it further and have a conversation about mental health or do something that could further their sense of mental health care. I get annoyed because that doesn’t solve the problem, it just removes the word from your language, and ultimately from you having to think about it or stop and consider the bigger implications of the word. There’s not one way to talk about your approach to mental health, but you have to talk about it to even to get to that point where you can even discuss these nuances.

THE SOPHIE FUND: I know it’s only been out for a month, but what was your vision for the impact?

KELLY JENSEN: The school district that I talked about earlier who brought me in had community reads. They bought hundreds of copies of the book that they could distribute to students and adults in the community. They ran a number of book clubs throughout the month. They did all kinds of events centered around mental health, and they used this book because the pieces were short and persona. If more communities were able to create this culture of communication and openness, and have it come from the community itself, it trickles down. Then kids know they have permission.

I would love to see more people using it as tool to start talking, even it’s only one or two pieces and that’s all that resonates or all they use, that still gets the conversation starting.

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THE SOPHIE FUND: I think there’s something to be said for having something that mediates the conversation and gives context so you aren’t starting from square one.

KELLY JENSEN: It’s a vulnerable conversation to have, too.

I was so excited when The Sophie Fund ask me to come here because what a cool opportunity to have stories take the center. I think if you start with other people’s narratives it does get easier to break into a conversation around it.

THE SOPHIE FUND: Do you have a mental health philosophy?

KELLY JENSEN: I don’t know if I have a mental health philosophy. I think I have a fascination with it. I think there’s value in being fascinated by what your mind does and what your experiences are, and the metanarrative about what you think about what you’re thinking, which is hard to think about it.

THE SOPHIE FUND: Do you have any other things that you’d like to talk about with the book or even just about your views on mental health in general?

KELLY JENSEN: Mental health is trial and error. There were a number of people who said to me it might take you forever to find a medication that works for you or might work for you for a little bit and then stop working. My experience was the first medication was perfect. Your personal experience might not mirror other’s advice.

The hard part of it all is if you try to hold this idea that every experience is valid and has the nuances that it does, it can just get overwhelming. Culturally we have defined what “normal” generally looks like, but most people don’t fall in that.

Margaret McKinnis, an intern at The Sophie Fund, is a junior at Ithaca College majoring in Writing and minoring in English and Honors. She is a nonfiction editor at Stillwater, a student literary magazine, and an assistant director of the New Voices Literary Festival.

Send Silence Packing @ Ithaca College

Backpacks were scattered all over Ithaca College’s Emerson Suites on Monday. No, this high-traffic space wasn’t a convenient dumping ground for students taking mid-terms or heading to the cafeteria for a meal. The backpacks were a powerful exhibition called “Send Silence Packing,” a suicide prevention initiative traveling to American college campuses. The 1,100 backpacks represent the average number of college students who die by suicide every year.

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“Send Silence Packing” is a project of Active Minds, a national organization promoting student mental health through branch chapters at colleges around the county. Ithaca College’s chapter, led by co-presidents Zoe Howland and Mikaela Vojnik, hosted Monday’s exhibition in Emerson Suites.

The display is immersive and thought provoking. Each backpack includes a personal story or a quote from someone who has lost a loved to suicide. “I feel like the visual display really invokes a certain feeling that just talking about it doesn’t necessarily do,” Howland said.

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“There were a lot of people who came through on the way to their classes and were really intrigued with all the stories that were on the backpacks,” said Active Minds member Kristin Butler. She said that the event was an opportunity for “continuing the conversation on campus, which is great.”

Junior anthropology major Paige Twinning commented: “Powerful and important. The visual representation and personal profiles of individuals really made an impact.”

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“Send Silence Packing,” which has visited almost 200 campuses and reached nearly a million people, is intended to generate discussions about suicide and provide information about suicide prevention resources.

Ithaca College’s day-long event, sponsored in part by The Sophie Fund, began at 7:30 a.m. and included an evening Speak Your Mind panel discussion on suicide prevention moderated by Active Minds member Kelly Madden. Participating in the panel were representatives from key local mental health organizations, including the Suicide Prevention and Crisis Service, Mental Health Association in Tompkins County, National Alliance on Mental Illness (NAMI) Finger Lakes, and the Advocacy Center. Said Kaylee McGillicuddy, a sophomore psychology major: “It’s just nice to know there are people who care.”

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Based on surveys, the Active Minds national organization reports that most people attending the “Send Silence Packing” installation are left wanting to know more about mental health, and 95 percent of attendees rate the experience as powerful.

Active Minds has chapters or other operations on more than 600 college campuses across the country. In June, a study of Active Minds published in the Journal of the American Academy of Child & Adolescent Psychiatry reported that student peer organizations’ activities can improve college student mental health attitudes and perceived knowledge and significantly increase helping behaviors.

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The Fall 2015 National College Health Assessment, in a survey of 19,861 students at more than 40 American schools, reported that 35.3 percent “felt so depressed that it was difficult to function.”

According to the 2017 annual report of the Center for Collegiate Mental Health, data collected from 147 college counseling centers showed that 34.2 percent of 161,014 college students seeking counseling in the 2016–17 academic year had “seriously considered attempting suicide.” The rate increased for the seventh year in a row, up from 24 percent in the 2010-11 academic year. The data also showed that 10 percent of the students seeking counseling had actually made a suicide attempt.

—By Margaret McKinnis

Margaret McKinnis, an intern at The Sophie Fund, is a junior at Ithaca College majoring in Writing and minoring in English and Honors. She is a nonfiction editor at Stillwater, a student literary magazine, and an assistant director of the New Voices Literary Festival.

[If you or someone you know feels the need to speak with a mental health professional, you can contact the Crisisline (National Suicide Prevention Lifeline) at 1-800-273-8255 or contact the Crisis Text Line by texting HOME to 741-741.]

All About Margaret

Hello, Instagram friends! Welcome Margaret McKinnis, our fall intern at The Sophie Fund, who will be posting on our Instagram account for the next few months as well as writing blog posts for the website. She is a junior at Ithaca College majoring in Writing and minoring in English and Honors. She is a nonfiction editor at Stillwater, a student literary magazine, and an assistant director of the New Voices Literary Festival. In her spare time, Margaret loves winding down with a good book, painting with watercolor, or challenging herself with a fun puzzle (preferably cat-themed). She enjoys exploring all Ithaca has to offer, whether finding a new trail or garden, or stumbling upon a new coffee shop or bookstore. Send her your ideas for images at thesophiefund2016@gmail.com.

Margaret. Instagram