Dr. Tracy Vaillancourt

Distress was the number one reason that they would intervene on behalf of kids who are bullied and teens who are bullied. And as I just said, they're suppressing distress. So we're counting on adults to lead in this area, and they're not able to pick up the one cue that they need to to realize that something nefarious is going on.

Distress was the number one reason that they would intervene on behalf of kids who are bullied and teens who are bullied. And as I just said, they're suppressing distress. So we're counting on adults to lead in this area, and they're not able to pick up the one cue that they need to to realize that something nefarious is going on.

Distress was the number one reason that they would intervene on behalf of kids who are bullied and teens who are bullied. And as I just said, they're suppressing distress. So we're counting on adults to lead in this area, and they're not able to pick up the one cue that they need to to realize that something nefarious is going on.

So first of all, bullying goes down as kids get older. So it is a lot more atypical in high school students than it is in elementary and middle school students.

So first of all, bullying goes down as kids get older. So it is a lot more atypical in high school students than it is in elementary and middle school students.

So first of all, bullying goes down as kids get older. So it is a lot more atypical in high school students than it is in elementary and middle school students.

It really has to do about like there's so many different factors, but part of it is going to be social skills, where their brain is, their brain development, social development, moral development, cognitive development, all those things interacting. And there's also like they're vying for limited resources.

It really has to do about like there's so many different factors, but part of it is going to be social skills, where their brain is, their brain development, social development, moral development, cognitive development, all those things interacting. And there's also like they're vying for limited resources.

It really has to do about like there's so many different factors, but part of it is going to be social skills, where their brain is, their brain development, social development, moral development, cognitive development, all those things interacting. And there's also like they're vying for limited resources.

So there's a little bit of resource scarcity, which I mispronounced as scarity twice the last time I was on your show. Didn't get bullied over that, Chris. So that's okay. So there's also a bit of resource scarcity that's involved. So all of these things interact well. They're just not that socially skilled. In our intervention programs, we never talk about power.

So there's a little bit of resource scarcity, which I mispronounced as scarity twice the last time I was on your show. Didn't get bullied over that, Chris. So that's okay. So there's also a bit of resource scarcity that's involved. So all of these things interact well. They're just not that socially skilled. In our intervention programs, we never talk about power.

So there's a little bit of resource scarcity, which I mispronounced as scarity twice the last time I was on your show. Didn't get bullied over that, Chris. So that's okay. So there's also a bit of resource scarcity that's involved. So all of these things interact well. They're just not that socially skilled. In our intervention programs, we never talk about power.

We never talk about how power corrupts. We never talk about how when you're afforded power, how it behooves you to be a good citizen, to not abuse your power. So, you know, we're not expecting kids are going to have these lessons. At the end of the day, we're animals, right? We're primates. This is what all primates do. So we're socializing kids out of this.

We never talk about how power corrupts. We never talk about how when you're afforded power, how it behooves you to be a good citizen, to not abuse your power. So, you know, we're not expecting kids are going to have these lessons. At the end of the day, we're animals, right? We're primates. This is what all primates do. So we're socializing kids out of this.

We never talk about how power corrupts. We never talk about how when you're afforded power, how it behooves you to be a good citizen, to not abuse your power. So, you know, we're not expecting kids are going to have these lessons. At the end of the day, we're animals, right? We're primates. This is what all primates do. So we're socializing kids out of this.

They're not necessarily socialized into it. Some of it is maintained through socialization, as we've spoken about. Like I've said this over and over again. But I also think that we're coming to the school with these deficits to begin with.

They're not necessarily socialized into it. Some of it is maintained through socialization, as we've spoken about. Like I've said this over and over again. But I also think that we're coming to the school with these deficits to begin with.

They're not necessarily socialized into it. Some of it is maintained through socialization, as we've spoken about. Like I've said this over and over again. But I also think that we're coming to the school with these deficits to begin with.

It's precisely what you said, everything, all of the above. And you and I talked about it in the last time we spoke too, is it really is like the hierarchies are pretty pronounced in elementary and high school. They're maintaining their power holding position coercively, but also using pro-social means. So it really has to do with that. So how do you maintain power? Well,

It's precisely what you said, everything, all of the above. And you and I talked about it in the last time we spoke too, is it really is like the hierarchies are pretty pronounced in elementary and high school. They're maintaining their power holding position coercively, but also using pro-social means. So it really has to do with that. So how do you maintain power? Well,