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Olweus Bullying Prevention Program West Virginia School Counselor Workshops October 2 Beckley October 9Morgantown October 14Charleston Martha Luper 276-237-2770.

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Presentation on theme: "Olweus Bullying Prevention Program West Virginia School Counselor Workshops October 2 Beckley October 9Morgantown October 14Charleston Martha Luper 276-237-2770."— Presentation transcript:

1 Olweus Bullying Prevention Program West Virginia School Counselor Workshops October 2 Beckley October 9Morgantown October 14Charleston Martha Luper Judy Willis

2 2 Program Developer Dan Olweus © The Olweus Bullying Prevention Group, 2007

3 3 Recognition of the Olweus Bullying Prevention Program Blueprint Model Program (Center for the Study & Prevention of Violence) Model Program (SAMHSA) Effective Program (OJJDP) Level 2 Program (US Dept. of Education) © The Olweus Bullying Prevention Group, 2007

4 4 Program Components School Classroom Individual Community Parents © The Olweus Bullying Prevention Group, 2007

5 5 The Olweus Bullying Prevention Program IS... Designed for ALL students Preventive AND responsive Focused on changing norms and restructuring the school setting Research-based NOT time-limited: Requires systematic efforts over time © The Olweus Bullying Prevention Group, 2007

6 6 The OBPP IS NOT... a curriculum a conflict resolution approach a peer mediation program an anger management program © The Olweus Bullying Prevention Group, 2007

7 7 What is the Olweus Definition of Bullying? A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself. Olweus et al., 2007 © The Olweus Bullying Prevention Group, 2007

8 8 Bullying is when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending himself or herself. In everyday language… © The Olweus Bullying Prevention Group, 2007

9 9 Three Key Components of Bullying Behavior 1.Involves an aggressive behavior 2.Typically involves a pattern of behavior repeated over time 3.Imbalance of power or strength © The Olweus Bullying Prevention Group, 2007

10 10 BULLYING = PEER ABUSE © The Olweus Bullying Prevention Group, 2007

11 11 Direct Bullying Hitting, kicking, shoving, spitting… Taunting, name-calling, degrading comments Threatening, obscene gestures © The Olweus Bullying Prevention Group, 2007

12 12 Indirect Bullying © The Olweus Bullying Prevention Group, 2007 Getting another person to bully someone Spreading rumors Social isolation Cyber-bullying

13 13 Relational Bullying Damaging reputations or social standing with peers and/or Using threats or loss of relationships to manipulate © Olweus Bullying Prevention Group, 2007 BULLYING

14 14 Distinguishing Among… Bullying Rough-and- Tumble Play Real Fighting TG CD #3 © The Olweus Bullying Prevention Group, 2007

15 15 Why is it important to address bullying in schools? 1.For students and their futures 2.For a healthy school climate 3.For the larger community 4.For the purposes of risk management for schools 5.Its a wise investment © The Olweus Bullying Prevention Group, 2007

16 16 What Roles Do Students Play In Bullying Situations? B C D H G E F A Start the bullying and take an active part Take an active part, but do not start the bullying Support the bullying, but do not take an active part Like the bullying, but do not display open support Watch what happens, dont take a stand Dislike the bullying and think they ought to help, but dont do it Dislike the bullying, help or try to help the bullied student The one who is being bullied Student Who Is Bullied Students Who Bully Followers Supporters Passive Supporters Disengaged Onlookers Possible Defenders TG, p. 24 © The Olweus Bullying Prevention Group, 2007

17 17 Misdirections in Bullying Prevention and Intervention Simple, short-term solutions Program du jour approaches Group treatment for children who bully Anger management or self-esteem enhancement for children who bully Zero tolerance policies for bullying Mediation/conflict resolution to resolve bullying issues Selecting inappropriate supplemental materials © The Olweus Bullying Prevention Group, 2007

18 18 Schoolwide Guide DVD Part 2: Overview of the OBPP Components

19 19 Goals of the Olweus Bullying Prevention Program Reduce existing bullying problems among students Prevent the development of new bullying problems Achieve better peer relations at school © The Olweus Bullying Prevention Group, 2007

20 20 Program Principles 1.Warmth, positive interest, and involvement are needed on the part of adults in school. 2.Set firm limits to unacceptable behavior. 3.Consistently use nonphysical, nonhostile negative consequences when rules are broken. 4.Adults in the school should act as authorities and positive role models. © The Olweus Bullying Prevention Group, 2007

21 21 Program Components School Individual Classroom Community © The Olweus Bullying Prevention Group, 2007

22 22 School-Level Components © The Olweus Bullying Prevention Group, 2007

23 23 The Olweus Bullying Questionnaire Locations of hotspots Patterns for girls and boys Insights into school climate Information to assess supervision Adult and student attitudes about bullying Impact of bullying on students Valuable planning tool © The Olweus Bullying Prevention Group, 2007

24 24 Hold Staff Discussion Group Meetings Goals of the groups Organization and leaders Topics for discussion –Sample outline (SWG Doc #18) –Staff Discussion Group Log (SWG Doc #19) © The Olweus Bullying Prevention Group, 2007

25 25 Introduce School Rules and Consequences Develop policy on bullying –Samples: SWG Doc. # 20 Anti-bullying rules Positive & negative consequences Introducing rules and consequences © The Olweus Bullying Prevention Group, 2007

26 26 about bullying We will not bully others. We will try to help students who are bullied. We will try to include students who are left out. If we know that somebody is being bullied, we will tell an adult at school and an adult at home. © The Olweus Bullying Prevention Group, 2007 SP (TG Doc #8)

27 27 Use of Positive Consequences to Reinforce Behavior Why are positive consequences critical? Who receives them? Types of behavior to reinforce Types of positive consequences Tips on use of positive consequences © The Olweus Bullying Prevention Group, 2007

28 28 Use of Negative Consequences Why arent positive consequences enough? Guidelines for use of negative consequences Types of negative consequences © The Olweus Bullying Prevention Group, 2007

29 29 Refine the Supervisory System 1.Determine the hot spots for bullying 2.Develop strategies to increase supervision in common hot spots © The Olweus Bullying Prevention Group, 2007

30 30 6. Refine the Supervisory System (continued) 3.Develop ways of tracking and reporting bullying incidents schoolwide (Sample: SWG CD # 23) 4.Consider the attitudes of supervising adults 5.Evaluate your school s physical design to reduce bullying © The Olweus Bullying Prevention Group, 2004

31 31 Hold Kick-off Event to Launch the Program What is it? When should it take place? How to prepare for it? What to cover? Related activities © The Olweus Bullying Prevention Group, 2007 SP

32 32 Partner with Parents The importance of parent involvement in the OBPP Strategies to involve parents in OBPP –Serve on the BPCC –Attend schoolwide parent meetings –Attend/help organize classroom parent meetings –Talk with their children about bullying © The Olweus Bullying Prevention Group, 2007 SP TG CD #23, #25, #26, & #27

33 33 Classroom-Level Components © The Olweus Bullying Prevention Group, 2007

34 34 Classroom-Level Components Post and enforce schoolwide rules against bullying Hold regular class meetings Hold meetings with students parents © The Olweus Bullying Prevention Group, 2007

35 35 Why Hold Class Meetings? Teach students about bullying, rules, related issues Help students learn more about themselves, feelings, reactions Build a sense of community Help the teacher learn more about classroom culture Provide a forum for addressing and following up on bullying issues © The Olweus Bullying Prevention Group, 2007

36 36 How to Conduct Class Meetings Scheduling class meetings What they are NOT Teacher experience and comfort with class meetings Class meetings vs. Bullying meetings © The Olweus Bullying Prevention Group, 2007

37 37 Individual-Level Components © The Olweus Bullying Prevention Group, 2007

38 38 Individual-Level Components 1.Supervise students activities 2.Ensure that all staff intervene on- the-spot when bullying occurs 3.Hold meetings with students involved in bullying 4.Develop individual intervention plans for involved students © The Olweus Bullying Prevention Group, 2007

39 39 Why Adults Dont Always Intervene: Have difficulty recognizing bullying Fail to recognize the importance of intervening Uncertain how best to intervene Lack of time © The Olweus Bullying Prevention Group, 2007

40 40 On-the-Spot Interventions: The Teachable Moment 1.Stop the bullying 2. Support the student who has been bullied 3. Name the bullying behavior & refer to the school rules 4. Empower the bystanders 5. Impose immediate and appropriate consequences 6. Take steps to ensure the bullied student will be protected from future bullying © The Olweus Bullying Prevention Group, 2007

41 41 Follow-Up Interventions 1.Report the incident to key adults 2. Identify who will meet with students 3. Hold separate talks with parties 4. Implement supports for bullied child 5. Impose consequences for the children who bully 6. Talk with parents 7. Check-in later © The Olweus Bullying Prevention Group, 2007

42 42 Working with Parents of Involved Students Contacting parents –Of bullied children –Of children who bully others –Of bystanders Working with parents who contact the school © The Olweus Bullying Prevention Group, 2007 SP

43 43 Community-Level Components © The Olweus Bullying Prevention Group, 2007

44 44 Community-Level Components Involve community members on the BPCC Develop partnerships with community members to support your program Help spread anti-bullying messages and principles of best practice throughout the community © The Olweus Bullying Prevention Group, 2007

45 45 Communities Support Prevention Efforts Parent Teacher Association (PTA) City Council or County Commissioners Non-Profit Family & Child Welfare Organizations Local businesses Public Service Groups (e.g. Kiwanis, Rotary, Junior League) Local foundations Local press (newspaper, TV, radio) © The Olweus Bullying Prevention Group, 2007

46 46 Spreading the Anti-Bullying Message into the Community Community sports leagues After-school programs Scouting, 4-H, other youth programs Faith-based organizations Juvenile justice groups Summer camps © The Olweus Bullying Prevention Group, 2007

47 47 Take-Home Message Stopping bullying takes a team effort. Approach the process in steps. Change happens in small increments. © The Olweus Bullying Prevention Group, 2004


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