Bullying Prevention Preventing Bullying Part 1: Specific Strategies Catherine Bradshaw, Ph.D., M.Ed. & Lindsey O’Brennan, Ph.D. Johns Hopkins Center for the Prevention of Youth Violence Johns Hopkins Center for Prevention & Early Intervention cbradsha@jhsph.edu

Overview of Presentation What is bullying and what does it look like in our schools? How does bullying and problem behavior contribute to the school climate? Strategies for intervening and preventing bullying Lessons learned

Federal Definition of Bullying BPCC Training Federal Definition of Bullying “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. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm. ” Be careful to avoid using terms “bully” & “victim” as much as possible when describing students. We want to avoid labels & focus on behavior. We encourage this practice w/ all staff in schools. http://www.stopbullying.gov/what-is-bullying/definition/index.html Tab 2: Doc 1 © 2011 The Olweus Bullying Prevention Program, US 3

Key Components of Bullying Behavior BPCC Training Key Components of Bullying Behavior Involves an intentional aggressive behavior Typically involves a pattern of behavior repeated over time Imbalance of power or strength Bullying is characterized by 3 key components: Bullying is a form of aggression Behavior is often repeated—though adults often are not aware of patterns until a serious event occurs. BUT DO NOT wait for a pattern before responding! Address all negative behavior immediately! Unlike other forms of aggression, there is an imbalance of power or strength between child who is bullying & child who is being bullied. Imbalance can be physical, but often is emotional or verbal & can be quite subtle. Result: child who is being bullied is likely to have a difficult time defending himself or herself physically, verbally, emotionally… Tab 2: Doc 1 © 2011 The Olweus Bullying Prevention Program, US 4

Who Is Involved in Bullying? Roughly 30-40% students are involved in bullying 23% identify as a victim, 8% as a bully, and 9% as a bully/victim (Bradshaw, O’Brennan, & Sawyer, 2008) Gender Boys are more likely to report bullying others compared to girls (Bradshaw, Sawyer, & O’Brennan, 2009) Some differences in involvement based on form Race/Ethnicity African American youth more likely to be classified as a victim or bully/victim (Goldweber et al., 2013)

Types of Bullying Direct - Hitting, taunting, name calling BPCC Training Types of Bullying Direct - Hitting, taunting, name calling Indirect - Rumors, exclusion, cyber bullying *Important to teach school staff and parents that bullying is different from rough-and-tumble play and fighting Adults most familiar w/ direct bullying & are most apt to respond to it. Examples include…(SLIDE). Most school discipline policies focus on direct forms of bullying. Bullying can be more subtle, or indirect in nature…(SLIDE) “Cyber-bullying” is a new frontier for bullying--particularly difficult for schools to discover & address. ”Relational bullying”—aka “relational aggression” or “social cruelty.” Can be indirect (e.g., gossip, exclusion, friendship manipulation) or direct. May combine direct & indirect (e.g., taunting a child to belittle him/her in front of peers). (More about types of bullying in SWG DVD Pt. II.) Rough-&-tumble play: when 2+ students hit, push, chase, wrestle in a friendly, playful manner. Differs from bullying in the “relationship between the parties” & the “expression & atmosphere.” Real fighting differs from bullying in repeated nature of behavior & imbalance of power. Tab 2: Doc 1 © 2011 The Olweus Bullying Prevention Program, US 7

Cyberbullying Examples: Harassing text messages or emails Posting untrue information or embarrassing pictures Impersonating people by making fake profiles Flaming – online ‘fighting’ using electronic media and vulgar language Tricking someone into sharing personal information and sharing it with others Cyber stalking – repeatedly sending threatening messages Bullying through email, instant messaging, in a chat room, on a Web site, or through digital messages or images sent to a cell phone.

How is Cyberbullying Different? It can happen at any time. Cyberbullying can happen 24 hours a day, 7 days a week, and reach a kid even when he or she is alone. It can be done anonymously. Cyberbullying messages and images can be posted anonymously and distributed quickly to a very wide audience. It can be difficult and sometimes impossible to trace the source. The effects are long lasting. Deleting inappropriate messages, texts, and pictures is extremely difficult after they have been posted or sent.

Effects of Being Bullied BPCC Training Effects of Being Bullied Lower self-esteem Depression & anxiety Absenteeism Loss of interest in school Lower grades Illness Bullying may seriously affect: (1) psychosocial functioning, (2) academic work, (3) health of children who are targeted—effects can be both short & long-term Being bullied related to lower self-esteem, higher depression, loneliness, anxiety Victims more likely to report wanting to avoid school, higher absenteeism rates (Rigby, 1996) Report disliking school & received lower grades (Eisenberg et al., 2003) Early peer exclusion (Kindergarten) leads to decreased classroom participation, & in turn to lowered academic achievement in 5th grade. (Buhs, et al., 2006) Depression & low self-esteem can persist into adulthood. Tab 2: Doc 1 © 2011 The Olweus Bullying Prevention Program, US 10

Health Consequences of Bullying BPCC Training Health Consequences of Bullying Bullied Not Bullied Headache 16% 6% Sleep problems 42% 23% Abdominal pain 17% 9% Feeling tense 20% 9% Anxiety 28% 10% Feeling unhappy 23% 5% Depression 49% 16% Children who are frequently bullied report a variety health problems Example: In recent study of Dutch school children (ages 9-12), found that bullied children (i.e., bullied a few times a month or more), were more likely than peers to experience a variety of physical ailments: (SLIDE) 3x as likely as peers to have headaches, 2x as likely to have problems sleeping, abdominal pain, & to be tense 3x as likely to be anxious 5x as likely to be unhappy & MUCH more depressed (Fekkes et al., 2004) Tab 2: Doc 1 © 2011 The Olweus Bullying Prevention Program, US 11

Concerns About Children Who Bully Children who bully are more likely to: Get into frequent fights Be injured in a fight Steal, vandalize property Drink alcohol, smoke Drop out of school Perform poorly academically Carry a weapon This pattern may continue into young adulthood Bullies were 4x as likely to have 3 or more legal convictions by age 24 Also is reason to be concerned about children who bully their peers: Researchers have found bullying behavior to be related to other antisocial, violent, or troubling behaviors. They are more likely than their non-bullying peers to… Higher levels of aggressive-impulsive behaviors (Crick & Dodge, 1994; Smokowski & Kopasz, 2005) Heightened levels of depression and anxiety (Juvonen et al., 2003, Nansel et al., 2004) Poor peer relationships and a lack of social skills (Juvonen et al., 2003; Smokowski & Kopasz, 2005) More likely to feel unsafe and disconnected from their school (Glew et al., 2005; Wilson, 2004

Social-Emotional Problems Youth Involved in Bullying Bully/Victims are the most at risk More likely to endorse retaliatory attitudes More likely to experience internalizing symptoms (sad, lonely) Less likely to feel connected and safe in their school Bullies tend to feel popular and justified in their aggressive behavior Middle and high school bullies were more likely to report having many friends at their school Effects of bullying do not diminish over time Middle school and high school victims and bully/victims are more likely to report internalizing symptoms and aggressive-impulsive behavior Older students tended to feel less connected to their school Study I conducted with Catherine Bradshaw and Anne Sawyer using data from Anne Arundel county bullying survey. Surveyed 24,000 students across elementary, middle, and high school. Students grouped into 4 subgroups: low involvement, bully, victim, and bully/victim Calculated odds ratios with (1) low involvement group as comparison and (2) bully/victims as the comparison Students involved in bullying 2+ times a month were considered to be “frequently involved” O’Brennan, Bradshaw, & Sawyer (2009)

Why address bullying in schools? BPCC Training Why address bullying in schools? For students and their futures Healthy school climate Larger community For the purposes of risk management for schools It’s a wise investment It’s the law in nearly all states! Many reasons why it’s critical to address school bullying. Perhaps most important: for students & their futures. 2. Healthy school climates can improve achievement (Buhs et al. 2006; Fleming et al., 2005) 3. Community: benefits when students like school & have a variety of settings where they feel they belong. Risk management: The # of civil suits brought by students & parents against schools has appeared to have grown...Issue: school personnel failed to provide a safe learning environment. Wise investment: Research-based bullying prevention programs could save the country between $1.7 million & $2.3 million by keeping an at-risk youth out of the justice system. According to the Maryland State Department of Education it prohibits bullying, harassment, or intimidation of any person on school property or at school-sponsored functions or by the use of electronic technology at a public school. Tab 2: Doc 1 © 2011 The Olweus Bullying Prevention Program, US 14

Preventing Bullying at School BPCC Training Preventing Bullying at School Supervise students’ activities Ensure that all staff intervene “on-the-spot” when bullying occurs Hold meetings with students involved in bullying Develop individual intervention plans for involved students OBPP has 4 key individual-level components (SLIDE). Close supervision of students’ activities—is KEY. We’ve discussed importance of refining supervision practices in School-level components. Included again here to highlight its importance in dealing w/ individual bullying incidents. Need to identify students who are most vulnerable, to support & protect them, esp. in hot spot areas. Also need to identify students who are most likely to bully so we can stop & redirect their behavior. Want to motivate majority of student bystanders to help their classmates. 2-4) Will now be discussed in detail, beginning w/on-the-spot interventions when adult observes bullying happening. References: SWG, chap 10 & CD Docs. 24-26; TG, chap 8 & CD Docs. 21-27 Tab 2: Doc 1 © 2011 The Olweus Bullying Prevention Program, US 15

On-the-Spot Interventions: The “Teachable Moment” BPCC Training On-the-Spot Interventions: The “Teachable Moment” Stop the bullying Support student who has been bullied Name bullying behavior & refer to school rules Engage the bystanders Impose immediate & appropriate consequences Take steps to ensure bullied student will be protected from future bullying We’ll begin w/ the most straightforward situation (an adult sees or hears the bullying,) though this is probably not the most common. ALL adults in a school should be prepared to address bullying they witness, so all must practice interventions. Tab 2: Doc 1 © 2011 The Olweus Bullying Prevention Program, US 16

Why Adults Don’t Always Intervene: BPCC Training Why Adults Don’t Always Intervene: Have difficulty recognizing bullying 87% staff thought they had effective strategies for handling a bullying situation and 97% reported that they would intervene in a situation if they saw bullying But only 21% of students involved in bullying had reported the event to a school staff member Fail to recognize the importance of intervening Uncertain how best to intervene Adults often don’t know how best to intervene in bullying, especially with special populations (LGBT, racial/ethnic minority, overweight youth) Lack of time Before we talk about how best to intervene, why don’t adults always intervene? Research says adults overestimate their effectiveness: 70% of teachers believed they intervene “almost always”, while 25% of students agreed. (Charach et al., 1995) students and school staff often view the problem of bullying and schools’ efforts to prevent bullying quite differently. One study found that, while a large portion of staff (87%) thought that they had effective strategies for handling a bullying situation, and 97% of staff reported that they would intervene in a situation if they saw bullying, only 21% of students involved in bullying had reported the event to a school staff member. Students were more likely to report bullying events to their friends and families than to an adult at school. Although it appears that students are not actively seeking out help from teachers when dealing with a bullying situation, it is possible that students may turn to education support professionals (ESPs) (e.g., school nurses, bus drivers, secretaries) as a means of support; however, there has been limited research on the role of ESPs in bullying prevention efforts. Tab 2: Doc 1 © 2011 The Olweus Bullying Prevention Program, US 17

Student vs. Staff Perceptions Staff (N=1,547) Said they would intervene if they saw bullying 97% Believe have effective strategies for handling bullying 87% Believe they made things worse when they intervened 7% Students (N=15,185) Seen adults at school watching bullying and doing nothing 43% Believe adults at their school are NOT doing enough to stop or prevent bullying 58% Believe that teachers who try to stop bullying only make it worse 61% (% “agree” to “strongly agree”) (Bradshaw et al., 2007, SPR)

Stereotypes of Youth Who Bully (Source: Sue Swearer)

Multi-tiered Bullying Prevention Individual-level Interventions with children who bully Interventions with children who are bullied Discussions with parents of involved students Classroom-level Reinforce school-wide rules against bullying Hold regular classroom meetings with students to increase knowledge & empathy Provide direct instruction for students on how to respond to bullying Promote social-emotional skills Informational materials and meetings with parents Address classroom management concerns Olweus Bullying Prevention Program; PBIS; HRSA

Multi-tiered Bullying Prevention (cont) School-level Collect and use data on bullying (e.g., anonymous student survey) Form a coordinating team of staff to discuss and review data related to bullying and school-wide prevention Provide training for team members and all staff on anti-bullying policy, harassment, and how to intervene effectively Develop a coordinated system of supervision Adopt school-wide rules to promote positive behavioral expectations and prevent bullying Develop appropriate consequences for students' behavior Involve parents Olweus Bullying Prevention Program; PBIS; HRSA

Recommended Strategies Talk with child Directly state that bullying is wrong They or the target do not deserve to be treated this way Directly state that aggressive retaliation is not right Listen to child’s concerns Coach on possible strategies Peer support, avoid situations where bullying might occur, when appropriate tell bully that the bullying should stop (better among younger kids)

Recommended Strategies (cont) Foster open communication Encourage parents to reach out to school for supervision and support services (teacher, guidance counselor, administration) - Seek mental health services when needed Develop a process (e.g., behavioral matrix) for monitoring behavior at school and home Reward prosocial, non-aggressive behavior Limit exposure to violent media and content (e.g., domestic violence, abuse)

Positive Behavioral Interventions & Supports (PBIS) Application of behavior learning principles Clear behavioral expectations (e.g., ready, responsible, and respectful) Recognition system Procedures for managing disruptions Focus on changing adult behavior Emphasizes staff buy-in Team-based & data-based process Consistency in discipline practices Can be implemented in any school Non-curricular model – flexible to fit school culture & context Coaching to ensure high fidelity implementation (Horner et al., 2009; Horner & Sugai, 2001; Lewis & Sugai, 1999; Sugai & Horner, 2006)

Multi-tiered System of Support Public Health Multi-tiered System of Support Universal Prevention Core Instruction, all students, preventive, proactive Indicated or Intensive Intervention Individualized, functional assessment, highly specific for few Selective or Targeted Intervention Supplemental, some students, reduce risk Rebecca- Three tiered public health prevention model. PBIS based on existing infrastructure and training capacity Data-based decision-making National Implementation Research Network model of program implementation Implementing a school wide model for student success can be conceptualized using this multi-tiered framework across the behavior or reading domain. Recent research suggests that a research based core instructional program, if implemented well, should be effective for about 80% of all students in the building. This is the first tier of intervention referred to as universal intervention, because it includes all students. The best universal intervention will address the needs of most, but not all. Some students will need additional support and practice. The second tier of intervention is referred to as targeted intervention and is usually appropriate for a smaller portion of students with some risk. The goal of this intervention is to reduce or eliminate this risk. Usually this tier of intervention is short term, maybe 10-20 weeks, and it focuses on specific skills. The third tier of intervention is referred to as intensive intervention. Like the medical model, these students have an immediate and intense need. The intervention is highly specific, requires frequent monitoring and is individualized. Students with this level of need may require several months or years of intervention. Students within Schools (IOM, 2009; PBIS.org; Sugai & Horner, 2006; Walker et al., 1996) 25

Stopping Bullying on the Spot Intervene immediately. It is ok to get another adult to help. Separate the kids involved. Make sure everyone is safe. Meet any immediate medical or mental health needs. Stay calm. Reassure the kids involved, including bystanders. Model respectful behavior when you intervene.

Avoid These Common Mistakes Don’t ignore it. Don’t think kids can work it out without adult help. Don’t immediately try to sort out the facts. Don’t force other kids to say publicly what they saw. Don’t question the children involved in front of other kids. Don’t talk to the kids involved together, only separately. Don’t make the kids involved apologize or patch up relations on the spot.

Get Police or Medical Attention Immediately If A weapon is involved. There are threats of serious physical injury. There are threats of hate-motivated violence, such as racism or homophobia. There is serious bodily harm. There is sexual abuse. Anyone is accused of an illegal act, such as robbery or extortion—using force to get money, property, or services.

NOT Recommended Strategies Minimizing problem Telling the target they deserve the abuse because of … Telling student to ignore situation Telling student to hit or bully back Parents of victim contacting perpetrator or his/her parent Corporal or physical punishment Grouping students who bully together Zero tolerance (i.e., automatic suspension) policies Conflict resolution/peer mediation Providing details on bullying-related suicides Simple short-term solutions

PBIS in Park Heights

Olweus Bullying Prevention Program BPCC Training Olweus Bullying Prevention Program Comprehensive, school-wide program that aims to reduce and prevent bullying problems among youth children and to improve peer relations at school. Designed for ALL students Preventive AND responsive Focused on changing norms and restructuring the school setting OBPP is a universal, school-wide effort-- involves all adults & students in school community (not just teachers, but admin., counselors, caf. staff, custodial staff, bus drivers, librarians, parents, & members of community who interact w/ school). Focused on school as SYSTEM (& aspects of system that support or discourage bullying) and also on INDIVIDUAL behavior. Concerned w/ preventing bullying, AND dealing w/ bullying problems that arise. Focused on changing climate, social norms so that bullying isn’t “cool” & no children are marginalized or left on the “outside.” Has strong & growing research base; Importantly, has no end-date. Should be woven into the fabric of the school. Tab 2: Doc 1 © 2011 The Olweus Bullying Prevention Program, US 31

Olweus Program (cont.) School-wide Components BPCC Training Olweus Program (cont.) School-wide Components Establish Bullying Prevention Coordinating Committee (BPCC) Develop school policy on bullying and introduce school-wide rules and consequences Administer survey to assess “hot spots” for bullying School Classroom Individual Community Parents Here again are the 4 components of the Olweus program. The pieces need to fit together like a puzzle & every adult has a role in making this effort work. Partner parents and community members to stop bullying and enhance school climate Tab 2: Doc 1 © 2011 The Olweus Bullying Prevention Program, US 32

Olweus Program (cont.) Classroom Components Weekly Class meetings BPCC Training Olweus Program (cont.) Classroom Components Weekly Class meetings Communication with adults and peers Identifying feelings Building positive classroom environment Positive peer relationships OBPP is not a classroom management program, but helps teachers learn behavior management skills will help to implement the program. The BPCC supports class meetings by Build weekly time into classroom schedules. Offer ideas for topics or strategies. Provide support & staff development. Provide ongoing guidance about integrating bullying prevention themes across curriculum areas. Monitoring implementation & efficacy of class meetings. Tab 2: Doc 1 © 2011 The Olweus Bullying Prevention Program, US 33

Olweus Program (cont.) Individual Student Components BPCC Training Olweus Program (cont.) Individual Student Components Teachers and staff should closely supervise students’ activities Ensure that all staff intervene on-the-spot when bullying occurs Hold meetings with students involved in bullying Develop individual intervention plans for involved students OBPP has 4 key individual-level components Close supervision of students’ activities—is KEY. We’ve discussed importance of refining supervision practices in School-level components. Included again here to highlight its importance in dealing w/ individual bullying incidents. Need to identify students who are most vulnerable, to support & protect them, esp. in hot spot areas. Also need to identify students who are most likely to bully so we can stop & redirect their behavior. Want to motivate majority of student bystanders to help their classmates. Tab 2: Doc 1 © 2011 The Olweus Bullying Prevention Program, US 34

Lessons Learned Take the time to build rapport with staff and administration Principal/administrator leadership is key Focus on foundations first (e.g., school climate, administrator support, PBIS) Connect with community agencies and partners Meet schools where they are at, enhance motivation to change Focus on the positive, highlight things that are working well in the schools Use this strengths-based approach to identify areas of need/challenges Focus our role as a collaborator, not an instructor or “expert”

What is your school doing to prevent bullying and behavior problems across the tiers? Universal Prevention Core Instruction, all students, preventive, proactive Indicated or Intensive Intervention Individualized, functional assessment, highly specific for few Selective or Targeted Intervention Supplemental, some students, reduce risk Rebecca- Three tiered public health prevention model. PBIS based on existing infrastructure and training capacity Data-based decision-making National Implementation Research Network model of program implementation Implementing a school wide model for student success can be conceptualized using this multi-tiered framework across the behavior or reading domain. Recent research suggests that a research based core instructional program, if implemented well, should be effective for about 80% of all students in the building. This is the first tier of intervention referred to as universal intervention, because it includes all students. The best universal intervention will address the needs of most, but not all. Some students will need additional support and practice. The second tier of intervention is referred to as targeted intervention and is usually appropriate for a smaller portion of students with some risk. The goal of this intervention is to reduce or eliminate this risk. Usually this tier of intervention is short term, maybe 10-20 weeks, and it focuses on specific skills. The third tier of intervention is referred to as intensive intervention. Like the medical model, these students have an immediate and intense need. The intervention is highly specific, requires frequent monitoring and is individualized. Students with this level of need may require several months or years of intervention. Students within Schools (IOM, 2009; PBIS.org; Sugai & Horner, 2006; Walker et al., 1996) 36

Suggested Readings Bullying at school: What we know and what we can do. Olweus, D. (1993). NY: Blackwell. Olweus Bullying Prevention Program: School-wide Guide. Olweus, Limber et al. (2007). Hazelden. Bullying prevention: Creating a positive school climate and developing social competence. Orpinas, P. & Horne, A. (2005). American Psychological Association. Bullying in American schools. Espelage, D. & Swearer, S. (2004). Lawrence Erlbaum. Bullying in schools: How successful can interventions be? (2004). Smith, P., Pepler, D., & Rigby, K. Cambridge.

On-Line Resources Stop Bullying http://www.stopbullying.gov National Association of School Psychologists (NASP) Success in school online resource kit http://www.naspcenter.org/resourcekit/index.html Collaborative for Academic, Social, & Emotional Learning (CASEL) http://www.casel.org National Center on PBIS http://www.PBIS.org Blueprints for violence prevention http://www.colorado.edu/cspv/blueprints/index.html Substance Abuse & Mental Health Services Admin. (SAMHSA) http://nrepp.samhsa.gov/

Questions, Comments, & Discussion