1 Bullying Prevention School-Wide Training

WELCOME Introduction of Committee

QUIZ

Remember… … an incident of bullying from your own school years, grades K-12, were you are bystander, victim, or bully? Describe……

5 Who? What? When? Where? How? Why? © The Olweus Bullying Prevention Group, 2007

Who … What … When... Where … How...Why … ? Who … What … When... Where … How...Why … ? 1.Who are bullies? Who are victims of bullying? 2.What are bullying behaviors? 3.When/where does bullying happen? 4.How does bullying affect children who are bullied? 5.Why does bullying occur? © The Olweus Bullying Prevention Group, 2004

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 Tab 2: Doc 1

8 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

9 Direct Bullying Hitting, kicking, shoving, spitting… Taunting, name-calling, degrading comments Threatening, obscene gestures © The Olweus Bullying Prevention Group, 2007 Indirect Bullying Getting another person to bully someone Spreading rumors Social isolation Cyber-bullying

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

11 Effects of Being Bullied Lower self-esteem Depression & anxiety Absenteeism & lowered school achievement Thoughts of suicide Illness © The Olweus Bullying Prevention Group, 2007

Health Consequences of Bullying (Fekkes et al., 2004) BulliedNot bullied Headache16%6% Sleep problems42%23% Abdominal pain17%9% Feeling tense20%9% Anxiety28%10% Feeling unhappy23%5% Depression scale moderate indication49%16% strong indication16%2% © The Olweus Bullying Prevention Group,

13 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 –Be truant, drop out of school –Report poorer academic achievement –Perceive a negative climate at school –Carry a weapon © The Olweus Bullying Prevention Group, 2007

14 Children Who Bully Bullying may be part of a conduct-disordered behavior pattern This pattern may continue into young adulthood Olweus study: Bullies were 4 times as likely to have 3 or more convictions by age 24 © The Olweus Bullying Prevention Group, 2007

15 Effects of Bullying on Bystanders Bystanders may feel: –Afraid –Powerless to change the situation –Guilty for not acting –Diminished empathy for victims over time © The Olweus Bullying Prevention Group, 2007

16 Effects of Bullying on School Climate Creates a climate of fear and disrespect Interferes with student learning Students may feel insecurity and not like school as well Students may perceive lack of control/caring © The Olweus Bullying Prevention Group, 2007

17 Characteristics of Bullied Students Research suggests that there are two categories of bullied children: –“submissive” or “passive victims” of bullying –“provocative victims” or “bully-victims” © The Olweus Bullying Prevention Group, Tab 2: Doc 1

18 “Passive Victims” Tend To.. Be cautious, sensitive, quiet, and withdrawn Be anxious, insecure, have low self-esteem Be physically weaker than peers (boys) Physically mature earlier (girls) Have few friends and find it easier to associate with adults than with peers © The Olweus Bullying Prevention Group, Tab 2: Doc 1

19 “Provocative Victims” Tend To... Share some characteristics with bullied children Share other characteristics with students who bully Be less effective in bullying than other children who bully Behave in ways that cause irritation and tension, and attract negative attention © The Olweus Bullying Prevention Group, Tab 2: Doc 1

20 Children at Higher Risk of Being Bullied: Children with disabilities, special needs, and health problems Children who are obese Children who are lesbian, gay, bisexual, transgender, or who are questioning their identities (GLBTQ) [TG CD #5] © The Olweus Bullying Prevention Group, Tab 2: Doc 1

21 Children Who Bully Tend To... Have positive attitudes toward violence Be impulsive and have quick tempers Show little empathy for victims Be aggressive to adults Be involved in other antisocial or rule-breaking activities Be physically stronger than peers (boys) © The Olweus Bullying Prevention Group, 2007 NO BULLYING ALLOWED ! 21Tab 2: Doc 1

Common Myths About Children who Bully “ Children who bully are loners. ” “ Children who bully have low self- esteem. ” © The Olweus Bullying Prevention Group, Tab 2: Doc 1

23 What Motivates Children Who Bully? Like to dominate others in a negative way Gain satisfaction from inflicting injury and suffering Receive “rewards” by bullying others (prestige, attention, possessions) © The Olweus Bullying Prevention Group, Tab 2: Doc 1

24 School Risk Factors for Problems of Bullying Lack of supervision during breaks Students have indifferent or accepting attitudes Staff have indifferent or accepting attitudes towards bullying © The Olweus Bullying Prevention Group, Tab 2: Doc 1

The Olweus Bulling Questionnaire Results

26 Schoolwide Guide DVD

27 The Olweus Bullying Prevention Program First systematic research on bullying conducted in early 1970s. OBPP part of Norway’s national campaign against bullying in early 1980s. © The Olweus Bullying Prevention Group, 2007

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

29 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

30 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

31 Implications of Key Principles 1.Adults are responsible 2.Clear and consistent message 3.Short and long-term focus 4.Follow model with fidelity 5.OBPP should become part of everyday life at school © The Olweus Bullying Prevention Group, 2007

32 Implications of Key Principles 6. Student involvement in changing climate 7. Student learning about bullying 8. OBPP is NOT peer mediation or conflict resolution 9. OBPP is not a classroom management technique © The Olweus Bullying Prevention Group, 2007

33 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, don’t take a stand Dislike the bullying and think they ought to help, but don’t 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, Tab 2: Doc 1

34 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

35 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

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

37 OBPP Schoolwide Guide –CD of written materials –DVD: Overview of OBPP OBPP Teacher Guide –CD of written materials –DVD: Six scenarios for class discussion Olweus Bullying Questionnaire Required OBPP Materials With Vickie Crocker Flerx, Ph.D. Nancy Mullin M.Ed. Jane Riese L.S.W. Marlene Snyder, Ph.D © The Olweus Bullying Prevention Group, 2007

38 School-Level Components © The Olweus Bullying Prevention Group,

39 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,

40 4. 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,

41 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) 41

42 Refine the Supervisory System 1.Determine the “ hot spots ” for bullying 2.Develop strategies to increase supervision in common “ hot spots” 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,

43 When There Are Suspicions of Bullying... Intensify your observations of the child Confer with colleagues Talk to or survey students Collect information from students Contact parents © The Olweus Bullying Prevention Group,

44 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 Notebook-School Components page 4 © The Olweus Bullying Prevention Group, 2007

45 Use of Negative Consequences Why aren’t positive consequences enough? Guidelines for use of negative consequences Types of negative consequences © The Olweus Bullying Prevention Group, 2007

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 SW CD 27,28 © The Olweus Bullying Prevention Group, 2007 SP

47 8. 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

48 Classroom-Level Components © The Olweus Bullying Prevention Group,

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

50 Supportive Materials for the Classroom Schoolwide Guide - Chapter 12 Teacher Guide - Chapters 4, 5, 6, 7 Teacher Guide DVD Numerous CD-ROM Handouts (TG Docs 6-20) Quit it! (K-3) Training handouts National Anti-Bullying Campaign Materials © The Olweus Bullying Prevention Group,

51 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,

52 Individual-Level Components © The Olweus Bullying Prevention Group,

53 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,

54 1. 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,

55 2. 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,

56 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 56

57 Why Adults Don’t 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

58 Community-Level Components © The Olweus Bullying Prevention Group,

59 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,

60 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,

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

62 Tracking Program Implementation OBPP Schoolwide Implementation Checklist (1st Year) (SWG Doc. #7) OBPP Implementation Checklist for Teachers (TG Doc. #7) OBPP Implementation Checklist for Continued Program Implementation (SWG Doc. # 34) SP © The Olweus Bullying Prevention Group,

63 Use of this presentation is restricted to persons trained by the authors in the Olweus Bullying Prevention Program and groups they work with for the express purpose of training schools, parents and community groups about the Olweus Bullying Prevention Program model. Appropriate credit to the Olweus Bullying Prevention Group must appear on all presentation materials. No other use or changes are permitted without prior written permission from the authors. For further information, please contact: Marlene Snyder, PhD at or call © 2007 Susan Limber, PhD; Vicki Flerx, PhD; Nancy Mullin, MEd; This presentation is based on the work of Dan Olweus, PhD Jane Riese, LSW; and Marlene Snyder, PhD This presentation is based on the work of Dan Olweus, PhD 63