Embedding Bully-Prevention in School-wide PBIS Chris Borgmeier Portland State University Revision of slides by: Scott Ross & Rob Horner Utah State Univ.Univ. of Oregon

Goals  Define a set of core features for Bully Proofing  Define how to embed Bully Proofing into existing School-wide Expectations.  Provide current update from one research effort.

Main Ideas  “Bullying” is aggression, harassment, threats or intimidation when one person has greater status, control, or power than the other.  Bullying behaviors affect the sense of school as a “safe” environment. video

Main Ideas  Bullying behavior typically is rewarded (maintained) by the “victims” or “bystanders” Social attention Social recognition Social status Access to physical items/ preferred activities  Bullying behavior is seldom maintained by adult attention

Main Ideas  All “bully proofing” skills are more effective if the school has first established a set of POSITIVE school-wide behavioral expectations.  Great care is needed to prevent a “bully-proofing” effort from becoming a “bully-training” program.

Bully Preventions Rooted in “RESPECT” for all  Goal of SW-PBIS = Safe and Positive school environment where ALL people are Honored & Respected  Explicitly link Bully-Prevention to “RESPECT” Respect for ALL people; Even people who may be Different from you  Interests & Beliefs  Abilities (Disabilities) Physical / Emotional / Intellectual….  Religion, Skin Color, Culture, Gender & Sexual Orientation, Size….

 Respecting Differences

A Comprehensive Bully-proofing Model Universal Positive Behavior Support Teach a “stop” signal Staff training Individual Student Supports Define & Teach Expectations Consequences For Behavioral Errors Data System Teach “stop” routine Teach Bystander routine Teach being asked to “stop” Teach how to train “stop” Signal Teach Precorrection Teach supervisor routine Function-based support for Aggressive Student (bully) Function-based support for victim

Creating Effective Learning Environments  Know what you want… not just what you do not want: “Social Responsibility”  Create environments that are: Predictable Consistent Positive Safe

Developing An Effective Approach  What does NOT work  Identifying the “bully” and excluding him/her from school  Pretending that Bullying Behavior is the “fault” of the student/family/victim.  Providing clinical support for the “bully” without changing the social feedback she/he receives from peers.

Four Roles “stop” signal routine.  Aggressor  Victim  Bystander  Adults Teaching social responsibility Supervision in unstructured settings

4 Steps to Bully-proofing  Step #1: Establish a social culture  Step #2: Teach a school-wide “stop” signal a) Teach how to use the “Stop Signal” b) Teach “walk away” c) Teach “getting help”  Teach roles for Aggressor, Victim, Bystander & Adult  Step #3: Focus on Role of Adults  Step #4: Individual Student Support

Step 1: Establish a social culture  Teach school-wide behavioral expectations  Be respectful, be responsible, be safe  Acknowledge appropriate behavior  Establish clear consequences for inappropriate behavior  Develop and use a data collection system for monitoring effects, and making decisions.

Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP

Teaching Social Responsibility  Teach school-wide expectations first Be respectful Be responsible Be safe  Focus on “non-structured” settings  Cafeteria, Gym, Playground, Hallway, Bus Area  Teach Bully Prevention “SKILLS”  If someone directs problem behavior toward you.  If you see others receive problem behavior  If someone tells you to “stop”

Bully Proofing: Building a social culture  What does work  Teach all children to identify and label inappropriate behavior as NOT being examples of expectations. Not respectful, not responsible., not safe  Teach all students a “stop signal” to give when they experience problem behavior. What to do if you experience problem behavior (victim, recipient) What to do if you see someone else in a problem situation (bystander)  Teach all students what to do if someone delivers the “stop signal”

Brand It (w/ link to PBIS)  “Use another Word” – Springfield HS, OR nWXz1YHo nWXz1YHo  “Use another Word” – Agnes Stewart MS, OR Lg Lg  “USE another Word” - Elementary

Brand It  Make it Your own – link to school name, mascot, etc.  Generic examples Expect Respect Stand for Respect Stand for Courage Respect for All

Team Tasks  What are some specific behaviors in your school that demonstrate disrespect (possibly bullying) toward some students?  What can your team do to promote staff buy- in & participation in a Bully Prevention/ “Respect for All” effort in your school? May think about a name/motto “Stand for Respect”, “Stand for Courage”, “Respect for All” Begin thinking about a staff intro presentation

Bully Prevention Action Plan  See pp. 2-3 of your packet and use to guide action planning

Step #2: Teach a school-wide “stop” signal  If someone is directing problem behavior to you, or someone you are with, tell them to “stop.” Pair verbal & visual prompt  What is the “Stop Signal” for your school?  Have a physical as well as verbal signal “Stop”“Uncool” “Enough”“Time-out” “Don’t”“Whatever!”  The language and signal need to age appropriate, and contextually acceptable.

When to use the Stop Signal When to say “Stop”  Johnny pokes Sally in the back over & over while in line  Susie teases Sally & calls her a bad name  Joey tackles Sam while playing touch football  Sam steals the ball away from Fred when they are not playing a game that involves stealing When NOT to say “Stop”  Johnny accidentally bumps into Sally at recess  Kelly makes a suggestion for a game that Fred does not like  Sam steals the ball away from Joe when they are playing a basketball game  Sally continues to poke Susie in line after Susie has delivered the stop signal

Anticipate Common Challenges & Make Lessons fit “Your” Context  Identify common problem areas & problem behaviors in “Your” School  Start with common areas Playground Cafeteria Hallways  Identify most common problem behaviors demonstrating ‘Disrespect between peers’ or ‘Bullying’

Team Task pp. 4-5 in packet Identify “bullying” or disrespectful behaviors that are specific to your settings

Stop – Walk – Talk The Basics

 See appropriate Bully Prevention Curriculum & Fit/Adapt to Your Local needs  Elementary Manual – Lesson min.  MS – Expect Respect – Lesson min.

Understanding Bullying  NEED: Small candle, clear glass cup, match 1) Compare fire & problem behavior w/ the class  Light candle 2) Explain how problem behavior needs peer attention to keep going just like a candle needs oxygen to stay lit 3) Discuss forms of peer attention  Arguing w/ peer that teases you  Laughing at someone being picked on  Watching problem behavior & doing nothing

Understanding Bullying (continued) 4) Explain how taking away peer attention is like taking away the oxygen (cover lit candle w/ glass) 5) Students can take away peer attention that keeps problem behavior going by:  Telling someone teasing you to “stop”  Walking away from problem behavior  Helping another student by saying “stop” or by walking away from problem behavior with them  Telling an adult 6) Model/Lead/Test – school Stop/Walk/Talk behaviors

Video examples  What if someone calls you names?  Sticking up for Frank (Elem)

Teach how to use the “Stop Signal”  How do you deliver the “stop signal” if you feel someone is not being respectful?  (e.g. you feel intimidated, harassed, bullied)?  How do you deliver the “stop signal” if you see someone else being harassed, teased, bullied?  What to do if someone uses the “stop signal” with you?  Note: Include “non-examples” of when and how to use “stop” signal.

What if you are asked to Stop?  Good examples of responding to stop/walk/talk should include: Responding appropriately even when you don’t think you did anything wrong Responding appropriately even if you think the other student is just trying to get you in trouble How to respond if someone says “stop” to you:  Stop what you are doing  Take a deep breath & count to 3  Go on with your day

Walk Away  Sometimes even when students tell others to “stop”, problem behaviors will continue.  When this happens students are to “Walk Away” form the problem behavior

Teach “walk away”  Most socially initiated problem behavior is maintained by peer attention. Victim behavior inadvertently maintains taunt, tease, intimidate, harassment behavior. Teach bystanders to facilitate “walking away” Build social reward for victim for “walking away”  Do not reward inappropriate behavior.

Teach “walk away”  Model “walking away” When students experience continued problem behavior or when they see another student experiencing continued problem behavior Teach students to encourage one another when they use the appropriate response  Practice “walking away” with student volunteers at the front of the class Include at least 3 examples of how to “walk away” and at least one example of when not no

“Talk” – Getting help  Even when students use “stop” and “walk away” from the problem, sometimes students will continue to behave inappropriately toward them.  When this happens students should “Talk” to an adult  NOTE: If student is in danger talk to an adult immediately… stop & walk can be bypassed

Teach Talk  Where is the line between “talking” and tattling? “Talking” is when you have tried to solve the problem yourself, and have used the “stop” and “walk” steps first Tattling is when you do not use the “stop “ and “walk away” steps before “talking” to an adult Tattling is when your goal is to get the other person in trouble

Staff Responses to Bully Reporting  Ask who, what, when & where  Ensure the student’s safety:  Is bullying still happening? What is the severity?  Is the reporting student at risk?/ Fear of revenge?  What does the student need to feel safe?  Did you tell the student to stop?  Did you walk away?  If yes, praise student for appropriate response(s)  If not, practice appropriate responses – ‘stop’ & ‘walk’

Teach Talk  Practice “talk” w/ student volunteer in front of class  A child comes to you and reports that someone else was not respectful “Did you say stop?” “Did you walk away?”

Staff Response – to Aggressor  Talking to the child who was disrespectful “Did student say stop?”  “What did you do”  “Show me doing it the right way” “Did student walk away?”  “What did you do”  “Show me doing it the right way” Determine need for a Discipline Referral

Team Task  Review Lesson 1 for introducing Bully Prevention to students  Develop Teaching Plan/Schedule Who/How/When will lessons be delivered?  Lessons are between minutes How will lessons be modified to fit your context & school needs?  Integrating in specific examples of ‘disrespect to peers’ or bullying behavior from Your School

Bully Prevention Lesson 2 Teaching across Settings & Roles

Teaching Expectations  Teach across Settings (playground, cafeteria, hallways, etc.) and Roles (victim, bystander, aggressor)

Teaching Stop-Walk-Talk  Stop & Walk (teaching demo)

Team Task  Review Lesson 2 in the Curriculum  Develop a lesson plan for 1 or more of your highest risk areas  Identify high probability ‘bullying’ problem behaviors across setting  Begin developing a schedule for teaching Stop-Walk-Talk across settings

Additional Lessons Gossip & Cyber-Bullying

Gossip & Inappropriate Remarks  See corresponding chapter in Bully Prevention Manual Elementary – Ch. 3 – Gossip Elementary – Ch. 4 – Inappropriate Remarks  No more Gossip

Cyberbullying  See corresponding chapter in Bully Prevention Manual Elementary – Ch. 5 

Team Task  Review Additional Lessons  Prioritize & Develop Plan for Teaching & as appropriate

Training Staff

Step #3: Focus on Role of Adults  How to teach expectations Stop – Walk -- Talk  Pre-correct (quick practice of appropriate skills just prior to entering “high probability” context) With whole class With “at risk” students  Review Reporting routine What do you say when a student comes to you? What do you ask of a student accused of being a bully?

Encourage Students to Stand up Against Disrespect and Bullying  Look for students that use the 3 step response (Stop / Walk / Talk) appropriately & reward Set up a system for recognizing and encouraging students to Stand up against Disrespect (see form in packet)

Staff: How to respond when a student reports Disrespect  First, let student know that their report is important Reinforce the student for reporting (I.e. “I’m glad you told me”) Use reflective statement to the student know you are listening to them Use supportive statements to let the student know you care

Staff: How to respond when a student reports Disrespect  Ask who, what, when & where  Ensure the student’s safety:  Is disrespect still happening? A recurring pattern?  Is the reporting student at risk?  What does the student need to feel safe?  What is the severity?

Staff: How to respond when a student reports Disrespect  Did you tell the student to stop? If yes, praise student for using appropriate response. If No, Practice Stop response  Did you walk away?  If yes, praise student for appropriate response(s)  If not, practice appropriate responses – ‘stop’ & ‘walk’

Review Staff Response to Aggressor  Reinforce the student for the discussing the problem with you. Ask “Did ________ tell you to stop?”  If Yes, “How did you respond?”  If No, Practice the 3 step response “Did _________ walk away?”  If Yes, “How did you respond?”  If No, Practice the 3 step response Practice the stop routine and the stopping routine Determine need for a Discipline Referral

Monitoring Implementation  See packet

Develop an Implementation Schedule  Identify a schedule for: Seek agreements w/ staff re: Stop Sign & Implementation Staff Introduction and Training for implementation Develop implementation schedule for Training across settings  Start with an assembly or classroom introduction?  Rotations across settings to teach? Spread across days/weeks

Team Task  Develop a plan & presentation for: Introducing BullyProofing to staff & seeking feedback Training Staff on implementation including:  pre-correction for at-risk settings & students  active supervision  encouraging student use of BullyProofing behaviors  Staff reporting responses  Develop a teaching schedule for implementing BullyProofing school-wide

Step #4: Individual Student Support  Support for Students who are aggressive on a recurring basis Individualized assessment Family support Teach appropriate social skills Isolate from deviant peer group.  Support for Students who are frequent “victims” Redefine roles Re-teach respectful behavior Teach social skills Embed student in constructive peer groups.

Individual Student Support  It is important to remind some students about how they should respond, either when they exhibit problem behavior or when problem behavior is exhibited toward them Chronic victims & perpetrators  At the beginning of non-classroom times check-in with the student & remind them about how to respond (stop/walk/talk)  At the end of non-classroom times check-in again and ask them how it went and reward successful efforts

Monitoring Implementation  The SW-PBIS team should make monitoring and maintaining Bully Prevention a regular task as part of SW-PBIS implementation  Every meeting: Monitor implementation and plan maintenance Review Data  ODR (disrespect)  Staff or Student surveys Problem solve areas requiring additional support or focus

Monitoring Implementation

Staff Survey

Student Survey  See packet

Bully Prevention Action Plan  See pp. 2-3 of your packet and use to guide action planning

Team Task  How will your team monitor implementation of BullyProofing?  How will your team identify the effectiveness of the BullyProofing?  Develop an timeline and action plan for implementation, monitoring & decision making

Embedding Bully-Proofing: One Example  How Bully-Proofing was taught in one school  How data were recorded  Current status of research effort

How it was taught  School Rules: Be Safe, Be Kind, Be Responsible  Problem Behaviors Basketball, Four square, In between  Why do kids do it?  Stop, Walk, Talk

How data were recorded  When problem behavior was reported, staff follow a specific school-wide response: 1. Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.") 2. "Did you tell the student to stop?" (If yes, praise the student for using an appropriate response) 3. "Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response)

How data are recorded  When students report problem behavior appropriately, staff initiate to following response with student accused of inappropriate behavior: 1. "Did ______ tell you to stop?"  If yes: "How did you respond?" Follow with step 2  If no: Practice the 3 step response. 2. "Did ______ walk away?"  If yes: "How did you respond?" Follow with step 3  If no: Practice the 3 step response. 3. Practice the 3 step response.

How data are recorded BEHAVIOR  not safe  not kind  not responsible REPORT  Behavior Reported  Behavior Observed SITE  playground  cafeteria  inside recess  office quads  quads  assembly  __________ RECIPIENT  Used "Stop" Signal  Used "Walk Away" procedure  Appropriately Reported Problem Behavior PERPETRATOR  Saw the "stop" signal  Saw recipient "walk away"  3-step response practiced

Current Status of Research Effort:  Observed 3 students recognized by the school for exhibiting problem behavior outside the classroom.  Observed recess for Physical Aggression Verbal Aggression  Recipient Responses  Bystander Responses

Baseline Phase: Verbal and Physical Aggression during recess Day Incidents of Problem Behavior at Recess Rob Bruce Jeff Composite Peer

Baseline Phase: Conditional Probabilities Recipient Responses to Verbal and Physical Aggression “Stop” Response “Walk” Response Positive Response Negative Response No Response 1%3%30%44%32% Bystander Responses to Verbal and Physical Aggression “Stop” Response “Walk” Response Positive Response Negative Response No Response 2%0%53%14%31%

Problem Behavior during recess Day Incidents of Problem Behavior at Recess Rob Jeff Bruce Composite Peer BaselineBully-proofing

Recipient Responses to Verbal and Physical Aggression “Stop” Response “Walk” Response Positive Response Negative Response No Response 25%8%25%16%26% Bystander Responses to Verbal and Physical Aggression “Stop” Response “Walk” Response Positive Response Negative Response No Response 17%4%14%13%51% Intervention Conditional Probabilities