1. Bully Prevention within PBIS: Expect Respect Faculty Orientation Brianna Stiller Rhonda Nese Anne Tomlanovich Rob Horner Celeste Dickey Brianna Stiller Rhonda Nese Anne Tomlanovich Rob Horner Celeste Dickey

2.  Introductions  Expect Respect Curriculum  Expect Respect Strategies  Think/Pair/Share Activities  Fidelity of Implementation  Questions/Discussion

3. Bullying & Harassment  30% of youth in the United States are estimated to be involved in bullying as either a bully, a target.  Staff are likely to underestimate the extent of harassment and bullying. One study showed:  58% of students perceived teasing, spreading lies or rumors, or saying mean things to be problems.  Only 25% of teachers perceived these behaviors to be problems. Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.

4. Scott Ross, University of Oregon Adults only see the tip of the iceberg.

5.  The majority of incidents are low level – name calling; exclusion; low levels of physical contact (pushing; shoving; etc.)  There is research to show that high rates of low level behaviors are associated with a greater probability of high intensity incidents  Ignoring low level incidents is an invitation to escalate social aggression.

6. Scott Ross, University of Oregon No means no. The rule is: If someone asks you to stop, you stop.

7.  Attention from Bystanders  Reactions from the Recipient  Access to Items

8. Bully Prevention in PBIS: Expect Respect  Critical Features of Expect Respect: ◦ Facilitate student participation ◦ Reduce interactions that reinforce bullying  Target Recipient Behavior; Perpetrator Behavior; and Bystander Behavior ◦ Teach students how to respectfully interrupt socially aggressive behavior  Establish a School-Wide Stop Phrase  Teach Student Strategies ◦ Deliver the intervention with sufficient intensity to maintain positive effects

9.  Faculty Orientation  Student Advisory Committee (Forum)  3-4 Formal Lessons  Repeat and Repair  Fidelity of Implementation Monitor Plan  Data  Student Projects? You-Tube; Assembly; Play

10. September & October  Faculty Orientation  Student Advisory Meeting  Lessons 1 - 3  Regular check-ins with staff November  Fidelity Checks  Student Project? December – May  Fidelity Checks  Repeat and Repair  Student Project? June  School-wide event to celebrate Expect Respect

11.  The lessons are scripted, and there are many tips for how to respond to “what ifs”  Determine: ◦ Who will teach the lessons ◦ How far apart the lessons will be taught  Skilled Facilitation is important ◦ Make the role plays realistic. If the scenarios and responses are trivial or not congruent with how students interact with one another when no adults are present, the students will think the program is silly. Be provocative; the students must be actively engaged

12.  Lesson 1: Student Orientation/Introduction  Lesson 2 (Year 1): Simulation (Getting on the Bus)  Lesson 2 (Year 2): Interrupting Bullying and Harassment in the Classroom  Lesson 3 (Year 1): YouTube videos and Safety Plan  Lesson 3 (Year 2): It Gets Better and Seeking Support  Supplementary Lesson: Creating a Pledge

13. Bully Prevention in Positive Behavior Support: Expect Respect  Skills taught within Expect Respect  Stop Strategy  Stopping Strategy  Seeking Support Strategy  Adult Coaching Strategy

14.  Step One: If someone treats you in a way that feels disrespectful, use the School wide “Stop Phrase”  Step Two: If the person Stops, say “cool” or “OK” and move on with your day  Step Three: If the person does not Stop, decide whether to ignore the person or seek support  Step Four: If you decide to ignore, don’t look at or talk to the person. If you decide to Seek Support, select a school adult to approach and ask for support.

15.  If someone uses the School wide Stop Phrase toward you: ◦ Step One: Stop what you are doing, even if you don’t think you are doing anything wrong ◦ Step Two: Remind yourself “No big deal if I stop now and don’t do it again” ◦ Step Three: Say “OK” to the person who asked you to Stop and move on with your day

16.  If you use the School wide Stop Signal and the person does not Stop: ◦ Step One: Decide whether to ignore it or seek support ◦ Step Two: If you seek support, select a school adult to report to ◦ Step Three: Approach the adult, and say “I’m having a problem with ______. I asked her to Stop and she continued”. ◦ Step Four: If the adult doesn’t have time to help solve the problem right then, ask the adult when they would have time and make an appointment.

17.  If a student approaches you with a problem involving disrespectful behavior: ◦ Step One: Say “Thanks for telling me” ◦ Step Two: Listen empathetically. Ask if this is the first time; who/what/when where ◦ Step Three: Ask the student if he/she used the Stop Phrase ◦ Step Four: Ask the student if the person who didn’t stop is likely to retaliate if confronted by an adult about their behavior ◦ Step Five: Help the student select a course of action. Possibilities include:  Filing a harassment report  Mediation  A safety plan for minimizing contact  Letting it go (“I just needed someone to listen to me”)

18.  Choose a partner and practice the adult support strategy. Switch roles after two minutes. ◦ Step One: Say “Thanks for telling me” ◦ Step Two: Listen empathetically. Ask if this is the first time; who/what/when where ◦ Step Three: Ask the student if he/she used the Stop Phrase ◦ Step Four: Ask the student if the person who didn’t stop is likely to retaliate if confronted by an adult about their behavior ◦ Step Five: Help the student select a course of action. Possibilities include:  Filing a harassment report  Mediation  A safety plan for minimizing contact  Letting it go (“I just needed someone to listen to me”)

19.  Using the Matrix Supplied, categorize disrespectful behavior into one of three categories: 1.Borderline behaviors that are acceptable 2.Behaviors that are not acceptable, and that should be interrupted, but are not serious enough to warrant an Office Discipline Referral 3.Serious behaviors that should always result in an Office Discipline Referral

22. 1. Generate a menu of strategies or statements that staff can use to interrupt disrespectful behavior. Interruption strategies should: ◦ Be efficient to deliver ◦ Minimize the probability that the students involve will escalate disrespect ◦ Re-teach an appropriate concept or behavior 2. Generate a strategy for resolution in the event the student(s) involved accelerate disrespect in response to feedback

23.  Try to get privacy “Excuse me. Let’s talk for minute”  If possible, disarm the student by saying something positive “Thanks for stopping”  Refer to the school-wide expectation re Respect ◦ “We’re trying really hard to clean up the language at school. “That’s so gay” is hurtful to people who are gay. Help us out.” ◦ “Did you use that word (example where the student used “retard”) as an insult? There are students in this school with disabilities; we don’t use them as insults. Can you say what you mean differently?”

24.  The purpose of fidelity of implementation checklists are to: ◦ Track the progress of implementation of the intervention ◦ Provide a reminder of the steps that staff take in responding to bullying behaviors ◦ Assess whether or not the intervention is being delivered as intended

25.  Faculty Self-Assessment: Fidelity assessed using a 5-item checklist ◦ Completed 2-3X by teachers and supervising staff  Implementation Checklist: Completed by coordinating team to monitor implementation of all components

26. Faculty Self-Assessment

27. Implementation Checklist

28.  Critical Implementation Variables: ◦ Intensity: Enough to engage the students in problem solution ◦ Fidelity: Systematic checks particularly regarding adult coaching and follow through with interrupting behaviors ◦ Sustainability: Continued effort needed to obtain long term results

29. What We’ve Learned  You need a team (PBIS Team) to monitor implementation  Keep the conversation going  Facilitate active participation from the students and keep it real!  Solicit feedback from the staff and maintain staff involvement

30. Questions? Feedback? Suggestions?

31.  Brianna Stiller stiller@4j.lane.edu  Rhonda Nese rtorki@uoregon.edu  Anne Tomlanovich tomlanovich_a@4j.lane.edu  Rob Horner robh@uoregon.edu Please visit www.pbis.org for Expect Respect curriculum and informationwww.pbis.org