1. Delaware Academy and Central School
High School Staff Training
Delaware Academy and Central School
at Delhi
Parent Night
Welcome!
Participant introductions.
Trainer introduction – explain role as trainer AND consultant who will be working with them for a minimum of one year…
Explain role of Bullying Prevention Coordinating Committee – (BPCC) Refer to Committee Notebook “BPCC Membership and Related Tasks” SWG CD, Doc. 10.
© 2011 The Olweus Bullying Prevention Program, US 1

2. Program Developer, Dan Olweus US Developer, Sue Limber
High School Staff Training
Program Developer, Dan Olweus
US Developer, Sue Limber
Intro Dan Olweus (Ol-VEY-Us):
Program developer
Considered the “father” of bullying research
Sue Limber—Clemson University, directed 1st implementation and evaluation of OBPP in US, early 1990’s.
Review High School Staff Training Agenda (1-day training).
** Powerpoint handout for HS Staff Training – to be supplied by trainer/BPCC .
© 2011 The Olweus Bullying Prevention Program, US 2

3. The Olweus Bullying Prevention Program (OBPP)
First systematic research on bullying conducted in early 1970’s
OBPP is part of Norway’s national campaign against bullying in early 1980’s

4. High School Staff Training
Program Components
Classroom
School
Parents
Community
Training begins with brief overview of OBPP.
Research shows bullying prevention needs to happen on multiple levels to be effective. The four Olweus program components are based on this and consist of:
1. School-level components
2. Classroom-level components
3. Individual-level components (working with individual students and their parents)
4. Community-level components
CLICK MOUSE so that “parents” flies in.
Parent involvement is very important for success of the Olweus program at all four levels.
Each of these four components will be discussed later in detail. Parental involvement will be discussed with each component.
Individual
© 2011 The Olweus Bullying Prevention Program, US 4

5. The Olweus Bullying Prevention Program IS...
High School Staff Training
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
OBPP is a universal, school-wide effort-- involves all adults and students in school community (not just teachers, but admin., counselors, caf. staff, custodial staff, bus drivers, librarians, parents, and members of community who interact with school).
Focused on school as SYSTEM (& aspects of system that support or discourage bullying) and also on INDIVIDUAL behavior.
Concerned with preventing bullying, AND dealing with bullying problems that arise.
Focused on changing climate, social norms so that bullying isn’t “cool” and no children are marginalized or left on the “outside.”
Has strong and growing research base;
Importantly, has no end-date. Should be woven into the fabric of the school.
© 2011 The Olweus Bullying Prevention Program, US 5

6. The OBPP IS NOT a... Curriculum
High School Staff Training
The OBPP IS NOT a...
Curriculum
Conflict resolution or peer mediation approach
Anger management program
Suicide prevention program
Also critical to understand what the Olweus program is NOT.
Although there are many user-friendly classroom support materials, program is not a curriculum.
(Curriculum is time-limited, grade-based, focused on an area of learning. Program, like OBPP is broader, systems change program focused on everyone in the school, and purpose is to change attitudes, norms and negative behaviors).
OBPP is not a conflict resolution program. Bullying is a form of victimization, not conflict, and OBPP often does not encourage mediation between children who bully and their victims.
Bullying often is not motivated by anger…so the program is not focused on anger management.
The OBPP should never be considered by a school to be a suicide prevention program. Bullying is related to depression and suicidal ideation. But, suicide is a very complicated issue and there are many factors that put students at risk for suicide.
Handout OBPP program statement about suicide here.
© 2011 The Olweus Bullying Prevention Program, US 6

7. Olweus Definition of Bullying:
High School Staff Training
Olweus Definition of Bullying:
“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 your Teacher Guide & Schoolwide Guide, this is how bullying is defined…(SLIDE)
This definition also appears in parent materials.
Be careful to avoid using terms “bully” and “victim” as much as possible when describing students. We want to avoid labels and focus on behavior. We encourage this practice with all staff in schools. Students will play different roles depending upon the situation.
© 2011 The Olweus Bullying Prevention Program, US 7

8. Three Key Components of Bullying Behavior
High School Staff Training
Three Key Components of Bullying Behavior
Involves an aggressive behavior
Typically involves a pattern of behavior repeated over time
Imbalance of power or strength
Bullying is characterized by 3 key components: (SLIDE)
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 a student who is bullying and a student who is being bullied.
ASK: What gives students power?
Power can be physical, emotional, psychological, economic, or merely power in numbers, and can be subtle.
Result: A student who is being bullied is likely to have a difficult time defending himself or herself physically, verbally, emotionally…
References: SWG, p. xii; TG, pp , SWG CD Doc. 1, pp. 3-5; SWG DVD Pt. I & II
© 2011 The Olweus Bullying Prevention Program, US 8

9. “Bullying is peer abuse.” Dan Olweus
High School Staff Training
“Bullying is peer abuse.” Dan Olweus
Dr. Olweus has been very clear that bullying is peer abuse.
Bullying is a form of victimization and shares some characteristics (repetition, power imbalance) with other forms of victimization: domestic violence and child maltreatment.
Reminder: Bullying isn’t a form of conflict, which implies two parties who are on more equal footing; responding to bullying as if it were conflict can be damaging as it may send inappropriate messages to student involved or re-victimize the student who was bullied.
We’ll discuss this later when we address common misdirections in bullying prevention and intervention.
© 2011 The Olweus Bullying Prevention Program, US 9

10. Effects of Being Bullied
High School Staff Training
Effects of Being Bullied
Lower self-esteem
Depression & anxiety
Absenteeism & lowered school achievement (school drop out)
Illness
Thoughts of suicide
Bullying may seriously affect: (1) psychosocial functioning, (2) academic work, (3) health of children who are targeted—effects can be both short and long-term (SLIDE)
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), perhaps leading to school drop out.
Report disliking school and received lower grades (Eisenberg et al., 2003)
Early peer exclusion (Kindergarten) leads to decreased classroom participation, and in turn to lowered academic achievement in 5th grade. (Buhs, et al., 2006)
Report more suicidal ideation than non-bullied peers. Though relatively rare, suicide has been linked to persistent bullying.
Suicidal ideation and depression appear more common among children experiencing indirect bullying (e.g., being ignored) than direct bullying (van der Wal et al., 2003)
Depression and low self-esteem can persist into adulthood.
© 2011 The Olweus Bullying Prevention Program, US 10

11. Bullying and Suicide Children who are bullied are more likely to have:
High School Staff Training
Bullying and Suicide
Children who are bullied are more likely to have:
Depressive symptoms
High levels of suicidal thoughts
Attempted suicide
Klomek et al. (2008) study of hs students:
All types of victimization were related to depression and suicidality.
The more types of bullying experienced, the higher the risk.
Hinduja & Patchin (2010) study of ms students:
Youth involved in bullying or cyber bullying as an offender OR victim had more suicidal thoughts and more attempts.
Children who had been bullied had higher rates than those who bullied others.
Experience with bullying explains only a small amount of the variation in suicidality
There is growing research on the association between bullying and suicide among children and youth. Most studies show that children who are bullied are more likely than those who are not bullied to have… [SLIDE]. Children who bully others also have been found to have higher rates of depression, suicidal thoughts and attempts, but the association is weaker than for children who have been bullied. Those who are “bully-victims” may be at highest risk for depression, suicidal thoughts, and suicidal behavior.
Here are findings of two key studies in the field—one with high school students, and one with middle school students. Klomek and colleagues (2008) studied 2,300 hs students and found that frequent exposure (1/wk or more) to all types of bullying, whether direct (e.g., physically bullied, belittled about looks or speech) or indirect (e.g., subject of rumors or mean lies) was related to a high risk of depression, suicidal thoughts, and suicide attempts, compared to non-bullied students. The more types of bullying experienced, the higher the risk.
Hinduja & Patchin (2010) studied 2,000 ms students and found that: (1) youth involved in traditional bullying or cyber bullying (as offender or victim) had more suicidal thoughts and more suicide attempts than others; (2) children who had been bullied were at higher risk than those who had bullied; and (3) children’s experience with bullying explained only a small amount of the variation in suicidality. There are many factors that place a child at rick for suicidal thoughts or behaviors.
© 2011 The Olweus Bullying Prevention Program, US 11

12. Concerns About Students Who Bully
High School Staff Training
Concerns About Students 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
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…(SLIDE).
Bullying may be a collection of “gateway behaviors” that if not stopped, could grow up with the child to become illegal anti-social behaviors in adulthood.
References: TG, p. 22; SWG CD Doc. 1, p. 14
© 2011 The Olweus Bullying Prevention Program, US 12

13. High School Staff Training
Students Who Bully
Bullying may be part of a conduct-disordered behavior pattern
This pattern may continue into young adulthood
Olweus study: Those who bullied others in middle school were 4 times as likely to have 3 or more convictions by age 24
Frequent or persistent bullying behavior commonly considered to be part of a conduct-disordered behavior pattern. Pattern may continue into young adulthood if not checked.
Longitudinal study in Norway--60% of boys identified as “bullies” in middle school had at least 1 conviction by the age of 24; 35-40% had 3 or more convictions. “Bullies” were 3-4 x as likely as non-bullying peers to have multiple convictions by their early 20s. Study only includes boys, but similar patterns may hold true for girls.
Could high school be a “last chance” for intervention?
References: TG, p. 22 & SWG CD, Doc. 1, p. 14
© 2011 The Olweus Bullying Prevention Program, US 13

14. OBPP Principles imply…
High School Staff Training
OBPP Principles imply…
Adults must take responsibility!
Clear & consistent message
Short & long-term focus
Follow model with fidelity
OBPP should become part of everyday life at school
Open to: TG, pp
Review 9 implications and encourage participants to highlight key points in their guides.
Main responsibility for program rests with adults, for program implementation and intervening in bullying situation—NOT the students.
A clear, consistent message against bullying should be present throughout the school.
School staff must be focused on both short-term and long-term goals.
Because OBPP is research-based, procedures and guidelines should be followed as closely as possible.
OBPP is designed to become part of everyday life at school.
© 2011 The Olweus Bullying Prevention Program, US 14

15. OBPP Principles imply…
     
High School Staff Training
OBPP Principles imply…
Student involvement in changing climate (Classroom and school wide activities)
Student learning about bullying
8. OBPP is NOT peer mediation or conflict resolution
9. OBPP is not a classroom management technique
6. Changing school climate/culture requires student involvement as well.
7. Students need to be taught what bullying is and how to get help.
8. Bullying prevention and intervention are different from peer mediation and/or conflict resolution.
9. OBPP is not a classroom management technique although effective implementation of the OBPP may certainly have a positive effect on student behavior.
For adults, OBPP offers 1) Knowledge about the negative impact bullying has on students; works to 2) Change attitudes in adults so that they will consider intervention to be important; and provides 3) Adult skills to know how to intervene effectively so that bullying behavior is more likely to stop.
© 2011 The Olweus Bullying Prevention Program, US 15

16. Forms of Bullying Verbal Socially excluded or isolated Physical
Lies and rumors
Money or possessions stolen or damaged
Threatened
Racial
Sexual
Cyber bulling
*** Direct vs. Indirect forms above***

17. Bullying vs. non-bully behavior
Repetitive
Intentional
Power imbalance
Rough and Tumble play
Usually friends
No power imbalance
Real Fighting
Usually not repetitive
*** These behaviors can be mistaken for bullying so they should be prohibited all together

18. Remember…… Stopping bullying takes a team effort.
High School Staff Training
Remember……
Stopping bullying takes a team effort.
You play a critical position on the team.
Change happens in small increments but can have positive long-term impact for us all!
Remember to approach the process in steps.
The success of the OBPP depends upon active involvement of ALL adults in the school community!
(SLIDE)
© 2011 The Olweus Bullying Prevention Program, US 18

19. Dignity Act Coordinators
Michelle Cleveland
Matt Albright
Anne Gregory