1. Anti-Bully Training II Mesilla Park Elementary January 5, 2011 By Anti-Bully Task Team Mrs. Johnson Mrs. Salgado-Dow Mr. Robinson Mr. Leon

2. How can I determine if someone is bullied? Remember bullying is: –Purposeful acts of meanness repeated over time in an situation where there is an imbalance of power. Purposeful acts of meanness (click here for examples)here Repeated Imbalance of power Utilize the following resources: The four questions The “Am I a Bully” Poster Tattle versus Telling Chart Most of the time people engage in bully behaviors and do not know they are being bullies. Click here for more infohere

3. Where does bullying likely to occur? Answer: in unmonitored and secluded school environments –Hallways, cafeterias, bathrooms, locker rooms –Vacant classrooms, extracurricular events –Secluded or unlit parts of school –Routes to and from school

4. Where can I find resources to help me educate my students about bullying? School counselor The anti-bully task team “Bully Proofing Your School” curriculum Go to: staff docs  shared  discipline Also go to: staff docs  shared  discipline  bully info

5. What is the difference between peer conflict and bullying? Bullying is Purposeful acts of meanness repeated over time in an situation where there is an imbalance of power. Peer conflict is a normal part of relationships and a part of problem solving learning. Use tattling vs. telling poster and ask 4 questions to determine peer conflict from bullying Click here for normal conflict vs. Bullying charthere

6. What can be done immediately if I encounter a situation during supervision? Utilize 4 questions to determine if its peer conflict or bullying Fill out incident report –Indicate if its level I or II Communicate with classroom teacher with details Teacher or Administrator will investigate the situation further

7. When do we involve the police? From LCPS Policy” –7. Where violations of criminal law may have occurred, the principal, in consultation with the Superintendent or his/her designee, shall report the matter to the appropriate law enforcement agency Click here for policyhere

8. What supports are we putting in place both for the children being bullied, as well as the bullies? What teachers can do: –PreventativePreventative –ActionAction –Level I documentation (Teacher calls parent)Level I documentation (Teacher calls parent) –Level II documentation (Admin calls parent)Level II documentation (Admin calls parent) It is IMPERATIVE that staff fill out and follow through the documentation process (This is one way all staff can support our students) If bullying is suspected or occurring, both bully and victim must be referred to counselor

9. What steps should be taken when an adult feels bullied by another adult or student? Adult or Student Bullying –Document –Speak to administrator –Administrator will investigate and take action if needed Gross misconduct progressive discipline (Adult) –Formal Verbal Counseling/Warning –Written Memo of Concern/Warning –Written Reprimand –Additional Disciplinary Action * Staff has the right to have NEA representation at any time during the process

10. What tools can we give our students to combat bullying the instant it happens? Example: For drugs we tell the kids to just say no..... What can they do the instant they are being bullied? HA HA SO Am I A Bully Poster (posted) Tattling vs. Telling poster (posted) Talk it out poster School Counselor

11. How are we communicating with parents about bullying? If level I offense, classroom teacher will call parent and discuss incident and consequence. If level II offense, school administrators will call parent and discuss incident and consequence.

12. Is there research on “early bully” intervention? The sooner we stop it, the better. Yes, The “Bully-Proofing Your School” curriculum that LCPS has adopted is considered “early bully” intervention.

13. Summarize what you have learned, click on link below, input your summary in the Learning column of KWL chart. MPES Bullying KWL Chart on Google Docs.Bullying KWL Chart Done

14. The Bully Displays little empathy for victims Enjoys the role Lacks a sense of remorse Seeks control and domination Seeks attention from peers Is a good communicator who is quick witted, offers fast verbal responses, and is able to talk his way out of trouble Has a significant role model who modes aggressive or violent behavior Often strong, tough, powerful, well coordinated, dominant, confident Back

15. When there is a question whether a student has been bullied, ask the following: What happened? Are you and the other student friends? Has this problem happened before? Do you feel afraid of the other student? If the student indicates that a serious school problem occurred, if the problem is recurring, and if student is afraid of the other student, then make an office referral and referral all students involved to school counselor. Back

16. Posters can be found in Staff Docs  Shared  Discipline  Bully Info Back

17. What can teachers do? (preventive) –Provide students opportunity to talk about bullying and provide safe ways to report. –Include classroom rules against bullying. –Enlist their support in defining bullying as unacceptable for our school. –Develop a classroom action plan to ensure that students know what to do when they observe a situation. –Provide classroom activities and discussion about bullying. –Focus on developing empathy and respect for others –Work on friendship, assertive and mediation skills. Back

18. What can teachers do? (action) –Take immediate action when bullying is observed. –Confront bullies in private. –Use a discipline referral and note bullying behavior in the report. –Notify parents of victims and bullies when a problem occurs. –Refer both the victim and bullies for counseling. –Provide protection for bullying victims. This may include a buddy system, extra supervision at noted area of concerns. –Listen to parents who report bullying. –Avoid using mediation due to imbalance of power. Back

19. Normal Conflict vs. Bullying Normal ConflictBullying Equal power – FriendsImbalance of power; may or may not be friends Happens occasionallyRepeated negative actions Not seriousSerious- threat of physical harm or emotional or psychological distress Equal emotional reactionStrong emotional reaction by victim Not seeking power or attentionSeeking power control and attention of others Not trying to get somethingTrying to gain material things of power Remorse– takes responsibilityNo remorse – blames victim Effort to solve problemNo effort to solve problem BackAdapted with permission from Bonds & Stoker (2003)

20. Level I & II bully behaviors Back

23. References Bully-Proofing your Child. Garrity, C., Barris, M., & Porter. W. (2000). Longmont, CO: Sopris West. Unknown. (2010, December 17). Bully-proofing our school/Powerpoint, Smithland Elementary. http://staff.harrisonburg.k12.va.us/.../Bully%20Proofing %20your%20school.pp.

24. Thank you for completing your Anti-Bully Training II! Have a great semester By Anti-Bully Task Team Mrs. Johnson Mrs. Salgado-Dow Mr. Robinson Mr. Leon