1. [Insert Name of High School] Staff Training [Insert OBPP Trainer/Consultant Name(s) & Contact Information] ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 1

2. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Dan Olweus, Ph.D. Program DeveloperU.S. Developer Sue Limber, Ph.D. HS 2

3. Recognition of the Olweus Bullying Prevention Program “Promising Program” by Blueprints for Healthy Youth Development (University of Colorado) Most Innovative Program of the Year in the U.S. (2009) by CHADD Ttofi & Farrington (2008, 2009, 2011) meta-analyses of bullying prevention programs – programs “inspired by the work of Dan Olweus worked best” and that future efforts should be “grounded in the successful Olweus programme ” ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 3

4. Program Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 4

5. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus OBPP is... a systems change program designed for all students (K-12) preventive and responsive focused on changing norms and restructuring the school setting research-based HS 5

6. curriculum (a set of lessons to teach) conflict resolution or peer mediation classroom management technique anger management program suicide prevention program short term effort (1 or 2 years) OBPP is NOT... ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 6

7. HS 7 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Required OBPP Materials OBPP Schoolwide Guide (SWG) Video: Overview of OBPP OBPP Teacher Guide (TG) Video: 6 scenarios for class discussion Olweus Bullying Questionnaire (OBQ) Document Symbol Video Symbol SP Available In Spanish

8. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus What? When/ Where? When/ Where? Why? How? Who is Bullied? Who is Bullied? Who Bullies? Who Bullies? HS 8

9. ©2014 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus “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.” Olweus Definition of Bullying:

10. 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 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 10

11. “Bullying is peer abuse.” Dan Olweus ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 11

12. HS 12 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Types of Bullying Direct hitting taunting name calling Indirect rumors exclusion cyberbullying

13. Distinguishing Among… Bullying “Rough-and-Tumble Play”- friendly teasing Real fighting TG Doc 3 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 13

14. Why address bullying in high schools? 1. For students and their futures (mental & physical health) 2. For a healthy school climate (academic achievement) 3. For the larger community 4. Risk management for schools 5. It’s a wise investment 6. It’s the law ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 14

15. OBPP is for ALL Students Those who are bullied Those who bully others Those who are “bystanders” – witnessing purposeful aggression The “workplace” or school environment is impacted by unaddressed bullying behavior, making it toxic for students and adults alike. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 15

16. ©2014 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Teens Involved in Bullying: Risk Factors and Effects 1.Youth who are bullied 2. Youth who bully others 3. Youth who are both bullied and bully others HS 16

17. ©2014 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Students Who Are Bullied Cautious, sensitive, quiet, & withdrawn Anxious, insecure, have low self-esteem Physically weaker than peers (boys) Physically mature earlier (girls) Have few friends--find it easier to associate with adults HS 17

18. Effects of Being Bullied Lower self-esteem Depression & anxiety Absenteeism & lowered school achievement Thoughts of suicide Illness ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 18

19. Bullying and Suicide Students who are bullied are more likely to have: –Depressive symptoms –High levels of suicidal thoughts –Attempted suicide Klomek et al. (2008) study of high school 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 middle school students: –Youth involved in bullying or cyberbullying 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 variance in suicidality ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 19

20. Students at Higher Risk of Being Bullied: Students with disabilities, special needs, and health problems Students who are obese Students who are LGBT (lesbian, gay, bisexual, transgender) TG Doc 5 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 20

21. ©2014 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Common Myths About Students who Bully “Students who bully are loners.” “Students who bully have low self-esteem.” MYTHS FACTS

22. Popular Students May Use Bullying Behaviors To Maintain Power Who are the most powerful students in your school? How can we help students use their power to help? ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 22

23. Concerns About Students Who Bully Youth 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 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 23

24. Youth 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. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 24

25. ©2014 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Students Who are Bullied and Bully Others Tend To... Share characteristics with bullied children Share characteristics with students who bully Be less effective in bullying than other children who bully Behave in ways that cause irritation and attract negative attention

26. Physical bullying - assault Gender bullying - sexual harassment or assault, dating abuse, domestic violence Intimidating for gain - extortion Rumors/Lies - defamation of character Bullying based on race, national origin, sex, or disability (civil rights violations) Bullying disabled persons - disability harassment Cyberbullying - harassment by communication; stalking Sexting - child pornography Bullying Behavior May Violate Civil or Criminal Law ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 26

27. Effects of Bullying on Bystanders Bystanders may feel: – Afraid – Powerless to change the situation – Guilty for not acting – Diminished empathy for bullied students over time ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 27

28. 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 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 Student Who Is Bullied Students Who Bully Followers Supporters Passive Supporters Disengaged Onlookers Possible Defenders TG, p. 24 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 28 Watch what happens, don’t take a stand

29. Group Mechanisms in Bullying Social contagion Weakening inhibitions against aggression Decreased sense of individual responsibility Gradual changes in the view of bullied student(s) ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 29

30. School Risk Factors for Bullying Lack of supervision during breaks Students have indifferent or accepting attitudes Staff have indifferent or accepting attitudes towards bullying ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 30

31. Teacher to Student Teacher to Teacher Parent to Teacher Teacher to Parent Administrator to Teachers/Staff Teachers/Staff to Administrators Community Members to Administrators Adults Who Bully ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 31

32. Misdirections in Bullying Prevention & Intervention Simple, short-term solutions “Program du jour approaches” Group treatment for children who bully Anger management or self-esteem enhancement for children who bully Zero tolerance policies for bullying Selecting inappropriate supplemental materials Mediation/conflict resolution to resolve bullying issues ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 32

33. Schoolwide Guide Video Part 2: Overview of the OBPP Program Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 33

34. The Olweus Bullying Prevention Program: Key Findings in Norway ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 34 Reduction in bullying and antisocial behavior Improvements in classroom social climate “Dosage” affects success Timing of effects

35. Evaluations in the United States South Carolina—1 st in the U.S. Philadelphia, PA Washington State Pennsylvania ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 35

36. OBPP Principles imply… 1.Adults must take responsibility 2.Clear & consistent message 3.Short & long-term focus 4.Follow model with fidelity 5.OBPP should become part of everyday life at school ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 36

37. OBPP Principles imply… 6.Student involvement in changing climate (Classroom and school wide activities) 7.Student learning about bullying 8. OBPP is not peer mediation or conflict resolution 9. OBPP is not a classroom management technique ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 37

38. Program Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 38

39. School-Level Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 39

40. Overview of School-Level Components 1. Establish a Bullying Prevention Coordinating Committee 2. Conduct committee and staff trainings 3. Administer the Olweus Bullying Questionnaire 4. Hold staff discussion groups 5. Introduce the school rules against bullying 6. Review and refine the school’s supervisory 7. Hold a school kick-off event to launch the program 8. Involve parents ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 40

41. The OBQ Locations of hotspots Patterns for girls & boys Insights into school climate Information to assess supervision Adult & student attitudes about bullying Impact of bullying on students Valuable planning tool ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 41

42. Dear Colleague Letter: Bullying and Harassment http://www.stopbullying.gov/topics/civil_violation/ http://www.stopbullying.gov/topics/civil_violation/ Are the civil rights of a targeted student also being violated? – Title VI, CRA of 1964; prohibits discrimination on basis of race, color, or national origin – Title IX, Educational Amendments, 1972; prohibits discrimination on basis of sex – Section 504 of RA of 1973; Title II of ADA of 1990; prohibits discrimination on basis of disability ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 42

43. about bullying SP TG Doc 8 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. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 43

44. Student Reporting “If we know that somebody is being bullied, we will tell an adult at school and an adult at home.” ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 44

45. Positive Consequences to Reinforce Positive Behavior Why are positive consequences critical? Who receives them? Types of behavior to reinforce Types of positive consequences Tips on use of positive consequences ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 45

46. Use of Negative Consequences Why aren’t positive consequences enough? Guidelines for use of negative consequences Types of negative consequences ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 46

47. Classroom-Level Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 47

48. Classroom-Level Components 1.Post and enforce school wide rules against bullying 2.Hold regular class meetings 3.Hold meetings with students’ parents ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 48

49. Class Meetings Video ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 49

50. Maintaining Positive Classroom Management OBPP is not a classroom management program. BUT, helping teachers hone behavior management skills will help to reduce bullying behavior. Use of the Positive Classroom Management Checklist ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 50

51. Support Materials for Class Meetings ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Teacher Guide, Schoolwide Guide- Video & Documents Class Meetings That Matter (9-12) (www.violencepreventionworks.org)www.violencepreventionworks.org Cyberbullying Prevention Curriculum (6-12) (www.violencepreventionworks.org)www.violencepreventionworks.org OBPP Companion Bibliography (K-12), Volumes I & II (www.cphpd.org/publications)www.cphpd.org/publications National Anti-Bullying Campaign Materials (www.stopbullying.gov)www.stopbullying.gov HS 51

52. Support Materials for Class Meetings (continued) Teaching Tolerance Lessons and Videos (www.teachingtolerance.org)www.teachingtolerance.org Anti-Defamation League Curriculum Materials (www.adl.org)www.adl.org GLSEN – Materials and Videos – No Name Calling Week (www.glsen.org)www.glsen.org Welcoming Schools – Human Rights Campaign (www.welcomingschools.org)www.welcomingschools.org ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 52

53. Student Involvement Activities Mix-It-Up-Day No Name-Calling Week National Bullying Prevention Week Spirit week/Special events Older Students help with kick-offs/class meetings for elementary & middle schools Athletic events/Awareness campaigns Student presentations/announcements ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 53

54. More Student Activities Assist in planning HS kick-off event Daily announcements about bullying Newspaper articles Student service projects Facilitate class meetings Integration of projects with existing curriculum – plays, ballets, musical events, athletic events Speaker’s bureau about bullying ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 54

55. Individual-Level Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 55

56. 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.Meetings with parents 5.Develop individual intervention plans for involved students ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 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 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 57

58. Chapter 2: Suspect Bullying Individual Interventions Video ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 58

59. Intensify your observations of the student Confer with colleagues Talk to or survey students Collect information from students Contact parents When There Are Suspicions of Bullying… ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 59

60. Individual Interventions Video Chapter 3: On-the-Spot Interventions ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 60

61. On-the-Spot Interventions: The “Teachable Moment” 1.Stop the bullying 2.Support student who has been bullied 3.Name bullying behavior & refer to school rules 4.Engage the bystanders 5.Impose immediate & appropriate consequences 6.Take steps to ensure bullied student will be protected from future bullying ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 61

62. Chapter 4: Follow-Up Interventions with Students Individual Interventions Video ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 62

63. Chapter 5: Following Up with Parents Individual Interventions Video ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 63

64. Understanding Parents’ Perspectives Three tip sheets for parents… – of students who are bullied – of students who bully others – of students who witness bullying For Committees – OBPP resources to support parental involvement SP ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus TG Docs 23, 25, 26 HS 64

65. Community-Level Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 65

66. Community-Level Components 1.Involve community members on the BPCC 2. Develop partnerships with community members to support your program 3. Help spread anti-bullying messages and principles of best practice throughout the community ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 66

67. 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! ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 67

68. Use of this presentation is restricted to persons trained by 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 Program must appear on all presentation materials. No other use or changes are permitted without prior written permission from the authors. Clemson University extends sincere appreciation to the Highmark Foundation and Windber Research Institute for their generous support of the OBPP in High Schools project. For further information, please contact: Olweus Bullying Prevention Program, U.S. at 864-656-6712 ©2015 Susan Limber, PhD; Vicki Flerx, PhD; Nancy Mullin, MEd; Jane Riese, LSW; and Marlene Snyder, PhD This presentation is based on the work of Dan Olweus, PhD. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus HS 68