1. [Insert Name of School] Bullying Prevention Coordinating Committee Training for Elementary/Middle Schools [Insert OBPP Trainer/Consultant Name(s) & Contact Information] ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 1

2. Dan Olweus, Ph.D. Program Developer U.S. Developer Sue Limber, Ph.D. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 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 3

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

5. 5

6. 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 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 6

7. 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 7

8. OBPP Schoolwide Guide – Document Resources – Video: Overview of OBPP OBPP Teacher Guide – Document Resources – Video: 6 scenarios for class discussion Olweus Bullying Questionnaire Required OBPP Materials With Vickie Crocker Flerx, Ph.D. Nancy Mullin M.Ed. Jane Riese L.S.W. Marlene Snyder, Ph.D ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 8

9. Schoolwide Guide and Teacher Guide Icons Video SymbolDocument Symbol SP Available In Spanish ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 9

10. What? When/ Where? When/ Where? Why? How? Who is Bullied? Who is Bullied? Who Bullies? Who Bullies? ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 10

11. “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: ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 11

12. 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 12

13. BULLYING = PEER ABUSE ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 13

14. Types of Bullying Direct hitting taunting name calling Indirect rumors exclusion cyberbullying ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 14

15. 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 15

16. Why address bullying? 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 16

17. 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 17

18. Children Involved in Bullying: Risk Factors and Effects 1.Children who are bullied 2. Children who bully others 3. Children who are both bullied and bully others ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 18

19. Children 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 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 19

20. 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 20

21. Health Consequences of Bullying (Fekkes et al., 2004) Bullied Not bullied Headache16%6% Sleep problems42%23% Abdominal pain17%9% Feeling tense 20%9% Anxiety28%10% Feeling unhappy23%5% Depression scale moderate indication49%16% strong indication16%2% ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 21

22. Classroom Participation School Avoidance Peer Rejection Peer Exclusion Peer Abuse Achievement Decrease Kindergarten 5 th Grade Peer rejection in K associated with peer exclusion & peer abuse, grades K-5. Peer exclusion leads to decrease in classroom participation, which leads to decrease in achievement. Peer abuse leads to increase in school avoidance (but not directly to decreases in achievement). Buhs et al. (2006) Study of Peer Exclusion Victimization and Academic Achievement ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 22

23. 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 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 23

24. Children at Higher Risk of Being Bullied: Children with disabilities, special needs, and health problems Children who are obese Children who are LGBT (lesbian, gay, bisexual, transgender) TG Doc 5 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 24

25. Children Who Bully Tend To... Have positive attitudes toward violence Be impulsive and have quick tempers Show little empathy for bullied students Be aggressive to adults Be involved in other antisocial or rule-breaking activities Be physically stronger than peers (boys) ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 25

26. Common Myths About Children who Bully “Children who bully are loners.” “Children who bully have low self-esteem.” ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus FACTS MYTHS 26

27. What Motivates Children Who Bully? Like to dominate others in a negative way Gain satisfaction from inflicting injury and suffering Receive “rewards” by bullying others (prestige, attention, possessions) ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 27

28. 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 28

29. Concerns About Children 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 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 29

30. Children Who Bully Bullying may be part of a conduct-disordered behavior pattern. This pattern may continue into young adulthood. Olweus study: Youth 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 30

31. Children 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 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 31

32. 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 32

33. Family Risk Factors for Bullying Lack of parental warmth and involvement Lack of parental supervision Overly-permissive parenting Harsh discipline/physical punishment ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 33

34. 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 34

35. Ultimately… it’s a question of rights. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 35

36. 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 Watch what happens, don’t take a stand 36

37. 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 37

38. Effects of Bullying on School Climate Creates a climate of fear and disrespect Interferes with student learning Students may feel insecure and not like school as well Students may perceive lack of control/caring from adults ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 38

39. 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 39

40. 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 40

41. 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 41

42. Schoolwide Guide Video Part 2: OBPP Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 42

43. The Olweus Bullying Prevention Program First systematic research on bullying conducted in early 1970s. OBPP part of Norway’s national campaign against bullying in early 1980s. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 43

44. Key Findings: Norway Reduction in bullying and antisocial behavior Improvements in classroom social climate “Dosage” affects success Timing of effects ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 44

45. 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 45

46. OBPP Principles imply… 1.Adults are responsible 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 46

47. OBPP Principles imply… 6. Student involvement in changing climate 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 47

48. Program Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 48

49. School-Level Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 49

50. 1. Establish a BPCC Responsibilities – Attend two-day training – Plan and lead program implementation at school (committee meetings) – Communicate with staff and parents – Coordinate the program with other initiatives – Obtain feedback from all staff – Represent the program to parents, community, media ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 50

51. Composition of the BPCC Typical composition (8-15 members): (Select a Coordinator for the Committee) –Administrator of building –Teacher from each grade or department –School mental health professional –Non-teaching staff –One or two parents- not school employees –Community representative –School’s Title IX representative –Athletic director or coach –Student advisory group adult leader ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 51

52. 2. Conduct Committee & Staff Trainings Two-day training for BPCC One-day training for all other school staff Sample Agenda – SWG Doc 16 Attendance Log – SWG Doc 17 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 52

53. 3. Administer Olweus Bullying Questionnaire Why survey students about bullying?  Provides detailed information on bullying & school climate  Provides essential planning information  Provides baseline data for gauging progress of efforts What is the OBQ? ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 53

54. 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 54

55. 4. Hold Staff Discussion Group Meetings Goals of the groups Organization and leaders Topics for discussion –Sample outline - SWG Doc 18 –Staff Discussion Group Log - SWG Doc 19 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 55

56. 5. Introduce School Rules and Consequences Develop or review policy on bullying –Samples: SWG Doc 20 Anti-bullying rules Positive & negative consequences ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 56

57. Review Existing Policies Superintendent/school board/attorney should take the lead Special sub-committee to determine policy/ investigation and reporting guidelines Check requirements of your state law US Department of Education “Dear Colleague Letters” – October 2010, April 2011, & August 2013 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 57

58. Dear Colleague Letters: 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 58

59. District Wide Policies – Include Cyberbullying ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 59

60. about bullying 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. SP TG Doc 8 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 60

61. School Rules About Bullying Just for students? – “Student and Staff Expectations” How can rules be communicated? – Support school’s core values ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Expectations 61

62. 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 62

63. 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 63

64. 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 64

65. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 65

66. 6. Refine the Supervisory System 1.Determine the “hot spots” for bullying 2.Develop strategies to increase supervision in common “hot spots” ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 66

67. 6. Refine the Supervisory System (continued) 3. Develop ways to track and report bullying incidents schoolwide (Sample: SWG Doc 23) 4. Consider attitudes of supervising adults 5. Evaluate your school’s physical design to reduce bullying ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 67

68. 7. 7. Hold Kick-off Event to Launch the Program What is it? When should it take place? How to prepare for it? What to cover? Related activities SP ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 68

69. 8. Partner with Parents The importance of parent involvement Strategies to involve parents in OBPP – Serve on BPCC – Attend schoolwide parent meetings – Attend/help organize class parent meetings – Talk with their children about bullying SP TG Docs 23, 25, 26, 27 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 69

70. Parent Meetings About Bullying Schoolwide parent meeting: – Overview of bullying in school – Steps school is taking (OBPP) – Roles parents can play – Get input Classroom-level parent meetings – Sample letter - SWG Doc 31 – Sample meeting outline - SWG Doc 32 SP ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 70

71. Classroom-Level Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 71

72. Classroom-Level Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 1.Post and enforce schoolwide rules against bullying 2.Hold regular class meetings 3.Hold meetings with students’ parents 72

73. Class Meetings Video ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 73

74. BPCC Support for Class Meetings Build time for class meetings - One period every week Staff development and support Topic ideas Pair up staff to facilitate meetings Integrating messages across curriculum Monitor progress ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 74

75. Maintaining Positive Classroom Management OBPP is not a classroom management program. BUT, helping teachers hone behavior management skills will help to implement the program. Use of the Positive Classroom Management Checklist ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 75

76. Support Materials for Class Meetings Teacher Guide, Schoolwide Guide- Video & Documents Class Meetings That Matter (K-5) (6-8) (www.violencepreventionworks.org)www.violencepreventionworks.org Cyberbullying Prevention Curriculum (3-5 & 6-12) (www.violencepreventionworks.org)www.violencepreventionworks.org OBPP Companion Bibliographies (K-12), Volumes I & II (http://chpdp.org/publications) National Anti-Bullying Campaign Materials (www.stopbullying.gov)www.stopbullying.gov ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 76

77. Grades K-5 Grades 6-8 Grades 9-12 Grades 3-5 Grades 6-12 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 77

78. 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 78

79. Classroom-Level PARENT Meetings Build connection and community Help parents learn about OBPP Held 2-3 times/year (recommended) Resources: – Sample outline for first meeting – Topics for additional meetings ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 79

80. Individual-Level Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 80

81. 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.Hold meetings with parents of involved students 5.Develop individual intervention plans for involved students ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 81

82. 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 82

83. “On-the-Spot” Interventions Individual Interventions Video: ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 83

84. 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 84

85. “What if you don’t witness the bullying?” Individual Interventions Video ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 85

86. Intensify your observations of the child 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 86

87. “What follow-up is needed?” Individual Interventions Video ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 87

88. Individual Interventions Video ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus “Follow-Up” with Parents 88

89. 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 TG Docs 23, 25, 26 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 89

90. Community-Level Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 90

91. Community-Level Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 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 91

92. Communities Support Prevention Efforts Parent Teacher Organization (PTO or PTA) City Council, Chamber of Commerce, County Commissioners Domestic Violence and Victim Services Juvenile Justice/Law Enforcement Family & Child Welfare Organizations Business Community Civic Organizations (e.g. Kiwanis, Rotary, Junior League) Local foundations Local Press (Newspaper, TV, Radio) ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 92

93. Spreading the Anti-Bullying Message into the Community Community sports leagues After-school programs Scouting, 4-H, other youth programs Faith-based organizations Juvenile justice groups Summer camps ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 93

94. Tracking Fidelity of Implementation OBPP Schoolwide Implementation Checklist (1st Year) (SWG Doc 7) OBPP Implementation Checklist for Teachers (TG Doc 7) OBPP Implementation Checklist for Continued Program Implementation (SWG Doc 34) SP ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus 94

95. 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 95

96. 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. 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 96