1 bullying prevention school-wide training. welcome introduction of committee

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Bullying Prevention School-Wide Training

WELCOME

• Introduction of Committee

Remember…

… an incident of bullying from your own school years, grades K-12, were you are bystander, victim, or bully? Describe……

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Who?Who?

What?What?

When?When?

Where?Where?

How? How?

Why?Why?

© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

Who…What…When...Who…What…When...Where…How...Why…?Where…How...Why…?

1.1. Who are bullies? Who are victims Who are bullies? Who are victims of bullying?of bullying?

2.2. What are bullying behaviors?What are bullying behaviors?

3.3. When/where does bullying When/where does bullying happen?happen?

4.4. How does bullying affect children How does bullying affect children who are bullied?who are bullied?

5.5. Why does bullying occur?Why does bullying occur?© The Olweus Bullying Prevention Group, 2004© The Olweus Bullying Prevention Group, 2004

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What is the Olweus What is the Olweus Definition of Bullying?Definition of Bullying?

““A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself.” Olweus et al., 2007

© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007Tab 2: Doc 1

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Three Key Components of Three Key Components of Bullying BehaviorBullying Behavior

1. Involves an aggressive behavior

2. Typically involves a pattern of behavior repeated over time

3. Imbalance of power or strength


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Direct BullyingDirect Bullying• Hitting, kicking, shoving, spitting…

• Taunting, name-calling, degrading comments

• Threatening, obscene gestures


Indirect Indirect BullyingBullying

• Getting another person to bully someone

• Spreading rumors• Social isolation• Cyber-bullying

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Distinguishing Among…• Bullying• Rough-and-

Tumble Play• Real Fighting

• TG CD #3


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Effects of Being Bullied

• Lower self-esteem• Depression & anxiety• Absenteeism & lowered

school achievement• Thoughts of suicide• Illness


Health Consequences of Bullying

(Fekkes et al., 2004)Bullied Not bullied

Headache 16% 6%Sleep problems 42% 23%Abdominal pain 17% 9%Feeling tense 20% 9%Anxiety 28% 10%Feeling unhappy 23% 5%Depression scale

moderate indication 49% 16%strong indication 16% 2%


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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


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Children Who Bully• Bullying may be part of a conduct-

disordered behavior pattern

• This pattern may continue into young adulthood

• Olweus study: Bullies were 4 times as likely to have 3 or more convictions by age 24


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Effects of Bullying on Bystanders

• Bystanders may feel:

– Afraid– Powerless to change the situation– Guilty for not acting– Diminished empathy for victims

over time


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Effects of Bullying on School Climate

• Creates a climate of fear and disrespect

• Interferes with student learning

• Students may feel insecurity and not like school as well

• Students may perceive lack of control/caring© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

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Characteristics of Bullied Students

Research suggests that there are two categories of bullied children:– “submissive” or

“passive victims” of bullying

– “provocative victims” or “bully-victims”


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“Passive Victims” Tend To..

• Be cautious, sensitive, quiet, and withdrawn

• Be anxious, insecure, have low self-esteem

• Be physically weaker than peers (boys)

• Physically mature earlier (girls)

• Have few friends and find it easier to associate with adults than with peers


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“Provocative Victims” Tend To...• Share some characteristics with

bullied children• Share other characteristics with

students who bully • Be less effective in bullying than other

children who bully• Behave in ways that cause irritation

and tension, and attract negative attention


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Children at Higher Risk of Being Bullied:

• Children with disabilities, special needs, and health problems

• Children who are obese• Children who are lesbian, gay,

bisexual, transgender, or who are questioning their identities (GLBTQ) [TG CD #5]© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

20Tab 2: Doc 1

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Children Who Bully Tend To...

• Have positive attitudes toward violence

• Be impulsive and have quick tempers

• Show little empathy for victims• Be aggressive to adults• Be involved in other antisocial

or rule-breaking activities• Be physically stronger than

peers (boys)


NOBULLYING

ALLOWED

!

21Tab 2: Doc 1

Common Myths About Children who Bully

• “Children who bully are loners.”

• “Children who bully have low self-esteem.”

© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007 22Tab 2: Doc 1

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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)


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School Risk Factors for Problems of

Bullying• Lack of supervision

during breaks

• Students have indifferent or accepting attitudes

• Staff have indifferent or accepting attitudes towards bullying


The Olweus Bulling Questionnaire

Results

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Schoolwide Guide DVD

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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.


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Program Program ComponentsComponents

School

Individual

Classroom

Community


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Goals of the Olweus Bullying Prevention

Program

• Reduce existing bullying problems among students

• Prevent the development of new bullying problems

• Achieve better peer relations at school


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Program Principles

1. Warmth, positive interest, and involvement are needed on the part of adults in school.

2. Set firm limits to unacceptable behavior.

3. Consistently use nonphysical, nonhostile negative consequences when rules are broken.

4. Adults in the school should act as authorities and positive role models.


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Implications of Key Principles

1. Adults are responsible2. Clear and consistent message3. Short and long-term focus4. Follow model with fidelity5. OBPP should become part of

everyday life at school


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Implications of Key Principles

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


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What Roles Do Students Play In Bullying Situations?

B

C

D

H

G

E

F

AStart the bullying and take an active partTake an activepart, 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

Watch what happens, don’t take a stand

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

The one who is being bullied

Student Who Is Bullied

Students Who Bully

Followers

Supporters

Passive Supporters

DisengagedOnlookers

Possible Defenders

Defenders

TG, p. 24


33Tab 2: Doc 1

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Recognition of the Olweus Bullying

Prevention Program• Blueprint Model Program

(Center for the Study & Prevention of Violence)

• Model Program (SAMHSA)

• Effective Program (OJJDP)

• Level 2 Program (US Dept. of Education)


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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© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

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The OBPP IS NOT...The OBPP IS NOT...

• a curriculum

• a conflict resolution approach

• a peer mediation program

• an anger management program


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• OBPP Schoolwide Guide– CD of written materials– DVD: Overview of OBPP

• OBPP Teacher Guide– CD of written materials– DVD: Six 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


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School-Level Components


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The Olweus Bullying Questionnaire

• Locations of hotspots• Patterns for girls and boys• Insights into school climate• Information to assess supervision• Adult and student attitudes about

bullying• Impact of bullying on students• Valuable planning tool


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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)


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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.


SPSP (TG Doc #8)

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Refine the Supervisory System

1. Determine the “hot spots” for bullying2. Develop strategies to increase

supervision in common “hot spots”3. Develop ways of tracking and

reporting bullying incidents schoolwide (Sample: SWG CD # 23)

4.Consider the attitudes of supervising adults

5.Evaluate your school’s physical design to reduce bullying


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When There Are Suspicions of

Bullying...• Intensify your observations

of the child

• Confer with colleagues

• Talk to or survey students

• Collect information fromstudents

• Contact parents


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Use of Positive Consequences

to Reinforce Behavior

• Why are positive consequences critical?

• Who receives them?

• Types of behavior to reinforce

• Types of positive consequences

• Tips on use of positive consequences

Notebook-School Components page 4


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Use of Negative Consequences

• Why aren’t positive consequences enough?

• Guidelines for use of negative consequences

• Types of negative consequences


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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 SW CD 27,28


SSPP

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8. Partner with Parents• The importance of parent

involvement in the OBPP• Strategies to involve parents in

OBPP– Serve on the BPCC– Attend schoolwide parent meetings– Attend/help organize classroom

parent meetings– Talk with their children about bullying

© The Olweus Bullying Prevention © The Olweus Bullying Prevention Group, 2007Group, 2007

SSPP TG CD #23, #25, #26, & #27

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Classroom-Level Components


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Classroom-Level Components

• Post and enforce schoolwide rules against bullying

• Hold regular class meetings

• Hold meetings with students’ parents


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Supportive Materials for the Classroom

• Schoolwide Guide - Chapter 12

• Teacher Guide - Chapters 4, 5, 6, 7

• Teacher Guide DVD

• Numerous CD-ROM Handouts (TG Docs 6-20)

• Quit it! (K-3)

• Training handouts

• National Anti-Bullying Campaign Materials © The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

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How to Conduct Class Meetings

• Scheduling class meetings

• What they are NOT

• Teacher experience and comfort with class meetings

• “Class meetings” vs. “Bullying meetings”


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Individual-Level

Components


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Individual-Level Components

1. Supervise students’ activities2. Ensure that all staff intervene

on-the-spot when bullying occurs

3. Hold meetings with students involved in bullying

4. Develop individual intervention plans for involved students


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1. On-the-Spot Interventions:The “Teachable Moment”1. Stop the bullying2. Support the student who has been bullied3. Name the bullying behavior & refer to the

school rules4. Empower the bystanders5. Impose immediate and appropriate

consequences 6. Take steps to ensure the bullied student

will be protected from future bullying


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2. Follow-Up Interventions

1. Report the incident to key adults

2. Identify who will meet with students

3. Hold separate talks with parties

4. Implement supports for bullied child

5. Impose consequences for the children who bully

6. Talk with parents

7. Check-in later© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

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Working with Parents of Involved Students

• Contacting parents– Of bullied children

– Of children who bully others

– Of bystanders

• Working with parents who contact the school


SPSP

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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


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Community-Level Components


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Community-Level Components

• Involve community members on the BPCC

• Develop partnerships with community members to support your program

• Help spread anti-bullying messages and principles of best practice throughout the community


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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


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Take-Home Message

•Stopping bullying takes a team effort.

•Approach the process in steps.

•Change happens in small increments.


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Tracking Program 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)

SPSP


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Use of this presentation is restricted to persons trained by the authors in 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 Group 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: Marlene Snyder, PhD at [email protected]

or call 864-710-4562

© 2007 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, PhDThis presentation is based on the work of Dan Olweus, PhD

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mailto:[email protected]

1 bullying prevention school-wide training. welcome introduction of committee

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