© the olweus bullying prevention group, 2010 1 desert wind school sonia morales title i parent...

DESERT WIND SCHOOL

Sonia Morales Title I Parent Liaison

Program Developer, Dan Olweus

US Developer, Sue Limber

Program Components

School

Classroom

Individual

Community

ParentParentss

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

• a curriculum

• a conflict resolution approach

• a peer mediation program

• an anger management program

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

• 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

Icons in Program GuidesIcons in Program Guides

DVD Symbol CD-ROM Symbol

Available In Spanish

Who?Who?

What?What?

When?When?

Where?Where?

How? How?

Why?Why?

“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:

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

BULLYING = PEER ABUSEBULLYING = PEER ABUSE

Distinguishing Among…• Bullying• Rough-and-

Tumble Play• Real Fighting

• TG CD #3

Students Involved in Bullying:

Characteristics and Risk Factors…

Effects of Being Bullied

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

school achievement• Thoughts of suicide• Illness

Characteristics of Bullied Students

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

“passive victims”– “provocative

victims” or “bully-victims”

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]

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

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

Common Myths About Children who Bully

• “Children who bully are loners.”

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

Effects of Bullying on Bystanders

• Bystanders may feel:

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

over time

What Roles Do Students Play In Bullying Situations?

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

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

Group Mechanisms in Bullying

• Social contagion • Weakening inhibitions against

aggression• Decreased sense of individual

responsibility• Gradual changes in the view

of bullied student(s)

A Word About ….

Adults Who Bully

Misdirections in Bullying Prevention and

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• Mediation/conflict resolution to resolve bullying issues• Selecting inappropriate supplemental materials

Schoolwide Guide DVD

Part 2: Overview of the Part 2: Overview of the OBPPOBPP

ComponentsComponents

Key Findings:

Norway• Reduction in bullying and

antisocial behavior

• Improvements in classroom social climate

• “Dosage” affects success

• Timing of effects

Evaluations in the United States

•South Carolina—1st in U.S.

•Philadelphia, PA

•Washington State

•Chula Vista, CA

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

everyday life at school

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

Program Components

School

Classroom

Individual

Community

ParentParentss

School-Level Components

Overview of School-Level Components

1. Establish a Bullying Prevention Coordinating Committee

2. Conduct committee and staff trainings3. Administer the Olweus Bullying

Questionnaire4. Hold staff discussion groups5. Introduce the school rules against

bullying6. Review and refine the school’s

supervisory 7. Hold a school kick-off event to launch the

program 8. Involve parents

Olweus Bullying Questionnaire

• 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

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)

Use of 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

Use of Negative Consequences

• Why aren’t positive consequences enough?

• Guidelines for use of negative consequences

• Types of negative consequences

Classroom-Level Components

1.Post and enforce schoolwide rules against bullying

2. Hold regular class meetings

3. Hold meetings with students’ parents

Class Meetings DVD

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

Supportive Materials for the Classroom

• Schoolwide Guide

• Teacher Guide, plus DVD & CD

Supplemental Resources

• Class Meetings That Matter (K-5) (6-8)

• Class Meetings & Individual Interventions DVD

• Cyber Bullying Curricula (3-5 & 6-12)

• Quit it!: (K-3)

• OBPP Companion Bibliography (K-12)

• National Anti-Bullying Campaign Materials

Classroom-Level PARENT Meetings

• Build connection and community• Helps parents learn more about

OBPP• Held 2-3 times/year

(recommended)• Resources:

– Sample outline for first meeting– Topics for additional meetings

Individual-Level

Components

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. Develop individual intervention plans for involved students

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

Individual Interventions

Part 1: “On-the-Spot” Interventions

On-the-Spot Interventions:The “Teachable Moment”

1. Stop the bullying2. Support student who has been bullied3. Name bullying behavior & refer to school

rules4. Engage the bystanders5. Impose immediate & appropriate

consequences 6. Take steps to ensure bullied student will

be protected from future bullying

Part 2“What to do if you suspect bullying?”

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

Part 3 “Follow-Up” Interventions

Part 4 “Follow-Up” with

Parents

Understanding Parents’ Perspectives….

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

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!

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 nobully@clemson.edu

or call 864-710-4562

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

© the olweus bullying prevention group, 2010 1 desert wind school sonia morales title i parent...

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