cheltenham elementary

© 2011 The Olweus Bullying Prevention Program, US© 2011 The Olweus Bullying Prevention Program, US 1

CHELTENHAM ELEMENTARY

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© 2011 The Olweus Bullying Prevention Program, US© 2011 The Olweus Bullying Prevention Program, US

Program Components

School

Classroom

Individual

Community

ParentParentss

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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 time3


• a curriculum

• a conflict resolution approach

• a peer mediation program

• an anger management program

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

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Who?Who?

What?What?

When?When?

Where?Where?

How? How?

Why?Why?

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“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:

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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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BULLYING = PEER ABUSEBULLYING = PEER ABUSE

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Distinguishing Among…

•Bullying•Rough-and-

Tumble Play

•Real Fighting

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Students Involved in Bullying:

Characteristics and Risk Factors…

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Effects of Being Bullied

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

school achievement• Thoughts of suicide• Illness

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Characteristics of Bullied Students

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

“passive victims”– “provocative

victims” or “bully-victims”

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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] 13


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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Common Myths About Children who Bully

• “Children who bully are loners.”

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

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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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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

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

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Group Mechanisms in Bullying

• Social contagion • Weakening inhibitions against

aggression• Decreased sense of individual

responsibility• Gradual changes in the view

of bullied student(s)

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A Word About ….

Adults Who Bully

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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

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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

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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

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Program Components

School

Classroom

Individual

Community

ParentParentss

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School-Level Components

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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

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Facts & Myths About BULLYING


1. True or False?

BB

• Studies suggest that fewer than 10% of children are involved in bully/victim problems in elementary or middle school.

FalseFalse


Percentage of Students Bullied 2-3 times/month or more


Percentage of Students Who Bully Others 2-3

times/month or more


2. True or False?

BB

• Children are more likely to be bullied in elementary school than in middle school.


Bullied Students: Grade Trends 2-3

times/month or more

0%

5%

10%

15%

20%

25%

30%

3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

Girls

Boys


Students Bullying Others: Grade Trends

0%

5%

10%

15%

20%

25%

3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

Girls

Boys


3. True or False?

BB

• Most bullying is physical in nature.


How are Boys and Girls Bullied?

0%2%4%6%8%

10%12%14%16%18%

20%

Verb Excl Phys Rum Prop Thrt Rac Sex Cyber Other

GirlsBoys


4. True or False?

BB

• Girls bully just as much as boys; they just do it differently.


Gender plays a role• Similarities:

– Both boys and girls engage in frequent verbal bullying.

– Girls and boys engage in relational bullying.

• Differences:– Boys are more likely to physically bully. – Girls are more likely to use more subtle and

indirect forms of bullying: social exclusion, rumor-spreading, friendship manipulation.

– Boys are bullied primarily by boys; girls are bullied by boys and girls.

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5. True or False?

BB

• Boys are more likely than girls to be involved in cyber-bullying.


Frequency of Being Cyber- Bullied

Kowalski, Limber, & Agatston (2007)

0

5

10

15

20

25

Boys Girls

at least once

2-3 times/ mo


Frequency of Cyber-Bullying Others

Kowalski, Limber, & Agatston (2007)

0

2

4

6

8

10

12

14

Boys Girls

at least once

2-3 times/ mo

40


6. True or False?

BB

• The vast majority of children who are bullied tell a teacher or other member of the school staff.

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Reporting of Victimization

• Many children do not report bullying to school staff.

• Older students and boys are less likely than younger students and girls to report their victimization.

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Percentage of bullied students who have

told/not told anyone about the bullying


7. True or False?

BB

• Bullying is just as likely on the way to and from school as during school hours.

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Where the Bullying Has Occurred (if bullied once or

more)

0% 10% 20% 30% 40%

Somewhere else

On school bus

At bus stop

On way to/ from school

In lunchroom

In PE or locker rm

In the bathroom

In class (no teacher)

In class

In halls/ stairwells

On playground/ ath fields

Girls

Boys


8. True or False?

BB

• Most students who observe bullying don’t think they should get involved.


If you see or learn that a student is being bullied,

how do you usually react?

0% 10% 20% 30% 40%

I haven't noticed

I take part

I don't do it, butit's OK

I just watch

I don't help butthink I should

I try to help

Girls

Boys


0%

10%

20%

30%

40%

50%

60%

51%

32%

41%

Graph 14: Feeling afraid of being bullied. Percentage of students whoresponded "sometimes," "fairly often," "often," or "very often" to Q38:

How often are you afraid of being bullied by other students in yourschool?

The grades included are actually 3-4th


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

53%60% 56%

Graph 15. Interventions by teachers or other adults at school. Percentageof students who responded "often" or "almost always" to Q20: How often

do the teachers or other adults at school try to put a stop to it when astudent is being bullied at school?



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

21%

32%27%

Graph 16. Interventions by other students. Percentage of students whoresponded "often" or "almost always" to Q21: How often do other

students try to put a stop to it when a student is being bullied at school?



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

23%

41%

31%

Graph 17. Contact with school from an adult at home. Percentage ofbullied students (according to Table 3a) who reported that an adult athome contacted the school “once” or more often in the past couple of

months to stop their being bullied at school.



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

50%

33%40%

Graph 18. Interventions from teacher(s). Percentage of bullying students(according to Table 5a) who responded that their teacher or another

teacher has talked with them “once” or more in the past couple of monthsabout their bullying others (Q34).



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

67%

40%

Graph 19. Interventions from adults at home. Percentage of bullyingstudents (according to Table 5a) who respond that any adult at home hastalked with them “once” or more in the past couple of months about their

bullying other students at school (Q38).



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

73%68% 71%

Graph 20. Reactions from the peer group (The Bullying Circle).Percentage of students who respond that they “try to help the bullied

student” (Q37), if they see or learn that a student their age is beingbullied.



0%

10%

20%

30%

2%

5%3%

Graph 21. Reactions from peer group (The Bullying Circle). Percentage ofstudents who responded that "I just watch what goes on" to Q37: How do

you usually react if you see or learn that a student your age is beingbullied by another student(s)?



0%

10%

20%

30%

40%

20% 21% 20%

Graph 22. The class (home room) teacher’s effort to stop bullying.Percentage of students who responded, “little or nothing” or “fairly little”to whether their teacher has done something in the past couple of months

to cut down on classroom bullying.



0%

10%

20%

30%

7%

4%

Graph 23. Social Isolation. Percentage of students who responded "none"or "one good friend" to Q3: How many good friends do you have in your

class(es)?



0%

10%

20%

30%

10%9% 9%

Graph 24. Dislikes school. Percentage of students who responded"dislike very much" or "dislike" to Q1: How do you like school?



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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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

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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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Classroom-Level Components

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Classroom-Level Components

1.Post and enforce schoolwide rules against bullying

2. Hold regular class meetings

3. Hold meetings with students’ parents

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Individual-Level

Components

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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

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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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Individual Interventions

“On-the-Spot” Interventions

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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

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Individual Interventions“What to do if you suspect 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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“Follow-Up” Interventions

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“Follow-Up” with Parents

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Community-Level Components

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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

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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!

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