Liz Brewer Kelly DavisGRREC Consultants

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www.grrec.ky.govwww.pbis.org

Green River Region Educational CooperativePart 1: February 24, 2014

Goal/Objectives Goal:

Define a plan for implementing Bully Prevention within schools already using School-wide PBIS

Objectives: 1. Define the logic for investing in bully prevention 2. Define the five core skills for “student

orientation” What to teach, How to teach it

3. Define the core elements for “faculty orientation”

What to teach, How to teach it

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The Logic:Why invest in Bully Prevention? The National School Safety Center (NSSC) called

bullying the most enduring and underrated problem in U.S. schools.

(Beale, 2001)

Nearly 30 percent of students have reported being involved in bullying as either a perpetrator or a victim

(Cook, Williams, Guerra, & Kim, 2010; Nansel, et al., 2001; Swearer & Espelage, 2004).

Victims and perpetrators of bullying are more likely to skip and/or drop out of school.

(Berthold & Hoover, 2000; Neary & Joseph, 1994)

Victims and perpetrators of bullying are more likely to suffer from underachievement and sub-potential performance in employment settings.

(Carney & Merrell, 2001; NSSC, 1995).

The LogicWhy invest in Bully Prevention? Involvement in bullying is a cross-cultural

phenomenon (Jimerson, Swearer, & Espelage, 2010)

Bullying is NOT done by a small number of students who are socially and emotionally isolated. Bullying is common across socio-economic status, gender, grade, and class.

Bradshaw, et al., 2010

Many bully prevention programs are either ineffective, only show change in verbal behavior, or inadvertently result in increases in relational aggression and bullying.

Merrell et al., 2008

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Talk TimeMany bully prevention programs are either ineffective, only show change in verbal behavior, or inadvertently result in increases in relational aggression and bullying.

Discuss why you think these results have occurred.

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Definition Sort

Use the cards in the bag, and decide where they should go on “Unacceptable by Any Name” chart.

The Foundations

What is Bullying Behavior?

Why does Bullying Behavior develop and sustain?

What are the core elements of a school setting that both prevents the development of bullying behavior, and reduces bully that is occurring?

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What is Bullying? “Bullying” is repeated aggression,

harassment, threats or intimidation when one person has greater status or power than another.”

Examples:

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Office of Civil Rights: Recognition of Intensity

There is a level of bullying and harassment where

the behavior of a student(s) creates a “hostile

environment” for another student(s). When this

occurs the school is obliged to not just “problem

solve” a solution, but to engage in immediate and

substantive efforts to protect the “at risk”

student(s).

When Bullying or harassment target a student from

a protected class (race/ethnicity, disability, at-risk)

a “hostile environment” exists.

Bully Prevention

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Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions.

Bullying is seldom maintained by feedback from adults Bullying is more likely to occur toward students who do

not retaliate Bullying is most likely when it results in social attention

from others Students who engage in bullying behavior often have

the skills to get attention in more appropriate ways

What rewards Bullying Behavior? Most common are:

Attention from bystanders Attention and reaction of “victim” Self-delivered praise Obtaining objects (food, clothing)

Activity 1. Identify an example of bullying you have

encountered _________________________________________

Context/Situation Bullying Behavior Rewarding Consequence

_____________________________________________

2. Identify a problem behavior that would NOT be bullying.

3. Read your table’s scenario and decide what type of behavior it is. Be prepared to share your thinking.

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Core Elements of an Effective Bully Prevention Effort

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Many Bully Prevention programs focus on the bully and the victim

Problem #1: Inadvertent “teaching of bullying” Problem #2: Blame the bully Problem #3: Ignore role of “bystanders” Problem #4: Initial effects without sustained impact Problem #5: Expensive effort

What do we need? Bully prevention that is efficient, and “fits” with

existing behavior support efforts Bully PREVENTION, not just remediation Bully prevention with the systems that make the

program sustainable

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Bully Prevention in

SWPBISOUTCOMES

Social Competence &Academic Achievement

One School’s Example of Reporting

Leah Renfrow Bristow Elementary, Warren Co. Schools Bowling Green, KY

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Core Features of an Effective Bully Prevention EffortFive Student Skills For Faculty/Staff School-wide behavioral

expectations (respect) Stop routine when faced

with disrespectful behavior

Bystander routine when observing disrespectful behavior

Stopping routine if someone tells you to “stop”

A recruit help routine to recruit adult help if you feel unsafe

Agreement on logic for bully prevention effort

Strategy for teaching students core skills

Strategy for follow-up and consistency in responding

Clear data collection and data use process

Advanced support options

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Role Play

Listen carefully for the differences between the two scenarios.

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Adapting Any Bully Prevention Effort Make any bully prevention program fit the

social culture of the school. (terms, intensity, coordination, collaboration)

Make the bully prevention effort fit the developmental level of the students.

Do the same thing, differently for elementary, middle, high school

Collect and use data Before implementing collect data to document need and

build consensus After implementing collect data to assess impact and

guide local adaptation16

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The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness TrialTracy E. Waasdorp; Catherine P. Bradshaw; Philip J. LeafArch Pediatr Adolesc Med. 2012;166(2):149-156

Results: Analyses indicated that children in schools that implemented SWPBIS displayed lower rates of teacher-reported bullying and peer rejection than those in schools without SWPBIS. A significant interaction also emerged between grade level of first exposure to SWPBIS and intervention status, suggesting that the effects of SWPBIS on peer rejection were strongest among children who were first exposed to SWPBIS at a younger age.

Conclusions: The results indicated that SWPBIS has a significant effect on teachers' reports of children's involvement in bullying as victims and perpetrators. The findings were considered in light of other outcomes for students, staff, and the school environment, and they suggest that SWPBIS may help address the increasing national concerns related to school bullying by improving school climate.

Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), 747-759. Three Schools

Six students identified for high rates of verbal and physical aggression toward others.

Whole school implementation of SWPBIS Whole school addition of Stop-Walk-Talk

Direct observation of problem behavior on playground.

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19 3.14 1.88 .88

72%

BP-PBS, Scott Ross 20

Conditional Probabilities of Victim Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wal

k"

Pos

itive

Res

pons

e(la

ughi

ng/c

heer

ing)

Neg

ativ

eR

espo

nse

(cry

ing/

fight

ing

back

)

No

Res

pons

e

Prob

abili

ty o

f Res

pons

eBaselineBP-PBS

28% increase 19% decrease

BP-PBS, Scott Ross 21

Conditional Probabilities of Bystander Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wal

k"

Pos

itive

Res

pons

e(la

ughi

ng/c

heer

ing)

Neg

ativ

eR

espo

nse

(cry

ing/

fight

ing

back

)

No

Res

pons

e

Prob

abili

ty o

f Res

pons

eBaselineBP-PBS

21% increase

22% decrease

Break Time

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Bully Prevention within PBIS

Core Elements and Implementation Process

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Elements of Bully Prevention within SWPBIS 1. Build Commitment/ Establish the Logic:

Why does bullying occur? What are key features of a school that reduces bullying?

Student focus group (forum): Why, What, How

2. Student Orientation Establish a positive school-wide social culture (respect,

responsible, safe) Teach a common response to “behavior that is not respectful”

As a victim As a bystander

Teach how to respond if you are asked to stop Teach how to recruit adult support

3. Adult Orientation How to conduct the student training How to respond to instances of bullying or reports of bullying24

Building Consensus and Commitment

For elementary schools, conduct discussions with families, faculty/staff, and possibly students

Use existing ODR, suspension, expulsion, discussion data Share the information with families, students,

faculty, staff

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Student Forum 8-10 students selected for

leadership/contribution 60-90 min

Content of discussion: 1. Is disrespectful behavior a problem?

What is impact of disrespectful behavior on ability of others to succeed in school?

2. Disrespectful behavior typically keeps happening because it results in attention from peers.

3. We need common (school-wide) routines for: A) Stop Routine (signal that behavior should stop)

If someone is disrespectful toward you B) Bystander Routine

If you encounter someone being disrespectful toward others C) Stopping Routine (what to do when someone asks you to

“stop” D) Recruiting Help Routine (Getting help when you feel unsafe)

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Common Responses from Students when they encounter disrespectful behavior

Action Pros Cons

Return insults    

Fight Back    

Tell an Adult    

Don’t react – just ignore it

   

Ask a friend for advice

   

Tell them to stop    

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Scott Ross, University of Oregon28

Harassment

Disrespect

Physical Aggression

Name Calling/ Inapp Language

Student Survey Date:_______

In your school 1. You feel safe 2. Other students treat you

respectfully? 3. You treat other students

respectfully? 4. Adults treat you respectfully? 5. You treat adults in your school

respectfully In the past week

5. Has anyone treated you disrespectfully?

6. Have you asked someone to “stop?”

7. Has anyone asked you to “stop?”

8. Have you seen someone else treated disrespectfully?

Disagree Agree

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 1 2 3 4 5

No Yes No Yes No Yes

No Yes

Scott Ross, University of Oregon30

Safe You are treated

You treat others

Adults treat you

You treat adults

00.5

11.5

22.5

33.5

44.5

5

Pre BPPost BP

Treated Dis Ask other to stop Asked to stop Seen disrespect0%

5%

10%

15%

20%

25%

30%

35%

40%

Pre BPPost BP

Establish The Logic Bullying is “behavior” … not a trait

Bullying is maintained by social rewards from other students (victims and bystanders): Not consequences from adults

Bullying will continue as long as it continues to be rewarded Even if we teach appropriate behavior and punish

bullying Even if some students resist bully efforts.

Preventing bullying requires that students remove the social rewards that maintain bullying behaviors

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Note: This is not consistent

with our societal message

to simply “stand up” to

bullying.

--------------

--------------

-----------

--

(Note: “standing up” to

bullying typically just

transfers the target to

someone else… it not a real

solution for the whole

school).

The Logic: Establish student “buy-in” Build a positive social culture

Teach all students core behavioral expectations One of the core expectations should include:

Be respectful of others

Teach all students what to do when they encounter behavior that is not respectful. 1. What do you do if someone is not respectful to

you? 2. What do you do if you encounter someone not

being respectful to someone else? 3. What do you do if someone tells you that you are

not being respectful? Remove the rewards that sustain bullying

behavior.32

Teach all students to remove the rewards that sustain bullying Do NOT use the label, “bullying,” with

students. Teach how to respond if someone is NOT respectful.

What does it look like when people are not respectful?

Why do these behaviors keep happening?

What should you do? If you experience someone doing these behaviors

to you? If you see someone else in these situations? If someone tells YOU that your behavior is

disrespectful?

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Element One Review

On sticky notes, jot down one to two concepts discussed regarding building commitment and establishing logic.

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Student BP Orientation Given school-wide expectations Conduct a 30 min training in each classroom:

Logic: Everyone should treat everyone else with respect Everyone should avoid rewarding disrespectful

behavior

Skills: Know what it means to be “respectful” Know what to do if someone is disrespectful to you

(show stop) Know what to do if someone asks you to “stop” Know what to do if someone is disrespectful to

someone else Know how to get help from an adult

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Student BP Orientation Learning requires a respectful setting

What does it mean to be respectful? Provide examples of being respectful in class, on

playground, in cafeteria

What does it look like if someone is NOT respectful?

Provide examples

Why are people not respectful to each other? Why does disrespectful behavior keep happening?

Discussion Disrespectful behavior keeps happening in most cases

because it results in attention from others

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Student BP Orientation

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What does attention from others look like?

Peer attention comes in many forms: Arguing with someone who teases you Laughing at someone being picked on Simply watching someone be hurt and doing nothing

(watching is attention)

Provide the core message: Take away the attention that sustains

disrespectful behaviors.The candle under a glass

Stop, Walk, Talk A clear, simple, and easy to remember 3 step

response

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Teach Three Steps that can be used in all places at all times

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If you encounter behavior that is NOT respectful

Say and Show

“STOP” Talk to an Adult

Stop -------- Walk -------- Talk

Walk Away

http://www.bing.com/videos/search?q=stop+walk+talk+video&FORM=VIRE4#view=detail&mid=2A756BB865E0353BDC072A756BB865E0353BDC07

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Skill #1: “Respect” (school-wide)Skill #2: Teach the “Stop Signal”

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If someone is directing problem behavior to you, ask them to “stop.”

Gesture and word

Review how the stop signal should look and soundFirm hand signalClear voice

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Discuss how

showing/saying “stop”

could be done so it

still rewarded

disrespectful behavior

Skill #3: Teach how to respond if someone says “Stop”

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Eventually, every student will be told to stop. When this happens, they should do the following things Stop what you are doing Take a deep breath Go about your day (no big deal)

These steps should be followed even when you don’t agree with the “stop” message.

Scott Ross, University of Oregon

“Stop” means stop.

The rule is: If someone asks you to stop,

you stop.

Let’s Practice: Student Skills #1 and #2 (“Stop”) Divide up into pairs (Student A and Student

B) “Raise your hand if you are “Student A”…. “Student B”

Game #1: Student A says “I am being disrespectful”

Student B says “stop” and shows the stop signal

Student A stops, takes a breath, turns away.

Game #2: Change roles: Student B says “I am being

disrespectful” Student A says “stop” and shows the

stop signal Student B stops, takes a breath, turns

away.

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Review the Logic: Saying “stop” is a way to stop giving oxygen to disrespectful behavior* Be prepared for students to use the “stop” response with too much gusto.* Consider having students show you examples of using the stop response in a way that actually provided attention

Elaboration Everyone think of a situation where students

might use the “Stop” message

Invite two students to demonstrate how to use the “stop” skill in those situations.

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Skill #4: Saying stop when someone else is being treated disrespectfully Remember: Even if all you do is “watch” a

bad situation, you are providing attention that rewards disrespectful behavior.

If you see someone else being treated disrespectfully: Say and show “stop” to the person being

disrespectful Offer to take the other person away for a little bit.

If they do not want to go, that is okay…just walk away.

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Let’s Practice: Skill #4: Bystander routine

Divide up into groups of 3 or 4. Student A, B, C, D: Who is Student A? B? C? D?

Game #1: Student A says “I am being disrespectful toward you” to Student B.

Student C says, “stop” and moves Student B away

Student A stops, takes a breath, and turns away.

Game #2: Take turns until everyone has been in each role.

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Elaboration Ask students to identify a situation when they

were a bystander, and could have used the “stop” signal.

If appropriate, ask 3 students to role-play some of the situations proposed.

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Skill #5: “Walk away” and get help

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Sometimes, even when students tell others to “stop,” problem behavior will continue. When this happens, students are to "walk away" from the problem behavior.

Remember that walking away removes the attention for problem behavior

Encourage students to support one another when they use the appropriate Stop Walk Talk response

Walk away, and get help

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Even when students use “stop” and they “walk away” from the problem, sometimes someone will continue to behave inappropriately toward them. When that happens, students should "talk" to an adult.

Report problems to adults Where is the line between tattling, and reporting?

“Reporting" is when you have tried to solve the problem yourself, and have used the "stop" and "walk" steps first:

Tattling is when you do not use the "stop" and "walk away" steps before “reporting" to an adult

Tattling is when your goal is to get the other person in troubleKEY: Students must know what to expect

from adults if the student reports an instance of behavior that is not respectful

Getting Help Works Research indicates that if you are submissive

or aggressive when faced with disrespectful behavior you are MORE likely to suffer prolonged social problems. “Getting help” is associated with reductions in experiencing relational and physical aggression.

Kochenderfer-Ladd, 2004 Mahady-Wilton, Cragi, & Pepler, 2000

Scott Ross, University of Oregon52

Let’s practice: Skill #5 (Walk away) Divide up into groups of 3

Student A, Student B, Student C

Game #1: Student A, you are the teacher/supervisor

Student B: Say, “I am being disrespectful” to Student C

Student C: Say “stop” Student B: Say “I am still being

disrespectful” Student C: Walk away, go to teacher

and say “I said “stop” and he/she

did not stop”

Game #2: Rotate roles so everyone is in each role.

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Elaboration What will adults do when you report a

problem?

1. Adults will ask if you said “stop” and walked away

2. If you did not say “stop” adults will ask you to practice that skill

3. If you did say “stop” adults will talk to the other student.

It is important to all adults in this school that you are both treated respectfully and feel safe.

Remember that the real way to reduce disrespectful behavior is to stop giving attention to it, and stop talking about it to other students. Tell adults.

Student Orientation Use the teaching plans in the BP-PBIS

handbook Building your own teaching plans Develop a schedule for implementation

Teach all children in the school within a 2 week period. How will we do this?

Build a strategy for providing orientation to new students entering the school

Plan on 1-2 follow-up “booster” training events

Two months after initial training Use examples of most common problems, and have

students rehearse how to use the Stop-Walk-Talk routine55

On a post it answer these questions. 1. What is a “stop” signal/ routine that would

work for your school? 2. What is a “stopping routine” that would

work for your school? 3. How would we obtain student input into the

selection of the “stop” and “stopping” routines?

Student forum?

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3. Faculty/Staff Orientation: Objectives Faculty can define logic for BP-PBIS Common “stop” signal adopted for whole school Faculty teach “student orientation” skills Faculty reward/recognize student use of BP

“stop” routine Faculty manage “student reporting” routine Faculty deliver “booster training” Faculty deliver “pre-corrects” Faculty collect and use data for decision making

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Faculty/Staff BP Orientation:Bully Prevention Logic Provide logic:

Define bullying behavior Define the impact of bullying behavior on social and

educational outcomes for students. Review current data from school

ODRs for harassment, aggression, fighting, inappropriate language

Review informal reports from students, faculty or families. Conduct survey (if appropriate)

Review national patterns 30% of students report experiencing bullying behavior

Review goal for embedding bully prevention within current PBIS effort

Provide summary of BP-PBIS core elements Review empirical support for Bully Prevention

within PBIS

Faculty/Staff BP Orientation:Responding to Report of Bullying

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When any problem behavior is reported, adults follow a specific response sequence:

Ensure the student’s safety. Is the bullying still happening? Is the reporting child at risk? What does the student need to feel safe? What is the severity of the situation?

Determine if “stop” response was used If “stop” used provide praise, and connect with perpetrator

If “stop” response was not used, practice the Stop-Walk-Talk routine with the student reporting a problem.

Determine if “stop” response was followed If “stop” not followed, practice how to stop when asked.

Faculty/Staff BP Orientation:Responding to Report of Bullying With Student reporting bullying:

“Okay, I will take it from here.”

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"Did you tell ______ to stop?"If yes: "How did ____ respond?”If no: Practice the 3 step response (stop-walk-talk).

"Did you walk away?"If yes: "How did ____ respond?”If no: Practice the 3 step response.

When the reporting child did it right…

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With student reported to have done bullying:Reinforce the student for discussing the problem

with you

"Did ______ tell you to stop?" If yes: "How did you respond?” If no: Practice the 3 step response.

"Did ______ walk away?" If yes: "How did you respond?” If no: Practice the 3 step response.

Practice the 3 step response (stop-walk-talk). The amount of practice depends on the severity and

frequency of problem behavior

Faculty/Staff BP Orientation: Booster Build in “booster” training events

Two Weeks after training: Each week review skills, and update What were examples where the routines worked well What were examples where students were unclear

Two months after initial student training, hold a brief review of Stop-Walk-Talk routine.

Four months after initial student training, consider holding another brief review of Stop-Walk-Talk routine.

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Faculty/Staff BP Orientation:Pre-correcting Pre-correcting for effective bully prevention.

First two weeks after whole-school BP orientation Identify 2-3 times when bullying is most likely

(playground, cafeteria, assembly). For the first two weeks after training, teachers will

rehearse “Stop-Walk-Talk” guidelines just before releasing students for the activity.

Pre-correct students needing more support For students with higher likelihood of bullying or victim

behavior Rehearse “Stop-Walk-Talk” guidelines just before

releasing students for activities with high-probability of problem behavior.

As a team: How will you prompt pre-correcting?

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Activity How would you establish “staff buy-in”

How would you deliver orientation to all faculty/staff?

How would you ensure “responding routine” was followed by supervisory staff?

Discuss how to ensure that staff follow “reporting routine”

Did you ask ____ to stop? Discuss how to build in initial follow-up

Week one, after a month, three months.Scott Ross, University of Oregon65

Questions?

Homework- Bring all data related to bullying. March 20, 2014, Warren Co. Board of Ed., 303 Lover’s Lane, Bowling Green 8:00-registration/light breakfast 8:30-3:30 2nd Session

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Contact Information

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Curriculum Available at: www.pbis.org; materials will be posted to weebly account by the end of the week

Dr. Kelly Davis, Kelly.Davis@grrec.ky.gov

Liz Brewer, Liz.Brewer@grrec.ky.gov

Electronic materials

Acknowledgements

Scott Ross: University of Utah Brianna Stiller: Eugene 4J School

District Rhonda Nese: University of

Oregon Celeste Rossetto Dickey: University of

Oregon Anne Tomlanovich: Eugene, 4J School

District George Sugai: University of

Connecticut Rob Horner: University of

Oregon Matt Tincani: Temple University

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