school climate strategies for reducing harassment & bullying
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School Climate Strategies for Reducing Harassment & Bullying. David Osher AMERICAN INSTITUTES For RESEARCH [email protected]. Challenges. Bullying and harassment are often a Piece of a larger Iceberg Bullying and harassment are Not the Only Problem that Schools Face - PowerPoint PPT PresentationTRANSCRIPT
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School Climate Strategies for Reducing Harassment &
Bullying
David OsherAMERICAN INSTITUTES For RESEARCH
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Challenges
Bullying and harassment are often a Piece of a larger Iceberg
Bullying and harassment are Not the Only Problem that Schools Face
Schools Have Limited Resources and Time School Staff often Lack the Capacity to
Efficiently Prevent Bullying & Harassment Prevention and Social Support are often
Marginalized
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Opportunities We Have Good Models to Build Upon There are Common Risk and Protective
Factors for Bullying and other problems There are Coomon factors that contribute to
arasment We can address Multiple Problems through a
Comprehensive Approach The are Academic and Social Returns on
Comprehensive Investments We Know How to Build Capacity
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Bottom Line
A comprehensive whole-school approach can enhance the impact of bullying and harassment prevention, while realizing other outcomes that matter
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Bottom Line : The Approach Should Create Strong Conditions for Learning and
Development Build Student and Staff Social and Emotional
Competencies Build a School Capacity Be Intentional, Monitored, and Continuously
Improved Align All School Activities Be end-user driven Include Universal, Selective, and Intensive
Interventions
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You Need it AllThe Four Elements of a Comprehensive Plan for
Safe, Supportive and Successful Schools
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A Caring School CommunitySocial Emotional Learning
Positive Behavioral Approaches
Academic Engagement & Support
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Background
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Impact of Violence & Bullying
Affect the extent to which people are:¨ angry, ¨ anxious, ¨ depressed, ¨ fearful, ¨ frustrated, ¨ upset, ¨ traumatized, ¨ worried, ¨ sad, and otherwise distressed (e.g., Nansel
et al., 2001; Flannery, 2006)
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Bullying Remains Pervasive in the U.S.
Students bullied and physically injured from bullyingat school during 2007 school year
42.9
35.7 37.3
30.828.4 29.3
23.5
14.4 12.3 11.68.5 7.1 5.5 3.8
0
10
20
30
40
50
6th 7th 8th 9th 10th 11th 12th
Grade
Perc
ent
Bullied
Injured
Data Source: Indicators of School Crime and Safety 2009. Table 11.2
®®Rivers, I., Poteat, V.P., Noret, N., Ashurt, N. (2009). Observing Bullying at School: The Mental Health Implication of Witness Status. School Psychology Quarterly. 24:4, 211-223.
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School Bullying 2007: National Crime and Victimization Survey
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Some Success, But Nothing to Write Home About
Campbell Collaboration Meta-analysis of 44 program evaluations (Farrington & Ttofi, 2010)
Overall programs are effective Bullying decreased by 20-23% Victimization decreased by 17-20% Programs worked better:
¨ In Norway¨ With older children
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Harassment
Role of Prejudice¨ Racism¨ Gender Bias
• Gay Hating• Sexism and Heterosexism
¨ Religious Bias¨ Ethnocentrism¨ Disability Related Bias
• Stigma– The “R Word”– Mental Health
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Harassment
Implicit Bias Effects of Harassment Disentangling Bullying & Harassment
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We Are Dealing With Learned & Socially Reinforced Behavior
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There are School Effects: What are the odds that the top 18% of students with behavioral problems in 1st grade will be
in the top 18% in 7th Grade?
Odds ratio0
102030405060
2.7
58.7
Well-managed standard classroom
Chaotic standard classroom
Kellam et al., 1998
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PATHS Universal Intervention End of First Grade (1 Year of Intervention)
-.10-.09-.08-.07-.06-.05-.04-.03-.02-.01.00Cl
assr
oom
mea
n z-
scor
e
Peer Rating of Aggression
Intervention
Children who receive PATHS rate their classmates as significantly less aggressive than do children in randomized comparison classes
Greenberg, et al., 1999
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What Else Can Be Done In First Grade to Change These Trajectories Teacher-Student Relationship in First Grade
¨ CLASS Classroom Management and Social Learning
¨ The Good Behavior Game Classroom Communities
¨ Responsive Classroom Social Emotional Learning as Part of Violence
Prevention¨ PATHS
Focus on Recess¨ E.g. Playworks
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Schools as Protective Factors and as Context that Build Resilience
Connection Academic Success Learning Social and
Emotional Competencies Positive Relationships
with Adults and Peers Caring Interactions
Inclusive Environments and/or Reinforcement of Pro-social attitudes and habits
Stability Effective Services Positive approaches to
disciplinary infractions &
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An Example of What Can Be Done: North Lawndale College Preparatory
School, Chicago “This is not about graduating
from high school; it is about graduating from college”
Money for counselors, not metal detectors and security staff
One counselor stays with same students grades 9-13; another one follows up 14-16
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An Example of What Can Be Done: North Lawndale College Preparatory
School, Chicago Strong academic press;
strong social support Supports academic risk
taking: “teachers are like another set of parents”
Development of moral community
Fellow students “like brothers, sisters, cousins”
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Climate & Conditions for Learning
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Safe and Supportive Schools Model
Engagement
Relationships
Respect for Diversity
School Participation
Safety
Emotional Safety
Physical Safety
Substance Use
Environment
Physical Environment
Academic Environment
Wellness
Disciplinary Environment
Citation 51
Safe and Supportive Schools Model of School Climate
Page 23
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Social Emotional Conditions for Learning
Students are supported & connected
Meaningful connection to adultsStrong bonds to school
Positive peer relationshipsEffective and available support
Students are socially capable
Emotionally intelligent and culturally competent
Responsible and persistentCooperative team players
Contribute to school and community
Students are safe
Physically safeEmotionally and socially safeTreated fairly and equitablySchool is safe and orderly
Students are engaged & challenged
High expectationsStrong personal motivation
School is connected to life goalsRigorous academic opportunities
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Safe and Respectful Climate
Emotional Safety Climate Of Mutual
Respect And Trust Students Comfortable
Taking Personal And Academic Risks
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Support & Connectedness
Adults Listen To Students, Care About Them And Treat Them Fairly
Adults Provide A Welcoming Environment For Students
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Student Support Students Support Each
Other Teachers Establish A
Connection With Students
Teachers Provide Extra Help When Students Are Having Trouble Understanding Material
Teachers Engage in Students In Learning
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Students for Feel Connected are:
Less Likely To Use Alcohol Or Substances Experience Less Emotional Distress Attempt Suicide Less Engage In Less Deviant And Violent
Behavior School Connectedness The Only
School-related Variable That Was Protective For Every Single Outcome
National Longitudinal Study of Adolescent Health (ADD Health)
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Powerful Role of Connectedness in Moderating Effects of Victimization victimization predicted low self-concept and
optimism only when girls reported low peer and adult connectedness.
low connectedness with peers and with adults was significantly associated with lower self-concept and optimism,
Noam, et al. 2012
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Challenge & Engagement
School Courses And Lessons Are Engaging School
Staff Provide Academic Support To All Students
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Academic Challenge
Students Are Expected To Work Hard To Learn
Students Are Interested In What They Are Learning
Students Are Not Bored By Their Classes
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Peer Social and Emotional Competency
Work Well With Others Cooperate As Team Players Solve Problems With Persistence And Creativity Set And Work Toward Goals Make Responsible Decisions In Academic And Social Settings Recognize And Manage Emotions
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Social and Emotional Competency Solve problems with
persistence and creativity
Set and work toward goals
Make responsible decisions in academic and social settings
Recognize and manage emotions
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Peer Social and Emotional Competency
Standard: Excellent
¨ Students report that most students in the school
have good social skills, want to do well in school,
and work well in teams. These students resolve
conflicts peacefully, solve problems creatively, and
think cheating is wrong. They do their best, even
when their school work is difficult.
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Connection Attachment
Trust Care
Respect
Social EmotionalLearning & Support
Positive Behavioral Approaches & Supports
Learning Supports Effective Pedagogy
Engagement Motivation
Supporting Conditions for Learning
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Work at Three LevelsProvide Individualized Intensive SupportsProvide coordinated, intensive, sustained, culturally appropriate, child and family focused services and supports.
Intervene Early & Provide Focused Youth Development ActivitiesImplement strategies and provide supports that address risk factors and build protective factors for students at risk for severe academic or behavioral difficulties.
Build a Schoolwide FoundationUniversal prevention and youth development approaches, caring school climate, positive and proactive approach to discipline, personalized instruction, cultural competence, and strong family involvement.
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Think Pyramid, Not Triangle
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All Universal Interventions
The Logic of Universal Intervention Cannot Identify All Who Are At Risk Children Affect Each Other No Stigma No Self-fulfilling Prophecies No Homogenous Grouping Per Child Cost Is Less Provides A Foundation
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Social and Emotional Learning
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SocialEmotionalLearning
Self-awareness
Social awareness Relationship skills
Responsible decision-making
Self-management
Core Competencies
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Students Who are Self-aware
Accurately assess their feelings, interests, values, and strengths; and
Maintain a well-grounded sense of self-confidence.
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Students Who Self-manage
Regulate their emotions to handle stress, control impulses, and persevere in overcoming obstacles;
Set and monitor progress toward personal and academic goals; and
Express emotions appropriately.
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Students Who are Socially Aware
Take the perspective of other and empathize with others;
Recognize and appreciate individual and group similarities and differences; and
Recognize and use family, school, and community resources.
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Students Who Have Good Relationships
Establish and maintain healthy and rewarding relationships based on cooperation;
Resist inappropriate social pressure; Prevent, manage, and resolve interpersonal
conflict; Seek help when needed.
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Students Who Make Responsible Decisions
Make decisions based on consideration of ethical standards, safety concerns, appropriate social norms, respect for others, and likely consequences of various actions;
Apply decision-making skills to academic and social situations; and
Contribute to the well-being of one’s school and community
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Example: Evidence of Success with SEL
23% increase in social / emotional skills 9% improvement in attitudes about self,
others, and school 9% improvement in prosocial behavior 9% reduction in problem behaviors 10% reduction in emotional distress 11% increase in standardized achievement test
scores (math and reading)
Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (In Press)Child Development The effects of school-based social and emotional learning: A meta-analytic review.
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More Information
http://safesupportiveschools.ed.gov www.air.org
¨ Human & Social Development Program