Bullying Prevention in Elementary Schools Session B2

1. Bullying Prevention in Elementary SchoolsSession B2 Jan Morgan, Wauconda CUSD 118 (IL)Brianna Stiller, Eugene School District 4-J (OR)Steve Romano, Illinois PBIS Network

2. What is Bullying? “Bullying” is repeated aggression, harassment, threats or intimidation when one person has greater status or power than the another. What Does it Look Like? • Physical aggression • Repeated acts of isolation • Name calling • Cyber bullying • Rumors • Threats • Comments about race, gender, socio-economic status, disability, sexual orientation

3. What are Characteristics of Bullying? • Bullying is behavior, not a trait or diagnosis • Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions. • Bullying is seldom maintained by feedback from adults • What rewards Bullying Behavior? • Likely many different rewards are effective • Most common are: • Attention from bystanders • Attention and reaction of “victim” • Self-delivered praise • Obtaining objects (food, clothing) Scott Ross, University of Oregon

4. Six Features of Universal PBIS that Contribute to Effective Application of Bullying Prevention: • The use of evidence based instructional principles to teach expected behaviorsto all students. (Behavioral lesson plans from Matrix) • The monitoring and acknowledgement of students for engaging in appropriate behavior. (Three tiers of acknowledgements: high-frequency, intermittent, long term) • Specific instruction and pre-correctionto prevent bullying behavior from being rewarded by victims or bystanders. (Direct instruction of school-wide expectations) • The correction of problem behaviors using a consistently administered continuum of consequences. (T-Chart) • The collection and use of information about student behavior to evaluate and guide decision making. (Data) • The establishment of a teamthat develops, implements, and manages. (Universal Team)

5. Implementing Bullying Prevention: 3 Phases for Students • Exploration Phase • Teach respect; Build consensus (through student survey and student forums) • Installation Phase • Select stop signal • Implementation Phase • Teach stop, bystander stop, stopping, and help routines

6. For Faculty/Staff: Core Features of an Effective Bullying Prevention Effort • Agreement on logic/need for bullying 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 • Plan for effective implementation of bullying prevention.

7. Implementing Bullying Prevention: 4 Phases for Staff • Staff Exploration Phase • Monitor ODR data, student climate survey, and faculty/family reports • Staff Installation Phase • Team trained, orientation, facilitate student forum • Staff Implementation Phase • Build curriculum, teach to students, schedule boosters, inform families • Staff Full Implementation Phase • Collect and use data (ODRs, Updated student climate survey, etc.) and develop training capacity

8. Staff: “Installation Phase”Faculty Response Procedure (con’t) Faculty Response Procedure for when students “talk” When a Student reports disrespectful behavior: "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. “Okay, I will take it from here.”

12. Bullying & Harassment 30% of youth in the United States are estimated to be involved in bullying as either a bully, a target. Staff are likely to underestimate the extent of harassment and bullying. One study showed: 58% of students perceived teasing, spreading lies or rumors, or saying mean things to be problems. Only 25% of teachers perceived these behaviors to be problems. Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.

13. Adults only see the tip of the iceberg. Scott Ross, University of Oregon

14. Do Sweat the Small Stuff!! • The majority of incidents are low level – name calling; exclusion; low levels of physical contact (pushing; shoving; etc.) • There is research to show that high rates of low level behaviors are associated with a greater probability of high intensity incidents • Ignoring low level incidents is an invitation to escalate social aggression.

15. Tertiary Prevention: Behavior Support Plans for Perpetrators and/or Recipients ~5% Secondary Prevention: Intensive Practice Safety Plans for Recipients Mediation ~15% Primary Prevention: School Wide Program (Bully Prevention in PBIS) Student Forums Adult Coaching ~80% of Students

16. Bully Prevention in PBIS • Critical Features of Bully Prevention in PBIS: • Reduce interactions that reinforce social aggression • Target Recipient Behavior; Perpetrator Behavior; and Bystander Behavior • Teach students skills to interrupt and report disrespectful behavior • Establish a School-Wide Stop Signal • Teach Student Strategies for using and responding to the Stop Signal • Teach adults how to support students • Deliver the intervention with sufficient intensity to maintain positive effects

17. Faculty Orientation 1. Staff Orientation/Alignment 2. Active Listening/Reflective statements 3. Role Play Taking Reports

20. Choose a Signal Put together a Student Advisory Committee (especially for grades 4-8) Student Advisory Committee chooses a signal and may help with lesson delivery 20 Scott Ross, University of Oregon

21. Bully Prevention in PBIS – Elementary Program One Primary Lesson -- 50 minutes -- delivered to all students the same day Class discussion of disrespectful behavior Introduction of Stop Signal Role Playing Follow Up Lessons as needed Gossip; Rumor Spreading Exclusion Cyberbullying Coaching from supervisory personnel is ongoing and critical

22. Lesson Planning • The lessons are scripted, and there are many tips for how to respond to “what ifs” • Determine: • Who will teach the lessons • How far apart the lessons will be taught • Skilled Facilitation is important • Make the role plays realistic. If the scenarios and responses are trivial or not congruent with how students interact with one another when no adults are present, the students will think the program is silly. Be provocative; the students must be actively engaged

23. Recipient Response • If someone treats you in a way that does not feel respectful • Deliver the School Wide Stop Signal • If the person does not Stop, walk away • If the person still does not Stop, report to a school adult

24. Perpetrator Response • It is likely that every student will be asked to stop by someone at some point in the school year. When this happens, they should do the following things • Stop what they are doing • Take a deep breath • Close the loop (“OK” or “Sorry”) • These steps should be followed even if the person being asked to stop doesn’t think they were doing anything wrong or did not intend their behavior to be offensive.

25. Adult Coaching: Accepting Reports When problem behavior is reported, adults follow a specific response: Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.") Ask who, what, when and where. Ensure the student’s safety. Is the problem still happening? Assess severity of the incident Assess likelihood of retaliation Devise Safety Plan if needed Ask the Student if he/she Used the Stop Signal -- Coach as needed

26. Coaching Perpetrators If the problem behavior included harassment or physical assault, complete an Office Discipline Referral and turn in to office For chronic offenders, implement a reminder, warning, consequencecorrection sequence (timeout on the bench or an office referral, depending severity/frequency)

27. Checking In -- Continued Follow-Up For chronic victims of bullying or harassment On a regular basis, an adult should check in with students to determine if the problem behaviors have ceased. Continue to reinforce students for confiding and seeking assistance

28. Differentiate Reporting from Tattling • “Reporting” is when you have tried to solve the problem yourself and you have used the "stop” signal first. • Tattling is when you do not use the "stop" and "walk away" steps before "talking" to an adult • Tattling is when your goal is to get the other person in trouble

29. 1.88 .88 3.14 Baseline Acquisition Full BP-PBS Implementation Rob School 1 Number of Incidents of Bullying Behavior Bruce Cindy School 2 Scott Scott Ross, University of Oregon Anne School 3 Ken 72% 29 School Days

30. 22% decrease 21% increase Scott Ross, University of Oregon 30 BP-PBS, Scott Ross

31. 22% decrease 21% increase 31 BP-PBS, Scott Ross

32. Implementation: What We’ve Learned You need a team (PBIS Team) to monitor implementation Deliver the intervention with sufficient intensity (keep the conversation going) Make it visible Facilitate active participation from the students and keep it real! Solicit feedback from the staff and maintain staff involvement

33. Stop, Walk, Talk! Say, “Stop” Walk away Talk to an adult

34. Fidelity of Implementation • The purpose of fidelity of implementation checklists are to: • Track the progress of implementation of the intervention • Provide a reminder of the steps that staff take in responding to bullying behaviors • Assess whether or not the intervention is being delivered as intended

35. Fidelity of Implementation • Faculty Self-Assessment: Fidelity assessed using a 5-item checklist • Completed 2-3X by teachers and supervising staff • Implementation Checklist: Completed by coordinating team to monitor implementation of all components

36. Implementation Checklist

37. Faculty Self-Assessment

38. Student Survey • Purpose: • Assess students’ perceptions of their school environment and their responses to bullying and harassment behaviors. • It may also be used to collect pre- and post-intervention data, to assess if implementation of Expect Respect has an effect on the way students’ view school safety.

40. Pre-Post Surveys in 25 elementary schools

41. Middle School Case Study Good, McIntosh, & Gietz, 2011