Forging adult-child partnerships to reduce bullying and other aggression:

1. Forging adult-child partnerships to reduce bullying and other aggression:  The role of adult leadership and student social-emotional skills. Karin S. Frey� Committee for Children and University of Washington

2. In the short run�. It�s easier to: Pick up the toys Read aloud Use exclusionary discipline than to teach: Neatness Reading Self-managment Thinking about children�s social development This applies equally well to reading, writing, emotion management, self-regulation�any of those skills so essential for success in school, family & the workplace. As adults we struggle to balance short-run costs with long-term benefits. It�s sometimes easy to loose sight of benefits, because short-run demands on us are so high.Thinking about children�s social development This applies equally well to reading, writing, emotion management, self-regulation�any of those skills so essential for success in school, family & the workplace. As adults we struggle to balance short-run costs with long-term benefits. It�s sometimes easy to loose sight of benefits, because short-run demands on us are so high.

3. Adult Aggression, Intimidation Short Run Effects Compliance Learn power of aggression Long Run Costs Less responsive to other forms of adult guidance Imitate aggression when they can get away with I saw a awesome example of the appeal of short run benefits Educators want young people to regulate their behavior in the presence of adults, when they�re out of sight on playgd This requires investment on part of adults. The Second Step program is one such investment.I saw a awesome example of the appeal of short run benefits Educators want young people to regulate their behavior in the presence of adults, when they�re out of sight on playgd This requires investment on part of adults. The Second Step program is one such investment.

4. Second Step? A Violence Prevention Curriculum Developed by Committee for Children for preschool through middle school

5. Individual skills that help reduce aggression 1. Empathy 2. Positive goals 3. Impulse Control 4. Problem Solving 5. Managing anger Through this program, students from pre-school through middle school learn prosocial skills Through this program, students from pre-school through middle school learn prosocial skills

6. Second Step� Elements 1. Photo lesson cards or video-based lessons Teach concepts Stimulate discussion Provide demonstration of skills 2. Practice skills through �role-playing� 3. Reinforcement through modeling, cueing, and coaching Three main elementsThree main elements

7. Example of preschoolers learning to identify other people�s emotionsExample of preschoolers learning to identify other people�s emotions

8. Problem Solving Steps What is the problem? What are some solutions? For each solution ask:  Is it safe? Is it fair?  How might people feel? Will it work? Choose a solution & use it Is it working? If not, what can I do now?  Examples of problem solving steps that orient young people to positive goals: Safety, justice, people�s feelings, effectiveness�All the things you need to being successful & socially responsible Simplified for preschoolersExamples of problem solving steps that orient young people to positive goals: Safety, justice, people�s feelings, effectiveness�All the things you need to being successful & socially responsible Simplified for preschoolers

9. Example of kindergarten teacher coaching her students in a very early & simple role playing exerciseExample of kindergarten teacher coaching her students in a very early & simple role playing exercise

10. Here are elementary school children practicing �thinking aloud.� Young man in back is holding sign indicating that the voice of the middle fellow is thinking aloud. There is good research indicating that four month intervention can have positive effects.Here are elementary school children practicing �thinking aloud.� Young man in back is holding sign indicating that the voice of the middle fellow is thinking aloud. There is good research indicating that four month intervention can have positive effects.

11. Playground ObservationsJournal of American Medical Assn., 1997 12 schools, fall to spring increase, aggression is typical pattern: Bully-victim relationships develop; kids full of beans. Practical effects is that Ts can implement a program, see only a slight decrease in problems, & not realize what things would be like without the program. Pre-test documentation can help motivate teachers to maintain their efforts.12 schools, fall to spring increase, aggression is typical pattern: Bully-victim relationships develop; kids full of beans. Practical effects is that Ts can implement a program, see only a slight decrease in problems, & not realize what things would be like without the program. Pre-test documentation can help motivate teachers to maintain their efforts.

12. Pre-K classroom observations Decreased verbal aggression Decreased physical aggression Decreased disruptive behavior Increased knowledge of social and emotional skills McMahon, et al. (2000). Violence prevention program effects on urban preschool and kindergarten children. Applied and Preventive Psychology, 9, 271-281. These observations in schools associated with a Chicago housing project. Unfortunately, no control groupThese observations in schools associated with a Chicago housing project. Unfortunately, no control group

13. Middle School AttitudesCompared to comparison, Second Step group Became less likely to favor: use of physical aggression use of verbal aggression social exclusion More confident of social and self-management skills Van Schoiack-Edstrom, Frey, & Beland. (2002). Changing adolescents� attitudes about relational and physical aggression: An early evaluation of a school-based intervention. School Psychology Review. Middle schools in NW, SW, midwest & Eastern Canada showed a shift away from attitudes favoring use of aggression Research says people are more likely to values skills if they think they are good at them. Positive feedback Middle schools in NW, SW, midwest & Eastern Canada showed a shift away from attitudes favoring use of aggression Research says people are more likely to values skills if they think they are good at them. Positive feedback

14. When dividing resources�

16. 2nd � 5th grades in 15 schools Compared to controls, Second Step participants were: Rated more socially competent by teachers More likely to prefer socially responsible goals Study completed with my colleagues, Sue Nolen, Leihua Van Schoiack & Miriam Hirshstein In 15 NW urban and suburban schools We like that increased preference for positive goals, because they predict behavior so well.Study completed with my colleagues, Sue Nolen, Leihua Van Schoiack & Miriam Hirshstein In 15 NW urban and suburban schools We like that increased preference for positive goals, because they predict behavior so well.

17. Compared to controls, Second Step participants were 57% less aggressive during conflicts over resources 56% more collaborative with peers (girls only) 41% less likely to need adult intervention As far as behavior is concerned, blind observations tell us.. This last finding speaks directly to the issue of short-run investment for long-term benefits. It confirms what some teachers have told us:As far as behavior is concerned, blind observations tell us.. This last finding speaks directly to the issue of short-run investment for long-term benefits. It confirms what some teachers have told us:

18. �The time I invest in Second Step at the beginning of the year, is paid back with increased instructional time later in the year.� --3rd grade teacher 2nd grade teacher had a SS corner in his class. All lesson cards already covered were there for kids to use. Kids taught lessons to new students. Kids came in from recess with a problem, send them to the SS corner to work it out. It made is so much easier for him.2nd grade teacher had a SS corner in his class. All lesson cards already covered were there for kids to use. Kids taught lessons to new students. Kids came in from recess with a problem, send them to the SS corner to work it out. It made is so much easier for him.

19. Summary Promote self-management, social and emotional skills Reduce disruptions & need for adult interventions in petty conflicts Enable educators to be more strategic More time to teach More resources for problems that require adult attention Great to see young people developing positive social, emotional, and behavioral skills that will serve throughout lives. Great to see Ts derive benefits from their investment. I don�t want to suggest, however that benefits enable us to reduce monitoring & coaching of student behavior anymore than having bright kids in class enables us to stop teaching history. Increasing social, emotional, & behavioral skills of children enables us to be more strategic in our use of time, can reduce reactive stop-gap measures, increase instructional time and direct more resources to our most troubled young people.Great to see young people developing positive social, emotional, and behavioral skills that will serve throughout lives. Great to see Ts derive benefits from their investment. I don�t want to suggest, however that benefits enable us to reduce monitoring & coaching of student behavior anymore than having bright kids in class enables us to stop teaching history. Increasing social, emotional, & behavioral skills of children enables us to be more strategic in our use of time, can reduce reactive stop-gap measures, increase instructional time and direct more resources to our most troubled young people.

20. Bullying can be� physical aggression verbal cruelty spreading of malicious rumors conspiring to exclude individuals Sexual harassment Racial and ethnic bullying We went into a school last fall to administer our bullying survey. One child was out of the class. He was Afgani & a group of kids were taunting him �Osama� �murderer�We went into a school last fall to administer our bullying survey. One child was out of the class. He was Afgani & a group of kids were taunting him �Osama� �murderer�

21. How Widespread is the Problem of Bullying? The NEA estimates: 160,000 students a day miss school due to bullying 10% to 20% of students in the U.S. are chronic targets of bullying at school 10% of students who drop out of school do so because of bullying U.S. Secret Service identified substantial bullying in 67% of the 37 cases of school shootings

22. Consequences for those bullied Some of the academic, social and emotional consequences include: Declines in academic progress Social isolation due to peers blaming the victims School disengagement Depression, loneliness, anxiety Factor in teen suicide

23. Consequences for Children Who Bully: Earlier onset of dating, sexual activity Greater risk of involvement in dating violence Association with other children who have aggressive behavior problems Increased likelihood of incarceration Victims of bullying are not the only ones who suffer negative consequenceVictims of bullying are not the only ones who suffer negative consequence

24. Consequences for Bystanders: Experience conflicting feelings: confusion, uncertainty about what to do fear of becoming the next target guilt for not intervening or enjoying the bullying

25. Bullying requires adult intervention: to remove the power imbalance. Bullying child has more power due to Age, size, strength status, popularity Number of supportive peers weapon, etc. No motivation to �resolve the situation� Bullying is one area in which greater adult intervention is needed. That is because of the power imbalance between children involved in bullying. Adults are needed to compensate for the inequality. This is not what you want to send to peer mediationBullying is one area in which greater adult intervention is needed. That is because of the power imbalance between children involved in bullying. Adults are needed to compensate for the inequality. This is not what you want to send to peer mediation

26. Research indicates teachers Are rarely informed of bullying Students think adults will not intervene Students think adults will not be effective at protecting them if they do intervene Seldom see bullying Seldom intervene Debra Pepler, Wendy Craig & colleagues We also see this in our study of playground bullying. One teacher told our coder at the start of recess, �I don�t know how you pick the kids you observe (it�s random), but I know those kids aren�t problems. They weren�t in the classroom, but were responsible for most of the class bullying on the playground. They weren�t the dysregulated, disruptive kids. Kids who are most successful at bullying are well-regulated, good at manipulating others. We usually see the highest rates of bullying in schools in which the principal tells us, �No bullying at this school.�We also see this in our study of playground bullying. One teacher told our coder at the start of recess, �I don�t know how you pick the kids you observe (it�s random), but I know those kids aren�t problems. They weren�t in the classroom, but were responsible for most of the class bullying on the playground. They weren�t the dysregulated, disruptive kids. Kids who are most successful at bullying are well-regulated, good at manipulating others. We usually see the highest rates of bullying in schools in which the principal tells us, �No bullying at this school.�

27. We�re completing 2nd year of data collection on our bullying study We�re completing 2nd year of data collection on our bullying study

28. Solutions to BullyingWhat Schools Can Do Research indicates that school-based prevention programs can significantly decrease bullying Schools with the largest reductions in bullying were those that most thoroughly and consistently implemented programs using a whole school approach School-wide component Classroom component Individual student component We know from other research that prevention programs can reduce bullyingWe know from other research that prevention programs can reduce bullying

29. The Steps to Respect� Program Developed by Committee for Children, For grades 3 � 6

30. Classroom Component Skill & literature lessons teach positive norms, how to respond to bullying. Empathy Positive Bystander Behaviors Assertiveness Skills Emotion Management Friendship Skills

31. Individual component Monitoring Consistent application of discipline policy Coaching of children who bully Coaching of children who are victimized Follow-up with all parties

32. School-Wide Component:The most important part Integrate bullying into discipline policy Set up a report and response system Promote a positive, well-monitored playground environment Increase parental awareness & involvement Train all staff to respond appropriately Since we started working on playgrounds, we�ve become pretty critical of the typical monitoring�the monitors in a little bunch chatting, in Seattle, under the overhang: zone defense, clear lines of sight, talking to kids, actitivies I talked to a school counselor in Montana told us he skipped the staff development piece the first year. He observed teachers & monitors responding with �Stop tattling.� Next year, he started with the training, before the classroom lessons were taught. It usually takes more than a year to iron out the bugs.Since we started working on playgrounds, we�ve become pretty critical of the typical monitoring�the monitors in a little bunch chatting, in Seattle, under the overhang: zone defense, clear lines of sight, talking to kids, actitivies I talked to a school counselor in Montana told us he skipped the staff development piece the first year. He observed teachers & monitors responding with �Stop tattling.� Next year, he started with the training, before the classroom lessons were taught. It usually takes more than a year to iron out the bugs.

33. Typical Result Initial increase in bullying reports We�ve asked children to form a partnership with use by reporting bullying We�ve promised that we will respond Administrators need to support morale when short-run costs are more visible than benefits Followed by decrease Benefits may extend beyond bullying

34. Tattling v. reporting Are you telling me this to get someone in trouble or to keep someone safe? Parents say their kids get the distinction right away, find it empowering Habits die hard for old dogs You can sympathize with teachers who get their share of �Teacher, Johnny looked at me funny.� So they need a simple way of distinguishing tattling from reporting. We still see far too many instances of young people�s reports being ignored or ridiculed. �Heidi, you�re always complaining about Justin.�You can sympathize with teachers who get their share of �Teacher, Johnny looked at me funny.� So they need a simple way of distinguishing tattling from reporting. We still see far too many instances of young people�s reports being ignored or ridiculed. �Heidi, you�re always complaining about Justin.�

35. Creating the �Code of Silence� The �code of silence� in our society is initially enforced by adults, later by peers Adults tell kids not to be �a snitch� Adults ridicule kids who complain of bullying Adults fail to respond effectively to bullying We can�t enforce the code of silence for six years & then expect young people to tell us when there is a weapon on campus

36. Investing in our Children Demonstrating adult leadership on an issue that�s important to young people shows them that we can be relevant to their lives in ways that matter to them. This is an important message to give our children.This is an important message to give our children.