Coaching Training

Coaching Training

Tracking Where we are Now?

Intent to harm Dominate social group(s) Imbalance of power Singles out a target Includes: physical aggression verbal aggression malicious rumors or gossip social exclusion threats of harm or exclusion What are the Reasons Students Bully?

Why Children Fail to Report? • Afraid of retaliation • Think the bullying is their fault • Feel ashamed • Believe adults won’t do anything • Afraid of loss of friendship(s) • Loose power dynamic in friendships

The Steps to Respect Program • Phase I: Schoolwide Framework for Bullying Prevention • Phase II:Training Staff and Parents • Phase III:Classroom Curriculum

Create a steering team Conduct surveys Develop policies and procedures Assess school environment Plan for curriculum implementation Phase 1:Establishing the Schoolwide Framework

Educator Survey Please do not write your name on this survey. 1. What are your perceptions about bullying in this school? 2. How often do students tell you about bullying? ❏ Never ❏ Once a week ❏ Once in a while ❏ More than once a day ❏ Once a day 3. When do you get reports about bullying? (Check all that apply.) ❏ Before school ❏ After lunch ❏ During passing periods and breaks ❏ After school ❏ After passing periods and breaks ❏ Other ❏ At lunch 4. When students tell you about bullying, what kinds of things are they saying that they are experiencing? (Check all that apply.) Place stars by the most common kinds of bullying you see or hear about in the school. ❏ Public humiliation ❏ Ethnic, racial, or sexual taunting ❏ Name-calling ❏ Malicious social exclusion ❏ Threats ❏ Gossiping/spreading rumors ❏ Possessions defaced or taken ❏ Cyber bullying ❏ Punched, shoved, or kicked ❏ Other 5. Where do you see or hear about bullying happening? ❏ Bathroom ❏ Classroom ❏ School bus ❏ Hallway ❏ School grounds ❏ Walking to/from school ❏ Lunchroom ❏ Stairs ❏ Through technology ❏ Other 6. What do you do when students report bullying to you? 7. What would you like to see the school do to address bullying?

Bullying is unfairandone-sided. It happens when someonekeepshurting, frightening, threatening, orleaving someone out on purpose. Committee for ChildrenDefinition of Bullying

Reporting vs. Tattling Reporting: • Reporting is to help keep someone safe Tattling: • Tattling is to get someone in trouble

Consequences on Targets of Bullying • Emotional and academic difficulties • Lower self-esteem, depression, loneliness, anxiety, and insecurity • Negative attitude toward school • Negative judgment by peers • Suicidal thoughts

Consequences on those who bully: • Aggressive behavior may extend into adulthood. • Association with other children who have aggressive behavior problems. • Increased likelihood of incarceration.

Confusion Lack of knowledge of what to do Fear of becoming the next target Consequences on bystanders

Overview of Steps to Respect Video

All-Staff Training Coaching Training Curriculum Orientation Training Booster Trainings Family Overview Session Phase 2:Training Staff and Parents

Sample Report Form Adult receiving the report: Date: ___/___/___ Who reported the bullying: (circle) Bullied child Bystander Parent Teacher other_______ Description: Location of event: Another other details:

Coaching

Coaching the Student Who Bullied Coaching the Student Who Was Bullied • Identify the problem and diffuse reporting responsibility. • Ask questions and gather information. • Apply consequences. • Generate solutions for the future and create a plan with the child. • Follow up. • Affirm the child’s feelings. • Ask questions. • Identify what has and has not worked in the past. • Generate solutions for the future and create a plan with the child. • Follow up. 20

Sample Comments Affirm: • “You were right to come to me...” • “I am glad you reported this…” Ask: *get information without judgment Assess • Identify what has not worked • Discuss ways to avoid the situation • Practice assertiveness skills (mention aggression is never a solution) • Identify others that can support the student Act: *follow up

Sample Comments Affirm: • “I have learned...” • “Many students have reported…” Ask: *get information without judgment • “I’d like to hear from you about what happened…” • “How would you feel if this happened to you…” Assess • Make reference to the school policy regarding bullying • Discuss ways they can prevent this situation • Generate solutions and share this, asking for their input • Refer to further discipline if appropriate Act: *follow up

Sample Paperwork Pathway

Friendship skills Recognizing bullying behaviors Refusing bullying Reporting bullying Bystanders Phase 3:Classroom Curriculum–Teaching Students Skills

Scope and Sequence

The Steps to Respect Program Is Now Evidence Based! A 33-school study recently published in the School Psychology Review, showed that, compared to control schools, Steps to Respect schools had: 33 percent less physical bullying 35 percent fewer teachers reporting fighting as a major problem 20 percent more staff members reporting that their school is promoting a positive environment Brown, E. C., Low, S., Smith, B. H., & Haggerty, K. P. (2011). Outcomes from a school-randomized controlled trial of STEPS TO RESPECT: A Bullying Prevention Program. School Psychology Review, 40(3), 423–443. Steps to Respect Outcomes

72% decrease in malicious gossip in elementary school students grades 3-6 who participated in 3-month Steps to Respect program. School Psychology Review, Issue 39 Volume #4, Winter 2010/11

Steps to Respect Implementation Process Pre-Implementation

Sponsor and lead from the top. Secure buy-in from staff. Create and oversee Steps to Respect steering team. Provide staff training. Implementing a Bullying-PreventionProgram: The Principal’s Role

If we are to succeed in preventing bullying, we need to break the climate of silence in which it thrives by empowering children and young people to speak out and seek help”. - Gill Francis, Chairman of the Anti-Bullying Alliance

Questions?

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