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1. Expect Respect SWATStop Walk AwayTalk Parent Kick-Off October 8, 2013 Presenters: Tricia Link and Julie McAllister

2. The Logic: Why invest in Bullying Prevention? • The National School Safety Center called bullying the most enduring and underrated problem in U.S. schools (Beale, 2001) • Nearly 30 percent of students report being involved in bullying as either an aggressor or a recipient (Cook, Williams, Guerra, & Kim, 2010; Nansel, et al., 2001; Swearer & Espelage, 2004) • Victims and recipients of bullying are more likely to skip or drop out of school. (Berthold & Hoover, 2000; Neary & Joseph, 1994) • Victims and aggressors of bullying are more likely to suffer from underachievement and sub-potential performance in employment settings. (Carney & Merrell, 2001; NSSC, 1995) • Students on the autism spectrum are more likely to be victimized than their non-disabled peers • (Little, 2002) • 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. Nanselet al. (2001). Bullying Behaviors Among U.S. Youth. JAMA • 85% of LGBT students report being verbally harassed, 40% report physical harassment, and 19% reported being physically assaulted in the past year because of their sexual orientation (GLSEN, 2009) • 40-60% of students with intellectual disabilities report being bullied. But not at a level of intensity or chronicity that differs from typically developing adolescent ( Christensen, Fraynt, Neece & Baker, 2012)

3. 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? All bullying behavior is disrespectful, not all disrespectful behavior is bullying • Physical aggression • Repeated acts of isolation • Name calling (race, gender, SES, disability, sexual orientation, etc.) • Cyber bullying • Rumors • Threats

4. What Reinforces Bullying? • Bullying is behavior, not a trait, or diagnosis, or a person. “Always with the ‘ing” • What rewards Bullying Behavior? • Likely many different rewards are effective • Most common are: • Attention from bystanders • Attention and reaction of “recipient” • Self-delivered praise • Obtaining objects (food, clothing) • Bullying is seldom maintained by feedback from adults

5. What is S.W.A.T.? • S.W.A.T. is a curriculum that teaches students how to deal with disrespectful behavior within the framework of a school-wide PBIS system • S.W.A.T. stands for STOP WALK AWAY TALK

6. Why Should Students Use S.W.A.T.? • Teaches students how to stand up to behavior that they feel is offensive or not wanted • Empowers students • Promotes self-advocacy and self-determination • Decreases disrespectful behavior related issues in school

7. When Should Students Use S.W.A.T.? • When students complain about disrespectful behavior, receiving criticism or being teased • When students do not know how to handle conflicts well • When a student seems to react to others teasing or instigation • When students seem to have poor interactions and frequent conflicts • When students witness or are informed of any situations that students feel disrespected or offended

8. SWAT Student Curriculum • Contains 6 lessons • Students are taught the stop/ walk/ talk response • How to reply when someone delivers the stop/walk/talk to you • How to respond to gossip • How to respond to inappropriate remarks • How to respond to cyber-bullying • Generic practice lesson with other specific problems behaviors that may surface in school

9. How to Use SWAT • “Stop”- Students will be taught to look directly at the student, put up a stop signal, and in a clear voice tell the student to stop! • Walk Away- If a student gives another student the stop signal and the behavior continues, he is to walk away • Talk- If a student has tried the stop signal and it doesn’t work, he needs to talk to an adult • It is the adults job to assess the situation by asking specific questions then either praise or practice the “stop, walk and talk” steps

10. Scott Ross, University of Oregon

11. Adult Script with the Reporting Student • Script • “Thanks for talking to me” • Ask “who, what, when, where” • Assess for child’s safety • “Did you tell _____to stop? • “Did you calmly walk away” • Praise student or Practice

12. Adult Script with the Accused • Used when the student follows SWAT or if there are safety concerns • “Thanks for talking to me” • “Did _____tell you to stop?” • “Did _____walk away?” • Yes: “how did you respond?” • No: Practice “Stop. Breathe. Leave.”

13. Scott Ross, University of Oregon

14. Evaluation and Monitoring Student surveys and behavioral data

15. In Your School… Disagree Agree I feel safe 1 2 3 4 5 Other students treat me respectfully? 1 2 3 4 5 Itreat others students respectfully? 1 2 3 4 5 Adults treat me respectfully? 1 2 3 4 5 Itreat adults in my school respectfully? 1 2 3 4 5 In the past week Has anyone treated you disrespectfully? No Yes Have you asked someone to stop? NoYes Has anyone asked you to stop? NoYes Have you seen someone else treated disrespectfully NoYes Student Surveys Located on the Counselor web-page by grade level

16. 4th Grade • In the past week has anyone treated you disrespectfully? 42% 58%

17. 4th Grade • In the past week have you seen someone else treated disrespectfully? 51% 50%

18. Monthly Review

19. How Can Parents Help? • Bullying is not a noun – we need to change the language from “bullying” to disrespectful behavior. • Learn how to respond when your student reports disrespectful behavior • Say “thanks for telling me” • Ask “Did you tell _____to stop?” “Did you calmly walk away?” • Praise and Practice “Stop, Walk, and Talk” • Talk to your child’s teacher if you have concerns

20. Let’s Practice • Script • “Thanks for talking to me” • Ask “who, what, when, where” • Assess for child’s safety • “Did you tell _____to stop? • “Did you calmly walk away” • Praise student or Practice

21. Let’s Practice • Script • “Thanks for talking to me” • “Did _____tell you to stop?” • “Did _____walk away?” • Yes: “how did you respond?” • No: Practice “Stop. Breathe. Leave.”

22. I. The Logic (recap) • Bullying is “behavior” … not a trait • Bullying happens much more than we think/see, and is a major barrier to effective education • Bullying is maintained by social rewards from other students (recipients 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 • Preventing bullying requires that students remove the social rewards that maintain bullying behaviors.

23. Resources • Adapted from the National Center on PBIS • www.pbisillinois.org