Overview

1. Student Led Anti-Bullying Program Beverly KincadeProfessional School CounselorSchool of the Osage, Upper Elementary 626 Hwy 42, Osage Beach, MO 65065573-348-0004 (phone)kincadeb@osage.k12.mo.us www.osage.k12.mo.us

2. Overview • Definitions of Bullying • Survey Design and Survey Monkey • Best Practices for Bullying Prevention • High School Leaders Training • Survey Results and Impact on Osage Upper Elementary

3. Introduction Bullying is repeated and on purpose behavior intended to harm, hurt or scare someone verbally, emotionally, or physically.

4. Definitions People Involved in Bullying Situations: • Targets- person being bullied • Bystanders-witness to bullying behaviors • Person Displaying Bullying Behaviors Three Types of Bullying: • Verbal-name calling, hurtful teasing • Emotional- leaving students out, gossip • Physical- pushing, hitting

5. Consequences of bullying Targets Children and youth who are bullied are more likely than other children to be depressed, lonely, anxious, have low self-esteem, feel unwell, and think about suicide (Limber, 2002; Olweus, 1993).

6. Bystanders Bullying also has an impact on other students at school who are bystanders to bullying (Banks, 1997). Bullying creates a climate of fear and disrespect in schools and has a negative impact on student learning (NEA1, 2003).

7. Person Displaying Bullying Behaviors Research shows that bullying can be a sign of other serious antisocial or violent behavior. Children and youth who frequently bully their peers are more likely than others to get into frequent fights, be injured in a fight, vandalize or steal property, drink alcohol, smoke, be truant from school, drop out of school, and carry a weapon (Nansel et al., 2003; Olweus, 1993).

8. Survey • PRoBE Project (Partnerships in Result-Based Evaluation): In the Spring of 2008 and 2009, all School of the Osage Upper Elementary 4th and 5th grade students took a computerized survey regarding school safety and bullying. • Counselor reviewed the definition of bullying and types of bullying with students prior to taking the survey.

9. Survey Monkey • Link?

10. Questions and Answers on the Pre/Post-Surveys • I am in grade: 4th, 5th • I am a: boy/girl • The student in this school like each other: a lot, ok, not very much • The adults in this school care about me: a lot, ok, not very much • This is how safe I feel in each of these places- classroom, playground, lunch room, bathroom, hall, bus, bus stop: very unsafe, kind of unsafe, kind of safe, very safe

11. How often do you notice bullying going on in these places in the last month- classroom, playground, lunch room, bathroom, hall, bus, bus stop: never, once or twice, a few times a week, almost every day • How often have these things happened to you at school during the last month- teased in a mean way, called hurtful names, left out on purpose, threatened, hit, kicked or pushed, stolen or damaged property: never, once or twice, a few times a week, almost every day • During the last month at school how often did you see someone else: teased in a mean way, called hurtful names, left out on purpose, threatened, hit, kicked or pushed, stolen or damaged property: never, once or twice, a few times a week, almost every day

12. During the last month at school how often did you: tease someone in a mean way, call someone hurtful names, leave someone out on purpose, threaten, hit, kicked or pushed someone, stolen or damaged property: never, once or twice, a few times a week, almost every day • When I am bullied, I: do nothing, tell the bully to stop, get away from the bully, hurt other kids, stay home from school, tell an adult, tell a friend, I don’t get bullied • If you have been bullied in the last month, who have you told: a family member/ family friend, a teacher or another adult at school, another student, nobody, I don’t get bullied • If you have been bullied in the last month, what happened after you told someone: it got better, it got worse, nothing changed, I never told anyone, I don’t get bullied

13. How often do you worry about being bullied at this school: a lot, sometimes, never or almost never • Do you feel you have the skills and support you need to deal with bullying at this school: yes, no • During the last school year, this is what I have learned about bullying: • 5th grade only questions- Respect time really helped me deal with issues of bullying, what I really liked about Respect time was, suggestions I have to make Respect time better Resource: Questions were adapted from Creating a Whole School Campaign, No MO Bullying, Missouri NEA, 1-800-392-0236 www.mnea.org

14. Best Practices on Bullying Prevention and Intervention • Focus on social environment of the school. • Assess bullying at the school. • Establish and enforce school rules and policies related to bullying. • Provide support for targets, bystanders and students displaying bullying behavior. • Focus class time on bullying prevention.

15. “Respect Time” • High school students were recruited and trained to teach 5th grade students bully prevention strategies. • Leaders meet monthly with the school counselor to learn the lesson plan, practice teaching strategies, and receive support regarding classroom management techniques. • The HS leaders taught bully prevention strategies once a month during character education time for a semester. Topics included: Strategies for Targets and Bystanders, Bullying Behaviors, Courage, Role Playing, and Art All Over the School.

16. “Respect Time” Leaders Training • RESPECT Time • High School Student Led Program • High School Leaders will model and instruct various anti-bullying activities for 5th grade students. Responsibilities include: • Lead by example. • Attend monthly meeting with the UE counselor. Have ongoing communication with the UE throughout this process. • Be prepared and teach monthly lesson/activity. • Respect classroom confidentiality. Exception is when a student discloses information that puts himself or another person in harm or danger. • Monthly staff meeting at 12:05 pm: 9/15, 9/19, 10/14, 11/10, 12/3, 1/14 • Monthly Classroom Lesson/Activity: (May change due to white days changing.) • Sept 25Sept 29Oct 1 • 12:00-12:30 12:00-12:30 12:00-12:30 • Field-Gerri Bick-Brien Beyer-Brien • Sperling-Brien Beeler-Gerri Elley- Gerri

17. Resources used for “Respect Time” Lessons • Beane, A., The Bully Free Classroom. Minneapolis, MN: Free Spirit Publishing Inc. • Senn, D., (2008.) Bullying in the Girl’s World: A school-Wide Approach to Girl Bullying. Chapin, SC: YouthLight, Inc. • www.stopbullyingnow.hrsa.gov Website U.S. Department of Health and Human Services, Health Resources and Service Administration (HRSA).

18. “Respect” Time Lessons The High School leaders receive a scripted lesson plan for each month. The HS leader and counselor review the lesson prior to classroom presentation. • September- Overview of Bullying- Slide show/student video • October- Strategies for Targets • November- Strategies for Bystanders • December- Strategies to Stop Bullying Behaviors • January- Art Over the School which is used during Counselor’s week. Students in lower grades vote on favorite posters. Please go to my website for scripted lessons which you can change to meet the needs of your school.

19. Example of “Respect Time” Script “Art All Over Our School!” Leaders say: • “We have learned a lot about how to deal with issues of bullying. We will be celebrating what we have learned about anti-bullying with art. You are going to create a poster which will explore the topics of bullying. Each group will be making a poster to express what we have learned about bullying.” Separate the class into four groups and assign the following topics to each group. Remind students that they can use their handouts and notes from previous lessons. Leaders Say: “What Does Bullying Look Like?”- Three types of bullying: Verbal, physical, and emotional. “Anti-bullying Strategies for the person displaying bullying behavior.” “Anti-Bullying Strategies for Bystanders.” “Anti-Bullying Strategies for Targets.”

20. “Your group may choose to do one poster or two by dividing up into smaller groups. Write your names and teacher’s name on the back of the posters. The school will vote on the best posters during “School Counselor’s Week”. “Make sure that everyone is participating and that no one is sitting around while other group members are working. When your group is finished, bring the poster(s) to Ms. Kincade. Have fun with this! Our wonderful artwork will let everyone know when they walk in at School of the Osage that we are a Bully-Free School!!!!”

21. Review of types and roles in a bullying situation for Art All Over the SchoolProject Types of Bullying: • Verbal-(saying mean or harassing things to people to intimidate them) Direct. • Physical-(hitting, shoving, tripping, fighting, or acting like they are going to fight) Direct. • Emotional/Social-(excluding people, e-mail or instant message bullying, gossiping) Indirect. Bully • Person displaying bullying behavior: hitting, pushing, threatening, hurtful teasing, spreading rumors, name calling. If you are the bully: • Realize and identify the problem behavior. • Acknowledge you need to change. • Apologize for negative behavior. • Use Behavior Change Worksheet. • Increase your empathy and concern for other people. • Use conflict management skills to handle your problem.

22. Bystander The person watching or seeing the bullying happening. Choosing to ignore the bullying is the same as supporting it. If you are a bystander: Refuse to be an audience for the bully incident. If appropriate and safe, ask the bully to stop. (“Knock it off! or Cut it Out!”) Be a friend to the target and invite them to join/play with you. (“Come play on our team.”) Support the target- write a note or tell him/her that you don’t agree with the bully. : “I saw what happened and it is wrong; you don’t deserve that.” Report It. Talk with your parents, teachers, friends, and anybody who you respect. Review of roles in a bullying situation. Target • The person being bullied. If you are a target: • Tell the bully to “Leave me alone!” • Tell the bully to “Stop, I don’t like that.” • Don’t believe the bully- the bully only has power if you give it. • Distance yourself from verbal or physical violence • Value yourself. • Use humor. • Find safe places and people. • Make new friends. Go places with friends if you are uncomfortable. • Report It. Talk with your parents, teachers, friends, and anybody who you respect.

23. Role Plays Video

30. Future Plans…We still have a lot of work to do!!! Best Practices in Bullying Prevention and Intervention: • Focus on social environment of the school. To reduce bullying, it is important to change the climate of the school and the social norms with regard to bullying. Positive Behavior Support (PBS) will be an integral part of creating a positive school environment at the UE. • Build parent support for bullying prevention. Provide resources and support to parents on issues of bullying. On the new UE counselor’s webpage, parental support and information regarding bullying and cyber-bullying will be posted. • Teacher awareness and education and continued support regarding issues of bullying. • Continue to do what we are doing right: assess school safety and bullying prevention at the school, establish and enforce school rules and policies related to bullying, counseling small group support, and focus class time on bullying prevention.

31. Resources • Banks, R. (1997). Bullying in schools (ERIC Report No. EDO-PS-97-170.) University of Illinois Champaign, Ill. • Limber, S. P. (2002). Bullying among children and youth. Proceedings of the Educational Forum on Adolescent Health: Youth Bullying. Chicago: American Medical Association. Retrieved August 12, 2005, from http://www.ama-assn.org/ama1/pub/upload/mm/39/youthbullying.pdf • Nansel, T. Overpeck, M., Pilla, R.S., Ruan, W.J., Simmons-Morton, B. Schmidt, P. (2001). Bullying behaviors among US youth. Journal of American Medical Association, 285, 2094-2100. • National Education Association1. (2003). National bullying awareness campaign. Retrieved August 12, 2005, from www.neaorg/schoolsafety/bullying.html • Olweus, D. (1993). Bullying at school: what we know and what we can do. NY: Blackwell.