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Preventing Bullying in Elementary and Middle Schools

Preventing Bullying in Elementary and Middle Schools. Bullying. Physical, verbal, or psychological Intended harm Imbalance of power Repeated over time. j. An Issue of Equity. The IMBALANCE OF POWER involved in bullying creates an academic, social, and emotional ACHIEVEMENT GAP.

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Preventing Bullying in Elementary and Middle Schools

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  1. Preventing Bullying in Elementary and Middle Schools

  2. Bullying • Physical, verbal, or psychological • Intended harm • Imbalance of power • Repeated over time j

  3. An Issue of Equity • The IMBALANCE OF POWER involved in bullying creates an academic, social, and emotional ACHIEVEMENT GAP

  4. Consequences for Victims • Academic difficulties • Depression • Anxiety • Loneliness • Low self-esteem • Humiliation • Difficulty with relationships • Psycho-somatic problems • Schizophrenia • Fear of attending school • Peer rejection • Suicidal ideation • Delinquent behavior • Criminality • Violence

  5. The U.S. Secret Service reports that 71% of students who have committed sieges on schools felt bullied

  6. Consequences for Bullies • Failing to learn social behavioral norms • Substance abuse • Depression • Psychiatric disorders • Vandalism • Shoplifting • Fighting • Dropout • Suicidal ideation

  7. Consequences for Bystanders • Psychological consequences • Physiological consequences • Fear of becoming the victim

  8. Two Paths of Prevention • Social Emotional Learning Programs (SEL) • Bullying Prevention Programs (BPP)

  9. Effective SELs: • Focus on the whole school and community • Long-term • Educate students on: • Self-regulation • Perspective taking/empathy • Emotion management • Problem solving • Communication skills • Friendship skills

  10. SEL SPOTLIGHT:SECOND STEP • Empathy, problem-solving, anger management • A staff person is chosen to be “on-site trainer” for all other staff

  11. SECOND STEP: Methods • Teacher/counselor techniques: • Model behavior • Cue, coach, reinforce • Allow students to participate in decision making • Classroom lessons: • Discuss emotional scenarios • Model scenarios • Role play and presentations

  12. Effectiveness • Reduces conduct problems • Improves social emotional skills

  13. Effectiveness • A Washington state study found that • Physical aggression decreased • Verbal hostility decreased • Prosocial behavior increased • Neutral behavior increased

  14. Effective BPPs • Focus on whole school and community • Structured curriculum • Teach and encourage practice of new skills • Clear policies and procedures • Incorporate SEL techniques

  15. Effective BPPs • Train staff on: • Psychology of bullying • Delivery • Reporting • Working one-on-one with bullies and victims • Classroom curriculum: • Definition of bullying • Clear rules and consequences • Communication skills • Bystander responsibilities • Reporting

  16. BPP SPOTLIGHTTHE OLWEUS BULLYING PREVENTION PROGRAM • School, classroom and individual levels • Bully/victim questionnaire • Coordinating Committee & onsite coordinator • Staff training • Development of school rules • Playground and lunchroom supervision plans • Classroom lessons • Parent meetings • individual meetings with bullies, victims, and parents • Evaluation through questionnaire

  17. Effectiveness • In Norway, bullying decreased by 50.9% • U.S. findings have not been consistent • Bullying incident density has been found to decrease with strict implementation

  18. Olweus Results in Norway

  19. What can School Counselors do?DATA COLLECTION: • Collect and interpret data to display need and secure funding • Collect and interpret school data to help choose a program

  20. What can School Counselors do?COLLABORATION: • Assume role of on-site coordinator/trainer • Train teachers and staff • Educate staff on consequences of bullying • Form and head committee • Collaborate • Train volunteers to monitor lunchroom/playground • Train parents

  21. What can School Counselors do?CLASSROOM LEVEL: • Include students in creating rules and consequences • Classroom guidance lessons

  22. What can School Counselors do?INDIVIDUAL LEVEL: • Counsel students • Model desired behavior in daily interactions

  23. What can School Counselors do?EVALUATION: • Monitor consistency of staff • Encourage fidelity among staff • Collect and interpret data to evaluate interventions • Share successes with stakeholders

  24. Implications for the Profession • Stakeholders see the impact made by the school counselor by looking at school data • As head of the committee, the school counselor is an indispensable resource • Committee meetings give opportunities to network with parents, teachers, and administrators

  25. References Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. Elementary school journal, 108(5), 362-375. Retrieved from http:// web.ebscohost.com.proxy.its.virginia.edu/ ehost/pdfviewer/pdfviewer?vid=7&hid=108&sid=17266aba-7a46-4eb3- a5e2-562c438a8d0e@sessionmgr113 Black, S., & Jackson, E. (2007). Using bullying incident density to evaluate the Olweus Bullying Prevention programme. School psychology international, 28, 623-638. doi: 10.1177/0143034307085662 Black, S., Harner, P., Pollock, E., Trent, V., & Washington, E. (2010). Translating the Olweus Bullying Prevention Program into real-world practice. Health promotion practice, 11, 733-740. doi: 10.1177/1524839908321562 Bowllan, N. M. (2011). Implementation and evaluation of a comprehensive, school-wide bullying prevention program in an urban/suburban middle school. Journal of School Health, 81, 167-173. doi: 10.1111/j.1746-1561.2010.00576.x

  26. Collier, A., Doces, M., Jones, L., & Swearer, S. (2012). Implementing bullying prevention programs in schools: a how-to guide. Informally published manuscript, Berkman Center for Internet & Society, Harvard University, Cambridge, MA, Retrieved from http:// cyber.law.harvard.edu/publications/2012/ kbw_implementing_bullying_prevention_programs_in_schools Fan, M., Glew, G. M., Katon, W., Kernic, M. A., & Rivara, F. P. (2005). Bullying, psychosocial adjustment, and academic performance in elementary school. Archives of pediatric and adolescent medicine, 159, 1026-1031. doi: 10.1001/archpedi.159.11.1026 Farrington, D. P., & Ttofi, M. M. (2011). Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. Journal of experimental criminology, 7, 27-56. doi: 10.1007/s11292-010-9109-1

  27. Farrington, D. P., & Ttofi, M. M. The Campbell collaboration crime and justice group, (2010). School-based programs to reduce bullying and victimization (2007-IJ-CX-0045). Retrieved from website: http://www.ncjrs.gov/pdffiles1/ nij/grants/229377.pdf Frey, K. S., Guzzo, B. A., & Hirschstein, M. K. (2000). Second step: preventing aggression by promoting social competence. Journal of emotional and behavioral disorders, 8 (102), doi: 10.1177/106342660000800206 Olweus, D., & Limber, S. P. (2010). Bullying in school: evaluation and dissemination of the Olweus Bullying Prevention Program. American journal of orthopsychiatry, 80, 124-134. doi: 10.1111/j.1939-0025.2010.01015.x The Olweus Bullying Prevention Program: a proven school-based program to reduce bullying. (2005). Brown University Child & Adolescent Behavior Letter. Retrieved from http://web.ebscohost.com.proxy.its.virginia.edu/ehost/pdfviewer/pdfviewer? vid=6&hid=108&sid=17266aba-7a46-4eb3-a5e2-562c438a8d0e%40sessionmgr113

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