Bullying Prevention in a PBiS School

1. Bullying Prevention in a PBiS School Drawn from the Olweus Bully Prevention Program and the work on Bully Prevention of Stiller, Bruce , Ross, Scott , Horner, Robert H.

2. “Bullying . . .” A student is being bullied when he or she is exposed,repeatedly and over time, to negative actions on the part of one or more students. It is important to begin with a common understanding of what bullying is—and what it isn’t. Dan Olweus defines bullying as…It is important to begin with a common understanding of what bullying is—and what it isn’t. Dan Olweus defines bullying as…

3. Bullying involves an imbalance in power or strength. What differentiates bullying from other forms of aggression is that there is an imbalance of power or strength between the child who is bullying and the child who is being bullied. Sometimes this imbalance in power or strength is physical, but frequently it is emotional or verbal. So, a child who is being bullied may have a difficult time defending himself or herself physically, verbally, emotionally…What differentiates bullying from other forms of aggression is that there is an imbalance of power or strength between the child who is bullying and the child who is being bullied. Sometimes this imbalance in power or strength is physical, but frequently it is emotional or verbal. So, a child who is being bullied may have a difficult time defending himself or herself physically, verbally, emotionally…

4. Web Sites http://www.pbis.org/pbis_resource_detail_page.aspx?PBIS_ResourceID=785 http://www.clemson.edu/olweus/

5. Big Ideas from PBIS All “bully proofing” skills are more effective if the school has first established a set of POSITIVE school-wide behavioral expectations. Great care is needed to prevent a “bully-proofing” effort from becoming a “bully-training” program.

7. The Olweus Bullying Prevention Program The program was developed by Dan Olweus (Ol-VEY-Us), a researcher at the University of Bergen in Norway, who is often referred to as the “father” of research on bullying. Strong societal interest in bullying among children and youth began in Scandinavia in the late 1960s and early 1970s—considerably earlier than that in many other parts of the world (including the U.S.) The Olweus Bullying Prevention Program was part of a nationwide campaign against bully/victim problems in Norway in 1983, which was motivated in large part by concern about the suicides of several boys in the northern part of Norway who had been bullied by their peers (see Blueprint and Bullying at School.)The program was developed by Dan Olweus (Ol-VEY-Us), a researcher at the University of Bergen in Norway, who is often referred to as the “father” of research on bullying. Strong societal interest in bullying among children and youth began in Scandinavia in the late 1960s and early 1970s—considerably earlier than that in many other parts of the world (including the U.S.) The Olweus Bullying Prevention Program was part of a nationwide campaign against bully/victim problems in Norway in 1983, which was motivated in large part by concern about the suicides of several boys in the northern part of Norway who had been bullied by their peers (see Blueprint and Bullying at School.)

8. Similarities of Two Approaches School-wide effort Teaching of skills critical Guided by school-wide rules Multi-year effort Targeted strategies for student who bully and targets of bullying Harness the power of the observer (peers) Guided by data

9. Differences Olweus’s first rule is, We Don’t Bully Others PBS rule names the desired behavior, we treat others with respect PBS teaches a stop signal from target to bully Olweus emphasizes role of bystanders in supporting the target. Does not create expectation for the target to confront the bully

10. Bullying involves an imbalance in power or strength. What differentiates bullying from other forms of aggression is that there is an imbalance of power or strength between the child who is bullying and the child who is being bullied. Sometimes this imbalance in power or strength is physical, but frequently it is emotional or verbal. So, a child who is being bullied may have a difficult time defending himself or herself physically, verbally, emotionally…What differentiates bullying from other forms of aggression is that there is an imbalance of power or strength between the child who is bullying and the child who is being bullied. Sometimes this imbalance in power or strength is physical, but frequently it is emotional or verbal. So, a child who is being bullied may have a difficult time defending himself or herself physically, verbally, emotionally…

11. The Bullying Prevention Program IS NOT... a curriculum a conflict resolution approach a peer mediation program an anger management program From the onset, it is also critical to understand what the Olweus program is NOT. Although there are some important classroom interventions and supportive materials for teachers, the program is not a curriculum. As bullying is not a conflict—but rather a form of victimization—the program is not a conflict resolution program. Nor does the program encourage mediation between children who bully and their victims. Finally, as bullying often is not motivated by anger…the program is not focused on anger management.From the onset, it is also critical to understand what the Olweus program is NOT. Although there are some important classroom interventions and supportive materials for teachers, the program is not a curriculum. As bullying is not a conflict—but rather a form of victimization—the program is not a conflict resolution program. Nor does the program encourage mediation between children who bully and their victims. Finally, as bullying often is not motivated by anger…the program is not focused on anger management.

12. Label student Exclude student Blame family Punish student Assign restitution Ask for apology Teach targeted social skills Reward social skills Teach all Individual for non-responsive behavior Invest in positive school-wide culture

13. PBIS Step 1: Establish a social culture Teach school-wide behavioral expectations Be respectful, be responsible, be safe Teach all students a “stop” response If someone is disrespectful to you If someone is disrespectful to someone you are with Teach “walking away” Teach what to do if someone asks you to “stop”

14. Before we can effectively respond to bullying, we need to consider attitudes and notions we might harbor about who is involved, what bullying is/looks like, when and where it is likely to occur, how it affects us, and why it continues. Societal attitudes and misconceptions about bullying surround us and play a role in how and even whether we respond. NOTE: Refer to the notes in the Sample Trainer’s Agenda for this exercise. Before we can effectively respond to bullying, we need to consider attitudes and notions we might harbor about who is involved, what bullying is/looks like, when and where it is likely to occur, how it affects us, and why it continues. Societal attitudes and misconceptions about bullying surround us and play a role in how and even whether we respond. NOTE: Refer to the notes in the Sample Trainer’s Agenda for this exercise.

15. BULLYING = PEER ABUSE Bullying is a form of victimization (or peer abuse) and shares some characteristics (repetitive nature, power imbalance) with other forms of victimization: domestic violence & child maltreatment It also is important to consider what bullying ISN’T. As noted earlier, bullying isn’t a form of conflict, which implies that the two parties are on more or less equal footing. Bullying is a form of victimization (or peer abuse) and shares some characteristics (repetitive nature, power imbalance) with other forms of victimization: domestic violence & child maltreatment It also is important to consider what bullying ISN’T. As noted earlier, bullying isn’t a form of conflict, which implies that the two parties are on more or less equal footing.

16. Short-term Effects of Being Bullied Lower self-esteem Depression & anxiety Illness Absenteeism Thoughts of suicide Bullying may seriously affect the psychosocial functioning, academic work, and the health of children who are targeted. Bully victimization has been found to be related to lower self-esteem, higher rates of depression, loneliness, and anxiety. Recent studies also indicate that children who are frequently bullied report a variety health problems. For example, they report more headaches, problems sleeping, abdominal pain, listlessness, skin problems and bed-wetting. (See Fekkes, Pijpers, & Verloove-Vanhorick (2003). Victims are more likely to report wanting to avoid attending school and have higher school absenteeism rates. (See Rigby, 1996) Bullied children also report more suicidal ideation than their non-bullied peers. For example, in a study of Australian school children, those who reported being bullied at least once a week were twice as likely as their peers to “wish they were dead” or admit to having a recurring idea of taking their own life (Rigby, 1996). Suicide is a relatively rare event, but quite a number of cases have been linked to persistent bullying. Bullying may seriously affect the psychosocial functioning, academic work, and the health of children who are targeted. Bully victimization has been found to be related to lower self-esteem, higher rates of depression, loneliness, and anxiety. Recent studies also indicate that children who are frequently bullied report a variety health problems. For example, they report more headaches, problems sleeping, abdominal pain, listlessness, skin problems and bed-wetting. (See Fekkes, Pijpers, & Verloove-Vanhorick (2003). Victims are more likely to report wanting to avoid attending school and have higher school absenteeism rates. (See Rigby, 1996)

17. Lasting Effects of Being Bullied Lower self-esteem Higher rates of depression Higher rates of Post Traumatic Stress Olweus’ research has found that for some individuals, bullying can persist into adulthood. Adults who were bullied as children are more likely to have lower self-esteem and higher rates of depression (see Bullying at School.) Recent research also indicates that for some victims of bullying….(NEED CITATION ABOUT PTSD).Olweus’ research has found that for some individuals, bullying can persist into adulthood. Adults who were bullied as children are more likely to have lower self-esteem and higher rates of depression (see Bullying at School.) Recent research also indicates that for some victims of bullying….(NEED CITATION ABOUT PTSD).

18. Bullying Behavior Often part of a conduct-disordered behavior pattern This pattern may continue into young adulthood Olweus study: Were 4 timesas likely to have 3 or more convictions by age 24 Research has found that children who bully are more likely to be involved in other antisocial, violent, or troubling behaviors. They are more likely to: Get into frequent fights (Nansel et al., 2003) Be injured in a fight (Nansel et al., 2003) Steal, vandalize property (Olweus, 1993) Drink alcohol and smoke (Nansel et al., 2001) Be truant, drop out of school (Byrne, 1994) Report poorer academic achievement (Nansel et al., 2001) Perceive a negative climate at school (Nansel et al., 2003) Carry a weapon (Nansel et al., 2003) Bullying behavior also may be an indicator that boys are at risk for engaging in later criminal behaviors. In a longitudinal study in Norway, 60% of boys who were identified as bullies in middle school had at least one conviction by the age of 24, and 35-40% had three or more convictions. Thus, bullies were three to four times as likely as their non-bullying peers to have multiple convictions by their early 20s. Similar patterns may also hold true for girls, but as of yet, the longitudinal studies have examined only boys (see Bullying at School for more information about this study). Note that we should also be concerned about bullying because of its effects on bystanders (may feel afraid, guilty, and over time have diminished empathy for victims) and on the entire school climate (May interfere with student learning, create a climate of fear and disrespect. Where adults don’t intervene, students may perceive a lack of control, caring on the part of adults.) Research has found that children who bully are more likely to be involved in other antisocial, violent, or troubling behaviors. They are more likely to: Get into frequent fights (Nansel et al., 2003) Be injured in a fight (Nansel et al., 2003) Steal, vandalize property (Olweus, 1993) Drink alcohol and smoke (Nansel et al., 2001) Be truant, drop out of school (Byrne, 1994) Report poorer academic achievement (Nansel et al., 2001) Perceive a negative climate at school (Nansel et al., 2003) Carry a weapon (Nansel et al., 2003) Bullying behavior also may be an indicator that boys are at risk for engaging in later criminal behaviors. In a longitudinal study in Norway, 60% of boys who were identified as bullies in middle school had at least one conviction by the age of 24, and 35-40% had three or more convictions. Thus, bullies were three to four times as likely as their non-bullying peers to have multiple convictions by their early 20s. Similar patterns may also hold true for girls, but as of yet, the longitudinal studies have examined only boys (see Bullying at School for more information about this study). Note that we should also be concerned about bullying because of its effects on bystanders (may feel afraid, guilty, and over time have diminished empathy for victims) and on the entire school climate (May interfere with student learning, create a climate of fear and disrespect. Where adults don’t intervene, students may perceive a lack of control, caring on the part of adults.)

19. 8. True or False? Most students who observe bullying don’t think they should get involved. False

20. Kids Who Observe(Melton et al., 1998) What do you usually do when you see a student being bullied? 38% Nothing--I think the bullying is OK/I take part/I just watch 27% I don’t do anything, but I think I should help 35% I try to help him or her In a study of 4th-6th graders in SC (Melton et al., 1998), children reported the following when asked “what do you usually do when you see a student being bullied?” The good news is that the majority at least think that they should help out. A major strategy of this program is to work with this often “silent” majority to change the social norms—to intervene to stop bullying and to make bullying “uncool.” How do you think students in your own school will respond to this question? Note that this slide represents question #37 on the Olweus Bully/Victim Questionnaire. If the school’s data are available, you may want to present them here. Citation: Melton, G. B., Limber, S. P., Cunningham, P., Osgood, D. W., Chambers, J., Flerx, V., Henggeler, S., & Nation, M. (1998). Violence among rural youth. Final report to the Office of Juvenile Justice and Delinquency Prevention. In a study of 4th-6th graders in SC (Melton et al., 1998), children reported the following when asked “what do you usually do when you see a student being bullied?” The good news is that the majority at least think that they should help out. A major strategy of this program is to work with this often “silent” majority to change the social norms—to intervene to stop bullying and to make bullying “uncool.” How do you think students in your own school will respond to this question? Note that this slide represents question #37 on the Olweus Bully/Victim Questionnaire. If the school’s data are available, you may want to present them here. Citation: Melton, G. B., Limber, S. P., Cunningham, P., Osgood, D. W., Chambers, J., Flerx, V., Henggeler, S., & Nation, M. (1998). Violence among rural youth. Final report to the Office of Juvenile Justice and Delinquency Prevention.

21. Effects on Bystanders Feel afraid Feel powerless to change things

22. See handout. Entitled “Bullying Circle Role Play”See handout. Entitled “Bullying Circle Role Play”

23. Discussion Questions Where do you see most children in your school/community in this circle? Are these roles static? What keeps more children from being defenders? What are characteristics of defenders? How do adults usually respond to children in positions B, C, D, E, and F? Spend 5-10 minutes in small groups discussing these questions after the Bullying Circle exercise.Spend 5-10 minutes in small groups discussing these questions after the Bullying Circle exercise.

24. Ways Staff May Enable Bullying Blame the victim Failure of staff to act collectively to stop bullying Look the other way Call it normal Buy into myths Bully ourselves

25. Top Ten Strategies for Effective Bullying Prevention

26. Effective Bullying Prevention

27. Effective Bullying Prevention

28. Effective Bullying Prevention

29. Effective Bullying Prevention

30. Effective Bullying Prevention

31. Effective Bullying Prevention

32. Against Bullying We will not bully others. We will try to help students who are bullied. We will make it a point to include students who are easily left out. When we know somebody is being bullied, we will tell an adult at school and an adult at home.

33. Effective Bullying Prevention

34. The “Teachable Moment” Stop the bullying Support the victim Name the bullying behavior Refer to the school rules Impose immediate consequences (if appropriate) Empower the bystander

35. The “Teachable Moment” Stop the bullying Support the victim Name the bullying behavior Refer to the school rules Impose immediate consequences (if appropriate) Empower the bystander

36. Effective Bullying Prevention

37. Effective Bullying Prevention

38. Effective Bullying Prevention

39. Recommendations Focus on bullying once there is fidelity with the universal implementation of PBiS Add bullying rules to the matrix in all environments Teach students about bullying and the bullying rules and give them the tools (reporting, helping those who are bullied, including all in activities) to help In year two of PBS effort survey staff and students about bullying in your school

40. More Recommendations Teach all staff how to intervene when they see bullying Increase adult supervision in hot spots. Develop targeted strategies to counsel students who bully and support for students who are targets

42. Too often we underestimate the power of a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around.        - Leo Buscaglia