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Bullying Prevention Results: Bonita Vista Middle School

Bullying Prevention Results: Bonita Vista Middle School. Steven Bosset: School Counseling Fieldwork Student. Classroom Guidance Curriculum. 7th & 8th Grade Bullying Prevention presentation in five Health classes & one English Class Approximately 110 students received the lesson October 2008

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Bullying Prevention Results: Bonita Vista Middle School

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  1. Bullying Prevention Results: Bonita Vista Middle School Steven Bosset: School Counseling Fieldwork Student

  2. Classroom Guidance Curriculum • 7th & 8th Grade • Bullying Prevention presentation in five Health classes & one English Class • Approximately 110 students received the lesson • October 2008 • Lesson Content: • Definition of bullying • Different types of bullying • Ways to report bullying • Steps to take if students are getting bullied

  3. 2006 California Healthy Kids Survey • 34% of BVMS students feel unsafe at school • 30% of these feelings were related to bullying and harassment • 21% reported that they were harassed • 23% were afraid of being beaten up

  4. Research Says • Around 30% of adolescents in the United States are estimated to be involved in bullying either as the aggressor or the victim • Bullying is the leading cause of attempted suicide among adolescents • Students who are bullied have higher levels of depression and lower self-esteem • Victims often feel tense, anxious, insecure, and afraid Obtained from www.safeyouth.org

  5. Why did we teach this lesson? • Data: California Healthy Kids Survey • Increase awareness of the impact bullying can have on students • Increase the reporting of bullying related incidents to school staff • Increase the amount of students who feel safe at school • Decrease bullying at BVMS

  6. ASCA National Standards • Personal/Social Standard A • Students will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others • Personal/Social Standard C • Students will understand safety and survival skills

  7. Student Competencies • PS: A1.6 distinguish between appropriate and inappropriate behavior • PS: A2.1 recognize that everyone has rights and responsibilities • PS: A2.4 recognize, accept, respect, and appreciate individual differences • PS: C1.1 learn about the difference between appropriate and inappropriate physical contact

  8. What do the students BELIEVE? Pre 80% Agreed or Strongly Agreed with statement Post 92% Agreed or Strongly Agreed with statement “I believe that bullying is a very serious issue in school”

  9. Question: “I believe that bullying is a very serious issue in school”

  10. Question:“I believe it is important to help stop bullying in my school”

  11. Pre 24%Could identify Social Bullying Post 61% Could identify Social Bullying Knowledge QuestionSocial Bullying: What Do Students Know?

  12. Students who can define Social Bullying • This is a 150% increase!

  13. 56% identified proper strategies 71% identified proper strategies Skills Question Students were given a bullying case scenario and then asked to identify one correct strategy to deal with the situation. Pre Post

  14. Students who identified proper strategies • This is a 25% increase

  15. How Does Bullying Effect Academic Achievement? • According to the California Healthy Kids Survey: “Research has shown that meeting developmental needs of students - ensuring that they are safe, drug-free, healthy, and resilient - is central to improving their academic performance” • Academic Achievement Data: • GPA • Standardized test scores • Graduation rates www.wested.org/chks

  16. 97 91 API Quintile 1st (Lowest) 85 2nd Percent reporting feeling "safe" or "very safe" at school 3rd 4th 5th (Highest) 79 73 API Score Safety at School and API Scores (Concurrent Relationship) www.wested.org/chks

  17. Implications/Limitations • BVMS currently does not collect suspension and discipline referral data on bullying, which does not allow tracking of improvement or correlations to achievement data • California Healthy Kids Survey data is two years old • Students had prior lessons on bullying in their health classes so they knew a lot of the information before the lesson was given • Students still have room for improvement when defining bullying

  18. Recommendations • Keep track of bullying rates using referrals or “bully box” to see if progress has been made in lowering bullying rates • Make pre/post test more challenging for students • Consider using hands-on activities or role play during the lesson • Collect results in a more time efficient manner

  19. Next Steps • Make adjustments to bullying pre/post test & lesson plan • Present guidance lessons to other 7th grade classes • Analyze the results of next California Healthy Kids Survey

  20. The school counseling program is contributing in a meaningful way to the personal development and academic achievement of all students. Thank you for your support!

  21. References • California Healthy Kids Survey: Technical Report for Bonita Vista Middle School. Fall 2006. • Hatch, T. (2007). Using the FLASHLIGHT BUILDER: Approach to Measuring Results! The Center for Excellence in School Counseling and Leadership. Retrieved December 14, 2008 from Cescal.org

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