© The Olweus Bullying Prevention Group, 2010 1 Knox Doss Middle School at Drakes Creek Staff...

Knox Doss Middle School at Drakes Creek

Staff Training

OBPP Team:Nagel, Warren, Freise, Libby, Carver,

Hagey, Delph, Cothron, Grenead

Bullying Facts and Statistics

Children Who Bully• Bullying may be part of a

conduct-disordered behavior pattern

• This pattern may continue into young adulthood

• Olweus study: Bullies were 4 times as likely to have 3 or more convictions by age 24

Concerns About Children Who Bully

• Children who bully are more likely to:– Get into frequent fights– Be injured in a fight– Steal, vandalize property– Drink alcohol, smoke– Be truant, drop out of school– Report poorer academic

achievement– Perceive a negative climate at

school– Carry a weapon

Children at Higher Risk of Being Bullied:

• Children with disabilities, special needs, and health problems

• Children who are obese• Children who are lesbian, gay,

bisexual, transgender, or who are questioning their identities (GLBTQ) [TG CD #5]

Effects of Being Bullied

• Lower self-esteem• Depression & anxiety• Absenteeism &

lowered school achievement

• Thoughts of suicide• Illness

Welcome to the Olweus Bullying Prevention

Program

Program Developer, Dan Olweus

US Developer, Sue Limber

Program Components

School

Classroom

Individual

Community

ParentParentss

• OBPP Schoolwide Guide– CD of written materials– DVD: Overview of OBPP

• OBPP Teacher Guide– CD of written materials– DVD: Six scenarios for

class discussion

• Olweus Bullying Questionnaire

Required OBPP Materials

With Vickie Crocker Flerx, Ph.D. Nancy Mullin M.Ed. Jane Riese L.S.W. Marlene Snyder, Ph.D

What is your definition of Bullying?

“Bullying is when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending himself or herself.”

Olweus Definition of Bullying:

Three Key Components of Three Key Components of Bullying BehaviorBullying Behavior

1. Involves an aggressive behavior

2. Typically involves a pattern of behavior repeated over time

3. Imbalance of power or strength

BULLYING = PEER BULLYING = PEER ABUSEABUSE

Two Types:Two Types:Direct- Hitting, Taunting, Direct- Hitting, Taunting,

name Callingname Calling

Indirect- Rumors, Exclusion, Indirect- Rumors, Exclusion, cyber bullyingcyber bullying

Distinguishing Among…

•Bullying•Rough-and-

Tumble Play

•Real Fighting

•TG CD #3

-Videos-

• Michael at lunch

• Lauren and her friends

• Brenna In Homeroom

• Can be found on the Teachers guide DVD

ActivityWho

What Where When Why

Effects of Being Bullied

• Lower self-esteem• Depression & anxiety• Absenteeism &

lowered school achievement

• Thoughts of suicide• Illness

Characteristics of Bullied Students

Research suggests two categories of bullied children:

– “submissive” or “passive victims”

– “provocative victims” or “bully-victims”

Video Clips

Impact of Bullying

Words can be the most painfulVictims of Bullying

What Roles Do Students Play In Bullying Situations?

AStart the bullying and take an active partTake an activepart, but do not start the bullying

Support the bullying, but do not take an active part

Like the bullying, but do not display open support

Dislike the bullying and think they ought to help, but don’t do it

Dislike the bullying, help or try to help the bullied student

The one who is being bullied

Student Who Is Bullied

Students Who Bully

Followers

Supporters

Passive Supporters

DisengagedOnlookers

Possible Defenders

Defenders

TG, p. 24

KDDC HOT SPOTS

6th 7th 8th

Graph 1a. Number of girls and boys responding by grade

Girls 45.2%117Boys 54.8%142Total: 100.0%259

Graph 1b. Number of surveys completed by gender

6th 7th 8th Total

14%12%

15% Girls

National Comparison

Graph 3a. Percentage of girls who have been bullied "2-3times a month" or more (Q4 dichotomized)

6th 7th 8th Total

20%21%

20% 20%

National Comparison

Graph 3b. Percentage of boys who have been bullied "2-3times a month" or more (Q4 dichotomized)

6th 7th 8th Total

19%18%

17%18%

Girls and Boys

National Comparison

Graph 3c. Percentage of girls and boys who have been bullied"2-3 times a month" or more (Q4 dichotomized)

6th 7th 8th Total

National Comparison

Graph 5a. Percentage of girls who have bullied anotherstudent(s) "2-3 times a month" or more (Q24 dichotomized)

6th 7th 8th Total

16%18%

17% 17%

National Comparison

Graph 5b. Percentage of boys who have bullied anotherstudent(s) "2-3 times a month" or more (Q24 dichotomized)

6th 7th 8th Total

13%11%

14%Girls and Boys

National Comparison

Graph 5c. Percentage of girls and boys who have bullied anotherstudent(s) "2-3 times a month" or more (Q24 dichotomized)

6th 7th 8th

18%19%

National Comparison

Bully only

Bully-victim

Victim only

Graph 6a. Percentage of girls involved in bullying

6th 7th 8th

Bully only

Bully-victim

Victim only

Graph 6b. Percentage of girls involved in bullying

6th 7th 8th

National Comparison

Bully only

Bully-victim

Victim only

Graph 6c. Percentage of boys involved in bullying

6th 7th 8th

Bully only

Bully-victim

Victim only

Graph 6d. Percentage of boys involved in bullying

6th 7th 8th

National Comparison

Bully only

Bully-victim

Victim only

Graph 6e. Percentage of girls and boys involved in bullying

6th 7th 8th

Bully only

Bully-victim

Victim only

Graph 6f. Percentage of girls and boys involved in bullying

0% 10% 20% 30% 40%

Verbal

Exclusion

Physical

Rumors

Damage

Threat

Racial

Sexual

Another Way

Girls Boys

Graph 7. Ways of being bullied, for students who reported being bullied "2-3 times a month"or more (Q4)

0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20%

Verbal

Exclusion

Physical

Rumors

Damage

Threat

Racial

Sexual

Another Way

Girls bullied by girls Girls bullied by boys Boys bullied by boys

Graph 8. The ways that bullied students (defined as being bullied 2-3 times or more (Q4))are being bullied by others (Q5 to Q13). Percentages represent girls bullied by girls, girls

bullied by boys, and boys bullied by boys.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%

On playground/athletic field (during recess orbreaks)

In hallways/stairwells

In class (teacher in the room)

In class (teacher not in the room)

In the bathroom

In gym class or locker room/shower

In the lunchroom

On the way to and from school

At the school bus stop

On the school bus

Somewhere else at school

Girls Boys

Graph 10a. Where the bullying has occurred, for students who reported beingbullied "once or twice" or more (Q4). Percentage of girls and boys who report

being bullied in various places

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

On playground/athletic field (during recess orbreaks)

In hallways/stairwells

In class (teacher in the room)

In class (teacher not in the room)

In the bathroom

In gym class or locker room/shower

In the lunchroom

On the way to and from school

At the school bus stop

On the school bus

Somewhere else at school

Girls and Boys National Comparison

Graph 10b. Where the bullying has occurred, for students whoreported being bullied "once or twice" or more (Q4). Percentage of

girls and boys who report being bullied in various places

Told teacher oranother adult at

school

Toldparent/guardian

Told brother,sister, or friend

Told nobody

35%41%

GirlsNational Comparison

Graph 11a. Percentage of bullied girls (according to Table 3b) whohave told/not told anybody about the bullying

school

Toldparent/guardian

Told nobody

34% 34%31%

BoysNational Comparison

Graph 11b. Percentage of bullied boys (according to Table 3b) whohave told/not told anybody about the bullying

school

Toldparent/guardian

Told nobody

35% 37%30%

Girls and BoysNational Comparison

Graph 11c. Percentage of bullied girls and boys (according toTable 3b) who have told/not told anybody about the bullying

27%23%

Graph 12. Percentage of students who responded "yes" or "yes, maybe"to Q36: Do you think you could join in bullying a student whom you do

not like?

The grades included are actually 6-8th

100%90%

71%80%

Graph 13. Empathy with victims. Percentage of students who responded "feel abit sorry" or "feel sorry and want to help" to Q23: When you see a student your

age being bullied at school, what do you feel or think?

Graph 14: Feeling afraid of being bullied. Percentage of students whoresponded "sometimes," "fairly often," "often," or "very often" to Q38:

How often are you afraid of being bullied by other students in yourschool?

41%46%

Graph 15. Interventions by teachers or other adults at school. Percentageof students who responded "often" or "almost always" to Q20: How often

do the teachers or other adults at school try to put a stop to it when astudent is being bullied at school?

17%12% 15%

Graph 16. Interventions by other students. Percentage of students whoresponded "often" or "almost always" to Q21: How often do other

students try to put a stop to it when a student is being bullied at school?

Graph 17. Contact with school from an adult at home. Percentage ofbullied students (according to Table 3a) who reported that an adult athome contacted the school “once” or more often in the past couple of

months to stop their being bullied at school.

Graph 18. Interventions from teacher(s). Percentage of bullying students(according to Table 5a) who responded that their teacher or another

teacher has talked with them “once” or more in the past couple of monthsabout their bullying others (Q34).

9% 13% 11%

Graph 19. Interventions from adults at home. Percentage of bullyingstudents (according to Table 5a) who respond that any adult at home hastalked with them “once” or more in the past couple of months about their

bullying other students at school (Q38).

38% 39% 39%

Graph 20. Reactions from the peer group (The Bullying Circle).Percentage of students who respond that they “try to help the bullied

student” (Q37), if they see or learn that a student their age is beingbullied.

17%14%

Graph 21. Reactions from peer group (The Bullying Circle). Percentage ofstudents who responded that "I just watch what goes on" to Q37: How do

you usually react if you see or learn that a student your age is beingbullied by another student(s)?

52%49%

Graph 22. The class (home room) teacher’s effort to stop bullying.Percentage of students who responded, “little or nothing” or “fairly little”to whether their teacher has done something in the past couple of months

to cut down on classroom bullying.

5%4% 4%

Graph 23. Social Isolation. Percentage of students who responded "none"or "one good friend" to Q3: How many good friends do you have in your

class(es)?

Graph 24. Dislikes school. Percentage of students who responded"dislike very much" or "dislike" to Q1: How do you like school?

ABC NEWS CLIP

The Olweus Bullying Prevention Program IS...

• Designed for ALL students• Preventive AND responsive• Focused on changing norms

and restructuring the school setting

• Research-based• NOT time-limited: Requires

systematic efforts over time

• a curriculum

• a conflict resolution approach

• a peer mediation program

• an anger management program

The OBPP IS NOT...The OBPP IS NOT...

Remember……

•Stopping bullying takes a team effort.

•You play a critical position on the team.

•Change happens in small increments but can have positive long-term impact for us all!

End of day Wrap-up

Mrs. Warren Wrap up – Preview of Day 2

Educator vs. bully sheet – Are you a bully?

Pass out Teacher DVD and Guide books to each teacher

[KDDC]

*Facts & Myths

*Class Meetings*Individual

Interventions *PBS Integration

*Kick Off

OBPP Principles imply…1. Adults are responsible2. Clear & consistent message3. Short & long-term focus4. Follow model with fidelity5. OBPP should become part of

everyday life at school

OBPP Principles imply:

6. Student involvement in changing climate 7. Student learning about bullying 8. OBPP is NOT peer mediation or conflict resolution9. OBPP is not a classroom management technique

1. True or False?

• Studies suggest that fewer than 10% of children are involved in bullying problems in elementary or middle school.

FalseFalse

Percentage of Students Bullied 2-3 times/month or more

Percentage of Students Who Bully Others 2-3

times/month or more

2. True or False?

• Children are more likely to be bullied in middle school than in elementary school.

FalseFalse

Bullied Students: Grade Trends 2-3

times/month or more

3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

Students Bullying Others: Grade Trends

3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

3. True or False?

• Most bullying is physical in nature.

4. True or False?

• Girls bully just as much as boys; they just do it differently.

FalseFalse

Gender plays a role• Similarities:

– Both boys and girls engage in frequent verbal bullying.

– Girls and boys engage in relational bullying.

• Differences:– Boys are more likely to physically bully. – Girls are more likely to use more subtle and

indirect forms of bullying: social exclusion, rumor-spreading, friendship manipulation.

– Boys are bullied primarily by boys; girls are bullied by boys and girls.

5. True or False?

• Boys are more likely than girls to be involved in cyber-bullying.

FalseFalse

Frequency of Being Cyber- Bullied

Kowalski, Limber, & Agatston (2007)

Boys Girls

at least once2-3 times/mo

Frequency of Cyber-Bullying Others

Kowalski, Limber, & Agatston (2007)

Boys Girls

at least once2-3 times/mo

6. True or False?

• The vast majority of children who are bullied tell a teacher or other member of the school staff.

Reporting of Victimization

• Many children do not report bullying to school staff.

• Older students and boys are less likely than younger students and girls to report their victimization.

7. True or False?

• Bullying is just as likely on the way to and from school as during school hours.

FalseFalse

Where the Bullying Has Occurred (if bullied once or

0% 10% 20% 30% 40%

Somewhere else

On school bus

At bus stop

On way to/ from school

In lunchroom

In PE or locker rm

In the bathroom

In class (no teacher)

In class

In halls/ stairwells

On playground/ ath fields

8. True or False?

• Most students who observe bullying don’t think they should get involved.

FalseFalse

If you see or learn that a student is being bullied,

how do you usually react?

0% 10% 20% 30% 40%

I haven't noticed

I take part

I don't do it, butit's OK

I just watch

I don't help butthink I should

I try to help

Students Who Observe

(Melton et al. 1998)

What do you usually do What do you usually do when you see a student being bullied?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, butI think I should help

• 35% I try to help him or her

Team BuildingWith Rebecka Warren

Student and Teacher Interviews at KDDC

School-Level Components

about bullying• We will not bully others.• We will try to help students

who are bullied.• We will try to include students

who are left out.• If we know that somebody is

being bullied, we will tell an adult at school and an adult at home.

SPSP (TG Doc #8)

Classroom-Level Components

1.Post and enforce schoolwide rules against bullying

2. Hold regular class meetings

3. Hold meetings with students’ parents

Use of Positive Consequences

to Reinforce Positive Behavior

• Why are positive consequences critical?

• Who receives them?

• Types of behavior to reinforce

• Types of positive consequences

• Tips on use of positive consequences

Use of Negative Consequences

• Why aren’t positive consequences enough?

• Guidelines for use of negative consequences

• Types of negative consequences

B.R.A.N.D.Building

RelationshipsAnd

NurturingDevelopment

Classroom-Level Components

Maintaining Positive Classroom Management

• OBPP is not a classroom management program.

• BUT, helping teachers hone behavior management skills will help to implement the program.

• Use of the Positive Classroom Management Checklist

Class Meetings DVD

Classroom-Level PARENT Meetings

• Build connection and community• Helps parents learn more about

OBPP• Held 2-3 times/year

(recommended)• Resources:

– Sample outline for first meeting– Topics for additional meetings

Individual-Level

Components

Individual-Level Components

1. Supervise students’ activities

1. Ensure that all staff intervene on-the-spot when bullying occurs

1. Hold meetings with students involved in bullying

4. Develop individual intervention plans for involved students

Why Adults Don’t Always Intervene:• Have difficulty recognizing

bullying• Fail to recognize the

importance of intervening• Uncertain how best to

intervene• Lack of time

Individual Interventions

Part 1: “On-the-Spot” Interventions

On-the-Spot Interventions:The “Teachable Moment”

1. Stop the bullying2. Support student who has been

bullied3. Name bullying behavior & refer to

school rules4. Engage the bystanders5. Impose immediate & appropriate

consequences 6. Take steps to ensure bullied

student will be protected from future bullying

Part 2“What to do if you suspect bullying?”

When There Are Suspicions of

Bullying...• Intensify your observations

of the child

• Confer with colleagues

• Talk to or survey students

• Collect information fromstudents

• Contact parents

Part 3 “Follow-Up” Interventions

Part 4 “Follow-Up” with

Parents

Understanding Parents’ Perspectives….

Why Adults Don’t Always Intervene:• Have difficulty recognizing

bullying• Fail to recognize the

importance of intervening• Uncertain how best to

intervene• Lack of time

Classroom-Level PARENT Meetings

• Build connection and community• Helps parents learn more about

OBPP• Held 2-3 times/year

(recommended)• Resources:

– Sample outline for first meeting– Topics for additional meetings

Community-Level Components

1. Involve community members on the BPCC

2. Develop partnerships with community members to support your program

3. Help spread anti-bullying messages and principles of best practice throughout the community

Overview of School-Level Components

1. Establish a Bullying Prevention Coordinating Committee2. Conduct committee and staff trainings3. Administer the Olweus Bullying Questionnaire4. Hold staff discussion groups5. Introduce the school rules against bullying6. Review and refine the school’s supervisory 7. Hold a school kick-off event to launch the program 8. Involve parents

Community-Level Components

© The Olweus Bullying Prevention Group, 2010 1 Knox Doss Middle School at Drakes Creek Staff...

Documents

Olweus Sample Standard School Report

Freise Hope House - Crestwood Behavioral Health · Freise Hope House would like to celebrate April’s birthdays. For the month of April, Freise Hope House had a couple of birthdays

Olweus Bullying Prevention

© 2011 The Olweus Bullying Prevention Program, US 1 OBPP Implementation in High Schools

2020 Violence and Delinquency Prevention Programs (VDPP ... Pre... · Olweus Bullying Prevention Program (OBPP) ... The role of a state-level prevention support system in promoting

Overview of the Olweus Bully Prevention Program

OBPP Overview Kristen N. Salamone Behavior Trainer and Consultant Olweus Trainer and Consultant

Olweus Bullying Prevention Program

Olweus Bullying Prevention Program (OBPP) Components

Olweus Student Questionnaire Results

Olweus Bullying Prevention Program (OBPP) Overview · La Center School District March 6, 2018 Olweus Bullying Prevention Program (OBPP) Overview

Olweus bully prevention master

Olweus Bullying Prevention Program (OBPP) Overvie · ©2016 Olweus Bullying Prevention Program, U.S. 3 Olweus Definition of Bullying: “Bullying is when someone repeatedly and

The Olweus Bullying Prevention Program - Blueprints …2008.blueprintsconference.com/presentations/T7-B_olweus.pdf · Printout of slides used during the Olweus Bullying Prevention

© 2011 The Olweus Bullying Prevention Program, US 1 [Insert School Name] Facts & Myths & Olweus Bullying Questionnaire results [Insert Date]

Olweus Bullying Questionnaire

Bullying Olweus 95

Bullying Prevention Research Symposium - Safe Schoolssafeschools.info/bp-research-symposium-paper.pdf · implementation of the Olweus Bullying Prevention Program (OBPP) from 2008-2012

Dec09 PromPrac Olweus Bullying Prevention

Stark County Olweus Bullying Prevention Program (OBPP)