1 Derry Area School District Bullying Prevention Coordinating Committee Training James A. Bozigar...

Derry Area School District

Bullying Prevention Coordinating Committee Training

James A. Bozigar412-638-6800

Bozigar @Comcast.net

Program Developer Dan Olweus

Recognition of the Olweus Bullying

Prevention Program• Blueprint Model Program

(Center for the Study & Prevention of Violence)

• Model Program (SAMHSA)

• Effective Program (OJJDP)

• Level 2 Program (US Dept. of Education)

Program Components

School

Classroom

Individual

Community

ParentParentss

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© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

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

• a curriculum

• a conflict resolution approach

• a peer mediation program

• an anger management program

• 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

Schoolwide Guide Schoolwide Guide and Teacher Guide Iconsand Teacher Guide Icons

DVD Symbol CD-ROM Symbol

Available In Spanish

Supplemental MaterialsSupplemental Materials

• Bullying at School: What we Know and What we Can Do

• Quit It! (Grades K-3)

Who?Who?

What?What?

When?When?

Where?Where?

How? How?

Why?Why?

What is the Olweus What is the Olweus Definition of Bullying?Definition of Bullying?

““A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself.” Olweus et al., 2007

“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.”

In everyday language…

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 ABUSEBULLYING = PEER ABUSE

Direct Direct BullyingBullying

• Hitting, kicking, shoving, spitting…

• Taunting, name-calling, degrading comments

• Threatening, obscene gestures

Indirect Indirect BullyingBullying

• Getting another person to bully someone

• Spreading rumors• Social isolation• Cyber-bullying

Relational BullyingRelational Bullying• Damaging

reputations or social standing with peers and/or

• Using threats or loss of relationships to manipulate

BULLYINGBULLYING

Distinguishing Among…• Bullying• Rough-and-

Tumble Play• Real Fighting

• TG CD #3

Why is it important to address bullying in

schools?1. For students and their

futures2. For a healthy school climate3. For the larger community4. For the purposes of risk

management for schools5. It’s a wise investment

Effects of Being Bullied

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

school achievement• Thoughts of suicide• Illness

Health Consequences of Bullying

(Fekkes et al., 2004)Bullied Not bullied

Headache 16% 6%Sleep problems 42% 23%Abdominal pain 17% 9%Feeling tense 20% 9%Anxiety 28% 10%Feeling unhappy 23% 5%Depression scale

moderate indication 49% 16%strong indication 16% 2%

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 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

Effects of Bullying on Bystanders

• Bystanders may feel:

– Afraid– Powerless to change the situation– Guilty for not acting– Diminished empathy for victims

over time

Effects of Bullying on School Climate

• Creates a climate of fear and disrespect

• Interferes with student learning

• Students may feel insecurity and not like school as well

• Students may perceive lack of control/caring© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

It’s a question of rights.

Ultimately...

Students Involved in Bullying:

Characteristics and Risk Factors…

Characteristics of Bullied Students

Research suggests that there are two categories of bullied children:– “submissive” or

“passive victims” of bullying

– “provocative victims” or “bully-victims”

“Passive Victims” Tend To..

• Be cautious, sensitive, quiet, and withdrawn

• Be anxious, insecure, have low self-esteem

• Be physically weaker than peers (boys)

• Physically mature earlier (girls)

• Have few friends and find it easier to associate with adults than with peers

“Provocative Victims” Tend To...• Share some characteristics with

bullied children• Share other characteristics with

students who bully • Be less effective in bullying than other

children who bully• Behave in ways that cause irritation

and tension, and attract negative attention

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]© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

Children Who Bully Tend To...

• Have positive attitudes toward violence

• Be impulsive and have quick tempers

• Show little empathy for victims• Be aggressive to adults• Be involved in other antisocial

or rule-breaking activities• Be physically stronger than

peers (boys)

NOBULLYING

ALLOWED

Common Myths About Children who Bully

• “Children who bully are loners.”

• “Children who bully have low self-esteem.”

What Motivates Children Who Bully?

• Like to dominate others in a negative way

• Gain satisfaction from inflicting injury and suffering

• Receive “rewards” by bullying others (prestige, attention, possessions)

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

Watch what happens, don’t take a stand

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

Group Mechanisms in Bullying

• Social contagion • Weakening inhibitions against

aggression• A decreased sense of

individual responsibility• Gradual changes in the view

of bullied student(s)

Family Risk Factors for Bullying

• Lack of parental warmth and involvement

• Lack of parental supervision

• Overly-permissive parenting

• Harsh discipline/physical punishment

School Risk Factors for Problems of

Bullying• Lack of supervision

during breaks

• Students have indifferent or accepting attitudes

• Staff have indifferent or accepting attitudes towards bullying

A Word About ….

Adults Who Bully

Misdirections in Bullying Prevention and

Intervention• Simple, short-term solutions• “Program du jour approaches”• Group treatment for children who bully• Anger management or self-esteem enhancement

for children who bully• Zero tolerance policies for bullying• Mediation/conflict resolution to resolve bullying issues• Selecting inappropriate supplemental materials

Schoolwide Guide DVD

Part 2: Overview of the Part 2: Overview of the OBPPOBPP

ComponentsComponents

The Olweus Bullying Prevention Program

• First systematic research on bullying conducted in early 1970s.

• OBPP part of Norway’s national campaign against bullying in early 1980s.

Program Outcomes and Key Findings:

Norway

• Reduction in bullying and antisocial behavior

• Improvements in classroom social climate

• “Dosage” affects success

• Timing of effects© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

Evaluations in the United States

• South Carolina Study– 18 public middle schools (mostly rural)18 public middle schools (mostly rural)– Reductions in students’ reports of Reductions in students’ reports of

bullying others after 1 year.bullying others after 1 year.– Reductions in boys’ reports of being Reductions in boys’ reports of being

bullied and feelings of social isolation bullied and feelings of social isolation after 1 year.after 1 year.

• Philadelphia Study– 6 public elementary and middle schools6 public elementary and middle schools– Urban setting, mostly minority and low-Urban setting, mostly minority and low-

income families income families – Bullying incident density decreased by Bullying incident density decreased by

45% over 4 years45% over 4 years© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

• Washington Study– 10 public middle schools (7 interv./3

control)

– Relational and physical victimization decreased 28% among white students; no decrease among students of other races

– Students in intervention schools more likely to perceive other students actively intervened in bullying© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

• Chula Vista, CA Study– Surveys of students, staff, parents from

3 elem. schools.– Decreases in reports of being bullied:

by 21% after 1 year and 14% after 2 years.

– Decreases in reports of bullying others: by 8% after 1 year, and 17% after 2

years.– After 1 year, students more likely to

perceive that adults at school tried to stop bullying.

– After 1 year, parents felt that administrators had done more to stop bullying.

Goals of the Olweus Bullying Prevention

Program

• Reduce existing bullying problems among students

• Prevent the development of new bullying problems

• Achieve better peer relations at school

Program Principles

1. Warmth, positive interest, and involvement are needed on the part of adults in school.

2. Set firm limits to unacceptable behavior.

3. Consistently use nonphysical, nonhostile negative consequences when rules are broken.

4. Adults in the school should act as authorities and positive role models.

Implications of Key Principles

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

everyday life at school

Implications of Key Principles

6. Student involvement in changing climate

7. Student learning about bullying

8. OBPP is NOT peer mediation or conflict resolution

9. OBPP is not a classroom management technique

Program Program ComponentsComponents

School

Individual

Classroom

Community

School-Level Components

1. Establish a BPCC

• Responsibilities– Attend two-day training– Plan program implementation at school– Communicate with staff and parents– Coordinate the program with other

activities– Obtain feedback from all staff– Represent the program to parents, community,

Composition of the BPCC

• Typical composition (8-15 members):– Administrator– Teacher from each grade– School mental health professional– Non-teaching staff – 1-2 parents– Community representative– Other

2. Conduct Committee and Staff Trainings • Two-day training for BPCC

• One-day training for all other school staff

• Sample Agenda – SWG CD #16• Attendance Log – SWG CD #17

3. Administer Olweus Bullying

Questionnaire

• Why survey students about bullying?

• What is the Olweus Bullying Questionnaire?

The Olweus Bullying Questionnaire

• Locations of hotspots• Patterns for girls and boys• Insights into school climate• Information to assess supervision• Adult and student attitudes about

bullying• Impact of bullying on students• Valuable planning tool

4. Hold Staff Discussion Group Meetings

• Goals of the groups

• Organization and leaders

• Topics for discussion

– Sample outline (SWG Doc #18)

– Staff Discussion Group Log (SWG Doc #19)

5. Introduce School Rules and Consequences

• Develop policy on bullying

– Samples: SWG Doc. # 20

• Anti-bullying rules

• Positive & negative consequences

• Introducing rules and consequences© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

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)

Use of Positive Consequences

to Reinforce 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

6. Refine the Supervisory System

1. Determine the “hot spots” for bullying

2. Develop strategies to increase supervision in common “hot spots”

6. Refine the Supervisory System (continued)

3.Develop ways of tracking and reporting bullying incidents schoolwide (Sample: SWG CD # 23)

4.Consider the attitudes of supervising adults

5.Evaluate your school’s physical design to reduce bullying

7. 7. Hold Kick-off Event to Launch the Program

•What is it?•When should it take place? •How to prepare for it? •What to cover?•Related activities

8. Partner with Parents• The importance of parent

involvement in the OBPP• Strategies to involve parents in

OBPP– Serve on the BPCC– Attend schoolwide parent meetings– Attend/help organize classroom

parent meetings– Talk with their children about bullying

SSPP TG CD #23, #25, #26, & #27

Parent Meetings About Bullying

• Schoolwide parent meeting:– Overview of bullying at the school– Steps the school is taking (OBPP)– Roles parents can play– Get input

• Classroom-level parent meetings– Sample letter SWG CD #31– Sample meeting outline SWG CD # 32

Classroom-Level Components

• Post and enforce schoolwide rules against bullying

• Hold regular class meetings

• Hold meetings with students’ parents

BPCC Support for Classroom

• Build time for class meetings

• Topic ideas• Support and staff

development• Integrating messages

across curriculum• Monitor progress

Supportive Materials for the Classroom

• Schoolwide Guide - Chapter 12

• Teacher Guide - Chapters 4, 5, 6, 7

• Teacher Guide DVD

• Numerous CD-ROM Handouts (TG Docs 6-20)

• Quit it! (K-3)

• Training handouts

• National Anti-Bullying Campaign Materials © The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

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 Classroom Management Checklist (TG, pp. 63-65)

Why Hold Class Meetings?

• Teach students about bullying, rules, related issues

• Help students learn more about themselves, feelings, reactions

• Build a sense of community • Help the teacher learn more about

classroom culture• Provide a forum for addressing and

following up on bullying issues

How to Conduct Class Meetings

• Scheduling class meetings

• What they are NOT

• Teacher experience and comfort with class meetings

• “Class meetings” vs. “Bullying meetings”

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© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

Individual-Level

Components

Individual-Level Components

1. Supervise students’ activities2. Ensure that all staff intervene

on-the-spot when bullying occurs

3. 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

1. On-the-Spot Interventions:The “Teachable Moment”1. Stop the bullying2. Support the student who has been bullied3. Name the bullying behavior & refer to the

school rules4. Empower the bystanders5. Impose immediate and appropriate

consequences 6. Take steps to ensure the bullied student

will be protected from future bullying

2. Follow-Up Interventions

1. Report the incident to key adults

2. Identify who will meet with students

3. Hold separate talks with parties

4. Implement supports for bullied child

5. Impose consequences for the children who bully

6. Talk with parents

Working with Parents of Involved Students

• Contacting parents– Of bullied children

– Of children who bully others

– Of bystanders

• Working with parents who contact the school

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

Community-Level Components

• Involve community members on the BPCC

• Develop partnerships with community members to support your program

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

Communities Support Prevention Efforts

• Parent Teacher Association (PTA)• City Council or County Commissioners • Non-Profit Family & Child Welfare

Organizations• Local businesses• Public Service Groups (e.g. Kiwanis,

Rotary, Junior League)• Local foundations• Local press (newspaper, TV, radio)

Spreading the Anti-Bullying Message into

the Community• Community sports leagues• After-school programs• Scouting, 4-H, other youth

programs• Faith-based organizations• Juvenile justice groups• Summer camps

Tracking Program Implementation

• OBPP Schoolwide Implementation Checklist (1st Year) (SWG Doc. #7)

• OBPP Implementation Checklist for Teachers (TG Doc. #7)

• OBPP Implementation Checklist for Continued Program Implementation (SWG Doc. # 34)

Take-Home Message

•Stopping bullying takes a team effort.

•Approach the process in steps.

•Change happens in small increments.

Use of this presentation is restricted to persons trained by the authors in the Olweus Bullying

Prevention Program and groups they work with for the express purpose of training schools, parents and community groups about the Olweus

Bullying Prevention Program model.

Appropriate credit to the Olweus Bullying Prevention Group must appear on all presentation

materials. No other use or changes are permitted without prior written permission from

the authors.

For further information, please contact: Marlene Snyder, PhD at nobully@clemson.edu

or call 864-710-4562

This presentation is based on the work of Dan Olweus, PhDThis presentation is based on the work of Dan Olweus, PhD

1 Derry Area School District Bullying Prevention Coordinating Committee Training James A. Bozigar...

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