Woodland Hills School District Bullying Prevention Training James A. Bozigar,ACSW, LCSW

Woodland Hills School District

Bullying Prevention Training

James A. Bozigar,ACSW, LCSWOlweus Trainer

andJami L. Heffley, M.Ed.

Behavior Interventionist/Olweus Trainer

Leadership for Schools That Care for Every Student

Moral Purpose

Stop the bad thing Do the good thing

What’s your sentence?

What is the mission of your school?

• Create a caring classroom• Classrooms where everyone

belongs• Positive school environment for the

whole child• Safe place for learning

REFRAMING BULLYING PREVENTION

• Assessment of current status• Leadership strategies• Set priorities • Educational practices to empower

bystanders• Planning to Plan• Process for getting consensus and

commitment to your plan

Recognition of the Olweus Bullying Prevention

Program• Blueprint Model Program

(Center for the Study & Prevention of Violence)

• 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

• a curriculum

• a conflict resolution approach

• a peer mediation program

• an anger management program

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

“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:

Distinguishing Among…• Bullying• Rough-and-

Tumble Play• Real

Fighting• Conflict Vs.

Bullying

Conflict vs Bullying: What’s the difference?

What is CONFLICT?

• Conflict is often a difference of opinion or disagreement between two people of relatively equal power where both parties involved are equally upset.

What is bullying?• Bullying is more of a deliberate

act and there is the intention to hurt, insult or threaten the other person.

• Bullying is usually a repeated activity; however, it can also be a one time incident.

Conflict Resolution• Conflict is a part of growing up and is a

healthy thing, as it teaches children and young people to learn to how to give and take, how to come to an agreement, how to solve a problem.

• Teaching conflict resolution skills is important, as it will give them some important skills for the future. However, conflict resolution or mediation is not a recommended response to a bullying situation.

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)BulliedNot 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

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

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

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 part

Take 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

Supporter

Passive Supporters

DisengagedOnlookers

Possible Defenders

Defenders

TG, p. 24

Group Mechanisms in Bullying

• Social contagion • Weakening inhibitions against

aggression• 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

• Intergenerational Bullies

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

Why do schools get…

Misdirections in Bullying Prevention and

Intervention• Simple, short-term solutions• 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

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 resolution

9. OBPP is not a classroom management technique

Appreciative InquiryWikipedia defines AI as “primarily an organizational development method which focuses on increasing what an organization does well rather than on eliminating what it does badly. Through an inquiry which appreciates the positive engages all levels of an organization it seeks to renew, develop and build on this.”

Commonalities for success• Everyone feels heard• Positive collaboration• Staff buy in • (its our problem, its our solution)• Consistency and follow through• Common goal/teamwork• Allowing time for change• Strong communication skills

Our job as committee members…

1. Establish a BPCC2. Conduct School Staff Trainings3. Administer Olweus Bullying Questionnaire4. Hold Staff Discussion Group Meetings5. Introduce School Rules and Consequences6. Use of Positive Consequences to Reinforce Positive

Behavior7. Use of Negative Consequences8. Refine the Supervisory System9. Hold an annual kick-off event10. Partner with Parents, parent meetings

Introduce School Rules and Consequences

• Develop policy on bullying

• Anti-bullying rules

• Positive & negative consequences

• Introducing rules and consequences

about bullying• We will not bully others.• We will help students who are

bullied.• We will 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 and they will do something about it.

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

Refine the Supervisory System

1. Determine the “hot spots” for bullying

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

Refine the Supervisory System (continued)

3.Develop ways of tracking and reporting bullying incidents school wide

4.Consider the attitudes of supervising adults

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

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

Classroom-Level Components

1.Post and enforce school wide rules against

bullying

2. Hold regular class meetings

3. Hold meetings with students’ parents

Committee objectives

• Build time for class meetings

• Topic ideas• Support and staff

development• Integrating messages

across curriculum• Monitor progress

Classroom-Level PARENT Meetings

• Build connection and community• Helps parents learn more about

OBPP• Held 2-3 times/year

(recommended)

Individual-Level Components

1. Supervise students’ activities

2. 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:

The Blind Spot of Bullying Prevention

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

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

The Default mindset on Bullying

A Criminal Justice Mindset– Bullying is a crime b/c it’s a violation of

school rules– We conduct an investigation– We need evidence to prove a crime was

committed– If a crime was committed, consequences

can be given to the person who bullied– If a crime was not proven, there are few if

any actions that can be taken

Educational Mindset on Bullying

• Knowledge of the dynamics of bullying by all members of the school community

• Bystanders knowing their role and responsibilities

• Clarification of school values on how people should be treated

• Strong message that bullying is inconsistent with those values

• Preventive efforts sending strong message that the school cares about the problem

Changing Mindset s

Understanding Parents’ Perspectives….

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

What do we STAND for?

– S: Speak UP– T: Talk about it– A: Always report– N: Never Bully– D: Defend others

–S: Success–T: Talk about it–A: Always be kind–N: Never Bully–D: Discover & Dream

1. Establish a BPCC2. Plan & conduct all School Staff Trainings3. Administer Olweus Bullying

Questionnaire4. Plan Staff Discussion Group Meetings5. Posters -School Rules and Definitions 6. Matrix of Positive Consequences to

Reinforce Positive Behavior7. Matrix of Negative Consequences8. Refine the Supervisory System9. Plan annual kick-off event10.Plan parent meetings

Now What?

Woodland Hills School District Bullying Prevention Training James A. Bozigar,ACSW, LCSW

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