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

© 2011 The Olweus Bullying Prevention Program, US 1

OBPP Implementation in High Schools


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OBPP Implementation in High Schools


Why High School Implementation

• State Anti-Bullying Laws include high schools

• Over 80 high schools in US implementing in 2009

• Nationally, OBPP Trainers already modifying training for high schools

• Want evaluated “pilot” information


The Highmark Foundation’s

Highmark Healthy High 5


Percent of Students Being Bullied (2-3 times/mo. or more) — 2008 Cohorts

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

High School Students (N = 3,383)

2008

2009

2010

Relative Change = 13%


Percentage of Students Bullying Others(2-3 times/mo. or more) — 2008 Cohorts

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%


2008

2009

2010



Percentage Who Think Their Teacher Has Done Little To Stop Bullying

2008 Cohorts

0%

10%

20%

30%

40%

50%

60%

70%

High School Students (N = 3383)

2008

2009

2010



Percentage of Students Who Feel Other Students Often Try to Stop Bullying

2008 Cohorts

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%


2008

2009

2010



Percentage of Students Who Try To Help A Bullied Student vs. Just Watch

2008 Cohorts

0%

5%

10%

15%

20%

25%

30%

High School Students Who Try to Help

2008

2009

2010


0%2%4%6%8%

10%12%14%16%18%20%

High School Students Who Just Watch

2008

2009

2010



Percentage of Students Who Feel They Could Join in Bullying — 2008 Cohorts

0%

5%

10%

15%

20%

25%

30%

35%

High School Students (N=3,383)

2008

2009

2010



We considered…..• Adolescent development & school

connectedness research

• Original OBPP research – Grades 3-10

• National OBPP data from students 9-12

• Preliminary data from HALT High Schools

• Similarities & differences in implementation

• Trainer Experience with high school implementation


Adolescent Development..changes at high school age

• Search for “identity,” role exploration

• Emotional struggles

• Cognitive and moral development


Adolescent Moral Development

• Younger students“Right” = Follow rules“Be good” = avoid punishment

• (Some) Older students (and adults)– “Moral Reasoning”– Care beyond those they know– Social conscience—good citizen



Relevant Data from Olweus & Limber

(2010)

What do you know about Bullying in high school ?



Percentage of Students (Grades 3-12) Who Are Bullied

and Who Bully Others


Bullying Status Among High School Students (2-3 times/month or more)


Percentage of Bullied Students (Olweus & Limber, 2010)


Percentage of Students Bullying Others Olweus & Limber

2010

0%

5%

10%

15%

20%

25%

3rd 5th 7th 9th 11th

GirlsBoys


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.


Percentage of Students Who Have or Have Not Reported Bullying

(Olweus & Limber, 2010)

0%

10%

20%

30%

40%

50%

60%

3rd 4th 5th 6th 7th 8th 9th10th

11th12th

Told teacherTold parentTold sib/friendTold no one


Students’ Perceptions of Bullied Students


• 88% of high school girls and 66% of high school boys feel sorry when they see a student being bullied.


If you see or learn that a student is being bullied, how do you usually react?


0%

10%

20%

30%

40%

50%

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

I just watch

I think I should helpbut don'tI try to help


Perceptions of Adult & Student Responsiveness to Bullying


• Teachers or other adults try to stop bullying• 32% of HS girls and 35% of HS boys say

“often” or “almost always”

• Other students try to stop bullying• 10% of HS girls and 11% of HS boys say

“often” or “almost always”


Say Teachers Have Done “Little or Nothing” or “Fairly Little” about Bullying


0%

10%

20%

30%

40%

50%

60%

3rd-5th 6th-8th 9th-12th

GirlsBoys


OBPP Program Components

School

Classroom

Individual

Community

Parents


Similarities In Implementation

• Part of Safe School Climate Plan/ Consider “Fit” with other initiatives

• OBQ/Data – Assess problem and garner adult buy-in

• School Policy & Rules Against Bullying• Expectations for Positive Behaviors


Similarities In Implementation

• Graduated Consequences for Negative Behavior

• Individual Interventions/OTS and Follow up

• Class Meetings - Relationship Building • Training and Materials• Importance of whole school buy-in


Differences to Consider…• Developmentally appropriate materials• Students may NOT know each other• School & Class structure/schedule• Students more aware of adult bullying• Students see many teachers: Teachers see

many students• Adults may not know students

– More opportunities for problems


Differences to Consider…• Legal implications for peer abuse• Student Leadership & Involvement• More of an exposure to cyber threats• High School teachers – focus and

experience• Adults working with students who are not

employees (i.e., coaches)• Physical size of students • Others?


Readiness Issues

• School Board Commitment

• Building Administrator Involvement– Logic Model Visual

• State Law Impact on District Policy and Requirements for Implementation

• Funding for program and sustainability


Readiness Issues• Training – 2 Days for BPCC + 1 Day for

Educators and Staff - CALENDAR??– Teacher Union Issues – Training– Training Issues for Non-Teaching Staff

• Materials for Committee & Teachers

• How will and when will OBQ be given?• Class Meetings (Training for Students)

–Minimum of one class period 2 x month




Trainer Information


High School Materials Trainers Only Website

• Training presentations:– HS BPCC Training Slides– HS BPCC Trainer’s Agenda– HS Staff Training Slides– HS Staff Trainer’s Agenda– HS How Much Do YOU Know about Bullying Quiz– HS How Much Do YOU Know about Bullying Quiz

Slides– HS How Much Do YOU Know about Bullying Quiz

with School Data Slides


High School Materials Trainers Only Website

• OBPP Program Statement Regarding Suicide

• OBPP Training Slide Matrix for HS Committees

• Class Meetings Resources for HS

• OBPP Logic Model


Supplemental Materials for High School

• Tips for talking with teens about bullying

• Resource list of age-appropriate materials:– Cyber Bullying Curriculum, Grades 6-12– OBPP Companion Bibliography (N. Mullin)– Bullying at School (D. Olweus)

• Class Meetings That Matter for HS—coming Spring 2012


Supplemental Resources• Adolescent Development Chart• Fact Sheets:

– SBN – Students with Disabilities– SBN – Sexual Orientation– Dear Colleague Letter (10/26/2010)– Dear Colleague Letter (04/04/2011)

• Welcoming Schools – What Do You Say to “That’s So Gay”?



We Know…

• Bullying exists among high school students.• OBPP has been used in US high schools with

minimal adaptations.• Preliminary success with OBPP has been

observed in high school data.


OBPP is for ALL Students

• Those who are bullied• Those who bully others• Those who are “bystanders” – witnessing

purposeful aggression• The “workplace” or school environment is

impacted by unaddressed bullying behavior, making it toxic for students and adults alike.


Popular Students May Use Bullying Behaviors To Maintain Power• Who are the most powerful students

in your school?

• How can we help students use their power to help? others?


• Teacher to Student• Teacher to Teacher• Parent to Teacher• Teacher to Parent• Administrator to Teachers/Staff• Teachers/Staff to Administrators• Community Members to Administrators

Adults Who Bully


ParentsParents still need information about what to do when child is bullied, bullying others or observing.

Must be aware of state laws

HS really at risk for dropping the ball here.


Check Your State Law!

• What notification is required for parents?– If their child is being bullied?– If their child is bullying others?

• Is reporting information required to be located on your school’s website?


Composition of High School BPCC• Typical composition (8-15 members):

(Select a Coordinator for the Committee)– Administrator of building– Teacher from each grade or department– School mental health professional– Non-teaching staff – One or two parents – not school employees– Community representative– School’s Title IX representative– Athletic director or coach– Student advisory group sponsor


Bullying and Suicide• Children who are bullied are more likely to have:

– Depressive symptoms– High levels of suicidal thoughts– Attempted suicide

• Klomek et al. (2008) study of hs students:– All types of victimization were related to depression and

suicidality.– The more types of bullying experienced, the higher the risk.

• Hinduja & Patchin (2010) study of ms students:– Youth involved in bullying or cyber bullying as an offender OR

victim had more suicidal thoughts and more attempts.– Children who had been bullied had higher rates than those who

bullied others.– Experience with bullying explains only a small amount of the

variation in suicidality



• Physical bullying - assault; stalking• Gender bullying - sexual harassment or

assault, dating abuse, domestic violence• Intimidating for gain - extortion• Rumors/Lies - defamation of character• Bullying based on race, national origin, sex, or

disability (civil rights violations)• Cyber bullying - harassment by communication;

stalking• Sexting - child pornography

Bullying Behavior May Violate Civil or Criminal Law


Review Existing Policies

• Superintendent/school board/district’s attorney should take the lead

• Special sub-committee to determine policy/ investigation and reporting guidelines

• Check requirements of your state law• US Department of Education “Dear

Colleagues Letters” – Oct. 2010 & April 2011


Students at Higher Risk of Being Bullied:

• Those with mental or physical disabilities or health problems

• Lesbian, gay, bisexual, transgender, or those questioning their identities (GLBTQ)




Dear Colleague Letter: Bullying and Harassment

• Are the civil rights of a targeted student also being violated?– Title VI, CRA of 1964; prohibits discrimination on

basis of race, color, or national origin– Title IX, Educational Amendments, 1972; prohibits

discrimination on basis of sex– Section 504 of RA of 1973; Title II of ADA of 1990;

prohibits discrimination on basis of disability.

www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-201010.html



Disruptive or Violent Behavior Consequences Chart*

Physical Emotional Social

Age/Development/Maturity – Degree of Harm/Nature of Incidence/Circumstances – Special Education Status – Number of Incidences

Context – Relationship Between Parties – Severity

Bullying CriminalBehavior

Type:

Factors Considered:

Determination:

Consequence Options:

• Educator Intervention• Parent Involvement• Loss of Privileges• Documentation• Referral for help

• Individual Behavior Plan/ Safety Plan

• Possible Suspension or Expulsion

• Police Involvement• May also be subject

to consequences listed under

other options by school or district


Cyber BullyingCyber Bullying

*Final discipline decision to be determined by Principal of Student Disciplinary Hearing Authority. (OBPP - Adapted from Tennessee Department of Education - Policy Revision Task Force)

Title VI, IX orSec. 504 Incident

• Follow guidelines in Dear Colleague LetterOct. 2010 – Apr. 2011• Documentation and

Notification of Central Office


Lowest Response

• Behavior Correction by Teacher or Staff• Loss of Privileges

Sample


School Rules About Bullying

• Just for students?–“Student and Staff Expectations”

• How can rules be communicated?–Support school’s core values


Student Reporting

• “If we know that somebody is being bullied, we will tell an adult at school and an adult at home.”


Henry County Kickoff September 2007


Support Materials for Class Meetings • Teaching Tolerance Lessons and Videos (

www.teachingtolerance.org)

• Anti-Defamation League Curriculum Materials (www.adl.org)

• GLSEN – Materials and Videos – No Name Calling Week (www.glsen.org)

• Welcoming Schools – Human Rights Campaign (www.welcomingschools.org)

http://www.teachingtolerance.org/

http://www.adl.org/

http://www.glsen.org/

http://www.welcomingschools.org/


Student Involvement Activities

• Mix-It-Up-Day• No Name-Calling Week• National Bullying Prevention Week• Spirit week/Special events• Students help with kick-off Events/class,

meetings for elementary & middle Schools• Athletic events/Awareness campaigns• Student presentations/announcements


Other Student Activities• Assist in planning kick-off event• Daily announcements about bullying • Newspaper articles• Student service projects• Facilitate class meetings for others• Integration of Projects with existing

curriculum – plays, ballets, musical events, athletic events

• Speaker’s bureau about bullying


Community Groups Important to High School Students:

• Juvenile Justice/Law Enforcement• Domestic Violence/Victim Services• Business Community

–Chamber of Commerce, Banks• Civic and Social Organizations

–Kiwanis, Rotary, Lions, Soroptimists–Junior League, Faith-Based Organizations


To affect buy-in:• Clearly state reason for implementing

change (OBPP)

• Connect change to foundational purpose of school and stated improvement goals

• Support change with empirical and anecdotal evidence of effectiveness from different sources


Overlaping Phases of the Change Process

Initiation Implementation Institutionalization

1.5 Years 3-5 Years


X

X

X

XDevelopment

Time

Level

Successful schools do not always have fewer problems, they just cope with them better. (Fullan)

Drop out schools


“Educational change depends on what teachers think and do – it’s as simple and complex as that.”

(Fullan 1991)


Post Training ConsultationOrganization

• What topics will need to be addressed in HS committee meetings?

• What activities or materials might be used to energize/ support committees for work on that topic?


Agreement Form


Feedback From YOU!

• After piloting these training materials with your BPCC, please fill out a survey letting us know about your training experience and specifically about the usefulness of the high school materials

• Regular Progress Reports (#1, #2, #3) are required for ALL schools, including High Schools


Questions & Answers


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 Program, US, 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 [email protected] or call 864-710-4562

© 2011 Susan Limber, PhD; Vicki Flerx, PhD; Nancy Mullin, MEd; Jane Riese, LSW; and Marlene Snyder, PhD

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

mailto:[email protected]

Documents

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