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Bullying Prevention in Elementary Schools Session B2. Jan Morgan, Wauconda CUSD 118 (IL) Brianna Stiller, Eugene School District 4-J (OR) Steve Romano, Illinois PBIS Network. What is Bullying?. - PowerPoint PPT Presentation
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BULLYING PREVENTION IN ELEMENTARY SCHOOLSSESSION B2
Jan Morgan, Wauconda CUSD 118 (IL)Brianna Stiller, Eugene School District 4-J (OR)Steve Romano, Illinois PBIS Network
WHAT IS BULLYING?“Bullying” is repeated aggression, harassment, threats or intimidation when one person has greater status or power than the another.What Does it Look Like?• Physical aggression• Repeated acts of isolation• Name calling• Cyber bullying• Rumors• Threats• Comments about race, gender, socio-economic status,
disability, sexual orientation
Scott Ross, University of Oregon
WHAT ARE CHARACTERISTICS OF BULLYING?
• Bullying is behavior, not a trait or diagnosis
• Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions. Bullying is seldom maintained by feedback
from adults
• What rewards Bullying Behavior? Likely many different rewards are effective Most common are:
Attention from bystanders Attention and reaction of “victim” Self-delivered praise Obtaining objects (food, clothing)
Scott Ross, University of Oregon
SIX FEATURES OF UNIVERSAL PBIS THAT CONTRIBUTE TO EFFECTIVE APPLICATION OF BULLYING PREVENTION:
1. The use of evidence based instructional principles to teach expected behaviors to all students. (Behavioral lesson plans from Matrix)
2. The monitoring and acknowledgement of students for engaging in appropriate behavior. (Three tiers of acknowledgements: high-frequency, intermittent, long term)
3. Specific instruction and pre-correction to prevent bullying behavior from being rewarded by victims or bystanders. (Direct instruction of school-wide expectations)
4. The correction of problem behaviors using a consistently administered continuum of consequences. (T-Chart)
5. The collection and use of information about student behavior to evaluate and guide decision making. (Data)
6. The establishment of a team that develops, implements, and manages. (Universal Team)
IMPLEMENTING BULLYING PREVENTION: 3 PHASES FOR
STUDENTS• Exploration Phase
Teach respect; Build consensus (through student survey and student forums)
• Installation Phase Select stop signal
• Implementation Phase Teach stop, bystander stop, stopping, and help
routines
FOR FACULTY/STAFF: CORE FEATURES OF AN EFFECTIVE BULLYING PREVENTION EFFORT
1) Agreement on logic/need for bullying prevention effort
2) Strategy for teaching students core skills3) Strategy for follow-up and consistency in
responding4) Clear data collection and data use process5) Advanced support options6) Plan for effective implementation of bullying
prevention.
IMPLEMENTING BULLYING PREVENTION: 4 PHASES FOR
STAFF• Staff Exploration Phase
• Monitor ODR data, student climate survey, and faculty/family reports
• Staff Installation Phase• Team trained, orientation, facilitate student forum
• Staff Implementation Phase• Build curriculum, teach to students, schedule boosters,
inform families • Staff Full Implementation Phase
• Collect and use data (ODRs, Updated student climate survey, etc.) and develop training capacity
STAFF: “INSTALLATION PHASE”FACULTY RESPONSE PROCEDURE (CON’T)
Faculty Response Procedure for when students “talk”
When a Student reports disrespectful behavior:"Did you tell ______ to stop?"
If yes: "How did ____ respond?” If no: Practice the 3 step response (stop-walk-talk).
"Did you walk away?" If yes: "How did ____ respond?” If no: Practice the 3 step response.
“Okay, I will take it from here.”
Prevention in Bullying Positive Behavior Support Planning Guide: Moving from Discussion to ActionThis planning guide is designed for use by teams planning to implement bullying prevention efforts as part of their existing school-wide positive behavior support system. The guide defines steps for the school team and district leadership team that will increase the likelihood that the bullying prevention effort will be implemented with fidelity, sustained, and a benefit to students, families and faculty.
School Building Planning Team
Action CriterionIn Place
Partially In PlaceNot In place
Who? By When?
1. Faculty/Staff Readiness
Team defined to lead implementation of BP-PBISAll faculty/staff have read the BP-PBIS manualBuild consensus: monitor faculty/family reports, ODR data, Student Climate Survey data (ES, MS, HS), and student forums data (MS, HS)"Stop" signal selected
“Stopping “ routine selected
All faculty/staff have received BP-PBIS orientation training
2. Curriculum Delivery Schedule developed for student BP training.BP-PBIS lessons delivered to all studentsPlan developed for BP-PBIS orientation for students who enter during the year.
3. Follow-up/ Booster Follow-up lessons scheduled to occur during two month period after initial student training.Follow up lessons delivered at least twice after initial training, including practice in applicable settings.
Action CriterionIn Place
Partially In PlaceNot In place
Who? By When?
4. PBIS team BP-PBIS set as a standard item on the PBS team agenda
5. Coaching Plan developed for coaching and feedback for playground supervisors
Coaching for playground, lunch, hall supervisors provided at least twice, and as needed after.
6. Evaluation/ Monitoring
Quarterly review to assess if BP-PBIS is being used as intended (fidelity)
Monthly review of office referral and incident reports related to bullying behaviors (physical aggression, bullying/harassment, fighting)
Collect and study Student Climate survey data at least annually
Social Validity: ongoing review of efficiency and impact with families, faculty, students
District Leadership Team
Action CriterionIn Place
Partially In PlaceNot In place
Who? By When?
1.Bullying Prevention orientation for New Faculty
Fall orientation for all new faculty
2.Visibility/District updates
Report to District administration or board at least annually on: a) number of schools using BP-PBIS, b) fidelity of implementation, c) impact on student behavior.
3. External Coaching
District has individual(s) trained to conduct staff orientation/ training/coaching in BP-PBIS
BULLYING & HARASSMENT 30% of youth in the United States are
estimated to be involved in bullying as either a bully, a target.
Staff are likely to underestimate the extent of harassment and bullying. One study showed:
58% of students perceived teasing, spreading lies or rumors, or saying mean things to be problems.
Only 25% of teachers perceived these behaviors to be problems.
Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.
Scott R
oss, University of O
regon
ADULTS ONLY SEE THE TIP OF THE ICEBERG
.
DO SWEAT THE SMALL STUFF!! The majority of incidents are low level –
name calling; exclusion; low levels of physical contact (pushing; shoving; etc.)
There is research to show that high rates of low level behaviors are associated with a greater probability of high intensity incidents
Ignoring low level incidents is an invitation to escalate social aggression.
Primary Prevention:School Wide Program
(Bully Prevention in PBIS)Student ForumsAdult Coaching
Secondary Prevention:Intensive PracticeSafety Plans for
RecipientsMediation
Tertiary Prevention:Behavior Support
Plans for Perpetratorsand/or Recipients
~80% of Students
~15%
~5%
BULLY PREVENTION IN PBIS Critical Features of Bully Prevention in PBIS:
Reduce interactions that reinforce social aggressionTarget Recipient Behavior; Perpetrator Behavior; and
Bystander Behavior Teach students skills to interrupt and report disrespectful
behaviorEstablish a School-Wide Stop SignalTeach Student Strategies for using and responding to
the Stop SignalTeach adults how to support students
Deliver the intervention with sufficient intensity to maintain positive effects
FACULTY ORIENTATION
1. Staff Orientation/Alignment
2. Active Listening/Reflective statements
3. Role Play Taking Reports
CHOOSE A SIGNAL Put together a Student Advisory Committee
(especially for grades 4-8) Student Advisory Committee chooses a signal and
may help with lesson delivery
Scott Ross, University of Oregon20
BULLY PREVENTION IN PBIS – ELEMENTARY PROGRAM
One Primary Lesson -- 50 minutes -- delivered to all students the same day
Class discussion of disrespectful behavior Introduction of Stop Signal Role Playing
Follow Up Lessons as neededGossip; Rumor SpreadingExclusionCyberbullying
Coaching from supervisory personnel is ongoing and critical
LESSON PLANNING The lessons are scripted, and there are many tips
for how to respond to “what ifs” Determine:
Who will teach the lessons How far apart the lessons will be taught
Skilled Facilitation is important Make the role plays realistic. If the scenarios and
responses are trivial or not congruent with how students interact with one another when no adults are present, the students will think the program is silly. Be provocative; the students must be actively engaged
RECIPIENT RESPONSE If someone treats you in a way that
does not feel respectful
Deliver the School Wide Stop Signal
If the person does not Stop, walk away
If the person still does not Stop, report to a school adult
PERPETRATOR RESPONSE
It is likely that every student will be asked to stop by someone at some point in the school year. When this happens, they should do the following thingsStop what they are doing Take a deep breathClose the loop (“OK” or “Sorry”)
These steps should be followed even if the person being asked to stop doesn’t think they were doing anything wrong or did not intend their behavior to be offensive.
ADULT COACHING: ACCEPTING REPORTS
When problem behavior is reported, adults follow a specific response:
Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.")
Ask who, what, when and where.
Ensure the student’s safety. Is the problem still happening? Assess severity of the incident Assess likelihood of retaliation Devise Safety Plan if needed
Ask the Student if he/she Used the Stop Signal -- Coach as needed
COACHING PERPETRATORS
If the problem behavior included harassment or physical assault, complete an Office Discipline Referral and turn in to office
For chronic offenders, implement a reminder, warning, consequence correction sequence (timeout on the bench or an office referral, depending severity/frequency)
CHECKING IN -- CONTINUED FOLLOW-UP
For chronic victims of bullying or harassment
On a regular basis, an adult should check in with students to determine if the problem behaviors have ceased.
Continue to reinforce students for confiding and seeking assistance
DIFFERENTIATE REPORTING FROM TATTLING
“Reporting” is when you have tried to solve the problem yourself and you have used the "stop” signal first.
Tattling is when you do not use the "stop" and
"walk away" steps before "talking" to an adult
Tattling is when your goal is to get the other person in trouble
Scott R
oss, University of O
regon
29
Baseline Acquisition Full BP-PBS Implementation
Num
ber o
f Inc
iden
ts o
f Bul
lyin
g Be
havi
or
School Days
School 1
Rob
Bruce
Cindy
Scott
Anne
Ken
School 2
School 3
3.14 1.88 .88 72%
Scott R
oss, University of O
regon
BP-PBS, Scott Ross 30
21% increase
22% decrease
BP-PBS, Scott Ross 31
21% increase
22% decrease
IMPLEMENTATION: WHAT WE’VE LEARNED You need a team (PBIS Team) to monitor implementation
Deliver the intervention with sufficient intensity (keep the conversation going)◦ Make it visible
Facilitate active participation from the students and keep it real!
Solicit feedback from the staff and maintain staff involvement
Stop, Walk, Talk!
Say, “Stop”
Walk away
Talk to an adult
FIDELITY OF IMPLEMENTATION The purpose of fidelity of implementation
checklists are to:
Track the progress of implementation of the intervention
Provide a reminder of the steps that staff take in responding to bullying behaviors
Assess whether or not the intervention is being delivered as intended
FIDELITY OF IMPLEMENTATION Faculty Self-Assessment: Fidelity assessed
using a 5-item checklistCompleted 2-3X by teachers and
supervising staff
Implementation Checklist: Completed by coordinating team to monitor implementation of all components
Implementation Checklist
Faculty Self-Assessment
STUDENT SURVEY Purpose:
Assess students’ perceptions of their school environment and their responses to bullying and harassment behaviors.
It may also be used to collect pre- and post-intervention data, to assess if implementation of Expect Respect has an effect on the way students’ view school safety.
40
00.5
11.5
22.5
33.5
44.5
5
Pre-BPPBSPost-BPPBS
Pre-Post Surveys in 25 elementary schools
41
Good, McIntosh, & Gietz, 2011
Middle School Case Study