Danielle TriplettPBIS Coordinator

Gresham-Barlow School District

Book ResponseTurn & talk:

How have you used children’s literature with students to help teach social skills?

What key concepts does Just Kidding teach students?

The Logic:Why invest in Bully Prevention?

The National School Safety Center (NSSC) called bullying the most enduring and underrated problem in U.S. schools. (Beale, 2001)

Nearly 30 percent of students have reported being involved in bullying as either a perpetrator or a victim (Cook, Williams, Guerra, & Kim, 2010; Nansel, et al., 2001; Swearer & Espelage, 2004).

Victims and perpetrators of bullying are more likely to skip and/or drop out of school. (Berthold & Hoover, 2000; Neary & Joseph, 1994)

Victims and perpetrators of bullying are more likely to suffer from underachievement and sub-potential performance in employment settings. (Carney & Merrell, 2001; NSSC, 1995).

BP-PBS, Scott Ross 8

SWIS Data: Elementary Schools

Which behaviors?

Where?

*data through 1/27/14

Scott Ross, University of Oregon

Adults only see the tip of the iceberg.

Do Sweat the Small StuffThe 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 Need: teach students social responsibility skills

Purpose of Universal PreventionThis is about changing social culture

Setting clear standards for acceptable and unacceptable behavior

Consistent response to problem behaviorCommon language and education to all students and

staffSocial culture is controlled by your green zone, not

by the students doing the bullying in your schoolWhat you’re hoping to change is the behavior of the

85%, so that the students engaging in bullying behavior respond to those around them, and they are socially influenced by their peers in a positive way

Primary PreventionSchool Wide Program:

Stop/Walk/Talk

Secondary Prevention:

Intensive PracticeSafety Plans for

RecipientsMediation

Tertiary Prevention:Behavior Support

Plans for Perpetrators

and/or Recipients

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE Bully Prevention

Program

Critical Features:1.Invest in prevention first2.Universal strategies & common language3.Empower students and create positive school culture

Elementary BP PBISCalled Stop Walk TalkCan be found online: www.pbis.org

Click on “bully prevention in SWPBS”

Stop Walk TalkThe Stop Signal

PBIS team and staff to develop universal signal (physical gesture and word)

Consider ways to get input from older students

Signals should be short, easy to remember, and easy to produce

Universal: school-wide use for all grades

Stop/Walk/Talk:Lesson 1Lesson 1: Introduction (50 minutes)Objectives:

Establish rules and expectations for group discussions

Teach 3-5 school-wide rules for outside the classroom

Teach social responsibility skills (Stop/Walk/Talk)

Practice

Lesson 1Teach social responsibility skills

1. The Stop Signal Used for verbal or physical problem behaviors Model the use of stop signal when they experience

problem behavior or when they see another student experiencing problem behavior

Practice stop signal with volunteers Examples and non-examples of when stop signal is

appropriate

Lesson 1Teach social responsibility skills

2. Walk Away Sometimes, even when students tell others to “stop”,

problem behavior will continue. When this happens, students should “walk away”.

Model walking away—removes reinforcement for problem behavior

Practice walking away—include examples and at least one non-example

Lesson 1Teach social

responsibility skills3. Talk: report

problems to an adult After stop and walk

away, some problem behaviors continue. When this happens, students should talk to an adult

Talking vs. TattlingIdea: create a T-

chart to discuss differences between talking to an adult to report a problem and tattling (often used just to try to get others in trouble)

Lesson 1Review Stop/Walk/Talk

Ask questions to measure understanding of concepts

Use realistic scenarios to review Stop/Walk/Talk

Stop Walk Talk Continues with 5 more bullying prevention

lessonsIncludes information and strategies for

supervising behavior

Example TimelineJanuary: PBIS team develops school-

wide stop signal; staff agree to talk to colleagues and get input on stop signal

February: PBIS team presents BP-PBIS program to staff; overview including concepts from section 8 (intro) and 6 (supervising behavior).

March: Staff teach lessons 1 & 2 to all students

April: Staff teach lessons 3 & 4 to all students

May: Staff teach lesson 5 to all students

Connect monthly efforts to:•Life skills•Assemblies•Children’s literature