Working together:

A community in harmony

#safefrombullying

Australian Universities’ Anti-bullying Research Alliance

AUARA Mini KeyNote SA Dept for Ed Conference Nov 5th

AUARA Who • The Australian Universities’ Anti-Bullying Research Alliance

• Educators, psychologists, academics, lawyers and researchers • Fields of social aggression, bullying, cyberbullying, mental health,

wellbeing and children’s peer relationships Why • To inform policy and practice through evidence-based research;

and • improve outcomes for young people in the areas of bullying

and cyberbullying

Working Together A Community in Harmony

Outline: Working Together • Introduction to: A Community in Harmony

• Professor Marilyn Campbell, QUT • Aggression and Bullying and Implications for Wellbeing

• Dr Grace Skrzypiec, Flinders University • Policing and Legal Communities

• Professor Des Butler, QUT • Translating Research to Policy and Practice

• Professor Phillip Slee, Flinders University • The Australian Student Wellbeing Framework

• Associate Professor Barbara Spears, University of SA

Introduction to A Community in Harmony

Professor Marilyn Campbell

the police?

Aggression and Bullying: Implications for Wellbeing

Dr Grace Skrzypiec

Bullying

Is Defined by three concomitant criteria of • intended harm • repetition and • power imbalance between victim and

aggressor

Victim Experiences Frequency Percent Valid Percent

not maltreated 1697 27.4 27.6

not harmed

54.8% not harmed 1672 27.0 27.2

unintentionally harmed 44 0.7 0.7

singular intentional harm 100 1.6 1.6

repeatedly intentionally harmed 1397 22.5 22.7

bullied 1243 20.1 20.2

Total 6153 99.3 100.0

missing 45 .7

Total 6198 100.0

Most harmful Form of Peer Aggression

Skrzypiec, G. et al., (2018) Self-reported Harm of Adolescent Peer Aggression in Three World Regions. Child Abuse and Neglect

Bullying: Tip of the Iceberg

Skrzypiec, G. et al., (2018) Self-reported Harm of Adolescent Peer Aggression in Three World Regions. Child Abuse and Neglect

Policing and Legal Communities:

Roles and Responses Professor Des Butler

Professor Des Butler Video

• Access from main webpage

Translating Research to Policy and Practice

Professor Phillip Slee

Translating and Mobilising Research

•Making research information accessible to those who will use it •The meaningful use of evidence to improve outcomes for children and young people

3 Related & Separate Cultures

Tensions among researchers, policymakers, and practitioners are inevitable. Science is focused on what we do not know. Social policy and the delivery of health and human services are focused on what we should do. Scientists are interested in questions. Policymakers and practitioners are interested in answers. Scholars embrace complexity. Policymakers demand simplicity. Scientists suggest that we stop and reflect. Service providers are expected to act. (Shonkoff, 2000, p.528)

3 Cultures

• 1. The Culture of Science- practitioners are engaged in theory building, hypothesis testing & research

• 2. The Culture of Policy – practitioners driven by political, economic and social imperatives & science is but one point of view & often not the most influential

• 3. Culture of Practice – where clinical judgement or professional experience is valued - which may or may not be based on scientific evidence & may not bear any relation to policy imperatives (Shonkoff, 2000)

But

….a scholar’s knowledge must be integrated with the knowledge that exists in communities in order to understand fully the nature of human development and, based on this constructed knowledge, to develop and sustain ethical actions that advance all civil society (Lerner, 2000,p 27)

Quality Assurance “If we keep on doing what we have been doing we will keep on getting what we have been getting” (Wandersman et al, 2008) Ryan & Smith (2009) in their review of the effectiveness anti-bullying interventions report a significant lack of integrity verification strategies (fidelity, dosage, quality) QA - has been seen as one way of maintaining and assessing quality outcomes

Translational Research

Showing that the programs or strategies developed really make a difference in real-life settings is a challenge (Spiel et al 2011,p.382)

Promotion

Readiness Adoption

Sustainability

Monitoring

Incentives

Implementation

Quality Assurance

(Slee, Murray-Harvey, Dix & van Deur,2011)

How to translate our research to outside settings?

Average programs well implemented are 2-3 times more effective than the best programs poorly

implemented (Durlak & DuPre, 2008)

Quality of Implementation

• Fidelity • Dosage • Delivery

KMEC Impact

• High • Moderate

• Low

Quality of Outcomes

Extent of change

The Community Context

• Conducting interventions in the ‘complex’ world of schools is challenging

Elements of ‘successful’ interventions include: # establishing relationships # engaging all stake-holders # looking toward sustainability (Slee, Murray-Harvey, Dix & Van Deur,2011)

Collaborative School-University Research

Schools, teachers, students, parents work with researchers to identify what they want to know eg violence prevention

The Change Process

3 principals for creating social change:

The law of the few- leaders

‘stickiness’ –the memorable key elements of the message

The power of context-influence of environ. vs individual factors

(Gladwell (2002)

Influencing Policy(Gladwell,2002)

DEVELOP A MEMORABLE EVIDENCE-BASED

MESSAGE

UNDERSTAND THE POLITICAL CONTEXT OF

MESSAGE

INFLUENCE LEADERSHIP

The Australian Student Wellbeing Framework

Associate Professor Barbara Spears

Acknowledgement: Dr Neil Tippett Dr Carmel Taddeo Dr Alan Barnes

Context

House of Representatives

Report on Violence in

Schools

World Leading Integrated National Policy for the prevention of violence,

bullying and other aggressive behaviours

Updated to acknowledge impact

of technology; cyberbullying

Updated for use online:

the NSSF Hub

Updated to reflect contemporary schooling, communities and practices:

Leadership; Inclusion; Voice; Partnerships’ Support

1994 2003 2011

2013 2018

Schools provide a safe learning

environment for most children

All Australian schools are safe and supportive environments

All Australian schools are safe, supportive

and respectful teaching and learning

communities that promote student

wellbeing

In a safe and supportive school, the risk from all types of harm is minimised,

diversity is valued and all members of the school community feel respected and

included and can be confident that they will receive support in the face of any

threats to their safety or wellbeing

Australian schools promote positive relationships and the wellbeing of students and educators within safe, inclusive and connected learning communities.

National Safe Schools Framework: Review and Update

Participatory Design Process Engaging the Community

Consultation Review and Refinement

Emerging Framework

Education Council

Endorsement Design

and Distribution

Awareness raising and

uptake

Bringing the Framework

to Life

February to December 2017

Jan- October 2018

2018 - 2019

Embed in the Student

Wellbeing Hub

Distribute to 10,500 schools

Full Launch

for 2019

Guiding Questions to Inform the Research Process

What is the awareness, knowledge and use of

the NSSF by key stakeholders?

What do stakeholders think about the:

usability, relevancy, currency, scope,

language/terminology and outcomes?

How well does the NSSF align with contemporary social, technological and

cultural issues facing school communities?

What do stakeholders recommend should be

considered, addressed and incorporated into the next

iteration of the NSSF?

What stakeholder needs should be addressed to

ensure relevancy, sustainability, and longer

term impact?

The Approach

Revised and Updated Participatory Design

Process

The Participatory Design Process Overview

Hagen, P, Collin, P, Metcalf, A, Nicholas, M, Rahilly, K, & Swainston, N (2012), Participatory Design of evidence-based online youth mental health promotion, prevention, early intervention and treatment, Young and Well Cooperative Research Centre, Melbourne. ISBN: 978-0-9871179-1-5

Parallel Convergent Mixed-Method Design

Methodological Approach

Emerging Issues from the Literature Review

Wellbeing and Safety

Technology

Social/School Connectedness

Relationships & Respect

Help Seeking

School Climate

Whole School Approaches

A Tiered Approach

Best Practice Teaching

Should be used as an ongoing

source of evidence to inform the

currency and direction of the

revised Framework

Data Collected

Stakeholder Interviews (In-depth) N = 39

Surveys N = 614 247 Educators; 83 Parents; 266 PSTs; 18 Policy Makers

Student Voice Collective Case Study N = 30 10 participants each from NSW, SA & VIC, Age Range: 10-20 years

Triangulated to existing studies

Document Analysis of State and Territory Approaches

Ethics, Survey Set-up, Consultation Interviews, Student Voice Focus Groups

Draft 1 April 2017

Draft 2 July-August 2017

Draft 3 August - September 2017

Literature: Related Emerging Areas

Preliminary conceptualisations

Survey and Interview Data

Final Draft Framework for

SSSC – consultation to mid-November

Final report Dec

2017

Focus Group Data

Bronfenbrenner Socio-ecological Model

Trist’s Socio-technical Systems Theory Emerging Framework and Text Final by December 2017

Existing Knowledge: Bullying, Harassment, Child Abuse, Neglect

Timeline of the Project

Draft 1 April 2017

ESA

AGDoET

Reviewers

SSSC

Draft 2 July

2017

ESA

AGDoET

Reviewers

SSSC

Draft 3 August-

Sept 2017

Review & Refinement Feedback Loops

Education Council endorsement

Emerging Framework and Text

Emerging Areas Preliminary

Conceptualisations

Collective Case Study:

Student Voice

Survey and Interview Data; Document

Analysis

SSSC

Final Text December

2017

SSSC

This led to recommendations for • A new name for the Framework • A more concise Framework • . Addressing contemporary issues

• VALUING DIVERSITY AND PROMOTING INCLUSION • STUDENT VOICE • ROLE AND USE OF TECHNOLOGY

• Greater alignment with national, state and territory policies and initiatives

• Greater emphasis on professional learning and ongoing evaluation

Reduced from 9 to 5 1. Leadership commitment to a safe school 2. A supportive and connected school culture 3. Policies and procedures 4. Professional learning 5. Positive behaviour management 6. Engagement, skill development and safe school curriculum 7. A focus on student wellbeing and student ownership 8. Early intervention and targeted support 9. Partnerships with families and community

Elements The five elements provide the foundation for the whole school community to promote student wellbeing, safety and learning outcomes.

Working Together As a

Community in Harmony Can Make a Difference

Thank You AUARA contact details

Barbara.spears@unisa.edu.au