[Insert Name of School] Bullying Prevention Coordinating Committee Training for Elementary/Middle...

[Insert Name of School]Bullying Prevention Coordinating Committee

Training for Elementary/Middle Schools

[Insert OBPP Trainer/Consultant Name(s) &Contact Information]

©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus

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Dan Olweus, Ph.D.

Program Developer U.S. Developer

Sue Limber, Ph.D.


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Recognition of the Olweus Bullying Prevention Program

• “Promising Program” by Blueprints for Healthy Youth Development (University of Colorado)

• Most Innovative Program of the Year in the U.S. (2009) by CHADD

• Ttofi & Farrington (2008, 2009, 2011) meta-analyses of bullying prevention programs– programs “inspired by the work of Dan Olweus worked

best” and that future efforts should be “grounded in the successful Olweus programme”


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Program Components


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OBPP is . . .• a systems change program• designed for all students (K-12)• preventive and responsive• focused on changing norms and

restructuring the school setting• research-based


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• curriculum (a set of lessons to teach)

• conflict resolution or peer mediation

• classroom management technique

• anger management program

• suicide prevention program

• short term effort (1 or 2 years)

OBPP IS NOT...


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• OBPP Schoolwide Guide– Document Resources – Video: Overview of OBPP

• OBPP Teacher Guide– Document Resources– Video: 6 scenarios for class discussion

• Olweus Bullying Questionnaire

Required OBPP Materials

With Vickie Crocker Flerx, Ph.D. Nancy Mullin M.Ed. Jane Riese L.S.W. Marlene Snyder, Ph.D


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Schoolwide Guide and Teacher Guide Icons

Video Symbol Document Symbol

SP

Available In Spanish


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What?What?When/Where?When/Where?

Why?Why?

How? How?

Who isBullied?Who is

Bullied?

WhoBullies?

WhoBullies?

BullyingBullying


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“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:


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Three Key Components of Bullying Behavior

1. Involves an aggressive behavior

2. Typically involves a pattern of behavior repeated over time

3. Imbalance of power or strength


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BULLYING = PEER ABUSE


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Types of Bullying

Direct

• hitting

• taunting

• name calling

Indirect

• rumors

• exclusion

• cyberbullying


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Distinguishing Among…• Bullying

• “Rough-and-Tumble Play”- friendly teasing

• Real Fighting

TG Doc 3


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Why address bullying?

1. For students and their futures(mental & physical health)

2. For a healthy school climate (academic achievement)

3. For the larger community4. Risk management for schools5. It’s a wise investment6. It’s the law


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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.


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Children Involved in Bullying:

Risk Factors and Effects1. Children who are bullied2. Children who bully others3. Children who are both bullied

and bully others


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Children Who Are Bullied• Cautious, sensitive, quiet, & withdrawn

• Anxious, insecure, have low self-esteem

• Physically weaker than peers (boys)

• Physically mature earlier (girls)

• Have few friends--find it easier to associate with adults


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Effects of Being Bullied• Lower self-esteem• Depression & anxiety• Absenteeism & lowered

school achievement• Thoughts of suicide• Illness


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Health Consequences of Bullying(Fekkes et al., 2004)

Bullied Not bulliedHeadache 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%


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Classroom Participation

School Avoidance

Peer Rejection

Peer Exclusion

Peer Abuse

AchievementDecrease

Kindergarten 5th Grade

• Peer rejection in K associated with peer exclusion & peer abuse, grades K-5.

• Peer exclusion leads to decrease in classroom participation, which leads to decrease in achievement.

• Peer abuse leads to increase in school avoidance (but not directly to decreases in achievement).

Buhs et al. (2006) Study of Peer Exclusion Victimization and Academic Achievement


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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 high school 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 middle school students:– Youth involved in bullying or cyberbullying 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

variance in suicidality.


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Children at Higher Risk of Being Bullied:

• Children with disabilities, special needs, and health problems

• Children who are obese

• Children who are LGBT (lesbian, gay, bisexual, transgender)

TG Doc 5


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Children Who Bully Tend To...• Have positive attitudes toward violence

• Be impulsive and have quick tempers

• Show little empathy for bullied students

• Be aggressive to adults

• Be involved in other antisocial or rule-breaking activities

• Be physically stronger than peers (boys)


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Common Myths About Children who Bully

“Children who bully are loners.”

“Children who bully have low self-esteem.”


FACTS

MYTHS

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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)


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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?


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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


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Children Who Bully• Bullying may be part of a conduct-disordered

behavior pattern.

• This pattern may continue into young adulthood.

• Olweus study: Youth who bullied others in middle school were 4 times as likely to have 3 or more convictions by age 24.


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Children Who are Bullied and Bully Others Tend To...

• Share characteristics with bullied children• Share characteristics with students who bully • Be less effective in bullying than other

children who bully• Behave in ways that cause irritation and

attract negative attention


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• Physical bullying - assault• 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)• Bullying disabled persons - disability harassment• Cyberbullying - harassment by

communication; stalking• Sexting - child pornography

Bullying Behavior May Violate Civil or Criminal Law


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Family Risk Factors for Bullying• Lack of parental warmth and involvement• Lack of parental supervision• Overly-permissive parenting• Harsh discipline/physical

punishment


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Effects of Bullying on Bystanders

• Bystanders may feel:–Afraid–Powerless to change the situation–Guilty for not acting–Diminished empathy for bullied

students over time


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Ultimately…it’s a question of rights.


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What Roles Do Students Play In Bullying Situations?

B

C

D

H

G

E

F

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

Student Who Is Bullied

Students Who Bully

Followers

Supporters

Passive Supporters

DisengagedOnlookers

Possible Defenders

Defenders

TG, p. 24


Watch what happens, don’t take a stand

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Group Mechanisms in Bullying

• Social contagion • Weakening inhibitions against aggression• Decreased sense of individual

responsibility• Gradual changes in the view of bullied

student(s)


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Effects of Bullying on School Climate

• Creates a climate of fear and disrespect

• Interferes with student learning• Students may feel insecure and

not like school as well• Students may perceive lack of

control/caring from adults


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School Risk Factors for Bullying

• Lack of supervision during breaks

• Students have indifferent or accepting attitudes

• Staff have indifferent or accepting attitudes towards bullying


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• 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


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Misdirections in Bullying Prevention & Intervention

• Simple, short-term solutions• “Program du jour approaches”• Group treatment for children who bully• Anger management or self-esteem enhancement for children who bully• Zero tolerance policies for bullying• Selecting inappropriate supplemental materials• Mediation/conflict resolution to resolve bullying issues


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Schoolwide Guide Video

Part 2: OBPP Components


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The Olweus Bullying Prevention Program

• First systematic research on bullying conducted in early 1970s.

• OBPP part of Norway’s national campaign against bullying in early 1980s.


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Key Findings: Norway

• Reduction in bullying and antisocial behavior

• Improvements in classroom social climate

• “Dosage” affects success

• Timing of effects


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Evaluations in the United States

• South Carolina—1st in the U.S.

• Philadelphia, PA

• Washington State

• Pennsylvania


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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


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OBPP Principles imply…

6. Student involvement in changing climate 7. Student learning about bullying 8. OBPP is not peer mediation or conflict

resolution9. OBPP is not a classroom management

technique


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Program Components


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School-Level Components


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1. Establish a BPCCResponsibilities– Attend two-day training– Plan and lead program implementation at school

(committee meetings)– Communicate with staff and parents– Coordinate the program with other initiatives– Obtain feedback from all staff– Represent the program to parents, community,

media©2015 Olweus Bullying Prevention Program, U.S.

www.clemson.edu/olweus50

Composition of the 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 adult leader


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2. Conduct Committee & Staff Trainings

• Two-day training for BPCC • One-day training for all other

school staff• Sample Agenda – SWG Doc 16• Attendance Log – SWG Doc 17


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3. Administer Olweus Bullying Questionnaire

Why survey students about bullying? Provides detailed information on bullying

& school climate Provides essential planning

information Provides baseline data for gauging

progress of efforts

What is the OBQ?


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The OBQ• Locations of hotspots• Patterns for girls & boys• Insights into school climate• Information to assess supervision• Adult & student attitudes about bullying• Impact of bullying on students• Valuable planning tool


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4. Hold Staff Discussion Group Meetings• Goals of the groups • Organization and leaders• Topics for discussion

– Sample outline - SWG Doc 18

– Staff Discussion Group Log - SWG Doc 19


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5. Introduce School Rules and Consequences

• Develop or review policy on bullying – Samples: SWG Doc 20

• Anti-bullying rules

• Positive & negative consequences


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Review Existing Policies

• Superintendent/school board/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 Colleague Letters” – October 2010, April 2011, & August 2013


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Dear Colleague Letters: Bullying and Harassmenthttp://www.stopbullying.gov/topics/civil_violation/

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.


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http://www.stopbullying.gov/topics/civil_violation/



District Wide Policies – Include Cyberbullying


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about bullying

• We will not bully others.• We will try to help students who

are bullied.• We will try to 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.

SP

TG Doc 8


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School Rules About Bullying

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

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


Expectations 61

Student Reporting

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


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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


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Use of Negative Consequences

• Why aren’t positive consequences enough?

• Guidelines for use of negative consequences

• Types of negative consequences


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6. Refine the Supervisory System

1. Determine the “hot spots” for bullying

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


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6. Refine the Supervisory System (continued)

3. Develop ways to track and report bullying incidents schoolwide (Sample: SWG Doc 23)

4. Consider attitudes of supervising adults

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


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7. 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

SP


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8. Partner with Parents

• The importance of parent involvement• Strategies to involve parents in OBPP–Serve on BPCC–Attend schoolwide parent meetings–Attend/help organize class parent meetings–Talk with their children about bullying

SPTG Docs 23, 25, 26, 27©2015 Olweus Bullying Prevention Program, U.S.


Parent Meetings About Bullying• Schoolwide parent meeting:– Overview of bullying in school– Steps school is taking (OBPP)– Roles parents can play– Get input

• Classroom-level parent meetings– Sample letter - SWG Doc 31– Sample meeting outline - SWG Doc 32 SP


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Classroom-Level Components


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Classroom-Level Components


1. Post and enforce schoolwide rules against bullying

2. Hold regular class meetings

3. Hold meetings with students’ parents

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Class Meetings Video


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BPCC Support for Class Meetings• Build time for class meetings

- One period every week• Staff development and support• Topic ideas• Pair up staff to facilitate meetings• Integrating messages across

curriculum• Monitor progress


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Maintaining Positive Classroom Management

• OBPP is not a classroom management program.• BUT, helping teachers hone behavior management

skills will help to implement the program.• Use of the Positive Classroom Management Checklist


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Support Materials for Class Meetings• Teacher Guide, Schoolwide Guide- Video & Documents• Class Meetings That Matter (K-5) (6-8) (www.violencepreventionworks.org)

• Cyberbullying Prevention Curriculum (3-5 & 6-12) (www.violencepreventionworks.org)

• OBPP Companion Bibliographies (K-12), Volumes I & II (http://chpdp.org/publications)

• National Anti-Bullying Campaign Materials (www.stopbullying.gov)


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http://www.violencepreventionworks.org/

http://www.violencepreventionworks.org/

http://www.stopbullying.gov/

Grades K-5 Grades 6-8 Grades 9-12

Grades 3-5 Grades 6-12


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Support Materials for Class Meetings (continued)

• 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)


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http://www.teachingtolerance.org/

http://www.adl.org/

http://www.glsen.org/

http://www.welcomingschools.org/

Classroom-Level PARENT Meetings

• Build connection and community• Help parents learn about OBPP• Held 2-3 times/year (recommended)

• Resources:– Sample outline for first meeting– Topics for additional meetings


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Individual-Level Components


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Individual-Level Components

1. Supervise students’ activities2. Ensure that all staff intervene on-the-spot when

bullying occurs3. Hold meetings with students involved in bullying4. Hold meetings with parents of involved students5. Develop individual intervention plans for involved students


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Why Adults Don’t Always Intervene:

• Have difficulty recognizing bullying

• Fail to recognize the importance of intervening

• Uncertain how best to intervene

• Lack of time


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“On-the-Spot” Interventions

Individual Interventions Video:


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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 consequences6. Take steps to ensure bullied student will be

protected from future bullying


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“What if you don’t witness the bullying?”

Individual Interventions Video


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• Intensify your observations of the child• Confer with colleagues• Talk to or survey students• Collect information from students• Contact parents

When There Are Suspicions of Bullying…


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“What follow-up is needed?”



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“Follow-Up” with Parents

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Understanding Parents’ Perspectives

• Three tip sheets for parents…– of students who are bullied– of students who bully others – of students who witness bullying

• For Committees–OBPP resources to support parental involvement

SP

TG Docs 23, 25, 26©2015 Olweus Bullying Prevention Program, U.S.


Community-Level Components


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Community-Level Components


1. Involve community members on the BPCC

2. Develop partnerships with community members to support your program

3. Help spread anti-bullying messages and principles of best practice throughout the community

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Communities Support Prevention Efforts• Parent Teacher Organization (PTO or PTA)• City Council, Chamber of Commerce, County

Commissioners • Domestic Violence and Victim Services• Juvenile Justice/Law Enforcement• Family & Child Welfare Organizations • Business Community• Civic Organizations (e.g. Kiwanis, Rotary, Junior League)• Local foundations• Local Press (Newspaper, TV, Radio)


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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


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Tracking Fidelity of Implementation

• OBPP Schoolwide Implementation Checklist (1st Year) (SWG Doc 7)

• OBPP Implementation Checklist for Teachers (TG Doc 7)

• OBPP Implementation Checklist for Continued Program Implementation

(SWG Doc 34) SP


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Remember…• Stopping bullying takes a team effort.

• You play a critical position on the team.

• Change happens in small increments but can have positive long-term impact for us all!


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Use of this presentation is restricted to persons trained by 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 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: Olweus Bullying Prevention Program, U.S.

at 864-656-6712

©2015 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.


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