Part Two: Progressive School Based Interventions for Students Who Have Used Bully Behaviors

1. Part Two: Progressive School Based Interventions for Students Who Have Used Bully Behaviors LITTLE ROCK JULY 2012 Diana Browning Wright

2. Flow Chart Courtesy Dr. Dewey Cornell Youth Violence Project University of Virginia

3. Bullying Assessment Flow Chart Step 1: Interview the students

4. Bullying Assessment Flow Chart Step 2: Was this possibly a crime?

5. When is bullying a crime?

6. Bullying Assessment Flow Chart Step 3: Was it bullying?

7. Bullying Assessment Flow Chart Step 4: Respond to bullying See Harassment Form for Interventions for Bulllying

8. Was the Bullying Harassment? • See Harassment Form based on OCR Dear Colleague Letter on Harassment

9. Liability Protection Pointers • Follow recognized standards. • Make reasonable decisions. (Perfection is not required.) • Maintain adequate documentation. (Post hoc records are inadequate.)

11. OOPS! Staff Training Need • 71% of teachers state they “almost always intervene” • 20 % of students agree they “almost always intervene” • < 50% of victims ask a teacher for help Olweus Research (1999)

12. OOPS! Attitudes Values • LGBTQ non-protective practices • Belittling, humiliating students • Pre judging skills • Referencing and separating students bygroup membership

13. What can we do about school climate supporting bullying? • Staff training on bullying, implement PBS/RTI • Student and parent education about bullying and school policy inclusive of supports and discipline. • Broad spectrum SEL classroom instruction on respect and caring (inclusive of bullying). See: www.casel.org, then search: Safe and Sound PDF document • School wide Class wide PBS/PBIS • Identify victims and bullies and implement service. • Individual services: counseling, monitoring & discipline. • Threat Assessment team (see www.pent.ca.gov & http://youthviolence.edschool.virginia.edu ) • Pre-post surveys to measure impact.

14. Bully Behavior and Students with IEPs • Twice as likely to bully overall, EBD highest rates • LD female, 10x as likely to bully than other females • LD in self-contained settings higher rates of bullying • Students with language impairments, psychiatric disorders, dyslexia, hemiplegia, severe cognitive disabilities (Sheard et al., 2001) have lower bullying (6% to 19%) than for those with high-incidence disabilities and their general education peers.

15. Tier 3 Menu of Individual Supports for a FEW: • FBA-based Behavior Intervention Plan • Home and Community Supports • Cognitive Behavioral Therapy Menu of supports for Bullies and victims Tier 3 Resistant To Tier 2, Continuing Bullying or victimization Intensity of Individualization Supports • Tier 2 Menu of Default Supports for SOME: • Behavioral contracting • Small group social emotional learning • or social skills (victims/internalizers) • School-home note • Mentor-based program • Positive peer reporting Tier 2 Small Group & Individual Strategies Probably necessary for bullies and victims • Tier I Menu of Supports for ALL: • Schoolwide PBIS • SEL curriculum • Good behavior game • 16 Proactive classroom • management components • Anti-bullying policy and • curricula TIER 1 (All Students) School/classwide, Culturally Relevant Systems of Support addresses host Environment, establishes “no put downs” school culture, may reduce new cases and bystanders

17. Behavior Contracts

18. Behavioral Contract • AKA – Contingency contract • Represents a negotiated agreement between a student and authority figures • Bringing the child to the table to broker a deal • Specifies the contingencies under which each party must act • Components of behavioral contract: • Description of expected behaviors • Goal statement • List of rewards to earn for meeting goals • Discipline for continuing to engage in problem behavior • Signatures • Who should attend the meeting: • Parent(s), teacher, behavioral specialist, counselor, administrator

19. Difference between effective and ineffective behavior contracts Effective Behavior Contract Ineffective Behavior Contract Non-negotiated Describes what the student is doing wrong Provides no goal statement Outlines how the student will be punished if problem behavior continues No other adult follow through with the contract • Negotiated agreement • Describes what the student should do • Provides a goal statement • Outlines what the student will earn as a reward for meeting goal • Teacher uses contract to precorrect and prompt behavior

20. School-Home Note System • Establishes collaboration and consistency between school and home environments • Involves two-way communication regarding student performance • Teacher to parent and parent back to teacher • Encourages parents to deliver consequences at home based on the student’s behavior at school • Parent can share information with school about outside stressors that may be impacting student behavior at school

21. Candidate Students for School-Home Note • Students who are unaffected by typical school-based disciplinary consequences • Reprimands, office referral, & loss of privileges don’t work • Students whose parents are open and willing to collaborate with the school • Students whose parents could benefit from learning effective parenting strategies

22. Home School Note System 2 = excellent (no problems) 1 = good (1 one or two prompts, but desired behavior occurred) 0 = unacceptable (three or more prompts, with no compliance)

23. Consequences Delivered by Parents • Celebrating the child’s success (aim is to create positive contrast by making the child’s life more exciting, pleasurable, and/or fun) • Access to privileges • Computer time, video games, talking on the phone, staying up later, hanging out with friends, TV time • Reward with item or activity • Buy-out of chore, money, invite friend over, play outside, after dinner dessert, playing with toys, etc. • Praise and positive recognition

24. Consequences Delivered by Parents • Encouraging a better day tomorrow (aim is to create negative contrast by making the child’s life boring, unpleasant, or introducing nothing) • Discuss what went wrong • Apply Loss of privileges • Removal of TV time, computer, video games, playing outside, talking on the phone, or anything else that is considered to be fun • Task-based grounding • Have the child perform chores that are outside of typical responsibilities • Grounded until the chore or chores are completed

25. TIER 3: FBA/BIP • Consider the most likely function of bullying: • To get social recognition and status/attention • To get item/events • Under environmental changes: consider increased playground supervision • Under reactive strategies: continue bully flowchart for subsequent violations • FBA/BIP alone is not likely to address bullying as well as CBT • FBA/BIP is not likely to address Victimization See: www.pent.ca.gov/BSP Desk Reference

26. TIER 2 Small Group and TIER 3 Individual Cognitive Behavior Counseling/Therapy • Can be a Related Service for a student with an IEP • BUT NEVER PUT STUDENTS WHO HAVE USED BULLY BENAVIORs IN A GROUP TOGETHER: PEER CONTAGION RESULTS!!! • Delivered by staff with: • Scope of practice • Scope of competence • Can include: Counselor, Psychologist, MFCC, LCSW

27. CBT Defined • An approach to psychotherapy that improves emotional and behavioral well being by addressing dysfunctional thoughts(i.e., what one thinks), feelings(i.e., the emotions one experiences), and behaviors(i.e., how one acts) • Large-scale research syntheses: CBT is the most effective approach for addressing a wide range of mental health problems, including depression, anxiety, post-traumatic stress, and conduct problems (Kazdin & Weisz, 2003; Lipsey & Wilson, 2001).

28. CBT: Cognitive Part • Focuses on thoughts, assumptions and beliefs underlying behavior, and consists of the following treatment components: • Raising self-awareness of emotions, thoughts, and emotion-provoking situations • Identifying and disputing faulty thoughts • Teaching cognitive problem-solving scripts • Teaching coping strategies • Teaching verbal self-mediation

29. CBT: Behavioral Part • Behavior therapy focuses on specific behaviors and the environmental features that can be altered to support improved behavior (Skinner, 1974; Bandura, 1977). • The behavior therapy part of CBT places on emphasis on: • Teaching specific skills • Performance-feedback • Gradual exposure to emotion-provoking situations • Setting up reinforcement and punishment contingencies to support goal-oriented behavior

30. Effects of Child Skills Training in Preventing Antisocial Behavior: A Systematic Review of Randomized Evaluations • Number of Studies Included | 84 • Number of Subjects |16,723 with 10 to 30 sessions • Years Spanned | 1977-2000 • The average effect size after the intervention was d = 0.38 • The average effect size for follow-up at a later time was 0.28 • Behavioral programs showed the highest effect on social skills (d =0.55) • Cognitive programs showed the highest effect on social-cognitive skills (d=0.49) • Cognitive-behavioral programs had the highest effect sizes for follow-up measures of antisocial behavior (d=0.62) http://nichcy.org/research/summaries/abstract66

31. Sample Curricula • Coping Power: For students with externalizing behavior patterns (inclusive of bullying) • Amanualized CBT program that can be implemented individually or in a small group format (http://www.copingpower.com/). DO NOT DO SMALL GROUP CBT WITH BULLIES; PEER CONTAGION • Primarily intended for elementary or middle school-aged students. • It can be readily implemented by school practitioners, and has demonstrated preventive effects on delinquency & substance use among at-risk youth (Lochman & Wells, 2003; 2004). • It has been identified as an evidence-based program by the Office of Juvenile Justice and Delinquency Prevention (OJJDP).

32. Trauma: Can Be Roots of Bullying and Victimization • A surprising number of students come to school having experienced a traumatic event. • The traumatic events include • being victim of child or sexual abuse, • witnessing of violence, • being affected by natural disaster • being involved in a major accident

33. Sample Curricula • The Cognitive Behavior Intervention for Trauma in Schools (CBITS) is a trauma focused CBT program. • Designed for delivery in a group format for students in grades six through nine. • CBITS is geared to help students experience relief from having to relive traumatic events and other symptoms related to the trauma. • CBITS has been evaluated in rigorous scientific investigations and has demonstrated strong effects for both White and minority students (Kataoka, Stein, Jaycox, Wong, Escuerdo, Tu, Zaragosa, & Fink, 2003; Stein, Jaycox, Kataoka, Wong, Tu, Eliot, & Fink, 2003). The CBITS program can be obtained from www.sopriswest.com Also, free online training for Trauma Focused Therapy: http://www.tfcbt.musc.edu/

34. Free On-line Trauma CBT Training • http://tfcbt.musc.edu/ TFCBT Web at Medical University of South Carolina

35. OMG!!! There is an IEP/504 Plan!

36. IEP Team Consideration for Student with IEP who Bullies Peers

37. Bully Causation with Disabilities? • Bullying is a learned behavior • possibly a reaction to prolonged victimization or an overall lack of social skills. • Behavioral characteristics of students may increase the likelihood of bullying. • may act too aggressively or misinterpret social stimuli because of social information processing deficits • may have greater difficulty with assertion and self-control • may misread social communication or rough and tumble play by acting aggressive to the point of bullying in later situations

38. Bully Causation with Disabilities? • They also may engage in perpetration to: • protect themselves from further victimization or • they have learned the behavior in other social situations (e.g., family structure, social acquaintances). • Recommendation: Focus on social competencies in combination with positive overall school climate and cultural competencies in schools • Alas, there is no current empirically validated bully interventions specific to disabilities yet

39. THANK YOU • For caring about the life outcomes of all students: • Those who have been victimized • Those who have selected bullying behaviors • Thank you for disciplining, but recognizing that isn’t enough to end the cycle • I am always available to you for free consultations: dbrowningw@gmail.com business cell: 626 487-9455