Bully Prevention

1. Bully Prevention In Positive Behavior Intervention and Support

2. Assumptions Schools that are interested in implementing Bully Prevention fall under the following criteria: • Universals implementation has begun. • Data indicates bullying should be addressed.

3. Today’s Goals • Define why bullying is worth addressing. • Provide a comprehensive model for bully prevention. • Describe core elements of UNIVERSAL level bully prevention. • Demonstrate reduction in bullying and improved perception of school safety through data.

4. Rationale for 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 (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).

5. Typical Bully Prevention Most Bully Prevention programs focus on the bully and the victim. Which leads to several problems: • Bullying is inadvertently taught. • Bullies are blamed. • The role of bystanders are ignored. • Program results are ineffective over time.

6. Bully Prevention in PBIS School-wide Bully Prevention aligns with universal implementation: • All students learn behavior expectations. • All staff reinforce students demonstrating expectations. • All staff address students not demonstrating expectations.

7. Foundations of Bully Prevention • Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions. • Bullying behavior is often reinforced by: • Attention from bystanders • Reaction from victim • Access to resources • Self-reinforcement

8. Foundations of Bully Prevention Two key changes lead to prevention of bullying behaviors: • Reinforcements that follow bullying are removed. • Staff and students effectively respond to bullying behavior.

9. CONTINUUM OF POSITIVE BEHAVIOR INTERVENTION AND SUPPORT Bullying Prevention Model Bully & Victim Individual Support Additional and more frequent role play & practice Teach School-Wide Expectations Teach & Reinforce Stop, Talk, & Walk

10. Teach All Students • Teach school-wide expectations • Students should be able to recognize respectful verses non-respectful behavior. • Link concept of respect and responsibility to the most appropriate expectation. • Teach how bullying is reinforced • Bullies gain attention. • Bullies gain materials/activities. • Teach how to respond to non-respectful behavior • Say, “Stop.” • Walk away. • Talk (seek help).

11. Teaching “Stop” • If someone is not being respectful toward you, or someone else, tell them to “Stop!” • Because talking is hard in emotional situations… always include a physical signal to stop. • Review how the stop signal should look and sound. • Firm hand signal • Clear voice

12. Responding to “Stop” • Eventually, every student will be told to stop. When this happens, he or she should follow these three steps: • Stop what you are doing. • Take a deep breath. • Go about your day (no big deal). • This three-step procedure should be followed even when the student doesn’t agree with the “stop.”

13. Teaching “Walk” • Sometimes, even when students tell others to “Stop,” problem behavior will continue. When this happens, students are to "walk away" from the problem behavior. • Remember that walking away removes the reinforcement for bullying. • Teach students to encourage one another when they use the appropriate response.

14. Teaching “Talk” • Even when students use “stop” and they “walk away” from the problem, sometimes students will continue to behave inappropriately toward them. When that happens, students should "talk" to an adult. • Report problems to adults.

15. Teaching “Talk” There is a difference between tattling and talking. • Talking is when you have tried to solve the problem yourself, and have used the "stop" and "walk" steps 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.

16. Responding to “Talk” When any problem behavior is reported, adults follow a specific response sequence: • 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 bullying still happening? • Is the reporting child at risk?

17. Responding to “Talk” • Is there fear of revenge? • What does the student need to feel safe? • What is the severity of the situation? • "Did you tell the student to stop?" If yes, praise the student for using an appropriate response. If no, practice. • "Did you walk away from the problem behavior?" If yes, praise student for using appropriate response. If no, practice.

18. Reinforcing “Stop/Walk/Talk” • Effective generalization requires the prompt reinforcement of appropriate behavior the FIRST time it is attempted. • Staff should look for students that use the 3-step response appropriately and reward. • Students that struggle with problem behavior (either as victim or perpetrator) are less likely to attempt new approaches. • These students need reinforcement for attempting to implement the strategies.

19. Practice “Stop/Walk/Talk” Break into groups of four and designate roles. • Roles are: Perpetrator, Victim, Bystander, & Teacher. • Role-play a typical scenario utilizing the strategies. • Brainstorm potential pitfalls and solutions.

20. Implementing Bully Prevention • Universals must be in place. • Download Bully Prevention in PBIS Manual. • Elementary School Version • Middle School Version • Plan to train all staff and students prior to implementing strategies.

21. PBIS Team Roles • Takes the lead with implementation. • Determines a school-wide “stop” signal. • Develops schedule for student Bully Prevention training (initial and follow-up). • Plans ongoing support of supervisors and teachers. • Evaluates student outcome data (ODRs). • Uses an implementation checklist. • Follows up with faculty. • Works with the district to maintain efforts.

22. Teacher Role • Read manual. • Deliver initial lessons and follow up lessons. • Practice with students. • Report incidents. • Respond to “Talk” as trained. • Reinforce appropriate behavior. • Give feedback to PBIS team.

23. Administrator Role • Provide leadership for Bully Prevention Model. • Read manual. • Practice with students. • Check in with students and staff. • Report incidences. • Reinforce staff and student behavior!

24. Planning Guide

25. Implementation Checklist

26. Research Support • Scott Ross of University of Oregon has studied Bully Prevention at the elementary level. • Three elementary schools • Two students at each school with physical/social aggression at high rates • All staff taught with the Bully Prevention in PBIS manual • All students taught by staff • All playground personnel received implementation support

27. School 1 School 3 School 2 72% Reduction 1.88 .88 Baseline Acquisition Full BP-PBS Implementation 3.14 Rob Bruce Cindy Number of Incidents of Bullying Behavior Scott Anne Ken 20 School Days

28. 19% decrease 28% increase 21 BP-PBS, Scott Ross

29. 22% decrease 21% increase 22 BP-PBS, Scott Ross

30. Summary • Manual available on wiki. • Establish school-wide expectations. • Teach students how to respond to behavior that is NOT respectful. • Provide extra review and pre-correction for students with more extensive need. • Provide support for staff implementation fidelity. • Collect and use data to improve implementation and impact. • Work with your team to determine next steps.

31. Work Cited • Beale, A. V., & Scott, P. C. (2001, April). Bullybusters: Using drama to empower students to take a stand against bullying behavior. Professional School Counseling, 4, 300-305. • Berthold, K. A., & Hoover, J. H. (2000, January). Correlates of bullying and victimization among intermediate students in the Midwestern USA . School Psychology International, 21, 65-78. • Carney, A. G., & Merrell, K. W. (2001, August). Bullying in schools: Perspectives on understanding and preventing an international problem. School Psychology International, 22, 364-382. • Espelage, D. L., & Swearer, S. M. (2003). Bullying in American Schools A Social-Ecological Perspective on Prevention and Intervention. Mahwah, NJ: Lawrence Erlbaum Associates. • Nansel, T. R., Overpeck, M., & Ramani, P. S. (2001, April 16). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment . JAMA, 285, 2094-2100. • Neary, A., & Joseph, S. (1994, January). Peer victimization and its relationship to self-concept and depression among schoolgirls . Personality and Individual Differences, 16, 183-186.