Bullyproofing and PBIS: Part I

1. Bullyproofing and PBIS: Part I Teri Lewis Oregon State University

2. Agenda • 9:00-9:30 Welcome and Introductions • 9:30-10:45 Bullyproofing I: Prevention • 10:45-11:00 Break • 11:00-12:00 Bullyproofing II: Intervention • 12:00-1:00 Lunch • 1:00-2:15 Intervening with Individual Students • 2:15-2:30 Break • 2:30-3:30 Responding to Escalations • 3:30-4:00 Summary, Q&A, Next Steps

3. Goal • Discuss features of bullies and victims • Present information on prevention • Link bullyprofing and PBIS

4. BP-PBS, Scott Ross Bullying • The National School Safety Center (NSSC) called bullying the most enduring and underrated problem in U.S. schools. (Beale, 2001) • Victims and bullies are at-risk for academic problems and work related issues (e.g., low performance). (Carney & Merrell, 2001; NSSC, 1995) • Victims and bullies are more likely to skip and/or drop out of school. (Berthold & Hoover, 2000; Neary & Joseph, 1994)

5. Bullying Defined • Behavior that is either physically or emotionally harmful (Fowler, 2004) • That is repeated and occurs over time (Hoover and Oliver, 1996) • Examples… taunting, name calling, threatening, hitting and other aggressive behavior

6. Related Behaviors • Self-destructive (alcohol, tobacco) • Fighting and carrying weapons • Cheating and academic failure • Stealing, vandalism • Problems with school adjustment • Early dating & with likelihood of social/physical aggression toward partner

7. Typical Victims • Different either because of: • Size and shape • Race • Ethnicity • Disability (physical and/or learning) • Sexual orientation

8. Impact on Victims • Victimization correlated with loneliness and low self-esteem • Increased anxiety • However… don’t know if bullying caused traits of if having traits increased likelihood of being bullied

9. Prevalence • 30% of students either bully, are bullied or both • 15% of students severely traumatized • 8% report being bullied at least weekly • 14% of 8th-12th and 22% of 4th-7th report that bullying impacts their ability to learn

10. 160,000 students miss school because of bullying (Fried & Fried, 1996) • 7% of 8th graders stay home weekly to avoid bully (Banks, 2000) • About 2/3 of school shooters report feeling bullied (Bowman, 2000)

11. However….(e,g., Skiba) • Most bullying occurs away from adults • Students report that often teachers appear uninterested or that teachers do not take them seriously

12. Peer Involvement(e.g., Rigby & Bagshaw) • 40% of students believed that teacher were uninterested and • Were opposed to or unsure about collaborating with adults

13. Peer Role(Hawkins et al, 2001) • 88% of bullying episodes observed by peer • 19% of time peer intervene • 47% of intervention are aggressive • 57% of interventions are effective • Boys intervene more often than girls • Tend to intervene with same sex bully

14. Limited Peer Interaction(Hawkins et al, 2001) • Unsure what to do • Fear retaliation • Concern that they will create bigger problem by intervening incorrectly

15. Factors contributing to antisocial behaviors • School • Community • Home

16. Home (e.g., Dishion & Patterson) • Inconsistent management • Reactive discipline • Lack of monitoring

17. Community (e.g., Biglan) • Antisocial network of peers • Lack of prosocial engagements

18. School (e.g., Mayer) • Reactive/punishing discipline approach • Lack of agreement about rules, expectations, & consequences • Lack of staff support • Failure to consider & accommodate individual differences • Academic failure

19. Activity • Get together and complete a quick assessment of where your school is at with bullying • Behavior data/office discipline referrals • Do you feel you have a good assessment of your school and bullying • Yes - move to planning • No - what information do you need?

20. Bullyproofing Options • Prevent bullying - Universal • Reduce bullying - Individual

21. General Suggestions(e.g., DeRosier, 2004) • Whole school approach • Team based • Social skills • Peer involvement

22. Typical Responses • First Steps - works well with K-lower el. • Zero Tolerance - no evidence that these policies increase school safety (e.g., Skiba) • Packaged Programs - mixed results

23. Limitations of Packages • Lack of support for teachers • Limited involvement of teachers in development and implementation • Seen as “add-on” to already full schedule • Not tailored to school environment

24. What Works(e.g., Orpinas) • Change environment so that bullying is unacceptable • Acknowledge positive behaviors • Develop/revise policy • Gain commitment from all • Establish team that represents school • Identify values, rules & consequences • Teach student rules • Train and support teachers

25. ReviewPBIS SW Model 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

26. Available at www.pbis.org

27. For Faculty/Staff Core Features of an Effective Bully Prevention Effort. Five Student Skills School-wide behavioral expectations (respect) Stop routine when faced with disrespectful behavior Bystander stop routine when observing disrespectful behavior Stopping routine if someone tells you to “stop” A recruit help routine to recruit adult help if you feel unsafe. Agreement on logic for bully prevention effort. Strategy for teaching students core skills Strategy for follow-up and consistency in responding Clear data collection and data use process Advanced support options

28. PBIS ReviewExpectations Defined • Purpose • Means of communication • Consistent communication • For all students, staff, and settings • Matrix • Guidelines • Keep to five or fewer • State positively • Use common and few words

29. Review: Teaching guidelines • Behavior management problems are instructional problems. • Process for teaching social behaviors & academic skills is fundamentally same. • Emphasis is on teaching functional & prosocial replacement behaviors. • Instructional supports are important.

30. An Approach to Embedding Bully-proofing Strategies • What does not work • Identifying “Bullies” and excluding them from school • Pretending that Bully Behavior is the “fault” of the student/family • What does work • Define, teach and acknowledge school-wide behavior • Teach all children to identify & label behavior. • Teach all students a “stop signal” to give when they experience problem behavior. • What to do if you experience problem behavior • What to do if you see someone else in a problem situation • Teach all students what to do if someone delivers the “stop signal”

31. Do not focus on “Bully” • Focus on appropriate behavior • What is the behavior you want • E,g., “Responsible”

32. Teaching Social Responsibility • Teach school-wide expectations first • Be respectful • Be responsible • Be safe • Focus on “non-structured” settings • Cafeteria, Gym, Playground, Hallway, Bus Area • Use same teaching format • If someone directs problem behavior toward you. • If you see others receive problem behavior • If someone tells you to “stop”

33. Teach students to identify problem behavior • The key is to focus on what is appropriate: • Teach school-wide expectations, and teach that all problem behaviors are an example of NOT being appropriate. • Define most common problem behaviors - Use these behaviors as non-examples of school-wide expectations

34. Why as well as what(Ross, Horner & Stiller) Discuss why students behave disrespectfully Peer attention comes in many forms: • Arguing with someone that teases you • Laughing at someone being picked on • Watching problem behavior and doing nothing Goal is to stop rewarding behavior that is disrespectful.

35. Teaching Social Responsibility:“Bully Proofing” • Teach desired behavior. • Teach a verbal signal for unacceptable behavior: “stop” • Teach four key skills for social responsibility: • Learn the difference between expected behavior and problem behavior • If you “receive” problem behavior: • Label the behavior and say “stop”; walk; squawk • If you “see others” receive problem behavior” • Label the behavior and say “stop” • If someone tells you to “stop” • stop

37. Social Responsibility Matrix

38. Teaching a “Stopping Routine” • Eventually, every student will be told to stop. When this happens, they should do the following things • Stop what they are doing • Take a deep breath • Go about their day (no big deal) • These steps should be followed even when they don’t agree with the “stop” message.

39. How Adults Respond(Ross, Horner & Stiller) 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? • Fear of revenge? • What does the student need to feel safe? • What is the severity of the situation

40. "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.)

41. Activity • Build a Social Responsibility Matrix • Task 1: Identify 3-4 specific settings • Define appropriate behavior for each setting (at least two examples) • Identify the three “bullyproofing skills” for each setting • Is there a generic set of skills? • Are there settings that require unique skills?