PBS: Preventing and Responding to Bullying and Harassment

2. PBS: Preventing and Responding to Bullying and Harassment Angelisa Braaksma Fynaardt, PhD John Richardson, LISW With thanks to Rob Horner, George Sugai, & the OSEP Technical Center at the University of Oregon

3. Outcomes Define bullying and harassment Discuss the Anti-Harassment and Bullying legislation Learn to incorporate anti-bullying and harassment prevention and response practices into PBS Modify these outcomes based upon the content selected for presentation. Modify these outcomes based upon the content selected for presentation.

4. Bullying and Harassment Facts National School Safety Center called bullying the most enduring and underrated problem in US schools 15-30% of students are bullies or targets

5. Bullying and Harassment Facts Nansel etal study (2001) found students reported bullying others �sometimes� or more often during the school term reported being bullied �sometimes� or more often reported bullying and being bullied 19% 17% 6.3% Nansel and colleagues studies a national sample of 15,600 students in grades 6 - 10. Resulted in� Show the �findings� and ask the groups to estimate the % for each. After brief discussion, present the answers and compare with each group�s estimate.Nansel and colleagues studies a national sample of 15,600 students in grades 6 - 10. Resulted in� Show the �findings� and ask the groups to estimate the % for each. After brief discussion, present the answers and compare with each group�s estimate.

6. Bullying and Harassment Facts ___ of students believe that schools responds poorly to bullying, with a high percentage believing that adult help is infrequent and ineffective ___ of teachers see nothing wrong with bullying or putdowns Teachers intervene in only ___ of bullying incidents Over two-thirds 25% 4% Repeat the process from the previous slide.Repeat the process from the previous slide.

7. Definition from the New Law Harassment and bullying shall be construed to mean any electronic, written, verbal, or physical act or conduct toward a student which is based on any actual or perceived trait or characteristic of the student and which creates an objectively hostile school environment that meets one or more of the following conditions:

8. �one or more of the following conditions: Places the student in reasonable fear of harm to the student's person or property Has a substantially detrimental effect on the student's physical or mental health Has the effect of substantially interfering with a student's academic performance Has the effect of substantially interfering with the student's ability to participate in or benefit from the services, activities, or privileges provided by a school

9. Protected Classes Age Color Creed National origin Race Religion Marital status Political party preference Political belief Sex Sexual orientation Gender identity Physical attributes Physical or mental ability or disability Ancestry Socioeconomic status Familial status This could be an activity: Ask participants to identify protected classes, write on sheet After completing the list, check off each as it is shown on the slide Add those that we not on the written listThis could be an activity: Ask participants to identify protected classes, write on sheet After completing the list, check off each as it is shown on the slide Add those that we not on the written list

10. Bullying Behavior Characterized by 3 criteria It is aggressive behavior or intentional harm doing It is carried out repeatedly and over time It occurs within an interpersonal relationship characterized by an imbalance of power

11. Why Does Bullying Continue? Bullying behavior typically becomes more likely because the �victims� or �bystanders� provide rewards for bullying behaviors. Social attention Social recognition Social status

12. This chart reveals some of the differences between rough play, real fighting, and actual bullying behaviors. Present/discuss each box on the chart. The first row refers to friendship. The second row discusses the balance of power in the relationships. The third is about the intent to harm another person and the fourth refers to affect between the participants.This chart reveals some of the differences between rough play, real fighting, and actual bullying behaviors. Present/discuss each box on the chart. The first row refers to friendship. The second row discusses the balance of power in the relationships. The third is about the intent to harm another person and the fourth refers to affect between the participants.

13. Note it is important for students and staff to be able to recognize different forms of bullying and harassment. This table can be used with both groups as a teaching tool and visual reminder.Note it is important for students and staff to be able to recognize different forms of bullying and harassment. This table can be used with both groups as a teaching tool and visual reminder.

14. Discussion Which of these behaviors have you seen? Discuss the behaviors that you have either witnessed or know to have been reported at your school. Be prepared to share out So, let�s take some time to think about bullying behaviors. Have group share out examples of what they think is bullying. If they don�t include indirect and nonphysical examples, prompt them to think about it.So, let�s take some time to think about bullying behaviors. Have group share out examples of what they think is bullying. If they don�t include indirect and nonphysical examples, prompt them to think about it.

15. 10 Elements in a Quality Bully Prevention Program Adapted from "Bully Prevention and Intervention in a Post-Columbine Era" workshop at the Power and Empowerment: Iowa Governor's Conference on Bullying and Harassment, January 27, 2005, Ames Iowa, Susan P. Limber, PhD, presenter Posted on the AEA267 Website http://www.aea267.k12.ia.us �School Climate and Behavior

16. 10 Elements in a Quality Bully Prevention Program 1. A focus on the entire school environment (system-wide) 2. Assess bullying at school (needs assessment) 3. Support bully prevention (proactive v. reactive) 4. Coordinating group (system involvement) 5. Train all staff (system involvement) 6. Establish and enforce school rules and policies (thoughtful consequence system) Refer to the �10 Elements� hand-out.Refer to the �10 Elements� hand-out.

17. 10 Elements in a Quality Bully Prevention Program 7. Increase adult supervision (active supervision) 8. Intervene consistently and appropriately (thoughtful consequence system) 9. Focus class time on bullying prevention (teach expectations) 10. Continue the effort over time (sustainability) Adapted from "Bully Prevention and Intervention in a Post-Columbine Era" workshop at the Power and Empowerment: Iowa Governor's Conference on Bullying and Harassment, January 27, 2005, Ames Iowa, Susan P. Limber, PhD, presenter Posted on the AEA267 Website http://www.aea267.k12.ia.us �School Climate and Behavior

18. 10 Elements rating scale In your teams, review the elements Rate your school on a 1-10 scale (10=in place) Keep as a reference for action planning.

20. Approaching Bullying and Harassment Moving from REACTIVE� �to PREVENTATIVE� �and PROACTIVE

21. Proactive vs. Reactive Hand-out

23. Create Effective Learning Environments Create environments that are: Predictable Consistent Positive Safe

24. Bully Surveys Olweus Bully-Victim Questionnaire 29 items Grades 3 and higher Questions read out loud Computer program available to analyze $280 for questionnaire and statistical program Questions address being bullied, being a bully, types of bullying, locations, and outcomes

25. Bully Surveys (cont.) Bully-Proofing Your Schools (Sopris-West) Student, parent, and staff surveys available Elementary and secondary Questions address being bullied, locations, and bystander behavior Some questions about overall school climate On-line surveys through AEA Contact Andrea Matheson at Heartland AEA

26. Safety and Climate Surveys School Safety Survey [Sprague, Colvin, & Irvin (1995)] (available at www.pbis.org) Assesses risk factors for school safety and violence Assesses response plans for school safety and violence California School Climate and Safety Survey (available in Safe, Supportive, & Successful Schools) Elementary and secondary versions Questions address safety, violence, bullying, peer and adult support School Culture Triage Survey 17 questions address school culture (e.g., collaboration, collegiality, efficacy, self-determination) Given to staff members

27. Teach Students to Identify Problem Behavior The key is to focus on what is appropriate: Teaching 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 Are these behaviors currently included in instruction?

28. Suggested steps Imbed anti-bullying and harassment expectations (positive definitions) within behavior matrix and classroom practices Teach �stop�, �walk�, �talk� to all students Targets Bullies By-standers

29. Teach �Stop�, �Walk�, �Talk� A behavioral skill set taught to all staff and students. Provides students with a consistent response to problem behavior. Provides staff with consistent response to student reports of bullying and harassment. Adult response: when student reports Adult response: when adult witnesses Follow district policy re: reporting, investigating, consequences

30. Step 1: Teach a �Stop� Signal If someone is directing problem behavior to you, tell them to �stop� If someone is directing problem behavior to someone else, tell them to �stop� What is the �Stop Signal� for your school? �Stop� �Enough�

31. Step 2: Teach �walk away� (�Walk�) � Teach the target to �walk� � Leave the situation. Find an adult. � Where should you go? � Why? You �walk� so you do not reward inappropriate behavior: Victim behavior inadvertently maintains taunt, tease, intimidate, harassment behavior.

32. Step 3: Teach �getting help� (�Talk�) �Report problem to an adult �When problem behavior is reported, staff follow a specific school-wide response: Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.") "Did you tell the student to stop?" (If yes, praise the student for using an appropriate response) "Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response �Now gather details of the specific incident

33. Staff Interaction with the Bully When staff witness bullying� 1) Immediately stop the bullying 2) Name the bullying behavior and refer to the school-wide expectation against bullying

34. Staff Interaction with the Bully When bullying is reported to staff� Prior to gathering information about the specifics of the incident, ask: "Did ______ tell you to stop?" If yes: "How did you respond?" Follow with step 2 If no: Practice the 3 step response. "Did ______ walk away?" If yes: "How did you respond?" Follow with step 3 If no: Practice the 3 step response. Practice the 3 step response.

35. Students clearly understand What they should do if problem behavior is directed at them. What they should do if they are told to �stop�. What they should do if they witness problem behavior. What adults will do when they report problem behavior �

36. Adults clearly understand How to respond to the target when problem behavior is reported. How to respond to the �bully� when problem behavior is reported. What to do if they witness problem behavior. �

37. Data Recorded Report Behavior reported Behavior observed Location Recipient Used �Stop� & �Walk Away� procedure Reported the incident Perpetrator Saw the �Stop� signal Saw recipient walk away Practiced 3 step response

39. Follow up Report the incident according to district policy Investigator talks to the bully, target, and bystanders to get more information Always conduct separate talks with the victim and bully - never have them confront each other Determine if the incident was founded (according to policy and record data for state reporting) Impose consequences for the bully Notify parents

41. What�s Next? Suggested Next Steps (add to Action Plan) Learn more about your district�s current policy Conduct a Needs Assessment related to bullying and harassment PBS Team can look to incorporate bully prevention practices into the current PBS system

42. Additional information http://www.pbis.org

49. Contact Information:Heartland AEA Learning Supports Consultants Angelisa Braaksma Fynaardt (1-800-255-0405 x 17112 or afynaardt@aea11.k12.ia.us) John Richardson (712-830-2892, jrichardson@aea11.k12.ia.us) 49