Transcript Slide 1

• Students cannot express their fears/concerns and begin to demonstrate physical symptoms,
avoiding the situation, but at the cost of attending school!
•Bullying is a common experience for many children and adolescents. Surveys indicate that as
many as half of all children are bullied at some time during their school years, and at least 10%
are bullied on a regular basis.
•Bullying behavior can be physical or verbal.
•Children who are bullied experience real suffering that can interfere with their social and
emotional development, as well as their school performance. Some victims of bullying have
even attempted suicide rather than continue to endure such harassment and punishment.
•Children and adolescents who bully thrive on controlling or dominating others. They have
often been the victims of physical abuse or bullying themselves. Bullies may also be depressed,
angry or upset about events at school or at home. Children targeted by bullies also tend to fit a
particular profile. Bullies often choose children who are passive, easily intimidated, or have few
friends. Victims may also be smaller or younger, and have a harder time defending themselves.
•Bullies may also be depressed, angry or upset about events at school or at home. Children
targeted by bullies also tend to fit a particular profile. Bullies often choose children who are
passive, easily intimidated, or have few friends. Victims may also be smaller or younger, and
have a harder time defending themselves.
•Without intervention, bullying can lead to serious academic, social, emotional and legal
difficulties.
• Research professor of psychology affiliated with the
Research Center for Health Promotion (HEMIL) at the
University of Bergen in Norway.
• Has worked on bullying problems among schoolchildren
and youth for nearly forty years.
•His earliest scientific study of bullying was published in
Scandinavia in 1973 and in the United States in 1978 titled:
Aggression in the Schools: Bullies and Whipping Boys.
•Dr. Olweus is generally recognized as a pioneer and
founding father of research on bullying problems and as a
world-leading expert in this area both by the research
community and by society at large.
•He also was the first to study teachers who bully students.
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Components of the OBPP
School-Level Component
Classroom-Level Component
Individual-Level Component
Community-Level Component
INDIVIDUAL
SCHOOL
CLASSROOM
COMMUNITY
General awareness and
involvement on the part
of the adults in the school
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What is the definition of bullying
Different forms/types of bullying
The prevalence if bullying
Characteristics of bullied and bully
Roles students take
At our school, we have seen amazing results
after the first year– increased attendance,
increased student achievement, and
decreased incidents that lead to suspensions.
Elementary Math and Science Coordinator
The core principles of OBPP
 Role of teacher in schoolwide
implementation
 Schoolwide components of the program
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A school environment that’s safe helps
kids come ready to learn, and maybe
that’s why our school [which uses OBPP]
is one of the best ever.
-A middle school student
Principle 1: Warmth, positive interest, and
involvement are needed on the part of the
adults in the school
 Principle 2: Firm limits to unacceptable
behavior
 Principle 3: Consistent use of nonphysical,
nonhostile negative, consequences when
rules are broken
 Principle 4: Adults who function as authorities
and positive role models
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You have an important role to play in
implementing OBPP in all areas of your
school, not just in the classroom.
Administration
of Olweus Bullying Questionnaire
Discussion
and enforcement of Schoolwide AntiBullying Rules
Class
Meetings
Role-Playing
Involving
OBPP
Parents
presence in the classroom: posters, slogans,
stickers, table tents, etc.
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Sample of School Rules against Bullying that
may be modified/customized
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 id being bullied, we
will tell an adult at school and an adult at home.
There is a difference between ordinary classroom
procedural rules such as raising your hand…
and rules about bullying, which concern
fundamental human rights.
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Sit in a circle or half circle
Meetings should be held regularly, preferably
once a week for 30 to 40 minutes
On a specific day and time of week
You are the facilitator or leader of the group
From time to time switch to small-group
discussions
Let students consider a topic of discussion,
even current bully incident if it was handled
Don’t allow intimidation during meetings
Do not force bully experiences to come up
Vary discussion approaches throughout the
year
Class meeting:
Role-playing
without solutions
Role-plating
with solutions
Kids love to share stories, and class meetings
give them the opportunity to share while
conveying an anti-bullying message.
Prevention Specialist
Dealing with Bullying on the Individual Level
Intervene on the spot
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Stop the bullying
Support the student who has been bullied in a way
that allows him/her to regain control of his
emotions and to “save face”
Address the student(s) who bullied by naming the
bullying behavior and refer to the Four Antibullying Rules
Empower bystanders with appreciation or
information about how to act in the future
Impose immediate and appropriate
consequences for the student(s) who bully
Take steps to protect student bullied and
prevent/protect from future bullying.
Partnering with Parents
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Engage community support
Promote community support and antibullying message throughout
Facilitate partnership with community
stakeholders
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Sustain OBPP efforts
Enhance or expand
efforts
Ongoing relationship
with certified Olweus
trainer
Evaluate impact
 Olweus Bullying
Questioneer
 Maintain data
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For grades 4 and up
on yearly basis
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Blueprint Model Program, Center for the Study and Prevention
of Violence, University of Colorado at Boulder
www.colorado.edu/cspv/blueprints/model/programs/BPP.ht
ml
Model Programs, Substance Abuse and Mental Health Services
Administration, U.S. Department of Health and Human
Services www.modelprograms.samhsa.gov
Effective Program, Office of Juvenile Justice and Delinquency
Prevention, U.S. Department of Justice www.ojjdp.ncjrs.org
Level 2 Programs, U.S. Department of Education
www.helpingamericasyouth.gov
Background information www.clemson.edu/olweus
Purchasing materials www.hazelden.org/olweus