Transcript Document

Bullying and Peer Aggression
Prevention:
What we offer…
Presented by
Lisa Jo Gagliardi, MPA
EUPISD
BFS and PBIS: They both…
1. Take a systems approach
2. Grounded in a positive school climate
3. Rely upon an agreed upon, common approach to
discipline that includes the following:
- Strategies to teach and encourage prosocial
behaviors
- Strategies to discourage identified
undesirable behaviors
4. Utilize local data to monitor and evaluate
effectiveness
Coordinated School Health
Bully-Free
Schools
PBS
What does your frame say?
Cast a Wide Net:
Address all forms of peer aggression
Bullying
Harassment
Based upon the work of Stan Davis
Students in the past 12 months….
% Heard students
called mean names or
put down
91
% Saw students
pushed, kicked, hit
punched
81
% Heard students
threaten other
students
% Saw students left
out of games and
activities on purpose
75
62
% Saw e-mail/website
messages with rumors
about other students
35
% Had been in a
physical fight one or
more times
22
0
20
40
60
80
10
State H.S. YRBS 2009----EUP 2010 MIPHY
Of High School Students…
% Attempted
suicide in past 12
months
9
9
% Seriously
considered suicide 1
or more times in the
past 12 months
16
State
16
EUP
% So sad or
hopeless every
day for 2 weeks
that stopped
doing usual
activities
0
27
30
10
20
30
40
2009 EUP MIPHY
% reported 2 weeks or
more of depression in a
row, in past year
40
24
% seriously considered
suicide in past year
27
Ds/Fs
12
As/Bs
%actually attempted
suicide in the past year
18
8
0
10
20
30
40
50
Effect on Academics
2009 EUP MIPHY
% Reported being
bullied in the last 12
months
% Did not feel safe at
school
Children who bully…
One in four children who
bully have a criminal
record by the age of 30.
Health Resources and Services Administration, 2003
• “We believe that bullying, the combined
use of power and aggression, is a problem
throughout the lifespan.
• …children who learn how to acquire
power through aggression on the
playground may transfer these lessons to
sexual harassment, date violence, gang
attacks, marital abuse, and elder abuse.”
 Pepler & Craig, 2000
How do children learn patterns of powerbased aggression?
?
Aggression-Generating Family Systems
In his 1975 research, Dan Olweus found:
 Bullies often come from homes where there is
little warmth and adult attention.
 In these homes, adults discipline inconsistently,
using emotional outbursts and physical
discipline.
Aggression-Generating Systems
Growth-Generating Systems
Can a school also be an
Aggression-Generating
System?
Discuss.
What have we may have thought about bullying
prevention? (these do not work for most kids)
What we know won’t work!
 Ignoring the problem (i.e., doing nothing)
 Giving ”bullies” punitive consequences, or unearned
praise or privilege
 Giving “targets” advice and expecting them to deal
with it alone
 Expecting “bystanders” to solve the problem
 Implementing piecemeal components
What Will WORK!
Positive school climate,
characterized by “warmth, positive
interest, and involvement by adults”
and adults acting as “authorities and
positive role models” (Olweus, 1993);
What Will WORK!
 Clear limits and consequences,
characterized by “firm limits to
unacceptable behavior and non-hostile,
nonphysical negative consequences”
(Olweus, 1993), and consequences that
teach alternative ways to solve problems and
achieve goals;
What Will WORK!
 Social/Emotional Learning and Skill-
Building, characterized by the
implementation of formal and informal
strategies to
 develop sense of community
 promote peer norms supportive of social justice
 teach friendship and other social/ emotional
skills to students through Michigan Model for
Health® K-12
What Will WORK!
Parent and community
partnerships, characterized by open
communication and shared efforts to
promote the healthy youth
development of students.
What Will WORK!
 warmth, positive interest, and involvement by
adults;
 firm limits to unacceptable behavior;
 non-hostile, nonphysical negative
consequences consistently applied in cases of
unacceptable behaviors; and
• where adults act as authorities and positive role
models.” (Olweus, Limber 1999)
Key Components of School-wide Intervention
Parent Partnerships
Bystanders
Bullies
Targets
Effective Social & Coping Skills
Clear Limits & Effective Consequences
Positive School Climate
Violence Exists
on a Continuum of
Disrespect.
Amherst-Wilder Foundation
Clear Limits and Consequences
Goal: To develop a consistent, transparent,
school-wide discipline system to address peer-topeer aggression
Growth-Generating Systems
 A Canadian study found a
bullying incident occurred
every 7 minutes. An adult
intervened 4% of the time.

Pepler, et al., 2000
Consistent, Transparent, School-Wide
 Clear limits and expectations
 Staff consensus about specific rules
 School-wide commitment to report
 Infractions reported centrally
 Start mild for low level aggression and escalate
for repeated or serious aggression
Michigan has developed one of
the harshest school discipline
codes in the country.
The Student Advocacy Center of Michigan, 2003
According to the Michigan Public Policy Initiative
Report (2003), many Michigan students are
expelled for behaviors that once would have
been considered nothing more than adolescent
antics or poor judgment.
Effective Consequences…
 Are non-hostile and non-punitive
 Effective consequences consistently applied (i.e.,
they are predictable and inevitable)
 Avoid reinforcement error
 Encourage reflection and teach alternative
behaviors
Elements of Natural Consequences
Peer-to-Peer Aggression Discipline
Rubric
Behavior
Low
Medium
Severe
1st time
2nd time
Increase in severity
3rd time
EXAMPLE: U.P. Middle School Behavioral Plan for Peer-to-Peer
Aggression
Individual Intervention Process (IIP)
For student that receives an office referral
Everyone
Reports
Administrator
investigates.
Student looks up
consequences &
calls parent.
Copies of letter
describing
consequences sent to
parent, teacher
Counselor or
detention
supervisor
helps the
student reflect.
BFS and PBIS: They both…
1. Take a systems approach
2. Grounded in a positive school climate
3. Rely upon an agreed upon, common approach to
discipline that includes the following:
- Strategies to teach and encourage prosocial
behaviors
- Strategies to discourage identified
undesirable behaviors
4. Utilize local data to monitor and evaluate
effectiveness
Sample Behavior Expectation Matrix
Developed with funds from the MiBLSi grant and used with permission of Macomb ISD
Sample Behavior Expectation Matrix with BFS
• Report aggressive
behavior
• Reach out in
friendship
• Report aggressive
behavior
• Tell the truth
Developed with funds from the MiBLSi grant and used with permission of Macomb ISD
What rule(s) did you break?
With BFS
"Children have never been very good at
listening to their elders, but they have
never failed to imitate them."
James
Baldwin
Model the Behaviors We're Trying to Teach.
“If you saw a fellow teacher calling a student
sarcastic names, yelling, or otherwise bullying
a student, what would you do?”
Promoting Respectful Adult Behavior
• Heighten awareness of the need (e.g., use research
and local survey data).
• Normalize the challenge.
• Provide clear expectations (supportive peer norms).
• Legitimize action to be taken when a staff member
crosses the line.
• Make it safe for staff members to report or to ask for
help.
• Provide the “know how” and support needed to
learn how to deal with difficult situations.
Reinforce Positive Behavior
with Precision Feedback
Global: "Good job!”
Trait-based: "You're smart!”
Feelings/I-statement: "I'm very proud of you!”
Effort-Based: "You continued trying to figure out the
problem until you got it!”
Precision Feedback with Reinforcement Statements: "You
continued working on the problem until you figured it out!
1.––and you got a B+ on the quiz!
2.You really are serious about mastering these equations!
3.You never gave up, even though it was a tough problem.
Based upon the work of Carol S. Dweck and Stan Davis
Rewards: Points to Ponder
Studies in psychology, education, and brain research
indicate that the use of rewards (i.e. stickers, tokens,
candy, praise) is not an effective means of obtaining
behavioral change that is intrinsically-motivated,
generalized into other situations, and maintained
over time.
There are a number of negative consequences
including increased stress, decreased abilities in
complex problem-solving, creativity, critical
thinking, and an overall reduction in learning.
Summarized from The Learning Brain by Eric Jensen
Positive Alternatives to Rewards
•
•
•
•
•
•
•
•
Celebrations
Social Interaction/Peer Support
Positive Rituals
Opportunities for Choice, Control
Novelty
Enthusiasm
Peer Support
Recognize Effort and Mastery
Jensen, 2000; Wolfe, 2005
Some results from around the
state…
Michigan Middle School Behavioral Reports
From Sept. 15, 2008 – April 15, 2009
20
18
19
17
16
14
12
12
10
10
9
10
9
8
8
8
6
6
5
6
6
5
5
4
4
4
3
3
2
2
1
1
0
0
0
0
0
Peer-to-Peer Aggression: Number of Reports
A Michigan Elementary School 2008-09
Data from a middle school.
GRMS (600 students 6-8) Harassment reports by
week, Nov 04-April 05
50
45
44
number of reports to office
40
35
35
33
30
25
20
15
11
10
6
8
5
9
5
8
3
5
5
5
5
9
9
4
1
1
3
0
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16 17 18 19 20
week
THANK YOU!
Contact information
Lisa Jo Gagliardi, MPA
EUPISD
(906) 632-3373 ext. 132
[email protected]