Transcript School Counselors’ Role in Research

School Counselors
Leading the Way:
Bullying Prevention Programs
ASCA National Conference – Denver – 2007
Barb Brunkan, AEA 9 [email protected]
Cindy Swanson, AEA 9 [email protected]
Special Guest Star : Candy Reed, School Counselor
[email protected]
Davenport Public Schools – Iowa
The Big Ideas
(ASCA Model Components)
1. Determining Needs Based on Local Data (Delivery)
2. Stakeholder “Buy-In” (Management)
3. Selecting Evidence/Research Based Programs
(Accountability)
4. Roles/Responsibilities (Management & Foundation)
5. Evaluation Plan to Determine Effectiveness &
Reporting Out Results (Accountability)
Determining Needs Based on Data
Attitude, Knowledge, Perception, Behavior
• State Youth Surveys (school safety)
• Analysis Behavior Incident Data
• Specific Bullying/Harassment Student
Surveys
• Teacher/Parent Surveys
Creating Stakeholder “Buy-In”
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“What Works?” Themes – (talk to neighbor)
School Administrators
Building Leadership Teams
Parent Involvement
Community Involvement (Violence Prevention
Coalitions, etc.)
Evidence/Research Based Programs
• Websites
www.promisingpractices.net
www.colorado.edu/cspv/blueprints
http://casat.unr.edu/bestpractices/alpha-list.php
www.ed.gov/about/offices/list/osers/osep/gtss.html
www.aspe.hhs.gov/hsp/PositiveYouthDev99/index.htm
http://modelprograms.samhsa.gov/
http://www.ed.gov/admins/lead/safety/exemplary01/panel.html
• Local/State Activities
10 Elements in a Quality
Bully Prevention Program
1. A focus on the entire school
environment
2. Assess bullying at school
3. Support bully prevention
4. Coordinating group
5. Train all staff
10 Elements (cont.)
6. Establish and enforce school rules and
policies
7. Increase adult supervision
8. Intervene consistently and appropriately
9. Focus class time on bullying prevention
10. Continue the effort over time
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
Roles & Responsibilities
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Building Leadership Team
Committee Role
School Counselor Role
Role of All Adults in School Setting
Student/Family Role
Evaluation Plan
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So What ?? Data Capture System
Designing for Success
Post-Survey Data
Focus Groups (Student, Teacher, Parents)
Implementation Logs
Interviews
Committee Self Assessment
Let’s Hear: From the Field
• Garfield School, Davenport, IA
How Buy-In was Created
Committee Work
Training
Implementation - Management Agreements
Student Kick-Off
Lessons Learned
• Stories of School Counselors’ Diverse
Roles in 50 School Sites in Iowa
Resources on Bullying/Harassment
(Tolerance/Acceptance/Inclusion)
• Olweus Program – www.clemson.edu/olweus
• Bullying Prevention Resources:
www.stopbullyingnow.hrsa.gov
www.stopbullyingworld.com
www.pacerkidsagainstbullying.org
www.womedia.org/letsgetreal.htm
www.stopbullyingnow.com
www.tolerance.org
www.casel.org/links.php#sel
Olweus
Bullying Prevention Program:
Description - Components
“Bullying . . .”
A student is being bullied when
he or she is exposed,
repeatedly and over time,
to negative actions on the part
of one or more students.
© The Olweus Bullying Prevention Group, 2004
Bullying implies
an imbalance in
power or strength.
The student who is bullied
has difficulty defending
himself/herself.
© The Olweus Bullying Prevention Group, 2004
Why Focus on
Bully/Victim Problems?
• Short and long-term effects on
victims
• Concern about students who bully
• Impact on bystanders
• School social climate
© The Olweus Bullying Prevention Group, 2004
Short-term Effects
of Being Bullied
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Lower self-esteem
Depression & anxiety
Illness
Absenteeism
Thoughts of suicide
© The Olweus Bullying Prevention Group, 2004
Lasting Effects
of Being Bullied
• Lower self-esteem
• Higher rates
of depression
• Higher rates of
Post Traumatic Stress
© The Olweus Bullying Prevention Group, 2004
Possible Legal Concerns
• State laws related to
bullying/bullying prevention
• Civil suits brought against
schools/school systems
• Risk management issues for
schools
© The Olweus Bullying Prevention Group, 2004
Olweus Program Components
Classroom
School-wide
Individual
Community
© The Olweus Bullying Prevention Group, 2004
The Olweus Bullying
Prevention Program IS...
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Universal (a school-wide effort)
Systems-oriented AND individual-oriented
Preventive AND problem-solving
Focused on changing norms and behavior
Research-based
NOT time-limited: Requires systematic
efforts over time
© The Olweus Bullying Prevention Group, 2004
The Bullying Prevention
Program IS NOT...
• a curriculum
• a conflict resolution
approach
• a peer mediation program
• an anger management program
© The Olweus Bullying Prevention Group, 2004
The Bullying Circle: Students’ Mode of
Reactions/Roles in an Acute Bullying Situation
A
Starts the
bullying and
take an active
part
Takes an active
part, but do
not start
the bullying
Bully/bullies
Victim
B
Follower
Henchman
Defender
of the
victim
G
Dislikes the bullying,
helps or tries to help
the victim
V
The one who is exposed
Supports the
bullying, but
do not take
an active part
C
Likes the bullying,
but do not display
open support
Supporter
Passive Bully/bullies
D
Passive
Supporter
Possible Bully
Disengaged
Onlooker
Teacher’s Handbook, Ch.3: Pg. 21
Possible
Defender
F
Dislikes the bullying
and think they
ought to help, but
don’t do it
E
Watches what happens * Is none of my business * Doesn’t take a stand
© The Olweus Bullying Prevention Group, 2004
School-Wide Elements
© The Olweus Bullying Prevention Group, 2004
Overview of School-Wide
Elements
1. Form Bullying Prevention Coordinating
Committee
2. Train committee and all school staff
personnel
3. Administer bully/victim questionnaire
4. Develop school rules against bullying
Overview of School-Wide
Elements (cont.)
5. Increase supervision in “hot spots”
6. Use consistent positive and
negative consequences
7. Hold staff discussion groups
8. Involve parents
9. Hold school-wide “Kick-Off” Events
Administer Olweus
Bully/Victim
Questionnaire
• Why survey students about bullying?
– Provides a common definition of bullying and it’s
components
– Provides a baseline about bullying problems in
the school and comparison for change
– Survey and results raise awareness
– Statistical results help schools tailor their
planning efforts
© The Olweus Bullying Prevention Group, 2004
Bullying Prevention Coordinating
Committee: Responsibilities
• Attend two-day training
• Plan and implement the program
– Plan for the Olweus survey
– Communicate plans to faculty and all
staff
– Obtain feedback from faculty and staff
– Present program information to parents,
local community, and media
© The Olweus Bullying Prevention Group, 2004
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Against Bullying
• We will not bully others.
• We will try to help students who
are bullied.
• We will include students who are
easily left out.
• When we know somebody is being
bullied, we will tell an adult at
school and an adult at home.
© The Olweus Bullying Prevention Group, 2004
Training for
All School Personnel
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Administrators
All educators / faculty
Custodians
Bus drivers
Lunchroom supervisors
Support staff / paraprofessionals
Adults often at the school
After school program providers
© The Olweus Bullying Prevention Group, 2004
Classroom Elements
© The Olweus Bullying Prevention Group, 2004
Classroom Meetings
• Select a predictable time in which to
discuss bullying and peer relations
• Meetings build a sense of class
cohesion & community
• Be flexible in following students’ ideas
for discussion topics
• Use role playing to engage students
© The Olweus Bullying Prevention Group, 2004
Classroom Meeting Guidelines
• Sit in circle if possible
• Raise hands to speak
• Everyone has the right
to be heard without
interruption
• Disagree without being
disagreeable
• Avoid names--focus on
events
© The Olweus Bullying Prevention Group, 2004
Interventions at
the Classroom Level
• School rules posted and discussed
• Consistent use of positive and negative
consequences
• Regular class meetings (weekly)
• Incorporation of bullying themes
across the curriculum
• Class-level parent meetings
(where possible)
© The Olweus Bullying Prevention Group, 2004
Individual Interventions
© The Olweus Bullying Prevention Group, 2004
Individual Interventions
1. On-the-spot interventions
2. Follow-up discussions with
children who are bullied
3. Follow-up discussions with
children who bully
4. Staff information-sharing
5. Parental involvement
© The Olweus Bullying Prevention Group, 2001
What do youth who are
bullied need?
• Positive relationships with adults
• Advocates to help them be heard
• Protection
• Friends
• Hobbies & interests
• Ways to get rid of self-blame or
self-hatred
What do youth who bully
need?
• Positive connections with adults
• Fair and predictable consequences
• Full accountability without anger
or rejection by adults
• Support in developing empathy
• Help finding non-aggressive ways
to meet their needs
What do youth who witness
bullying need?
• Safe & effective ways to act
• Help finding alternatives to
confronting the aggressor or
watching in silence
• Advocate for protection from
retaliation if they do act
• Ongoing support from adults
COMMUNITY EFFORTS
© The Olweus Bullying Prevention Group, 2004
Take-Home Message
• Bullying Prevention &
Intervention takes a team
effort (School Counselors often Leaders)
• Resources Available
• Change happens in
small increments
© The Olweus Bullying Prevention Group, 2004
© 2004 Susan Limber, Ph.D.; Nancy Mullin-Rindler, M.Ed.; Jane Riese, LCSW;
Vicki Flerx, Ph.D.; and Marlene Snyder, Ph.D.
This presentation is based on the work of Dan Olweus, Ph.D.
Parts of the Use of this presentation is restricted to
persons trained by the authors in the Olweus Bullying
Prevention Program and groups they work with for the
express purpose of training schools, parents and community
groups about the Olweus Bullying Prevention Program model.
Appropriate credit to the Olweus Bullying Prevention Group
must appear on all presentation materials.
No other use or changes are permitted without prior
written permission from the authors.
For further information, please contact: Marlene Snyder,
Ph.D. at [email protected] or call 864-710-4562