Transcript Document

Salmon River Middle School Training
Presenters
David Bish
Donna Herne
Connie Gerow
Kelley Patenaude
Jennifer Hughes
Danielle Chapman
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
Dan Olweus, Ph.D.
Sue Limber, Ph.D.
Program Developer
U.S. Developer
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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Recognition of the Olweus Bullying Prevention Program
“Promising Program” by Blueprints for Healthy Youth
Development (University of Colorado)
Most Innovative Program of the Year in the U.S. (2009) by
CHADD
Ttofi & Farrington (2008, 2009, 2011) meta-analyses of
bullying prevention programs
-programs “inspired by the work of Dan Olweus worked best”
and that future efforts should be “grounded in the successful
Olweus programme”
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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Program Components
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
4
OBPP is . . .
• a systems change program
• designed for all students (K-12)
• preventive and responsive
• focused on changing norms and
restructuring the school setting
• research-based
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
5
OBPP IS NOT...
• curriculum (a set of lessons to teach)
• conflict resolution or peer mediation
• classroom management technique
• anger management program
• suicide prevention program
• short term effort (1 or 2 years)
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
6
Required OBPP Materials
OBPP Schoolwide Guide (SWG)
Video: Overview of OBPP
OBPP Teacher Guide (TG)
Video: 6 scenarios for class discussion
Olweus Bullying Questionnaire (OBQ)
SP
Document Symbol
Video Symbol
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
Available
In Spanish
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What?
Who
Bullies?
When/
Where?
Who is
Bullied?
Why?
How?
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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Olweus Definition of Bullying:
“Bullying is when someone
repeatedly and on purpose
says or does mean or hurtful
things to another person who
has a hard time defending
himself or herself.”
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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Three Key Components of Bullying Behavior
1. Involves an aggressive behavior
2. Typically involves a pattern of
behavior repeated over time
3. Imbalance of power or strength
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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BULLYING = PEER ABUSE
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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Types of Bullying
Direct
Indirect
• hitting
• rumors
• taunting
• exclusion
• name calling
• cyber bullying
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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Distinguishing Among…
• Bullying
• “Rough-and-Tumble
Play”- friendly
teasing
• Real Fighting
TG Doc 3
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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Why address bullying?
1. For students and their futures
(mental & physical health)
2. For a healthy school climate
(academic achievement)
3. For the larger community
4. Risk management for schools
5. It’s a wise investment
6. It’s the law
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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OBPP is for ALL Students
• Those who are bullied
• Those who bully others
• Those who are “bystanders” – witnessing
purposeful aggression
The “workplace” or school environment is
impacted by unaddressed bullying behavior,
making it toxic for students and adults alike.
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
15
Children Involved in Bullying:
Risk Factors and Effects
1. Children who are bullied
2. Children who bully others
3. Children who are both bullied
and bully others
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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Children Who Are Bullied
• Cautious, sensitive, quiet, & withdrawn
• Anxious, insecure, have low self-esteem
• Physically weaker than peers (boys)
• Physically mature earlier (girls)
• Have few friends--find it easier to
associate with adults
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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Effects of Being Bullied
• Lower self-esteem
• Depression & anxiety
• Absenteeism & lowered
school achievement
• Thoughts of suicide
• Illness
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
18
Bullying and Suicide
• Children who are bullied are more likely to have:
– Depressive symptoms
– High levels of suicidal thoughts
– Attempted suicide
• Klomek et al. (2008) study of high school students:
– All types of victimization were related to depression and
suicidality.
– The more types of bullying experienced, the higher the risk.
• Hinduja & Patchin (2010) study of middle school students:
– Youth involved in bullying or cyber bullying as an offender OR
victim had more suicidal thoughts and more attempts.
– Children who had been bullied had higher rates than those who
bullied others.
– Experience with bullying explains only a small amount of the
variance in suicidality
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
19
Children at Higher Risk of Being Bullied:
• Children with disabilities,
special needs, and health
problems
• Children who are obese
• Children who are LGBT
(lesbian, gay, bisexual,
transgender)
TG Doc 5
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
20
Common Myths About Children who Bully
“Students who bully are loners.”
“Students who bully have low self-esteem.”
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
21
Popular Students May Use Bullying Behaviors To
Maintain Power
• Who are the most powerful
students in your school?
• How can we help students
use their power to help?
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
22
Concerns About Children Who Bully
Children who bully are more likely to:
— Get into frequent fights
— Be injured in a fight
— Steal, vandalize property
— Drink alcohol, smoke
— Be truant, drop out of school
— Report poorer academic achievement
— Perceive a negative climate at school
— Carry a weapon
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
23
Children Who Bully
• Bullying may be part of a
conduct-disordered behavior
pattern.
• This pattern may continue
into young adulthood.
• Olweus study: Those who
bullied others in middle school
were 4 times as likely to have 3
or more convictions by age 24.
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
24
Children Who are Bullied and Bully Others
Tend To...
• Share characteristics with bullied children
• Share characteristics with students who
bully
• Be less effective in bullying than other
children who bully
• Behave in ways that cause irritation and
attract negative attention
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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Bullying Behavior May Violate Civil or Criminal Law
• Physical bullying - assault
• Gender bullying - sexual harassment or
assault, dating abuse, domestic violence
• Intimidating for gain - extortion
• Rumors/Lies - defamation of character
• Bullying based on race, national origin, sex, or
disability (civil rights violations)
• Bullying disabled persons - disability harassment
• Cyber bullying - harassment by
communication; stalking
• Sexting - child pornography
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
26
Effects of Bullying on Bystanders
Bystanders may feel:
– Afraid
– Powerless to change the
situation
– Guilty for not acting
– Diminished empathy for
bullied students over time
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
27
What Roles Do Students Play In Bullying Situations?
Start the
bullying and
take an active
part
Take an active
part, but do
not start the
bullying
Support the
bullying, but
do not take an
active part
A
G
Students Who Bully
Defenders
Dislike the bullying,
help or try to help
the bullied student
Student
Who Is
Bullied
B
Followers
Supporters
C
Like the bullying,
but do not display
open support
H
D
Possible
Defenders
Passive
Supporters
TG, p. 24
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
F
Dislike the bullying
and think they ought
to help, but don’t do it
Disengaged
Onlookers
E
Watch what happens,
don’t take a stand
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Group Mechanisms in Bullying
• Social contagion
• Weakening inhibitions against
aggression
• Decreased sense of individual
responsibility
• Gradual changes in the view of
bullied student(s)
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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School Risk Factors for Bullying
• Lack of supervision during breaks
• Students have indifferent or accepting attitudes
• Staff have indifferent or accepting attitudes
towards bullying
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
30
Adults Who Bully
•
•
•
•
•
•
•
Teacher to Student
Teacher to Teacher
Parent to Teacher
Teacher to Parent
Administrator to Teachers/Staff
Teachers/Staff to Administrators
Community Members to Administrators
©2014 Olweus Bullying Prevention Program, U.S.
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Misdirections in Bullying Prevention &
Intervention
•
•
•
•
Simple, short-term solutions
“Program du jour approaches”
Group treatment for children who bully
Anger management or self-esteem enhancement
for children who bully
• Zero tolerance policies for bullying
• Selecting inappropriate supplemental materials
• Mediation/conflict resolution to resolve
bullying issues
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
32
Schoolwide Guide Video
Part 2: Overview of the OBPP Program Components
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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The Olweus Bullying Prevention Program:
Key Findings in Norway
• Reduction in bullying and antisocial behavior
• Improvements in classroom social climate
• “Dosage” affects success
• Timing of effects
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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Evaluations in the United States
• South Carolina—1st in the U.S.
• Philadelphia, PA
• Washington State
• Pennsylvania
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
35
OBPP Principles imply…
1.
2.
3.
4.
5.
Adults are responsible
Clear & consistent message
Short & long-term focus
Follow model with fidelity
OBPP should become part of everyday
life at school
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
36
OBPP Principles imply…
6. Student involvement in changing climate
7. Student learning about bullying
8. OBPP is not peer mediation or conflict
resolution
9. OBPP is not a classroom management
technique
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
37
Program Components
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
38
School-Level Components
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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Overview of School-Level Components
1. Establish a Bullying Prevention Coordinating Committee
2. Conduct committee and staff trainings
3. Administer the Olweus Bullying Questionnaire
4. Hold staff discussion groups
5. Introduce the school rules against bullying
6. Review and refine the school’s supervisory
7. Hold a school kick-off event to launch the program
8. Involve parents
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
40
The OBQ
•
•
•
•
•
•
•
Locations of hotspots
Patterns for girls & boys
Insights into school climate
Information to assess supervision
Adult & student attitudes about bullying
Impact of bullying on students
Valuable planning tool
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
41
Dear Colleague Letter: Bullying and Harassment
http://www.stopbullying.gov/topics/civil_violation/
• Are the civil rights of a targeted student also
being violated?
– Title VI, CRA of 1964; prohibits discrimination on
basis of race, color, or national origin
– Title IX, Educational Amendments, 1972; prohibits
discrimination on basis of sex
– Section 504 of RA of 1973; Title II of ADA of 1990;
prohibits discrimination on basis of disability
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
42
about bullying
•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 is
being bullied, we will tell an adult
at school and an adult at home.
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
SP
TG Doc 8
43
Student Reporting
“If we know that
somebody is being
bullied, we will tell an
adult at school and
an adult at home.”
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
44
Positive Consequences to Reinforce
Positive Behavior
• Why are positive consequences critical?
• Who receives them?
• Types of behavior to reinforce
• Types of positive consequences
• Tips on use of positive consequences
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
45
Use of Negative Consequences
• Why aren’t positive consequences enough?
• Guidelines for use of negative consequences
• Types of negative consequences
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
46
SRC Bus Drivers
You are the first one to
greet the children each
day 
How often do you
wonder what kind of
morning or school day
has the child had already
before coming on to your
bus?
If you have a bad start to
the morning yourself, do
you think the children
can tell?
How do you interact with
the children as they are
stepping on to the bus?
As a bus driver, it’s not
important to know exactly
what happened to the child
before entering your bus. It is
important to know that some
children need a friendly smile
and/or “Hello” when they
step on to the bus.
What does a
friendly smile
and/or “Hello” do
for
a child?
www.dreamstime.com
**Builds character and self
esteem **
If someone were to be
driving past you, how
would the bus look?
During Class Meetings, we
hope to improve bus
behavior 
Please answer the
questionnaire to help us lead
classroom discussion with
students during the month of
September and October.
Thank you Bus Drivers for all
that you do to transport the
students safely 
SRC
Cafeteri
a Staff
What does a
friendly smile
and/or “Hello” do
for
a child?
www.dreamstime.com
**Builds character and self
esteem **
It may be hard to have
that friendly smile
and/or “Hello” because
children do not always
have the best manners.
The Olweus Committee’s goal is to
raise awareness of kind behavior in
the cafeteria.
During Class Meetings, we
hope to improve behavior in
the cafeteria 
Please answer the
questionnaire to help us lead
classroom discussion with
students during the month of
September and October.
Thank you Cafeteria Staff for
all that you do to feed the
students so that they can
Classroom-Level Components
©2014 Olweus Bullying Prevention Program, U.S.
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58
Classroom-Level Components
1. Post and enforce
school wide rules
against bullying
2. Hold regular class
meetings
3. Hold meetings
with students’
parents
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
59
Class Meetings Video
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
60
Maintaining Positive Classroom Management
• OBPP is not a classroom management program.
• BUT, helping teachers hone behavior management
skills will help to implement the program.
• Use of Positive Classroom Management Checklist
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
61
Support Materials for Class Meetings
• Teacher Guide, Schoolwide Guide- Video & Documents
• Class Meetings That Matter (K-5) (6-8)
(www.violencepreventionworks.org)
•
Cyber Bullying Prevention Curriculum (3-5 & 6-12)
(www.violencepreventionworks.org)
•
OBPP Companion Bibliography
(www.bullyingpreventioninstitute.org)
•
National Anti-Bullying Campaign Materials
(www.stopbullying.gov)
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
62
Support Materials for Class Meetings (continued)
•Teaching Tolerance Lessons and Videos
(www.teachingtolerance.org)
•Anti-Defamation League Curriculum Materials
(www.adl.org)
•GLSEN – Materials and Videos – No Name
Calling Week (www.glsen.org)
•Welcoming Schools – Human Rights Campaign
(www.welcomingschools.org)
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
63
Classroom-Level PARENT Meetings
• Build connection and community
• Help parents learn about OBPP
• Held 2-3times/year (recommended)
• Resources:
– Sample outline for first meeting
– Topics for additional meetings
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
64
Individual-Level Components
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Individual-Level Components
1. Supervise students’ activities
2. Ensure that all staff intervene on-the-spot when
bullying occurs
3. Hold meetings with students involved in bullying
4. Hold meetings with parents of involved students
5. Develop individual intervention
plans for involved students
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
66
Why Adults Don’t Always Intervene:
• Have difficulty recognizing bullying
• Fail to recognize the importance of
intervening
• Uncertain how best to intervene
• Lack of time
©2014 Olweus Bullying Prevention Program, U.S.
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Individual Interventions Video
“On-the-Spot” Interventions
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On-the-Spot Interventions:
The “Teachable Moment”
1.
2.
3.
4.
5.
6.
Stop the bullying
Support student who has been bullied
Name bullying behavior & refer to school rules
Engage the bystanders
Impose immediate & appropriate consequences
Take steps to ensure bullied student will be
protected from future bullying
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
69
Individual Interventions Video
“What if you don’t witness the bullying?”
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When There Are Suspicions of Bullying…
• Intensify your observations
of the child
• Confer with colleagues
• Talk to or survey students
• Collect information from
students
• Contact parents
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
71
Individual Interventions Video
“What follow-up is needed?”
©2014 Olweus Bullying Prevention Program, U.S.
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Individual Interventions Video
“Follow-Up” with Parents
©2014 Olweus Bullying Prevention Program, U.S.
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Understanding Parents’ Perspectives….
• Three tip sheets for parents…
– of students who are bullied
– of students who bully others
– of students who witness bullying
• For Committees
– OBPP resources to support parental
involvement
SP
TG Docs 23, 25, 26
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
74
Community-Level Components
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Community-Level Components
1. Involve community members on the
BPCC
2. Develop partnerships with community
members to support your program
3. Help spread anti-bullying messages and
principles of best practice throughout
the community
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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Remember……
• Stopping bullying takes a team effort.
• You play a critical position
on the team.
• Change happens in
small increments but can
have positive long-term impact for us all!
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
77
© 2014 Susan Limber, PhD; Vicki Flerx, PhD; Nancy Mullin, MEd;
Jane Riese, LSW; and Marlene Snyder, PhD
This presentation is based on the work of Dan Olweus, PhD.
Use of this presentation is restricted to persons trained by 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 Program 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, PhD at [email protected]
or call 864-710-4562.
©2014 Olweus Bullying Prevention Program, U.S.
www.clemson.edu/olweus
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