Transcript Embedding Bully-Proofing in SW-PBS

Clara Cáceres Contreras, B.S., M.Ed., C.P.S., I.C.P.S.
Certified Prevention Specialist
School Health/Safe & Drug-Free Schools
Region One ESC
956-984-6125
[email protected]
www.pbis.org
Assumptions
Many schools are already using Bully
Prevention procedures.
Most schools are already implementing Tier I
PBIS.
 Do not stop doing things that are working
 Add the smallest additions that will make the
biggest impact on student behavior.
 Never add something new without identifying what
you will stop doing to free up the needed
resources.


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ESTABLISHING CONTINUUM of SWPBS
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Main Ideas:
1. Invest in prevention first
2. Multiple tiers of support
intensity
3. Early/rapid access to support
~80% of Students
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Objectives
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1. Define the logic for investing in bully prevention
2. Define the five core elements for “student
orientation”
What to teach, How to teach it.
3. Define the core elements for “faculty
orientation”
What to teach, How to teach it.
4. Define how to collect and use data
For both fidelity and impact
5. Define the expectations for advanced support
6. Steps to Implementation of BP within SWPBIS
What is Bullying?

“Bullying” is repeated aggression, harassment, threats or
intimidation when one person has greater status or
power than the another.”

Examples:
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Bully Prevention

Bullying behavior occurs in many forms, and locations, but
typically involves student-student interactions.
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Bullying is seldom maintained by feedback from adults
Bullying is more likely to occur toward students who do not
retaliate
Bullying is most likely when it results in social attention
from others
Students who engage in bullying behavior often have the
skills to get attention in more appropriate ways.
What rewards Bullying Behavior?
 Attention
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from bystanders
 Attention and reaction of “victim”
 Self-delivered praise
 Obtaining objects (food, clothing)
Activity
1. Identify an example of bullying you have encountered
_________________________________________
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Context/Situation  Bullying Behavior Rewarding
Consequence
_____________________________________________
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2. Identify a problem behavior that would NOT be bullying.
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Core Elements of an Effective Bully
Prevention Effort

Many Bully Prevention programs focus on the bully and the
victim
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Problem #1:
Problem #2:
Problem #3:
Problem #4:
Problem #5:
Inadvertent “teaching of bullying”
Blame the bully
Ignore role of “bystanders”
Initial effects without sustained impact.
Expensive effort
What do we need?
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Bully prevention that is efficient, and “fits” with existing
behavior support efforts
Bully PREVENTION, not just remediation
Bully prevention with the systems that make the program
sustainable.
Elements of Effective Bully Prevention
School-wide PBIS
Faculty Implementation
Student Use of
BP-PBIS
Data Use
Advanced
Support
Bully Prevention Logic
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Core Features of an Effective
Bully Prevention Effort
Five Student Skills
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School-wide behavioral
expectations (respect others)
Stop routine when faced with
disrespectful behavior
Bystander stop routine when
observing disrespectful
behavior
Stopping routine if someone
tells you to “stop”
A recruit help routine to
recruit adult help if you feel
unsafe.
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For Faculty/Staff
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Agreement on logic for
bully prevention effort.
Strategy for teaching
students core skills
Strategy for follow-up and
consistency in responding
Clear data collection and
data use process
Advanced support options
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Available at
www.pbis.org
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1. The Logic
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Bullying is “behavior” … not a trait
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Bullying is maintained by social rewards from other
students (victims and bystanders):
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Bullying will continue as long as it continues to be
rewarded.
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Not consequences from adults
Even if we teach appropriate behavior and punish bullying
Preventing bullying requires that students remove the
social rewards that maintain bullying behaviors.
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Building Consensus

Collect student survey data
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Is relational aggression perceived as a problem?
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Hold student Forums (many formats possible)
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Share results with whole student-body
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Student Forum (middle/high school)
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8-10 students selected for leadership/contribution
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60-90 min
Content of discussion:
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1. Disrespectful behavior is a problem. Damages ability of
others to succeed in school.
2. Disrespectful behavior typically keeps happening because it
results in attention from peers.
3. We need common (school-wide) routines for:

A) Stop Routine (signal that behavior should stop)
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If someone is disrespectful toward you
If you encounter someone being disrespectful toward others
B) Stopping Routine (what to do when someone asks you to “stop”
C) Recruiting help routing (Getting help when you feel unsafe)
4. What would be best way to introduce/train these routines?
“What should we do when someone is
disrespectful?”
Common Responses from Students
Action
Return insults
Fight Back
Tell an Adult
Don’t react – just
ignore it
Ask a friend for
advice
Tell them to stop
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Pros
Cons
2. Student Orientation/Focus Group
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Building a culture of social competence
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A) School-wide behavioral expectations
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B) School-wide agreement about how to respond to problem
behavior.
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Routine for signaling “stop”
Routine for stopping
Routine for recruiting help
C) Define what happens when someone recruits help.

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Common goal (make school safe and respectful for all)
What can adults do.? What should adults do? What will adults do?
An approach to school-wide
Bully Prevention:

For Staff to use
Establish a whole-school social culture where
positive behavior is “expected” and rewards for
bullying are NOT provided.
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Teach “Be Respectful” as a basic concept for the school
Teach what “not respectful” looks like.
All students know what is expected, and can identify
the difference between respectful and disrespectful
behavior.
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Student to Student
Student to Adult
Adult to Student
Teach All Students to Remove the
Rewards that Sustain Bullying
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Do NOT use the label, “bullying,” with students. Teach
how to respond if someone is NOT respectful.
__________________________________________
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What does it look like when people are not respectful?
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Why do these behaviors keep happening?
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What should you do?
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If you experience someone doing these behaviors to you?
If you see someone else in these situations?
If someone tells YOU that your behavior is disrespectful?
Student BP Orientation
What does attention from others look like?
Peer attention comes in many forms:
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Arguing with someone who teases you
Laughing at someone being picked on
Simply watching someone be hurt and doing nothing (watching is
attention)
Provide the core message:
Take away the attention that sustains
disrespectful behaviors.
The candle under a glass
Stop, Walk, Talk
A clear, simple, and easy to remember 3 step response
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Teach a Three-Step Skill that can be
used in all places at all times. Keep it simple
If you encounter
behavior that is NOT
respectful
Stop -------- Walk -------- Talk
Say and Show
“STOP”
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Walk Away
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Talk to an
Adult
Skills #1: Teach the “Stop Signal”

If someone is directing problem behavior to you, ask
them them to “stop.”
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Gesture and word
 Review
how the stop signal should look
and sound
 Firm hand signal
 Clear voice
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Discuss how
showing/saying
“stop” could
be done so it
still rewarded
disrespectful
behavior
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Activity

Discuss what “stop” signal would be most appropriate for
your school.

How would you include students in defining the
appropriate “stop” signal?
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Skill #2: Teach how to respond if someone
says “Stop”
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Eventually, every student will be told to stop. When
this happens, they should do the following things
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Stop what you are doing
Take a deep breath
Go about your day (no big deal)
These steps should be followed even when you don’t
agree with the “stop” message.
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“Stop” means stop.
The rule is:
If someone asks
you to stop, you
stop.
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Activity

Discuss what “stopping” routine would be most
appropriate for your school.
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How would you include students in defining the
appropriate “stopping” routine?
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Let’s Practice:
Student Skills #1 and #2
(“Stop”)
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Divide up into pairs (Student A and Student B)
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“Raise your hand if you are “Student A”…. “Student B”
Game #1: Student A says “I am being disrespectful”
Student B says “stop” and shows the stop signal
Student A stops, takes a breath, turns away.
Game #2: Change roles:
Student B says “I am being disrepectful”
Student A says “stop” and shows the stop signal
Student B stops, takes a breath, turns away.
Review the Logic: Saying “stop” is a way to stop giving oxygen to disrespectful behavior
* Be prepared for students to use the “stop” response with too much gusto.
* Consider having students show you examples of using the stop response in a way that actually
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provided attention
Elaboration

Everyone think of a situation where you might use the
“Stop” message?
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Invite two students to demonstrate how to use the “stop” skill
in those situations.
Skill #3: Saying stop when someone
else is being treated disrespectfully
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Remember: Even if all you do is “watch” a bad situation,
you are providing attention that rewards disrespectful
behavior.
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If you see someone else being treated disrespectfully:
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Say and show “stop” to the person being disrespectful
Offer to take the other person away for a little bit.
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If they do not want to go, that is okay…just walk away.
Let’s Practice: Skill #3: Bystander
Routine
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Divide up into groups of 3 or 4.
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Student A, B, C, D: Who is Student A? B? C? D?
Game #1: Student A says “I am being disrespectful
toward you” to Student B.
Student C says, “stop” and moves Student B away
Student A stops, takes a breath, and turns away.
Game #2: Take turns until everyone has been in each role at
least twice.
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Elaboration

Ask students to identify a situation when they were a
bystander, and could have used the “stop” signal.
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If appropriate, ask 3 students to role-play some of the
situations proposed.
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Skill #4: “Walk Away” and Get Help
Sometimes, even when students tell others to “stop”, problem behavior
will continue.When this happens, students are to "walk away" from
the problem behavior.
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Remember that walking away removes the
attention for problem behavior
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Encourage students to support one another when
they use the appropriate Stop  Walk  Talk
response
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Walk Away, and Get Help
Even when students use “stop” and they “walk away” from the problem,
sometimes someone will continue to behave inappropriately toward
them.When that happens, students should "talk" to an adult.

Report problems to adults
 Where is the line between tattling, and reporting?
 "Talking" is when you have tried to solve the problem
yourself, and have used the "stop" and "walk" steps first:
 Tattling is when you do not use the "stop" and "walk away"
steps before "talking" to an adult
 Tattling is when your goal is to get the other person in
trouble
KEY: Students must know what to expect from adults
if the student reports an instance of behavior that is
not respectful
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Getting Help Works
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Research indicates that if you are submissive or aggressive
when faced with disrespectful behavior you are MORE
likely to suffer prolonged social problems. “Getting help”
is associated with reduction experiencing relational and
physical aggression.
Kochenderfer-Ladd, 2004
Mahady-Wilton, Cragi, & Pepler, 2000
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Activity

What are the appropriate ways for students to
recruit “help” in your school?
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Do they do it?
 Why or Why Not?
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Let’s practice: Skill #4 (Walk away)
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Divide up into groups of 3
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Student A, Student B, Student C
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Game #1: Student A, you are the teacher/supervisor
Student B: Say, “I am being disrespectful” to
Student C
Student C: Say “stop”
Student B: Say “I am still being disrespectful”
Student B: Walk away, go to teacher and say
“I said “stop” and he/she did not stop”
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Game #2: Rotate roles so everyone is in each role.
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Elaboration
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What will adults do when you report a problem?
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1. Adults will ask if you said “stop” and walked away
2. If you did not say “stop” adults will ask you to practice that
skill
3. If you did say “stop” adults will talk to the other student.
It is important to all adults in this school that you are
both treated respectfully, and feel safe.
Remember that the real way to reduce disrespectful
behavior is to stop attending to it, and stop talking about
it to other students. Tell adults.
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Student Orientation
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Using the teaching plans in the BP-PBIS handbook
Building your own teaching plans.
Developing a schedule for implementation
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Teach all children in the school within a 2 week period. How will we
do this?
Build a strategy for providing orientation to new students entering
the school.
Plan on 1-2 follow up “booster” training events
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Two months after initial training.
Use examples of most common problems, and have students rehearse
how to use the Stop-Walk-Talk routine
Activity
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What would be appropriate and efficient ways to recruit
student involvement in
(a) Identifying the problem
(b) Selecting Stop and Stopping Routines
(c) Selecting a “Recruit Help routine”
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3. Faculty/Staff Orientation :
Objectives
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Faculty can define logic for BP-PBIS
Common “stop” signal adopted for whole school
Faculty can teach “student orientation” skills
Faculty reward/recognize student use of BP “stop” routine
Faculty manage “student reporting” routine
Faculty can deliver “booster training”
Faculty can deliver “pre-corrects”
Faculty collect and use data for decision making
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Faculty/Staff BP Orientation:
Bully Prevention Logic
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Provide logic:
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Define bullying behavior
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Review current data from school
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ODRs for harassment, aggression, fighting, inappropriate language
Review informal reports from students, faculty or families.
Conduct survey (if appropriate)
Review national patterns
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Define the impact of bullying behavior on social and educational outcomes
for students.
30% of students report experiencing bullying behavior
Review goal for embedding bully prevention within current
PBIS effort
Provide summary of BP-PBIS core elements
Review empirical support for Bully Prevention within PBIS
Faculty/Staff BP Orientation:
Deliver Student Orientation
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How to Deliver the Student Bully Prevention Orientation
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Review logic for being “respectful”
Need to remove the attention (oxygen) that sustains
disrespectful behavior.
Teach f student skills.
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How to identify what is “respectful” and “not respectful”
How to indicate “stop” if you are treated disrespectfully
How to do the “stopping” routine if you are asked to “stop”
How to say “stop” if you see someone else treated disrespectfully
How to walk away and get help
Teach students to be clear about what to expect from adults
when they ask for help.
Faculty/Staff BP Orientation:
Rewarding Appropriate Behavior
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Effective Implementation and Generalization of BP
routines requires that students receive recognition for
appropriate behavior, the FIRST time they attempt to use
the new skills.
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Look for students that use the 3 step response (Stop-WalkTalk) appropriately and provide recognition of their skill.
Students that struggle with problem behavior (either as victim
or perpetrator) are less likely to attempt new approaches.
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Reward them for efforts that are good approximations.
Faculty/Staff BP Orientation:
Responding to Report of Bullying
When any problem behavior is reported, adults follow a specific
response sequence:
Ensure the student’s safety.
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Is the bullying still happening?
Is the reporting child at risk?
What does the student need to feel safe?
What is the severity of the situation
Determine if “stop” response was used
If “stop” used provide praise, and connect with perpetrator
If “stop” response was not used, practice the Stop-Walk-Talk routine
with the student reporting a problem.
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Determine if “stop” response was followed
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If “stop” not followed, practice how to stop when asked.
Faculty/Staff BP Orientation:
Responding to Report of Bullying
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With Student reporting bullying:
"Did you tell ______ to stop?"
If yes: "How did ____ respond?”
If no: Practice the 3 step response (stop-walk-talk).
"Did you walk away?"
If yes: "How did ____ respond?”
If no: Practice the 3 step response.
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“Okay, I will take it from here.”
When the reporting child did it right…
With student reported to have done bullying:
Reinforce the student for discussing the problem with you
"Did ______ tell you to stop?"
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If yes: "How did you respond?”
If no: Practice the 3 step response.
"Did ______ walk away?"
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If yes: "How did you respond?”
If no: Practice the 3 step response.
Practice the 3 step response (stop-walk-talk).
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The amount of practice depends on the severity and frequency of
problem behavior
Let’s Practice: Staff responding
routine
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Divide into groups of 3 (A, B, C
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Decide who is A = Teacher, B = Victim, C = Person who did
bullying.
Activity 1:Victim approaches teacher, “____ did not stop”
Teacher: 1.You did well to come tell me
2. Are you okay?
3. Did you tell ____ to “stop”
4.Victim did not tell ____ to stop… so you
say “remember we need to take the oxygen away from behaviors
we don’t like… so let’s practice how you could handle this. If
someone did ???? , how would you show them they needed to
stop?” …. “good”…. Now do that in the future.
Repeat so everyone is in all three roles.
Let’s Practice
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Divide into groups of 3 (A, B, C)
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Decide who is A = Teacher, B = Victim, C = Person who did
bullying.
Activity 1I:Victim approaches teacher, “____ did not stop”
Teacher: 1.You did well to come tell me
2. Are you okay?
3. Did you tell ____ to “stop”
4.Victim did tell ____ to stop… so you talk
to the person who did bullying:
5. Did ____ ask you to “stop?”… did you
stop? Let’s practice stopping when someone asks you to stop.
Repeat so everyone is in all three roles.
Faculty/Staff BP Orientation: Booster
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Build in “booster” training events
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Two Weeks after training: Each week review skills, and update
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What were examples where the routines worked well
What were examples where students were unclear
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Two months after initial student training, hold a brief review
of Stop-Walk-Talk routine.
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Four months after initial student training, consider holding
another brief review of Stop-Walk-Talk routine.
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Faculty/Staff BP Orientation:
Pre-correcting
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Pre-correcting for effective bully prevention.
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First two weeks after whole-school BP orientation
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Pre-correct students needing more support
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Identify 2-3 times when bullying is most likely (playground, cafeteria,
assembly).
For the first two weeks after training, teachers will rehearse “StopWalk-Talk” guidelines just before releasing students for the activity.
For students with higher likelihood of bullying or victim behavior
Rehearse “Stop-Walk-Talk” guidelines just before releasing students
for activities with high-probability of problem behavior.
As a team: How will you prompt pre-correcting?
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Specific Problem Behaviors
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Gossip
Racial/ Gender/ GLBT/ Religious challenges
Cyber-bullying
Other…
Activity: Review Sections 3-5 of Manual
Discuss relevance, expansion, adaptations needed
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Activity

How would you establish “staff buy-in”

How would you deliver orientation to all faculty/staff?
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How would you ensure “responding routine” was
followed by supervisory staff?

How would you schedule the follow up events?
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5. Data collection/ Decision-making
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Office Discipline Referral Data
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Student/ Staff surveys
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Whole school
Individual students
School climate survey
Harassment survey
Fidelity
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Fidelity checklist.
Are we doing the BP-PBIS program as planned?
Using Data
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Do we have a problem?
Do we need the BP-PBIS program?
If we use the program: Is the BP effort effective?
Remember that many instances of bullying are NOT
reported by students, or recorded in the data.
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Aggression, Harassment, Fight, Name Calling /School Day
4 weeks before BP and 4 week after BP
3
2.5
2
1.5
1
0.5
0
Pre BP
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Post BP
Student Survey

In your school

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Disagree
Agree
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
In the past week

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1. You feel safe
2.Other students treat you respectfully?
3. You treat other students respectfully?
4. Adults treat you respectfully?
5. You treat adults in your school
respectfully
Date:_______
5. Has anyone treated you disrespectfully?
6. Have you asked someone to “stop?”
7. Has anyone asked you to “stop?”
8. Have you seen someone else treated
disrespectfully?
No
Yes
No
Yes
No
No
Yes
Yes
BP-PBIS Fidelity Self-Assessment
Feature
1.
School-wide Expectations are defined and taught to all
students (respect others)
2.
BP-PBS initial training provided to all students
3.
BP-PBS follow-up training and practice conducted at
least once 2 mo after initial training (is more needed?)
4. At least 80% of students can describe the “stop
routine” to problem behavior (stop/walk/talk) (ask 10)
5. At least 80% of students can describe “stopping
routine” (ask 10). (when they are asked to “stop”)
6. Supervisors check-in with (precorrect) chronic
perpetrators and victims at least 2 times/ week
7.
Staff use BP-PBS “response routine” for student
reports of problem behavior
8. Student outcome data are collected and reported to all
faculty
72 at least quarterly.
Not in
Place
Partially
Needed Actions
In Place
in Place
What? Who? When?
Activity: Data Use
 What
data do you have?
 What data do you need?
 What schedule would be needed to
make this work?
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6. Advanced Support

School-wide PBIS and BP-PBIS will not be sufficient
for all students.

Aggressive, bullying behaviors occur for many reasons




Mental Health issues
Family dynamics
Disabilities
Use your data to identify students in need of more
intense support and refer them to your team.
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Intensive Individual Supports (Tier 3)

Full Assessment

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
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Functional behavioral assessment
Academic assessment
Social emotional assessment
Family support
Individualized intervention

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Prevention
Instruction/ Teaching
Formal contingencies
On-going data progress monitoring
Implementing Bully Prevention
Phase
Exploration
Does your school need a
bully prevention program?
• Office discipline referrals
• Student survey
• Faculty/ family reports
Installation
Build the foundation
Faculty Orientation
•Team developed/trained
• “Stop” signal selected
• Faculty orientation (logic)
Implement Bully Prevention Develop and deliver
within SWPBIS
student orientation
•Build BP curriculum and
teaching plans
•Teach BP-PBS to all
students
• Schedule and conduct
“booster”
Full Implementation
• Collect and use data
• Coaching and Training
Capacity developed
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Monitor fidelity and impact
Adapt to unique needs.
Build sustainability
How to Implement Bully Prevention in
PBIS

School


Implement School-wide PBIS
Faculty commitment
Faculty introduction to BP
Team to implement
Student Forum
Build BP lessons for students
Train all students
Booster/Follow up lessons
Coaching support for
supervisors
Collect and use data
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District
Build expectation for all
schools
Fall orientation emphasis
on social behavior
District
trainer/coordinator
District reporting of:
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Schools using BP-PBIS
Fidelity of implementation
Impact on student behavior
Prevention in Bully Positive Behavior Support Planning Guide:
Moving from Discussion to Action
This planning guide is designed for use by teams planning to implement bully prevention efforts as part of their existing school-wide positive
behavior support program. The guide defines steps for the school team and district leadership team that will increase the likelihood that the bully
prevention effort will be implemented well, sustained, and a benefit to students, families and faculty.
School Building Planning Team
In Place
Action
Criterion
Partially In Place
Who?
By When?
Not In place
1. Faculty/Staff Readiness
Team defined to lead
implementation of BP-PBIS
All faculty/staff have read the
BP-PBIS manual
"Stop" signal selected
All faculty/staff have received
BP-PBIS orientation training
2. Curriculum Delivery
3. Follow-up/ Booster
4. PBIS team
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Schedule developed for student
BP training.
BP-PBS lessons delivered to all
students
Plan developed for BP-PBS
orientation for students who
enter during the year.
Follow-up lessons scheduled to
occur during two month period
after initial student training.
Follow up lessons delivered at
least twice after initial training,
including practice in applicable
settings.
BP-PBIS set as a standard item
on the PBS team agenda
Action
5. Coaching
6. Evaluation/ Monitoring
7. Social Validity
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Criterion
Plan developed for coaching
and feedback for playground
supervisors
Coaching for playground,
lunch, hall supervisors
provided at least twice, and
as needed after.
Quarterly review to assess if
BP-PBS is being used as
intended (fidelity)
Monthly review of office
referral and incident reports
related to bullying behaviors
(aggression, harassment,
threats)
Collect study BP survey data
at least annually
Review efficiency and impact
with families, faculty,
students
In Place
Partially In Place
Not In place
Who?
By When?
District Leadership Team
In Place
Action
Criterion
Partially In Place
Not In place
1.Bully Prevention orientation Fall orientation for all new
for New Faculty
faculty
2.District update at least once Report to District
a year
administration or board
about (a) number of schools
using BP-PBS, (b) fidelity of
implementation, (c) impact
on student behavior.
3. District Trainer
District has individual(s)
trained to conduct staff
orientation/training/coaching
in BP-PBS
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Who?
By When?