Transcript Program Developer Dan Olweus © The Olweus Bullying Prevention Group, 2007

Program Developer Dan Olweus
© The Olweus Bullying Prevention Group, 2007
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Recognition of the Olweus
Bullying Prevention Program
• Blueprint Model Program
(Center for the Study &
Prevention of Violence)
• Model Program (SAMHSA)
• Effective Program (OJJDP)
• Level 2 Program (US Dept. of
Education)
© The Olweus Bullying Prevention Group, 2007
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Program Components
Classroom
School
Parents
Community
Individual
© The Olweus Bullying Prevention Group, 2007
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The Olweus Bullying
Prevention Program IS...
• Designed for ALL students
• Preventive AND responsive
• Focused on changing norms and
restructuring the school setting
• Research-based
• NOT time-limited: Requires
systematic efforts over time
© The Olweus Bullying Prevention Group, 2007
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The OBPP IS NOT...
• a curriculum
• a conflict resolution
approach
• a peer mediation program
• an anger management program
© The Olweus Bullying Prevention Group, 2007
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What is the Olweus
Definition of Bullying?
“A person is bullied when he or
she is exposed, repeatedly and
over time, to negative actions on
the part of one or more other
persons, and he or she has
difficulty defending himself or
herself.”
Olweus et al., 2007
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In everyday language…
“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.”
© The Olweus Bullying Prevention Group, 2007
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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
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BULLYING = PEER ABUSE
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Direct Bullying
• Hitting, kicking, shoving, spitting…
• Taunting, name-calling, degrading
comments
• Threatening, obscene gestures
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Indirect Bullying
• Getting another person to bully
someone
• Spreading rumors
• Social isolation
• Cyber-bullying
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Relational Bullying
• Damaging reputations
or social standing
with peers and/or
• Using threats or loss
of relationships to
manipulate
BULLYING
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Distinguishing Among…
• Bullying
• Rough-andTumble Play
• Real Fighting
• TG CD #3
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Why is it important to
address bullying in schools?
1. For students and their futures
2. For a healthy school climate
3. For the larger community
4. For the purposes of risk
management for schools
5. It’s a wise investment
© The Olweus Bullying Prevention Group, 2007
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What Roles Do Students Play In
Bullying Situations?
A
Start the
bullying and
take an active
part
Take an active
part, but do
not start
the bullying
B
Students Who Bully
Defenders
Student
Who Is
Bullied
Followers
G
Dislike the bullying,
help or try to help
the bullied student
H
The one who is being
bullied
Support the
bullying, but
do not take
an active part
C
Like the bullying,
but do not display
open support
TG, p. 24
Supporters
D
Possible
Defenders
Passive
Supporters
Disengaged
Onlookers
F
Dislike the bullying
and think they
ought to help, but
don’t do it
E
Watch what happens, don’t take a stand
© The Olweus Bullying Prevention Group, 2007
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Misdirections in Bullying
Prevention and 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
• Mediation/conflict resolution to resolve
bullying issues
• Selecting inappropriate supplemental
materials
© The Olweus Bullying Prevention Group, 2007
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Schoolwide Guide DVD
Part 2: Overview of the OBPP
Components
18
Goals of the Olweus
Bullying Prevention
Program
• Reduce existing bullying problems
among students
• Prevent the development of new
bullying problems
• Achieve better peer relations at
school
© The Olweus Bullying Prevention Group, 2007
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Program Principles
1. Warmth, positive interest, and
involvement are needed on the part of
adults in school.
2. Set firm limits to unacceptable
behavior.
3. Consistently use nonphysical,
nonhostile negative consequences when
rules are broken.
4. Adults in the school should act as
authorities and positive role models.
© The Olweus Bullying Prevention Group, 2007
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Program Components
Classroom
School
Individual
Community
© The Olweus Bullying Prevention Group, 2007
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School-Level Components
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The Olweus Bullying
Questionnaire
•
•
•
•
•
•
•
Locations of hotspots
Patterns for girls and boys
Insights into school climate
Information to assess supervision
Adult and student attitudes about bullying
Impact of bullying on students
Valuable planning tool
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Hold Staff
Discussion
Group Meetings
• Goals of the groups
• Organization and leaders
• Topics for discussion
– Sample outline (SWG Doc #18)
– Staff Discussion Group Log
(SWG Doc #19)
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Introduce School Rules
and Consequences
• Develop policy on bullying
– Samples: SWG Doc. # 20
• Anti-bullying rules
• Positive & negative consequences
• Introducing rules and consequences
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SP
(TG Doc #8)
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.
© The Olweus Bullying Prevention Group, 2007
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Use of Positive Consequences
to Reinforce Behavior
• Why are positive consequences critical?
• Who receives them?
• Types of behavior to reinforce
• Types of positive consequences
• Tips on use of positive consequences
© The Olweus Bullying Prevention Group, 2007
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Use of Negative
Consequences
• Why aren’t positive consequences
enough?
• Guidelines for use of negative
consequences
• Types of negative consequences
© The Olweus Bullying Prevention Group, 2007
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Refine the Supervisory System
1. Determine the “hot spots” for
bullying
2. Develop strategies to increase
supervision in common “hot
spots”
© The Olweus Bullying Prevention Group, 2007
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6. Refine the Supervisory
System (continued)
3.Develop ways of tracking and reporting
bullying incidents schoolwide (Sample:
SWG CD # 23)
4.Consider the attitudes of supervising
adults
5.Evaluate your school’s physical design to
reduce bullying
© The Olweus Bullying Prevention Group, 2004
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Hold Kick-off Event to
Launch the Program
•
•
•
•
•
What is it?
When should it take place?
How to prepare for it?
What to cover?
Related activities
© The Olweus Bullying Prevention Group, 2007
SP
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Partner with Parents
• The importance of parent involvement
in the OBPP
• Strategies to involve parents in OBPP
– Serve on the BPCC
– Attend schoolwide parent meetings
– Attend/help organize classroom parent
meetings
– Talk with their children about bullying
SP
TG CD #23, #25, #26, & #27
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Classroom-Level Components
© The Olweus Bullying Prevention Group, 2007
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Classroom-Level
Components
• Post and enforce schoolwide rules
against bullying
• Hold regular class meetings
• Hold meetings with students’ parents
© The Olweus Bullying Prevention Group, 2007
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Why Hold Class Meetings?
• Teach students about bullying, rules,
related issues
• Help students learn more about themselves,
feelings, reactions
• Build a sense of community
• Help the teacher learn more about
classroom culture
• Provide a forum for addressing and
following up on bullying issues
© The Olweus Bullying Prevention Group, 2007
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How to Conduct Class
Meetings
• Scheduling class meetings
• What they are NOT
• Teacher experience and comfort with
class meetings
• “Class meetings” vs. “Bullying
meetings”
© The Olweus Bullying Prevention Group, 2007
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Individual-Level Components
© The Olweus Bullying Prevention Group, 2007
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Individual-Level Components
1. Supervise students’ activities
2. Ensure that all staff intervene onthe-spot when bullying occurs
3. Hold meetings with students involved
in bullying
4. Develop individual intervention plans
for involved students
© The Olweus Bullying Prevention Group, 2007
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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
© The Olweus Bullying Prevention Group, 2007
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On-the-Spot Interventions:
The “Teachable Moment”
1. Stop the bullying
2. Support the student who has been
bullied
3. Name the bullying behavior & refer to
the school rules
4. Empower the bystanders
5. Impose immediate and appropriate
consequences
6. Take steps to ensure the bullied
student will be protected from future
bullying
© The Olweus Bullying Prevention Group, 2007
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Follow-Up Interventions
1. Report the incident to key adults
2. Identify who will meet with students
3. Hold separate talks with parties
4. Implement supports for bullied child
5. Impose consequences for the children
who bully
6. Talk with parents
7. Check-in later
© The Olweus Bullying Prevention Group, 2007
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Working with Parents of
Involved Students
• Contacting parents
SP
– Of bullied children
– Of children who bully others
– Of bystanders
• Working with parents who contact
the school
© The Olweus Bullying Prevention Group, 2007
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Community-Level
Components
© The Olweus Bullying Prevention Group, 2007
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Community-Level
Components
• Involve community members on the
BPCC
• Develop partnerships with community
members to support your program
• Help spread anti-bullying messages and
principles of best practice throughout
the community
© The Olweus Bullying Prevention Group, 2007
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Communities Support
Prevention Efforts
• Parent Teacher Association (PTA)
• City Council or County Commissioners
• Non-Profit Family & Child Welfare
Organizations
• Local businesses
• Public Service Groups (e.g. Kiwanis, Rotary,
Junior League)
• Local foundations
• Local press (newspaper, TV, radio)
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Spreading the Anti-Bullying
Message into the Community
•
•
•
•
•
•
Community sports leagues
After-school programs
Scouting, 4-H, other youth programs
Faith-based organizations
Juvenile justice groups
Summer camps
© The Olweus Bullying Prevention Group, 2007
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Take-Home Message
• Stopping bullying takes a team
effort.
• Approach the process in
steps.
• Change happens in
small increments.
© The Olweus Bullying Prevention Group, 2004
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