Elementary/Middle School Staff Training [Insert Name of Elementary or Middle School] Staff Training [Insert OBPP Trainer/Consultant Name(s) & Contact Information] Welcome all/thank sponsors! Invite BPCC members to stand &/or introduce themselves. Explain the role of the BPCC (SWG Doc. 10) Trainer introduction(s). If certified trainer is present, explain role as OBPP trainer & consultant who will be working with them for a minimum of one year. Review training agenda & meeting logistics “Parking lot” for questions that are not addressed at that time ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training Dan Olweus, Ph.D. Sue Limber, Ph.D. Intro Dan Olweus (Ol-VAY-Us): Program developer Considered the “father” of bullying research Sue Limber—Clemson University, directed 1st implementation & evaluation of OBPP in U.S., early 1990’s. Program Developer U.S. Developer ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Recognition of the Olweus Bullying Prevention Program Elementary/Middle School Staff Training 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” Because of its positive research, the OBPP has received much positive recognition: Promising Program by Blueprints for Healthy Youth Development, a research program of the University of Colorado-Boulder. “The Blueprints mission is to identify evidence-based prevention and intervention programs that are effective in reducing antisocial behavior and promoting a healthy course of youth development.” Most Innovative Program of the Year in the U.S. by the CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder) Meta-analyses by Ttofi & Farrington (2008, 2009, 2011) are widely recognized as the most comprehensive and rigorous meta-analyses on bullying prevention programs. Found that whole-school programs can be successful in reducing bullying but there are great variations in the effects of different programs. Concluded that that programs “inspired by the work of Dan Olweus worked best” (Ttofi et al., 2008, p. 69) and that future efforts should be “grounded in the successful Olweus programme” (p.72). ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training Program Components Research shows bullying prevention needs to happen on multiple levels to be effective. The 4 Olweus Program components are based on this and consist of: 1. school-level components 2. classroom-level components 3. individual-level components (working with individual students and their parents) 4. community-level components Parents are very important for success of the Olweus program & are involved at all 4 levels. Each of these 4 components will be discussed later in detail. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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 OBPP is a universal, schoolwide effort involving all adults and students in a school community (not only teachers but administrators, counselors, cafeteria staff, custodial staff, bus drivers, librarians, parents, and community members who interact with the school). OBPP: Focuses on the school as a system (and aspects of the system that support or discourage bullying) and also on individual behavior – serving K-12. (Note: Older info may say that OBPP is an elementary & middle school program only–we have data showing promising results in the use of OBPP in high schools--we now have training materials for use in high schools.) Focuses on preventing bullying and also how to intervene effectively in bullying problems that may arise. Focuses on changing climate and social norms so that bullying isn’t “cool” and no children are marginalized or excluded. Has a strong and growing research base; Importantly, the program has no end-date. Should be woven into the fabric of the school. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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) Also critical to understand what the Olweus program is NOT. NOT a curriculum, although there are many user-friendly classroom support materials. Curriculum is time-limited, grade-based, focused on an area of learning. OBPP is a broader, systems change effort focused on everyone in the school. Purpose is to change attitudes, norms & negative behaviors. NOT a conflict resolution or peer mediation program. Bullying is a form of victimization, not conflict. OBPP often does not encourage mediation between children who bully and those they bully because of the power imbalance between the parties involved and potential for revictimization. NOT a classroom management technique, but is compatible with good classroom management principles. Bullying often is not motivated by anger, so the program is NOT focused on anger management. OBPP should never be considered a suicide prevention program. Bullying is related to depression and suicidal ideation. But, suicide is a very complicated issue and there are many factors that put students at risk for suicide. OBPP should not be viewed as a 1-year project. Systems change takes time, commitment and on-going effort. OBPP should be woven into the fabric of the safe school climate goals. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Required OBPP Materials Elementary/Middle School Staff Training 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)  Here are the program materials we will be using.  Schoolwide Guide, with Video & Document Resources: “operating manual” for implementing OBPP. Provides  theoretical framework & background; Documents provide supportive materials & hands-on tools; Video provides a “visual” of the components & summary of how they work. Used by the BPCC.   Teacher Guide, with Video & Document Resources: provides similar background from a teacher’s perspective.  Teachers are critical to successful implementation.  Documents provides many tools for teachers; Video contains 6 vignettes for use with students. These symbols in the  Guides refer to the additional Document and Video resources.  Materials in Spanish designated by “SP.”  Spanish translation follows English version of same doc. Research shows that schools have better success with implementation when teachers & staff use & know content of Teacher Guide.   The OBQ:  the student survey.  More about this later.   SP Available In Spanish Document Symbol Video Symbol ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training What? When/ Where? Who Bullies? Bullying Who is Bullied? Before we can effectively respond to bullying, we need to consider attitudes & notions we might harbor about who is involved, what bullying is/looks like, when & where it may occur, how it affects us, and why it continues. Activity: “Who/What/When…” (TM Tab 2, Doc. 8). After the activity: Some of these ideas are based on facts; others on myths about bullying. Societal attitudes & misconceptions about bullying surround us & play a role in how we view bullying & in how or even whether we respond. Why? How? ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Olweus Definition of Bullying: Elementary/Middle School Staff Training 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.” It’s important to begin with a common understanding of what bullying is…..& what it isn’t. In your Teacher Guide & Schoolwide Guide, this is how bullying is defined…(SLIDE). This definition also appears in parent materials. Be careful to avoid using terms “bully” & “victim” as much as possible when describing students. ASK (if not previously discussed): Why is this important? We want to avoid labels & focus on behavior. We encourage this practice with all staff in schools. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Three Key Components of Bullying Behavior Elementary/Middle School Staff Training Three Key Components of Bullying Behavior Involves an aggressive behavior Typically involves a pattern of behavior repeated over time Imbalance of power or strength Bullying is characterized by 3 key components: Bullying is a form of aggression. Behavior is often repeated—though adults often are not aware of patterns until a serious event occurs. BUT DO NOT wait for a pattern before responding! Address all negative behavior immediately! Unlike other forms of aggression, there is an imbalance of power or strength between child who is bullying & child who is being bullied. Imbalance can be physical, but often is emotional or verbal & can be quite subtle. Result: child who is being bullied is likely to have a difficult time defending himself or herself physically, verbally, emotionally… References: SWG, p. xii; TG, pp. 11-13, SWG Doc. 1, pp. 3-5; SWG Video Pt. I & II. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training BULLYING = PEER ABUSE Bullying is a form of victimization (or peer abuse) & shares some characteristics (repetitive, power imbalance) with other forms of victimization: domestic violence & child maltreatment. Reminder: Bullying isn’t a form of conflict, which implies two parties who are on more equal footing; responding to bullying as if it were conflict can be damaging as it may send inappropriate messages to the children involved or re-victimize the child who was bullied. We’ll discuss this more a bit later when we address common mis-directions in bullying prevention & intervention. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training Types of Bullying Direct hitting taunting name calling Indirect rumors exclusion cyberbullying Adults are most familiar with direct bullying & are most apt to respond to it. Examples include (SLIDE), threats, and mean gestures. Most school discipline policies focus on direct forms of bullying. Bullying can be more subtle, or indirect in nature. Examples include (SLIDE), gossip, and getting someone else to bully. “Cyber-bullying” is a newer frontier for bullying--particularly difficult for schools to discover & address. ”Relational bullying”—aka “relational aggression” or “social cruelty.” Can be indirect (e.g., gossip, exclusion, friendship manipulation) or direct. May combine direct & indirect (e.g., taunting a child to belittle him/her in front of peers). (More about types of bullying in SWG Video Pt. II.) ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Distinguishing Among… Elementary/Middle School Staff Training Distinguishing Among… Bullying “Rough-and-Tumble Play”- friendly teasing Real Fighting TG Doc 3 Behaviors like “rough-&-tumble play” & real fighting are often confused with bullying—that’s a problem if we respond to all in same way (Open TG Doc.3, chart). “Rough-&-tumble play”: when 2+ students hit, push, chase, wrestle in a friendly, playful manner. Differs from bullying in the “relationship between the parties” & the “expression & atmosphere.” Real fighting differs from bullying in repeated nature of behavior & imbalance of power. Characteristics that help us sort out physical behaviors may also help us sort out more subtle forms of bullying (e.g., verbal joking from bullying). References: TG p. 15 (description) & TG Doc. 3 (chart). SWG Doc. 1, pp. 6-7 (description). ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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 Many reasons why it’s critical to address school bullying. Perhaps most important: for students and their futures. 2. Healthy school climates can improve achievement (Buhs et al. 2006; Fleming et al., 2005). 3. Community: benefits when students like school and have a variety of settings where they feel they belong. Risk management: The # of civil suits brought by students and parents against schools has appeared to have grown...Issue: school personnel failed to provide a safe learning environment. 5. Wise investment: Research-based bullying prevention programs could save the country between $1.7 million and $2.3 million for each student who is kept in school and by keeping an at-risk youth out of the justice system. 6. It’s now the law in 49 of our 50 states in the US. We will focus more on the first 2 next… students & school climate. References: SWG, pp. xiii-xv & TG, pp. xii-xv. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

OBPP is for ALL Students Elementary/Middle School Staff Training 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. OBPP is a UNIVERSAL program – meaning that the program engages ALL students. (SLIDE, 1st 3 bullets)  As you see here, we’ll want to be careful with our use of language: We are a “Bullying Prevention Program” – not a “BULLY Program” or  “BULLYING Program”. (BIG DIFFERENCE!)  Language is important. Try to avoid terms “Bully” or “Victim”.  (ASK:) Why?  Labeling students can stereotype and be harmful.  There are many roles kids can play in a bullying situation.  Rarely will a person play only ONE role in all social contexts, with all different groups or situations.  It’s best to use “those who are bullied”, & “those who bully others”.  Some schools choose slogans i.e. “No BULLY Zone”,  “Bully Free”,  or “Bully Busters” rather than focusing on the behavior – “No Bullying.” (SLIDE, 4th bullet) The school is a “workplace”. When adults have a common language and understanding, bullying behaviors can be confronted in a systemic way.   OBPP often makes the school environment more enjoyable for everyone – for students AND adults. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Children Involved in Bullying: Elementary/Middle School Staff Training Children Involved in Bullying: Risk Factors and Effects Children who are bullied Children who bully others Children who are both bullied and bully others Note: Since much of the following information is covered in suggested pre-assigned reading, “Recognizing the Many Faces of Bullying” (SWG Doc. 1, TG pp. 9-30), we recommend only a very brief review of this information during the training if participants had been given this assignment. Refer to the reading & ASK participants if they have questions about the material. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Children Who Are Bullied Elementary/Middle School Staff Training 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 Bullied children usually have 1 or more of these characteristics: (SLIDE) Some characteristics may be seen as both contributing factors (“causes”) & consequences of victimization. E.g., If a child feels insecure, his/her behavior may signal them as “easy target.” While that insecurity may contribute to him/her being singled out for abuse, regular bullying is ALSO likely to shake their confidence further. So, insecurity may be both a cause & a consequence of bullying. In noting that behaviors may contribute to bullying: be very careful not to blame the victim. No child deserves to be bullied. Bullied students are not responsible for the bullying. Reference: TG, pp. 19-20. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Effects of Being Bullied Elementary/Middle School Staff Training Effects of Being Bullied Lower self-esteem Depression & anxiety Absenteeism & lowered school achievement Thoughts of suicide Illness Bullying may seriously affect: (1) psychosocial functioning, (2) academic work, (3) health of children who are targeted—effects can be both short & long-term (SLIDE) Being bullied related to lower self-esteem, higher depression, loneliness, anxiety. Bullied children are more likely to report wanting to avoid school, higher absenteeism rates (Rigby, 1996). Report disliking school & received lower grades (Eisenberg et al., 2003). Early peer exclusion (kindergarten) leads to decreased classroom participation, & in turn to lowered academic achievement in 5th grade (Buhs, et al., 2006). Report more suicidal ideation than non-bullied peers. Though relatively rare, suicide has been linked to persistent bullying. Suicidal ideation & depression appear more common among children experiencing indirect bullying (e.g., being ignored) than direct bullying (van der Wal et al., 2003). Depression & low self-esteem can persist into adulthood. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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 cyberbullying 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 There’s growing research on the association between bullying & suicide among children & youth. Most studies show that bullied children are more likely than non-bullied children to have…(SLIDE). Children who bully have higher rates of depression, suicidal thoughts & attempts, but the association is weaker than for bullied children. Those who are BOTH may be at highest risk for depression, suicidal thoughts, & suicidal behavior. Findings of 2 key studies—one with high school students, & one with middle school students. Klomek & colleagues (2008) studied 2,300 High School students & found that frequent exposure (1 week or more) to all types of bullying, whether direct (e.g., physically bullied, belittled about looks or speech) or indirect (e.g., subject of rumors or mean lies) was related to a high risk of depression, suicidal thoughts, & suicide attempts, compared to non-bullied students. The more types of bullying experienced, the higher the risk. Hinduja & Patchin (2010) studied 2,000 Middle School students & found: (1) youth involved in traditional bullying or cyberbullying (as offender or victim) had more suicidal thoughts & more suicide attempts than others; (2) children who had been bullied were at higher risk than those who had bullied; (3) there are many factors that place a child at risk for suicidal thoughts or behaviors, and bullying appears to play a relatively small role, compared to these other factors. Handout Students’ Involvement in Bullying and Risk of Suicide, Tab 2, Doc 9. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Children at Higher Risk of Being Bullied: Elementary/Middle School Staff Training 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) Some children are at particularly high risk of being bullied because of ways they are perceived as being different. Sometimes these differences might be viewed as positive (e.g. gifted or talented), sometimes these differences may be viewed as negative (such as those shown on this slide.)  These include: (SLIDE) Physical, cognitive, learning or behavioral disabilities, including ADHD & Autism Spectrum Disorder (e.g. Asperger’s syndrome). Special health care needs or medical conditions that affect their appearance; other medical conditions such as diabetes, stuttering, and obesity. Students who are LGBT (Gay, Lesbian, Bisexual, Transgender)  See tip sheet: http://www.stopbullying.gov/community/tip_sheets/sexual_orientation.pdf Also, The Human Rights Campaign’s Welcoming Schools handout, “What Do You Say To ‘That’s So Gay’, www.welcomingschools.org, provides guidance for adults in addressing students’ inappropriate use of the word “gay”.  References:  TG, pp. 27-28; TG Doc. 5, SWG Doc. 3. Optional: Handout on Disability Harassment: http://www.stopbullying.gov/community/tip_sheets/bullying_children_with_disabilities.pdf TG Doc 5 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Common Myths About Children who Bully Elementary/Middle School Staff Training Common Myths About Children who Bully MYTHS FACTS (1) (SLIDE) “… loners.” Research indicates children who bully are not socially isolated. They have an easier time making friends than peers. (Nansel et al., 2001) Are less depressed, socially anxious and lonely than their peers. (Juvonen et al., 2003) They are average or somewhat below-average in popularity among peers, but have at least a small group of friends (a.k.a. “henchmen”) who support their bullying behavior. (Olweus, 1978, 1993) What this means: Interventions must focus not only on those who bully but on bystanders who support it. (2) “…low self-esteem.” Children who bully have average or above-average self-esteem (Olweus, 1993a; Rigby & Slee, 1991; Slee & Rigby, 1993). What this means: Self-esteem building for children who bully can have negative consequences (reinforce bullying behavior) Reference: TG, p. 22 “Students who bully are loners.” “Students who bully have low self-esteem.” ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Popular Students May Use Bullying Behaviors To Maintain Power Elementary/Middle School Staff Training 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? ANYONE can misuse their power to harm others. Even though we listed some common characteristics of youth who bully, there really isn’t a consistent “profile”. Popular and talented students – those popular with adults as well - may also bully others. Unfortunately, many media reports detail bullying behaviors from sports team leaders, cheerleaders or those in “popular groups” who have abused their power. Classmates tend to rate children who bully higher in social status and their teachers confirm that they are often among the most popular in class. (Juvonen et. Al., 2003; Langdon & Preble, 2008; Rodkin & Hodges, 2008.) Sometimes adults unwittingly lend support and additional power to students perceived as “leaders” who may be harming other students. Adults should not be quick to dismiss reports of bullying behavior by anyone. All reports should be investigated. NOTE: Take two minutes to discuss the two questions on this slide with the person next to you (groups of 2 or 3). ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Concerns About Children Who Bully Elementary/Middle School Staff Training 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 There is also reason to be concerned about children who bully their peers: Researchers have found bullying behavior to be related to other antisocial, violent, or troubling behaviors. They are more likely than their non-bullying peers to… (SLIDE) Bullying may be a collection of “gateway behaviors”, that if not stopped, could become illegal anti-social behaviors in adulthood. References: TG, p. 22; SWG Doc. 1, p. 14. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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. Frequent or persistent bullying behavior is commonly considered to be part of a conduct-disordered behavior pattern. Pattern may continue into young adulthood if not checked. Longitudinal study in Norway--60% of boys identified as bullying others in middle school had at least 1 conviction by the age of 24; 35-40% had 3 or more convictions. Those who bullied were 3-4 x as likely as non-bullying peers to have multiple convictions by their early 20s. Study only included boys, but similar patterns may hold true for girls. References: TG, p. 22 & SWG Doc. 1, p. 14. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Children Who are Bullied and Bully Others Tend To... Elementary/Middle School Staff Training 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 Most research shows they comprise a smaller group than those who are bullied only (e.g., 10-20% of bullied students). Concern: these students require more comprehensive interventions: display social-emotional problems of victimized students (depressed, socially anxious, poor self-esteem, socially isolated, feel disliked by peers). show behavioral problems similar to students who bully (aggressive/antisocial, difficulty concentrating, impulsive, more likely to be hyperactive/ADHD). (Haynie, et al., 2001; Nansel et al., 2001.) May try to bully weaker students, but are less ‘effective’ than other children who bully. (TG, p. 21.) Their behavior may cause irritation & tension in peers & adults alike. Results in considerable negative attention—but there’s no evidence they want to provoke others or be bullied. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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 Cyberbullying - harassment by communication; stalking Sexting - child pornography Bullying may violate state or federal civil or criminal law.  Here are some examples: (SLIDE). The common element in all these forms of abuse is the combination of power and aggression.  Bullying behavior is learned early and may persist if not changed. Note that sending sexually explicit photos of those under the age of 18 is considered “child pornography”  in many states and carries serious long term consequences.  Young people may not realize that child pornography convictions sometimes require registering as a sex offender and could limit their ability to be accepted into college, to vote, or to get a job. It is helpful to be familiar with relevant federal laws (see e.g., the October 26 DCL from the US Department of Education, Office for Civil Rights, which provides information on harassment and bullying) and state laws. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Effects of Bullying on Bystanders Elementary/Middle School Staff Training 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 Returning to question, “Why focus on bullying?”...we’ve discussed: How bullying affects children who are bullied Concerns for children who bully Why else be concerned? One other compelling reason is the effect that bullying may have on bystanders or witnesses to bullying, who make up a much larger proportion of students in a school. Children who observe bullying going on around them may feel… (SLIDE) . Note: Reduced empathy can result in bystanders joining in/siding with child who bullies, rather than intervening to help or support bullied students. Reference: TG, pp xii-xiv. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training What Roles Do Students Play In Bullying Situations? G Start the bullying and take an active part A Dislike the bullying, help or try to help the bullied student Defenders Students Who Bully Student Who Is Bullied Take an active part, but do not start the bullying B Followers H Support the bullying, but do not take an active part C Supporters Peer group plays an important role in motivating & encouraging bullying in many situations. As this continuum shows, students who bully often get various types of support—from followers, supporters, & passive supporters. Shows group phenomenon: roles vary among participants & observers. Some are much more active than others. This “Bullying Circle” is an important OBPP tool to illustrate roles in bullying situations & to build understanding about how the program helps shift behavioral norms & attitudes. Engage participants in Bullying Circle Exercise (TM Tab 2, Doc. 10) using the large role play cards (TM Tab 2, Doc. 10A). Note that this version is designed for adults. There is a student version of the Circle exercise, TG, Doc.18. References: TG, pp. 23-25; SWG Doc. 1, pp. 15-16. Possible Defenders Dislike the bullying and think they ought to help, but don’t do it Passive Supporters F D Like the bullying, but do not display open support Disengaged Onlookers TG, p. 24 E Watch what happens, don’t take a stand ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Group Mechanisms in Bullying Elementary/Middle School Staff Training Group Mechanisms in Bullying Social contagion Weakening inhibitions against aggression Decreased sense of individual responsibility Gradual changes in the view of bullied student(s) Social & non-aggressive students sometimes bully. (SLIDE) : Social contagion: If bullying leaders are popular/admired, behavior becomes “contagious”—particularly for insecure. Weakens normal inhibitions: Bullying students viewed as “winners;” can cause others to join in if adults & peers don’t communicate that bullying is unacceptable. Decreased sense of responsibility: When several students participate, each may feel less responsible/guilty. Psychological term for this is “diffusion of responsibility.” Change in view of victim: Repeatedly bullied students may become “dehumanized”/viewed as worthless—OR seen as “asking” to be bullied, or blamed for their torment. These group dynamics reduce feelings of empathy, guilt, remorse & responsibility that counteract bullying. They impact the behavior & responses of BOTH students & adults & can come together to make a toxic school environment.  Reference: TG, pp. 25-26. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

School Risk Factors for Bullying Elementary/Middle School Staff Training School Risk Factors for Bullying Lack of supervision during breaks Students have indifferent or accepting attitudes Staff have indifferent or accepting attitudes towards bullying Schools lacking adequate supervision (especially during break periods) are more likely to have higher rates of bullying problems. Next, about attitudes: Schools where students have indifferent (“don’t care about it”) or accepting attitudes about bullying are more likely to have more problems with bullying. Schools where staff are indifferent towards or accepting of bullying are more likely to have problems with bullying. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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 Not only may adults have indifferent or accepting attitudes about bullying, but some adults bully others (adults and students). Adult bullying may be observed in a number of situations as mentioned here. (SLIDE) Research on adult bullying shows many parallels with student bullying (e.g., power differences and repeated negative behavior intended to cause harm). Coordinating committees may want to: ASK staff where they believe most ADULTS in school would currently be positioned in the Bullying Circle Exercise. Consider adding anti-bullying language to staff policies. Agree to apply the OBPP rules to both students and staff. Handout: “Are You a Bully?” by Linda Starr (TM Tab 2, Doc. 11). Other possible resources: “Bullied Student, Bullied Teacher” – Les Parsons – Research Press. Namie & Namie (2000). The Bully at Work. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Misdirections in Bullying Prevention & Intervention Elementary/Middle School Staff Training 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 These are some common mistakes, misdirections, (SLIDE) that many have made in good-faith effort to reduce bullying. For possible talking points, see SWG pp. 19-21 and “Misdirections in Bullying Prevention and Intervention” from the National Bullying Prevention Campaign, www.stopbullying.gov. Note: conflict resolution and peer mediation programs may work well when truly dealing with conflict. If such programs exist in your school, work with program directors to ensure that bullying situations are handled appropriately and separate from those efforts. Some OBPP schools also use ‘restorative practices’, which require facilitation by a specially trained adult, voluntary involvement by participants, and assurances for student safety. (Restorative practices are also different from conflict resolution and peer mediation.) ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Schoolwide Guide Video Elementary/Middle School Staff Training Schoolwide Guide Video This clip provides an overview of the four components of the Olweus Program. Cue video to 4:15 and begin with Dan Olweus introducing 4 “basic principles”. Some of what you hear on the video will reiterate/reinforce things we’ve discussed so far. Pay particular attention to the goals and principles of the OBPP. Part 2: Overview of the OBPP Program Components ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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 Program developed by Dan Olweus, researcher at the University of Bergen in Norway. Often referred to as “father” of research on bullying; conducted 1st systematic research on bullying in early 1970s. OBPP first introduced as part of a nationwide campaign against bullying in Norway, 1983 (motivated by concern about suicides of 3 young boys in northern Norway who had been bullied by their peers). OBPP evaluated more than any other bullying prevention program to date.  In Scandinavia, Olweus conducted 6 evaluations with 40,000 students (since 1983) & found: 20%-70% reductions in students’ reports of being bullied & bullying others. Reductions in self-reports of antisocial behavior such as vandalism, fighting, theft, & truancy. Improvements in classroom social climate—e.g. students’ reports of improved order, more positive social relationships, attitudes toward schoolwork & school in general. “Dosage-response” at classroom level--classes that fully implemented the program (including use of rules against bullying &  class meetings) saw greater reductions in bullying. Timeline for effects differed for younger vs. older students: most results seen within a year for grades 4-7;  results may take more time in higher grades. References:  SWG, p. 4-5, TG, p. 4-6. Bullying at School by Dan Olweus (overview of research & original program model). ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Evaluations in the United States Elementary/Middle School Staff Training Evaluations in the United States South Carolina—1st in the U.S. Philadelphia, PA Washington State Pennsylvania South Carolina —1st evaluation in the U.S. during the mid-1990’s focused on students in grades 4-8 in 6 rural middle schools. Comparing schools that implemented the program versus those that had not, researchers found reductions in bullying others and reductions in self-reported delinquency, vandalism, school misbehavior, and sanctions for school misbehavior. Philadelphia Study —evaluated the OBPP in 6 elementary and middle schools in Philadelphia over four years. Using an observational measure of Bullying Incident Density (BID), researchers found that BID decreased 45% over the four years of the project, from 65 incidents per 100 student hours, to 36 incidents. Washington State —evaluated the OBPP using a nonrandomized control study with middle school students in 7 intervention and 3 control. Found positive program effects for students’ perceptions that other students intervened in bullying incidents. Also found significant positive program effects for physical and relational victimization among White students (with relative decreases of 37% and 28%). But they did not find similar program effects for students of other races/ethnicities. Pennsylvania —Largest study to date in the U.S. was recently completed. Involved 72,251 students in grades 3-11 from 214 schools. There were positive effects of the OBPP on students’ reports of being bullied and bullying others in nearly all grades, and among boys and girls. Program effects for being bullied and bullying others were somewhat larger for White students but they were also notable for Black and Hispanic students. Program effects were larger the longer the program was implemented. Positive program effects were also found for students’ attitudes about bullying and their reports of others’ actions to address bullying. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

OBPP Principles imply… Elementary/Middle School Staff Training OBPP Principles imply… Adults are responsible Clear & consistent message Short & long-term focus Follow model with fidelity OBPP should become part of everyday life at school Open to: TG, pp. 34-37. Review 9 implications & encourage participants to highlight key points in their guides. Main responsibility for program rests with adults--not the students. A clear, consistent message against bullying should be present throughout the school. School staff must be focused on both short-term & long-term goals. Because OBPP is research-based, procedures & guidelines should be followed as closely as possible. OBPP is designed to become part of everyday life at school. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

OBPP Principles imply… Elementary/Middle School Staff Training 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 6. Changing school climate/culture requires student involvement as well. 7. Students need to be taught what bullying is & how to get help. 8. Bullying prevention & intervention are different from peer mediation and/or conflict resolution. 9. OBPP is not a classroom management technique although effective implementation of the OBPP may certainly have a positive effect on student behavior. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training Program Components We’ll now discuss the program components, beginning with school-level components, followed by classroom, individual, & community-level. The pieces fit together like a puzzle & every adult has a role in making this effort work. Again, parents are very important for success of the Olweus Program & are involved at all 4 levels. References: SWG, p. 4, TG, p. 3. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

School-Level Components Elementary/Middle School Staff Training School-Level Components There are 8 school-level components of the Olweus Program. A few of these will be discussed in some detail. References: SWG, p.4 or TG, p.3, and SWG pp. 21-25 for brief descriptions of each of the School-Level Components. Note: “ Bullying Kick off” language…avoid this! Use ‘ anti-bullying’ and ‘ bullying prevention’ language. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Overview of School-Level Components Elementary/Middle School Staff Training 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 School-level components involve the entire school community. (Describe each briefly & why they are important to the program success-refer to TG pp. 37-42, & explain what steps have been taken already.) We’ll discuss school rules & consequences in more detail because they play an important role in some other components, such as classroom. But 1st, a word about the student survey…. (next SLIDE) ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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 The OBQ provides info about all these issues (SLIDE) to help plan details of OBPP implementation. Knowing as much as possible about specific bullying problems & improving adult vigilance & supervision is important for program success. Refer to OBQ data if available (but possibly plan another time to review it with staff.) ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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 What do the Dear Colleague Letters (DCL) do? Clarifies the relationship between bullying and discriminatory harassment under the civil rights laws enforced by the Department of Education Office for Civil Rights (OCR). Explains how student misconduct that falls under anti-bullying policy also may trigger responsibilities under the anti-discrimination statutes enforced by OCR. Reminds schools that failure to recognize discriminatory harassment when addressing student misconduct may lead to inadequate or inappropriate responses that fail to remedy violations of students’ civil rights. Colleges and universities have the same obligations under anti-discrimination statues as elementary and secondary schools. Discusses racial and national origin harassment, sexual harassment, gender-based harassment, and disability harassment and illustrates how a school should respond in each case. Handout copies of the Fact Sheet on the Dear Colleague Letter. See Trainers Only Website or www.stopbullying.gov from more information. These are not in the BPCC Notebook. * Note: there are several Dear Colleague Letters (2010-2014) related to anti-bullying laws and school implementation that you may want to read. They can all be found at: the Trainers Only Website or www.ed.gov ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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. SP All schools have rules governing student behavior, but many do not explicitly address bullying. Existing rules may not use the term, “bullying” & frequently omit indirect/subtle forms (e.g., social exclusion)—need to include full range of behaviors. OBPP recommends schools adopt these 4 rules: (SLIDE) Show Poster & table tents (SWG Docs. 21-22; TG Doc. 8). Highlight info from SWG pp. 51-55: Only 1st rule addresses children who bully; remaining 3 focus on bystander behavior. Expectation is that ALL students won’t bully AND will take action to help students who are bullied. Rule #4 applies to students being bullied themselves (not just bystanders.) Post in all areas & discuss in detail with staff, students & parents. These rules supplement not replace other school rules. TG Doc 8 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training Student Reporting “If we know that somebody is being bullied, we will tell an adult at school and an adult at home.” A “Lend a Hand” locker – or suggestion box may be used to encourage confidential communication from students. This locker in a Kansas school is located in a busy hallway accessed by many students. (thanks to OBPP trainer Nancy Woodford for photo.) The school counselor or designated group of adults must check the locker for messages everyday, not only for reports about bullying, but student messages about school safety and anonymous tips regarding the location of items stolen from students. (Caution: These message centers need to be checked each day to be sure that there are no notes that require immediate attention, e.g. students who may be contemplating suicide.) Students also leave suggestions class meeting topics. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Positive Consequences to Reinforce Positive Behavior Elementary/Middle School Staff Training 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 Adults at home & school often expect students to behave in positive ways & focus only on negative consequences when they do something wrong. But, research shows: when students receive positive consequences for behavior, they are more likely to repeat the desired behavior. Positive consequences are important for climate change & help support a new way for students to view stepping in to help instead of just watching. Important to use abundant positive consequences for following rules 2-4. (Use with entire class, small groups, or individuals.) References: TG, p. 58, highlights types of behavior to reinforce. TG, pp. 59-60 offers tips on using positive consequences. Consequences ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Use of Negative Consequences Elementary/Middle School Staff Training Use of Negative Consequences Why aren’t positive consequences enough? Guidelines for use of negative consequences Types of negative consequences Research shows that use of positive reinforcement usually is not sufficient to encourage aggressive students to stop bullying. It usually is necessary to use negative consequences as well. ASK: Why? Share BPCC efforts to develop positive and negative consequences rubrics here. Note: Negative consequences are to be non-hostile, related to behavior, reasonable, respectful, and consistently applied, and provide opportunities to learn positive behaviors. Highlight examples of negative consequences that may be used to address bullying (TG, pp. 60-62). ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Classroom-Level Components Elementary/Middle School Staff Training Classroom-Level Components Second “piece of puzzle”: classroom-level components. Component is critical to program success & is why the BPCC must have adequate grade-level or team-level teacher representation . Without this piece, we won’t expect to see much change in bullying—so we’ll spend a fair amount of time here, focusing on roles & the supports that OBPP & BPCC can provide to help make this successful & not overwhelming. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Classroom-Level Components Elementary/Middle School Staff Training Classroom-Level Components Post and enforce school wide rules against bullying Hold regular class meetings Hold meetings with students’ parents School rules should be posted & consistently enforced in each classroom, using positive & negative consequences. Rules & policies do nothing if not enforced consistently in all classrooms. Class meetings should be held weekly for full class period. Research findings: teachers who systematically held class meetings saw larger reductions in bullying after 1 year, than those who used them less, or not at all. Parent meetings Recommend that teachers hold classroom-level (or grade/team-level) meetings with parents periodically during the year. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training Class Meetings Video View Class Meetings video from Class Meetings and Individual Interventions: A Video Training Program for School Staff. Schools must either borrow this from their certified trainer or purchase it (in video or electronic format). This video is not one of the Schoolwide Guide or Teacher Guide videos. After viewing, do Bullying Rules Relay Activity (TM Tab 2, Doc. 21). ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Maintaining Positive Classroom Management Elementary/Middle School Staff Training 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 Naturally, difficulties with class management can contribute to bullying. (SLIDE) Items on Positive Classroom Management Checklist reinforce OBPP principles & characterize school environments with low incidence of bullying. (Consider giving staff time to complete Checklist.) *Using Checklist, have participants discuss checklist responses in pairs (1-2 minutes). For Checklist--(See Certified Olweus Trainer or OBPP Coordinating Committee Notebook for TM Tab 2, Doc. 22, based on TG, pp. 63-65.) ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Support Materials for Class Meetings Elementary/Middle School Staff Training Support Materials for Class Meetings Teacher Guide, Schoolwide Guide- Video & Documents Class Meetings That Matter (K-5) (6-8) (www.violencepreventionworks.org) Cyberbullying Prevention Curriculum (3-5 & 6-12) (www.violencepreventionworks.org) OBPP Companion Bibliography (K-12), Volumes I & II (www.chpdp.org/publications) National Anti-Bullying Campaign Materials (www.stopbullying.gov) Teachers want/need support materials and guidance to implement class meetings: “What should I do & how do I do it?” OBPP program materials & supplemental items provide tools needed for success. Examples: (SLIDE) TG Ch.4-7: essential background including behavior management, using OBPP rules, how to run successful class meeting & role-play. TG Video: 6 student scenarios & TG Documents: 15 class meeting plans, logs, tools. Also: OBPP Training materials: (TM Tab 2, Classroom-Level Components, OBPP Coordinating Committee Notebook). And Supplemental Materials: Class Meetings That Matter: (K-5) (6-8). Class Meeting/Individual Interventions Videos Cyberbullying Prevention Curriculum: (3-5) (6-12). OBPP Companion Bibliography: for K-12 (Highmark Foundation)-free- www.chpdp.org/publications (N. Mullin, Highmark Foundation-also located at OBPP Trainer’s Only Website, Marketing and Overview Materials). National Anti-Bullying Campaign: www.stopbullying.gov ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Support Materials for Class Meetings (continued) Elementary/Middle School Staff Training 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) More resources, free and on the internet…. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Classroom-Level PARENT Meetings Elementary/Middle School Staff Training 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 Teachers in elementary grades hold classroom-level parent meetings; teachers of middle school grades may want to hold team-level or grade-level meetings. Purpose? (SLIDE, first 2 bullets) Frequency? (SLIDE, 3rd bullet) Recommend 2-3 times a year at elementary; less frequently in Middle School. While there are certainly challenges for scheduling these, BPCCs should strive to do all they can to facilitate these sessions, as they can greatly improve both sense of “community” in the classroom, & parent commitment. What should be discussed? Specific content is up to teachers. Sample outline for 1st meeting on TG Doc. 28. A list of additional topics listed in TG ( p. 112), along with tips for leading these meetings (pp. 112-133). Reference: TG, pp. 111-113. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Individual-Level Components Elementary/Middle School Staff Training Individual-Level Components This is the component that school staff invariably want to spend the most time/focus on. But it’s important to emphasize that: As a stand-alone effort, Individual Intervention is the least effective strategy for reducing bullying (even when done well). ASK: Why? When school-wide & classroom elements are in place, staff members will have to intervene less often! 2) Expectation is that ALL staff will be well prepared to intervene when necessary (not just teachers). ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Individual-Level Components Elementary/Middle School Staff Training Individual-Level Components Supervise students’ activities Ensure that all staff intervene on-the-spot when bullying occurs Hold meetings with students involved in bullying Hold meetings with parents of involved students Develop individual intervention plans for involved students OBPP has 5 key individual-level components. (SLIDE) Close supervision of students’ activities—is KEY. We’ve discussed importance of refining supervision practices in School-level components. Included again here to highlight its importance in dealing with individual bullying incidents. Need to identify students who are most vulnerable, to support & protect them, especially in hot spot areas. Also need to identify students who are most likely to bully so we can stop & redirect their behavior. 2-5) Will now be discussed in detail, beginning with on-the-spot interventions when adult observes bullying happening. References: SWG, Ch.10 & Docs. 24-26; TG, Ch.8 & Docs. 21-27. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Why Adults Don’t Always Intervene: Elementary/Middle School Staff Training 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 Before we talk about how best to intervene, why don’t adults always intervene? Research says adults overestimate their effectiveness: 70% of teachers believed they intervene “almost always”, while 25% of students agreed (Charach et al., 1995.) Reasons adults don’t intervene (SLIDE) : difficulty recognizing bullying vs. “kidding around”; importance of intervening (…just part of growing up, kids need to learn to deal on their own), aren’t sure how to intervene without making the situation worse, only have 1-2 minutes to address the situation. ASK: Why else? (E.g. uncertain about administrative support for teachers, fear of parent response, unclear guidelines/policies.) Without training, how DO many adults intervene? What often happens? (E.g. adult ignores it, yells, asks ‘what’s going on?’ lectures, ignores victimized student, forgets to address bystanders or sends them away.) ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Individual Interventions Video Elementary/Middle School Staff Training Individual Interventions Video (Placeholder slide--viewing actual slide is not necessary) View portion of “Individual Interventions” video, “On-the-Spot” demonstrations. Pause video at screen, “What if you don’t witness the bullying?” Show next slide (of 6 steps) during On-The Spot Intervention Practice Activity. (Activity instructions on Notes Page. See also, Teachable Moment, TM Tab 2, Doc. 23.) “On-the-Spot” Interventions ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

On-the-Spot Interventions: The “Teachable Moment” Elementary/Middle School Staff Training On-the-Spot Interventions: The “Teachable Moment” 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 We’ll begin with the most straightforward situation (an adult sees or hears the bullying,) though this is probably not the most common. ALL adults in a school should be prepared to address bullying they witness, so all must practice interventions. On-the-Spot Intervention Practice Activity: Get participants in groups of three, (1-adult, 1-bullied student, 1 bullying student. ‘’Invisible” bystanders are present.) Provide each with On-the-Spot cards with 6-steps, (TG Doc. 21.) Using video example at lockers, or selecting a different setting, have each adult practice intervening ‘on-the-spot,’ 1 by 1, in succession with little or no discussion. Have them process as a small group when all 3 have finished, then come back to the large group to discuss. References: Tip sheet (TG Doc.21), Detailed chart with 6 steps (TG, pp. 88-90; SWG Doc.25), Verbal rebukes (TG, pp. 90-91, SWG Doc. 26). TM Tab 2, Doc. 23, Handout of this slide with Notes Page. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Individual Interventions Video Elementary/Middle School Staff Training Individual Interventions Video (Placeholder slide-viewing actual slide is not necessary) Activity: BEFORE viewing next section of the video, provide handout, When You Don’t Witness Bullying, TM Tab 2, Doc. 24. ASK participants to write the steps currently followed when bullying is reported or suspected but not witnessed in left column of handout. As participants view “Individual Interventions” video, “What if you don’t witness the bullying?”, ASK them to jot down action steps described in video in right column of handout. Have small groups process similarities and differences of what they’re currently doing with what is suggested in the video. “What if you don’t witness the bullying?” ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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 As stated in video, adults don’t always witness bullying first hand & must learn what to do if they suspect it. Suspect bullying if (refer to warning signs, TG p.103-106)—e.g. spending time alone during lunch or recess, acting anxious or depressed; overhear students talking about… Others? Suspicions deserve follow-up action by adults. (SLIDE) How can you collect info from students (bullet 4)? (TG, pp. 103-105.) Create a simple survey for students. Conduct in-person interviews with students. Conduct selected open-ended interviews with students. Combine a survey & follow-up with some interviews. Conduct a sociometric survey to help map social isolation & popularity. These methods will likely provide enough info to confirm/rule out whether a student is being bullied. If no evidence emerges, consider investigation finished. The process was still worthwhile to gain insight into class social relationships. Reference: TG, pp. 103-106. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training Individual Interventions Video (Placeholder slide--viewing actual slide is not necessary) Those who both are bullied AND bully others may need both types of follow-up interventions. (References: TG pp. 21, 99.) View Ch. 4 of video, “Follow-up Interventions with Students”. ALERT participants to watch for common responses from students. The bullying child may: DENY that they had bullied, MINIMIZE the impact of their behavior, BLAME THE PERSON THEY HARMED for the bullying. Follow-Up Intervention Practice Activity (Trainer Instructions) Get participants into pairs. Direct them to: 1. Follow-Up Interventions with a Student Who Has Been Bullied script (TG Doc 22, pp. 2-3,) and 2. Follow-Up Interventions with a Student Who Has Bullied Others script (TG Doc 24, pp. 2-3). Using FULL SCRIPTS on pp. 2-3, rather than short Meeting Outline, one person practices follow-up with a bullied student; the other practices follow-up with a student who bullied. Process briefly as a large group. Not ALL follow-up need specifically be handled by the school counselor or discipline officer. Since much bullying occurs in the classroom, TEACHERS must have the skills to know how to spot it, stop it, and talk to the involved students. Always document the occurrence of follow-up meetings. “What follow-up is needed?” ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training Individual Interventions Video (Placeholder slide-viewing actual slide is not necessary) The same key messages given to students involved in bullying are the SAME key messages that need to be given to parents. Parents need to hear that the school is concerned, aware, and actively working to stop the bullying. View final portion of Individual Interventions video. “Follow-Up” with Parents ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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 Bullying elicits strong feelings among parents—whether their child is bullied, or is accused of bullying. While parents should be contacted when students engage in or are bullied, school staff will likely need support and information to help them respond most effectively. Remind participants about 3 tip sheets for parents in TG (for parents of children who are bullied [23], who bully others [25], who witness bullying [26]). A list of all OBPP parent materials are listed , TM Tab 2, Doc. 19. Activity: Facilitate Working with Parents: Understanding Parents’ Perspectives (Version II with 2 groups—parents of bullied student and parents of student who bullied.) (BPCC Notebook or TM Tab 2, Doc. 25.) ASK: What notification is required for parents if their child is involved in bullying? Is reporting information required to be located on your school’s website? It may be helpful to post, even if not required. SP TG Docs 23, 25, 26 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training Community-Level Components The original OBPP had only 3 components. In the US, we have found it important to involve the community in the program—& this is now a key component of the program. ASK: WHY might community involvement be helpful? The community can help support your school’s efforts. Bullying does not cease at the school’s front doors. It happens anywhere children gather. Students should receive consistent anti-bullying messages in all areas of their lives. Bullying in the community can affect students at school. Strong community support can also help to insulate your school from possible criticism. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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 3 community-level components (SLIDE) 1) Name community members on the BPCC. 2) Identify possible community groups that can support the school. Parent-teacher organization (PTO or 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) 3) It’s important to spread the word about bullying prevention at places children congregate so they get a consistent message from adults wherever they go! List relevant examples: sports leagues, before and after-school programs scouting, 4-H, faith-based organizations juvenile justice groups, summer camps ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training 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! Remember to approach the process in steps. The success of the OBPP depends upon active involvement of ALL adults in the school community! (SLIDE) Make sure to set up follow-up consultation. ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2

Elementary/Middle School Staff Training ©2015 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: Olweus Bullying Prevention Program, U.S. At 864-656-6712 ©2015 Olweus Bullying Prevention Program, U.S. www.clemson.edu/olweus Tab 1, Doc. 2