Calm, Cooperative Classrooms: Effective Strategies to Reduce Bullying and Other Challenging Behaviors Shining Stars 2012 Mary Lynn White National Outreach Specialist © 2005, Wingspan, LLC. All Rights Reserved. This presentation and all of its contents are the property of Wingspan, LLC and may not be used for any other purpose without the express written permission of Wingspan, LLC.

Workshop Goals  Discuss bullying patterns in young children  Identify effective educators’ response to bullying patterns  Present practical strategies for teaching social-emotional skills children need to curb bullying patterns

Bullying defined  A social interaction repeated aggression intent to hurt or dominate power imbalance

Roles in Bullying Patterns bullying others targeted & bullied bystanding & observing

Normal Aggression v. Bullying  3-4 year olds engage in verbal & physical aggression in peer disputes  4-5 year olds engage in more “planned” and social aggression; bully role becoming stable  6-7 year olds engage in more social “planned” aggression; bully & victim role stabilizing

Early Childhood Bullying True or False? Bullying is a typical developmental experience with minor long-term impact. Most children do not engage in persistent bullying patterns; those who do experience anxiety, sadness, school aversion, somatic symptoms, peer rejection, aggression, acting out, etc.

Early Childhood Bullying True or False? In kindergarten, girls are more likely than boys to bully in social ways. By kindergarten, both boys and girls are equally likely to bully in social (or relational) ways.

Early Childhood Bullying True or False? Children who are frequent targets of bullying need to be told to “stand up for yourself and fight back.” Children who are frequently targeted do not have the skills and ability to stand up for themselves.

Early Childhood Bullying True or False? In early childhood, shy and passive children are more likely to be targets of bullying. By K/1st grade, shy and passive children are more likely to be targeted.

Early Childhood Bullying True or False? Educators often do not act to stop bullying. Educators intervene in 14% of bullying episodes in classrooms.

Many Adults Hesitate to Act  Don’t see/recognize  Personal beliefs  Don’t know what to do  Likeability  Second-guessing When adults act intentionally to address bullying, they are usually able to reduce or eliminate bullying.

Bullying Education for Young Children is Ineffective Because…  Abstract concepts  Identify self as victim  Perspective-taking “Not me!”

What Reduces Early Childhood Bullying?  Understand classroom ‘social architecture’  Purposefully group and pair children for work and play  Use targeted praise and encouragement  Encourage children to stand up for each other  Communicate clear norms about expectations for pro-social behaviors  Intentionally teach social-emotional skills

Social-Emotional Competence  Understanding and expressing feelings  Self-regulation (feelings & behaviors)  Positive relationships  Responsible decision-making  Peaceful problem-solving

Characteristics of a Resilient Child  Social Competence Good communication skills Positive relationship with others A sense of humor Empathy and caring Healthy coping skills  Problem-solving Skills Decision-making skills Ability to think flexibly Ability to try different solutions

Characteristics of a Resilient Child (cont.)  Autonomy Self-control, self-discipline Independence Self-esteem Ability to exert control over one’s environment  Sense of Future and Purpose Goal oriented outlook Persistence A focus on achievement and education Hope for a bright future A sense of faith

Protective Factors: Better Outcomes For Children  Nurturing, caring adults  High expectations for success  Meaningful involvement  Involvement in decision-making  Recognition and reinforcement of positive behavior  A safe, predictable environment  Clear norms promoting pro-social, healthy, appropriate behavior

To Foster Resilience, Children Need Adults To...  Listen  Validate feelings and experiences  Facilitate brainstorming  Communicate clear norms  Role model  Respond to sensitive issues  Guide problem-solving

Listening  Turn to the person beside you  Who will be A, who will be B?  A’s ~Talk about your dream vacation: Where? How long? Who is with you? What will you do? B’s ~ Listen attentively but DO NOT SPEAK  Switch when time is called

Effective Preventive Intervention  Teacher training and comprehensive curriculum  Intentional teaching of social-emotional skills to children  Practice, practice, practice

Curriculum Content  Feelings  Positive Relationships  Communication  Brainstorming  Impulse Control  Safe and Healthy Choices  Problem-Solving

Examples of Early Learning Standards Fine Arts:  participate in music activities Social-Emotional:  Use appropriate communication skills when expressing needs/wants/feelings  Show empathy and caring for others  Begin to share and take turns  Respect the rights of self and others

Children who can express their feelings…  tolerate frustration better  get into fewer fights  engage in less destructive behavior  are healthier  are less lonely  are less impulsive  are more focused  have great academic achievement Adapted from the Center on the Social and Emotional Foundations for Early Learning

The Importance of Friendship  New study: No friends, at risk for depression during adolescence  One friend made a difference  ‘Reading, writing, ‘rithmetic, relationships

Calm Down Steps  Take three deep breaths  Count to five  Say “Calm down. Calm Down.”

Problem-Solving Steps 1.Stop. Think about the problem. 2.Say how you feel. 3.Brainstorm ideas. 4.Try the best one. 5.What happened?

National Recognition Effective School-based Prevention Program Safe, Disciplined and Drug-Free Schools Expert Panel, U.S. Department of Education National Registry of Evidence-based Programs and Practices (NREPP) Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services

Reviewed and Selected for Inclusion in Communities That Care ® Prevention Strategies Guide developed by Dr. J. David Hawkins and Dr. Richard F. Catalano Safe and Sound - An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning Programs The Collaborative for Academic, Social and Emotional Learning (CASEL)

Samples of Alignments English Oral Language K.1 The student will demonstrate growth in the use of oral language. Health Education K.2 & 3 The student will explain concepts of being healthy, safe. K.5 The student will explain importance of seeking guidance from parents/guardians and other trusted adults. K.6 The student will identify expectations for personal behavior in school and social settings. Physical Education: Responsible Behaviors K.4 The student will use appropriate behaviors and safe practices in physical activity settings.

Recap: What You Can Do Right Now  Help children identify and talk about their feelings  Create opportunities that encourage friendship  Teach, model and practice the Calm Down steps  Help children accept and celebrate differences  Teach, model and practice the Problem Solving steps

Resources    bullying-teasing/ 

Parent Education Program 13 modules Delivered by trained parent educators Strengths-based approach Promotes positive parent- child relationships

Al’s Caring Pals  Training for family child care home providers  Easy-to use materials tailored for home-based child care setting  Builds children’s social-emotional skills and problem-solving abilities  Creates nurturing environment

Mary Lynn White