Bullying Prevention Today’s Agenda 1.What is bullying? 2.What does the law state? 3.How can we connect it to AYP? 4.What are best practices in violence/bullying prevention? 5.Where do we start? 50% emotional 70% verbal 31% physical  35-40% OF THE FORMER BULLIES HAD THREE OR MORE CONVICTIONS BY THE AGE OF 24 (as compared to 10% of those who were neither bullies nor victims)

A person is being bullied when he/she is exposed repeatedly and over time, to negative actions on the part of one or more other persons. Negative actions is What is bullying? …when a person intentionally inflicts injury or discomfort upon another person through physical contact, through words, or in other ways. ACRONYM for BULLYING BEHAVIOR: B= Behind your back E= Equal in power- NOT H= Harmful A= Aggressive V= Very mean I = In your face O= Over time/on-going/on purpose R= Repeating LAW: Bullying is any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present ability to do so or any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm.

1.Focus on the social environment of the school by changing social climate and social norms regarding violence. BEST PRACTICES 2. Assess violence at your school by estimating the nature and prevalence of violence. 3. Obtain staff and parent buy-in and support for violence prevention. 4. Form a representative group to coordinate the school's violence prevention activities. 5. Provide training for faculty, staff and administrators at a school in understanding the nature of violence and its effects, how to respond if they observe violence, and how to work with others, the bystanders, to prevent violence. 6. Establish and enforce simple, clear school rules and policies related to violence ensure that students are aware of adults' expectations that they do not participate in violence. 7. Increase adult supervision in "hot spots“ for violence. 8. Intervene consistently and appropriately when you see violence with on-the spot intervention strategies. 9. Devote a regular period of class time to discuss violence prevention and improve peer relations. Anti-violence messages also can be incorporated throughout the school curriculum. 10.Violence prevention should be continued over time and woven into the fabric of the school environment. There should be no end date for violence prevention activities

Best Practices 1. Focus on the social environment of the school by changing social climate and social norms regarding violence. 2. Assess violence at your school by estimating the nature and prevalence of violence. 3. Obtain staff and parent buy-in and support for violence prevention. 4. Form a representative group to coordinate the school's violence prevention activities. 5. Provide training for faculty, staff and administrators at a school in understanding the nature of violence and its effects, how to respond if they observe violence, and how to work with others, the bystanders, to prevent violence. 6. Establish and enforce simple, clear school rules and policies related to violence to ensure that students are aware of adults' expectations and that they do not participate in violence. 7. Increase adult supervision in "hot spots“ for violence. 8. Intervene consistently and appropriately when you see violence with on-the spot intervention strategies. 9. Devote a regular period of class time to discuss violence prevention and improve peer relations. Anti-violence messages also can be incorporated throughout the school curriculum. 10.Violence prevention should be continued over time and woven into the fabric of the school environment. There should be no end date for violence prevention activities.

Types of Violence Verbal … name calling, teasing, taunting. laughing at, threatening, ordering, sexual come-ones, degrading, mocking rumors gossiping, derision, intimidating, ridiculing Visual …eye rolling, gestures, facial gestures, body posture, graffiti, invasion of space, reading diaries, exposing secrets, voyeurism, pictures, notes Physical …hitting, kicking, spitting, shoving punching, beating, slapping, jabbing, bumping, hair pulling, damaging property, defacing locker, playing keep away, spoiling homework, tearing clothes

Shooting someone with a gun Stabbing Someone Flashing a Weapon Hitting/Kicking Shoving/Punching Spitting/Pushing Intimidation/Extortion Stalking Sexual Harassment Damaging Property Stealing Taunting/Ridiculing Name Calling Threatening Writing Graffiti Staring/Leering Gesturing Starting Rumors Eye Rolling Search Institute

Bullying Interventions Today’s Agenda, Cont. 1.Do you know any teachers who bully? 2.Why don’t adults always intervene? 3.What doesn’t work in bullying prevention? 4.What are some interventions that do work? 5.Where do we go from here? WHY IS THERE RESISTANCE TO BULLYING CAMPAIGNS?  FEAR of raising a controversial issue  CHALLENGE of authority, professional skill and/or parenting  NATURAL part of the social order that hones beneficial competition and aggressive instincts  VIEWS as hopeless and nothing can be done about it INTERVENTIONS THAT DON’T WORK 1. Children who bully are not interested in learning anger management, conflict resolution or peer mediation. 2. They derive pleasure and a sense of power from what they are doing. 3. Bully/victim situations are not amenable to nor can they be resolved through peer mediation.

Misdirection's in Violence Prevention and Intervention  Simple, short-term solutions  “Program du jour approaches”  Group treatment for aggressive children  Self-esteem enhancement for children who are aggressive  Zero tolerance policies for violence Some cautions against the use of Peer Mediation in situations of Bullying (Dan Olweus) 1.Bullying is NOT a conflict, but is ABUSE. 2.There is not “some right” and “some wrong” on both sides. 3.The “playing field,” or balance of power, is not level. 4.Adults need to claim responsibility 4.Adults need to claim responsibility. Simple (but Poor) Solutions to the Bullying Problem  Encourage students to handle it themselves  Tell victims to stand up for themselves  Crack down on bullies--zero tolerance policies for bullying  Focus on the self-esteem of bullies  Engage in group therapy with bullies

1. Stop the bullying 2. Support the victim 3. Name the bullying behavior Teachable Moments 4. Refer to the school rules 5. Impose immediate consequences 6. Empower the bystanders 7. Follow-up by talking separately with the bully and victim 8. Begin with the victim, then the bully 9. Impose sanctions to the bully 10. Report the incident to colleagues 11. Talk with the parents 12. Follow-up later

Teachable Moments 1.Stop the bullying 2. Support the victim 3. Name the bullying behavior 4. Refer to the school rules 5. Impose immediate consequences 6. Empower the bystanders 7. Follow-up by talking separately with the bully and victim 8. Begin with the victim, then the bully 9. Impose sanctions to the bully 10. Report the incident to colleagues 11. Talk with the parents 12. Follow-up later

1.We know that you were involved 2.Bullying is against school rules 3.The bullying must stop immediately 4.As a result of your behavior, you will have consequences 5.If necessary and appropriate, the bully may be expected to make amends 6.Your future behavior will be monitored 7.There may be additional sanctions if the bullying continues 8.If appropriate, plan ways to make reparations 9.Your parents will be notified Points to Communicate with the Bully

Call home 1 recess A possible discipline rubric: elementary Tease(define) Push Shove Harass Punch Kick Warning Call home 3 recess Call home 5 recess Call home 3 recess Call home 1 recess Call home 3 recess In school suspension Call home 5 recess Behavior 1st time 2nd time 3rd time Stan Davis © 2001

One quiet lunch. Student calls parent. A possible discipline rubric: middle/high TeaseExclusion Hitting Severe hitting or threats of severe violence/ harassment Written warning. Student calls parent. Three quiet lunches. Student calls parent. One week classes only. Student calls parent. Three quiet lunches. Student calls parent. One quiet lunch. Student call parent. Three days classes only. Student calls parent. In school suspension until individual plan is developed. One day classes only. Student calls parent. Behavior 1st time 2nd time 3rd time Stan Davis © 2001

An Elementary/Middleiscipline Rubric An Elementary/Middle Discipline Rubric Behavior 1st time 2nd time 3rd time Actions taken by teachers before going to administration. Non-physical Physical