OBPP Teacher Guide, p. xii What Is 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.” OBPP Teacher Guide, p. xii It’s important to begin by making sure we have a common understanding of what bullying is—and what it isn’t. Pioneering researcher Dr. Dan Olweus was one of the first people to study bullying. According to Dr. Olweus . . . [READ SLIDE] [NOTE: Try to avoid using the terms “bully” and “victim” as much as possible when describing students. This helps avoid labels and focus on behavior. Be sure to encourage this practice in schools as well.] © 2007 The Olweus Bullying Prevention Group

Three Key Components of Bullying Behavior Involves an aggressive behavior Typically involves a pattern of behavior repeated over time Involves an imbalance of power or strength Bullying is characterized by three key components. Bullying is a form of aggression 2. The behavior is often repeated, although adults may often not be aware of a pattern until a serious event occurs. (Don’t wait for a pattern before responding.) 3. Unlike other forms of aggression, there is an imbalance of power or strength between the child who is bullying and the child who is being bullied. —The imbalance of power can be physical, but it is often emotional or verbal, and it can be quite subtle. —This imbalance of power makes it difficult for the bullied child to defend himself or herself physically, verbally, and emotionally. Bullying is a form of victimization (or peer abuse) and shares some characteristics (including repetition and power imbalance) with other forms of victimization such as domestic violence and child maltreatment. [For more information see the Schoolwide Guide (SWG) p. xii; the Teacher Guide (TG) pp. 11–13; SWG CD-ROM Document 1, pp. 3–5; SWG DVD Parts 1 and 2.] © 2007 The Olweus Bullying Prevention Group 2

Direct Bullying Hitting, kicking, shoving, spitting Taunting, name-calling, using degrading comments Threatening or obscene gestures Adults are most familiar with direct bullying and are most apt to respond to it. Common examples include . . . [READ SLIDE] Most school discipline policies focus on direct forms of bullying. [For more information see TG pp. 14–15; SWG CD-ROM Document 1, pp. 5–6; SWG DVD Parts 1 and 2.] © 2007 The Olweus Bullying Prevention Group 3 3

Indirect Bullying Getting another person to bully someone Spreading rumors Causing another person to be socially isolated Cyber bullying Bullying can also be more subtle or indirect in nature . . . [READ SLIDE] Cyber bullying (using e-mail, the Internet, and text messages) is a new frontier for bullying. It can be particularly difficult for schools to discover and address. [For more information see TG pp. 14–15; SWG CD-ROM Document 1, pp. 5–6.] © 2007 The Olweus Bullying Prevention Group 4 4

Effects of Being Bullied Lower self-esteem Depression and anxiety Absenteeism and lowered school achievement Thoughts of suicide Illness Bullying may seriously affect (1) psychosocial functioning, (2) academic work, and (3) the health of children who are targeted. Effects can be both short- and long-term. Being bullied is related to lower self-esteem, higher rates of depression, loneliness, and anxiety. Children who are bullied are more likely to report wanting to avoid school, and they have higher absenteeism rates.1 Children who are bullied are more likely to report disliking school and receive lower grades.2 Early peer exclusion (during kindergarten) leads to decreased classroom participation and, in turn, to lowered academic achievement in 5th grade.3 Children who are bullied are more likely to report more suicidal ideation than non-bullied peers. Though relatively rare, suicide has been linked to persistent bullying. Children who are bullied are more likely to develop physical ailments such as stomach pains, sleeping problems, headaches, tension, bedwetting, fatigue, and poor appetite. 1. Rigby, K., Bullying in Schools: And What To Do About It (Briston, PA: Jessica Kingsley Publishers, 1996). 2. Eisenberg, M. E., D. Neumark-Sztainer, and C. Perry, “Peer Harassment, School Connectedness and School Success,” Journal of School Health 73 (2003): 311–16. 3. Buhs, E. S., G. W. Ladd, and S. L. Herald, “Peer Exclusion and Victimization: Processes That Mediate the Relation between Peer Group Rejection and Children’s Classroom Engagement and Achievement,” Journal of Educational Psychology 98 (2006): 1–13. © 2007 The Olweus Bullying Prevention Group 5 5

Concerns about Children Who Bully Children who bully are more likely to: get into frequent fights be injured in a fight steal or vandalize property drink alcohol and smoke cigarettes be truant or drop out of school report poor 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 . . . [READ SLIDE] [For more information see TG pp. 21–22; SWG CD-ROM Document 1, pp. 14–15.] © 2007 The Olweus Bullying Prevention Group 6 6

Effects of Bullying on Bystanders Bystanders may feel: Afraid Powerless to change the situation Guilty for not acting A diminished empathy for victims over time Returning to the question “Why is it important to address bullying in school?” we’ve already discussed: How bullying affects children who are bullied Concerns for children who bully Why else should we 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 . . . [READ SLIDE] [NOTE: Reduced empathy can result in bystanders joining in or siding with the child who bullies, rather than intervening to help or support bullied students.] [For more information see TG pp. xii–xiv.] © 2007 The Olweus Bullying Prevention Group 7 7

Effects of Bullying on School Climate Bullying creates a climate of fear and disrespect. Bullying interferes with student learning. Students may feel insecure and not like school as well. Students may perceive a lack of control or caring. If prevalent, bullying may also affect the climate of the entire school (or a segment of a school) in the following ways . . . [READ SLIDE] [For more information see TG p. xiv.] © 2007 The Olweus Bullying Prevention Group 8 8

High School BPCC Training Percentage of Students (Grades 3-12) Who Are Bullied and Who Bully Others When we asked students in grades 3-12 about their experiences, we found that overall, 17% said that they had been bullied 2-3 times/month or more often and 10% had bullied others. © 2011 The Olweus Bullying Prevention Program, US 9

Percentage of Bullied Students (Olweus & Limber, 2010) High School BPCC Training Percentage of Bullied Students (Olweus & Limber, 2010) Students are actually less likely to be bullied in high school than in earlier grades. As this graph shows, with increasing age, there is a steady decrease in the likelihood that girls will be bullied. For boys, there appears to be a steady decrease until 11th grade. © 2011 The Olweus Bullying Prevention Program, US 10

Percentage of Students Bullying Others (Olweus & Limber, 2010) High School BPCC Training Percentage of Students Bullying Others (Olweus & Limber, 2010) A different grade pattern emerges when students are asked if they have bullied others. For girls, there is a gradual increase in bullying behavior until about 8th grade, and then a decrease through 12th grade. For boys, bullying behavior also increases until 8th grade, remains fairly steady until 11th grade, and then increases a bit in 12th grade. © 2011 The Olweus Bullying Prevention Program, US 11

OBPP is the most-researched and best-known bullying prevention program available today. (Can be used K-12.) Recently there has been an addition of High School Training and other supplemental materials so that the program may be used K-12. © 2007 The Olweus Bullying Prevention Group

Recognition of the Olweus Bullying Prevention Program Blueprints Model Program (Center for the Study and Prevention of Violence) Effective Program (Office of Juvenile Justice & Delinquency Prevention - OJJDP) Level 2 Program (U.S. Department of Education) Because of its positive research, OBPP is widely recognized as a model program. After reviewing hundreds of violence prevention programs, only 11 met the stringent research criteria of the Center for the Study and Prevention of Violence. OBPP is one of the 11 programs—and also one of only a handful that are school-based programs. OBPP has been named a Model Program by the Substance Abuse and Mental Health Services Administration (SAMHSA is part of the U.S. Department of Health and Human Services). OBPP has been named an Effective Program by the Office of Juvenile Justice and Delinquency Prevention (OJJDP). It has also been named a Level 2 Program by the U.S. Department of Education. These programs need to be scientifically demonstrated to prevent delinquency or reduce risk and enhance protection for delinquency and other child and youth problems using either an experimental or quasi-experimental research design with a comparison group, and the evidence must suggest program effectiveness. [For more information see SWG pp. 6–7 and TG p. 6 (which include Internet addresses for more info); SWG DVD Part 1.] © 2007 The Olweus Bullying Prevention Group 13 13

Goals of OBPP To reduce existing bullying problems among students To prevent the development of new bullying problems To achieve better peer relations at school [READ SLIDE] How are these goals met? By restructuring the school environment so that both opportunities and rewards for bullying behavior are reduced. [For more information see SWG p. 1; TG p. 1; SWG DVD Part 1.] © 2007 The Olweus Bullying Prevention Group 14 14

Program Components Parents Classroom School Community Individual Research shows bullying prevention needs to happen on multiple levels to be effective. The four Olweus program components are based on this and consist of: • a school-level component • a classroom-level component • an individual-level component (working with individual students and their parents) • a community-level component [CLICK MOUSE so that “parents” is added to the slide.] Parents are very important for success of the Olweus program. They are involved at all four levels. Individual © 2007 The Olweus Bullying Prevention Group 15 15

For more information about the Olweus Bullying Prevention Program www.olweus.org 1-800-328-9000 in the U.S. 1-651-213-4590 outside the U.S. © 2007 The Olweus Bullying Prevention Group

OBPP Training Information Training is highly recommended for successful program implementation Training is provided by a certified Olweus trainer It consists of a 2-day training for committee members and consultation for at least one school year Training is highly recommended. A certified Olweus trainer can provide training for school committees as well as ongoing consultation. A single trainer can train one or two school committees at one time. Two trainers can train three school committees at one time. © 2007 The Olweus Bullying Prevention Group

For more information about OBPP training www.clemson.edu/olweus or contact Jane Riese, L.S.W. jriese@clemson.edu 1-864-710-4562 © 2007 The Olweus Bullying Prevention Group

Take-Home Message It is possible to reduce bullying. It requires a team effort. It requires a long-term commitment. © 2007 The Olweus Bullying Prevention Group 19 19