Bully Prevention In Positive Behavior Intervention and Support

Assumptions Schools that are interested in implementing Bully Prevention fall under the following criteria:  Universals implementation has begun.  Data indicates bullying should be addressed.

Today’s Goals  Define why bullying is worth addressing.  Provide a comprehensive model for bully prevention.  Describe core elements of UNIVERSAL level bully prevention.  Demonstrate reduction in bullying and improved perception of school safety through data.

Rationale for Bully Prevention  The National School Safety Center (NSSC) called bullying the most enduring and underrated problem in U.S. schools(Beale, 2001).  Nearly 30 percent of students have reported being involved in bullying as either a perpetrator or a victim (Nansel, et al., 2001; Swearer & Espelage, 2004).  Victims and perpetrators of bullying are more likely to skip and/or drop out of school (Berthold & Hoover, 2000; Neary & Joseph, 1994).  Victims and perpetrators of bullying are more likely to suffer from underachievement and sub-potential performance in employment settings (Carney & Merrell, 2001; NSSC, 1995).

Typical Bully Prevention Most Bully Prevention programs focus on the bully and the victim. Which leads to several problems:  Bullying is inadvertently taught.  Bullies are blamed.  The role of bystanders are ignored.  Program results are ineffective over time.

Bully Prevention in PBIS School-wide Bully Prevention aligns with universal implementation:  All students learn behavior expectations.  All staff reinforce students demonstrating expectations.  All staff address students not demonstrating expectations.

Foundations of Bully Prevention  Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions.  Bullying behavior is often reinforced by:  Attention from bystanders  Reaction from victim  Access to resources  Self-reinforcement

Foundations of Bully Prevention Two key changes lead to prevention of bullying behaviors:  Reinforcements that follow bullying are removed.  Staff and students effectively respond to bullying behavior.

Bullying Prevention Model Teach School-Wide Expectations Teach & Reinforce Stop, Talk, & Walk Additional and more frequent role play & practice Bully & Victim Individual Support CONTINUUM OF POSITIVE BEHAVIOR INTERVENTION AND SUPPORT

Teach All Students  Teach school-wide expectations  Students should be able to recognize respectful verses non-respectful behavior.  Link concept of respect and responsibility to the most appropriate expectation.  Teach how bullying is reinforced  Bullies gain attention.  Bullies gain materials/activities.  Teach how to respond to non-respectful behavior  Say, “Stop.”  Walk away.  Talk (seek help).

Teaching “Stop”  If someone is not being respectful toward you, or someone else, tell them to “Stop!”  Because talking is hard in emotional situations… always include a physical signal to stop.  Review how the stop signal should look and sound.  Firm hand signal  Clear voice

Responding to “Stop”  Eventually, every student will be told to stop. When this happens, he or she should follow these three steps:  Stop what you are doing.  Take a deep breath.  Go about your day (no big deal).  This three-step procedure should be followed even when the student doesn’t agree with the “stop.”

Teaching “Walk”  Sometimes, even when students tell others to “Stop,” problem behavior will continue. When this happens, students are to "walk away" from the problem behavior.  Remember that walking away removes the reinforcement for bullying.  Teach students to encourage one another when they use the appropriate response.

Teaching “Talk”  Even when students use “stop” and they “walk away” from the problem, sometimes students will continue to behave inappropriately toward them. When that happens, students should "talk" to an adult.  Report problems to adults.

Teaching “Talk” There is a difference between tattling and talking.  Talking is when you have tried to solve the problem yourself, and have used the "stop" and "walk" steps first.  Tattling is when you do not use the "stop" and "walk away" steps before talking to an adult.  Tattling is when your goal is to get the other person in trouble.

Responding to “Talk” When any problem behavior is reported, adults follow a specific response sequence:  Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.").  Ask who, what, when and where.  Ensure the student’s safety.  Is the bullying still happening?  Is the reporting child at risk?

Responding to “Talk”  Is there fear of revenge?  What does the student need to feel safe?  What is the severity of the situation?  "Did you tell the student to stop?" If yes, praise the student for using an appropriate response. If no, practice.  "Did you walk away from the problem behavior?" If yes, praise student for using appropriate response. If no, practice.

Reinforcing “Stop/Walk/Talk”  Effective generalization requires the prompt reinforcement of appropriate behavior the FIRST time it is attempted.  Staff should look for students that use the 3-step response appropriately and reward.  Students that struggle with problem behavior (either as victim or perpetrator) are less likely to attempt new approaches.  These students need reinforcement for attempting to implement the strategies.

Practice “Stop/Walk/Talk” Break into groups of four and designate roles.  Roles are: Perpetrator, Victim, Bystander, & Teacher.  Role-play a typical scenario utilizing the strategies.  Brainstorm potential pitfalls and solutions.

Implementing Bully Prevention  Universals must be in place.  Download Bully Prevention in PBIS Manual.  Elementary School Version  Middle School Version  Plan to train all staff and students prior to implementing strategies.

PBIS Team Roles  Takes the lead with implementation.  Determines a school-wide “stop” signal.  Develops schedule for student Bully Prevention training (initial and follow-up).  Plans ongoing support of supervisors and teachers.  Evaluates student outcome data (ODRs).  Uses an implementation checklist.  Follows up with faculty.  Works with the district to maintain efforts.

Teacher Role  Read manual.  Deliver initial lessons and follow up lessons.  Practice with students.  Report incidents.  Respond to “Talk” as trained.  Reinforce appropriate behavior.  Give feedback to PBIS team.

Administrator Role  Provide leadership for Bully Prevention Model.  Read manual.  Practice with students.  Check in with students and staff.  Report incidences.  Reinforce staff and student behavior!

Planning Guide

Implementation Checklist

Research Support  Scott Ross of University of Oregon has studied Bully Prevention at the elementary level.  Three elementary schools  Two students at each school with physical/social aggression at high rates  All staff taught with the Bully Prevention in PBIS manual  All students taught by staff  All playground personnel received implementation support

20 BaselineAcquisitionFull BP-PBS Implementation Number of Incidents of Bullying Behavior School Days School 1 Rob Bruce Cindy Scott Anne Ken School 2 School % Reduction

BP-PBS, Scott Ross21 28% increase 19% decrease

BP-PBS, Scott Ross22 21% increase 22% decrease

Summary  Manual available on wiki.  Establish school-wide expectations.  Teach students how to respond to behavior that is NOT respectful.  Provide extra review and pre-correction for students with more extensive need.  Provide support for staff implementation fidelity.  Collect and use data to improve implementation and impact.  Work with your team to determine next steps.

Work Cited  Beale, A. V., & Scott, P. C. (2001, April). Bullybusters: Using drama to empower students to take a stand against bullying behavior. Professional School Counseling, 4,  Berthold, K. A., & Hoover, J. H. (2000, January). Correlates of bullying and victimization among intermediate students in the Midwestern USA. School Psychology International, 21,  Carney, A. G., & Merrell, K. W. (2001, August). Bullying in schools: Perspectives on understanding and preventing an international problem. School Psychology International, 22,  Espelage, D. L., & Swearer, S. M. (2003). Bullying in American Schools A Social-Ecological Perspective on Prevention and Intervention. Mahwah, NJ: Lawrence Erlbaum Associates.  Nansel, T. R., Overpeck, M., & Ramani, P. S. (2001, April 16). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. JAMA, 285,  Neary, A., & Joseph, S. (1994, January). Peer victimization and its relationship to self-concept and depression among schoolgirls. Personality and Individual Differences, 16,