1. 1 The Olweus Bullying Prevention Program A little history... © The Olweus Bullying Prevention Group, 2004

2. 2 Prevalence of Bullying: Norwegian & Swedish Children (Olweus, 1993) Study of 150,000 students age 7-16Study of 150,000 students age 7-16 15% reported being involved in bully/victim problems15% reported being involved in bully/victim problems 9% reported being victims of bullying9% reported being victims of bullying 7% reported bullying other students7% reported bullying other students 1.2% (or 17% of victims) were both bully and victim1.2% (or 17% of victims) were both bully and victim © The Olweus Bullying Prevention Group, 2004

3. 3 Program Outcomes: Norwegian Sample (1983-1985) 50%-70% reductions in students’ self- reports of bullying and victimization50%-70% reductions in students’ self- reports of bullying and victimization Reductions in self-reports of antisocial behavior such as vandalism, fighting, theft, alcohol use, and truancyReductions in self-reports of antisocial behavior such as vandalism, fighting, theft, alcohol use, and truancy Improvements in class “social climate”Improvements in class “social climate” Similar results have been found in several follow-up studies (1997-1998; 1999- 2000; 2001-2003).Similar results have been found in several follow-up studies (1997-1998; 1999- 2000; 2001-2003). © The Olweus Bullying Prevention Group, 2004

4. 4 Recognition of the Olweus Bullying Prevention Program One of 11 Blueprints for Violence Prevention (Center for the Study & Prevention of Violence)One of 11 Blueprints for Violence Prevention (Center for the Study & Prevention of Violence) An Exemplary Program (SAMHSA)An Exemplary Program (SAMHSA) © The Olweus Bullying Prevention Group, 2004

5. 5 The Olweus Bullying Prevention Program IS... Universal (a school-wide effort)Universal (a school-wide effort) Systems-oriented AND individual- orientedSystems-oriented AND individual- oriented Preventive AND problem-solvingPreventive AND problem-solving Focused on changing norms and behaviorFocused on changing norms and behavior Research-basedResearch-based NOT time-limited: Requires systematic efforts over timeNOT time-limited: Requires systematic efforts over time © The Olweus Bullying Prevention Group, 2004

6. 6 Program Components School-wide Individual Classroom Community © The Olweus Bullying Prevention Group, 2004

7. 7 Parent Involvement Throughout School-wide Classroom Individual Community Parents © The Olweus Bullying Prevention Group, 2005

8. 8 Effects of Bullying on School Climate Interferes with student learning Creates a climate of fear and disrespect Students may perceive lack of control/caring © The Olweus Bullying Prevention Group, 2005

9. 9 Possible Legal Concerns State laws related to bullying/bullying prevention Civil suits brought against schools/school systems Risk management issues for schools © The Olweus Bullying Prevention Group, 2004

10. 10 Bullying... “A student is being bullied when he or she is exposed,repeatedly and over time, to negative actions on the part of one or more students.” © The Olweus Bullying Prevention Group, 2004

11. 11 Bullying involves an imbalance in power or strength. The student who is bullied has difficulty defending himself/herself. © The Olweus Bullying Prevention Group, 2004

12. 12 Bullying Behavior Often part of a conduct- disordered behavior patternOften part of a conduct- disordered behavior pattern This pattern may continue into young adulthoodThis pattern may continue into young adulthood Olweus study: Bullies were 4 times as likely to have 3 or more convictions by age 24Olweus study: Bullies were 4 times as likely to have 3 or more convictions by age 24 © The Olweus Bullying Prevention Group, 2004

13. 13 Why Focus on Bully/Victim Problems Because of: –Short and long-term effects on victims –Concern about students who bully –Impact on bystanders –School social climate –Legal concerns © The Olweus Bullying Prevention Group, 2004

14. 14 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 © The Olweus Bullying Prevention Group, 2005

15. 15 Short-term Effects of Being Bullied Lower self-esteemLower self-esteem Depression & anxietyDepression & anxiety IllnessIllness AbsenteeismAbsenteeism Thoughts of suicideThoughts of suicide © The Olweus Bullying Prevention Group, 2004

16. 16 Lasting Effects of Being Bullied Lower self-esteemLower self-esteem Higher rates of depressionHigher rates of depression Higher rates of Post Traumatic StressHigher rates of Post Traumatic Stress © The Olweus Bullying Prevention Group, 2004

17. 17 Kids Who Observe What do you usually do when you see a student being bullied? 38%Nothing, because it’s none of my business38%Nothing, because it’s none of my business 27%I don’t do anything, but I think I should help27%I don’t do anything, but I think I should help 35%I try to help him or her35%I try to help him or her © The Olweus Bullying Prevention Group, 2004 As reported by 4th – 6th graders in South Carolina. Source: Melton, et al. (1998)

18. 18 Effects of Bullying on Bystanders Bystanders may feel: –Afraid –Powerless to change the situation –Guilty for not acting –Diminished empathy for victims over time © The Olweus Bullying Prevention Group, 2005

19. 19 The Bullying Circle: Students’ Mode of Reactions/Roles in an Acute Bullying Situation B C D V G E F A Starts the bullying and take an active part Takes an active part, but do not start the bullying Supports the bullying, but do not take an active part Likes the bullying, but do not display open support Watches what happens * Is none of my business * Doesn’t take a stand Dislikes the bullying and think they ought to help, but don’t do it Dislikes the bullying, helps or tries to help the victim The one who is exposed Victim Bully/bullies Follower Henchman Supporter Passive Bully/bullies Passive Supporter Possible Bully Disengaged Onlooker Possible Defender of the victim © The Olweus Bullying Prevention Group, 2004 Teacher’s Handbook, Ch.3: Pg. 21

20. 20 Goals of the Olweus Bullying Prevention Program Reduce existing bully/victim problems among school childrenReduce existing bully/victim problems among school children Prevent the development of new bully/victim problemsPrevent the development of new bully/victim problems Improve peer relationsImprove peer relations Improve school climateImprove school climate © The Olweus Bullying Prevention Group, 2004

21. 21 Program Principles-- Warmth & Positive InterestWarmth & Positive Interest Involvement from adultsInvolvement from adults Adults acting as authorities and positive role modelsAdults acting as authorities and positive role models Firm limits and non-hostile and non-physical sanctionsFirm limits and non-hostile and non-physical sanctions It is critical to develop a school environment characterized by: © The Olweus Bullying Prevention Group, 2004

22. 22 Overview of School-Wide Elements 1. Form Bullying Prevention Coordinating Committee 2. Train committee and all school personnel 3. Administer bully/victim questionnaire 4. Develop school rules against bullying 5. Increase supervision 6. Use consistent positive and negative consequences 7. Hold staff discussion groups 8. Involve parents 9. Hold school-wide “Kick-Off” Events © The Olweus Bullying Prevention Group, 2004

23. 23 Student Kick Offs Student Kick Offs Use an assembly, skit, video, or group activity to introduce the Olweus program and catch students’ attention Introduce school rules against bullying Inform students about school plans to address bullying Make it lively and brief! Follow-up with classroom meeting that expands on concepts introduced © The Olweus Bullying Prevention Group, 2004

24. 24 Interventions at the Classroom Level School rules posted and discussedSchool rules posted and discussed Consistent use positive and negative consequencesConsistent use positive and negative consequences Regular class meetings (weekly)Regular class meetings (weekly) Incorporation of bullying themes across the curriculumIncorporation of bullying themes across the curriculum Class-level parent meetings (where possible)Class-level parent meetings (where possible) © The Olweus Bullying Prevention Group, 2004

25. 25 Against Bullying We will not bully others.We will not bully others. We will help students who are bullied.We will help students who are bullied. We will include students.We will include students. We will tell a teacher or an adult if we know that someone is being bullied.We will tell a teacher or an adult if we know that someone is being bullied. © The Olweus Bullying Prevention Group, 2004 Jordan Road

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28. 28 The Bullying Prevention Program IS NOT... curriculuma curriculum a conflict resolution approacha conflict resolution approach peer mediationa peer mediation program anger managementan anger management program © The Olweus Bullying Prevention Group, 2004

29. 29 The Bullying Circle: Students’ Mode of Reactions/Roles in an Acute Bullying Situation B C D V G E F A Starts the bullying and take an active part Takes an active part, but do not start the bullying Supports the bullying, but do not take an active part Likes the bullying, but do not display open support Watches what happens * Is none of my business * Doesn’t take a stand Dislikes the bullying and think they ought to help, but don’t do it Dislikes the bullying, helps or tries to help the victim The one who is exposed Victim Bully/bullies Follower Henchman Supporter Passive Bully/bullies Passive Supporter Possible Bully Disengaged Onlooker Possible Defender of the victim © The Olweus Bullying Prevention Group, 2004 Teacher’s Handbook, Ch.3: Pg. 21

30. 30 Who? What? When? Where? How? Why? © The Olweus Bullying Prevention Group, 2004

31. 31 BULLYING = PEER ABUSE © The Olweus Bullying Prevention Group, 2004

32. 32 Direct Bullying Hitting, kicking, shoving, spitting…Hitting, kicking, shoving, spitting… Taunting, hurtful teasing, degrading racial or sexual commentsTaunting, hurtful teasing, degrading racial or sexual comments Threatening, obscene gesturesThreatening, obscene gestures © The Olweus Bullying Prevention Group, 2004

33. 33 Indirect Bullying © The Olweus Bullying Prevention Group, 2004 Getting another person to assault someoneGetting another person to assault someone Spreading rumorsSpreading rumors Deliberate exclusion from a group or activityDeliberate exclusion from a group or activity Cyber-bullyingCyber-bullying

34. 34 Relational Bullying Combines direct & indirect bullying strategies. Targets relationships and social status to cause harm to peers. © Olweus Bullying Prevention Group, 2004 BULLYING

35. 35 Health Consequences of Bullying Fekkes et al.(2003) Pediatrics, 144, 17-22 BulliedNot bullied Headache16%6% Sleep problems42%23% Abdominal pain17%9% Feeling tense20%9% Anxiety28%10% Feeling unhappy23%5% Depression scale moderate indication49%16% strong indication16%2% © The Olweus Bullying Prevention Group, 2005

36. 36 What are Characteristics of Bullied Children? Research suggests that there are two categories of bullied children: Research suggests that there are two categories of bullied children: –“Passive victims” of bullying –“Provocative victims” or “Bully/Victims” © The Olweus Bullying Prevention Group, 2004

37. 37 “Passive Victims” Tend To.. Be quiet, cautious,& sensitiveBe quiet, cautious,& sensitive Be insecure, have little confidenceBe insecure, have little confidence Be physically weaker than peers (boys)Be physically weaker than peers (boys) Develop earlier (girls)Develop earlier (girls) Be afraid of getting hurtBe afraid of getting hurt Find it easier to associate with adults than with peersFind it easier to associate with adults than with peers © The Olweus Bullying Prevention Group, 2004

38. 38 Bully/Victims Tend to... Be hyperactive, restless, have difficulty concentratingBe hyperactive, restless, have difficulty concentrating Be hot-tempered, attempt to fight back if provokedBe hot-tempered, attempt to fight back if provoked Be clumsy and immatureBe clumsy and immature Have difficulty reading social signals.Have difficulty reading social signals. Be actively disliked by adults, including their teacher.Be actively disliked by adults, including their teacher. Try to bully weaker students.Try to bully weaker students. © The Olweus Bullying Prevention Group, 2004

39. 39 Children Who Bully Tend To... Have more positive attitudes toward violence than peersHave more positive attitudes toward violence than peers Have quick tempers, frustrationHave quick tempers, frustration Have difficulty conforming to rulesHave difficulty conforming to rules Be stronger than peers (boys)Be stronger than peers (boys) Appear tough, show little compassion for victimsAppear tough, show little compassion for victims Be aggressive to adultsBe aggressive to adults Be good at talking themselves out of situationsBe good at talking themselves out of situations © The Olweus Bullying Prevention Group, 2004 NO BULLYING ALLOWED !

40. 40 What Motivates Children Who Bully? Like to dominate others in a negative wayLike to dominate others in a negative way Gain satisfaction from inflicting injury and sufferingGain satisfaction from inflicting injury and suffering Receive “rewards” by bullying others (prestige,possessions)Receive “rewards” by bullying others (prestige,possessions) © The Olweus Bullying Prevention Group, 2004

41. 41 It’s a question of rights. Ultimately... Ultimately... © The Olweus Bullying Prevention Group, 2004

42. 42 Facts & Myths About BULLYING © The Olweus Bullying Prevention Group, 2004

43. 43 1. True or False? © The Olweus Bullying Prevention Group, 2004 B Studies suggest that fewer than 10% of children are involved in bully/victim problems in elementary or middle school.Studies suggest that fewer than 10% of children are involved in bully/victim problems in elementary or middle school.False

44. 44 Prevalence of Bullying U.S. Studies Melton et al. (1998)Melton et al. (1998) –Study of 6,500 students in grades 4-6 in South Carolina –20% reported bullying others “several times” or more frequently during the school term –23% reported being bullied “several times” or more frequently © The Olweus Bullying Prevention Group, 2004

45. 45 2. True or False? © The Olweus Bullying Prevention Group, 2004 B Children are more likely to be bullied in middle school than in elementary school.Children are more likely to be bullied in middle school than in elementary school.False

46. 46 Percentage of Victimized Students Norwegian Sample (n=10,800) Grades 4 - 7 (Boys + Girls) = 15.2%Grades 8-10 (Boys + Girls) = 8.0% © The Olweus Bullying Prevention Group, 2004

47. 47 3. True or False? © The Olweus Bullying Prevention Group, 2004 B Most bullying is physical in nature.Most bullying is physical in nature.False

48. 48 4. True or False? © The Olweus Bullying Prevention Group, 2004 B Girls bully just as much as boys; they just do it differently.Girls bully just as much as boys; they just do it differently.False

49. 49 Rates of Bullying Others: Males vs. Females Nansel et al. study (2001) of 15,686 6th-10th graders. Boys are more likely to bully others 26% of boys bullied “sometimes or more.” 14% of girls bullied “sometimes or more.” © The Olweus Bullying Prevention Group, 2004

50. 50 Gender plays a role Similarities:Similarities: –Both boys and girls engage in frequent verbal bullying. –Girls and boys are equally likely to engage in relational bullying. Differences:Differences: –Boys are bullied primarily by boys; girls are bullied by boys and girls. –Boys are more likely to be physically bullied. –Girls are more likely to be bullied through social exclusion, rumor-spreading, cyber bullying, and sexual comments. © The Olweus Bullying Prevention Group, 2004

51. 51 Types of Bullying Experienced By Boys and Girls Types of Bullying Experienced By Boys and Girls New Bergen Project against Bullying (1997-99). Students aged 11-15 Percentage © The Olweus Bullying Prevention Group, 2004

52. 52 5. True or False? © The Olweus Bullying Prevention Group, 2004 B Most victims of bullying report being bullied by large numbers of their peers.Most victims of bullying report being bullied by large numbers of their peers.False

53. 53 Most children report being bullied by: “2-3 others” or“2-3 others” or “mainly one” peer“mainly one” peer © The Olweus Bullying Prevention Group, 2004

54. 54 6. True or False? © The Olweus Bullying Prevention Group, 2004 B The vast majority of children who are bullied tell a teacher or other member of the school staff.The vast majority of children who are bullied tell a teacher or other member of the school staff.False

55. 55 Reporting of Victimization Many children do not report bullying to school staff.Many children do not report bullying to school staff. Older students and boys are less likely than younger students and girls to report their victimization.Older students and boys are less likely than younger students and girls to report their victimization. © The Olweus Bullying Prevention Group, 2004

56. 56 7. True or False? © The Olweus Bullying Prevention Group, 2004 B Bullying is just as likely on the way to and from school as during school hours.Bullying is just as likely on the way to and from school as during school hours.False

57. 57 48% Hallways / stairwells 32% In class (with teacher absent) 29% In gym class/locker rooms 27% In class (with teacher present) 24% In lunch room 17% In the bathroom 15% On the bus 16% On way to and from school 8% At the bus stop Common Bullying Locations J. Unnever et al., (2001). Survey of 2,472 Students Grades 6 – 8 in Roanoke, VA. © The Olweus Bullying Prevention Group, 2004

58. 58 8. True or False? © The Olweus Bullying Prevention Group, 2004 B Most students who observe bullying don’t think they should get involved.Most students who observe bullying don’t think they should get involved.False

59. 59 9. True or False? © The Olweus Bullying Prevention Group, 2004 B Once a bully, always a bully.Once a bully, always a bully.False

60. 60 Children Who Bully Can Change Bullying behaviors and victimization experiences are relatively stable over time if there is no intervention.Bullying behaviors and victimization experiences are relatively stable over time if there is no intervention. BUT, appropriate intervention can change behaviors.BUT, appropriate intervention can change behaviors. © The Olweus Bullying Prevention Group, 2004

61. 61 10. True or False? © The Olweus Bullying Prevention Group, 2004 B Children who bully are loners with low self-esteem.Children who bully are loners with low self-esteem.False

62. 62 Common Myths About Children who Bully “Children who bully are loners.” “Children who bully have low self- esteem.” © The Olweus Bullying Prevention Group, 2004

63. 63 Risk Factors for Bullying Family School Peers Individual © The Olweus Bullying Prevention Group, 2004

64. 64 Peer Risk Factors for Being Bullied Lack of close friends © The Olweus Bullying Prevention Group, 2004

65. 65 Peer Risk Factors for Bullying Others Friends/peers with positive attitudes towards violenceFriends/peers with positive attitudes towards violence Exposure to models of bullyingExposure to models of bullying © The Olweus Bullying Prevention Group, 2004

66. 66 Family Risk Factors for Bullying Lack of parental warmth and involvementLack of parental warmth and involvement Lack of parental supervisionLack of parental supervision Overly-permissive parentingOverly-permissive parenting Harsh discipline/physical punishmentHarsh discipline/physical punishment © The Olweus Bullying Prevention Group, 2004

67. 67 School Risk Factors for Problems of Bullying Lack of supervision during breaksLack of supervision during breaks Students have indifferent or accepting attitudesStudents have indifferent or accepting attitudes Staff have indifferent or accepting attitudes towards bullyingStaff have indifferent or accepting attitudes towards bullying © The Olweus Bullying Prevention Group, 2004

68. 68 Your Program Materials Bullying Prevention Program BlueprintBullying Prevention Program Blueprint Teacher HandbookTeacher Handbook Bullying at School: What We Know and What We Can DoBullying at School: What We Know and What We Can Do Olweus bully/victim questionnaire & statistical package (Grades 3-12)Olweus bully/victim questionnaire & statistical package (Grades 3-12) Bullying (video and accompanying teacher guide) (Grades 4-7)Bullying (video and accompanying teacher guide) (Grades 4-7) Supplemental Lesson Plans (Grades 4-7)Supplemental Lesson Plans (Grades 4-7) Quit It! (Grades K-3)Quit It! (Grades K-3) © The Olweus Bullying Prevention Group, 2004

69. 69 Reductions in boys’ and girls’ reports of bullying others after one year. Reductions in boys’ and girls’ reports of bullying others after one year. Reductions in boys’ reports of being bullied and feelings of social isolation after one year. Program Outcomes: South Carolina Sample (1994) © The Olweus Bullying Prevention Group, 2004

70. 70 Discussion Questions Where do you see most children in your school/community in this circle? Are these roles static?Where do you see most children in your school/community in this circle? Are these roles static? What keeps more children from being defenders?What keeps more children from being defenders? What are characteristics of defenders?What are characteristics of defenders? How do adults usually respond to children in positions B, C, D, E, and F?How do adults usually respond to children in positions B, C, D, E, and F? © The Olweus Bullying Prevention Group, 2004

71. 71 Misdirections in Bullying Prevention and Intervention Simple, short-term solutionsSimple, short-term solutions “Program du jour approaches”“Program du jour approaches” Group treatment for children who bullyGroup treatment for children who bully Self-esteem enhancement for children who bullySelf-esteem enhancement for children who bully Zero tolerance policies for bullyingZero tolerance policies for bullying Mediation/conflict resolution to resolveMediation/conflict resolution to resolve bullying issues bullying issues © The Olweus Bullying Prevention Group, 2004

72. 72 Program Components School-wide Individual Classroom Community © The Olweus Bullying Prevention Group, 2004

73. 73 School-Wide Elements © The Olweus Bullying Prevention Group, 2004

74. 74 1. Bullying Prevention Coordinating Committee Composition: –Administrator –Grade level teacher representation –School counselor and/or mental health professional –Paraprofessional / non-teaching staff –Parent –Before & after school program leader –Community representative © The Olweus Bullying Prevention Group, 2004

75. 75 Responsibilities of Coordinating Committee Attend two-day training Plan and implement the program –Plan for the Olweus survey –Communicate plans to faculty and all staff –Obtain feedback from faculty and staff –Present program information to parents, local community, and media © The Olweus Bullying Prevention Group, 2004

76. 76 2. Training for All School Personnel Administrators All educators / faculty Custodians Crossing guards Lunchroom supervisors Support staff / paraprofessionals Adults often at the school After school program providers © The Olweus Bullying Prevention Group, 2004

77. 77 3. Administer Olweus Bully/Victim Questionnaire What it is:What it is: –A 39-item, anonymous questionnaire for grades 3 - 12 –Assesses students perceptions of and experiences with bullying Why survey students about bullying?Why survey students about bullying? –Provides a common definition of bullying and its components –Provides a baseline about bullying problems in the school and comparison for change –Survey and results raise awareness –Statistical results help schools tailor their planning efforts © The Olweus Bullying Prevention Group, 2004

78. 78 5. Re-examine and Fortify Supervision in “Hot Spots” Determine “hot spots” from student survey Pay attention to the playground –How is the playground arranged and supervised? –How are the premises used? © The Olweus Bullying Prevention Group, 2004

79. 79 6. Use Consistent Positive and Negative Consequences Identify consequences currently being used with bullying.Identify consequences currently being used with bullying. Assess which are effective and which are not.Assess which are effective and which are not. Develop graduated sanctions and rewards that are developmentally appropriate.Develop graduated sanctions and rewards that are developmentally appropriate. © The Olweus Bullying Prevention Group, 2004

80. 80 7. Staff Discussion Groups Regularly scheduled meetingsRegularly scheduled meetings Participants are small groups of teachers and other school personnelParticipants are small groups of teachers and other school personnel Discussions are based on material in Bullying at School and Teacher HandbookDiscussions are based on material in Bullying at School and Teacher Handbook © The Olweus Bullying Prevention Group, 2004

81. 81 8. Parent Involvement One or more parents - members of the Bullying Prevention Coordinating Committee Parents are notified of upcoming program events (survey, program kick- off) through letters, newsletters. “Kick-off” event(s) for parents to introduce the program © The Olweus Bullying Prevention Group, 2004

82. 82 Classroom Interventions © The Olweus Bullying Prevention Group, 2004

83. 83 Classroom Meetings Select a predictable time in which to discuss bullying and peer relationsSelect a predictable time in which to discuss bullying and peer relations Meetings build a sense of class cohesion & communityMeetings build a sense of class cohesion & community Be flexible in following students’ ideas for discussion topicsBe flexible in following students’ ideas for discussion topics Use role playing to engage studentsUse role playing to engage students © The Olweus Bullying Prevention Group, 2004

84. 84 Classroom Meeting Guidelines Sit in circle if possibleSit in circle if possible Raise hands to speakRaise hands to speak Everyone has the right to be heard without interruptionEveryone has the right to be heard without interruption Disagree without being disagreeableDisagree without being disagreeable Avoid names--focus on eventsAvoid names--focus on events © The Olweus Bullying Prevention Group, 2004

85. 85 Individual Elements © The Olweus Bullying Prevention Group, 2004

86. 86 Elements at the Individual Level 1. On-the-spot interventions 2. Follow-up discussions with children who are bullied 3. Follow-up discussions with children who bully 4. Staff information-sharing 5. Parental involvement © The Olweus Bullying Prevention Group, 2001

87. 87 Why Adults Don’t Always Intervene: Have difficulty recognizing bullyingHave difficulty recognizing bullying Fail to recognize the importance of interveningFail to recognize the importance of intervening Uncertain how best to interveneUncertain how best to intervene © The Olweus Bullying Prevention Group, 2004

88. 88 1. On-the-Spot Interventions: The “Teachable Moment” 1. Stop the bullying 2. Support the victim 3. Name the bullying behavior 4. Refer to the school rules 5. Impose immediate consequences (where appropriate) 6. Encourage the bystanders © The Olweus Bullying Prevention Group, 2004

89. 89 2. Follow-Up Interventions 1. Report the incident, increase adult vigilance communication, and prevent retaliation. 2. Identify staff person to talk with the parties. 3. Conduct separate talks with the child who is bullied, and the children who bully, beginning with the child who is bullied. 4. Implement supports for child who is bullied. 5. Impose consequences for the children who bully. 6. Talk with parents. 7. Follow-up with the involved individuals later. © The Olweus Bullying Prevention Group, 2004

90. 90 Sharing Information About Bullying Incidents Who needs to be involved? How are incidents reported? –Between teachers and staff –To administrators How is information shared with parents? How is information shared with involved students? © The Olweus Bullying Prevention Group, 2004

91. 91 When There Are Suspicions of Bullying... Intensify your observations of the possible victimIntensify your observations of the possible victim Confer with colleaguesConfer with colleagues Collect information from studentsCollect information from students Contact parentsContact parents © The Olweus Bullying Prevention Group, 2004

92. 92 What Can Parents Do If Their Child Is Bullied? Help the child develop talents and positive attributesHelp the child develop talents and positive attributes Encourage the child to make contact with friendly student(s) in their classesEncourage the child to make contact with friendly student(s) in their classes Encourage the child to get to know peers in new situationsEncourage the child to get to know peers in new situations © The Olweus Bullying Prevention Group, 2004

93. 93 What Doesn’t Work? Ignoring the problem Blaming your child for provoking bullying Telling the child to “hit back” Calling the parents of the bully – unless there is a friendly relationship between parents © The Olweus Bullying Prevention Group, 2004

94. 94 Communicate directly to the child: –We know you have been involved in bullying –Bullying is a serious behavior –We will not tolerate any future bullying behavior © The Olweus Bullying Prevention Group, 2004 What Can Parents Do If Their Child Bullies Others?

95. 95 Enforce family rulesEnforce family rules Reinforce positive and kind behaviorReinforce positive and kind behavior Spend more time with your childSpend more time with your child Monitor the child’s activitiesMonitor the child’s activities Build upon the child’s talentsBuild upon the child’s talents Help child find more appropriate behavior patternsHelp child find more appropriate behavior patterns Seek professional assistance, if necessarySeek professional assistance, if necessary © The Olweus Bullying Prevention Group, 2004 What Can Parents Do If Their Child Bullies Others?

96. 96 What Doesn’t Work? Ignoring the problem Denying that their child could do such a thing as bullying Protecting the child from consequences Blaming the victim for your child’s problems © The Olweus Bullying Prevention Group, 2004

97. 97 COMMUNITY EFFORTS © The Olweus Bullying Prevention Group, 2004

98. 98 Community Involvement Look for ways that community members can support the school’s effortsLook for ways that community members can support the school’s efforts Examine strategies for spreading anti-bullying messages beyond the school’s doorsExamine strategies for spreading anti-bullying messages beyond the school’s doors © The Olweus Bullying Prevention Group, 2004

99. 99 Communities Support Prevention Efforts Parent Teacher Association (PTA) City Council County Commissioners Non-Profit Family/Child Organizations Violence Prevention Coalitions Public Service Organizations (Kiwanis, Rotary) © The Olweus Bullying Prevention Group, 2004

100. 100 Spreading the Anti-Bullying Message in the Community Local Media – Newspapers/ Radio/ Television City and County Health Departments Local Police Departments Domestic Violence Coalitions Juvenile Court © The Olweus Bullying Prevention Group, 2004

101. 101 Take-Home Message Stopping bullying takes a team effort.Stopping bullying takes a team effort. Approach the process in steps.Approach the process in steps. Change happens in small increments.Change happens in small increments. © The Olweus Bullying Prevention Group, 2004

102. 102 Use of this presentation is restricted to persons trained by the authors in 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 Group 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: Marlene Snyder, PhD at nobully@clemson.edu or call 864-710-4562nobully@clemson.edu © 2004 Susan Limber, PhD ; Nancy Mullin-Rindler, MEd; Jane Riese, MSW; This presentation is based on the work of Dan Olweus, PhD Vicki Flerx, PhD; and Marlene Snyder, PhD This presentation is based on the work of Dan Olweus, PhD