1. Chapter 11 Prevention/Auxiliary Programming

2. Centers for Disease Control and Prevention (2013)
School violence: The intentional use of physical force or power, against another person, group or community, with the behavior likely to cause physical or psychological harm.
Examples
Occurs
Bullying
On school property
Fighting (e.g., punching, slapping, kicking)
On the way to or from school
Weapon use
During a school-sponsored event
Electronic aggression
On the way to or from a school-sponsored event
Gang violence
Centers for Disease Control and Prevention (2013)

3. Types of Violence Prevention Programs
Individualized approaches targeting student at-risk for aggression
Universal programs which include a curriculum for the entire school population
Multiple approach programs which seek to involve parents, peers &/or the community

4. Definition of Bullying
1) Person of greater power attempts to harm another
-Characteristic which distinguishes bullying from conflict (students of equal power)
2) Power can take various forms (physical, social, intellectual, economic, racial)
3) The negative actions are repeated
Olweus & Limber (2010)

5. Characteristics of Bullies, Victims & Bully-Victims
More than likely than regular peers to exhibit:
Perpetrators
Victims
Bully-victims
Externalizing behaviors *
Internalizing behaviors
Lack of social competence
Academic difficulties
Negative attitudes & beliefs about self
Family conflict
Lack of parental monitoring
Cook, Williams, Guerra, Kim & Sadek (2010)

6. Social Information Processing Theory & Aggressive Children
1) Attend to Social Cues: Encode fewer benign social cues possibly due to memory deficits or selective attention
6) Behave:
5) Evaluate Options: Favor aggressive responses, see aggression as likely to be effective, & feel confident in using aggression
2) Interpret: Perceive hostile intentions
3) Clarify Goals: Select goals which damage social relationships (e.g., revenge/dominance)
4) Retrieve Options from Long-term Memory: Generate fewer pro-social responses
e.g., Camodeca, M., & Goossens, F. A., (2005). Aggression, social cognitions, anger and sadness in bullies and victims. Journal of Child Psychology and Psychiatry, 46.

7. Aggression is impulsive, not preplanned
Reactive Aggression
Proactive Aggression
Aggression is impulsive, not preplanned
Aggression is preplanned & calculated
Aggression is employed to relieve aggressor’s frustration, anxiety, fear
Aggression is employed as a tool for aggressor’s personal gain
Aggression is remorseful for the aggressive behavior at its conclusion
Aggressor shows no remorse for the aggressive behavior at its conclusion
Aggressive behavior is emotionally driven (frenzied, chaotic)
Aggressive behavior is intellectually driven (planful, methodical)
McAdams, C. R., & Schmidt, C. D. (2007). How to help a bully. Professional School Counseling, 11,

8. Meta-Analyses for Bullying Prevention Programs
Findings
Study
Suggested that while school-based anti-bullying programs had a significant effect, they did not meet the threshold for practical significance… essentially not substantively decreasing bullying behavior in schools
Ferguson, San Miguel, Kilburn & Sanchez (2007)
Study of 15,000 K-12 students found no decreases in student-reported bullying behavior after implementation of anti-bullying programs
Merrell, Gueldner, Ross & Isava (2008)
On average programs reduced bullying incidents by 20-23%
Characteristics of most effective programs included comprehensive nature, parent meetings, firm disciplinary methods & playground supervision
Ttofi & Farrington (2011)

9. Program components associated with decreases in bullying
Ttofi & Farrington’s (2011) comprehensive & recent meta-analysis revealed that bullying prevention programs reduced the frequency of bullying by 20-23%
Program components associated with decreases in bullying
Program components associated with increases in bullying
Parent trainings/meetings
Peer mediation
Whole school anti-bullying policy
Peer mentoring
Improved playground supervision
Encouraging bystander involvement
Teacher training
Classroom management
Classroom rules
Disciplinary methods
Cooperative group work

10. Olweus’s Bullying Prevention Program (OBPP)
Principles
Levels
1) Demonstration of warmth & interest in students by school personnel & parents regarding acceptable behavior
School: coordination committee, trainings for staff, conduct survey to determine frequency & location of bullying)
2) Establish firm expectations
Classroom: weekly classroom lessons
3) Use consistent non-corporal consequences for violation of rules
Individual: increase supervision particularly of problem areas, individual sessions with victims & perpetrators
4) Serve as positive role models for students
Community: Outreach to increase understanding of the issue & program

11. School Counselor’s Leadership Role in Implementing Bullying Prevention Programs
Coordination of data:
Assess students’, teachers’, & parents’ perceptions regarding frequency of bullying
Evaluate the effectiveness of classroom lessons, individual interventions
Training of staff & parents
Coordinating the implementation of the curriculum
Enhancing supervision for areas of the school where bullying frequently occurs

12. School-Wide Positive Behavioral Intervention & Support (SWPBIS)
Tier 3
-Individual counseling
-Mentoring
Tier 2
-Behavior Education Program
-Strong Kids group counseling curriculum
Tier 1
Instruct all students in how to behave in a respectful, pro-social manner, including instruction in social skills & character traits

13. ASCA's (2015) Position Statement Regarding the School's Counselor's Role in Implementing Peer Support Programs
Have unique responsibilities when working with peer helping or student assistance programs and safeguard the welfare of students participating in peer-to-peer programs under their direction
Are ultimately responsible for appropriate training and supervision for students serving as peer support individuals in their school counseling programs (ASCA, 2010) (Latham, 1997)
Create a selection plan for peer helpers reflecting the diversity of the population to be served
Develop a support system for the program that communicates the program's goals and purpose through positive public relations
Monitors, evaluates, and adjusts the program and training on a continual basis to meet the assessed needs of the school population the program services
Reports results to all school stakeholders (e.g., students, teachers, administrators, parents community)
Reproduced with permission from the American School Counselor Association (2015). Position statement: The school counselor and peer support programs. Retrieved September 18, 2015, from

14. Factors Essential to Making Peer Mediation Work
Planning
Effective peer mediation programs require advance planning, considering such issues as how mediators will be chosen, where and when the mediation will occur, and what types of conflicts peer mediators can address, among others.
Training
The initial training of peer mediators requires hours, in which students will learn the basic principles of peer mediation, why conflict occurs, etc. Students will also be taught communication and problem solving strategies to defuse conflict. Role-playing and active learning help students to move toward solutions for all students involved in conflict.
Ongoing Implementa-tion
Ongoing monitoring of the program is important to its success, including the extent to which mediators are used, the success of the mediators, and how the mediators and their peers view the success of the program. Weekly or bi-weekly training should be planned for mediators, and peer mediation should be part of a whole-school effort.
Skiba & Peterson (2000)

15. Common Objectives in Training Peer Helpers
Overview of role of the helper
Active listening skills
Problem-solving process
Confidentiality & limits of confidentiality
Situations in which to refer to school counselor
Understanding various forms of aggression
Strategies for managing stress for the helper

16. Best Practices for Implementing Socio-Emotional Learning (SEL) Programs
Sequencing
New & complicated skills are divided into smaller components & sequentially practiced
Active
Active forms of learning
Focus
Sufficient time & practice must be committed
Explicit
Learning objectives are specific, measurable
SAFE
CASEL (2005)