1. OBPP Staff Training Roscoe Central School Town Hall Parent Meeting
Welcome!
House keeping – bathrooms etc.
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2. Program Developer, Dan Olweus US Developer, Sue Limber
OBPP Staff Training
Program Developer, Dan Olweus
US Developer, Sue Limber
How to pronounce?
Intro Dan Olweus (Ol-VEY-Us):
Program developer
Considered the “father” of bullying research
Sue Limber—Clemson University, directed 1st implementation & evaluation of OBPP in US, early 1990’s.
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3. Co-Chairs – Dawn Dorcas and Kelly Bullis
OBPP Staff Training
Committee Members
Co-Chairs – Dawn Dorcas and Kelly Bullis
Committee Members – Janice Phillips, Robin Francisco, Kelly Hendrickson, Patti Casey, Jeff Molusky, Sharon Rutledge, Julie Ryder, Steve De Freidas, Cheri Niforatos, Luke Scott, Rolling V Representative
Welcome!
Invite BPCC members to stand &/or introduce themselves.
Attended 2 days of training with Tom Ellison in May and June of 2014
Prepared and will conduct the training for today
Planned the roll out scheduled for October 2014
Determine how all aspects of the program will be integrated into RCS
Conduct annual student survey
Refine RCS’s supervisory system
Incorporate OBPP rules and concepts into RCS’s discipline policy
Meet monthly to work through problems or issues that arise
Tab 2: Doc 2

4. Overview of the program Definition of Bullying
OBPP Staff Training
Goals for Today
-Olweus Introduction
Overview of the program
Definition of Bullying
-Data
Roll Out – October 10th
Summary and Closing
Review list
Objectives:
Bullying Prevention Rules
The 6 steps to an on the spot intervention
Clarify who is expected to return after lunch.
Teachers and teacher assistants
T aids do not need to come back
Tab 2: Doc 2

5. The Olweus Bullying Prevention Program IS...
OBPP Staff Training
The Olweus Bullying Prevention Program IS...
Designed for ALL students
Preventive AND responsive
Focused on changing norms and restructuring the school setting
Research-based
NOT time-limited: Requires systematic efforts over time
OBPP is a universal, school-wide effort-- involves all adults & students in school community (not just teachers, but admin., counselors, caf. staff, custodial staff, bus drivers, librarians, parents, & members of community who interact w/ school).
Focused on school as SYSTEM (& aspects of system that support or discourage bullying) & also on INDIVIDUAL behavior.
Concerned w/ preventing bullying, AND dealing w/ bullying problems that arise.
Focused on changing climate, social norms so that bullying isn’t “cool” & no children are marginalized or left on the “outside.”
Has strong & growing research base.
Importantly, has no end-date. Should be woven into the fabric of the school.
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6. The OBPP IS NOT... a conflict resolution approach a curriculum
OBPP Staff Training
The OBPP IS NOT...
a curriculum
a conflict resolution approach
a peer mediation program
an anger management program
Also critical to understand what the Olweus program is NOT.
Although there are many user-friendly classroom support materials, program is not a curriculum.
(Curriculum= time-limited, grade-based, focused on an area of learning. Program, like OBPP= broader, focused on everyone in the school, & purpose is to change attitudes, norms & behaviors).
OBPP is not a conflict resolution program. Bullying is a form of victimization, not conflict.
Program does not encourage mediation between children who bully & their victims.
Bullying often is not motivated by anger…so the program is not focused on anger management.
Tab 2: Doc 2

7. Program Components Parents Classroom School Community Individual
OBPP Staff Training
Program Components
Classroom
School
Parents
Community
Research shows bullying prevention needs to happen on multiple levels to be effective. The 4 Olweus program components are based on this & consist of:
+ school-level components
+ classroom-level components
+ individual-level components (working w/ individual students & their parents),
+ community-level components
CLICK MOUSE so that “parents” flies in.
Parents are very important for success of the Olweus program & are involved at all 4 levels.
Each of these components will be discussed.
Individual
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8. OBPP Principles imply…
OBPP Staff Training
OBPP Principles imply…
Adults are responsible
Clear & consistent message
Short & long-term focus
Follow model with fidelity
OBPP should become part of everyday life at school
Review 9 implications & encourage participants to highlight key points in their guides.
Main responsibility for program rests w/ adults--not students.
A clear, consistent message against bullying should be present throughout the school.
School staff must be focused on both short-term & long-term goals.
Because OBPP is research-based, procedures & guidelines should be followed as closely as possible.
OBPP is designed to become part of the everyday life at school.
Reference: TG, pp
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9. OBPP Principles imply:
OBPP Staff Training
OBPP Principles imply:
6. Student involvement in changing climate
7. Student learning about bullying
8. OBPP is NOT peer mediation or conflict resolution
9. OBPP is not a classroom management technique
6. Changing school climate/culture requires student involvement as well.
7. Students need to be taught what bullying is & how to get help.
8. Bullying prevention & intervention are different from peer mediation and/or conflict resolution.
9. OBPP is not a classroom management technique, although effective implementation of the OBPP may certainly have a positive effect on student behavior.
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10. about bullying We will not bully others.
OBPP Staff Training
about bullying SP
(TG Doc #8)
We will not bully others.
We will try to help students who are bullied.
We will try to include students who are left out.
If we know that somebody is being bullied, we will tell an adult at school and an adult at home.
All schools have rules governing student behavior, but many do not explicitly address bullying.
Existing rules may not use the term, “bullying” & frequently omit indirect/subtle forms (e.g., social exclusion)—need to include full range of behaviors.
OBPP recommends schools adopt these 4 rules: (SLIDE)
Show Poster & table tents (SWG CD Docs ; TG CD Doc. 8).
Highlight info from SWG pp :
Only 1st rule addresses children who bully; remaining 3 focus on bystander behavior.
Expectation is that ALL students won’t bully AND will take action to help students who are bullied.
Rule #4 applies to students being bullied themselves (not just bystanders.)
Post in all areas & discuss in detail w/ staff, students & parents. These rules supplement not replace other school rules.
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11. OBPP Staff Training
Making it personal
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12. OBPP Staff Training
MYTHS about BULLYING
Studies suggest that fewer than 10% of children are involved in bully/victim problems in elementary or middle school.
Children are more likely to be bullied in middle school than in elementary school.
Most bullying is physical in nature.
Girls bully just as much as boys; they just do it differently.
Boys are more likely than girls to be involved in cyberbullying.
The vast majority of children who are bullied tell a teacher or other member of the school staff.
Bullying is just as likely on the way to and from school as during school hours.
Most students who observe bullying don’t think they should get involved.
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13. Olweus Definition of Bullying:
OBPP Staff Training
Olweus Definition of 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.”
In the Teacher Guide & Schoolwide Guide, this is how bullying is defined….(SLIDE)
This definition also appears in parent program materials.
Be careful to avoid using terms “bully” & “victim” as much as possible when describing students. We want to avoid labels & focus on behavior.
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14. Three Key Components of Bullying Behavior
OBPP Staff Training
Three Key Components of Bullying Behavior
Involves an aggressive behavior
Typically involves a pattern of behavior repeated over time
Imbalance of power or strength
Bullying is characterized by 3 key components: (SLIDE)
Bullying is a form of aggression
Behavior is often repeated—though adults often are not aware of patterns until a serious event occurs. BUT, DO NOT wait for a pattern before responding! Address all negative behaviors immediately!
Unlike other forms of aggression, there is an imbalance of power or strength between child who is bullying & child who is being bullied.
Imbalance can be physical, but often is emotional or verbal & can be quite subtle.
Result: child who is being bullied is likely to have a difficult time defending himself or herself physically, verbally, emotionally…
References: SWG, p. xii; TG, pp , SWG CD Doc. 1, pp. 3-5; SWG DVD Pt. I & II
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15. Distinguishing Among…
OBPP Staff Training
Distinguishing Among…
Bullying
Rough-and-Tumble Play
Real Fighting
Behaviors like rough-&-tumble play, & real fighting are often confused with bullying—that’s a problem if we respond to all in same way (Open TG CD, Doc. #3, chart)
Rough-&-tumble play: when 2+ students hit, push, chase, wrestle in a friendly, playful manner. Differs from bullying in the “relationship between the parties” & the “expression & atmosphere.”
Real fighting differs from bullying in repeated nature of behavior & imbalance of power.
Characteristics that help us sort out physical behaviors may also help us sort out more subtle forms of bullying (e.g., verbal joking from bullying).
References: TG p. 15 (description) & TG CD Doc. 3 (chart)
SWG CD Doc. 1, pp. 6-7 (description)
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16. OBPP Staff Training
Similarities and Differences between Rough-and-Tumble Play, Real Fighting, and Bullying
Characteristics
Rough-and-Tumble Play
Real Fighting
Bullying
Relationship between Parties
Usually friends*
Usually not friends
Number of
Participants
May be two, but often
more
Usually two
May be two, but often a group of two to three against one+
Balance of Strength or Power
Usually equal (can be
deliberately adjusted)
Can vary, but often is
relatively equal
Unequal+
Expression and
Atmosphere
Smiling or neutral face,
laughter, friendly*
Staring, serious face with
furrowed eyebrows,
tense, hostile
The inferior party: often sad, depressed, crying, angry, despairing
The superior party: may vary, but often laughter and scornful smiles; serious, not friendly+
Underlying
Intention
Friendly, positive*
Negative, aggressive,
desire to inflict injury or discomfort
desire to inflict injury or
discomfort, to humiliate
and insult
Activity Repeated with Same Partner(s)
Often yes
Usually not
Yes+
* Indicates characteristics that primarily distinguish rough-and-tumble play from real fighting and bullying.
+ Indicates characteristics that primarily distinguish bullying and real fighting.
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17. Effects of Being Bullied
OBPP Staff Training
Effects of Being Bullied
Lower self-esteem
Depression & anxiety
Absenteeism & lowered school achievement
Thoughts of suicide
Illness
Bullying may seriously affect: (1) psychosocial functioning, (2) academic work, (3) health of children who are targeted—effects can be both short & long-term
Being bullied related to lower self-esteem, higher depression, loneliness, anxiety
Victims more likely to report wanting to avoid school, higher absenteeism rates (Rigby, 1996)
Report disliking school & received lower grades (Eisenberg et al., 2003)
Early peer exclusion (Kindergarten) leads to decreased classroom participation, & in turn to lowered academic achievement in 5th grade. (Buhs, et al., 2006)
Report more suicidal ideation than non-bullied peers. Though relatively rare, suicide has been linked to persistent bullying.
Suicidal ideation & depression appear more common among children experiencing indirect bullying (e.g., being ignored) than direct bullying (van der Wal et al., 2003)
Depression & low self-esteem can persist into adulthood.
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18. Characteristics of Bullied Students
OBPP Staff Training
Characteristics of Bullied Students
Research suggests two categories of bullied children:
“submissive” or “passive victims”
“provocative victims” or “bully-victims”
Passive victims usually have 1+ of these characteristics: Cautious, sensitive, quiet, withdrawn, anxious, insecure, low self-esteem, physically weaker than peers (boys), physically mature earlier (girls), have few friends--find it easier to associate w/ adults.
Some characteristics may be seen as both contributing factors (“causes”) & consequences of victimization. E.g., If a child feels insecure, his/her behavior may signal them as “easy target.” Regular bullying is ALSO likely to shake their confidence further. So, insecurity may be both a cause & a consequence of bullying.
However, when considering factors that may contribute to bullying, be very careful not to blame the victim. No child deserves to be bullied.
Research shows that provocative victims comprise a smaller group than passive victims (e.g., 10-20% of bullied students),
Concern: may be most difficult to deal w/.
display social-emotional problems of victimized students (see Passive Victim characteristics above.)
show behavioral problems similar to students who bully (aggressive/antisocial, difficulty concentrating, impulsive, hyperactive/ADHD). May cause irritation in adults and peers
(Haynie, et al., 2001; Nansel et al., 2001)
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19. Children at Higher Risk of Being Bullied:
OBPP Staff Training
Children at Higher Risk of Being Bullied:
Children with disabilities, special needs, and health problems
Children who are obese
Children who are lesbian, gay, bisexual, transgender, or who are questioning their identities (GLBTQ) [TG CD #5]
Some children are at particularly high risk of being bullied because of ways they are perceived as being different. Sometimes these differences might be viewed as positive (e.g. gifted or talented), sometimes these differences may be viewed as negative (such as those shown on this slide. (SLIDE)
Physical, cognitive, learning or behavioral disabilities, including ADHD & Autistic Spectrum Disorder (e.g. Asperger’s syndrome),
Special health care needs or medical conditions that affect their appearance; other medical conditions such as diabetes, stuttering, & obesity.
GLBTQ (Gay, Lesbian, Bisexual, Transgendered, or “Questioning”) students.
References: TG, pp ; TG CD, Doc. 5
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20. Concerns About Children Who Bully
OBPP Staff Training
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
Also is 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…(SLIDE).
References: TG, p. 22; SWG CD Doc. 1, p. 14
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21. OBPP Staff Training
Children Who Bully
Bullying may be part of a conduct-disordered behavior pattern
This pattern may continue into young adulthood
Olweus study: Bullies were 4 times as likely to have 3 or more convictions by age 24
Frequent or persistent bullying behavior commonly considered to be part of a conduct-disordered behavior pattern. Pattern may continue into young adulthood if not checked.
Longitudinal study in Norway--60% of boys identified as “bullies” in middle school had at least 1 conviction by the age of 24; 35-40% had 3 or more convictions. “Bullies” were 3-4 x as likely as non-bullying peers to have multiple convictions by their early 20s. Study only incl. boys, but similar patterns may hold true for girls.
References: TG, p. 22 & SWG CD, Doc. 1, p. 14
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22. Common Myths About Children who Bully
OBPP Staff Training
Common Myths About Children who Bully
“Children who bully are loners.”
“Children who bully have low self-esteem.”
(1) (SLIDE)“… loners.” Research indicates children who bully are not socially isolated & may be viewed by others as popular.
They have an easier time making friends than peers. (Nansel et al., 2001)
Are less depressed, socially anxious & lonely than their peers. (Juvonen et al., 2003)
They are average or somewhat below-average in popularity among peers, but have at least a small group of friends (a.k.a. “henchmen”) who support their bullying behavior. (Olweus, 1978, 1993)
What this means: Interventions must focus not only on those who bully but on bystanders who support it.
(2) “…low self-esteem.” Children who bully have average or above-average self-esteem (Olweus, 1993a; Rigby & Slee, 1991; Slee & Rigby, 1993).
What this means: Self-esteem building for children who bully can have negative consequences (reinforce bullying behavior)
Reference: TG, p. 22
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23. What Roles Do Students Play In The one who is being bullied
Bullying Situations?
OBPP Staff Training
Start the bullying and take an active
part G A
Students Who Bully
Defenders
Dislike the bullying, help or try to help the bullied student
Student Who Is Bullied
Take an active
part, but do not start the bullying B
Followers H
The one who is being bullied
Support the bullying, but do not take an active part C
Supporters
Possible
Defenders F
Passive
Supporters
Dislike the bullying and think they ought to help, but don’t do it
Peer group plays an important role in motivating and encouraging bullying in many situations.
As this continuum shows, students who bully often get various types of support—from followers (hench boys or hench girls), supporters, & passive supporters.
Shows group phenomenon: roles vary among participants & observers. Some are much more active than others.
This “Bullying Circle” is an important OBPP tool to illustrate roles in bullying situations & to build understanding about how the program helps shift behavioral norms & attitudes.
Engage participants in Bullying Circle Exercise (See Certified Olweus Trainer or OBPP Coordinating Committee Notebook for TM Tab 11, Docs. 7 & 8 w/ large role play cards.)
References: TG, pp ; SWG CD Doc. 1, pp D
Like the bullying,
but do not display
open support
Disengaged
Onlookers E
TG, p. 24
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24. Group Mechanisms in Bullying
OBPP Staff Training
Group Mechanisms in Bullying
Social contagion
Weakening inhibitions against aggression
Decreased sense of individual responsibility
Gradual changes in the view of bullied student(s)
Bully is usually a group phenomenon even through some individuals play a much more active role than others. This explains why ordinarily positive/social and non-aggressive students now and then participate in bullying.
Social & non-aggressive students sometimes bully. (SLIDE):
1. Social contagion: If bullying leaders are popular/admired, behavior becomes “contagious”—particularly for insecure.
2. Weakens normal inhibitions: Bullying students viewed as “winners;” can cause others to join in if adults & peers don’t communicate that bullying is unacceptable.
Decreased sense of responsibility: When several students participate, each may feel less responsible/guilty. Psych. term for this is “diffusion of responsibility.”
Change in view of victim: Repeatedly bullied students may become “dehumanized”/viewed as worthless—OR seen as “asking” to be bullied, or blamed for their torment.
These group dynamics reduce feelings of empathy, guilt, remorse & responsibility that counteract bullying. They impact the behavior & responses of BOTH students & adults & can come together to make a toxic school environment. 
Reference: TG, pp
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25. Effects of Bullying on Bystanders
OBPP Staff Training
Effects of Bullying on Bystanders
Bystanders may feel:
Afraid
Powerless to change the situation
Guilty for not acting
Diminished empathy for victims over time
We know bullying affects students who are bullied & those who bully others.
Why else 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…(SLIDE).
Note: Reduced empathy can result in bystanders joining in/siding w/ child who bullies, rather than intervening to help or support bullied students.
Reference: TG, pp xii-xiv.
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26. Suggested Responses to Bullying
OBPP Staff Training
Suggested Responses to Bullying
Stop the bullying
Support student who has been bullied
Name bullying behavior & refer to school rules
Engage the bystanders
Impose immediate & appropriate consequences
Take steps to ensure bullied student will be protected from future bullying
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27. When There Are Suspicions of Bullying...
OBPP Staff Training
When There Are Suspicions of Bullying...
Intensify your observations
Talk to your child
Confer with the Dignity Coordinator
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28. OBPP Staff Training
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29. Olweus Bullying Questionnaire
OBPP Staff Training
Olweus Bullying Questionnaire
Patterns for girls & boys
Insights into school climate
Information to assess supervision
Attitudes about bullying
Impact of bullying on students
Valuable planning tool
The OBQ provides info about all these issues (SLIDE) to help plan details of OBPP implementation.
Knowing as much as possible about specific bullying problems in school & improving adult vigilance & supervision is important for program success.
Refer to OBQ data, if available, (but possibly plan another time to review it w/ staff.)
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30. RCS Data Annual 3-12 student Bullying Questionnaire
OBPP Staff Training
RCS Data
Annual 3-12 student Bullying Questionnaire
The survey was conducted in December 2013 with the help and support of many teachers – thank you
The results were returned to the Olweus Committee in January and was used to help inform the Committee’s two day training.
Today, we will review a snap shot of RCS’s RCS Olweus Bullying Questionnaire Data
Results from 12 of the 34 questions asked
Please note – classes were combined to guarantee statistical validity. 7th and 8th grade and 11th and 12th grade
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31. Number of girls and boys responding by grade
OBPP Staff Training
Number of girls and boys responding by grade
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32. 67% Compared to 20% of the national compairison
OBPP Staff Training
Note that 67 Percentage of girls in 5th grade report having been bullied 2-3 times a month or more
67% Compared to 20% of the national compairison
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33. 71% compared to the 20% national comparison
OBPP Staff Training
Note 71% of boys in 3rd grade reported being bullied 2-3 time a month or more
71% compared to the 20% national comparison
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34. 27% compared to the 12% national comparison
OBPP Staff Training
Note 27% of boys in 12th grade (11th and 12th grade) reported having bullied 2-3 time a month or more
27% compared to the 12% national comparison
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35. Note 83% of 5th grade girls report being involved in bullying.
OBPP Staff Training
Note 83% of 5th grade girls report being involved in bullying.
Roughly 65% of the 5th grade girls reported being only a victim of bullying not a bully or combination victim and bully.
83% compared to the 20% national comparison
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36. Note 71% of boys in 3rd grade reported being involved in bullying
OBPP Staff Training
Note 71% of boys in 3rd grade reported being involved in bullying
All 71% of the 3rd grade boys reported being only a victim of bullying not a bully or combination victim and bully.
71% compared to the roughly 25% national comparison
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37. This slide show the ways students are being bullied.
OBPP Staff Training
This slide show the ways students are being bullied.
Girls bullied by girls
Girls bullied by boys
Boys bullied by boys
Boys bullied by boys has the highest percentage in every category.
Rumors and verbal have the two highest percentages.
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38. OBPP Staff Training
Percentage of bullied girls and boys who have told or not told anybody about bullieng
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39. Remember…… Stopping bullying takes a team effort.
OBPP Staff Training
Remember……
Stopping bullying takes a team effort.
You play a critical position on the team.
Change happens in small increments but can have positive long-term impact for us all!
The success of the OBPP depends upon active involvement of ALL adults in the school community!
(SLIDE)
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