1. Alisha Vaughn, Professional School Counselor
OBPP Staff Training
Deerfield Elementary
Alisha Vaughn, Professional School Counselor
Welcome!
Invite BPCC members to stand &/or introduce themselves.
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2. Program Developer, Dan Olweus US Developer, Sue Limber
OBPP Staff Training
Program Developer, Dan Olweus
US Developer, Sue Limber
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. 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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4. 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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5. Bullying What? When/ Who Where? Bullies? Who is Why? Bullied? How?
OBPP Staff Training
What?
When/
Where?
Who
Bullies?
Bullying
Who is
Bullied?
Why?
Before we can effectively respond to bullying, we need to consider attitudes & notions we might harbor about who is involved, what bullying is/looks like, when & where it may occur, how it affects us, & why it continues.
Activity: Who-What-When-Where-How-Why Training Activity (See Certified Olweus Trainer or OBPP Coordinating Committee Notebook for TM Tab 11, Doc. 6)
After activity: Some of these ideas are based on facts; others on myths about bullying.
Societal attitudes & misconceptions about bullying surround us & play a role in how we view bullying & in how or even whether we respond.
How?
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6. 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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7. 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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8. Students Involved in Bullying:
OBPP Staff Training
Students Involved in Bullying:
Characteristics and
Risk Factors…
Note: Since much of the information in this section is covered in suggested pre-assigned reading, “Recognizing the Many Faces of Bullying” (SWG CD Doc. 1, TG pp. 9-30), we recommend only a brief review of this information if participants have been given this assignment.
Refer to the reading & ask participants if they have questions about the material.
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9. 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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10. 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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11. 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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12. 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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13. 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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14. 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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15. 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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16. Key Findings: Norway Reduction in bullying and antisocial behavior
OBPP Staff Training
Key Findings: Norway
Reduction in bullying and antisocial behavior
Improvements in classroom social climate
“Dosage” affects success
Timing of effects
1st systematic research on bullying conducted in early 1970s.
OBPP part of Norway’s national campaign against bullying in early 1980s (motivated by concern about suicides of 3 young boys in northern Norway who had been bullied by their peers).
OBPP evaluated more than any other bullying prevention program to date.
In Scandinavia, Olweus has conducted 6 evaluations w/ more than 40,000 students (since 1983) & found:
20%-70% reductions in students’ reports of being bullied & bullying others.
Reductions in self-reports of antisocial behavior such as vandalism, fighting, theft, & truancy
Improvements in classroom social climate—e.g. students’ reports of improved order, more positive social relationships, attitudes toward schoolwork & school in general.
“Dosage-response” at classroom level--classes that fully implemented the program (including use of rules against bullying & class meetings) saw greater reductions in bullying.
Timeline for effects differed for younger vs. older students: most results seen w/in the year for grades 4-7; results may take more time in higher grades.
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17. 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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18. 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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19. Program Components Parents Classroom School Community Individual
OBPP Staff Training
Program Components
Classroom
School
Parents
Community
Here again are the 4 components of the Olweus program. The pieces need to fit together like a puzzle & every adult has a role in making this effort work.
Individual
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20. School-Level Components
OBPP Staff Training
School-Level Components
Refer participants to chart, TG, p. 3
There are 8 school-level components of the Olweus program. Each will be discussed briefly.
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21. Overview of School-Level Components
OBPP Staff Training
Overview of School-Level Components
1. Establish a Bullying Prevention Coordinating Committee
2. Conduct committee and staff trainings
3. Administer the Olweus Bullying Questionnaire
4. Hold staff discussion groups
5. Introduce the school rules against bullying
6. Review and refine the school’s supervisory
7. Hold a school kick-off event to launch the program
8. Involve parents
School-level components involve the entire school community.
(Describe each briefly & why they are important to the program success-refer to TG pp , & explain what steps have been taken already.)
We’ll discuss school rules & consequences in more detail because they play an important role in some other components, such as classroom.
But 1st, a word about the student survey….
(next SLIDE)
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22. Olweus Bullying Questionnaire
OBPP Staff Training
Olweus Bullying Questionnaire
Locations of hotspots
Patterns for girls & boys
Insights into school climate
Information to assess supervision
Adult & student 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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23. 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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24. Classroom-Level Components
OBPP Staff Training
Classroom-Level Components
Second “piece of puzzle”: classroom-level components.
This component is critical to program success & is why so many teachers need to participate on the BPCC!
W/out this piece, we won’t expect to see much change in bullying—so we’ll spend a fair amount of time here, focusing on your roles & the supports that the program & Committee can provide to help make this successful & not overwhelming.
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25. Classroom-Level Components
OBPP Staff Training
Classroom-Level Components
Post and enforce schoolwide rules against bullying
2. Hold regular class meetings
3. Hold meetings with students’ parents
School rules that we went over earlier will be posted & consistently enforced in the classroom, using positive & negative consequences, so they can be reinforced consistently by all adults.
We expect that Class meetings should be held weekly for full class period. Research findings: teachers who systematically held class meetings saw larger reductions in bullying after 1 year, than those who used them less, or not at all. Much more info. to follow.
Parent meetings The program recommends that teachers hold classroom-level (or grade/team-level) meetings w/ parents periodically during the year. We have begun working on how to do this & will be getting input from you about how to make this successful.
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26. Classroom-Level PARENT Meetings
OBPP Staff Training
Classroom-Level PARENT Meetings
Build connection and community
Helps parents learn more about OBPP
Hold meetings 2-3 times/year
Teachers in elem. grades hold classroom-level parent meetings; teachers of MS/jr. high grades may want to hold team-level or grade-level mtgs.
Purpose? (SLIDE, first 2 bullets)
Frequency? (SLIDE, 3rd bullet) Recommend 2-3x/yr at elementary; less freq. in MS. While there are certainly challenges for scheduling these, teachers should strive to do all they can to facilitate these sessions, as they can greatly improve both sense of “community” in the classroom, & parent commitment!
What should be discussed? Specific content is up to teachers. Sample outline for 1st meeting on TG CD Doc A list of additional topics listed in TG ( p. 112), along w/ tips for leading these meetings (pp )
Reference: TG, pp
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27. Why Adults Don’t Always Intervene:
OBPP Staff Training
Why Adults Don’t Always Intervene:
Have difficulty recognizing bullying
Fail to recognize the importance of intervening
Uncertain how best to intervene
Lack of time
Before we talk about how best to intervene, why don’t adults always intervene?
Research says adults overestimate their effectiveness: 70% of teachers believed they intervene “almost always”, while 25% of students agreed. (Charach et al., 1995)
Reasons adults don’t intervene (SLIDE) : difficulty recognizing bullying vs “kidding around”; importance of intervening (…just part of growing up, kids need to learn to deal on their own.); aren’t sure how to intervene w/o making the situation worse, only have 1-2 mins. to address…
Why else? (E.g. uncertain of admin support for teachers, fear of parent response, unclear guidelines/policies)
W/out training, how DO some adults intervene now? What often happens? (E.g. adult ignores it, or yells, asks ‘what’s going on?’ lectures, ignores victimized student, forgets to address bystanders.
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28. Understanding Parents’ Perspectives….
OBPP Staff Training
Understanding Parents’ Perspectives….
Bullying elicits strong feelings among parents—whether their child is bullied, or is accused of bullying.
While parents should be contacted when students engage in or are bullied, school staff will likely need support & info to help them respond most effectively.
Remind participants about 3 tipsheets for parents on TG CD-ROM (for parents of children who are bullied [#23], who bully others [#25], who witness bullying [#26]).
Facilitate Working with Parents: Understanding Parents’ Perspectives (Version I.) (See Olweus Certified Trainer or OBPP Coordinating Committee Notebook for TM Tab 6, Doc. 3.) SP
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29. Community-Level Components
OBPP Staff Training
Community-Level Components
The original OBPP had 3 only components.
In the US, we have found it important to involve the community in the program—& this is now a key component of the program. WHY?
The community can help support your school’s efforts;
Bullying does not cease at the school’s front doors. It happens anywhere children gather. Students should receive consistent anti-bullying messages in all areas of their lives.
Bullying in the community can affect students at school.
Strong community support can also help to insulate your school from possible criticism.
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30. Community-Level Components
OBPP Staff Training
Community-Level Components
1. Involve community members on the BPCC
2. Develop partnerships with community members to support your program
3. Help spread anti-bullying messages and principles of best practice throughout the community
3 community-level components (SLIDE)
1) Name community members on the BPCC.
2) ID Community groups that can provide support to the school.
Parent-teacher organization (PTO or PTA)
City council or county commissioners
Non-profit family & child welfare organizations
Local businesses, public service groups (e.g. Kiwanis, Rotary, Junior League)
Local foundations, local press (newspaper, TV, radio)
3) It’s important to spread the word about bullying prevention at places children congregate so they get a consistent message from adults & organizations wherever they go! List relevant examples:
Community sports leagues, After-school programs
Scouting, 4-H, other youth programs, Faith-based organizations
Juvenile justice groups, Summer camps
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31. 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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32. For further information, please contact:
OBPP Staff Training
© 2012 Susan Limber, PhD; Vicki Flerx, PhD; Nancy Mullin, MEd;
Jane Riese, LSW; and Marlene Snyder, PhD This presentation is based on the work of Dan Olweus, PhD
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 Program, US, 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
or call
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