1. Olweus Bullying Prevention Overview
What is Bullying?
Program Content
Basic Principles
Evidence of Effectiveness
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2. What Is 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.
There is an imbalance in strength or power.
Bullying may be carried out through physical, vebal, or indirect means (e.g. exclusion).
Thus bullying is characterized by three criteria:
It is aggressive behavior or intentional “harmdoing”.
It is carried out repeatedly and over time.
It occurs within an interpersonal relationship characterized by an imbalance in power.
Over the past twenty years research data has accumulated that indicates which types of protection are particularly important. Further, data from the Denver Sample for the Adolescent Health & Development Survey underscores the importance of three distinct protective factors for DPS students. These include:
Ø      Placing greater personal value on health
Ø      Feeling support from one’s family or from one’s teachers
Ø      Having a more positive attitude towards school
In addition to this information regarding protection, we have specific information regarding what risk factors seem associated with greater self-report of risk behavior on the part of DPS students. Particular risk factors for DPS students are:
Ø      Less optimistic expectations regarding one’s future
Ø      Lower Self-Esteem
Ø      Perceiving a greater number of models for risk behavior
The Denver Public Schools, Office of Safe & Drug Free Schools & Communities utilizes this information to fine tune prevention efforts in a number of ways. The most important use of this information is as a guide for program implementation. Thus a number of our interventions target several of these salient factors to increase the cost-effectiveness, as well as the impact of our programs.
Title Slide

3. Basic Principles
In order to address the risk factors associated with bully/victim problems, it is critical to have a school environment:
that is characterized by warmth, positive interest, and involvement from all adults.
that sets firm limits to unacceptable behavior.
where non-hostile sanctions are consistently applied; and
where rules are violated and/or behavior is unacceptable.
Over the past twenty years research data has accumulated that indicates which types of protection are particularly important. Further, data from the Denver Sample for the Adolescent Health & Development Survey underscores the importance of three distinct protective factors for DPS students. These include:
Ø      Placing greater personal value on health
Ø      Feeling support from one’s family or from one’s teachers
Ø      Having a more positive attitude towards school
In addition to this information regarding protection, we have specific information regarding what risk factors seem associated with greater self-report of risk behavior on the part of DPS students. Particular risk factors for DPS students are:
Ø      Less optimistic expectations regarding one’s future
Ø      Lower Self-Esteem
Ø      Perceiving a greater number of models for risk behavior
The Denver Public Schools, Office of Safe & Drug Free Schools & Communities utilizes this information to fine tune prevention efforts in a number of ways. The most important use of this information is as a guide for program implementation. Thus a number of our interventions target several of these salient factors to increase the cost-effectiveness, as well as the impact of our programs.
Title Slide

4. Olweus Program Content
Core Components of the program are implemented at the school, classroom, and individual levels:
School Level
The formation of a Bullying Prevention Coordinating Committee to coordinate all aspects of a school’s program.
Distribution of an anonymous student questionnaire assessing the nature and prevalence of bullying at each school,
Second Step Violence Prevention
The Second Step violence prevention initiative continues to provide empathy, problem solving, and anger management skills to DPS students at many of the elementary and middle schools in the district. Currently, sixty five CSAT schools report implementing Second-Step, with twenty-one implementing on a school wide basis. Training of teachers in implementation of the curriculum continued to be a major focus of OSDFSC office staff. The trainings are summarized in the table below:
Table IV
Second Step Trainings School Year:
DATE
SETTING
LEVEL/TYPE #
(full trainings unless noted)
Trained 1
8/15/2001
Carson Elementary
Elementary (Overview) 30 2
8/17/2001
Crofton Elementary
Elementary 7 3
8/21/2001
St. Louis School 12 4
8/22/2001
Most Precious Blood (School) 20 5
9/11/2001
Southmoor
Parent Overview 6
9/13, 17/2001
Mitchell 15
9/19, 24/01
Pioneer Charter 25 8
9/20, 27/02
Fairview 9
9/26, 10/24/02
Ford 10
10/26/01; 1/11/02
Schenck 40 11
12/1/2001
Hampton Inn
Middle School
1/11/2002
Grant Ranch K-8 13
1/12/2002 14
1/24, 31/02
Force
3/15/2002
Grant Middle School
Middle 16
4/17/2002
Smedley
Elementary Intro 17
5/8/2002
Hill Middle School
Middle Intro 60 18
5/24/2004
Total Trained:
412
Title Slide

5. Olweus Program Content, continued
School Level, continued
A school conference day for discussing bullying problems and planning the implementation of the program.
The development of a coordinated system of supervising students.
The development of school-wide rules against bullying.
Holding teacher discussion groups.
Involving parents in anti-bullying efforts.
Second Step Violence Prevention
The Second Step violence prevention initiative continues to provide empathy, problem solving, and anger management skills to DPS students at many of the elementary and middle schools in the district. Currently, sixty five CSAT schools report implementing Second-Step, with twenty-one implementing on a school wide basis. Training of teachers in implementation of the curriculum continued to be a major focus of OSDFSC office staff. The trainings are summarized in the table below:
Table IV
Second Step Trainings School Year:
DATE
SETTING
LEVEL/TYPE #
(full trainings unless noted)
Trained 1
8/15/2001
Carson Elementary
Elementary (Overview) 30 2
8/17/2001
Crofton Elementary
Elementary 7 3
8/21/2001
St. Louis School 12 4
8/22/2001
Most Precious Blood (School) 20 5
9/11/2001
Southmoor
Parent Overview 6
9/13, 17/2001
Mitchell 15
9/19, 24/01
Pioneer Charter 25 8
9/20, 27/02
Fairview 9
9/26, 10/24/02
Ford 10
10/26/01; 1/11/02
Schenck 40 11
12/1/2001
Hampton Inn
Middle School
1/11/2002
Grant Ranch K-8 13
1/12/2002 14
1/24, 31/02
Force
3/15/2002
Grant Middle School
Middle 16
4/17/2002
Smedley
Elementary Intro 17
5/8/2002
Hill Middle School
Middle Intro 60 18
5/24/2004
Total Trained:
412

6. Olweus Program Content, continued
Classroom Level
Reinforcing school-wide rules against bullying.
Holding regular classroom meetings with students to increase knowledge and empathy and to encourage prosocial norms and behavior.
Holding meetings with parents to foster more active involvement on their part.
Second Step Violence Prevention
The Second Step violence prevention initiative continues to provide empathy, problem solving, and anger management skills to DPS students at many of the elementary and middle schools in the district. Currently, sixty five CSAT schools report implementing Second-Step, with twenty-one implementing on a school wide basis. Training of teachers in implementation of the curriculum continued to be a major focus of OSDFSC office staff. The trainings are summarized in the table below:
Table IV
Second Step Trainings School Year:
DATE
SETTING
LEVEL/TYPE #
(full trainings unless noted)
Trained 1
8/15/2001
Carson Elementary
Elementary (Overview) 30 2
8/17/2001
Crofton Elementary
Elementary 7 3
8/21/2001
St. Louis School 12 4
8/22/2001
Most Precious Blood (School) 20 5
9/11/2001
Southmoor
Parent Overview 6
9/13, 17/2001
Mitchell 15
9/19, 24/01
Pioneer Charter 25 8
9/20, 27/02
Fairview 9
9/26, 10/24/02
Ford 10
10/26/01; 1/11/02
Schenck 40 11
12/1/2001
Hampton Inn
Middle School
1/11/2002
Grant Ranch K-8 13
1/12/2002 14
1/24, 31/02
Force
3/15/2002
Grant Middle School
Middle 16
4/17/2002
Smedley
Elementary Intro 17
5/8/2002
Hill Middle School
Middle Intro 60 18
5/24/2004
Total Trained:
412

7. Olweus Program Content, continued
Individual Level
Interventions with children identified as bullies and victims.
Discussions with the parents of involved students.
Second Step Violence Prevention
The Second Step violence prevention initiative continues to provide empathy, problem solving, and anger management skills to DPS students at many of the elementary and middle schools in the district. Currently, sixty five CSAT schools report implementing Second-Step, with twenty-one implementing on a school wide basis. Training of teachers in implementation of the curriculum continued to be a major focus of OSDFSC office staff. The trainings are summarized in the table below:
Table IV
Second Step Trainings School Year:
DATE
SETTING
LEVEL/TYPE #
(full trainings unless noted)
Trained 1
8/15/2001
Carson Elementary
Elementary (Overview) 30 2
8/17/2001
Crofton Elementary
Elementary 7 3
8/21/2001
St. Louis School 12 4
8/22/2001
Most Precious Blood (School) 20 5
9/11/2001
Southmoor
Parent Overview 6
9/13, 17/2001
Mitchell 15
9/19, 24/01
Pioneer Charter 25 8
9/20, 27/02
Fairview 9
9/26, 10/24/02
Ford 10
10/26/01; 1/11/02
Schenck 40 11
12/1/2001
Hampton Inn
Middle School
1/11/2002
Grant Ranch K-8 13
1/12/2002 14
1/24, 31/02
Force
3/15/2002
Grant Middle School
Middle 16
4/17/2002
Smedley
Elementary Intro 17
5/8/2002
Hill Middle School
Middle Intro 60 18
5/24/2004
Total Trained:
412
Title Slide

8. Olweus: Evidence of Effectiveness
Substantial reductions, up to 50% or more, in the frequency with which students report being bullied and bullying others; roughly similar results have been obtained with peer and teacher ratings of bully/victim problems.
Significant reductions in students’ reports of general antisocial behavior such as vandalism, fighting, theft, and truancy.
Significant improvements in the “social climate” of the class, as reflected in students’ reports of improved order and discipline, more positive social relationships, and a more positive attitude toward schoolwork and school.
Second Step Violence Prevention
The Second Step violence prevention initiative continues to provide empathy, problem solving, and anger management skills to DPS students at many of the elementary and middle schools in the district. Currently, sixty five CSAT schools report implementing Second-Step, with twenty-one implementing on a school wide basis. Training of teachers in implementation of the curriculum continued to be a major focus of OSDFSC office staff. The trainings are summarized in the table below:
Table IV
Second Step Trainings School Year:
DATE
SETTING
LEVEL/TYPE #
(full trainings unless noted)
Trained 1
8/15/2001
Carson Elementary
Elementary (Overview) 30 2
8/17/2001
Crofton Elementary
Elementary 7 3
8/21/2001
St. Louis School 12 4
8/22/2001
Most Precious Blood (School) 20 5
9/11/2001
Southmoor
Parent Overview 6
9/13, 17/2001
Mitchell 15
9/19, 24/01
Pioneer Charter 25 8
9/20, 27/02
Fairview 9
9/26, 10/24/02
Ford 10
10/26/01; 1/11/02
Schenck 40 11
12/1/2001
Hampton Inn
Middle School
1/11/2002
Grant Ranch K-8 13
1/12/2002 14
1/24, 31/02
Force
3/15/2002
Grant Middle School
Middle 16
4/17/2002
Smedley
Elementary Intro 17
5/8/2002
Hill Middle School
Middle Intro 60 18
5/24/2004
Total Trained:
412
Title Slide