1. Embedding Bully-Proofing in School-wide PBS
Scott Ross
Rob Horner
University of Oregon

2. Goals Define a set of core features for Bully Proofing
Define how to embed Bully Proofing into existing School-wide Expectations.
Provide current update from one research effort.

3. Main Ideas
“Bullying” is aggression, harassment, threats or intimidation when one person has greater status, control, power than the other.
video

4. Main Ideas
Bullying behavior typically becomes more likely because the “victims” or “bystanders” provide rewards for bullying behaviors.
Social attention
Social recognition
Social status

5. Main Ideas
All “bully proofing” skills are more effective if the school has first established a set of school-wide behavioral expectations.

6. Creating Effective Learning Environments
Create environments that are:
Predictable
Consistent
Positive
Safe

7. An Approach What does NOT work What does work
Identifying the “bully” and excluding him/her from school
Pretending that Bullying Behavior is the “fault” of the student/family/victim.
What does work
Define, teach and reward school-wide behavior expectations.
Teach all children to identify and label inappropriate behavior.
Not respectful, not responsible., not safe
Teach all students a “stop signal” to give when they experience problem behavior.
What to do if you experience problem behavior (victim, recipient)
What to do if you see someone else in a problem situation (bystander)
Teach all students what to do if someone delivers the “stop signal”

8. Do not focus on “Bullying”
Focus on appropriate behavior.
What is the behavior you want
“Responsible”
“Respectful”

9. Teaching Social Responsibility
Teach school-wide expectations first
Be respectful
Be responsible
Be safe
Focus on “non-structured” settings
Cafeteria, Gym, Playground, Hallway, Bus Area
Teach Bully Prevention “SKILLS”
If someone directs problem behavior toward you.
If you see others receive problem behavior
If someone tells you to “stop”

10. Teach students to identify problem behavior.
The key is to focus on what is appropriate:
Teaching school-wide expectations, and teach that all problem behaviors are an example of NOT being appropriate.
Define most common problem behaviors. Use these behaviors as non-examples of school-wide expectations.

11. Teach a “stop” signal
If someone is directing problem behavior to you, or someone else, tell them to “stop.”
What is the “Stop Signal” for your school?
“Stop”
“Enough”

12. Teach how to use the “Stop Signal”
How do you deliver the “stop signal” if you are feeling intimidated, harassed, bullied?
How do you deliver the “stop signal” if you see someone else being harassed, teased, bullied?

13. Teach “walk away”
Most socially initiated problem behavior is maintained by peer attention.
Victim behavior inadvertently maintains taunt, tease, intimidate, harassment behavior.
Build social reward for “walking away”
Do not reward inappropriate behavior.

14. Teach “getting help” Report problems to adults
Where is the line between tattling, and reporting?
Did you request, “stop”
Did you walk away?

15. Social Responsibility Matrix
Location 1
Location 2
Location 3
Location 4
Identify problem behavior
“Stop” signal
Walk skill
Reporting Skill

16. Social Responsibility Matrix
Location 1
Playground
Location 2
Lunch Room
Location 3
Hall way
Location 4
Bus Area
Identify problem behavior
Pushing in line:
Not respectful
Throwing food:
Not respectful Not responsible
Name calling:
Pushing others:
Not safe
“Stop” signal
(for self/for others)
“stop”
Walk skill
Walk away
Reporting Skill
Tell teacher

17. Embedding Bully-Proofing: One Example
How Bully-Proofing was taught in one school
How data was recorded
Current status of research effort

18. How it was taught School Rules: Problem Behaviors Why do kids do it?
Be Safe, Be Kind, Be Responsible
Problem Behaviors
Basketball, Four square, In between
Why do kids do it?
Stop, Walk, Talk

19. How data are recorded
When problem behavior is reported, staff follow a specific school-wide response:
Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.")
"Did you tell the student to stop?" (If yes, praise the student for using an appropriate response)
"Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response)

20. How data are recorded "Did ______ tell you to stop?"
When students report problem behavior appropriately, staff initiate to following response:
"Did ______ tell you to stop?"
If yes: "How did you respond?" Follow with step 2
If no: Practice the 3 step response.
"Did ______ walk away?"
If yes: "How did you respond?" Follow with step 3
Practice the 3 step response.

21. How data are recorded BEHAVIOR not safe not kind not responsible
REPORT
Behavior Reported
Behavior Observed
SITE
playground
cafeteria
inside recess
office quads
quads
assembly
__________
RECIPIENT
Used "Stop" Signal
Used "Walk Away" procedure
Appropriately Reported Problem Behavior
PERPETRATOR
Saw the "stop" signal
Saw recipient "walk away"
3-step response practiced

22. Current Status of Research Effort:
Observed 3 students recognized by the school for exhibiting problem behavior outside the classroom.
Observed recess for
Physical Aggression
Verbal Aggression
Recipient Responses
Bystander Responses

23. Activity Review school-wide Expectations Define a “stop signal”
Define how “stop signal” should be used
By individual
By witness
Define “walk away” procedure
Emphasize not rewarding bad behavior
Define rules for reporting inappropriate behavior.
What is the difference between tattling and reporting?