1. Bullying Prevention in a PBiS School Drawn from the Olweus Bully Prevention Program and the work on Bully Prevention of Stiller, Bruce, Ross, Scott, Horner, Robert H.

2. “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. © The Olweus Bullying Prevention Group, 2004

3. Bullying involves an imbalance in power or strength. The student who is bullied has difficulty defending himself/herself. © The Olweus Bullying Prevention Group, 2004

4. Web Sites http://www.pbis.org/pbis_resource_detail_ page.aspx?PBIS_ResourceID=785 http://www.pbis.org/pbis_resource_detail_ page.aspx?PBIS_ResourceID=785 http://www.pbis.org/pbis_resource_detail_ page.aspx?PBIS_ResourceID=785 http://www.pbis.org/pbis_resource_detail_ page.aspx?PBIS_ResourceID=785 http://www.clemson.edu/olweus/ http://www.clemson.edu/olweus/ http://www.clemson.edu/olweus/

5. Big Ideas from PBIS All “bully proofing” skills are more effective if the school has first established a set of POSITIVE school-wide behavioral expectations. All “bully proofing” skills are more effective if the school has first established a set of POSITIVE school-wide behavioral expectations. Great care is needed to prevent a “bully- proofing” effort from becoming a “bully- training” program. Great care is needed to prevent a “bully- proofing” effort from becoming a “bully- training” program.

6. www.pbis.org

7. The Olweus Bullying Prevention Program © The Olweus Bullying Prevention Group, 2004

8. Similarities of Two Approaches School-wide effort School-wide effort Teaching of skills critical Teaching of skills critical Guided by school-wide rules Guided by school-wide rules Multi-year effort Multi-year effort Targeted strategies for student who bully and targets of bullying Targeted strategies for student who bully and targets of bullying Harness the power of the observer (peers) Harness the power of the observer (peers) Guided by data Guided by data

9. Differences Olweus’s first rule is, We Don’t Bully Others Olweus’s first rule is, We Don’t Bully Others PBS rule names the desired behavior, we treat others with respect PBS rule names the desired behavior, we treat others with respect PBS teaches a stop signal from target to bully PBS teaches a stop signal from target to bully Olweus emphasizes role of bystanders in supporting the target. Does not create expectation for the target to confront the bully Olweus emphasizes role of bystanders in supporting the target. Does not create expectation for the target to confront the bully

10. Bullying involves an imbalance in power or strength. The student who is bullied has difficulty defending himself/herself. © The Olweus Bullying Prevention Group, 2004

11. The Bullying Prevention Program IS NOT... a curriculum a curriculum a conflict resolution approach a conflict resolution approach a peer mediation program a peer mediation program an anger management program an anger management program © The Olweus Bullying Prevention Group, 2004

12. Label student Label student Exclude student Exclude student Blame family Blame family Punish student Punish student Assign restitution Assign restitution Ask for apology Ask for apology Teach targeted social skills Teach targeted social skills Reward social skills Reward social skills Teach all Teach all Individual for non- responsive behavior Individual for non- responsive behavior Invest in positive school-wide culture Invest in positive school-wide culture Doesn’t WorkWorks

13. PBIS Step 1: Establish a social culture Step 1: Establish a social culture Teach school-wide behavioral expectations Teach school-wide behavioral expectations Be respectful, be responsible, be safe Teach all students a “stop” response Teach all students a “stop” response If someone is disrespectful to you If someone is disrespectful to someone you are with Teach “walking away” Teach “walking away” Teach what to do if someone asks you to “stop” Teach what to do if someone asks you to “stop”

14. Who? What? When? Where? How? Why? © The Olweus Bullying Prevention Group, 2004

15. BULLYING = PEER ABUSE © The Olweus Bullying Prevention Group, 2004

16. Short-term Effects of Being Bullied Lower self-esteem Lower self-esteem Depression & anxiety Depression & anxiety Illness Illness Absenteeism Absenteeism Thoughts of suicide Thoughts of suicide © The Olweus Bullying Prevention Group, 2004

17. Lasting Effects of Being Bullied Lower self-esteem Lower self-esteem Higher rates of depression Higher rates of depression Higher rates of Post Traumatic Stress Higher rates of Post Traumatic Stress © The Olweus Bullying Prevention Group, 2004

18. Bullying Behavior Often part of a conduct- disordered behavior pattern Often part of a conduct- disordered behavior pattern This pattern may continue into young adulthood This pattern may continue into young adulthood Olweus study: Were 4 times as likely to have 3 or more convictions by age 24 Olweus study: Were 4 times as likely to have 3 or more convictions by age 24 © The Olweus Bullying Prevention Group, 2004

19. 8. True or False? © The Olweus Bullying Prevention Group, 2004 B Most students who observe bullying don’t think they should get involved. Most students who observe bullying don’t think they should get involved.False

20. Kids Who Observe (Melton et al., 1998) What do you usually do when you see a student being bullied? 38%Nothing--I think the bullying is OK/I take part/I just watch 38%Nothing--I think the bullying is OK/I take part/I just watch 27%I don’t do anything, but I think I should help 27%I don’t do anything, but I think I should help 35%I try to help him or her 35%I try to help him or her © The Olweus Bullying Prevention Group, 2004

21. Effects on Bystanders Feel afraid Feel afraid Feel powerless to change things Feel powerless to change things zFeel guilty zFeel diminished empathy for victims © The Olweus Bullying Prevention Group, 2004

22. The Bullying Circle: Students’ Mode of Reactions/Roles in an Acute Bullying Situation B C D V G E F A Starts the bullying and take an active part Takes an active part, but do not start the bullying Supports the bullying, but do not take an active part Likes the bullying, but do not display open support Watches what happens * Is none of my business * Doesn’t take a stand Dislikes the bullying and think they ought to help, but don’t do it Dislikes the bullying, helps or tries to help the victim The one who is exposed Victim Bully/bullies Follower Henchman Supporter Passive Bully/bullies Passive Supporter Possible Bully Disengaged Onlooker Possible Defender of the victim © The Olweus Bullying Prevention Group, 2004 Teacher’s Handbook, Ch.3: Pg. 21

23. Discussion Questions Where do you see most children in your school/community in this circle? Are these roles static? Where do you see most children in your school/community in this circle? Are these roles static? What keeps more children from being defenders? What keeps more children from being defenders? What are characteristics of defenders? What are characteristics of defenders? How do adults usually respond to children in positions B, C, D, E, and F? How do adults usually respond to children in positions B, C, D, E, and F? © The Olweus Bullying Prevention Group, 2004

24. Ways Staff May Enable Bullying Blame the victim Blame the victim Failure of staff to act collectively to stop bullying Failure of staff to act collectively to stop bullying Look the other way Look the other way Call it normal Call it normal Buy into myths Buy into myths Bully ourselves Bully ourselves

25. Top Ten Strategies for Effective Bullying Prevention HRSA's National Bullying Prevention Campaign, 2004

26. Effective Bullying Prevention Focus on the whole school environment Focus on the whole school environment Strategy #1

27. HRSA's National Bullying Prevention Campaign, 2004 Effective Bullying Prevention Assess bullying at your school Assess bullying at your school Strategy #2

28. HRSA's National Bullying Prevention Campaign, 2004 Effective Bullying Prevention Garner staff/parent support Garner staff/parent support Strategy #3

29. HRSA's National Bullying Prevention Campaign, 2004 Effective Bullying Prevention Form a group at school to coordinate bullying prevention/ intervention activities Form a group at school to coordinate bullying prevention/ intervention activities Strategy #4

30. HRSA's National Bullying Prevention Campaign, 2004 Effective Bullying Prevention Provide training for ALL staff members Provide training for ALL staff members Strategy #5

31. HRSA's National Bullying Prevention Campaign, 2004 Effective Bullying Prevention Establish and enforce school rules and policies regarding bullying Establish and enforce school rules and policies regarding bullying Strategy #6

32. Against Bullying We will not bully others. We will not bully others. We will try to help students who are bullied. We will try to help students who are bullied. We will make it a point to include students who are easily left out. We will make it a point to include students who are easily left out. When we know somebody is being bullied, we will tell an adult at school and an adult at home. When we know somebody is being bullied, we will tell an adult at school and an adult at home. © The Olweus Bullying Prevention Group, 2004

33. HRSA's National Bullying Prevention Campaign, 2004 Effective Bullying Prevention Increase adult supervision in “hot spots” for bullying Increase adult supervision in “hot spots” for bullying Strategy #7

34. The “Teachable Moment” Stop the bullying Stop the bullying Support the victim Support the victim Name the bullying behavior Name the bullying behavior Refer to the school rules Refer to the school rules Impose immediate consequences (if appropriate) Impose immediate consequences (if appropriate) Empower the bystander Empower the bystander

35. The “Teachable Moment” Stop the bullying Stop the bullying Support the victim Support the victim Name the bullying behavior Name the bullying behavior Refer to the school rules Refer to the school rules Impose immediate consequences (if appropriate) Impose immediate consequences (if appropriate) Empower the bystander Empower the bystander

36. HRSA's National Bullying Prevention Campaign, 2004 Effective Bullying Prevention Intervene consistently and appropriately in bullying incidents Intervene consistently and appropriately in bullying incidents Strategy #8

37. HRSA's National Bullying Prevention Campaign, 2004 Effective Bullying Prevention Focus some classroom time on bullying prevention and intervention Focus some classroom time on bullying prevention and intervention Strategy #9

38. HRSA's National Bullying Prevention Campaign, 2004 Effective Bullying Prevention Continue efforts over time Continue efforts over time Strategy #10

39. Recommendations Focus on bullying once there is fidelity with the universal implementation of PBiS Focus on bullying once there is fidelity with the universal implementation of PBiS Add bullying rules to the matrix in all environments Add bullying rules to the matrix in all environments Teach students about bullying and the bullying rules and give them the tools (reporting, helping those who are bullied, including all in activities) to help Teach students about bullying and the bullying rules and give them the tools (reporting, helping those who are bullied, including all in activities) to help In year two of PBS effort survey staff and students about bullying in your school In year two of PBS effort survey staff and students about bullying in your school

40. More Recommendations Teach all staff how to intervene when they see bullying Teach all staff how to intervene when they see bullying Increase adult supervision in hot spots. Increase adult supervision in hot spots. Develop targeted strategies to counsel students who bully and support for students who are targets Develop targeted strategies to counsel students who bully and support for students who are targets

41. © The Olweus Bullying Prevention Group, 2004 Olweus Bullying Prevention Program web site, Clemson University http://www.clemson.edu/olweus/ HRSA Anti-Bullying Campaign web site: http://www.stopbullyingnow.hrsa.gov/ SAMHSA, 15 Plus Campaign website: http://www.mentalhealth.samhsa.gov/15plus

42. Too often we underestimate the power of a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around. - Leo Buscaglia