1. School Counselors Leading the Way: Bullying Prevention Programs ASCA National Conference – Denver – 2007 Barb Brunkan, AEA 9 bbrunkan@aea9.k12.ia.us Cindy Swanson, AEA 9 cswanson@aea9.k12.ia.us Special Guest Star : Candy Reed, School Counselor reedc@mail.davenport.k12.ia.us Davenport Public Schools – Iowa

2. The Big Ideas (ASCA Model Components) 1.Determining Needs Based on Local Data (Delivery) 2.Stakeholder “Buy-In” (Management) 3.Selecting Evidence/Research Based Programs (Accountability) 4.Roles/Responsibilities (Management & Foundation) 5.Evaluation Plan to Determine Effectiveness & Reporting Out Results (Accountability)

3. Determining Needs Based on Data Attitude, Knowledge, Perception, Behavior State Youth Surveys (school safety) Analysis Behavior Incident Data Specific Bullying/Harassment Student Surveys Teacher/Parent Surveys

4. Creating Stakeholder “Buy-In” “What Works?” Themes – (talk to neighbor) School Administrators Building Leadership Teams Parent Involvement Community Involvement (Violence Prevention Coalitions, etc.)

5. Evidence/Research Based Programs Websites www.promisingpractices.net www.colorado.edu/cspv/blueprints http://casat.unr.edu/bestpractices/alpha-list.php www.ed.gov/about/offices/list/osers/osep/gtss.html www.aspe.hhs.gov/hsp/PositiveYouthDev99/index.htm http://modelprograms.samhsa.gov/ http://www.ed.gov/admins/lead/safety/exemplary01/panel.html Local/State Activities

6. 10 Elements in a Quality Bully Prevention Program 1. A focus on the entire school environment 2. Assess bullying at school 3. Support bully prevention 4. Coordinating group 5. Train all staff

7. 10 Elements (cont.) 6. Establish and enforce school rules and policies 7. Increase adult supervision 8. Intervene consistently and appropriately 9.Focus class time on bullying prevention 10.Continue the effort over time Adapted from "Bully Prevention and Intervention in a Post-Columbine Era" workshop at the Power and Empowerment: Iowa Governor's Conference on Bullying and Harassment, January 27, 2005, Ames Iowa, Susan P. Limber, PhD, presenter. Posted on the AEA267 Website http://www.aea267.k12.ia.us –School Climate and Behaviorhttp://www.aea267.k12.ia.us

8. Roles & Responsibilities Building Leadership Team Committee Role School Counselor Role Role of All Adults in School Setting Student/Family Role

9. Evaluation Plan So What ?? Data Capture System Designing for Success Post-Survey Data Focus Groups (Student, Teacher, Parents) Implementation Logs Interviews Committee Self Assessment

10. Let’s Hear: From the Field Garfield School, Davenport, IA How Buy-In was Created Committee Work Training Implementation - Management Agreements Student Kick-Off Lessons Learned Stories of School Counselors’ Diverse Roles in 50 School Sites in Iowa

11. Resources on Bullying/Harassment (Tolerance/Acceptance/Inclusion) Olweus Program – www.clemson.edu/olweus Bullying Prevention Resources: www.stopbullyingnow.hrsa.gov www.stopbullyingworld.com www.pacerkidsagainstbullying.org www.womedia.org/letsgetreal.htm www.stopbullyingnow.com www.tolerance.org www.casel.org/links.php#sel

12. Olweus Bullying Prevention Program: Description - Components

13. “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

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

15. Why Focus on Bully/Victim Problems? Short and long-term effects on victims Concern about students who bully Impact on bystanders School social climate © The Olweus Bullying Prevention Group, 2004

16. Short-term Effects of Being Bullied Lower self-esteemLower self-esteem Depression & anxietyDepression & anxiety IllnessIllness AbsenteeismAbsenteeism Thoughts of suicideThoughts of suicide © The Olweus Bullying Prevention Group, 2004

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

18. Possible Legal Concerns State laws related to bullying/bullying prevention Civil suits brought against schools/school systems Risk management issues for schools © The Olweus Bullying Prevention Group, 2004

19. Olweus Program Components School-wide Individual Classroom Community © The Olweus Bullying Prevention Group, 2004

20. The Olweus Bullying Prevention Program IS... Universal (a school-wide effort)Universal (a school-wide effort) Systems-oriented AND individual-orientedSystems-oriented AND individual-oriented Preventive AND problem-solvingPreventive AND problem-solving Focused on changing norms and behaviorFocused on changing norms and behavior Research-basedResearch-based NOT time-limited: Requires systematic efforts over timeNOT time-limited: Requires systematic efforts over time © The Olweus Bullying Prevention Group, 2004

21. The Bullying Prevention Program IS NOT... curriculuma curriculum a conflict resolution approacha conflict resolution approach peer mediationa peer mediation program anger managementan anger management program © 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. School-Wide Elements © The Olweus Bullying Prevention Group, 2004

24. Overview of School-Wide Elements 1.Form Bullying Prevention Coordinating Committee 2. Train committee and all school staff personnel 3. Administer bully/victim questionnaire 4. Develop school rules against bullying

25. Overview of School-Wide Elements (cont.) 5. Increase supervision in “hot spots” 6. Use consistent positive and negative consequences 7. Hold staff discussion groups 8. Involve parents 9. Hold school-wide “Kick-Off” Events

26. Administer Olweus Bully/Victim Questionnaire Why survey students about bullying?Why survey students about bullying? –Provides a common definition of bullying and it’s components –Provides a baseline about bullying problems in the school and comparison for change –Survey and results raise awareness –Statistical results help schools tailor their planning efforts © The Olweus Bullying Prevention Group, 2004

27. Bullying Prevention Coordinating Committee: Responsibilities Attend two-day training Plan and implement the program –Plan for the Olweus survey –Communicate plans to faculty and all staff –Obtain feedback from faculty and staff –Present program information to parents, local community, and media © The Olweus Bullying Prevention Group, 2004

28. 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 include students who are easily left out.We will 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 4

29. Training for All School Personnel Training for All School Personnel Administrators All educators / faculty Custodians Bus drivers Lunchroom supervisors Support staff / paraprofessionals Adults often at the school After school program providers © The Olweus Bullying Prevention Group, 2004

30. Classroom Elements © The Olweus Bullying Prevention Group, 2004

31. Classroom Meetings Select a predictable time in which to discuss bullying and peer relationsSelect a predictable time in which to discuss bullying and peer relations Meetings build a sense of class cohesion & communityMeetings build a sense of class cohesion & community Be flexible in following students’ ideas for discussion topicsBe flexible in following students’ ideas for discussion topics Use role playing to engage studentsUse role playing to engage students © The Olweus Bullying Prevention Group, 2004

32. Classroom Meeting Guidelines Sit in circle if possibleSit in circle if possible Raise hands to speakRaise hands to speak Everyone has the right to be heard without interruptionEveryone has the right to be heard without interruption Disagree without being disagreeableDisagree without being disagreeable Avoid names--focus on eventsAvoid names--focus on events © The Olweus Bullying Prevention Group, 2004

33. Interventions at the Classroom Level School rules posted and discussedSchool rules posted and discussed Consistent use of positive and negative consequencesConsistent use of positive and negative consequences Regular class meetings (weekly)Regular class meetings (weekly) Incorporation of bullying themes across the curriculumIncorporation of bullying themes across the curriculum Class-level parent meetings (where possible)Class-level parent meetings (where possible) © The Olweus Bullying Prevention Group, 2004

34. Individual Interventions © The Olweus Bullying Prevention Group, 2004

35. Individual Interventions 1. On-the-spot interventions 2. Follow-up discussions with children who are bullied 3. Follow-up discussions with children who bully 4. Staff information-sharing 5. Parental involvement © The Olweus Bullying Prevention Group, 2001

36. What do youth who are bullied need? Positive relationships with adultsPositive relationships with adults Advocates to help them be heardAdvocates to help them be heard ProtectionProtection FriendsFriends Hobbies & interestsHobbies & interests Ways to get rid of self-blame or self-hatredWays to get rid of self-blame or self-hatred

37. What do youth who bully need? Positive connections with adultsPositive connections with adults Fair and predictable consequencesFair and predictable consequences Full accountability without anger or rejection by adultsFull accountability without anger or rejection by adults Support in developing empathySupport in developing empathy Help finding non-aggressive ways to meet their needsHelp finding non-aggressive ways to meet their needs

38. What do youth who witness bullying need? Safe & effective ways to actSafe & effective ways to act Help finding alternatives to confronting the aggressor or watching in silenceHelp finding alternatives to confronting the aggressor or watching in silence Advocate for protection from retaliation if they do actAdvocate for protection from retaliation if they do act Ongoing support from adultsOngoing support from adults

39. COMMUNITY EFFORTS © The Olweus Bullying Prevention Group, 2004

40. Take-Home Message Bullying Prevention & Intervention takes a team effort (School Counselors often Leaders)Bullying Prevention & Intervention takes a team effort (School Counselors often Leaders) Resources AvailableResources Available Change happens in small incrementsChange happens in small increments © The Olweus Bullying Prevention Group, 2004

41. Parts of the 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 Group 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, Ph.D. at nobully@clemson.edu or call 864-710-4562nobully@clemson.edu © 2004 Susan Limber, Ph.D.; Nancy Mullin-Rindler, M.Ed.; Jane Riese, LCSW; This presentation is based on the work of Dan Olweus, Ph.D. Vicki Flerx, Ph.D.; and Marlene Snyder, Ph.D. This presentation is based on the work of Dan Olweus, Ph.D.