1. Bullying Prevention What We know and What We Can Do…. Karina Kidd Integrated Student Support Department Portland Public School District

2. Goal for Today To familiarize participants with the components of comprehensive bullying prevention

3. Violence Violence is any mean word, look, sign, or act that hurts a person’s body, feelings, or things. No one is entitled to use violence. Violence is not tolerated at our school. No one is entitled to use violence. Violence is not tolerated at our school.

4. Bullying Prevention Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Interventions Some students (at-risk) High efficiency Rapid response Individual or Group Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success Bullying Prevention

5. Training Goals Provide participants with knowledge and skills to: 1. Recognize bullying 2. Support children who are involved in bullying situations 3. Intervene safely and effectively in bullying situations Provide participants with the understanding that bullying prevention is part of a comprehensive school-wide effort to create a safe and civil school.

6. Think About…. A bullying situation that you have experienced Partner share: What are the effects of bullying? One minute

7. Effects on Person who is Bullied Students who are chronically bullied are more likely to have: – A greater dislike of school – Higher absenteeism – A decline in school performance – Poor self-esteem – Greater incidence of psychological disorders such as depression and anxiety – Repeated bullying may also trigger serious episodes of violence

8. Where to Start?!!!

9. Bullying Definition Bullying is unfair and one-sided. It happens when someone keeps hurting, frightening, threatening or leaving someone out on purpose.

10. Key Elements of Bullying Imbalance of power Intent to cause harm; deliberate, non-accidental Acts are repeated – show a pattern Vulnerability of victim

11. Direct Bullying Hitting, kicking, shoving, spitting… Taunting, teasing, racial slurs, verbal harassment Threatening, obscene gestures

12. Indirect Bullying Getting another person to bully someone for you Spreading rumors, gossip Deliberately excluding someone from a group or activity Many forms of Cyberbullying

15. Challenges for Schools Although common and frequent, most bullying and harassment behaviors are exhibited outside of adult supervision.

16. Scope of the Problem Bullying happens once every 7 minutes. The average bullying episode lasts 37 seconds. Teachers noticed and intervened in only 1 out of 25 episodes (4% of the time) Bullying commonly increases between the third and seventh grades. (Committee for Children, 2005)

17. “I Feel Safe at School” 6th grade- 15% said “NO” 8th grade- 15% said “NO” 11th grade- 19% said “NO” Oregon Wellness Survey (2010)

18. Harassed on the way to, at or from school- – 35% of 8th graders – 23% of 11th grader I Can talk freely and openly with my teachers about my concerns- – 30% of 6th graders say, “NO” – 44% of 8th graders say, “NO” – 47% of 11th graders say, “NO”

19. Where Does Bullying Occur? The most common places where bullying takes place: – School yard or playground (74% of victims) – Hallways (53% of victims) – Cafeteria (45% of victims) – At home or on computer (cyberbullying) But it could be different for your school…. What does your data say?!!

20. Why Some Children Bully Others 1. If a behavior works, it is repeated 2. Students don’t know how else to influence peers 3. They don’t realize that their behavior is inappropriate- poor modeling (Jack in the Box) 4. Errors in thinking 5. Bullying meets a need. Rewards for bullying behaviors: Social attention Social recognition Social status

21. PPS Harassment and Bullying Policy: 4.30.060-P Harassment and bullying is prohibited. Definition includes physical, emotional and social harm. Disciplinary action, up to and including expulsion, for harassment/bullying, false accusations and retaliation. Witnesses and bystanders (including students, staff or volunteers) to a bullying incident are encouraged to immediately inform school staff.

22. PPS Administrative Directive 4.30.061-AD Notice in buildings School-Wide Staff Training School-Wide Student Notification Respect for Cultural Differences Electronic Forms of Harassment Incidents should be promptly investigated.

23. Portland Public Schools prohibits harassment and bullying on or near school grounds, going to or from school, at any school activity, or on school buses or other school transportation. What is considered harassment and bullying? Threatening Insulting Making fun of someone Intentionally excluding a certain student or group of students Damaging a student’s property Hurting a student’s body Causing a student to fear being hurt or embarrassed Causing a student to fear having his/her property damaged Trying to make others afraid at school

24. School Factors Negative disciplinary interventions Inadequate supervision of bully-prone areas Inconsistent educator response to bullying behaviors Physical features of the school Adult unawareness or denial of problems

25. Myths About Bullying Bullying really isn’t a big problem. Children who bully have low self-esteem. Only boys bully. If a kid just “fights back” or ignores the bullying, the problem will be solved. Adults feel that they are already doing everything they can to address bullying.

26. Misdirections….. Zero tolerance policies Conflict resolution and peer mediation Group treatment for children who bully Simple, short-term solutions (piece meal)

27. Three Levels of Bullying Prevention Small Group: target at-risk students or tough kids who need more intensive intervention (Tertiary Prevention) Classroom or Grade-Wide: select individual classrooms or grade levels (Secondary Prevention) School-Wide: all students in a school (Primary Prevention)

28. School Wide Bullying Prevention Create a school climate based on mutual respect Make bullying prevention part on the work of the climate team Establish clear rules/procedures/ policies about bullying. “Be Respectful” applies to students and adults in the building!”

29. Comprehensive Bullying Prevention Physical considerations- e.g playground? Increase effective supervision Teach specific skills to all students Train adults to respond sensitively & consistently to bullying. Enforcing consistent consequences for bullying Improve parental awareness & involvement in working on the problem.

30. Directly Teaching Skills  Steps to Respect (Committee for Children)  Middle School Second Step (Committee for Children)  Bully Blockers (Tough Kid Series, Pacific Northwest Publishing)  PBIS Bullying Prevention

31. www.pbis.org

33. Dynamics of Bullying Bystanders Students with bullying behaviors Students who are targeted

35. The Three R’s of Bullying R ecognize R eport R efuse then If you don’t feel safe If you do feel safe

36. Tattling Vs. Reporting Tattling: When you try to get someone in trouble Reporting: When you tell an adult in order to keep people safe

37. Identifying Bullying Behaviors Recognize, Refuse Report

38. Skill Steps

39. Children Learn to Report Immediately When… They or someone else are in danger Someone is touching or showing private body parts Refusing doesn’t work

40. Bystander Role Students learn that everyone is responsible for helping create a respectful school community Bystanders can be part of the solution or the problem Failure to act, intervene or report, supports the student who is bullying

41. Bystanders Need effective strategies to intervene Must be included in intervention Social pressure of the peer-group is an important key to reduce bullying -Social Norms Must feel confident that they will have the support of teachers

42. Handling Bullying Reports Four -A Response: Affirm Ask Assess Act

43. Video: Four-A Response Process Watch him Affirm, Ask, Assess and Act

44. 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 Use same teaching format for all situations If someone directs problem behavior toward you. If you see others receive problem behavior If someone tells you to “stop”

45. Strategies For Young Students Stop Walk “Talk” (or “Squawk”)

46. Teach the “Stop Signal” If someone is directing problem behavior to you, or someone else, tell them to “stop.” 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?

47. Teach “walk away” How do we walk away so that the person who is bothering us gets the idea? Remind students that most socially initiated problem behavior is maintained by peer attention. – Victim behavior inadvertently maintains taunt, tease, intimidate, harassment behavior.

48. When You Are Told “Stop” Eventually, every student will be told to stop. When this happens, they should do the following things – Stop what they are doing – Take a deep breath – Go about their day (no big deal) These steps should be followed even when they don’t agree with the “stop”

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

50. How Adults Respond Adults initiate the following interaction with the person who did the bullying 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 If no: Practice the 3 step response. Practice the 3 step response. The amount of practice depends on the severity and frequency of problem behavior

51. Clear Expectations and Consequences for Bullying Should be preplanned Clearly explained to students Intervene promptly Coaching or Specific Skills instruction Hierarchy of consequences – Reprimands or warnings – Loss of privileges – Think Time – Call to parent

52. Important Considerations Confidential Reporting Power of the students (Safe School Ambassadors) http://www.community-matters.org/safe-school- ambassadors/http://www.community-matters.org/safe-school- ambassadors/ Replicating playground programs Are we differentiating unkind behavior from bullying behavior? ???

57. Wrapping It Up Bullying is a serious problem that can be addressed at school. Students can be directly taught bullying prevention skills Friendship skills and a caring climate play an important role in preventing bullying. Establishing school-wide expectations and consistent response and follow-up is important

58. Bullying prevention is part of a comprehensive, ongoing school-wide and community effort to create a positive and safe school climate. Take Away!

59. Additional Resources http://www.stopbullyingnow.org http://www.community-matters.org/safe- school-ambassadors/

60. Thank you!

61. Portland Public Schools Student Services Department Karina Kidd kkidd@pps.k12.or.us Integrated Student Supports Department BESC 501 N Dixon Portland Oregon 97227 (503) 916-2000 x71014