2. OBJECTIVES
• Explore logic for investment in bully prevention
• Define five core skills for “student orientation”
• Outline core elements for “faculty orientation”
• Identify how to collect and use data
• Create expectations for advanced support
• Describe steps to implementation
5. THE LOGIC BEHIND INVESTMENT
• National Schools Safety Center called bullying the most
enduring and underrated problem in U.S. Schools.
• Nearly 30 percent of students have reported being
involved in bullying.
• Victims and perpetrators of bullying are more likely to
skip and/or drop out of school.
• Victims and perpetrators of bullying are more likely to
suffer from underachievement.
6. THE LOGIC BEHIND INVESTMENT
• 85% of LGBT students report verbal harassment & 40%
physical harassment.
• Bullying is a cross-cultural phenomenon.
8. WHAT IS BULLYING?
“Bullying” is repeated aggression, harassment, threats or
intimidation when one person has greater status or power
than another”
9. BULLY PREVENTION
• Bullying behavior occurs in many forms, and locations,
but typically involves student-student interactions.
• Bullying is seldom maintained by feedback from adults
• What rewards bullying behavior?
• Most common are:
• Attention from peers
• Attention and “reaction” from victim
• Self-delivered praise
10. ACTIVITY
1. Identify an example of bullying you have encountered
context/situation bullying behavior rewarding consequence
2. Identify a problem behavior that would NOT be
bullying.
11. Blame the bully
Inadvertent
“teaching of Ignore role of
bullying” bystanders
Non-data based
intervention
decisions
Expensive
Initial effects without
sustained impact
12. WHAT DO WE NEED?
• Bully prevention that is efficient and “fits” with existing
behavior support efforts
• Bully prevention, not just remediation
• Bully prevention with the systems that make it
sustainable
13. Effective
Bully School-Wide
Prevention PBIS
Faculty
Implementation
Student Use Data Use
of BP-PBIS
Bully
Advanced Prevention
Support Logic
14. Core Features
Students Faculty
School wide expectations (respect) Agreement on the logic
Stop routine when faced with disrespectful Strategy for teaching students core skills
behavior
Bystander stop routine when observing Strategy for follow-up and consistency in
disrespectful behavior responding
Stopping routine if someone tells you to “stop” Clear data collection and use
A recruit help routine to recruit adult help if Advance support options
you feel unsafe
15. HOW READY IS YOUR
SCHOOL FOR BULLY
PREVENTION?
Survey
17. BULLY PREVENTION IN PBIS
Intro & Section 8: Logic
Know what you want and why you want it before you adopt it
Sections 1 & 2: Student Curriculum
School-wide expectations
A school-wide “stop” signal (how to use and respond to it)
Sections 3, 4, and 5: Difficult Situations
Gossip, name calling/ignoring, cyber-bullying
18. BULLY PREVENTION IN PBIS
Section 6: Supervising Bully Prevention
Focus on prevention
Focus on teaching and re-teaching the skills
Minimize rewards for bullying
Section 7: Faculty Follow Up
Fidelity, decision flowchart
19. SIX ESSENTIAL ELEMENTS
1. Logic
2. Student Orientation
3. Adult Orientation
4. Data Use
5. Advanced Support
6. Steps to Implementation
21. THE LOGIC: ESTABLISH STUDENT
“BUY-IN”
Build a positive social culture
Teach all students core expectations
One of the core expectations must be “respect”
Collect student survey data
Hold student forums
Share results with student-body
22. THE LOGIC
• Bullying is “behavior”….not a trait
• Maintained by social rewards from other students, not
consequences for adults
• Will continue as long as it is rewarded
• Prevention requires students remove the social
rewards that maintain the bullying behavior
23. Name
Calling/Inapp.
Language
Harassment
Physical
Aggression
24. In Your School Disagree...Somewhat Agree…Agree
1. You feel safe? 1 2 3 4 5
2. Other students treat you 1 2 3 4 5
respectfully?
3. You treat other students 1 2 3 4 5
respectfully?
Student 4. Adults treat you 1 2 3 4 5
respectfully?
Survey 5. You treat adults in your 1 2 3 4 5
school respectfully?
In the Past Week….
6. Has anyone treated you No Yes
disrespectfully?
7. Have you asked someone to No Yes
“stop”?
8. Has anyone asked you to No Yes
“stop”?
9. Have you seen someone No Yes
treated disrespectfully?
25. STUDENT FORUM (MS/HS)
• 8-10 students selected for leadership team
• What to do if someone is being disrespectful to you
• What to do if you see someone being disrespectful towards others
• What to do when someone asks you to stop
• Getting help when you feel unsafe
• What would be best way to introduce/train these routines?
• How to overcome natural barriers about students using “stop”
• Potential opportunity to visit other schools
• Review Expect/Respect Lessons
26. STUDENT FORUM (MS/HS)
Logic
School should be a safe welcoming place
Disrespectful behavior is maintained if (a) it results in attention from
peers, and (b) is not addressed by adults
Discussion
What are behaviors that are disrespectful?
“Stop Routine” What would be an acceptable word/gesture to
indicate, “Stop?” (for victim, bystander, cyberspace)
“Stopping Routine” What would someone do if they were asked to
“stop?”
“Recruiting help routine” What is the appropriate way to get help/or
report a problem?
28. STUDENT ORIENTATION GOALS
1. Establish a school-wide social culture where positive
behavior is expected and rewards for bullying are not
provided.
2. Build a culture of social competence
29.
30. SECTION 1: STUDENT
ORIENTATION
1. Teach School Expectations
2. Discuss what expectations look like outside the classroom
3. Discuss example of not following expectations in specific
settings
4. Discuss why kids exhibit problem behavior outside the
classroom (to get attention) and how ways in which kids
provident them attention.
5. Teach Stop/Walk/Talk
The word BULLY is NEVER used!!!
31. If you encounter
behavior that is
NOT respectful
STOP WALK TALK
Say and Show
Walk Away Talk to an Adult
“STOP”
32. TEACH “STOP”
If someone is directing problem behavior to you, ask them to
“stop”
Gesture and word
Review how the stop signal should look and sound
Firm hand signal
Clear voice
34. HOW TO RESPOND TO “STOP”
Eventually, every student will be told to stop. When this
happens, they should do the following things
Stop what you are doing
Take a deep breath
Go about your day (no big deal)
These steps should be followed even when you don’t
agree with the “stop” message
35. The rule is: If someone asks you
to stop, you stop!
36. LET’S PRACTICE
Divide up into pairs (student a and student b)
Game #1: Student A says: “I am being disrespectful”
Student B says: “stop” and shows the stop signal
Student A stops, takes a breath, turns away
Game #2: (change roles)
Student B says: “I am being disrespectful”
Student B says: “stop” and shows the stop signal
Student B stops, takes a breath, turns away
37. ELABORATION
Everyone think of a situation where you might use the
“stop” message
Invite two students to demonstrate how to use the
“stop” skill in those situations
38. SAYING “STOP” AS A BYSTANDER
Remember: Even if all you do is “watch” a bad situation, you are
providing attention that rewards disrespectful behavior.
If you see someone else being treated disrespectfully:
Say and show “stop” to the person being disrespectful
Offer to take the other person away for a little bit
If they do not want to go, that is okay…just walk away
39. LETS PRACTICE: BYSTANDER
ROUTINE
Divide up into groups of 3
Student a, b, c,
Game #1: student a says: “I am being disrespectful to you” to
student b
student c says: “stop” and moves student b away
student a stops, takes a breath, and turns away
Game #2 take turns until everyone has been in each role at
least twice
40. ELABORATION
Ask students to identify a situation when they were a
bystander and could have used the “stop” signal
If appropriate, ask 3 students to role-play some of the
situations proposed.
41. “WALK AWAY” AND GET HELP
Sometimes, even when students tell others to “stop”,
problem behavior will continue. When this happens,
students are to “walk away” from the problem behavior.
Remember that walking away removes the attention for
problem behavior
Encourage students to support one another when they
use the appropriate stop/walk/talk response
42. WALK AWAY AND GET HELP
Even when students use “stop” and they “walk away” from the
problem, sometimes someone will continue to behave
inappropriately toward them. When that happens, students should
“talk” to an adult.
Report problems to adults
Where is the line between tattling/snitching and reporting
“talking” is when you have tried to solve the problem yourself, and
have used “stop” and “walk” steps first:
Tattling is when you do not use the “stop” and “walk away” steps
before “talking” to and adult
Tattling is when your goal is to get the other person in trouble
43. GETTING HELP WORKS
Research indicates that if you are submissive or aggressive
when faced with disrespectful behavior you are MORE likely to
suffer prolonged social problems. “Getting help” is associated
with reduction experiencing relational and physical aggression
Kochenderfer-Ladd, 2004
Mahady-Wilton, Cragi, & Pepler, 2000
44. LETS PRACTICE: “WALK
AWAY/TALK”
Divide into groups of 3
Student a, b, and c
Game:
Student a is the teacher/supervisor
student b says: “I am being disrespectful” to student c
student c says: “stop”
student b says: “I am still being disrespectful”
student b walks away, gets teacher and says “I said
“stop” and he/she didn’t’ stop”
45. ELABORATION
What will adults do when you report a problem?
1. Adults will ask if you said “stop” and walked away
2. If you didn’t say “stop”, adults will ask you to practice that skill
3. If you did say “stop” adults will talk to the other student.
It is important to all adults in this school that your are both
treated respectfully and feel safe
Remember that the real way to reduce disrespectful behavior is
to stop attending to it and stop talking about it to other students.
Tell adults!
47. REFLECT & PLAN
1. What is a “stop” signal that would work for our school?
2. How would we obtain student input into the selection of
the “stop” signal?
3. How would we get “buy in” from all faculty?
4. How would we teach the Stop-Walk-Talk concepts to
our students?
48. ADAPTING FOR MIDDLE/HIGH
SCHOOL
Students involved in selecting the “stop” responses (gesture,
word)
Consider more active role for students as trainers of the Stop-
Walk-Talk response sequence
Adapt examples to fit developmental level, cyber risk, etc.
Main message from adults is that we will act to ensure student
safety
49. SECTION 2: STUDENT
ORIENTATION
1. Review expectations
2. Review examples of expectations outside the
classroom
3. Review STOP/WALK/TALK
4. Teach Responding to STOP/WALK/TALK
5. Group Practice
50. RESPONDING TO
STOP/WALK/TALK
• Will be used with EVERY student at some point
• Important to respond appropriately
• Even if you DON’T Agree
51. RESPONDING TO
STOP/WALK/TALK
1. Stop what you are doing
2. Take a deep breath and count to 3
3. Go on with your day
52. LET’S PRACTICE: RESPONDING
TO STOP/WALK/TALK
Divide into groups of 2
(Student A and Student B)
Student A says: I am being disrespectful to you
Student B says: STOP
Student A stops being disrespectful, takes a deep breath
and counts to 3
Student B walks away
Student A walks away and goes on with his/her day
53. LET’S PRACTICE: RESPONDING
TO STOP/WALK/TALK
Divide into groups of 2
(Student A and Student B)
Student A says: I am not being disrespectful to you, but
you think I am
Student B says: STOP
Student A stops what they are doing, takes a deep breath
and counts to 3
Student B walks away
Student A walks away and goes on with his/her day
54. WHEN STUDENT REPORTS TO
ADULT: “TALKS”
When students report problem behavior to adult:
1. Adults will thank you for coming to them
2. They will ask you what the problem is
3. They will ask you if you said “stop”
4. They will ask if you “walked away”
5. They will practice “stop/walk, talk with you if you need it”
6. They will contact the student if they didn’t “Stop” and
practice with them.
56. FACULTY/STAFF
ORIENTATION: OBJECTIVES
Faculty can define logic for BP-PBIS
Common “stop” signal adopted for whole school
Faculty can teach “student orientation” skills
Faculty reward/recognize student use of BP “stop” routine
Faculty manage “student reporting” routine
Faculty can deliver “booster training”
Faculty can deliver “pre-corrections”
Faculty collect and use data for decision making
57. FACULTY/STAFF BP
ORIENTATION: LOGIC
Provide logic
Define bullying behavior
Review current data from school
Review national patterns
Review goal for embedding bully prevention within current PBIS effort
Provide summary of BP-PBIS core elements
Review empirical support for Bully Prevention within PBIS
58. ORIENTATION: DELIVER STUDENT
ORIENTATION
How to deliver the student bully prevention orientation
Review logic for being “respectful”
Need to remove the attention (oxygen) that sustains disrespectful
behavior
Teach four student skills
How to indicate “stop” if you are treated disrespectfully
How to respond to being told to “stop”
How to say “stop” if you see someone else treated disrespectfully
How to “walk away” and get help
Teach students to be clear about what to expect from adults when they
ask for help
59. ORIENTATION: REWARDING
APPROPRIATE BEHAVIOR
Effective implementation and generalization of BP routines
requires that students receive recognition for appropriate
behavior, the FIRST time they attempt to use the new skills.
Look for students that use the 3 step response (stop-walk-talk)
appropriately and provide recognition of their skill
Students that struggle with problem behavior (either as victim or
perpetrator) are less likely to attempt new approaches.
Reward them for efforts that are close approximations
60. ORIENTATION: RESPONDING TO
REPORT OF BULLYING
When any problem behavior is reported, adults follow a specific
response sequence:
Ensure the student’s safety
Is the bullying still happening
Is the reporting child at risk
What does the student need to feel safe
What is the severity of the situation
Determine if “stop” response was used
If “stop” was used provide praise and connect with perpetrator
If “stop” was not used, practice the routine with the reporting student
Determine if “stop” response was followed
If “stop” was not followed, practice how to stop when asked.
61. ORIENTATION: RESPONDING
TO REPORT OF BULLYING
With student reporting bullying:
“Did you tell _______________ to stop?”
If yes: “How did ______________ respond?”
If no: Practice the 3 step response with the student
“Did you walk away?”
If yes: “How did _______________ respond?”
If no: Practice the 3 step response
“okay, I will take it from here and get back to you”
62. WHEN THE REPORTING CHILD
DID IT RIGHT
With student reported to have done the bullying:
Reinforce the student for discussing the problem with you
“Did _______________ tell you to stop?”
If yes: “How did you respond?”
If no: Practice the 3 step response
“Did _______________ walk away?”
If yes: “How did you respond?”
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
63. LETS PRACTICE: STAFF
RESPONDING ROUTINE
Victim (B) approaches teacher (A) and says, “__________ did not
stop”
Teacher (A): “You did well to come to me”
“are you okay?”
“did you tell __________ to stop?”
Victim: “No I forgot”
Teacher: “Remember we need to take the attention away
from behaviors we don’t like so let’s practice how
you could handle this. If some ?????, how would
you show them they needed to
stop?....”good”…..Now do that in the future.
64. LETS PRACTICE: STAFF
RESPONDING ROUTINE
Victim approaches teacher and says:
“______________ did not stop”
Teacher says: “You did well to come tell me”
“Are you okay”
“Did you tell _______________ to stop?”
Victim says: “Yes I told ______________ to stop” (so you talk to the
person who did bullying:
Teacher says (to person who did bullying):
“Did _______________ ask you to stop?
Teacher says: “Did you stop? Let’s practice stopping when someone
asks you to stop.”
65. FACULTY/STAFF BP
ORIENTATION: BOOSTER
Build in “booster” trainings
Week one: In-Class follow up/reminder
Identify situations where “stop” worked
Identify situations where “stop” did NOT work
Two Months: Hold brief review of stop-walk-talk routine
Select examples that are like three problem events that
have been reported
Four Months: old another brief review of stop-walk-talk
routine
66. FACULTY/STAFF BP ORIENTATION:
PRE-CORRECTING
Pre-correcting for effective bully prevention
First 2 weeks after whole-school BP orientation
Identify 2-3 times when bullying is most likely
For the first 2 weeks after training, teachers will rehearse “stop-walk-
talk” guidelines just before releasing students for activity
Pre-correct students needing more support
For students with higher likelihood of bullying or victim behavior
Rehearse “stop-walk-talk” guidelines just before releasing students for
activities with high-probability of problem behavior
As a Team: How will you prompt pre-correcting?
67. DISCUSSION
Discuss how to ensure that staff follow “reporting
routine”
Did you ask _______________ to stop?
Discuss how to build initial follow-up
Week one
After a month
Three months
68. SPECIFIC PROBLEM
BEHAVIORS
Gossip
Racial/gender/GLBT/Religious Challenges
Cyber-bullying
Other…
As a team, review sections 3-5 of Manual and discuss the
relevance, expansion, adaptations needed
69. ACTIVITY
How would you establish staff “buy-in”?
How would you deliver orientation to all faculty/staff?
How would you ensure “responding routine” was
followed by supervisory staff?
How would you schedule the follow up events?
71. DATA COLLECTION
Office discipline referral data
Whole school
Individual students
Student/staff surveys
School climate survey
Harassment survey
Fidelity
Fidelity checklist
Are we doing the BP-PBIS as planned?
72. USING ODR’S
Do we have a problem?
Do we need BP-PBIS?
If we use BP-PBIS is the effort effective?
Remember that many instances of bullying are NOT
reported by students, or recorded in the ODR data
73. Name
Calling/Inapp.
Language
Harassment
Physical
Aggression
74. AGGRESSION, HARASSMENT, FIGHT, NAME
CALLING PER SCHOOL DAY 4 WEEKS BEFORE
BP AND 4 WEEKS AFTER BP
Post BP
Pre BP
0 0.5 1 1.5 2 2.5 3
75. In Your School Disagree...Somewhat Agree…Agree
1. You feel safe? 1 2 3 4 5
2. Other students treat you 1 2 3 4 5
respectfully?
3. You treat other students 1 2 3 4 5
respectfully?
Student 4. Adults treat you 1 2 3 4 5
respectfully?
Survey 5. You treat adults in your 1 2 3 4 5
school respectfully?
In the Past Week….
6. Has anyone treated you No Yes
disrespectfully?
7. Have you asked someone to No Yes
“stop”?
8. Has anyone asked you to No Yes
“stop”?
9. Have you seen someone No Yes
treated disrespectfully?
76. SIMULATED SURVEY
RESPONSES
5
4.5
4
3.5
3
2.5 Pre BP
2 Post BP
1.5
1
0.5
0
safe you are treated you treat others adults treat you you treat adults
77. SIMULATED SURVEY
RESPONSES
40
35
Percentage of students responding “yes”
30
25
20 Pre BP
Post BP
15
10
5
0
treated dispresp. ask other to stop asked to stop seen disrespe.
78. FIDELITY DATA
Quick check
Are we implementing BP-PBIS?
8 questions (use with whole team or whole
school)
Always build into action plan
Score percentage of items with most people
rating “in place”
79. Not Partia In Needed Actions
Feature In lly In Place What? Who? When?
Place Place
1. School-Wide Expectations are defined and
taught to all students (respect others)
2. PB-PBIS initial training provided to all students
3. BP-PBIS follow training and practice conducted
at least once two months after initial training
4. At least 80% of students can describe “stopping
routine” to problem behavior (stop-walk-talk) (ask
10)
5. At least 80% of students can describe “stopping
routine” (ask 10) when they are asked to stop.
6. Supervisors check-in with (pre-correct) chronic
perpetrators and victims at least 2 times/week
7. Staff use BP-PBS “response routine” for
student reports of problem behavior
8. Student outcome data are collected and
reported to all faculty at least quarterly
80. DISCUSSION: DATA USE
What data do you have?
What data do you need?
What schedule would be needed to make this work?
81. SIX ESSENTIAL ELEMENTS
1. Logic
2. Student Orientation
3. Adult Orientation
4. Data Use
5. Advanced Support
82. #6 ADVANCED SUPPORT
School-wide PBIS and BP-PBIS will not be sufficient for all
students
Aggressive bullying behaviors occur for many reasons
Mental health issues
Family dynamics
Disabilities
Use your data to identify students in need of more intense
support and refer them to your team
83. INTENSIVE INDIVIDUAL SUPPORTS
Full assessment
Functional behavior assessment
Academic assessment
Social emotional assessment
Family support
Individualized Intervention
Prevention
Instruction/teaching
Formal contingencies
On-going data progress monitoring
84. SIX ESSENTIAL ELEMENTS
1. Logic
2. Student Orientation
3. Adult Orientation
4. Data Use
5. Advanced Support
6. Steps to Implementation
85. BUILDING A PLAN FOR
IMPLEMENTATION
Trainer
Coach School
Team
Faculty
Students
Keep in mind we’re still fairly early on in terms of learning how to do this. Much of the research that we will talk about today comes from a project started in the state of New Mexico. Legislator in New Mexico went to conference on PBIS and came back and said he wanted every school in New Mexico to adopt Anti-Bullying program. Working closely with the University of Oregon, who told him that’s actually a really lousy way to actually produce change, (Band-aid strategy). Build on things that are already embedded into the system. Study schools from New Mexico which adopted the approach we will talk about today vs. schools that went out and bought a program. Part of what was found is a 50% increase in the effectiveness of this method and a 400% increase in sustainability when you embed as opposed to patch.
Tables will Jigsaw chapter 8 in the bullying prevention manual…..for each section, participant will pull out one key phrase from reading. Groups will reconvene and have each member read their key phrase for their section in order. Share out at random having table read phrases in order.This will give you a preview on the theory behind BP-PBIS
White House Conference on Bullying Prevention March 10, 2011Authors of the handbooks we are using presented at this conference.
Teachers aren’t seeing it as a problem when it really is a problem.Why might that be? Why would it be underrated? Possible Answers: too tough to fix, underreported (because of the definiton)If I asked you, how many times least week were you bullied, I’m going to get a pretty low number in a lot of schools. If I turn around, through, and say, so how many times were you hit, kicked, or pushed? How many times were you teased over and over again? How many times were your excluded from activities? All of a sudden, those numbers go way up.
Hill Walker, studied aggression and bullying. We tend to say early on, that these kids will outgrow this. What he found was 47% probability that is somebody is aggressive and bullying in 3rd grade, they’ll be aggressive and bullying in 8th grade, they’ll be aggressive and bullying as an adult. Now we’ve got people at the high school level saying very bad things about us at the elementary level.We want to argue that every school that we’re dealing wigh has kids in the school who are engaged in bullying. So as part of what we are about, in tems of talking about pbs, is really about building schools that have an effective, rich, positive social CULTURE.
Disclaim this video!!!!!!!!!!!!Stop at minute 4:17As you watch this video….what forms of bullying do you see…..what is the bully getting from this behavior (jot your ideas down on a piece of paper)
Why does this definition cause a problem? As you read this definition, imagine yourself on the playground, watching the kids. Imagine yourself in the parking lot as kids are dismissed from high school, imagine yourself in the cafteria. Imagine yourself watching the behavior and determining if someone is bullying someone else. Bullying is repeated aggression. It is harassment, it’s threats or intimidation when one person has greater status or power than the other. SO by most definitions, bullying requires this intent to hurt someone else. It requires frequency. It happens over and over again. It also requires that one person has more power than the other person.As an adult this is difficult, as a child even harder. Someone is teasing me. Is this bullying? Do I report it”. Typically they will wait until it is so severe that something severe must be done about it.Focus of today, we need to intervene with this before it ever actually becomes bullying. We will not focus on the language of “bullying”. Focus is on rules/expectations. Bullying falls within “being respectful”. So we focus on this language and we can impact students before it gets so severe that we would call it bullying. In groups/with a partner: 1. What do common forms of bullying and harassment look like for you? How do staff typically respond to those incidents? What sort of practices do you see in your school that actually might make it worse? Share OutAgain the goal today is, to find something that is going to fit in your school and that teachers will be able to do without some massive, multi-thousand dollar intervention program.Big Take Away: Function of bullying behavior is not to hurt the individual. It is not to get something from. It’s not to avoid punishment. It is to get the other kids to laugh or to join in or peer attention. 90% of the time. When you think about how to intervene (especially at a high school level, it’s got to involve peer attention. If you try to punish a kid, it’s not going to work.
What is the difference?What arbitrary line was crossed in #1 that was not crossed in #2?
Great things and some not so great things: extra emphasis on bullying, people are recognizing how big of a problem it is, more emphasis on prevention.Many programs, teaching social-skills, monitoring better, policies. Problems1 &2. Blame the Bully/ignore role of bystander who are key to changing behavior Takes about 3 years to institute real positive change3. Expensive…familiar with the triangle right, think within the triangle. Don’t want to add a large amount of new stuff. Start at Universal and think about what are the things we have in place that we can improve or modify. Then we can move up the triangle.4. Tends to be a generic intervention response. Buy program, plug it in, but its generic….it doesn’t fit our context. Likelihood of sustainability little.6. Inadvertent teaching of bullying. Who can guess what this means? Programs actually showing kids what it looks like. DARE Program….don’t do drugs, studies show actually increases kids use of drugsLabeling kids more oftenLimited examination of why its happening. We say here’s bullying, let’s put intervention in place instead of, “what are the things that are causing the bullying? What are the issues that are causing the problem” Peer attention is what we’re finding.Overemphasis on a student responseIf we focus on the language of bullying, we’re likely to wait for the severe behavior before we do something about it. Focus on Disrespect. It’s not bullying until this kid goes over the line. We don’t want to wait until they cross this arbitrary line before we interveneAt tier 1 we: teaching explicitly, reinforce, use data, parent engagement. States requiring things around bullying: coordinators, interventions, data systems, reporting, response teams, professional development…If you have a PBIS team, you have already met these requirements
Brainstorm what do we need after we look at those problems?Generalization….many programs teach social skills, but the difficult thing is getting kids to generalize that real settings
Common responseRemove praise, attention, recognition that follows bullyingDo this without (a) teaching bullying (b) denigrating children who engage in bullyingMore intensive supports for those few who need it
SurveyReason we are doing this is because we don’t want to add in something new if we have something we can use from what you’re doing to improve it, to make it better. SET GOALS
Also available in spanish
Why does bullying occur? What are key features of a school that reduces bullying? Student Focus Group (Forum): Why, What, HowEstablish a positive school-wide social culture (respect, responsible, safe) Teach a common response to “behavior that is not respectful” (as a victim and as a bystander) Teach how to respond if you are asked to stop Teach how to recruit adult supportHow to conduct student training How to respond to instances of bullying or reports of bullyingMeasure if we have Bully Prevention in place with fidelity measure if Bully Prevention effort is effective (student outcomes)Students/Families who need more intensive support6. Share action plan for BP PBIS with participants
Is relational aggression perceived as a problem?
Most “disrespect” that is written up is STUDENT-ADULT.Does that mean that there is little to not STUDENT-STUDENT disrespect?Are the expectations different?
Graph results pre BP and post BPYou have this handoutShare results with student bodyThis is easily put into a bar graph!
Teach be respectful as a basic concept for the whole school Teach what not respectful looks like Students and staff can identify the difference between respectful and disrespectful behavior: Student to Student, Student to Adult, and Adult to StudentEveryone knows the expectations there is school wide agreements on how to respond to disrespect: what is the signal for “stop”, what is the routine for “walking away”, and what is the routine for “getting help” What happens when someone asks for help….what can the adult do? What should the adult do, What will the adult do?
Intro Video on Basic Concept of Stop, Walk, TalkThis is a preview of what we will be teaching students
This lesson is approximately 50 minutes and should occur at every classroom.What does attention from others look like?Peer attention comes in many different form:Arguing with someone who teases youLaughing at someone being picked onWatching someone be hurt and doing nothingTake away the attention that sustains disrespectful behaviors!!!!4. The candle under a glass
Review the logic: saying “stop” is a way to stop giving oxygen to disrespectful behaviorBe prepared for students to use the “stop” response with too much gustoConsider having students show you examples of using the “stop” response in a way that actually provided attention
KEY: students must know what to expect from adults if the student reports an instance of behavior that is not respectful
Game #2 rotate roles so everyone is in each role
In groups, go through section one to work on logistics. Review next two slides before letting them go into groups
Lesson takes approximately 30 minutes and should be taught in every classroom on the same day
Responding appropriately even when you don’t think you did anything wrongResponding appropriately even if you think the other student is just trying to get you in trouble
We will review this in more depth when we move on to staff orientation section. This is CRUCIAL!
Note the importance of getting back to the childWhat happens when we never get back to them?
Divide into groups of 3 (A, B, and C)A = Teacher, B = Victim, and C = Person who did bullyingNow repeat so everyone is in all three roles
Divide into groups of 3 (A, B, and C)A = Teacher, B = Victim, and C = Person who did bullyingRepeat so everyone is in all three roles