2. Assumptions
Schools that are interested in
implementing Bully Prevention fall under
the following criteria:
Universals implementation has
begun.
Data indicates bullying should be
addressed.
3. Today’s Goals
Define why bullying is worth addressing.
Provide a comprehensive model for bully
prevention.
Describe core elements of UNIVERSAL
level bully prevention.
Demonstrate reduction in bullying and
improved perception of school safety
through data.
4. Rationale for Bully
Prevention
The National School Safety Center (NSSC) called
bullying the most enduring and underrated problem in
U.S. schools(Beale, 2001).
Nearly 30 percent of students have reported being
involved in bullying as either a perpetrator or a victim
(Nansel, et al., 2001; Swearer & Espelage, 2004).
Victims and perpetrators of bullying are more likely to
skip and/or drop out of school (Berthold & Hoover, 2000;
Neary & Joseph, 1994).
Victims and perpetrators of bullying are more likely to
suffer from underachievement and sub-potential
performance in employment settings (Carney &
Merrell, 2001; NSSC, 1995).
5. Typical Bully Prevention
Most Bully Prevention programs focus on
the bully and the victim. Which leads to
several problems:
Bullying is inadvertently taught.
Bullies are blamed.
The role of bystanders are ignored.
Program results are ineffective over
time.
6. Bully Prevention in PBIS
School-wide Bully Prevention aligns with
universal implementation:
All students learn behavior
expectations.
All staff reinforce students
demonstrating expectations.
All staff address students not
demonstrating expectations.
7. Foundations of Bully Prevention
Bullying behavior occurs in many
forms, and locations, but typically
involves student-student interactions.
Bullying behavior is often reinforced
by:
Attention from bystanders
Reaction from victim
Access to resources
Self-reinforcement
8. Foundations of Bully
Prevention
Two key changes lead to prevention of
bullying behaviors:
Reinforcements that follow bullying are
removed.
Staff and students effectively respond to
bullying behavior.
9. CONTINUUM OF
Bullying Bully & POSITIVE
Victim
Individual BEHAVIOR
Prevention Support
INTERVENTION
Model AND
Additional and more
frequent role play & SUPPORT
practice
Teach School-Wide
Expectations
Teach & Reinforce
Stop, Talk, & Walk
10. Teach All Students
Teach school-wide expectations
Students should be able to recognize respectful verses non-
respectful behavior.
Link concept of respect and responsibility to the most
appropriate expectation.
Teach how bullying is reinforced
Bullies gain attention.
Bullies gain materials/activities.
Teach how to respond to non-respectful
behavior
Say, “Stop.”
Walk away.
11. Teaching “Stop”
If someone is not being respectful toward
you, or someone else, tell them to “Stop!”
Because talking is hard in emotional
situations… always include a physical
signal to stop.
Review how the stop signal should look
and sound.
Firm hand signal
Clear voice
12. Responding to “Stop”
Eventually, every student will be told to
stop. When this happens, he or she
should follow these three steps:
Stop what you are doing.
Take a deep breath.
Go about your day (no big deal).
This three-step procedure should be
followed even when the student doesn’t
agree with the “stop.”
13. Teaching “Walk”
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 reinforcement for bullying.
Teach students to encourage one
another when they use the appropriate
14. Teaching “Talk”
Even when students use “stop” and they
“walk away” from the problem, sometimes
students will continue to behave
inappropriately toward them. When that
happens, students should "talk" to an
adult.
Report problems to adults.
15. Teaching “Talk”
There is a difference between tattling and
talking.
Talking is when you have tried to solve
the problem yourself, and have used
the "stop" and "walk" steps first.
Tattling is when you do not use the
"stop" and "walk away" steps before
talking to an adult.
Tattling is when your goal is to get the
other person in trouble.
16. Responding to “Talk”
When any problem behavior is
reported, adults follow a specific response
sequence:
Reinforce the student for reporting the
problem behavior (i.e. "I'm glad you told
me.").
Ask who, what, when and where.
Ensure the student’s safety.
Is the bullying still happening?
17. Responding to “Talk”
Is there fear of revenge?
What does the student need to feel safe?
What is the severity of the situation?
"Did you tell the student to stop?" If
yes, praise the student for using an
appropriate response. If no, practice.
"Did you walk away from the problem
behavior?" If yes, praise student for using
appropriate response. If no, practice.
18. Reinforcing “Stop/Walk/Talk”
Effective generalization requires the prompt
reinforcement of appropriate behavior the
FIRST time it is attempted.
Staff should look for students that use the 3-
step response appropriately and reward.
Students that struggle with problem behavior
(either as victim or perpetrator) are less likely
to attempt new approaches.
These students need reinforcement for
attempting to implement the strategies.
19. Practice “Stop/Walk/Talk”
Break into groups of four and designate roles.
Roles are: Perpetrator, Victim, Bystander, &
Teacher.
Role-play a typical scenario utilizing the
strategies.
Brainstorm potential pitfalls and solutions.
20. Implementing Bully
Prevention
Universals must be in place.
Download Bully Prevention in PBIS
Manual.
Elementary School Version
Middle School Version
Plan to train all staff and students prior
to implementing strategies.
21. PBIS Team Roles
Takes the lead with implementation.
Determines a school-wide “stop” signal.
Develops schedule for student Bully
Prevention training (initial and follow-up).
Plans ongoing support of supervisors and
teachers.
Evaluates student outcome data (ODRs).
Uses an implementation checklist.
Follows up with faculty.
Works with the district to maintain efforts.
22. Teacher Role
Read manual.
Deliver initial lessons and follow up
lessons.
Practice with students.
Report incidents.
Respond to “Talk” as trained.
Reinforce appropriate behavior.
Give feedback to PBIS team.
23. Administrator Role
Provide leadership for Bully Prevention
Model.
Read manual.
Practice with students.
Check in with students and staff.
Report incidences.
Reinforce staff and student behavior!
26. Research Support
Scott Ross of University of Oregon has studied
Bully Prevention at the elementary level.
Three elementary schools
Two students at each school with
physical/social aggression at high rates
All staff taught with the Bully Prevention
in PBIS manual
All students taught by staff
All playground personnel received
implementation support
27. Baseline 3.14 Acquisition 1.88 Full BP-PBS Implementation .88 72% Reduction
Rob
School 1
Bruce
Number of Incidents of Bullying Behavior
Cindy
School 2
Scott
Anne
School 3
Ken
20 School Days
30. Summary
Manual available on wiki.
Establish school-wide expectations.
Teach students how to respond to behavior that
is NOT respectful.
Provide extra review and pre-correction for
students with more extensive need.
Provide support for staff implementation fidelity.
Collect and use data to improve implementation
and impact.
Work with your team to determine next steps.
31. Work Cited
Beale, A. V., & Scott, P. C. (2001, April). Bullybusters: Using drama to empower students to
take a stand against bullying behavior. Professional School Counseling, 4, 300-305.
Berthold, K. A., & Hoover, J. H. (2000, January). Correlates of bullying and victimization
among intermediate students in the Midwestern USA . School Psychology
International, 21, 65-78.
Carney, A. G., & Merrell, K. W. (2001, August). Bullying in schools: Perspectives on
understanding and preventing an international problem. School Psychology
International, 22, 364-382.
Espelage, D. L., & Swearer, S. M. (2003). Bullying in American Schools A Social-Ecological
Perspective on Prevention and Intervention. Mahwah, NJ: Lawrence Erlbaum Associates.
Nansel, T. R., Overpeck, M., & Ramani, P. S. (2001, April 16). Bullying behaviors among US
youth: Prevalence and association with psychosocial adjustment . JAMA, 285, 2094-2100.
Neary, A., & Joseph, S. (1994, January). Peer victimization and its relationship to self-
concept and depression among schoolgirls . Personality and Individual Differences, 16, 183-