Cheryl Dolson, SRT Bullying Prevention Coordinator
cheryl.dolson@jefferson.kyschools.us
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Relationships are a foundation in creating a
sense of belonging.
◦ Respectful, supportive relationships among and
between students, educators, support staff, and
parents
◦ Power of teacher language/words-caring, authentic
interactions
◦ Every student and staff member is treated with respect
and dignity
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Tyler was never an athlete - he was always
the last picked in P.E.
He couldn’t stand large crowds or noise . . .
He became a loner . . . I knew he was gonna
get picked on
Some kids had told him to go hang himself
I buried Tyler next to my dad so he wouldn’t
be alone
 Tyler Long’s Dad (“Bully” Video 00:15 – 05:15)
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After watching “Tyler’s story”, discuss things
that may have resulted in Tyler getting
targeted for bullying
What were the indicators that Tyler may have
had sensory issues?
How can you help students like Tyler?
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SPD: Ineffective processing of information received through
the senses
Estimate that 5-20% of children have SPD problems
significant enough to warrant intervention
◦ Targets for Bullying due to:
 Literal interpretation of things – gestures, facial
expressions, tone of voice hard to read
 Make inappropriate noises – whistles, hums, etc. at
inappropriate times
 Show a failure to understand appropriate dress and
how clothes are worn (wearing belt tight)
◦ For more information go to:
 www.spdfoundation.net/about-sensory-processingdisorder.html
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You know what my philosophy about rain is?
You know when people can’t hold it in
anymore, they cry? The world is taking so
much in, it can’t hold it anymore. That’s why
it rains. Because it’s letting go.
 Kelby (Bully Video)
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After Kelby came out as gay, teachers and
administrators turned a blind eye when she
was beat up by boys in between classes and
run down by a carful of classmates,
puncturing the windshield with her head.
 “Bully” Video 16:15 – 21:27
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Questions:
Why are LGBT (lesbian, gay, bisexual, and
transgender) youth so often singled out for
bullying and harassment in middle and high
school?
How does bullying reflect larger societal
conflicts and attitudes?
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Direct relationship between in-school
victimization, grade point average, and
college aspirations of LGBT youth
Unchecked harassment correlated with poor
performance and diminished aspirations
LGBT students who did not have or were
unaware of a policy to protect them were 40%
more likely to skip school
 The Truth About Bullying: What Educators Must Know and Do
(IBPA 2011)
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It is all about relationships!!!!!
◦ Smile – Greet them at door
◦ Use humor APPROPRIATELY (Remember they need
a “Friendly Staff Member . . . Not a Buddy”)
◦ Also Remember . . . We may be THE POSITIVE
ROLE MODEL THEY HAVE IN THEIR LIFE!!!
◦ Be able to laugh at yourself
◦ Make sure they feel SAFE at ALL TIMES-physically
and emotionally
◦ Remember the “2 X 10” Strategy
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Research shows that kids said the most helpful
adults ……..
◦ Listened to me
◦ Checked in with me afterwards to see if the behavior stopped
◦ Gave me advice
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The most helpful peers (bystanders)…….
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Talked to me at school to encourage me
Helped me get away from the situation
Gave advice about what I should do
Called me at home to encourage me
Helped me tell an adult
Made a distraction
Told an adult
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(Stan Davis and Charisse Nixon “Youth Voice Project”)
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Bullying Prevention Program (lessons) –
◦ Second Step Curriculum (Committee for
Children)
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Resources - Prevention Program
◦ SDFS website
◦ KCSS website – www.kysafeschools.org
◦ JCPS CES website
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Authentic Assessments ( Projects)
Character Education Curriculum
Diversity Education
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“Bully” Video – 1:07:50 – 1:13:40
◦ After Video:
 What is your opinion of how the A.P. handled the
situation with Alex’s parents?
 How could she have handled it better? Using the next
two slides (Improving Parent Communication and
Positive Reframing), discuss how this could have been
handled more effectively.
Improving Parent Communication
Breathe Deeply . . .
Relax your body (remember body language)
Practice compassion and empathy . . .
I’m sorry . . .
I/We care about . . .
I understand . . .
Is (Name of Child) o.k.?
If parent voices immediate concerns, . . .
Take them seriously
Ask questions
Offer help with services/resources
Once safety is considered . . .
Say to parent “This is very important. I want to make sure I/We get all
the information correct.” Explain that you need to take notes to make sure that
happens and ask for a detailed account.
Positive Reframing
Let’s not be perceived as giving “excuses” or that we, as schools leaders, “don’t care”
Instead of Saying:
Replacement Is:
jjjjj
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Differentiated Learning based on equity for
each student
◦ Focus on academic success for each
student
◦ Every minute of every day counts
◦ Power of teacher language/words –
reflective, descriptive feedback, inquirybased, multiple perspectives
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Alex has spent the summer trying not to think
about what might happen when he returns to
school, where he has been punched, choked, sat
on, had things stolen from him and called names.
Alex has Asperger’s Syndrome.
I feel kind of nervous going back to school cause . . . I like
learning, but I have trouble making friends. People think I’m
different – not normal. Most kids don’t want to be around me.
I feel like I belong somewhere else. (Alex)
“Bully” Video 9:05 – 12:10
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Questions:
How do people respond when they encounter
a difference that they do not understand?
Why are students with special needs often
targeted by bullies?
What can parents and school officials do to
help a child who is bullied?
What kind of responses can help and what
might make things worse?
When is adult intervention most helpful?
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You don’t need counseling training to
sit and hear the story and really listen
for what is getting at the student, and
have a tolerance for the fact that that
story may change and evolve over the
telling because the student is coming
to understand their own perspective.
 Ann Nolin, Principal of Middle School in Massachusetts
“Bully” Video 29:30 – 31:25
 How
would you handle the
situation with these two
students more effectively?
Train staff in the emotional impact of victimization
with the following strategies/resources:
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Bully DVD – go to www.thebullyproject.com for free
materials
Peer Buddies
Identify students who are more vulnerable to
victimization and teach them strategies:
◦ (Bullying Insight Game)
◦ Be An Upstander
◦ Positive Action Center: Where students:
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Regain self-control
Learn coping skills
Learn replacement behaviors
Accept corrective feedback
Right their wrongs
 See JCPS PBIS website:
https://portal.jefferson.kyschools.us/departments/academic
services/srt/rti/Navigation/Home(1).aspx
Kids with the following are more
likely to get picked on (special
needs)
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Cerebral palsy
Diabetes/Insulin Taking Diabetes
Stuttering
Asperger’s/Autistic Spectrum
Inability to Think Quickly
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Students with Academic Challenges . . . Can
be frustrating
Students with Academic and SOCIAL
Challenges . . . Can be EVEN MORE
frustrating
ARE WE FRUSTRATED ? ? ? YES
ARE THEY FRUSTRATED ? ? ? YES>YES>YES
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Resiliency is an important factor in a
child’s growth/progress!!!
◦ The following slide lists the main factors
affecting resiliency. Discuss the ones that
we have the most positive influence over
(listed in red) and how we can provide
support in these areas.
◦ The degree to which a child is impacted by
trauma is influenced by
 Temperament
 The way child interprets what happened
 Basic coping skills
 Level of traumatic exposure
 Home and community environments
 Degree to which child has access to strong
and healthy support systems
 YOU
ARE IMPORTANT TO
EACH AND EVERY
STUDENT…
YOU MAKE A DIFFERENCE!!!
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One out of every four children attending school has
been exposed to a traumatic event (The National
Child Traumatic Stress Network)
Trauma can impact all areas of a child’s
development:
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Brain
Body
Emotions
Memory
Relationships
Learning
Behavior
Trauma Materials and Website
Resources
 https://portal.jefferson.kyschools.us/depa
rtments/academicservices/srt/SitePages/H
ome.aspx
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Clear, established routines and procedures
taught (through interactive modeling),
practiced, and reinforced
◦ Norms developed with students and used
as a touchstone for every interaction and
problem
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It all started back when school first began
and there was a lot of kids on the bus saying
things about me
I tried my best to tell an adult, but it got
worse. (JaMeya)
Ja’Meya finally had enough. On the bus, she
took out the gun she found in her mother’s
closet . . . “Bully” Video Clip (32:45-39:45)
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How do you explain Ja’Meya’s decision to bring
a gun on the school bus?
What do you think should be the consequences
for her action?
Does it matter that she did not intend to hurt
anyone?
How do you feel about the sheriff’s comments
about Ja’Meya’s situation?
How could bullying prevention training,
including having a clear protocol to follow
when students report bullying, have helped this
situation?
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District Flow Chart
Bully Report Form
Documentation – CASCADE/BIL’s
Every child has at least two adults and knows
how to reach them if something has occurred
during the school day . . . BEFORE they
leave school that day
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Parent Letter
Documentation!!!!!
Make sure PARENTS TALK TO THEIR CHILD so
that every child has at least two adults and
knows how to reach them if something has
occurred during school day . . . BEFORE they
leave school that day
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See the next three slides for
guidance on how to deal with
students when bullying may have
occurred.
What do I do when a student tells me they
have been bullied?
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Use the Four-A Response when students tell you
they are being bullied:
AFFIRM the child’s feelings
o
Ideas:
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You were right to report/get help from an adult.
I’m glad you asked for help with this.
ASK questions
o
Ideas:
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Tell me more about what happened.
Has this happened before?
Did anyone try to help?
Are you telling me this to get someone in trouble or to
keep someone safe?
(Continued next slide)
4 “A”’s (Cont.)
ASSESS the child’s safety. SAFETY ALWAYS
COMES FIRST.
ACTION PLAN
 Reassure the child that they will get help and things will get
better for them
 Talk to the child and include them in the plan to resolve the
situation
 What are your needs right now?
 How can we come up with a plan together?
 Let the child know what the Next Steps are
 Whom do we need to help us with this situation?
 When will we be meeting again?
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1. Identify problem and diffuse reporting responsibility
(EXAMPLE – “I have been hearing that…”
2. Ask questions and gather information
 “I’d like to hear what happened from you”.
3. Apply Consequences
 Review the school bullying policy with student, as well as
Retaliation Claus
Generate solutions for the future, and create a plan with the
student.
 “What are some ways to keep this from happening again”?
Follow up.
 See how the plan is working
 Contact parents as appropriate
 Refer student for further discipline as appropriate
 Refer more serious or chronic cases to an
administrator/counselor
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Help them find strengths and FOCUS on
them . . .
◦ Always Empower them by believing in
them
◦ Have unconditional Positive Regard
◦ Have High Expectations
◦ Help them by REALLY Listening to them
◦ Check assumptions (individuals respond
differently to trauma)
◦ Relationships … Relationships …
Relationships … Keep building these!!!
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Frequent opportunities for students to
exercise voice and choice
◦ Class meetings (Morning Meetings, Circle of
Power and Respect (CPR) Problem Solving
Meetings, Check-in Meetings) are intentional
and part of classroom culture and routines.
◦ Opportunities are provided for meaningful,
authentic conversation between students
“The world is a dangerous place NOT
because of those who do evil…but
because of those who look on and do
nothing”
-Albert Einstein
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My son will be eleven years old forever
 Ty Smalley’s Dad
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If more kids would have took a stand, Tyler
would be here today . . . Everything starts
with one and builds up
 Tyler Long’s Dad
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Clip – “Bully” Video - “It Starts With One” (1:291:34)
 What
are the essentials ? ? ?
◦ Feeling SAFE/SECURE
◦ Feeling that “I BELONG”
◦ TRUST
Have you ever been a victim of bullying? If so
how did it make you feel?
What do you think causes hate such as with
bullying? EXPLAIN!
VIDEO – “COLORS” (see video clip on SRT
website under Resources)