Woodland Hills School District
Bullying Prevention Training
James A. Bozigar,ACSW, LCSW
Olweus Trainer
and
Jami L. Heffley, M.Ed.
Behavior Interventionist/Olweus Trainer
© 2012 The Olweus Bullying Prevention Program, US
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Leadership for Schools That Care for Every Student
© 2012 The Olweus Bullying Prevention Program, US
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Moral Purpose
Stop the bad thing
Do the good thing
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What’s your sentence?
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What is the mission of your
school?
• Create a caring classroom
• Classrooms where everyone belongs
• Positive school environment for the
whole child
• Safe place for learning
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REFRAMING BULLYING
PREVENTION
•
•
•
•
Assessment of current status
Leadership strategies
Set priorities
Educational practices to empower
bystanders
• Planning to Plan
• Process for getting consensus and
commitment to your plan
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Recognition of the Olweus
Bullying Prevention Program
• Blueprint Model Program
(Center for the Study &
Prevention of Violence)
• Effective Program (OJJDP)
• Level 2 Program (US Dept. of
Education)
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Program Components
Classroom
School
Parents
Community
Individual
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The Olweus Bullying
Prevention Program IS...
• Designed for ALL students
• Preventive AND responsive
• Focused on changing norms and
restructuring the school setting
• Research-based
• NOT time-limited: Requires
systematic efforts over time
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The OBPP IS NOT...
• a curriculum
• a conflict resolution
approach
• a peer mediation program
• an anger management program
© 2012 The Olweus Bullying Prevention Program, US
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Olweus Definition of Bullying:
“Bullying is when someone
repeatedly and on purpose says
or does mean or hurtful things to
another person who has a hard
time defending himself or
herself.”
© 2012 The Olweus Bullying Prevention Program, US
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Distinguishing Among…
• Bullying
• Rough-andTumble Play
• Real Fighting
• Conflict Vs.
Bullying
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Conflict vs Bullying:
What’s the difference?
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What is CONFLICT?
• Conflict is often a difference of opinion or
disagreement between two people of
relatively equal power where both parties
involved are equally upset.
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What is bullying?
• Bullying is more of a deliberate act
and there is the intention to hurt,
insult or threaten the other person.
• Bullying is usually a repeated activity;
however, it can also be a one time
incident.
© 2012 The Olweus Bullying Prevention Program, US
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Conflict Resolution
• Conflict is a part of growing up and is a
healthy thing, as it teaches children and
young people to learn to how to give and
take, how to come to an agreement, how to
solve a problem.
• Teaching conflict resolution skills is important,
as it will give them some important skills for
the future. However, conflict resolution or
mediation is not a recommended response to
a bullying situation.
© 2012 The Olweus Bullying Prevention Program, US
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Effects of Being Bullied
• Lower self-esteem
• Depression & anxiety
• Absenteeism & lowered
school achievement
• Thoughts of suicide
• Illness
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Health Consequences of Bullying
(Fekkes et al., 2004)
Headache
Sleep problems
Abdominal pain
Feeling tense
Anxiety
Feeling unhappy
Depression scale
moderate indication
strong indication
Bullied
16%
42%
17%
20%
28%
23%
Not bullied
6%
23%
9%
9%
10%
5%
49%
16%
16%
2%
© 2012 The Olweus Bullying Prevention Program, US
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Concerns About
Children Who Bully
• Children who bully are more likely to:
– Get into frequent fights
– Be injured in a fight
– Steal, vandalize property
– Drink alcohol, smoke
– Be truant, drop out of school
– Report poorer academic achievement
– Perceive a negative climate at school
– Carry a weapon
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Children Who Bully
• Bullying may be part of a
conduct-disordered behavior
pattern
• This pattern may continue
into young adulthood
• Olweus study: Bullies were 4
times as likely to have 3 or more
convictions by age 24
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Effects of Bullying on Bystanders
• Bystanders may feel:
– Afraid
– Powerless to change the situation
– Guilty for not acting
– Diminished empathy for victims over
time
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Effects of Bullying on
School Climate
• Creates a climate of fear and
disrespect
• Interferes with student learning
• Students may feel insecurity
and not like school as well
• Students may perceive lack of
control/caring
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Children at Higher Risk of
Being Bullied:
• Children with disabilities, special
needs, and health problems
• Children who are obese
• Children who are lesbian, gay,
bisexual, transgender, or who are
questioning their identities
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Children Who Bully Tend To...
• Have positive attitudes toward
violence
• Be impulsive and have quick
tempers
• Show little empathy for victims
• Be aggressive to adults
• Be involved in other antisocial
or rule-breaking activities
• Be physically stronger than
peers (boys)
© 2012 The Olweus Bullying Prevention Program, US
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Common Myths About
Children who Bully
• “Children who bully are loners.”
• “Children who bully have low
self-esteem.”
© 2012 The Olweus Bullying Prevention Program, US
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What Motivates
Children Who Bully?
• Like to dominate others in a
negative way
• Gain satisfaction from inflicting
injury and suffering
• Receive “rewards” by bullying
others (prestige, attention,
possessions)
© 2012 The Olweus Bullying Prevention Program, US
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What Roles Do Students Play In
Bullying Situations?
Start the
bullying and
take an active
part
Take an active
part, but do
not start
the bullying
A
Followers
C
Like the bullying,
but do not display
open support
TG, p. 24
Defenders
G
Student
Who Is
Bullied
B
Support the
bullying, but
do not take
an active part
Students Who Bully
Supporter
D
Dislike the bullying,
help or try to help
the bullied student
H
The one who is being
bullied
Possible
Defenders
Passive
Supporters
F
Dislike the bullying
and think they
ought to help, but
don’t do it
Disengaged
Onlookers
E
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Group Mechanisms in Bullying
• Social contagion
• Weakening inhibitions against
aggression
• Decreased sense of individual
responsibility
• Gradual changes in the view of
bullied student(s)
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Family Risk Factors
for Bullying
• Lack of parental warmth
involvement
and
• Lack of parental supervision
• Overly-permissive parenting
• Harsh discipline/physical punishment
• Intergenerational Bullies
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School Risk Factors for
Problems of Bullying
• Lack of supervision
during breaks
• Students have
indifferent or
accepting attitudes
• Staff have indifferent or accepting
attitudes towards bullying
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A Word About ….
Adults Who Bully
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Why do schools get…
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Misdirections in Bullying
Prevention and Intervention
• Simple, short-term solutions
• Group treatment for children who bully
• Anger management or self-esteem
enhancement for children who bully
• Zero tolerance policies for bullying
• Mediation/conflict resolution to resolve
bullying issues
© 2012 The Olweus Bullying Prevention Program, US
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OBPP Principles imply…
1.
2.
3.
4.
5.
Adults are responsible
Clear & consistent message
Short & long-term focus
Follow model with fidelity
OBPP should become part of
everyday life at school
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OBPP Principles imply:
6. Student involvement in changing
climate
7. Student learning about bullying
8. OBPP is NOT peer mediation or
conflict resolution
9. OBPP is not a classroom management
technique
© 2012 The Olweus Bullying Prevention Program, US
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Appreciative Inquiry
Wikipedia defines AI as “primarily an
organizational development method which
focuses on increasing what an organization
does well rather than on eliminating what it
does badly. Through an inquiry which
appreciates the positive engages all levels of
an organization it seeks to renew, develop
and build on this.”
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Commonalities for success
•
•
•
•
•
•
•
•
Everyone feels heard
Positive collaboration
Staff buy in
(its our problem, its our solution)
Consistency and follow through
Common goal/teamwork
Allowing time for change
Strong communication skills
© 2012 The Olweus Bullying Prevention Program, US
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2.
3.
4.
5.
6.
Our job as committee
members…
Establish a BPCC
Conduct School Staff Trainings
Administer Olweus Bullying Questionnaire
Hold Staff Discussion Group Meetings
Introduce School Rules and Consequences
Use of Positive Consequences to Reinforce Positive
Behavior
7. Use of Negative Consequences
8. Refine the Supervisory System
9. Hold an annual kick-off event
10. Partner with Parents, parent meetings
© 2012 The Olweus Bullying Prevention Program, US
Introduce School Rules and
Consequences
• Develop policy on bullying
• Anti-bullying rules
• Positive & negative consequences
• Introducing rules and consequences
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about bullying
• We will not bully others.
• We will help students who are bullied.
• We will include students who are left
out.
• If we know that somebody is being
bullied, we will tell an adult at school
and an adult at home and they will do
something about it.
© 2012 The Olweus Bullying Prevention Program, US
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Use of Positive Consequences
to Reinforce Positive Behavior
• Why are positive consequences
critical?
• Who receives them?
• Types of behavior to reinforce
• Types of positive consequences
• Tips on use of positive consequences
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Use of Negative
Consequences
• Why aren‘t positive consequences
enough?
• Guidelines for use of negative
consequences
• Types of negative consequences
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Refine the Supervisory
System
1. Determine the “hot spots” for
bullying
2. Develop strategies to increase
supervision in common “hot
spots”
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Refine the Supervisory
System (continued)
3.Develop ways of tracking and reporting
bullying incidents school wide
4.Consider the attitudes of supervising
adults
5.Evaluate your school’s physical design
to reduce bullying
© 2012 The Olweus Bullying Prevention Program, US
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Hold Kick-off Event to
Launch the Program
• What is it?
• When should it take place?
• How to prepare for it?
• What to cover?
• Related activities
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Classroom-Level
Components
1. Post and enforce school wide rules against
bullying
2. Hold regular class meetings
3. Hold meetings with students’ parents
© 2012 The Olweus Bullying Prevention Program, US
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Committee objectives
• Build time for class
meetings
• Topic ideas
• Support and staff
development
• Integrating messages
across curriculum
• Monitor progress
© 2012 The Olweus Bullying Prevention Program, US
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Classroom-Level PARENT
Meetings
• Build connection and community
• Helps parents learn more about OBPP
• Held 2-3 times/year (recommended)
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Individual-Level Components
1. Supervise students’ activities
2. Ensure that all staff intervene onthe-spot when bullying occurs
3. Hold meetings with students
involved in bullying
4. Develop individual intervention
plans for involved students
© 2012 The Olweus Bullying Prevention Program, US
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Why Adults Don’t Always
Intervene:
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The Blind Spot of Bullying
Prevention
© 2012 The Olweus Bullying Prevention Program, US
On-the-Spot Interventions:
The “Teachable Moment”
1. Stop the bullying
2. Support student who has been bullied
3. Name bullying behavior & refer to school
rules
4. Engage the bystanders
5. Impose immediate & appropriate
consequences
6. Take steps to ensure bullied student will
be protected from future bullying
© 2012 The Olweus Bullying Prevention Program, US
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When There Are Suspicions
of Bullying...
• Intensify your observations
of the child
• Confer with colleagues
• Talk to or survey students
• Collect information from
students
• Contact parents
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The Default mindset on
Bullying
A Criminal Justice Mindset
– Bullying is a crime b/c it’s a violation of school
rules
– We conduct an investigation
– We need evidence to prove a crime was
committed
– If a crime was committed, consequences can be
given to the person who bullied
– If a crime was not proven, there are few if any
actions that can be taken
© 2012 The Olweus Bullying Prevention Program, US
Educational Mindset on
Bullying
• Knowledge of the dynamics of bullying by
all members of the school community
• Bystanders knowing their role and
responsibilities
• Clarification of school values on how people
should be treated
• Strong message that bullying is
inconsistent with those values
• Preventive efforts sending strong message
that the school cares about the problem
© 2012 The Olweus Bullying Prevention Program, US
Changing Mindsets
© 2012 The Olweus Bullying Prevention Program, US
Understanding Parents’
Perspectives….
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Spreading the Anti-Bullying
Message into the Community
•
•
•
•
•
•
Community sports leagues
After-school programs
Scouting, 4-H, other youth programs
Faith-based organizations
Juvenile justice groups
Summer camps
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What do we STAND for?
–
–
–
–
–
S: Speak UP
T: Talk about it
A: Always report
N: Never Bully
D: Defend others
–S: Success
–T: Talk about it
–A: Always be kind
–N: Never Bully
–D: Discover & Dream
© 2012 The Olweus Bullying Prevention Program, US
Now What?
1.
2.
3.
4.
5.
6.
Establish a BPCC
Plan & conduct all School Staff Trainings
Administer Olweus Bullying Questionnaire
Plan Staff Discussion Group Meetings
Posters -School Rules and Definitions
Matrix of Positive Consequences to
Reinforce Positive Behavior
7. Matrix of Negative Consequences
8. Refine the Supervisory System
9. Plan annual kick-off event
10. Plan parent meetings
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