Whatever are they thinking?
Brains, Emotions, and Learning
Learning and memory processes
exist in a circular relationship…
… Emotion is the heart of learning
and memory.
(Greenspan 1997; LeDoux 1996; Kevine 2002)
Brain Research
(Caine and Caine)
The brain changes in response to
social interaction.
The brain patterns automatically,
registering the familiar while
responding to the new.
Emotions are critical to
this patterning; an
appropriate emotional
climate is indispensable.
Complex learning is
enhanced by challenge
and inhibited by threat.
The complex brain is able to
function on many levels and in
many ways simultaneously.
Application to Teaching
•When students talk about their
understanding and listen to others
interpretation, they gain more
comprehension from the experience.
•Activate prior knowledge, or build
background if it is missing, before
reading.
•Explicitly teach appropriate behaviors
in an interactive, safe setting of mutual
respect where each student knows you
care about him/her as a person first.
•Instruct at the “cutting edge” of
students’ understanding. Text that is too
difficult or too easy shuts down desire to
achieve.
ALL learners CAN be
helped in an emotionally
safe environment with
high expectations that
they CAN learn.
Emotions Rule!
An appropriate
emotional climate
is indispensable
to a sound education.
Brain research tells us that
what we learn
is influenced and organized
by emotions and mind-sets.
1. Relaxed Alertness
• When students are in a good environment, they
feel good. Then, if they feel challenged, they’ll go
for answers.
• Lighting, atmosphere, and surroundings should
convey messages of safety and commitment to
learning at all times.
Rapid City Area Schools
OBPP Consultants:
Pamela Teaney Thomas
Paula Wilkinson Smith
7
Program Developer Dan Olweus
© The Olweus Bullying Prevention Group, 2007
8
Recognition of the Olweus
Bullying Prevention Program
• Blueprint Model Program (Center
for the Study & Prevention of
Violence)
• Model Program (SAMHSA)
• Effective Program (OJJDP)
• Level 2 Program (US Dept. of
Education)
© The Olweus Bullying Prevention Group, 2007
9
Program Components
Classroom
School
Parents
Community
Individual
© The Olweus Bullying Prevention Group, 2007
10
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
© The Olweus Bullying Prevention Group, 2007
11
The OBPP IS NOT...
• a curriculum
• a conflict resolution
approach
• a peer mediation program
• an anger management
program
© The Olweus Bullying Prevention Group, 2007
12
Why is it important to
address bullying in schools?
1. For students and their futures
2. For a healthy school climate
3. For the larger community
4. For the purposes of risk
management for schools
5. It’s a wise investment
© The Olweus Bullying Prevention Group, 2007
13
Effects of Being Bullied
• Lower self-esteem
• Depression & anxiety
• Absenteeism & lowered
school achievement
• Thoughts of suicide
• Illness
© The Olweus Bullying Prevention Group, 2007
14
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 Not bullied
16%
6%
42%
23%
17%
9%
20%
9%
28%
10%
23%
5%
49%
16%
16%
2%
© The Olweus Bullying Prevention Group, 2007
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
© The Olweus Bullying Prevention Group, 2007
16
Children Who Bully
• Bullying may be part of a conductdisordered 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
© The Olweus Bullying Prevention Group, 2007
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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
© The Olweus Bullying Prevention Group, 2007
18
Ultimately...
It’s a question of
rights.
© The Olweus Bullying Prevention Group, 2007
19
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
© The Olweus Bullying Prevention Group, 2007
20
Goals of the Olweus
Bullying Prevention
Program
• Reduce existing bullying problems
among students
• Prevent the development of new
bullying problems
• Achieve better peer relations at
school
© The Olweus Bullying Prevention Group, 2007
21
Program Principles
1. Warmth, positive interest, and
involvement are needed on the part of
adults in school.
2. Set firm limits to unacceptable
behavior.
3. Consistently use nonphysical,
nonhostile negative consequences when
rules are broken.
4. Adults in the school should act as
authorities and positive role models.
© The Olweus Bullying Prevention Group, 2007
22
School-Level Components
© The Olweus Bullying Prevention Group, 2007
23
1. Establish a BPCC
• Responsibilities
– Attend two-day training
– Plan program implementation at school
– Communicate with staff and parents
– Coordinate the program with other
activities
– Obtain feedback from all staff
– Represent the program to parents,
community, media
© The Olweus Bullying Prevention Group, 2007
24
3. Administer Olweus
Bullying Questionnaire
• Why survey students about bullying?
• What is the Olweus Bullying
Questionnaire?
© The Olweus Bullying Prevention Group, 2007
25
The Olweus Bullying
Questionnaire
•
•
•
•
•
•
•
Locations of hotspots
Patterns for girls and boys
Insights into school climate
Information to assess supervision
Adult and student attitudes about bullying
Impact of bullying on students
Valuable planning tool
© The Olweus Bullying Prevention Group, 2007
26
5. Introduce School Rules
and Consequences
• Develop policy on bullying
• Anti-bullying rules
• Positive & negative consequences
• Introducing rules and consequences
© The Olweus Bullying Prevention Group, 2007
27
about bullying
• We will not bully others.
• We will try to help students who are
bullied.
• We will try to 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.
© The Olweus Bullying Prevention Group, 2007
28
6. Refine the
Supervisory System
1. Determine the “hot spots” for
bullying
2. Develop strategies to increase
supervision in common “hot spots”
© The Olweus Bullying Prevention Group, 2007
29
6. Refine the Supervisory
System (continued)
3.Develop ways of tracking and reporting
bullying incidents schoolwide
4.Consider the attitudes of supervising
adults
5.Evaluate your school’s physical design to
reduce bullying
© The Olweus Bullying Prevention Group, 2004
30
Classroom-Level Components
© The Olweus Bullying Prevention Group, 2007
31
Classroom-Level
Components
• Post and enforce school-wide rules
against bullying
• Hold regular class meetings
• Hold meetings with students’ parents
© The Olweus Bullying Prevention Group, 2007
32
Why Hold Class Meetings?
• Teach students about bullying, rules, related
issues
• Help students learn more about themselves,
feelings, reactions
• Build a sense of community
• Help the teacher learn more about classroom
culture
• Provide a forum for addressing and following up on
bullying issues
© The Olweus Bullying Prevention Group, 2007
33
Individual-Level Components
© The Olweus Bullying Prevention Group, 2007
34
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
© The Olweus Bullying Prevention Group, 2007
35
1. On-the-Spot Interventions:
The “Teachable Moment”
1. Stop the bullying
2. Support the student who has been bullied
3. Name the bullying behavior & refer to the
school rules
4. Empower the bystanders
5. Impose immediate and appropriate
consequences
6. Take steps to ensure the bullied student
will be protected from future bullying
© The Olweus Bullying Prevention Group, 2007
36
2. Follow-Up Interventions
1. Report the incident to key adults
2. Identify who will meet with students
3. Hold separate talks with parties
4. Implement supports for bullied child
5. Impose consequences for the children who
bully
6. Talk with parents
7. Check-in later
© The Olweus Bullying Prevention Group, 2007
37
North Middle Eagle Squad
North Middle School
Eagle Squad
•
•
•
•
Application and selection interviews.
Students attend trainings.
Students focus on “Hot spots” in halls.
Students report serious offenses to a
nearby teacher.
• Students earn a “hooded” sweatshirt with
Eagle squad logo.
North Middle School
Office Referral Summary
• 03/04 School Year
1,747
• 04/05 School Year
1,671
• 05/06 School Year
1,712
First Year Implementation Olweus
• 06/07 School Year
1,417
North Middle School
average offences per day
Bully Prevention Program Results
2006/2007
name calling
inappropriate gestures
taunting/ridiculing
insulting remarks
M
ay
Ap
ri l
h
M
ar
c
Se
pt
em
be
r
O
ct
ob
er
N
ov
em
be
D
r
ec
em
be
r
Ja
nu
ar
y
Fe
br
ua
ry
push/trip
North Middle School
(total specific offences in each month YR 06-07)
total applicable
days this month
name
calling
inapp.
gestures
taunt/ ridicule
insulting
remarks
push/ trip
september
4
7
5
0
6
18
october
20
9
16
4
7
41
november
19
12
6
5
7
27
december
16
5
4
1
2
19
january
20
8
8
3
0
10
february
18
4
9
3
4
20
march
21
6
6
0
0
15
april
19
2
1
0
3
12
may
21
0
3
2
1
11