Trainer Certification Course
Part II
Binghamton, NY
July 18-19, 2012
Jane Riese, OBPP Director of Training
Lynne Gochenaur, TCC Provider
© 2012 The Olweus Bullying Prevention Program, US
1
Olweus Trainers in North and
Central America
Approximately 1100 trainers in 46
states
Trainers represent over 50 training
cohorts
© 2012 The Olweus Bullying Prevention Program, US
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Olweus Trainers in the US
© 2012 The Olweus Bullying Prevention Program, US
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Anti-Bullying Legislation
States with Anti-Bullying Legislation (49 + DC)
States with No Anti-Bullying Legislation (1)
4
© 2012 The Olweus Bullying Prevention Program, US
Requirements for
Trainer Certification
• Complete all 5 days of Training
• Regular TA with OTAC for 24 months
• Conduct at least 2 (2-day) BPCC trainings
• Provide follow-up consultation in 2 schools
for 1 year (minimum) (18-24 months preferred)
• Submit progress reports & copies of training
evaluations
• Train BPCC according to model—newest materials
© 2012 The Olweus Bullying Prevention Program, US
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Responsibilities of Certified
Trainers
• Respond to queries about the program
• Provide training to members of Bullying
Prevention Coordinating Committees
• Provide ongoing monthly technical
assistance
• May not train other trainers
© 2012 The Olweus Bullying Prevention Program, US
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Conditions of Training
• Maximum of 2 BPCCs per training
(or up to 3 BPCCs with 2 trainers)
• Each BPCC training is two full days.
• Model and stress fidelity to the program
with schools at all times
© 2012 The Olweus Bullying Prevention Program, US
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What may an Olweus Trainer
Charge?
For a 2-day training, 1-2 schools:
from $0 to a maximum of $3000
For a 2-day training, 3 schools:
From $0 to a maximum of $4500
Consultation: from $0 to $125/hour
© 2012 The Olweus Bullying Prevention Program, US
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How Long Does Certification
Last?
• Full certification, once completed,
lasts 3 years
• Recertification will be required by
the 3-year mark to maintain OBPP
certification
© 2012 The Olweus Bullying Prevention Program, US
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Overlaping Phases of the
Educational Change Process
Initiation
Implementation
1.5 Years
Institutionalization
3-5 Years
© 2012 The Olweus Bullying Prevention Program, US
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Level
Implementation Dip
X
X
X
X
Drop out schools
Successful schools do not always have fewer problems,
they just cope with them better. (Fullan)
© 2012 The Olweus Bullying Prevention Program, US
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11
“Educational change depends
on what teachers think and
do – it’s as simple and
complex as that.”
(Fullan 1991)
© 2012 The Olweus Bullying Prevention Program, US
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Brief tour of the
Olweus Websites
© 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
Students Who Bully
Defenders
G
Student Who
Is Bullied
B
Dislike the bullying,
help or try to help the
bullied student
H
Followers
The one who is being
bullied
Support the
bullying, but do
not take an
active part
C
Like the bullying,
but do not display
open support
Supporters
Possible
Defenders
D
Passive
Supporters
F
Dislike the bullying
and think they ought
to help, but don’t do it
Disengaged
Onlookers
E
TG, p. 24
© 2012 The Olweus Bullying Prevention Program, US
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Program Components
Classroom
School
Parents
Community
Individual
© 2012 The Olweus Bullying Prevention Program, US
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The OBPP IS NOT a...
• Curriculum
• Conflict resolution or peer
mediation approach
• Anger management program
• Suicide prevention program
© 2012 The Olweus Bullying Prevention Program, US
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Bullying and Suicide
• Children who are bullied are more likely to have:
– Depressive symptoms
– High levels of suicidal thoughts
– Attempted suicide
• Klomek et al. (2008) study of HS students:
– All types of victimization were related to depression and
suicidality.
– The more types of bullying experienced, the higher the
risk.
• Hinduja & Patchin (2010) study of ms students:
– Youth involved in bullying or cyber bullying as an offender
OR victim had more suicidal thoughts and more attempts.
– Children who had been bullied had higher rates than those
who bullied others.
– Experience with bullying explains only a small amount of
the variation in suicidality
© 2012 The Olweus Bullying Prevention Program, US
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School-Level Components
1. Establish Bullying Prevention Coordinating
Committee
2. Conduct BPCC & staff trainings
3. Administer Olweus Bullying Questionnaire
4. Hold Staff Discussion Groups
5. Introduce rules against bullying
6. Refine the school’s supervisory system
7. Hold Kick-Off event
8. Involve parents
© 2012 The Olweus Bullying Prevention Program, US
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Composition of High School BPCC
• Typical composition (8-15 members):
(Select a Coordinator for the Committee)
–
–
–
–
–
–
–
–
–
Administrator of building
Teacher from each grade
School mental health professional
Non-teaching staff
One or two parents – not school employees
Community representative
School’s Title IX representative
Athletic director or coach
Student advisory group sponsor
© 2012 The Olweus Bullying Prevention Program, US
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Staff Training
Materials
• PowerPoint & Detailed Trainer’s
Agenda for 1-Day All-Staff Training
• For use by Certified Trainer and/or
BPCC
• Available on Website under Trainer’s
Manual, Tab 2.
© 2012 The Olweus Bullying Prevention Program, US
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The OBQ: Your Role
Help schools:
1. develop & carry out a successful plan to
implement the questionnaire;
2. understand the results;
3. know how best to USE the data;
4. decide how best to present information to
staff, parents, students;
5. realistically look for change over time
© 2012 The Olweus Bullying Prevention Program, US
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Helping BPCC’s Understand OBQ
Results
-What is the question tapping?
(prevalence, climate, supervision, attitudes…)
-How do numbers compare with others?
-What key issues might be glossed over?
(Q # 3: 1.6% have “no good friends”)
© 2012 The Olweus Bullying Prevention Program, US
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Where Can You Look for Change
Over Time?
•
•
•
•
•
•
•
•
Q1: Do you like school?
Q4: How often have you been bullied?
Q19: Have you told anyone?
Q20/21: How often do teachers/students try to
put a stop to it?
Q23/36: When you see a student bullied, what
do you think/feel?
Q24: How often have you bullied?
Q38: How often are you afraid?
Q39: How much has your teacher done to
counteract bullying?
© 2012 The Olweus Bullying Prevention Program, US
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© 2012 The Olweus Bullying Prevention Program, US
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Graph 7. Ways of being bullied, for students who reported being bullied "2-3 times a month"
or more (Q4)
9%
Verbal
7%
7%
Exclusion
4%
Physical
8%
7%
Rumors
8%
4%
4%
Damage
4%
Threat
5%
4%
Racial
6%
5%
Sexual
7%
3%
4%
Cyber
5%
Another Way
0%
13%
2%
Girls
4%
6%
6%
8%
10%
12%
14%
16%
18%
20%
Boys
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Graph 10a. Where the bullying has occurred, for students who reported being
bullied "once or twice" or more (Q4). Percentage of girls and boys who report
being bullied in various places
On playground/athletic field (during recess or
breaks)
In hallways/stairwells
In class (teacher in the room)
In class (teacher not in the room)
In the bathroom
In gym class or locker room/shower
In the lunchroom
On the way to and from school
At the school bus stop
On the school bus
Somewhere else at school
0%
69%
76%
37%
38%
34%
35%
30%
29%
11%
15%
23%
31%
11%
11%
30%
36%
7%
9%
6%
7%
27%
32%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Girls
© 2012 The Olweus Bullying Prevention Program, US
Boys
26
New
data!
Slides for School OBQ Data
• Template based on existing slides &
True-False Quiz
• Clear instructions to insert school
data from OBQ Standard Report
• Great tool to use to present data to
faculty & parents
• Housed in TO Website under Tab 2
© 2012 The Olweus Bullying Prevention Program, US
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[Insert School Name]
Facts & Myths
&
Olweus Bullying
Questionnaire results
[Insert Date]
© 2012 The Olweus Bullying Prevention Program, US
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1. True or False?
• Studies suggest that fewer than
10% of children are involved in
bullying problems in elementary or
middle school.
False
B
© 2012 The Olweus Bullying Prevention Program, US
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Percentage of Students Bullied
2-3 times/month or more
30%
25%
20%
15%
10%
5%
0%
Girls 16.1%
Boys 17.4%
Total 16.8%
© 2012 The Olweus Bullying Prevention Program, US
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Percentage of Students Who Bully
Others 2-3 times/month or more
30%
25%
20%
15%
10%
5%
0%
Girls 7.0%
Boys 12.0%
Total 9.6%
© 2012 The Olweus Bullying Prevention Program, US
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Prevalence of Bullying at
[Insert School Name]
__% of students reported being
bullied 2-3 times a month or more
often.
__% of students reported bullying
others 2-3 times a month or more.
© 2012 The Olweus Bullying Prevention Program, US
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[Insert OBQ Graph 3c here]
Graph 3c. Percentage of girls and boys who have been bullied
"2-3 times a month" or more (Q4 dichotomized)
30%
20%
Girls and Boys
National Comparison
13%
11%
10%
9%
9%
9%
9%
7%
5%
0%
4th
5th
6th
7th
8th
9th
10th
Total
© 2012 The Olweus Bullying Prevention Program, US
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[Insert OBQ Graph 5c here]
Graph 5c. Percentage of girls and boys who have bullied another
student(s) "2-3 times a month" or more (Q24 dichotomized)
30%
20%
Girls and Boys
National Comparison
10%
8%
6%
9%
6%
4%
3%
4%
6th
7th
6%
0%
4th
5th
8th
9th
10th
Total
© 2012 The Olweus Bullying Prevention Program, US
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2. True or False?
• Children are more likely to be
bullied in middle school than in
elementary school.
False
B
© 2012 The Olweus Bullying Prevention Program, US
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Bullied Students: Grade Trends
2-3 times/month or more
30%
25%
20%
Girls
15%
Boys
10%
5%
0%
3rd
4th
5th
6th
7th
8th
9th 10th 11th 12th
© 2012 The Olweus Bullying Prevention Program, US
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Students Bullying Others:
Grade Trends
25%
20%
15%
Girls
Boys
10%
5%
0%
3rd
4th
5th
6th
7th
8th
9th 10th 11th 12th
© 2012 The Olweus Bullying Prevention Program, US
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[Insert School Name]
Bullied Students by Grade
[Insert % by grade level]
Grade ___
__% were bullied 2-3 X/mo.
or more
Grade ___
__% were bullied 2-3 X/mo.
or more
Grade ___
__% were bullied 2-3 X/mo.
or more
© 2012 The Olweus Bullying Prevention Program, US
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Olweus Bullying Questionnaire®—
Online Version
Overview
Closing
39
Online Questionnaire Pricing
Number of
Surveys
Price per
Student
Discount
Number of
Reports
100-2,000
$ .95/student
0%
1 report per
school
building
2,001-4,000
$ .75/student
21%
1 report per
300 surveys
4,001-5,000
$ .65/student
32%
1 report per
400 surveys
5,001 and up
$ .55/student
42%
1 report per
500 surveys
Closing
40
Online Questionnaire Overview




Designed for Grades 3 -12.
Recommended that survey be given in
computer lab, so all students take the
survey in one day.
Could be administered in classrooms, if
there are several computers available.
If they have a large school, try to get
students in same grade or adjacent grades
through the computer lab in one day.
Closing
41
Similarities to Scannable Survey




Both have exact same questions & wording,
with minor modifications because it is
online.
Schools fill out Header Sheets.
There is an English & Spanish version of the
survey.
Schools receive same report as with
scannable survey.
Closing
42
Questions or Problems with
On Line Survey?
Nikki Mittelsteadt
800-328-9000 ext 4672
nmittelsteadt@hazelden.org
Closing
43
Staff Discussion Groups
• WHEN to have them?
• WHAT to discuss?
© 2012 The Olweus Bullying Prevention Program, US
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Review Existing Policies
• Superintendent/school board/district’s
attorney should take the lead
• Special sub-committee to determine
policy/ investigation and reporting
guidelines
• Check requirements of your state law
• US Department of Education “Dear
Colleagues Letters” – Oct. 2010 & April
2011
© 2012 The Olweus Bullying Prevention Program, US
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Dear Colleague Letters:
Bullying and Harassment
• State Laws
• Are the civil rights of a targeted student
also being violated?
– Title VI, CRA of 1964; prohibits discrimination on basis of
race, color, or national origin
– Title IX, Educational Amendments, 1972; prohibits
discrimination on basis of sex
http://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-201104.pdf
– Section 504 of RA of 1973; Title II of ADA of 1990;
prohibits discrimination on basis of disability.
http://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-201010.html
© 2012 The Olweus Bullying Prevention Program, US
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Sample
Type:
Disruptive or Violent Behavior Consequences Chart*
Physical
Emotional
Cyber Bullying
Social
Age/Development/Maturity – Degree of Harm/Nature of Incidence/
Factors
Circumstances – Special Education Status – Number of Incidences
Considered:
Context – Relationship Between Parties – Severity
Determination:
Consequence
Options:
Lowest
Response
Bullying
Title VI, IX or
Sec. 504 Incident
Criminal
Behavior
•Behavior Correction
by Teacher or Staff
•Loss of Privileges
•Educator Intervention
•Parent Involvement
•Loss of Privileges
•Documentation
•Referral for help
•Individual Behavior
Plan/ Safety Plan
•Possible Suspension
or Expulsion
•Follow guidelines in
Dear Colleague Letter
Oct. 2010 – Apr. 2011
•Documentation and
Notification of
Central Office
•Possible Suspension
or Expulsion
•Police Involvement
•May also be subject
to consequences
listed under
other options by
school or district
•Possible Suspension
or Expulsion
*Final discipline decision to be determined by Principal of Student Disciplinary Hearing Authority.
(OBPP - Adapted from Tennessee Department of Education - Policy Revision Task Force)
© 2012 The Olweus Bullying Prevention Program, US
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Check Your State Law!
• What notification is required for
parents?
– If their child is being bullied?
– If their child is bullying others?
• Is reporting information required to
be located on your school’s website?
© 2012 The Olweus Bullying Prevention Program, US
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Discussion of School-Level
Components
1. Which school-level components have been
most challenging for your schools to
implement? Why?
2. Which have been most challenging for you
to convey to staff through training?
Why?
3. Which have been most readily embraced
by school staff? Why?
© 2012 The Olweus Bullying Prevention Program, US
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Classroom-Level Components
• Post and enforce schoolwide rules against
bullying
• Hold regular class meetings
• Hold meetings with students’ parents
© 2012 The Olweus Bullying Prevention Program, US
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Examples of Internet Resources for
Class Meetings
Let’s Get Real
http://groundspark.org/our-films-andcampaigns/lets-get-real/lgr_clips
Straight-laced
Netsmartz
© 2012 The Olweus Bullying Prevention Program, US
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Individual-Level Components
1. Supervise students’ activities
2. Ensure that all staff intervene on-thespot 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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Individual Interventions
DVD!
Parts 1-4 Review
© 2012 The Olweus Bullying Prevention Program, US
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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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Community-Level Components
• Involve community members on BPCC
• Develop partnerships with community
members
• Help spread anti-bullying messages
throughout the community
© 2012 The Olweus Bullying Prevention Program, US
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What’s New in the OBPP??
- High School Resources
-Introductory DVDs
– Olweus Quality Assurance
System
© 2012 The Olweus Bullying Prevention Program, US
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OPBB Resources
for High Schools
• Tips for talking with teens about
bullying
• Resource list of age-appropriate
school climate/bullying prevention
materials for high schools
• BPCC Training Materials
© 2012 The Olweus Bullying Prevention Program, US
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Adolescent Development
..changes at high school age
• Search for “identity,” role
exploration
• Emotional struggles
• Cognitive and moral
development
© 2012 The Olweus Bullying Prevention Program, US
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Adolescent Moral Development
• Younger students
“Right” = Follow rules
“Be good” = avoid punishment
• (Some) Older students (and adults)
– “Moral Reasoning”
– Care beyond those they know
– Social conscience—good citizen
© 2012 The Olweus Bullying Prevention Program, US
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Pennsylvania High School Data
© 2012 The Olweus Bullying Prevention Program, US
Percent of Students Being Bullied
2-3 times/mo. or more)
2008 Cohorts
RC = 3%
2009 Cohorts
RC = 12%
16%
16%
14%
14%
12%
12%
10%
2008
10%
8%
2009
8%
6%
2010
6%
2011
4%
2010
2011
4%
2%
2%
0%
0%
% bullied
2009
% bullied
© 2012 The Olweus Bullying Prevention Program, US
Percentage of Students Bullied
in Various Ways
(2-3 times/mo. or more)
18%
16%
14%
12%
Verbal
10%
Excluded
8%
Physical
6%
Sexual
4%
Cyber
2%
0%
2008
2009
2010
2011
2008 Cohorts
© 2012 The Olweus Bullying Prevention Program, US
Percent of Students Bullying
Others (2-3 times/mo. or more)
2008 Cohorts
RC = 40%
2009 Cohorts
RC = 22%
18%
18%
16%
16%
14%
14%
12%
2008
10%
2009
8%
2010
6%
2011
4%
12%
10%
2009
8%
2010
6%
2011
4%
2%
2%
0%
0%
% bullying others
% bullying others
© 2012 The Olweus Bullying Prevention Program, US
Percentage of Students Bullying
Others in Various Ways
(2-3 times/mo. or more)
16%
14%
12%
Verbal
10%
Excluded
8%
Physical
6%
Sexual
4%
Cyber
2%
0%
2008
2009
2010
2011
2008 Cohorts
© 2012 The Olweus Bullying Prevention Program, US
Percent Who Think Their Teacher
Has Done Little to Stop Bullying
2008 Cohorts
RC 20%
2009 Cohorts
RC = 22%
70%
70%
60%
60%
50%
50%
2008
40%
40%
2009
2010
30%
2010
2011
20%
2009
30%
20%
10%
10%
0%
0%
% Did little
2011
% Did little
© 2012 The Olweus Bullying Prevention Program, US
Percent Who Feel Other Students
Often Try to Stop Bullying
2008 Cohorts
RC 48%
2009 Cohorts
RC = 24%
16%
16%
14%
14%
12%
12%
10%
2008
10%
8%
2009
8%
6%
2010
6%
2011
4%
2010
2011
4%
2%
2%
0%
0%
% Often or always
2009
% Often or always
© 2012 The Olweus Bullying Prevention Program, US
Percent Who Try to Help a
Bullied Student
2008 Cohorts
RC 33%
2009 Cohorts
RC = 14%
35%
35%
30%
30%
25%
25%
2008
20%
20%
2009
2010
15%
2010
2011
10%
2009
15%
10%
5%
5%
0%
0%
%
2011
%
© 2012 The Olweus Bullying Prevention Program, US
Percentage Who Feel They
Could Join in Bullying a Student
2008 Cohorts
RC 23%
2009 Cohorts
RC = 12%
35%
35%
30%
30%
25%
25%
2008
20%
20%
2009
2010
15%
2010
2011
10%
2009
15%
10%
5%
5%
0%
0%
% Yes or Maybe
2011
% Yes or Maybe
© 2012 The Olweus Bullying Prevention Program, US
Supplemental Materials
for High School
• Tips for talking with teens about
bullying
• Resource list of age-appropriate
materials:
– Cyber Bullying Curriculum, Grades 6-12
– OBPP Companion Bibliography (N. Mullin)
– Bullying at School (D. Olweus)
• Fact sheets (various topics)
• Ideas for student involvement
© 2012 The Olweus Bullying Prevention Program, US
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OBPP is for ALL Students
• Those who are bullied
• Those who bully others
• Those who are “bystanders” –
witnessing purposeful aggression
• The “workplace” or school
environment is impacted by
unaddressed bullying behavior,
making it toxic for students and
adults alike.
© 2012 The Olweus Bullying Prevention Program, US
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Students at Higher Risk of
Being Bullied:
• Those with mental or physical
disabilities or health problems
• Lesbian, gay, bisexual, transgender,
or those questioning their identities
(GLBTQ)
© 2012 The Olweus Bullying Prevention Program, US
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Popular Students May Use
Bullying Behaviors To
Maintain Power
• Who are the most powerful
students in your school?
• How can we help students use
their power to
help others?
ot
© 2012 The Olweus Bullying Prevention Program, US
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Bullying Behavior May Violate Civil
or Criminal Law
• Physical bullying - assault; stalking
• Gender bullying - sexual harassment or
assault, dating abuse, domestic violence
• Intimidating for gain - extortion
• Rumors/Lies - defamation of character
• Bullying based on race, national origin, sex, or
disability (civil rights violations)
• Cyber bullying - harassment by
communication; stalking
• Sexting - child pornography
© 2012 The Olweus Bullying Prevention Program, US
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Adults Who Bully
•
•
•
•
•
•
•
Teacher to Student
Teacher to Teacher
Parent to Teacher
Teacher to Parent
Administrator to Teachers/Staff
Teachers/Staff to Administrators
Community Members to
Administrators
© 2012 The Olweus Bullying Prevention Program, US
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Overview DVDs
• For Elementary
School Students,
Teachers, Parents
• For Middle School
Students, Teachers,
Parents
© 2012 The Olweus Bullying Prevention Program, US
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Olweus Quality Assurance
System
© 2012 The Olweus Bullying Prevention Program, US
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QAS Sites
• Norway
• 140 have begun, 45 Certified
• Sweden
• 40 have begun, 19 are Certified
• Lithuania
• 70 have begun
• Iceland
• 66 will be invited
• USA (Pennsylvania)
• 6 Certified, 7 new schools in process
© 2012 The Olweus Bullying Prevention Program, US
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Purpose of QAS
• Ensure OBPP is conducted as intended
• Adequate implementation is needed to
achieve success
• Maintenance is required in long-term
endeavors such as OBPP
• Some schools strive for excellence
© 2012 The Olweus Bullying Prevention Program, US
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Key Components of QAS
• The “Olweus Standard”
• Quality Plan
• Internal Quality Assurance
• Documentation
• Site Visit
• Certification
© 2012 The Olweus Bullying Prevention Program, US
79
“The Olweus Standard”
1.Full Staff Meetings devoted to OBPP –
2 x Year
2. Bullying Prevention Coordinating Committee 8 x Year
3. Staff Discussion Groups
5 x Year
4. New Staff Training
1 x Year
© 2012 The Olweus Bullying Prevention Program, US
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Olweus Standard, continued
5. OBQ Administration
1 x Year
6. Supervisory System reviewed
1 x Year
7. Four Rules used & enforced consistently
8. Class Meetings w/ Students
1 x week elem. & MS, 2 x month HS
9. Bullying regular topic in discussions with
students
© 2012 The Olweus Bullying Prevention Program, US
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Olweus Standard, continued…
10. Parent involvement
1 mtg./year, 1+ parent on BPCC)
11. Use recommended procedures in bullying
cases
12. Prepare Quality Plan regarding school’s
intentions
13. Kick-Off
1 x year
14. Community Involvement
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Site Visit
• Visit by Certified Olweus Trainer
• Visit occurs each year
• Certification renewed every other
year
© 2012 The Olweus Bullying Prevention Program, US
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© 2012 The Olweus Bullying Prevention Program, US
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The Certified Olweus
School
© 2012 The Olweus Bullying Prevention Program, US
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Bullying Prevention Research &
Practice
- OBPP Evaluation 101
-Bullying & Academic
Achievement
– Cyber Bullying
– Teacher Bullying
– Results from US database
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OBPP
Program Evaluation 101
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Outcome Evaluation
• Outcome evaluation assesses
success of program in achieving
desired benefit(s).
• Outcomes are changes/benefits
for individuals, populations, or
communities.
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When Assessing Change
Using the OBQ…
• Expect change in some but not
all responses.
• Don’t judge success only on shortterm results of the OBQ.
• Take age-related changes in bullying
problems into account.
© 2012 The Olweus Bullying Prevention Program, US
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Sample Outcome Indicators
from Olweus Survey
• Decrease in victimization
• Decrease in bullying others
• Increase in positive feelings
about school
• Increase in appropriate
bystander behavior
• Increase in reports of teacher/
student responsiveness to bullying
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Other Possible Outcome
Measures
•
•
•
•
•
•
•
Absenteeism/truancy data
Discipline reports from school
Discipline reports from busses
Suspensions
Critical incident rates
School climate
Student test scores
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Process Evaluation
• Assesses delivery of program by
describing & documenting how well
it’s being implemented
• The integrity or fidelity of
implementation in comparison with
program’s stated intent
© 2012 The Olweus Bullying Prevention Program, US
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Examples of Process Indicators
• Examine Implementation Checklists
• Survey teachers to assess:
– % teachers who attended full training
– % of classrooms where rules are posted
– % of teachers who used DVD for class
meeting
– # of staff discussion groups held
between August & winter break
• Hold focus groups with parents, staff,
students
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Don’t Forget to Keep…
• A log of minutes of BPCC meetings
• Updated BPCC workbooks
• Agendas of staff & parent events (including
# attending)
• “Scrapbook:” Pictures of kick-off,
class meetings, bulletin boards, special
events.
• Etc!
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Impact of Bullying on School
Engagement & Student Academic
Achievement
• Bullied children are more likely to:
– Want to avoid going to school
– Have higher absenteeism rates
– Say they dislike school; receive lower
grades
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Buhs et al. (2006) Study of Peer
Exclusion & Victimization and Academic
Achievement
Peer
Rejection
Peer
Exclusion
Peer Abuse
Classroom
Participation
School
Avoidance
Achievement
Decrease
Kindergarten
5th Grade
• Peer rejection in K associated w/
peer exclusion & peer abuse, grades K-5.
• Peer exclusion leads to decrease in classroom
participation, which leads to decrease in
achievement
• Peer abuse leads to increase in school avoidance
(but not directly to decreases in achievement)
© 2012 The Olweus Bullying Prevention Program, US
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Virginia Statewide Olweus
Bullying Prevention—
Fidelity Yields Higher Test Scores
Katie Moffett, EdD
Director, Bully Free Virginia
Virginia Commonwealth University
cfmoffett@vcu.edu
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Impact Data
Virginia Statewide OBPP Project
2006 - 2010
• Disciplinary Referral Decreases
• Increase in Standardized Test Scores
Catherine F. Moffett, EdD, 2011
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Increased Standardized Test
Scores in OBPP Schools
• 18 Schools achieved near full implementation
of OBPP from 2006-07 to 2009-10
• Concurrently, Virginia Standards of Learning
(AYP measure) annual test scores increased in
all tested areas
• Increase in mean scores by subject ranged
from 2.17 percentage points (English) to 10.35
Points(History)
Catherine F. Moffett, EdD, 2011
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Virginia Standards of
Learning Annual Tests
– English Pass rate range for 18 schools:
– Year 0 Mean pass rate was 87.83%
– Year 3 Mean pass rate was 90%
Increased by 2.17 points or 2.47%
– Math Pass rate range:
– Year 0 Mean pass rate was 84.11%
– Year 3 Mean pass rate was 90.18%
Increased by 6.07 points or 8.84%
Catherine F. Moffett, EdD, 2011
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Virginia Standards of
Learning Annual Tests
– History Pass rate range:
– Year 0 Mean pass rate was 81%
– Year 3 Mean pass rate was 91.35%
Increased by 10.35 points or 12.78%
– Science Pass rate range:
– Year 0 Mean pass rate was 85.44%
– Year 3 Mean pass rate was 91.11%
Increased by 5.67 points or 6.64%
Catherine F. Moffett, EdD, 2011
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Cyber Bullying
Teens & Technology Use
• Teens spend an average of 27 hours
online each week
• Technology teens have or use:
–
–
–
–
91%
73%
60%
72%
have
have
have
have
an e-mail address
a cell phone
an IM Screen-name
a social networking profile
Cox Communications teen Online & Wireless Safety Survey, 2009
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What Is Cyber Bullying?
“An aggressive, intentional act
carried out by a group or individual,
using electronic forms of contact,
repeatedly and over time against a
victim who cannot easily defend him
or herself.”
(Smith et al., 2008)
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Key Findings About Cyber
Bullying
Rates of cyber
bullying vary widely
from study to study.
What is clear is that
youth are concerned about it.
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Method of Cyber Bully Victimization
(Kowalski & Limber, 2007)
70
60
50
IM
Chat room
Website
E-mail
Text msg
Another way
40
30
20
10
0
Of students who had been cyber bullied
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Key Findings About
Cyber Bullying
Some studies indicate
that girls are more
likely to be involved in
cyber bullying than boys.
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Gender and Cyber Bully Status
(Kowalski & Limber, 2008)
16%
14%
12%
10%
Girls
Boys
8%
6%
4%
2%
0%
Victim Only
Bully Only
Bully/Victim
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Key Findings About
Cyber Bullying
Engagement in cyber
bullying increases
significantly among
middle school-aged
students.
© 2012 The Olweus Bullying Prevention Program, US
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Grade Differences in Cyber
Bully Status (Kowalski & Limber, 2008)
20%
6th Gr
7th Gr
8th Gr
10%
0%
Victim
Bully
B/V
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Key Findings About Bullying
There are similarities
and differences
between cyber bullying
and “traditional” bullying.
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Cyber Bullying and “Traditional”
Bullying
Different characteristics:
• Anonymity
• Disinhibition
• Accessibility
• Punitive fears
• Bystanders
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Identity of “Cyber Bully”
(Kowalski & Limber, in preparation)
60
50
40
Another student
Stranger/DK
Friend
Sibling
Someone else
30
20
10
0
Of those who had been cyber bullied
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Key Findings About Cyber
Bullying
Children’s responses to
cyber bullying are often
counter-productive.
© 2012 The Olweus Bullying Prevention Program, US
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Reactions of Victim
(Kowalski & Limber, in preparation)
Didn't do anything
40
35
Asked person to
stop
Cyber bullied back
30
25
20
Made Fun of the
bully to others
Blocked the bully
15
10
5
0
Saved evidence
In reaction to being cyber bullied,
I…
Told on them
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Who the Victims Told
(Kowalski & Limber, in preparation)
30
25
Friend
Parent
Sibling
Adult at school
Teacher
Other
20
15
10
5
0
When I was cyber bullied, I told
a(an)…
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Focus Group Themes
• Few parents & educators are talking with
children about cyber bullying.
• When asked if parents are talking to them,
students share messages about internet
safety.
• Students believe it’s a problem at school
(more girls than boys) – “It bleeds into the
school environment.”
• Cyber bullying is primarily happening outside
of the school day. But… do kids text during
school?
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What we can do………
(Kowalski et al., in press)
1.Add CB messages to Olweus
2.Survey students about CB
3.Train staff about CB
4.Develop clear rules & policies about CB
5.Encourage students to report CB
6.Spend class time with kids about CB
7.Use students as experts
8.Build strong partnerships w/ parents
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Develop Clear Rules and Policies
About Cyber Bullying
• Incorporate into “student
use of technology” policy
• Model policy at:
www.udoj.gov/criminal/cybercrime
• Distribute to staff, parents,
students
© 2012 The Olweus Bullying Prevention Program, US
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Intervention in Cases of Cyber
Bullying (Kowalski et al., in press)
• Notify parents of all involved children
• Share concerns with other adults at school
• Provide tips about responses & removal of
offensive online material
• Contact police in serious cases
• School discipline?
• Referrals to mental health resources
© 2012 The Olweus Bullying Prevention Program, US
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Bullying of Students by
Teachers
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Bullying of Students by
Teachers
Olweus
(2005)
• 2400 students grades 6-9, Norway.
• Criteria:
– Bullied “2-3 times a month” or more
– 4+ students agreed that at least 1 student in
class was bullied
– Student could provide specific description of
harassment
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Bullying of Students by
Teachers
• Prevalence:
– 2% of students (40) were victims of
teacher bullying/harassment
» Not limited to rowdy students
» 88% bullied by 1 teacher
– 40 students harassed by 28 teachers
» 70% of teachers bullied only 1
student
» 1/3 of bullying teachers were
homeroom teachers; 2/3 other
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Bullying of Students by
Teachers
• Examples from students:
– She calls me mean names (idiot, baby)
– Tries to make a fool of me
– Uses sarcasm, different treatment than
other students
– He’s sarcastic, embarrasses us if we don’t
understand new material right away.
– I know the teacher doesn’t like me and
treats me unfairly.
© 2012 The Olweus Bullying Prevention Program, US
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Teachers Who Bully Students
McEvoy (2005)
• Focus group & questionnaire w/ 236 high
school & college students.
• “Do you think most students in your HS
would agree on which teachers bullied
students? (93% yes)
– 2/3 identified 1-3 teachers
– 89% had taught 5+ years
• Could teachers bully without getting into
trouble? (77% yes)
© 2012 The Olweus Bullying Prevention Program, US
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Teachers Who Bully Students
Twemlow et al. (2006)
• Survey of 116 urban elementary school
teachers conducted ‘96-’97
• Survey definition-- “bullying teacher”
– a teacher who uses his/her power to punish,
manipulate or disparage a student beyond what
would be a reasonable disciplinary procedure.
© 2012 The Olweus Bullying Prevention Program, US
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Do teachers bully students?
Twemlow et al. (2006)
Never
Isolated cases
Frequently
12%
70%
18%
Teachers who experienced more bullying
as children were more likely to report
that teachers bullied students.
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How many teachers have you known to
bully students in the past school year?
Twemlow et al. (2006)
0
1
2
3
6
68%
16%
11%
4%
2%
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Can you think of any times when you
have bullied a student yourself?
Twemlow et al. (2006)
No
Once
A few times
Frequently
60%
8%
30%
3%
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Two Types of Bullying
Teachers Identified
Twemlow et al. (2006)
• A “sadistic bully”
–
–
–
–
Humiliated students
Hurt students’ feelings
Put students down to punish them
Dislikes a lot of children
• A “bully-victim”
–
–
–
–
Frequently absent, changes schools frequently
Problems with discipline of BD children
“Allows” themselves to be bullied
Watches as students bully each other
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Olweus and Limber (2010)
Bullying in School: Evaluation and
Dissemination of the OBPP
Highlights:
•
•
•
•
Nature & Prevalence of Bullying
Development & Initial Evaluation of OBPP
Subsequent Evaluations (2001-2003)
Outcome Studies in the US
•
•
•
•
South Carolina
Pennsylvania
Washington
California
• Successes and Challenges—Dissemination of
OBPP
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2010 Olweus U.S. data…
Presented October 20, 2010
Dan Olweus, PhD
Susan P. Limber, PhD
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About the OBQ Database
• Includes anonymous OBQ student data
from scannable & online surveys of
students (since 4/07)
• As of August 1, 2010 contained 1,075,258
completed student surveys.
• Contains 524,054 data points for baseline
assessments.
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About the OBQ Database
8%
6%
7%
50%
11%
Baseline
Year 2
Year 3
Year 4
Year 5+
Missing
18%
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Demographic Information
• Grades 3-12
• 1593 schools
(94% Public schools in 45
States, plus DC & US Virgin
Islands)
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Bullied Students: Grade Trends
2-3 times/month or more
30%
25%
20%
Girls
Boys
15%
10%
5%
0%
3rd
4th
5th
6th
7th
8th
9th 10th 11th 12th
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Students Bullying Others:
Grade Trends
25%
20%
15%
Girls
Boys
10%
5%
0%
3rd
4th
5th
6th
7th
8th
9th 10th 11th 12th
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Students Involved in Bullying:
Bullying Status
40%
30%
20.5%
25.1%
Bully-Victim
Bully Only
Victim Only
20%
10%
0%
Girls
Boys
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