Derry Area School District
Bullying Prevention Coordinating Committee
Training
James A. Bozigar
412-638-6800
1
Program Developer Dan Olweus
© The Olweus Bullying Prevention Group, 2007
2
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
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Program Components
Classroom
School
Parents
Community
Individual
© The Olweus Bullying Prevention Group, 2007
4
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
5
The OBPP IS NOT...
• a curriculum
• a conflict resolution
approach
• a peer mediation program
• an anger management program
© The Olweus Bullying Prevention Group, 2007
6
Required OBPP Materials
• OBPP Schoolwide Guide
– CD of written materials
– DVD: Overview of OBPP
• OBPP Teacher Guide
– CD of written materials
– DVD: Six scenarios for
class discussion
With Vickie Crocker Flerx, Ph.D. Nancy Mullin M.Ed. Jane Riese L.S.W. Marlene Snyder, Ph.D
• Olweus Bullying
Questionnaire
© The Olweus Bullying Prevention Group, 2007
7
Schoolwide Guide
and Teacher Guide Icons
SP
Available
In Spanish
DVD Symbol
CD-ROM Symbol
© The Olweus Bullying Prevention Group, 2007
8
Supplemental Materials
• Bullying at School: What we Know
and What we Can Do
• Quit It! (Grades K-3)
© The Olweus Bullying Prevention Group, 2007
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What?
Who?
When?
Why?
Where?
How?
© The Olweus Bullying Prevention Group, 2007
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What is the Olweus
Definition of Bullying?
“A person is bullied when he or
she is exposed, repeatedly and
over time, to negative actions
on the part of one or more
other persons, and he or she
has difficulty defending himself
or herself.”
Olweus et al., 2007
© The Olweus Bullying Prevention Group, 2007
11
In everyday language…
“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.”
© The Olweus Bullying Prevention Group, 2007
12
Three Key Components of
Bullying Behavior
1. Involves an aggressive
behavior
2. Typically involves a pattern of
behavior repeated over time
3. Imbalance of power or
strength
© The Olweus Bullying Prevention Group, 2007
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BULLYING = PEER ABUSE
© The Olweus Bullying Prevention Group, 2007
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Direct Bullying
• Hitting, kicking, shoving, spitting…
• Taunting, name-calling, degrading
comments
• Threatening, obscene gestures
© The Olweus Bullying Prevention Group, 2007
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Indirect Bullying
• Getting another person to bully
someone
• Spreading rumors
• Social isolation
• Cyber-bullying
© The Olweus Bullying Prevention Group, 2007
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Relational Bullying
• Damaging reputations
or social standing
with peers and/or
• Using threats or loss
of relationships to
manipulate
BULLYING
© Olweus Bullying Prevention Group, 2007
17
Distinguishing Among…
• Bullying
• Rough-andTumble Play
• Real Fighting
• TG CD #3
© The Olweus Bullying Prevention Group, 2007
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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
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Effects of Being Bullied
• Lower self-esteem
• Depression & anxiety
• Absenteeism & lowered
school achievement
• Thoughts of suicide
• Illness
© The Olweus Bullying Prevention Group, 2007
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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%
© 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
22
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
© The Olweus Bullying Prevention Group, 2007
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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
© 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
25
Ultimately...
It’s a question of
rights.
© The Olweus Bullying Prevention Group, 2007
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Students Involved in Bullying:
Characteristics and Risk Factors…
© The Olweus Bullying Prevention Group, 2007
27
Characteristics of Bullied
Students
Research suggests that
there are two categories
of bullied children:
– “submissive” or “passive
victims” of bullying
– “provocative victims”
or “bully-victims”
© The Olweus Bullying Prevention Group, 2007
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“Passive Victims” Tend To..
• Be cautious, sensitive, quiet, and
withdrawn
• Be anxious, insecure, have low
self-esteem
• Be physically weaker than peers
(boys)
• Physically mature earlier (girls)
• Have few friends and find it
easier to associate with adults
than with peers
© The Olweus Bullying Prevention Group, 2007
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“Provocative Victims” Tend To...
• Share some characteristics with bullied
children
• Share other characteristics with
students who bully
• Be less effective in bullying than other
children who bully
• Behave in ways that cause irritation and
tension, and attract negative attention
© The Olweus Bullying Prevention Group, 2007
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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
(GLBTQ) [TG CD #5]
© The Olweus Bullying Prevention Group, 2007
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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)
© The Olweus Bullying Prevention Group, 2007
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Common Myths About
Children who Bully
• “Children who bully are loners.”
• “Children who bully have low selfesteem.”
© The Olweus Bullying Prevention Group, 2007
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)
© The Olweus Bullying Prevention Group, 2007
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What Roles Do Students Play In
Bullying Situations?
A
Start the
bullying and
take an active
part
Take an active
part, but do
not start
the bullying
B
Students Who Bully
Defenders
Student
Who Is
Bullied
Followers
G
Dislike the bullying,
help or try to help
the bullied student
H
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
TG, p. 24
Supporters
D
Possible
Defenders
Passive
Supporters
Disengaged
Onlookers
F
Dislike the bullying
and think they
ought to help, but
don’t do it
E
Watch what happens, don’t take a stand
© The Olweus Bullying Prevention Group, 2007
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Group Mechanisms in Bullying
• Social contagion
• Weakening inhibitions against
aggression
• A decreased sense of individual
responsibility
• Gradual changes in the view of
bullied student(s)
© The Olweus Bullying Prevention Group, 2007
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Family Risk Factors
for Bullying
• Lack of parental warmth
and involvement
• Lack of parental supervision
• Overly-permissive parenting
• Harsh discipline/physical punishment
© The Olweus Bullying Prevention Group, 2007
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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
© The Olweus Bullying Prevention Group, 2007
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A Word About ….
Adults Who Bully
© The Olweus Bullying Prevention Group, 2007
Misdirections in Bullying
Prevention and Intervention
•
•
•
•
Simple, short-term solutions
“Program du jour approaches”
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
• Selecting inappropriate supplemental
materials
© The Olweus Bullying Prevention Group, 2007
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Schoolwide Guide DVD
Part 2: Overview of the OBPP
Components
41
The Olweus Bullying
Prevention Program
• First systematic
research on bullying
conducted in early
1970s.
• OBPP part of
Norway’s national
campaign against
bullying in early
1980s.
© The Olweus Bullying Prevention Group, 2007
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Program Outcomes
and Key Findings:
Norway
• Reduction in bullying and antisocial
behavior
• Improvements in classroom social
climate
• “Dosage” affects success
• Timing of effects
© The Olweus Bullying Prevention Group, 2007
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Evaluations in the
United States
• South Carolina Study
– 18 public middle schools (mostly rural)
– Reductions in students’ reports of bullying
others after 1 year.
– Reductions in boys’ reports of being bullied
and feelings of social isolation after 1 year.
• Philadelphia Study
– 6 public elementary and middle schools
– Urban setting, mostly minority and low-income
families
– Bullying incident density decreased by 45%
over 4 years
© The Olweus Bullying Prevention Group, 2007
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Evaluations in the
United States
• Washington Study
– 10 public middle schools (7 interv./3
control)
– Relational and physical victimization
decreased 28% among white students;
no decrease among students of other
races
– Students in intervention schools more
likely to perceive other students
actively intervened in bullying
© The Olweus Bullying Prevention Group, 2007
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Evaluations in the
United States
• Chula Vista, CA Study
– Surveys of students, staff, parents from
3 elem. schools.
– Decreases in reports of being bullied:
by 21% after 1 year and 14% after 2
years.
– Decreases in reports of bullying others:
by 8% after 1 year, and 17% after 2 years.
– After 1 year, students more likely to perceive
that adults at school tried to stop bullying.
– After 1 year, parents felt that
administrators had done more to stop bullying.
© The Olweus Bullying Prevention Group, 2007
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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
47
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
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Implications of Key Principles
1.
2.
3.
4.
5.
Adults are responsible
Clear and consistent message
Short and long-term focus
Follow model with fidelity
OBPP should become part of
everyday life at school
© The Olweus Bullying Prevention Group, 2007
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Implications of Key Principles
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
© The Olweus Bullying Prevention Group, 2007
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Program Components
Classroom
School
Individual
Community
© The Olweus Bullying Prevention Group, 2007
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School-Level Components
© The Olweus Bullying Prevention Group, 2007
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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
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Composition of the BPCC
• Typical composition (8-15 members):
–
–
–
–
–
–
–
Administrator
Teacher from each grade
School mental health professional
Non-teaching staff
1-2 parents
Community representative
Other
© The Olweus Bullying Prevention Group, 2007
2. Conduct Committee and
Staff Trainings
• Two-day training for BPCC
• One-day training for all other
school staff
• Sample Agenda – SWG CD #16
• Attendance Log – SWG CD #17
© The Olweus Bullying Prevention Group, 2007
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3. Administer Olweus
Bullying Questionnaire
• Why survey students about bullying?
• What is the Olweus Bullying Questionnaire?
© The Olweus Bullying Prevention Group, 2007
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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
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4. Hold Staff
Discussion
Group Meetings
• Goals of the groups
• Organization and leaders
• Topics for discussion
– Sample outline (SWG Doc #18)
– Staff Discussion Group Log
(SWG Doc #19)
© The Olweus Bullying Prevention Group, 2007
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5. Introduce School Rules
and Consequences
• Develop policy on bullying
– Samples: SWG Doc. # 20
• Anti-bullying rules
• Positive & negative consequences
• Introducing rules and consequences
© The Olweus Bullying Prevention Group, 2007
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SP
(TG Doc #8)
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
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Use of Positive Consequences
to Reinforce Behavior
• Why are positive consequences critical?
• Who receives them?
• Types of behavior to reinforce
• Types of positive consequences
• Tips on use of positive consequences
© The Olweus Bullying Prevention Group, 2007
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Use of Negative
Consequences
• Why aren’t positive consequences
enough?
• Guidelines for use of negative
consequences
• Types of negative consequences
© The Olweus Bullying Prevention Group, 2007
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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
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6. Refine the Supervisory
System (continued)
3.Develop ways of tracking and reporting
bullying incidents schoolwide (Sample:
SWG CD # 23)
4.Consider the attitudes of supervising
adults
5.Evaluate your school’s physical design to
reduce bullying
© The Olweus Bullying Prevention Group, 2004
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7. 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
© The Olweus Bullying Prevention Group, 2007
SP
65
8. Partner with Parents
• The importance of parent involvement
in the OBPP
• Strategies to involve parents in OBPP
– Serve on the BPCC
– Attend schoolwide parent meetings
– Attend/help organize classroom parent
meetings
– Talk with their children about bullying
SP
TG CD #23, #25, #26, & #27
© The Olweus Bullying Prevention Group, 2007
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Parent Meetings About
Bullying
• Schoolwide parent meeting:
– Overview of bullying at the school
– Steps the school is taking (OBPP)
– Roles parents can play
– Get input
• Classroom-level parent meetings
SP
– Sample letter SWG CD #31
– Sample meeting outline SWG CD # 32
© The Olweus Bullying Prevention Group, 2007
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Classroom-Level Components
© The Olweus Bullying Prevention Group, 2007
68
Classroom-Level
Components
• Post and enforce schoolwide rules
against bullying
• Hold regular class meetings
• Hold meetings with students’ parents
© The Olweus Bullying Prevention Group, 2007
69
BPCC Support for Classroom
• Build time for class
meetings
• Topic ideas
• Support and staff
development
• Integrating messages
across curriculum
• Monitor progress
© The Olweus Bullying Prevention Group, 2007
70
Supportive Materials for
the Classroom
• Schoolwide Guide - Chapter 12
• Teacher Guide - Chapters 4, 5, 6, 7
• Teacher Guide DVD
• Numerous CD-ROM Handouts (TG Docs 6-20)
• Quit it! (K-3)
• Training handouts
• National Anti-Bullying Campaign Materials
© The Olweus Bullying Prevention Group, 2007
71
Maintaining Positive
Classroom Management
• OBPP is not a classroom management
program.
• BUT, helping teachers hone behavior
management skills will help to implement
the program.
• Use of the Classroom Management
Checklist (TG, pp. 63-65)
© The Olweus Bullying Prevention Group, 2007
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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
73
How to Conduct Class
Meetings
• Scheduling class meetings
• What they are NOT
• Teacher experience and comfort with
class meetings
• “Class meetings” vs. “Bullying
meetings”
© The Olweus Bullying Prevention Group, 2007
74
Classroom-Level PARENT
Meetings
•
•
•
•
Build connection and community
Helps parents learn more about OBPP
Held 2-3 times/year (recommended)
Resources:
– Sample outline for first meeting
– Topics for additional meetings
© The Olweus Bullying Prevention Group, 2007
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Individual-Level Components
© The Olweus Bullying Prevention Group, 2007
76
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
77
Why Adults
Don’t Always
Intervene:
• Have difficulty recognizing bullying
• Fail to recognize the importance of
intervening
• Uncertain how best to intervene
• Lack of time
© The Olweus Bullying Prevention Group, 2007
78
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
79
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
80
Working with Parents of
Involved Students
• Contacting parents
SP
– Of bullied children
– Of children who bully others
– Of bystanders
• Working with parents who contact
the school
© The Olweus Bullying Prevention Group, 2007
81
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
© The Olweus Bullying Prevention Group, 2007
82
Community-Level
Components
© The Olweus Bullying Prevention Group, 2007
83
Community-Level
Components
• Involve community members on the
BPCC
• Develop partnerships with community
members to support your program
• Help spread anti-bullying messages and
principles of best practice throughout
the community
© The Olweus Bullying Prevention Group, 2007
84
Communities Support
Prevention Efforts
• Parent Teacher Association (PTA)
• City Council or County Commissioners
• Non-Profit Family & Child Welfare
Organizations
• Local businesses
• Public Service Groups (e.g. Kiwanis, Rotary,
Junior League)
• Local foundations
• Local press (newspaper, TV, radio)
© The Olweus Bullying Prevention Group, 2007
85
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
© The Olweus Bullying Prevention Group, 2007
86
Tracking Program Implementation
• OBPP Schoolwide Implementation
Checklist (1st Year) (SWG Doc. #7)
• OBPP Implementation Checklist for
Teachers (TG Doc. #7)
• OBPP Implementation Checklist for
Continued Program Implementation
(SWG Doc. # 34)
SP
© The Olweus Bullying Prevention Group, 2007
87
Take-Home Message
• Stopping bullying takes a team
effort.
• Approach the process in
steps.
• Change happens in
small increments.
© The Olweus Bullying Prevention Group, 2004
88
© 2007 Susan Limber, PhD; Vicki Flerx, PhD; Nancy Mullin, MEd;
Jane Riese, LSW; and Marlene Snyder, PhD
This presentation is based on the work of Dan Olweus, PhD
Use of this presentation is restricted to persons trained by
the authors in the Olweus Bullying Prevention Program and
groups they work with for the express purpose of training
schools, parents and community groups about the
Olweus Bullying Prevention Program model.
Appropriate credit to the Olweus Bullying Prevention Group
must appear on all presentation materials.
No other use or changes are permitted without prior
written permission from the authors.
For further information, please contact:
Marlene Snyder, PhD at nobully@clemson.edu
or call 864-710-4562
89