Bullying Prevention

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• Bullying Prevention
• What We know
• and
• What We Can Do.
• Karina Kidd
• Integrated Student Support Department
• Portland Public School District

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Goal for Today

• To familiarize participants with the components
  of comprehensive bullying prevention

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Violence

• Violence is any mean word, look, sign, or act
  that hurts a persons body, feelings, or things.

• No one is entitled to use violence.
• Violence is not tolerated at our school.

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Bullying Prevention
Designing School-Wide Systems for Student Success
Bullying Prevention
1-5
1-5
Bullying Prevention
5-10
5-10
80-90
80-90
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Training Goals

• Provide participants with knowledge and skills
  to
• Recognize bullying
• 2. Support children who are
• involved in bullying situations
• 3. Intervene safely and effectively in
• bullying situations
• Provide participants with the understanding
  that bullying prevention is part of a
  comprehensive school-wide effort to create a safe
  and civil school.

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Think About.

• A bullying situation that you have experienced
• Partner share
• What are the effects of bullying?

One minute
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Effects on Person who is Bullied

• Students who are chronically bullied are more
  likely to have
• A greater dislike of school
• Higher absenteeism
• A decline in school performance
• Poor self-esteem
• Greater incidence of psychological disorders such
  as depression and anxiety
• Repeated bullying may also trigger serious
  episodes of violence

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Where to Start?!!!
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Bullying Definition

• Bullying is unfair and one-sided. It happens
  when someone keeps hurting, frightening,
  threatening or leaving someone out on purpose.

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Key Elements of Bullying

• Imbalance of power
• Intent to cause harm deliberate, non-accidental
• Acts are repeated show a pattern
• Vulnerability of victim

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Direct Bullying

• Hitting, kicking, shoving, spitting
• Taunting, teasing, racial slurs, verbal
  harassment
• Threatening, obscene gestures

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Indirect Bullying

• Getting another person to bully someone for you
• Spreading rumors, gossip
• Deliberately excluding someone from a group or
  activity
• Many forms of Cyberbullying

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Challenges for Schools

• Although common and frequent, most bullying and
  harassment behaviors are exhibited outside of
  adult supervision.

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Scope of the Problem

• Bullying happens once every 7 minutes.
• The average bullying episode lasts 37 seconds.
• Teachers noticed and intervened in only 1 out of
  25 episodes (4 of the time)
• Bullying commonly increases between the third and
  seventh grades.
• (Committee for Children, 2005)

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I Feel Safe at School

• 6th grade- 15 said NO
• 8th grade- 15 said NO
• 11th grade- 19 said NO
• Oregon Wellness Survey (2010)

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• Harassed on the way to, at or from school-
• 35 of 8th graders
• 23 of 11th grader
• I Can talk freely and openly with my teachers
  about my concerns-
• 30 of 6th graders say, NO
• 44 of 8th graders say, NO
• 47 of 11th graders say, NO

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Where Does Bullying Occur?

• The most common places where bullying takes
  place
• School yard or playground (74 of victims)
• Hallways (53 of victims)
• Cafeteria (45 of victims)
• At home or on computer (cyberbullying)
• But it could be different for your school.

What does your data say?!!
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Why Some Children Bully Others

• 1. If a behavior works, it is repeated
• 2. Students dont know how else to influence
  peers
• 3. They dont realize that their behavior is
  inappropriate- poor modeling (Jack in the Box)
• 4. Errors in thinking
• 5. Bullying meets a need. Rewards for bullying
  behaviors
• Social attention
• Social recognition
• Social status

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PPS Harassment and Bullying Policy 4.30.060-P

• Harassment and bullying is prohibited.
• Definition includes physical, emotional and
  social harm.
• Disciplinary action, up to and including
  expulsion, for harassment/bullying, false
  accusations and retaliation.
• Witnesses and bystanders (including students,
  staff or volunteers) to a bullying incident are
  encouraged to immediately inform school staff.

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PPS Administrative Directive4.30.061-AD

• Notice in buildings
• School-Wide Staff Training
• School-Wide Student Notification
• Respect for Cultural Differences
• Electronic Forms of Harassment
• Incidents should be promptly investigated.

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• Portland Public Schools prohibits harassment and
  bullying on or near school grounds, going to or
  from school, at any school activity, or on school
  buses or other school transportation.
• What is considered harassment and bullying?
• Threatening
• Insulting
• Making fun of someone
• Intentionally excluding a certain student or
  group of students
• Damaging a students property
• Hurting a students body
• Causing a student to fear being hurt or
  embarrassed
• Causing a student to fear having his/her
  property damaged
• Trying to make others afraid at school

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School Factors

• Negative disciplinary interventions
• Inadequate supervision of bully-prone areas
• Inconsistent educator response to bullying
  behaviors
• Physical features of the school
• Adult unawareness or denial of problems

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Myths About Bullying

• Bullying really isnt a big problem.
• Children who bully have low self-esteem.
• Only boys bully.
• If a kid just fights back or ignores the
  bullying, the problem will be solved.
• Adults feel that they are already doing
  everything they can to address bullying.

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Misdirections..

• Zero tolerance policies
• Conflict resolution and peer mediation
• Group treatment for children who bully
• Simple, short-term solutions
• (piece meal)

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Three Levels of Bullying Prevention

• Small Group target at-risk students or tough
  kids who need more intensive intervention
  (Tertiary Prevention)
• Classroom or Grade-Wide select individual
  classrooms or grade levels (Secondary Prevention)
  
• School-Wide all students in a school (Primary
  Prevention)

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School Wide Bullying Prevention

• Create a school climate based on mutual respect
• Make bullying prevention part on the work of the
  climate team
• Establish clear rules/procedures/ policies about
  bullying.
• Be Respectful applies to students
• and adults in the building!

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Comprehensive Bullying Prevention

• Physical considerations- e.g playground?
• Increase effective supervision
• Teach specific skills to all students
• Train adults to respond sensitively
  consistently to bullying.
• Enforcing consistent consequences for bullying
• Improve parental awareness involvement in
  working on the problem.

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Directly Teaching Skills

• Steps to Respect (Committee for Children)
• Middle School Second Step (Committee for
  Children)
• Bully Blockers (Tough Kid Series, Pacific
  Northwest Publishing)
• PBIS Bullying Prevention

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www.pbis.org
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Dynamics of Bullying
Bystanders
Students with bullying behaviors
Students who are targeted
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The Three Rs of Bullying
Recognize
If you dont feel safe
If you do feel safe
Refuse
then
Report
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Tattling Vs. Reporting

• Tattling When you try to get someone in trouble
• Reporting When you tell an adult in order to
  keep people safe

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• Identifying Bullying Behaviors

Recognize, Refuse Report
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• Skill Steps

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Children Learn to Report Immediately When

• They or someone else are in danger
• Someone is touching or showing private body parts
• Refusing doesnt work

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Bystander Role

• Students learn that everyone is responsible for
  helping create a respectful school community
• Bystanders can be part of the solution or the
  problem
• Failure to act, intervene or report, supports the
  student who is bullying

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Bystanders

• Need effective strategies to intervene
• Must be included in intervention
• Social pressure of the peer-group is an important
  key to reduce bullying -Social Norms
• Must feel confident that they will have the
  support of teachers

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Handling Bullying Reports

• Four -A Response
• Affirm
• Ask
• Assess
• Act

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Video Four-A Response Process

• Watch him Affirm, Ask, Assess and Act

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Teaching Social Responsibility

• Teach school-wide expectations first
• Be respectful
• Be responsible
• Be safe
• Focus on non-structured settings
• Cafeteria, Gym, Playground, Hallway, Bus Area
• Use same teaching format for all situations
• If someone directs problem behavior toward you.
• If you see others receive problem behavior
• If someone tells you to stop

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Strategies For Young Students

• Stop
• Walk
• Talk (or Squawk)

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Teach the Stop Signal

• If someone is directing problem behavior to you,
  or someone else, tell them to stop.
• How do you deliver the stop signal if you are
  feeling intimidated, harassed, bullied?
• How do you deliver the stop signal if you see
  someone else being harassed, teased, bullied?

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Teach walk away

• How do we walk away so that the person who is
  bothering us gets the idea?
• Remind students that most socially initiated
  problem behavior is maintained by peer attention.
• Victim behavior inadvertently maintains taunt,
  tease, intimidate, harassment behavior.

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When You Are Told Stop

• Eventually, every student will be told to stop.
  When this happens, they should do the following
  things
• Stop what they are doing
• Take a deep breath
• Go about their day (no big deal)
• These steps should be followed even when they
  dont agree with the stop

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Teach getting help

• Report problems to adults
• Where is the line between tattling, and
  reporting?
• Did you request, stop
• Did you walk away?

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How Adults Respond

• Adults initiate the following interaction with
  the person who did the bullying
• Did ______ tell you to stop?"
• If yes "How did you respond?" Follow with step 2
• If no Practice the 3 step response.
• Did ______ walk away?"
• If yes "How did you respond?" Follow with step 3
• If no Practice the 3 step response.

Practice the 3 step response. The
amount of practice depends on the severity and
frequency of problem behavior
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Clear Expectations and Consequences for Bullying

• Should be preplanned
• Clearly explained to students
• Intervene promptly
• Coaching or Specific Skills instruction
• Hierarchy of consequences
• Reprimands or warnings
• Loss of privileges
• Think Time
• Call to parent

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Important Considerations

• Confidential Reporting
• Power of the students
• (Safe School Ambassadors)
• http//www.community-matters.org/safe-school-a
  mbassadors/
• Replicating playground programs
• Are we differentiating unkind behavior from
  bullying behavior?
• ???

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Wrapping It Up

• Bullying is a serious problem that can be
  addressed at school.
• Students can be directly taught bullying
  prevention skills
• Friendship skills and a caring climate play an
  important role in preventing bullying.
• Establishing school-wide expectations and
  consistent response and follow-up is important

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Take Away!

• Bullying prevention is part of a comprehensive,
  ongoing school-wide and community effort to
  create a positive and safe school climate.

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Additional Resources

• http//www.stopbullyingnow.org
• http//www.community-matters.org/safe-school-ambas
  sadors/

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Thank you!
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• Portland Public Schools Student Services
  Department
• Karina Kidd
• kkidd_at_pps.k12.or.us
• Integrated Student
  Supports Department
• BESC
• 501 N Dixon
• Portland Oregon 97227
• [phone] x71014