PowerPoint-esitys

1
KiVaTM Antibullying Program
Christina Salmivalli and Virpi Pöyhönen University
of Turku, Finland Pre-implementation training
in Wales, May 2012
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Todays topics

• Bullying and the peer group
• KiVa antibullying program
• Overview
• Universal actions
• Indicated actions
• Getting started with KiVa
• Evidence of effectiveness

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Bullying

• Bullying repeated aggressive behavior against a
  person who finds it difficult to defend
  him/herself against the perpetrator(s)
• takes numerous forms
• often verbal abuse, public ridicule

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Bullying

• Rather than consisting of single attacks,
  bullying represents a rather stable relationship
  further embedded in the larger peer setting
• Universal phenomenon about 10 of children and
  adolescents worldwide are systematic victims
• WHO survey in 2010
• Finland 11/13 victims among the 11-year-old
• Wales 10/10 victims among the 11-year-old

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Finland Being bullied,
Spring 2009, N gt 150 000
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Finland Bullied others,
Spring 2009, N gt 150 000
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Teachers can do much or very much to
decrease bullying, respondents
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Why is bullying such a persistent problem?

• Bullying as proactive, goal-oriented aggression
• What is the function of bullying?

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The social architecture of bullying

• Bullying can be a strategy to gain status and
  power in the peer group...
• and it is often succesful
• bullies are perceived as popular (Caravita,
  DiBlasio, Salmivalli, 2008)
• bullying helps to maintain status (Juvonen
  Galvan, 2008)
• and to increase status over time (Cillessen
  Borch, 2004)

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The social architecture of bullying

• By choosing victims who are submissive, insecure
  of themselves, physically weak and in a
  low-power, rejected position in the group...
• ... the bullies can repeatedly demonstrate their
  power and renew their high-status position
  without being confronted

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The social architecture of bullying

• The power demonstrations need witnesses
• in most bullying incidents, a group of peers is
  present

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The social architecture of bullying

• Participant roles in bullying (Salmivalli et al.,
  1996)

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reinforcers of the bully
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8
bully
outsiders
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victim
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assistants of the bully
defenders of the victim
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The behavior of onlookers does matter

• Individual effects short term
• the defended victims are better adjusted than the
  undefended ones (Sainio, Veenstra, Huitsing,
  Salmivalli, 2010)
• Individual effects long term
• the most negative memory related to bullying is
  often no-one cared (Teräsahjo Salmivalli,
  2000)

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The behavior of onlookers does matter

• Classroom level
• The likelihood of victimization is higher in
  classrooms where reinforcing the bully is
  occurring at high levels (Salmivalli, Voeten
  Poskiparta, 2011)
• Individual-level risk factors, such as anxiety,
  are more likely to lead to victimization in
  classrooms where reinforcing is common, whereas
  high levels of defending minimize the effects of
  such risk factors (Kärnä, Voeten, Poskiparta,
  Salmivalli, 2010)

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In order to reduce bullying...

• We do not necessarily need to change the victims,
  making them less vulnerable
• Influencing the behavior of bystanders can reduce
  the rewards gained by the bullies and
  consequently, their motivation to bully in the
  first place
• However, the victims need to feel that they are
  heard and helped by the adults at school
• The bullies need to be confronted for their
  unacceptable behavior

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An anti-bullying program should include...

• ...something for all students
  ? universal actions
• ...something for bullies and victims in
  particular
  ? indicated actions

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KiVa antibullying program

• School-based program for bullying prevention and
  intervention
• The meaning of KiVa
• Developed at the University of Turku with funding
  from the Finnish Ministry of Education and
  Culture
• Program co-leaders Professor Christina
  Salmivalli and PhD Elisa Poskiparta
• In Finland, used by 90 of schools providing
  comprehensive education (basic education, grades
  1-9)

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Goals of KiVa

• Preventing bullying
• Effective tackling of bullying coming to
  attention at school
• Minimizing the negative effects of bullying

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KiVa program

• Special characteristics
• Both universal and indicated actions
• An exceptionally large amount of materials
  concrete tools (not merely a philosophy)
• Utilizing virtual learning environments
• Influencing the whole group
• KiVa is more systematic than most existing
  anti-bullying programs

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Precondition for implementing KiVa succesfully
School commitment

• Staff meeting
• Information to everyone
• Implementation plan
• People in charge (e.g., KiVa team)

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KiVa antibullying program

• Universal actions

• Indicated actions

• Student lessons
• Computer game
• Parents guide and back-to-school night
• Posters, vests
• Annual surveys
• students
• staff

• Tackling the cases coming to attention
• KiVa team
• classroom teacher

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Universal actions student lessons and computer
game

• Three units, appropriate for different grade
  levels/students of different ages Unit 1, Unit
  2, Unit 3
• Unit 2 student lessons piloted in Wales
• Ten double lessons (2x45 min) during the school
  year
• Target age group 9-11 years

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The aims of stundent lessons and computer game

• Enhancing...
• awareness of the role bystanders play in the
  bullying process
• empathic understanding of the victims plight
• Providing...
• safe strategies to support and defend the
  victimized peers ? self-efficacy for defending

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Teachers manual includes three parts

• Key to the KiVa antibullying program
• Kiva in a nutshell
• Universal actions
• Overview of universal actions
• Student lessons
• Indicated actions
• Tackling acute cases of bullying

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Teachers manual student lessons
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The topics of Unit 2 student lessons

• Grade 4
• 1. Respect is for everybody
• 2. In a group
• 3. Recognize bullying
• 4. Hidden forms of bullying
• 5. Consequences of bullying
• 6. Group involvement in bullying
• 7. Countering bullying as a group
• 8. What to do if I get bullied?
• 9. KiVa School lets do it together!
• 10. How are we doing?

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Class KiVa rules

• At the end of each lesson
• Emphasizes the most important aspect of the lesson

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Activities included in student lessons
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KiVa games and KiVa Street are closely connected
to student lessons

• Repeating testing of what has been learnt
  during the lessons I KNOW
• Learning to take action I CAN
• Students go around in a virtual school and come
  to challenging situations (being bystanders of
  bullying) where they have to decide what to say
  and do
• Motivation I DO
• Students reflect on their own behavior (how they
  have done with following the KiVa rules) and get
  feedback

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KiVa computer game Unit 2
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A recommended schedule Unit 2

• Month Student lesson Computer game
• August Lesson 1
• September Lesson 2
• October Lesson 3 Level 1
• November Lesson 4
• Dec Lesson 5 Level 2
• Jan Lesson 6
• Feb Lesson 7 Level 3
• Mar Lesson 8 Level 4
• Apr Lesson 9
• May Lesson 10 Level 5

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How to find time for student lessons?

• Example Finland
• Discussion Wales

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Two examples

• Month Student lesson Computer game
• August Lesson 1
• September Lesson 2
• October Lesson 3 Level 1
• (Recognize bullying)
• November Lesson 4
• Dec Lesson 5 Level 2
• Jan Lesson 6
• Feb Lesson 7 Level 3
• (Countering bullying as a group)
• Mar Lesson 8 Level 4
• Apr Lesson 9
• May Lesson 10 Level 5

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Parents involvement

• Information leaflet for parents
  (kivaprogram.net/wales?material)
• Print and send to each home
• Parents guide (in electronic format)
• Back-to-school night
• presentation graphics available

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To remind about KiVa...

• Posters
• Highly visible vests for recess supervisors (in
  Finland, teachers)

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Getting to know the material

• Working in pairs/ small groups
• One student lesson for each group
• Familiarize yourselves briefly with the content
  of lesson
• Plan a lesson
• Which activities would you include?
• Pick the activity that interests you the most

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Indicated actions tackling the cases of bullying
coming to attention
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KiVa team

• Three or more adults from among the school
  personnel, for instance
• a principal, a teacher, a school social worker
• 2 X teacher, a special education tacher
• a principal, a teacher, a school nurse

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The role of the KiVa team

• Tackling cases of repeated bullying in
  collaboration with the classroom teacher
• Documenting bullying cases
• KiVa-team is NOT a solution to all problems at
  school !

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Which cases should be directed to KiVa team?

• SCREENING based on the definition of bullying
• Cases not directed to the team (e.g., a conflict
  or fight between students) treatment as usual
• Cases directed to the team
• A procedure with several steps

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Which cases are directed to the KiVa team?

• Main criteria
• is this offensive/abusive?
• is this repeated, or is there a fear of
  repetition?
• The form of bullying (whether physical, verbal,
  indirect, cyber) is NOT relevant for making the
  decision
• (pp.124-125 in the teachers manual)

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Finnish evaluation of KiVa (2007-2008)

• SCREENING An average of 9,24 cases/school, range
  1-55 (!)
• 60.5 of these cases were directed to KiVa team,
  an average of 5,6 cases/school
• Other cases were typically
• Fight or argument 59
• Misunderstanding 11
• Single aggressive incident 30

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Reports to schools every month most of them in
September-October

• When reported to school personnel
• Frequency Percent Valid Cumulative
• August 15 2.8 3.1 3.1
• September 117 21.9 24.2 27.3
• October 85 15.9 17.6 44.9
• November 4 84 15.7 17.4 62.3
• December 5 27 5.1 5.6 67.9
• January 42 7.9 8.7 76.6
• February 7 30 5.6 6.2 82.8
• March 36 6.7 7.5 90.3
• April 29 5.4 6.0 96.3
• May 18 3.4 3.7 100.0
• Total 483 90.4 100.0

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39,5
60,5
The procedure for tackling the cases of bullying
coming to attention (p. 135 in Teachers manual)
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Case John screening

• The mother of 11-yearl-old John calls the
  classroom teacher Two boys from the same class
  have been calling John names and pushing him
  around, mainly during recess time but also in way
  to and from school. Last week the boys had taken
  Johns shoes after the PE class he had finally
  found them in the trash bin. John told the mother
  that this treatment has been going on since the
  beginning of school year (2 months) and even
  yesterday the boys had been calling him with
  nasty names.
• The teacher tells that this sounds as systematic
  bullying which will be tackled by the schools
  KiVa team. During /after the phone call the
  teacher fills in the screening form (Form 1).

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1. Meeting with John

• One KiVa team member and John

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Important - Support for John!! - Concrete
information of what has happened, when, where, by
whom - Some kids who have not been involved
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2. Classroom teacher meets 2-3 classmates

• During/after the meeting with John, the team
  member fills in the form 2 and informs the
  classroom teacher about the meeting and about the
  kids John has mentioned as nice / not involved in
  bullying him

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John is having a difficult time I believe
you might be able to support him
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3. KiVa team meets the perpetrator(s) of bullying

• Two different approaches
• Confronting
• You have been bullying John and that has to
  stop
• Nonconfronting
• John seems to be having a hard time at school,
  he must be feeling bad

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Confronting and nonconfronting approaches

• Confronting
• E.g., Olweus view about intervening in bullying
• Making it clear that the child has misbehaved
  need to change
• Nonconfronting
• Pikas The method of shared concern Maines
  Robinson No blame approach
• Creating a shared concern of the child who has
  been bullied blaming the bully/ies not necessary

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Confronting approach (C)

• We know that you have been involved in bullying
  John for quite some time. He has been called
  nasty names and pushed around, and his belongings
  have been taken. This must stop immediately.
• GOAL 1 To make it clear that adults know about
  the bullying and do not tolerate it.
• What are you going to do about this?
• GOAL 2 To make the child committed to changing
  his/her behavior
• Okay, this sounds good. Well meet again next
  week and see how it has been going
• GOAL 3 To make it clear that the situation is
  being followed

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Nonconfronting approach (NC)

• We are really concerned about your classmate
  John who has been bullied. He has been called
  nasty names and pushed around, and his belongings
  have been taken. He must feel bad dont you
  think?
• GOAL 1 Shared understanding that John is not
  feeling well
• Is there anything you could do about it?
• GOAL 2 To make the child suggest some way(s) to
  make John feel better
• Okay that sounds great. Try that, and well meet
  again in a week and hear how it has been going
• GOAL 3 To make it clear that the situation is
  being followed

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Confronting and nonconfronting approaches

• Common to both
• Discussions are short
• Stick to the point remember the main goals!

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Case John Meeting with the perpetrators of
bullying (confronting)
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Goals, C 1.To make it clear that adults know
about the bullying and do not tolerate it. 2. To
make the child committed to changing his/her
behavior 3. To make it clear that the situation
is being followed
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Case John Meeting with the perpetrators of
bullying (nonconfronting)
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Goals, NC GOAL 1 Shared understanding that
John is not feeling well 2. To make the child
suggest some way(s) to make John feel better 3.
To make it clear that the situation is being
followed
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Case John Follow-up with John
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Case John Follow-up with the perpetrators of
bullying

• In the Finnish evaluation study, the bullied
  student participated in the meeting in 30 of the
  cases

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Which approach to choose?

• Confronting or nonconfronting?
• Which one is closer to my previous approach?
• Which one feels better at the moment?

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The two approaches

• NONCONFRONTING

• CONFRONTING

• Bullying
• Stopped 74.9
• Decreased 22.3
• Remained the same 2.2
• Increased 0.6

• Bullying
• Stopped 83.5
• Decreased 14.9
• Remained the same 1.5
• Increased 0

IN PRIMARY SCHOOL GRADES, NO DIFFERENCE IN
EFFECTIVENESS
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Comparing the two approaches The proportion of
cases in which bullying had stopped completely
69

• Virtual mailbox in the KiVa computer game
• Making reporting more likely
• School must activate the mailbox
• E-mail addresses of KiVa team members

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Mailbox in the KiVa computer game
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Getting started with KiVa
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Getting started with KiVa

• Registration (until end of May, 2012)
• Staff meeting
• Information for everyone
• Implementation plan
• People in charge (e.g., KiVa team members)
• Student survey (June 2012)
• Kick-off for the students (beginning of school
  year in the fall)
• Collaboration with parents
• information leaflets (fall 2012)
• back-to-school night (fall 2012)

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Registration

• Go to website kivaprogram.net/wales/registration/
  
• Fill in the registration form and submit it
• Only one registration per school!!!
• You get an e-mail confirmation of the schools
  registration

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Web-based material

• Once registered, each school gets (in the
  confirmation e-mail) school username and staff
  password
• In addition, each school gets a student password
  for the student survey computer game

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Annual survey

• To be filled in during June 2012 (and again in
  June 2013)
• www.kivaprogram.net/wales/
• On the left surveys
• Students log in with the school username and
  student password
• All students in the school can respond
• Bullying others and being bullied
  bullying-related attitudes school liking
  perception of teachers
• Automatic feedback to each school

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Other web-based material

• kivaprogram.net/wales/
• open and restricted areas
• access to the restricted area only for registered
  schools (click the login button)
• You need school username and staff password to
  log in

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Restricted area in the website

• Presentation graphics for...
• student lessons
• staff meeting
• back-to-school night
• All materials
• student lessons
• short films
• information leaflet for parents
• parents guide (in electronic format)
• Forms to document bullying cases

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Staff meeting

• To be remembered
• A common definition of bullying
• KiVa program
• Choosing the KiVa team
• Screening directing cases to the KiVa team
• Collaboration with parents
• kick-off for students

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KICK-OFF

• All students are informed about KiVa right in the
  beginning of the school year
• Main message Our school is a KiVa school where
  bullying is not tolerated
• Lessons for grade X students
• KiVa team

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Informing the parents

• Information leaflets (kivaprogram.net/wales/)?
  material
• Send to each home in the beginning of the school
  year
• Parents guide (electronic format)
• Back-to-school night
• Presentation graphics www.kivaprogram.net/wales
• Home-school collaboration
• Results from the schools student survey

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Evidence of effectiveness
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Evaluation of KiVa

• The effects of KiVa have been tested
• under the evaluation period (gt 30 000 students
  from 234 schools)
• Bullying, being bullied
• Self- and peer-reports, dyadic data
• Participant role behaviors
• Attitudes,empathy, self-efficacy
• School adjustment
• under large-scale diffusion (gt 150 000 students)
• Basic variables, e.g. bullying, being bullied

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Changes in being bullied by different forms
during one school year RCT, grades 4 to 6
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Changes 2009-2012 primary schools
85
Changes 2009-2012 secondary schools
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Conclusion

• KiVa is effective in reducing bullying and
  victimization
• The effects vary across grade levels, being
  strongest in grade four (10-11 years)

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Besides the effects on bullying and
victimization...

• Decreases in reinforcing the bully
• Increases in empathy toward victimized peers
  self-efficacy to support them
• Increases in school liking and academic
  motivation
• Decreases in depression, anxiety, and negative
  peer perceptions
• Among teachers, increased efficacy to reduce
  bullying

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Comparison of two approcahes to tackle bullying

• No Blame vs. Confronting approach
• During the evaluation study of KiVa, half of the
  intervention schools were instructed to use C
  while the other half got instructions to use NC
  when discussing with the bully(-ies)

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Effectiveness of the indicated actions

• The proportion of cases handled by the school
  team in which bullying...
• Stopped completely 79.4
• Decreased 18.5
• Remained the same 1.9
• Increased 0.3

IN PRIMARY SCHOOL GRADES, NO DIFFERENCE IN
EFFECTIVENESS
90
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