An Overview for Parents

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• An Overview for Parents

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Program Developer Dan Olweus
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The Olweus Bullying Prevention Program

• First systematic research on bullying conducted
  in early 1970s.
• OBPP part of Norways national campaign against
  bullying in early 1980s.

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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)

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Program Components
Classroom
School
Parents
Community
Individual
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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

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The OBPP IS NOT...

• a curriculum
• a conflict resolution approach
• a peer mediation program
• an anger management program

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Olweus Definition of Bullying

• 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.

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Three Key Components of Bullying Behavior

• Involves an aggressive behavior
• Typically involves a pattern of behavior repeated
  over time
• Imbalance of power or strength

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Types of Bullying

• Direct--Hitting, taunting, name calling
• IndirectRumors, exclusion,
• cyber bullying

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Why 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. Its a wise investment

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Effects of Being Bullied

• Lower self-esteem
• Depression anxiety
• Absenteeism lowered school achievement
• Thoughts of suicide
• Illness

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Health Consequences of Bullying(Fekkes et al.,
2004)

• Bullied Not bullied
• Headache 16 6
• Sleep problems 42 23
• Abdominal pain 17 9
• Feeling tense 20 9
• Anxiety 28 10
• Feeling unhappy 23 5
• Depression scale
• moderate indication 49 16
• strong indication 16 2

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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

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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

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Characteristics of Bullied Students

• Research suggests two categories of bullied
  children
• submissive or passive victims
• provocative victims or bully-victims

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Passive Victims

• Cautious, sensitive, quiet, withdrawn
• Anxious, insecure, have low self-esteem
• Physically weaker than peers (boys)
• Physically mature earlier (girls)
• Have few friends--find it easier to associate
  with adults

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Provocative Victims Tend To...

• Share characteristics with bullied children
• Share characteristics with students who bully
• Be less effective in bullying than other children
  who bully
• Behave in ways that cause irritation and attract
  negative attention

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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

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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)

NOBULLYINGALLOWED!
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Common Myths About Children who Bully

• Children who bully are loners.
• Children who bully have low self-esteem.

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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)

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What Roles Do Students Play In Bullying
Situations?
G
Defenders
Students Who Bully
A
Start the bullying and take an active part
Student Who Is Bullied
Dislike the bullying, help or try to help the
bullied student
H
Take an active part, but do not start the
bullying
B
The one who is being bullied
Followers
Possible Defenders
C
Supporters
Support the bullying, but do not take an active
part
F
Passive Supporters
Dislike the bullying and think they ought to
help, but dont do it
Disengaged Onlookers
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E
Like the bullying, but do not display open
support
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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

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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.

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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

TG CD 23, 25, 26, 27
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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
• Sample letter SWG CD 31
• Sample meeting outline SWG CD 32

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Classroom-Level Components

• Post and enforce schoolwide rules against
  bullying
• 2. Hold regular class meetings
• 3. Hold meetings with students parents

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BPCC Support for Classroom

• Build time for class meetings
• Topic ideas
• Support and staff development
• Integrating messages across curriculum
• Monitor progress

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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

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Why Adults Dont Always Intervene

• Have difficulty recognizing bullying
• Fail to recognize the importance of intervening
• Uncertain how best to intervene
• Lack of time

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Community-Level Components
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Community-Level Components

• 1. Involve community members on the BPCC
• 2. Develop partnerships with community members to
  support your program
• 3. Help spread anti-bullying messages and
  principles of best practice throughout the
  community

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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)

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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

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