BULLYING PREVENTION IN ELEMENTARY SCHOOLSSESSION B2

Jan Morgan, Wauconda CUSD 118 (IL)Brianna Stiller, Eugene School District 4-J (OR)Steve Romano, Illinois PBIS Network

WHAT IS BULLYING?“Bullying” is repeated aggression, harassment, threats or intimidation when one person has greater status or power than the another.

What Does it Look Like?• Physical aggression• Repeated acts of isolation• Name calling• Cyber bullying• Rumors• Threats• Comments about race, gender, socio-economic status,

disability, sexual orientation

Scott Ross, University of Oregon

WHAT ARE CHARACTERISTICS OF BULLYING?

• Bullying is behavior, not a trait or diagnosis

• Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions. Bullying is seldom maintained by feedback

from adults

• What rewards Bullying Behavior? Likely many different rewards are effective Most common are:

Attention from bystanders Attention and reaction of “victim” Self-delivered praise Obtaining objects (food, clothing)

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SIX FEATURES OF UNIVERSAL PBIS THAT CONTRIBUTE TO EFFECTIVE APPLICATION OF BULLYING PREVENTION:

1. The use of evidence based instructional principles to teach expected behaviors to all students. (Behavioral lesson plans from Matrix)

2. The monitoring and acknowledgement of students for engaging in appropriate behavior. (Three tiers of acknowledgements: high-frequency, intermittent, long term)

3. Specific instruction and pre-correction to prevent bullying behavior from being rewarded by victims or bystanders. (Direct instruction of school-wide expectations)

4. The correction of problem behaviors using a consistently administered continuum of consequences. (T-Chart)

5. The collection and use of information about student behavior to evaluate and guide decision making. (Data)

6. The establishment of a team that develops, implements, and manages. (Universal Team)

IMPLEMENTING BULLYING PREVENTION: 3 PHASES FOR

STUDENTS• Exploration Phase

Teach respect; Build consensus (through student survey and student forums)

• Installation Phase Select stop signal

• Implementation Phase Teach stop, bystander stop, stopping, and help

routines

FOR FACULTY/STAFF: CORE FEATURES OF AN EFFECTIVE BULLYING PREVENTION EFFORT

1) Agreement on logic/need for bullying prevention effort

2) Strategy for teaching students core skills

3) Strategy for follow-up and consistency in responding

4) Clear data collection and data use process

5) Advanced support options

6) Plan for effective implementation of bullying prevention.

IMPLEMENTING BULLYING PREVENTION: 4 PHASES FOR

STAFF• Staff Exploration Phase

• Monitor ODR data, student climate survey, and faculty/family reports

• Staff Installation Phase• Team trained, orientation, facilitate student forum

• Staff Implementation Phase• Build curriculum, teach to students, schedule boosters,

inform families

• Staff Full Implementation Phase• Collect and use data (ODRs, Updated student climate

survey, etc.) and develop training capacity

STAFF: “INSTALLATION PHASE”FACULTY RESPONSE PROCEDURE (CON’T)

Faculty Response Procedure for when students “talk”

When a Student reports disrespectful behavior:"Did you tell ______ to stop?"

If yes: "How did ____ respond?” If no: Practice the 3 step response (stop-walk-talk).

"Did you walk away?" If yes: "How did ____ respond?” If no: Practice the 3 step response.

“Okay, I will take it from here.”

Prevention in Bullying Positive Behavior Support Planning Guide: Moving from Discussion to ActionThis planning guide is designed for use by teams planning to implement bullying prevention efforts as part of their existing school-wide positive behavior support system. The guide defines steps for the school team and district leadership team that will increase the likelihood that the bullying prevention effort will be implemented with fidelity, sustained, and a benefit to students, families and faculty.

School Building Planning Team

Action CriterionIn Place

Partially In PlaceNot In place

Who? By When?

1. Faculty/Staff Readiness

Team defined to lead implementation of BP-PBISAll faculty/staff have read the BP-PBIS manualBuild consensus: monitor faculty/family reports, ODR data, Student Climate Survey data (ES, MS, HS), and student forums data (MS, HS)"Stop" signal selected

“Stopping “ routine selected

All faculty/staff have received BP-PBIS orientation training

2. Curriculum Delivery Schedule developed for student BP training.BP-PBIS lessons delivered to all studentsPlan developed for BP-PBIS orientation for students who enter during the year.

3. Follow-up/ Booster Follow-up lessons scheduled to occur during two month period after initial student training.

Follow up lessons delivered at least twice after initial training, including practice in applicable settings.

Action CriterionIn Place

Partially In PlaceNot In place

Who? By When?

4. PBIS team BP-PBIS set as a standard item on the PBS team agenda

5. Coaching Plan developed for coaching and feedback for playground supervisors

Coaching for playground, lunch, hall supervisors provided at least twice, and as needed after.

6. Evaluation/ Monitoring

Quarterly review to assess if BP-PBIS is being used as intended (fidelity)

Monthly review of office referral and incident reports related to bullying behaviors (physical aggression, bullying/harassment, fighting)

Collect and study Student Climate survey data at least annually

Social Validity: ongoing review of efficiency and impact with families, faculty, students

District Leadership Team

Action CriterionIn Place

Partially In PlaceNot In place

Who? By When?

1.Bullying Prevention orientation for New Faculty

Fall orientation for all new faculty

2.Visibility/District updates

Report to District administration or board at least annually on: a) number of schools using BP-PBIS, b) fidelity of implementation, c) impact on student behavior.

3. External Coaching

District has individual(s) trained to conduct staff orientation/ training/coaching in BP-PBIS

BULLYING & HARASSMENT 30% of youth in the United States are

estimated to be involved in bullying as either a bully, a target.

Staff are likely to underestimate the extent of harassment and bullying. One study showed:

58% of students perceived teasing, spreading lies or rumors, or saying mean things to be problems.

Only 25% of teachers perceived these behaviors to be problems.

Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.

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ADULTS ONLY SEE THE TIP OF THE ICEBERG

.

DO SWEAT THE SMALL STUFF!!

The majority of incidents are low level – name calling; exclusion; low levels of physical contact (pushing; shoving; etc.)

There is research to show that high rates of low level behaviors are associated with a greater probability of high intensity incidents

Ignoring low level incidents is an invitation to escalate social aggression.

Primary Prevention:School Wide Program

(Bully Prevention in PBIS)Student ForumsAdult Coaching

Secondary Prevention:Intensive PracticeSafety Plans for

RecipientsMediation

Tertiary Prevention:Behavior Support

Plans for Perpetratorsand/or Recipients

~80% of Students

~15%

~5%

BULLY PREVENTION IN PBIS

Critical Features of Bully Prevention in PBIS: Reduce interactions that reinforce social aggression

Target Recipient Behavior; Perpetrator Behavior; and Bystander Behavior

Teach students skills to interrupt and report disrespectful behaviorEstablish a School-Wide Stop SignalTeach Student Strategies for using and responding to

the Stop SignalTeach adults how to support students

Deliver the intervention with sufficient intensity to maintain positive effects

FACULTY ORIENTATION

1. Staff Orientation/Alignment

2. Active Listening/Reflective statements

3. Role Play Taking Reports

CHOOSE A SIGNAL Put together a Student Advisory Committee

(especially for grades 4-8) Student Advisory Committee chooses a signal and

may help with lesson delivery

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BULLY PREVENTION IN PBIS – ELEMENTARY PROGRAM

One Primary Lesson -- 50 minutes -- delivered to all students the same day

Class discussion of disrespectful behavior Introduction of Stop Signal Role Playing

Follow Up Lessons as neededGossip; Rumor SpreadingExclusionCyberbullying

Coaching from supervisory personnel is ongoing and critical

LESSON PLANNING The lessons are scripted, and there are many tips

for how to respond to “what ifs” Determine:

Who will teach the lessons How far apart the lessons will be taught

Skilled Facilitation is important Make the role plays realistic. If the scenarios and

responses are trivial or not congruent with how students interact with one another when no adults are present, the students will think the program is silly. Be provocative; the students must be actively engaged

RECIPIENT RESPONSE

If someone treats you in a way that does not feel respectful

Deliver the School Wide Stop Signal

If the person does not Stop, walk away

If the person still does not Stop, report to a school adult

PERPETRATOR RESPONSE

It is likely that every student will be asked to stop by someone at some point in the school year. When this happens, they should do the following thingsStop what they are doing Take a deep breathClose the loop (“OK” or “Sorry”)

These steps should be followed even if the person being asked to stop doesn’t think they were doing anything wrong or did not intend their behavior to be offensive.

ADULT COACHING: ACCEPTING REPORTS

When problem behavior is reported, adults follow a specific response:

Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.")

Ask who, what, when and where.

Ensure the student’s safety. Is the problem still happening? Assess severity of the incident Assess likelihood of retaliation Devise Safety Plan if needed

Ask the Student if he/she Used the Stop Signal -- Coach as needed

COACHING PERPETRATORS

If the problem behavior included harassment or physical assault, complete an Office Discipline Referral and turn in to office

For chronic offenders, implement a reminder, warning, consequence correction sequence (timeout on the bench or an office referral, depending severity/frequency)

CHECKING IN -- CONTINUED FOLLOW-UP

For chronic victims of bullying or harassment

On a regular basis, an adult should check in with students to determine if the problem behaviors have ceased.

Continue to reinforce students for confiding and seeking assistance

DIFFERENTIATE REPORTING FROM TATTLING

“Reporting” is when you have tried to solve the problem yourself and you have used the "stop” signal first.

Tattling is when you do not use the "stop" and

"walk away" steps before "talking" to an adult

Tattling is when your goal is to get the other person in trouble

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Baseline Acquisition Full BP-PBS Implementation

Num

ber

of

Inci

dents

of

Bully

ing

Behavio

r

School Days

School 1

Rob

Bruce

Cindy

Scott

Anne

Ken

School 2

School 3

3.14 1.88 .88 72%

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BP-PBS, Scott Ross 30

21% increase

22% decrease

BP-PBS, Scott Ross 31

21% increase

22% decrease

IMPLEMENTATION: WHAT WE’VE LEARNED You need a team (PBIS Team) to monitor implementation

Deliver the intervention with sufficient intensity (keep the

conversation going)◦ Make it visible

Facilitate active participation from the students and keep it real!

Solicit feedback from the staff and maintain staff involvement

Stop, Walk, Talk!

Say, “Stop”

Walk away

Talk to an adult

FIDELITY OF IMPLEMENTATION

The purpose of fidelity of implementation checklists are to:

Track the progress of implementation of the intervention

Provide a reminder of the steps that staff take in responding to bullying behaviors

Assess whether or not the intervention is being delivered as intended

FIDELITY OF IMPLEMENTATION

Faculty Self-Assessment: Fidelity assessed using a 5-item checklistCompleted 2-3X by teachers and

supervising staff

Implementation Checklist: Completed by coordinating team to monitor implementation of all components

Implementation Checklist

Faculty Self-Assessment

STUDENT SURVEY

Purpose:Assess students’ perceptions of their

school environment and their responses to bullying and harassment behaviors.

It may also be used to collect pre- and post-intervention data, to assess if implementation of Expect Respect has an effect on the way students’ view school safety.

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2.5

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3.5

4

4.5

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Pre-BPPBS

Post-BPPBS

Pre-Post Surveys in 25 elementary schools

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Good, McIntosh, & Gietz, 2011

Middle School Case Study