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Building Safe, Healthy and Caring Learning Environments that Prevent Bullying 7th Annual Conference Of The International Bullying Prevention Association. David Osher AMERICAN INSTITUTES For RESEARCH [email protected]. Challenges. Bullying Is often a Piece of a larger Iceberg - PowerPoint PPT PresentationTRANSCRIPT
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Building Safe, Healthy and Caring Learning Environments that Prevent Bullying
7TH ANNUAL CONFERENCE OF THE INTERNATIONAL BULLYING PREVENTION
ASSOCIATION
David OsherAMERICAN INSTITUTES For RESEARCH
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Challenges
Bullying Is often a Piece of a larger Iceberg Bullying is Not the Only Problem that Schools
Face Schools Have Limited Resources and Time School Staff often Lack the Capacity to Prevent
or Address Bullying Prevention and Social Support are often
Marginalized
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Opportunities We Have Good Models to Build Upon There are Common Risk and Protective
Factors for Bullying and other problems We can address Multiple Problems through a
Comprehensive Approach The are Academic and Social Returns on
Comprehensive Investments We Know How to Build Capacity
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Bottom Line
A comprehensive whole-school approach can enhance the impact of bullying prevention, while realizing other outcomes that matter
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Bottom Line : The Approach Should Create Strong Conditions for Learning and
Development Build Student and Staff Social and Emotional
Competencies Build a School Capacity Be Intentional, Monitored, and Continuously
Improved Align All School Activities Be end-user driven Include Universal, Selective, and Intensive
Interventions
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You Need it AllThe Four Elements of a Comprehensive Plan for
Safe, Supportive and Successful Schools
6
A Caring School CommunitySocial Emotional Learning
Emotional & Physical Safety
Challenge
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Background
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Bullying Remains Pervasive in the U.S.
Students bullied and physically injured from bullyingat school during 2007 school year
42.9
35.7 37.3
30.828.4 29.3
23.5
14.4 12.3 11.68.5 7.1 5.5 3.8
0
10
20
30
40
50
6th 7th 8th 9th 10th 11th 12th
Grade
Perc
ent
Bullied
Injured
Data Source: Indicators of School Crime and Safety 2009. Table 11.2
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School Bullying 2007: National Crime and Victimization Survey
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School Bullying 2007: National Crime and Victimization Survey
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We Are Dealing With Learned & Socially Reinforced Behavior
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There are School Effects: What are the odds that the top 18% of students with behavioral problems in 1st grade will be
in the top 18% in 7th Grade?
Odds ratio0
102030405060
2.7
58.7
Well-managed standard classroom
Chaotic standard classroom
Kellam et al., 1998
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PATHS Universal Intervention End of First Grade (1 Year of Intervention)
-.10-.09-.08-.07-.06-.05-.04-.03-.02-.01.00Cl
assr
oom
mea
n z-
scor
e
Peer Rating of Aggression
Intervention
Children who receive PATHS rate their classmates as significantly less aggressive than do children in randomized comparison classes
Greenberg, et al., 1999
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What Else Can Be Done In First Grade to Change These Trajectories Classroom Planning
¨ COMP Teacher-Student Relationship in First Grade
¨ CLASS Classroom Management and Social Learning
¨ The Good Behavior Game Classroom Communities
¨ Responsive Classroom Social Emotional Learning as Part of Violence
Prevention¨ PATHS
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Good Behavior Game as Example
Goals:¨ Socialize children into the role of student, and reduce
aggressive, disruptive behavior¨ Provide teachers a method of classroom behavior
management
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Schools as Risk Factors
Alienation Academic Frustration Learning anti-social
attitudes and habits Negative Relationships
with Adults and Peers Teasing, Bullying, Gangs
Segregation with and/or Socialization by Antisocial Peers
School-driven Mobility Ineffective or Non-
Existent Services & Harsh Discipline,
Suspension, Expulsion, Push Out/Drop Out.
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Schools as Protective Factors and as Context that Build Resilience
Connection Academic Success Learning Social and
Emotional Competencies Positive Relationships
with Adults and Peers Caring Interactions
Inclusive Environments and/or Reinforcement of Pro-social attitudes and habits
Stability Effective Services Positive approaches to
disciplinary infractions &
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An Example of What Can Be Done: North Lawndale College Preparatory
School, Chicago “This is not about graduating
from high school; it is about graduating from college”
Money for counselors, not metal detectors and security staff
One counselor stays with same students grades 9-13; another one follows up 14-16
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An Example of What Can Be Done: North Lawndale College Preparatory
School, Chicago Strong academic press;
strong social support Supports academic risk
taking: “teachers are like another set of parents”
Development of moral community
Fellow students “like brothers, sisters, cousins”
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Resources Are Not the Only Solution: An Example From Bangladesh: BRAC
Pre-Primary and Primary Schools
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Conditions for Learning
STUDENT SUPPORT
ACADEMIC CHALLENGE
SOCIAL & EMOTIONAL LEARNING
SAFE & RESPECTFUL CLIMATE
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Social Emotional Conditions for Learning
Students are supported
Meaningful connection to adultsStrong bonds to school
Positive peer relationshipsEffective and available support
Students are socially capable
Emotionally intelligent and culturally competent
Responsible and persistentCooperative team players
Contribute to school and community
Students are safe
Physically safeEmotionally and socially safeTreated fairly and equitably
Avoid risky behaviorsSchool is safe and orderly
Students are challenged
High expectationsStrong personal motivation
School is connected to life goalsRigorous academic opportunities
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Safe and Respectful Climate
Physical Safety Little Or No Fighting, Bullying, Crime,
Gang Presence, Or Substance Abuse
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Safe and Respectful Climate
Emotional Safety Climate Of Mutual
Respect And Trust Students Comfortable
Taking Personal And Academic Risks
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Safety and State Wide Tests The school safety scale showed the highest
correlations with the subscales from the Prairie State Achievement Exam¨ All the correlations were statistically significant.
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Student Support
Adults Listen To Students, Care About Them And Treat Them Fairly
Adults Provide A Welcoming Environment For Students
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Student Support Students Support Each
Other Teachers Establish A
Connection With Students
Teachers Provide Extra Help When Students Are Having Trouble Understanding Material
Teachers Engage in Students In Learning
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Students for Feel Connected are:
Less Likely To Use Alcohol Or Substances Experience Less Emotional Distress Attempt Suicide Less Engage In Less Deviant And Violent
Behavior School Connectedness The Only
School-related Variable That Was Protective For Every Single Outcome
National Longitudinal Study of Adolescent Health (ADD Health)
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Examples of Power of Support and Connection
Feeling secure with teachers and being engaged related to positive coping and using teachers to address school problems (Ryan et al. 1994)
Lack of teacher nurturance was the most consistent negative predictor of academic performance and social behavior (Wentzel, 2002)
Teachers who had high-quality relationships with their students had 31% fewer discipline problems, rule violations, and related problems over a year’s time than did teachers who lacked high-quality relationships with their students (Waters, Marzano, & McNulty, 2003)
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Academic Challenge
School Courses And Lessons Are Challenging To Students
School Staff Provide Academic Support To All Students
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Academic Challenge
Students Are Expected To Work Hard To Learn
Students Are Interested In What They Are Learning
Students Are Not Bored By Their Classes
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Peer Social and Emotional Competency
Work Well With Others Cooperate As Team Players Solve Problems With Persistence And Creativity Set And Work Toward Goals Make Responsible Decisions In Academic And Social Settings Recognize And Manage Emotions
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Social and Emotional Competency Solve problems with
persistence and creativity
Set and work toward goals
Make responsible decisions in academic and social settings
Recognize and manage emotions
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Social and Emotional Competency
Standard: Excellent
¨ Students report that most students in the school
have good social skills, want to do well in school,
and work well in teams. These students resolve
conflicts peacefully, solve problems creatively, and
think cheating is wrong. They do their best, even
when their school work is difficult.
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Connection Attachment
Trust Care
Respect
Social EmotionalLearning & Support
Positive Behavioral Approaches & Supports
Learning Supports Effective Pedagogy
Engagement Motivation
Supporting Conditions for Learning
35
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Work at Three LevelsProvide Individualized Intensive SupportsProvide coordinated, intensive, sustained, culturally appropriate, child and family focused services and supports.
Intervene Early & Provide Focused Youth Development ActivitiesImplement strategies and provide supports that address risk factors and build protective factors for students at risk for severe academic or behavioral difficulties.
Build a Schoolwide FoundationUniversal prevention and youth development approaches, caring school climate, positive and proactive approach to discipline, personalized instruction, cultural competence, and strong family involvement.
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Think Pyramid, Not Triangle
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All Universal Interventions
The Logic of Universal Intervention Cannot Identify All Who Are At Risk Children Affect Each Other No Stigma No Self-fulfilling Prophecies No Homogenous Grouping Per Child Cost Is Less Provides A Foundation
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Social and Emotional Learning
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SocialEmotionalLearning
Self-awareness
Social awareness Relationship skills
Responsible decision-making
Self-management
Core Competencies
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Students Who are Self-aware
Accurately assess their feelings, interests, values, and strengths; and
Maintain a well-grounded sense of self-confidence.
41
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Students Who Self-manage
Regulate their emotions to handle stress, control impulses, and persevere in overcoming obstacles;
Set and monitor progress toward personal and academic goals; and
Express emotions appropriately.
42
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Students Who are Socially Aware
Take the perspective of other and empathize with others;
Recognize and appreciate individual and group similarities and differences; and
Recognize and use family, school, and community resources.
44
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Students Who Have Good Relationships
Establish and maintain healthy and rewarding relationships based on cooperation;
Resist inappropriate social pressure; Prevent, manage, and resolve interpersonal
conflict; Seek help when needed.
45
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Students Who Make Responsible Decisions
Make decisions based on consideration of ethical standards, safety concerns, appropriate social norms, respect for others, and likely consequences of various actions;
Apply decision-making skills to academic and social situations; and
Contribute to the well-being of one’s school and community
46
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¨ Lowered teacher-rated aggressive behavior in boys and self destructive behavior in girls (Hawkins, Von Cleve, & Catalano, 1991)
¨ Improved bonding to family and school¨ Students less likely to use alcohol and
engage in delinquent behavior (Hawkins at al., 1992)
¨ Reduced involvement in sexual activity, violent delinquency, drunkenness, and drinking and driving (O’Donnell, Hawkins, Catalano, Abbot, & Day, 1995)
¨ Improved Long Term Academic Results
Seattle Social Development Project
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Benefit-Cost Ratio: $4.25
Seattle Social Development Project
$4,355
$18,524
$0
$5,000
$10,000
$15,000
$20,000
Program Cost
Taxpayer &Victim Benefits
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Example: Evidence of Success with SEL
23% increase in social / emotional skills 9% improvement in attitudes about self,
others, and school 9% improvement in prosocial behavior 9% reduction in problem behaviors 10% reduction in emotional distress 11% increase in standardized achievement test
scores (math and reading)
Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (In Press)Child Development The effects of school-based social and emotional learning: A meta-analytic review.
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0
5
10
15
20
25
Little Books: Reading
Achievement
Everyday Mathematics:
Math Achievement
SEL Programs Academic
Performance
SEL Programs Social Emotional
Skills
12
611
23
Comparing What Works Clearing House Improvement Indices for 2 Evidence-based Reading and Math Programs with the Aggregate
Improvement Index for all interventions in the CASEL Meta-Analysis of 207 SEL Programs
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Why Are Conditions For Learning Important
Teaching in the Zone (of Proximal Development )
Personalizing Instruction Differentiating Instruction Scaffolding learning and support
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The Zone of Proximal Development for Learning & Development
Nakkula, M. J., & Toshalis, E. (2006). Understanding youth: Adolescent development for educators. Cambridge: Harvard Education Press.
support
chal
leng
e
ZPD(fr
ustrati
on)
(boredom)
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Why Are Conditions For Learning Important - The Neurochemistry and Neurobiology of Learning
Attending Concentrating Using working memory Memorizing Handling Emotions
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Impact of Violence & Bullying
Affect the extent to which people are:¨ angry, ¨ anxious, ¨ depressed, ¨ fearful, ¨ frustrated, ¨ upset, ¨ traumatized, ¨ worried, ¨ sad, and otherwise distressed (e.g., Nansel
et al., 2001; Flannery, 2006)
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Effective Instructional, Behavioral, &
Emotional Supports
Teach SEL Competencies• Self-awareness• Social awareness• Self-management• Relationship skills• Responsible decision making
GreaterAttachment,
Engagement, & Commitment
to School
Less Risky Behavior, More
Assets, &Positive
Development
Better Academic
Performanceand Success
in School and Life
Strategic & Evidence-
Based LearningSupports
&Effective
OpportunitiesTo Learn
Safe, Caring, Cooperative,SupportiveEngaging Learning
Environments
Connecting the Dots