olweus bullying prevention program west virginia school counselor workshops october 2 beckley...

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Program Developer Dan Olweus

© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

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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

School

Classroom

Individual

Community

ParentParentss


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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© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

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The OBPP IS NOT...The OBPP IS NOT...

• a curriculum

• a conflict resolution approach

• a peer mediation program

• an anger management program


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What is the Olweus What is the Olweus Definition of Bullying?Definition of Bullying?

““A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself.” Olweus et al., 2007


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“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.”

In everyday language…


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Three Key Components of Three Key Components of Bullying BehaviorBullying Behavior

1. Involves an aggressive behavior

2. Typically involves a pattern of behavior repeated over time

3. Imbalance of power or strength


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BULLYING = PEER ABUSEBULLYING = PEER ABUSE


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Direct Direct BullyingBullying

• Hitting, kicking, shoving, spitting…

• Taunting, name-calling, degrading comments

• Threatening, obscene gestures


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Indirect Indirect BullyingBullying


• Getting another person to bully someone

• Spreading rumors• Social isolation• Cyber-bullying

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Relational BullyingRelational Bullying

• Damaging reputations or social standing with peers and/or

• Using threats or loss of relationships to manipulate

© Olweus Bullying Prevention Group, 2007© Olweus Bullying Prevention Group, 2007

BULLYINGBULLYING

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Distinguishing Among…

• Bullying• Rough-and-

Tumble Play• Real Fighting

• TG CD #3


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Why is it important to address bullying in

schools?1. For students and their

futures2. For a healthy school climate3. For the larger community4. For the purposes of risk

management for schools5. It’s a wise investment


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What Roles Do Students Play In Bullying Situations?

B

C

D

H

G

E

F

AStart the bullying and take an active partTake an activepart, but do not start the bullying

Support the bullying, but do not take an active part

Like the bullying, but do not display open support

Watch what happens, don’t take a stand

Dislike the bullying and think they ought to help, but don’t do it

Dislike the bullying, help or try to help the bullied student

The one who is being bullied

Student Who Is Bullied

Students Who Bully

Followers

Supporters

Passive Supporters

DisengagedOnlookers

Possible Defenders

Defenders

TG, p. 24


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Misdirections in Bullying Prevention and

Intervention• Simple, short-term solutions• “Program du jour approaches”• Group treatment for children who bully• Anger management or self-esteem enhancement

for children who bully• Zero tolerance policies for bullying• Mediation/conflict resolution to resolve bullying issues• Selecting inappropriate supplemental materials


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Schoolwide Guide DVD

Part 2: Overview of the Part 2: Overview of the OBPPOBPP

ComponentsComponents

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Goals of the Olweus Bullying Prevention

Program

• Reduce existing bullying problems among students

• Prevent the development of new bullying problems

• Achieve better peer relations at school


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Program Principles

1. Warmth, positive interest, and involvement are needed on the part of adults in school.

2. Set firm limits to unacceptable behavior.

3. Consistently use nonphysical, nonhostile negative consequences when rules are broken.

4. Adults in the school should act as authorities and positive role models.


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Program Program ComponentsComponents

School

Individual

Classroom

Community


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School-Level Components


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The Olweus Bullying Questionnaire

• Locations of hotspots• Patterns for girls and boys• Insights into school climate• Information to assess supervision• Adult and student attitudes about

bullying• Impact of bullying on students• Valuable planning tool


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Hold Staff Discussion Group Meetings

• Goals of the groups

• Organization and leaders

• Topics for discussion

– Sample outline (SWG Doc #18)

– Staff Discussion Group Log (SWG Doc #19)


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Introduce School Rules and Consequences

• Develop policy on bullying

– Samples: SWG Doc. # 20

• Anti-bullying rules

• Positive & negative consequences

• Introducing rules and consequences© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

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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.


SPSP (TG Doc #8)

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Use of Positive Consequences

to Reinforce Behavior

• Why are positive consequences critical?

• Who receives them?

• Types of behavior to reinforce

• Types of positive consequences

• Tips on use of positive consequences


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Use of Negative Consequences

• Why aren’t positive consequences enough?

• Guidelines for use of negative consequences

• Types of negative consequences


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Refine the Supervisory System

1. Determine the “hot spots” for bullying

2. Develop strategies to increase supervision in common “hot spots”


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6. Refine the Supervisory System (continued)

3.Develop ways of tracking and reporting bullying incidents schoolwide (Sample: SWG CD # 23)

4.Consider the attitudes of supervising adults

5.Evaluate your school’s physical design to reduce bullying


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Hold Kick-off Event to Launch the Program

•What is it?•When should it take place? •How to prepare for it? •What to cover?•Related activities


SSPP

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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

© The Olweus Bullying Prevention © The Olweus Bullying Prevention Group, 2007Group, 2007

SSPP TG CD #23, #25, #26, & #27

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Classroom-Level Components


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Classroom-Level Components

• Post and enforce schoolwide rules against bullying

• Hold regular class meetings

• Hold meetings with students’ parents


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Why Hold Class Meetings?

• Teach students about bullying, rules, related issues

• Help students learn more about themselves, feelings, reactions

• Build a sense of community • Help the teacher learn more about

classroom culture• Provide a forum for addressing and

following up on bullying issues


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How to Conduct Class Meetings

• Scheduling class meetings

• What they are NOT

• Teacher experience and comfort with class meetings

• “Class meetings” vs. “Bullying meetings”


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Individual-Level

Components


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Individual-Level Components

1. Supervise students’ activities2. Ensure that all staff intervene on-

the-spot when bullying occurs3. Hold meetings with students

involved in bullying4. Develop individual intervention

plans for involved students


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Why Adults Don’t 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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On-the-Spot Interventions:The “Teachable Moment”1. Stop the bullying2. Support the student who has been bullied3. Name the bullying behavior & refer to the

school rules4. Empower the bystanders5. Impose immediate and appropriate

consequences 6. Take steps to ensure the bullied student

will be protected from future bullying


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Follow-Up Interventions

1. Report the incident to key adults

2. Identify who will meet with students

3. Hold separate talks with parties

4. Implement supports for bullied child

5. Impose consequences for the children who bully

6. Talk with parents

7. Check-in later© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

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Working with Parents of Involved Students

• Contacting parents– Of bullied children

– Of children who bully others

– Of bystanders

• Working with parents who contact the school


SPSP

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Community-Level Components


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Community-Level Components

• Involve community members on the BPCC

• Develop partnerships with community members to support your program

• 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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Take-Home Message

•Stopping bullying takes a team effort.

•Approach the process in steps.

•Change happens in small increments.


olweus bullying prevention program west virginia school counselor workshops october 2 beckley...

Documents

olweus definition of

bullying issues

impact of bullying

indirect bullying

bullying rough

bullying situations

existing bullying problems

program developer dan