www.pbis.org clara cáceres contreras, b.s., m.ed., c.p.s., i.c.p.s. certified prevention specialist...
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www.pbis.org
Clara Cáceres Contreras, B.S., M.Ed., C.P.S., I.C.P.S.Certified Prevention Specialist
School Health/Safe & Drug-Free SchoolsRegion One ESC956-984-6125
Assumptions Many schools are already using Bully
Prevention procedures. Most schools are already
implementing Tier I PBIS. Do not stop doing things that are working Add the smallest additions that will make
the biggest impact on student behavior. Never add something new without
identifying what you will stop doing to free up the needed resources.
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5% SCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
Main Ideas:1.Invest in prevention first2.Multiple tiers of support intensity3.Early/rapid access to support
ESTABLISHING CONTINUUM of SWPBS
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Objectives
1. Define the logic for investing in bully prevention
2. Define the five core elements for “student orientation”
What to teach, How to teach it. 3. Define the core elements for “faculty
orientation”What to teach, How to teach it.
4. Define how to collect and use dataFor both fidelity and impact
5. Define the expectations for advanced support
6. Steps to Implementation of BP within SWPBIS
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What is Bullying?
“Bullying” is repeated aggression, harassment, threats or intimidation when one person has greater status or power than the another.”
Examples:
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Bully Prevention Bullying behavior occurs in many forms, and
locations, but typically involves student-student interactions.
Bullying is seldom maintained by feedback from adults Bullying is more likely to occur toward students who do
not retaliate Bullying is most likely when it results in social attention
from others Students who engage in bullying behavior often have
the skills to get attention in more appropriate ways. What rewards Bullying Behavior?
Attention from bystandersAttention and reaction of “victim”Self-delivered praise Obtaining objects (food, clothing)
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Activity 1. Identify an example of bullying you have
encountered _________________________________________
Context/Situation Bullying Behavior Rewarding
Consequence _____________________________________________
2. Identify a problem behavior that would NOT be bullying.
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Core Elements of an Effective Bully Prevention Effort
Many Bully Prevention programs focus on the bully and the victim
Problem #1: Inadvertent “teaching of bullying” Problem #2: Blame the bully Problem #3: Ignore role of “bystanders” Problem #4: Initial effects without sustained impact. Problem #5: Expensive effort
What do we need? Bully prevention that is efficient, and “fits” with
existing behavior support efforts Bully PREVENTION, not just remediation Bully prevention with the systems that make the
program sustainable.9
Elements of Effective Bully Prevention
School-wide PBIS
Data Use
Bully Prevention Logic
Faculty Implementation
Student Use of BP-PBIS
Advanced
Support
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Core Features of an Effective Bully Prevention Effort
Five Student Skills For Faculty/Staff School-wide behavioral
expectations (respect others) Stop routine when faced with
disrespectful behavior Bystander stop routine when
observing disrespectful behavior
Stopping routine if someone tells you to “stop”
A recruit help routine to recruit adult help if you feel unsafe.
Agreement on logic for bully prevention effort.
Strategy for teaching students core skills
Strategy for follow-up and consistency in responding
Clear data collection and data use process
Advanced support options
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Available atwww.pbis.org
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1. The Logic Bullying is “behavior” … not a trait
Bullying is maintained by social rewards from other students (victims and bystanders): Not consequences from adults
Bullying will continue as long as it continues to be rewarded. Even if we teach appropriate behavior and punish
bullying
Preventing bullying requires that students remove the social rewards that maintain bullying behaviors.
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Building Consensus Collect student survey data
Is relational aggression perceived as a problem?
Hold student Forums (many formats possible)
Share results with whole student-body
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Student Forum (middle/high school)
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“What should we do when someone is disrespectful?”
Common Responses from Students
Action Pros Cons
Return insults
Fight Back
Tell an Adult
Don’t react – just ignore it
Ask a friend for advice
Tell them to stop
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2. Student Orientation/Focus Group Building a culture of social competence
A) School-wide behavioral expectations Common goal (make school safe and respectful for all)
B) School-wide agreement about how to respond to problem behavior.
Routine for signaling “stop” Routine for stopping Routine for recruiting help
C) Define what happens when someone recruits help. What can adults do.? What should adults do? What will adults
do?
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An approach to school-wide
Bully Prevention: For Staff to use Establish a whole-school social culture
where positive behavior is “expected” and rewards for bullying are NOT provided.
Teach “Be Respectful” as a basic concept for the school
Teach what “not respectful” looks like.
All students know what is expected, and can identify the difference between respectful and disrespectful behavior.
Student to Student Student to Adult Adult to Student
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Teach All Students to Remove the Rewards that Sustain Bullying
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Student BP Orientation What does attention from others look like?
Peer attention comes in many forms: Arguing with someone who teases you Laughing at someone being picked on Simply watching someone be hurt and doing nothing
(watching is attention)
Provide the core message: Take away the attention that sustains
disrespectful behaviors.
The candle under a glass
Stop, Walk, Talk A clear, simple, and easy to remember 3 step
response 31
Teach a Three-Step Skill that can be used in all places at all times. Keep it simple
If you encounter behavior that is NOT respectful
Say and Show
“STOP” Talk to an Adult
Stop -------- Walk -------- Talk
Walk Away
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Skills #1: Teach the “Stop Signal” If someone is directing problem behavior
to you, ask them them to “stop.” Gesture and word
Review how the stop signal should look and soundFirm hand signalClear voice
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Discuss how
showing/saying “stop”
could be done so it
still rewarded
disrespectful behavior
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Activity Discuss what “stop” signal would be most
appropriate for your school.
How would you include students in defining the appropriate “stop” signal?
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Skill #2: Teach how to respond if someone says “Stop” Eventually, every student will be told to
stop. When this happens, they should do the following things Stop what you are doing Take a deep breath Go about your day (no big deal)
These steps should be followed even when you don’t agree with the “stop” message.
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“Stop” means stop.
The rule is: If someone asks you to stop,
you stop.
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Activity Discuss what “stopping” routine would be
most appropriate for your school.
How would you include students in defining the appropriate “stopping” routine?
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Let’s Practice: Student Skills #1 and #2 (“Stop”)
Divide up into pairs (Student A and Student B) “Raise your hand if you are “Student A”…. “Student B”
Game #1: Student A says “I am being disrespectful” Student B says “stop” and shows the stop
signal Student A stops, takes a breath, turns away.
Game #2: Change roles: Student B says “I am being disrepectful” Student A says “stop” and shows the stop
signal Student B stops, takes a breath, turns away.
Review the Logic: Saying “stop” is a way to stop giving oxygen to disrespectful behavior* Be prepared for students to use the “stop” response with too much gusto.* Consider having students show you examples of using the stop response in a way that actually provided attention
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Elaboration Everyone think of a situation where you might
use the “Stop” message?
Invite two students to demonstrate how to use the “stop” skill in those situations.
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Skill #3: Saying stop when someone else is being treated disrespectfully
Remember: Even if all you do is “watch” a bad situation, you are providing attention that rewards disrespectful behavior.
If you see someone else being treated disrespectfully: Say and show “stop” to the person being
disrespectful Offer to take the other person away for a little bit.
If they do not want to go, that is okay…just walk away.
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Let’s Practice: Skill #3: Bystander Routine
Divide up into groups of 3 or 4. Student A, B, C, D: Who is Student A? B? C? D?
Game #1: Student A says “I am being disrespectful toward you” to Student B.
Student C says, “stop” and moves Student B away
Student A stops, takes a breath, and turns away.
Game #2: Take turns until everyone has been in each role at least twice.
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Elaboration Ask students to identify a situation when they
were a bystander, and could have used the “stop” signal.
If appropriate, ask 3 students to role-play some of the situations proposed.
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Skill #4: “Walk Away” and Get HelpSometimes, even when students tell others to
“stop”, problem behavior will continue. When this happens, students are to "walk away" from the problem behavior.
Remember that walking away removes the attention for problem behavior
Encourage students to support one another when they use the appropriate Stop Walk Talk response
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Walk Away, and Get HelpEven when students use “stop” and they “walk away”
from the problem, sometimes someone will continue to behave inappropriately toward them. When that happens, students should "talk" to an adult.
Report problems to adults Where is the line between tattling, and reporting?
"Talking" is when you have tried to solve the problem yourself, and have used the "stop" and "walk" steps 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
KEY: Students must know what to expect from adults if the student reports an instance of behavior that is not respectful
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Getting Help Works Research indicates that if you are submissive
or aggressive when faced with disrespectful behavior you are MORE likely to suffer prolonged social problems. “Getting help” is associated with reduction experiencing relational and physical aggression.
Kochenderfer-Ladd, 2004 Mahady-Wilton, Cragi, &
Pepler, 2000
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Activity What are the appropriate ways for
students to recruit “help” in your school?
Do they do it? Why or Why Not?
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Let’s practice: Skill #4 (Walk away)
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Elaboration What will adults do when you report a problem?
1. Adults will ask if you said “stop” and walked away 2. If you did not say “stop” adults will ask you to practice
that skill 3. If you did say “stop” adults will talk to the other
student.
It is important to all adults in this school that you are both treated respectfully, and feel safe.
Remember that the real way to reduce disrespectful behavior is to stop attending to it, and stop talking about it to other students. Tell adults.
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Student Orientation Using the teaching plans in the BP-PBIS
handbook Building your own teaching plans. Developing a schedule for implementation
Teach all children in the school within a 2 week period. How will we do this?
Build a strategy for providing orientation to new students entering the school.
Plan on 1-2 follow up “booster” training events Two months after initial training. Use examples of most common problems, and have
students rehearse how to use the Stop-Walk-Talk routine
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Activity What would be appropriate and efficient ways
to recruit student involvement in (a) Identifying the problem (b) Selecting Stop and Stopping Routines (c) Selecting a “Recruit Help routine”
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3. Faculty/Staff Orientation : Objectives Faculty can define logic for BP-PBIS Common “stop” signal adopted for whole school Faculty can teach “student orientation” skills Faculty reward/recognize student use of BP
“stop” routine Faculty manage “student reporting” routine Faculty can deliver “booster training” Faculty can deliver “pre-corrects” Faculty collect and use data for decision making
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Faculty/Staff BP Orientation:Bully Prevention Logic
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Faculty/Staff BP Orientation:Deliver Student Orientation
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Faculty/Staff BP Orientation:Rewarding Appropriate Behavior Effective Implementation and Generalization
of BP routines requires that students receive recognition for appropriate behavior, the FIRST time they attempt to use the new skills.
Look for students that use the 3 step response (Stop-Walk-Talk) appropriately and provide recognition of their skill.
Students that struggle with problem behavior (either as victim or perpetrator) are less likely to attempt new approaches. Reward them for efforts that are good approximations.
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Faculty/Staff BP Orientation:Responding to Report of Bullying
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Faculty/Staff BP Orientation:Responding to Report of Bullying With Student reporting bullying:
“Okay, I will take it from here.”
"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.
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When the reporting child did it right…
With student reported to have done bullying:
Reinforce the student for discussing the problem with you
"Did ______ tell you to stop?" If yes: "How did you respond?” If no: Practice the 3 step response.
"Did ______ walk away?" If yes: "How did you respond?” If no: Practice the 3 step response.
Practice the 3 step response (stop-walk-talk). The amount of practice depends on the severity and
frequency of problem behavior61
Let’s Practice: Staff responding routine Divide into groups of 3 (A, B, C
Decide who is A = Teacher, B = Victim, C = Person who did bullying.
Activity 1: Victim approaches teacher, “____ did not stop” Teacher: 1. You did well to come tell me 2. Are you okay? 3. Did you tell ____ to “stop” 4. Victim did not tell ____ to stop… so
you say “remember we need to take the oxygen away from behaviors we don’t like… so let’s practice how you could handle this. If someone did ???? , how would you show them they needed to stop?” …. “good”…. Now do that in the future.
Repeat so everyone is in all three roles.
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Let’s Practice Divide into groups of 3 (A, B, C)
Decide who is A = Teacher, B = Victim, C = Person who did bullying.
Activity 1I: Victim approaches teacher, “____ did not stop”
Teacher: 1. You did well to come tell me 2. Are you okay? 3. Did you tell ____ to “stop” 4. Victim did tell ____ to stop… so you
talk to the person who did bullying: 5. Did ____ ask you to “stop?”… did
you stop? Let’s practice stopping when someone asks you to stop.
Repeat so everyone is in all three roles.
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Faculty/Staff BP Orientation: Booster Build in “booster” training events
Two Weeks after training: Each week review skills, and update What were examples where the routines worked well What were examples where students were unclear
Two months after initial student training, hold a brief review of Stop-Walk-Talk routine.
Four months after initial student training, consider holding another brief review of Stop-Walk-Talk routine.
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Faculty/Staff BP Orientation:Pre-correcting Pre-correcting for effective bully prevention.
First two weeks after whole-school BP orientation Identify 2-3 times when bullying is most likely (playground,
cafeteria, assembly). For the first two weeks after training, teachers will rehearse
“Stop-Walk-Talk” guidelines just before releasing students for the activity.
Pre-correct students needing more support For students with higher likelihood of bullying or victim behavior Rehearse “Stop-Walk-Talk” guidelines just before releasing
students for activities with high-probability of problem behavior.
As a team: How will you prompt pre-correcting?
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Specific Problem Behaviors Gossip Racial/ Gender/ GLBT/ Religious challenges Cyber-bullying Other…
Activity: Review Sections 3-5 of Manual Discuss relevance, expansion,
adaptations needed
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Activity How would you establish “staff buy-in”
How would you deliver orientation to all faculty/staff?
How would you ensure “responding routine” was followed by supervisory staff?
How would you schedule the follow up events?
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5. Data collection/ Decision-making Office Discipline Referral Data
Whole school Individual students
Student/ Staff surveys School climate survey Harassment survey
Fidelity Fidelity checklist. Are we doing the BP-PBIS program as planned?
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Using Data Do we have a problem? Do we need the BP-PBIS program? If we use the program: Is the BP effort
effective?
Remember that many instances of bullying are NOT reported by students, or recorded in the data.
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Aggression, Harassment, Fight, Name Calling /School Day 4 weeks before BP and 4 week after BP
Pre BP Post BP70
Student Survey Date:_______
In your school 1. You feel safe 2.Other students treat you
respectfully? 3. You treat other students
respectfully? 4. Adults treat you respectfully? 5. You treat adults in your school
respectfully In the past week
5. Has anyone treated you disrespectfully?
6. Have you asked someone to “stop?”
7. Has anyone asked you to “stop?” 8. Have you seen someone else
treated disrespectfully?
Disagree Agree
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
No Yes
No Yes
No Yes
No Yes
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Feature Not in Place
Partially in Place In Place Needed Actions
What? Who? When?
1. School-wide Expectations are defined and taught to all students (respect others)
2. BP-PBS initial training provided to all students
3. BP-PBS follow-up training and practice conducted at least once 2 mo after initial training (is more needed?)
4. At least 80% of students can describe the “stop routine” to problem behavior (stop/walk/talk) (ask 10)
5. At least 80% of students can describe “stopping routine” (ask 10). (when they are asked to “stop”)
6. Supervisors check-in with (precorrect) chronic perpetrators and victims at least 2 times/ week
7. Staff use BP-PBS “response routine” for student reports of problem behavior
8. Student outcome data are collected and reported to all faculty at least quarterly.
BP-PBIS Fidelity Self-Assessment
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Activity: Data Use
What data do you have?What data do you need?What schedule would be needed to make this work?
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6. Advanced Support School-wide PBIS and BP-PBIS will not be
sufficient for all students.
Aggressive, bullying behaviors occur for many reasons Mental Health issues Family dynamics Disabilities
Use your data to identify students in need of more intense support and refer them to your team.
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Intensive Individual Supports (Tier 3) Full Assessment
Functional behavioral assessment Academic assessment Social emotional assessment Family support
Individualized intervention Prevention Instruction/ Teaching Formal contingencies On-going data progress monitoring
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Implementing Bully Prevention Phase
Exploration Does your school need a bully prevention program?
• Office discipline referrals• Student survey• Faculty/ family reports
Installation Build the foundationFaculty Orientation
•Team developed/trained• “Stop” signal selected• Faculty orientation (logic)
Implement Bully Prevention within SWPBIS
Develop and deliver student orientation
•Build BP curriculum and teaching plans•Teach BP-PBS to all students• Schedule and conduct “booster”
Full Implementation Monitor fidelity and impactAdapt to unique needs.Build sustainability
• Collect and use data• Coaching and Training Capacity developed
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How to Implement Bully Prevention in PBIS School Implement School-wide
PBIS Faculty commitment Faculty introduction to BP Team to implement Student Forum Build BP lessons for
students Train all students Booster/Follow up lessons Coaching support for
supervisors Collect and use data
District Build expectation for all
schools Fall orientation
emphasis on social behavior
District trainer/coordinator
District reporting of: Schools using BP-PBIS Fidelity of implementation Impact on student
behavior
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Prevention in Bully Positive Behavior Support Planning Guide:Moving from Discussion to Action
This planning guide is designed for use by teams planning to implement bully prevention efforts as part of their existing school-wide positive behavior support program. The guide defines steps for the school team and district leadership team that will increase the likelihood that the bully prevention effort will be implemented well, 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 manual"Stop" signal selectedAll faculty/staff have received BP-PBIS orientation training
2. Curriculum Delivery Schedule developed for student BP training.BP-PBS lessons delivered to all studentsPlan developed for BP-PBS 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.
4. PBIS team BP-PBIS set as a standard item on the PBS team agenda
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Action CriterionIn Place
Partially In PlaceNot In place
Who? By When?
5. Coaching Plan developed for coaching and feedback for playground supervisorsCoaching for playground, lunch, hall supervisors provided at least twice, and as needed after.
6. Evaluation/ Monitoring Quarterly review to assess if BP-PBS is being used as intended (fidelity)Monthly review of office referral and incident reports related to bullying behaviors (aggression, harassment, threats)Collect study BP survey data at least annually
7. Social Validity Review efficiency and impact with families, faculty, students
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District Leadership Team
Action CriterionIn Place
Partially In PlaceNot In place
Who? By When?
1.Bully Prevention orientation for New Faculty
Fall orientation for all new faculty
2.District update at least once a year
Report to District administration or board about (a) number of schools using BP-PBS, (b) fidelity of implementation, (c) impact on student behavior.
3. District Trainer District has individual(s) trained to conduct staff orientation/training/coaching in BP-PBS
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