bully prevention - pbis
DESCRIPTION
created from the work of Rob Horner and Scott Ross, this presentation focuses embedding bully prevention into your existing PBIS frameworkTRANSCRIPT
In Positive Behavior Support
BULLY PREVENTION
Modified from the work of Scott Ross & Rob Horner
OBJECTIVES• Explore logic for investment in bully prevention
• Define five core skills for “student orientation”
• Outline core elements for “faculty orientation”
• Identify how to collect and use data
• Create expectations for advanced support
• Describe steps to implementation
Section 8
PREVIEWING
Increasing National Attention
THE LOGIC BEHIND INVESTMENT
• National Schools Safety Center called bullying the most enduring and underrated problem in U.S. Schools.
• Nearly 30 percent of students have reported being involved in bullying.
• Victims and perpetrators of bullying are more likely to skip and/or drop out of school.
• Victims and perpetrators of bullying are more likely to suffer from underachievement.
THE LOGIC BEHIND INVESTMENT
• 85% of LGBT students report verbal harassment & 40% physical harassment.
• Bullying is a cross-cultural phenomenon.
WHAT IS BULLYING?“Bullying” is repeated aggression, harassment, threats or intimidation when one person has greater status or power than another”
BULLY PREVENTION• 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?• Most common are:
• Attention from peers
• Attention and “reaction” from victim
• Self-delivered praise
ACTIVITY1. Identify an example of bullying you have encountered
context/situation bullying behavior rewarding consequence
2. Identify a problem behavior that would NOT be
bullying.
Problems
w/Programs
Blame the bully
Ignore role of bystanders
Expensive
Initial effects without sustained impact
Non-data based intervention
decisions
Inadvertent “teaching of
bullying”
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 it sustainable
School-Wide PBIS
Data Use
Bully Prevention
Logic
Faculty Implementation
Student Use of BP-PBIS
Advanced Support
Effective Bully Prevention
Students Faculty
School wide expectations (respect) Agreement on the logic
Stop routine when faced with disrespectful behavior
Strategy for teaching students core skills
Bystander stop routine when observing disrespectful behavior
Strategy for follow-up and consistency in responding
Stopping routine if someone tells you to “stop” Clear data collection and use
A recruit help routine to recruit adult help if you feel unsafe
Advance support options
Core Features
HOW READY IS YOUR SCHOOL FOR BULLY
PREVENTION?
Survey
www.pbis.org
BULLY PREVENTION IN PBIS Intro & Section 8: Logic
Know what you want and why you want it before you adopt it
Sections 1 & 2: Student CurriculumSchool-wide expectationsA school-wide “stop” signal (how to use and respond to it)
Sections 3, 4, and 5: Difficult SituationsGossip, name calling/ignoring, cyber-bullying
BULLY PREVENTION IN PBIS Section 6: Supervising Bully Prevention
Focus on preventionFocus on teaching and re-teaching the skillsMinimize rewards for bullying
Section 7: Faculty Follow UpFidelity, decision flowchart
SIX ESSENTIAL ELEMENTS1. Logic
2. Student Orientation
3. Adult Orientation
4. Data Use
5. Advanced Support
6. Steps to Implementation
SIX ESSENTIAL ELEMENTS1. Logic
THE LOGIC: ESTABLISH STUDENT “BUY-IN”
Build a positive social cultureTeach all students core expectationsOne of the core expectations must be “respect”
Collect student survey data Hold student forums Share results with student-body
THE LOGIC• Bullying is “behavior”….not a trait
• Maintained by social rewards from other students, not consequences for adults
• Will continue as long as it is rewarded
• Prevention requires students remove the social rewards that maintain the bullying behavior
Physical Aggression
Harassment
Name Calling/Inapp. Language
In Your School Disagree...Somewhat Agree…Agree
1. You feel safe? 1 2 3 4 5
2. Other students treat you respectfully?
1 2 3 4 5
3. You treat other students respectfully?
1 2 3 4 5
4. Adults treat you respectfully?
1 2 3 4 5
5. You treat adults in your school respectfully?
1 2 3 4 5
In the Past Week….
6. Has anyone treated you disrespectfully?
No Yes
7. Have you asked someone to “stop”?
No Yes
8. Has anyone asked you to “stop”?
No Yes
9. Have you seen someone treated disrespectfully?
No Yes
Student Survey
STUDENT FORUM (MS/HS)• 8-10 students selected for leadership team
• What to do if someone is being disrespectful to you
• What to do if you see someone being disrespectful towards others
• What to do when someone asks you to stop
• Getting help when you feel unsafe
• What would be best way to introduce/train these routines?
• How to overcome natural barriers about students using “stop”
• Potential opportunity to visit other schools
• Review Expect/Respect Lessons
STUDENT FORUM (MS/HS) Logic
School should be a safe welcoming place Disrespectful behavior is maintained if (a) it results in attention from
peers, and (b) is not addressed by adults
Discussion What are behaviors that are disrespectful? “Stop Routine” What would be an acceptable word/gesture to
indicate, “Stop?” (for victim, bystander, cyberspace) “Stopping Routine” What would someone do if they were asked to
“stop?” “Recruiting help routine” What is the appropriate way to get help/or
report a problem?
SIX ESSENTIAL ELEMENTS1. Logic
2. Student Orientation
STUDENT ORIENTATION GOALS
1. Establish a school-wide social culture where positive behavior is expected and rewards for bullying are not provided.
2. Build a culture of social competence
SECTION 1: STUDENT ORIENTATION
1. Teach School Expectations
2. Discuss what expectations look like outside the classroom
3. Discuss example of not following expectations in specific settings
4. Discuss why kids exhibit problem behavior outside the classroom (to get attention) and how ways in which kids provident them attention.
5. Teach Stop/Walk/Talk
The word BULLY is NEVER used!!!
If you encounter behavior that is NOT respectful
STOP WALK TALK
Say and Show “STOP”
Walk Away Talk to an Adult
TEACH “STOP” If someone is directing problem behavior to you, ask them to
“stop” Gesture and word
Review how the stop signal should look and sound Firm hand signal
Clear voice
Discuss how showing/saying “stop” could be done so it still
rewarded disrespectful
behavior
HOW TO RESPOND TO “STOP” Eventually, every student will be told to stop. When this
happens, they should do the following thingsStop what you are doing Take a deep breathGo about your day (no big deal)
These steps should be followed even when you don’t agree with the “stop” message
The rule is: If someone asks you to stop, you stop!
LET’S PRACTICE Divide up into pairs (student a and 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 disrespectful”
Student B says: “stop” and shows the stop signal
Student B stops, takes a breath, turns away
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
SAYING “STOP” AS A BYSTANDER
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 disrespectfulOffer to take the other person away for a little bit
If they do not want to go, that is okay…just walk away
LETS PRACTICE: BYSTANDER ROUTINE
Divide up into groups of 3 Student a, b, c,
Game #1: student a says: “I am being disrespectful to 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
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.
“WALK AWAY” AND GET HELP
Sometimes, 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
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/snitching and reporting “talking” is when you have tried to solve the problem yourself, and
have used “stop” and “walk” steps first:
Tattling is when you do not use the “stop” and “walk away” steps before “talking” to and adult
Tattling is when your goal is to get the other person in trouble
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, 2004Mahady-Wilton, Cragi, & Pepler, 2000
LETS PRACTICE: “WALK AWAY/TALK”
Divide into groups of 3Student a, b, and c
Game:
Student a is the teacher/supervisor
student b says: “I am being disrespectful” to student c
student c says: “stop”
student b says: “I am still being disrespectful”
student b walks away, gets teacher and says “I said “stop” and he/she didn’t’ stop”
ELABORATION What will adults do when you report a problem?
1. Adults will ask if you said “stop” and walked away
2. If you didn’t 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 your 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!
Section 1
REFLECT & PLAN
REFLECT & PLAN
1. What is a “stop” signal that would work for our school?
2. How would we obtain student input into the selection of the “stop” signal?
3. How would we get “buy in” from all faculty?
4. How would we teach the Stop-Walk-Talk concepts to our students?
ADAPTING FOR MIDDLE/HIGH SCHOOL
Students involved in selecting the “stop” responses (gesture, word)
Consider more active role for students as trainers of the Stop-Walk-Talk response sequence
Adapt examples to fit developmental level, cyber risk, etc. Main message from adults is that we will act to ensure student
safety
SECTION 2: STUDENT ORIENTATION
1. Review expectations
2. Review examples of expectations outside the classroom
3. Review STOP/WALK/TALK
4. Teach Responding to STOP/WALK/TALK
5. Group Practice
RESPONDING TO STOP/WALK/TALK
• Will be used with EVERY student at some point
• Important to respond appropriately
• Even if you DON’T Agree
RESPONDING TO STOP/WALK/TALK
1. Stop what you are doing
2. Take a deep breath and count to 3
3. Go on with your day
LET’S PRACTICE: RESPONDING TO STOP/WALK/TALK
Divide into groups of 2
(Student A and Student B)
Student A says: I am being disrespectful to you
Student B says: STOP
Student A stops being disrespectful, takes a deep breath
and counts to 3
Student B walks away
Student A walks away and goes on with his/her day
LET’S PRACTICE: RESPONDING TO STOP/WALK/TALK
Divide into groups of 2
(Student A and Student B)
Student A says: I am not being disrespectful to you, but
you think I am
Student B says: STOP
Student A stops what they are doing, takes a deep breath
and counts to 3
Student B walks away
Student A walks away and goes on with his/her day
WHEN STUDENT REPORTS TO ADULT: “TALKS”
When students report problem behavior to adult:
1. Adults will thank you for coming to them
2. They will ask you what the problem is
3. They will ask you if you said “stop”
4. They will ask if you “walked away”
5. They will practice “stop/walk, talk with you if you need it”
6. They will contact the student if they didn’t “Stop” and
practice with them.
SIX ESSENTIAL ELEMENTS1. Logic
2. Student Orientation
3. Adult Orientation
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-corrections” Faculty collect and use data for decision making
FACULTY/STAFF BP ORIENTATION: LOGIC
Provide logic Define bullying behavior
Review current data from school
Review national patterns
Review goal for embedding bully prevention within current PBIS effort
Provide summary of BP-PBIS core elements
Review empirical support for Bully Prevention within PBIS
ORIENTATION: DELIVER STUDENT ORIENTATION
How to deliver the student bully prevention orientation Review logic for being “respectful”
Need to remove the attention (oxygen) that sustains disrespectful behavior
Teach four student skills
How to indicate “stop” if you are treated disrespectfully
How to respond to being told to “stop”
How to say “stop” if you see someone else treated disrespectfully
How to “walk away” and get help
Teach students to be clear about what to expect from adults when they ask for help
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 close approximations
ORIENTATION: RESPONDING TO REPORT OF BULLYING
When any problem behavior is reported, adults follow a specific response sequence: Ensure the student’s safety
Is the bullying still happening Is the reporting child at risk What does the student need to feel safe What is the severity of the situation
Determine if “stop” response was used If “stop” was used provide praise and connect with perpetrator If “stop” was not used, practice the routine with the reporting student
Determine if “stop” response was followed If “stop” was not followed, practice how to stop when asked.
ORIENTATION: RESPONDING TO REPORT OF BULLYING
With student reporting bullying: “Did you tell _______________ to stop?”
If yes: “How did ______________ respond?”
If no: Practice the 3 step response with the student
“Did you walk away?”
If yes: “How did _______________ respond?”
If no: Practice the 3 step response
“okay, I will take it from here and get back to you”
WHEN THE REPORTING CHILD DID IT RIGHT
With student reported to have done the 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
The amount of practice depends on the severity and frequency of
problem behavior
LETS PRACTICE: STAFF RESPONDING ROUTINE
Victim (B) approaches teacher (A) and says, “__________ did not stop”
Teacher (A): “You did well to come to me”
“are you okay?”
“did you tell __________ to stop?”
Victim: “No I forgot”
Teacher: “Remember we need to take the attention away from behaviors we don’t like so let’s practice
how you could handle this. If some ?????, how would you show them they needed to
stop?....”good”…..Now do that in the future.
LETS PRACTICE: STAFF RESPONDING ROUTINE
Victim approaches teacher and says:
“______________ did not stop”
Teacher says: “You did well to come tell me”
“Are you okay”
“Did you tell _______________ to stop?”
Victim says: “Yes I told ______________ to stop” (so you talk to the person who did bullying:
Teacher says (to person who did bullying):
“Did _______________ ask you to stop?
Teacher says: “Did you stop? Let’s practice stopping when someone asks you to stop.”
FACULTY/STAFF BP ORIENTATION: BOOSTER
Build in “booster” trainingsWeek one: In-Class follow up/reminder
Identify situations where “stop” workedIdentify situations where “stop” did NOT work
Two Months: Hold brief review of stop-walk-talk routineSelect examples that are like three problem events that
have been reportedFour Months: old another brief review of stop-walk-talk
routine
FACULTY/STAFF BP ORIENTATION: PRE-CORRECTING
Pre-correcting for effective bully preventionFirst 2 weeks after whole-school BP orientation
Identify 2-3 times when bullying is most likely
For the first 2 weeks after training, teachers will rehearse “stop-walk-talk” guidelines just before releasing students for 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?
DISCUSSION Discuss how to ensure that staff follow “reporting
routine”Did you ask _______________ to stop?
Discuss how to build initial follow-upWeek oneAfter a monthThree months
SPECIFIC PROBLEM BEHAVIORS
Gossip Racial/gender/GLBT/Religious Challenges Cyber-bullying Other…
As a team, review sections 3-5 of Manual and discuss the relevance, expansion, adaptations needed
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?
SIX ESSENTIAL ELEMENTS1. Logic
2. Student Orientation
3. Adult Orientation
4. Data Use
DATA COLLECTION 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 as planned?
USING ODR’S
Do we have a problem? Do we need BP-PBIS? If we use BP-PBIS is the effort effective? Remember that many instances of bullying are NOT
reported by students, or recorded in the ODR data
Physical Aggression
Harassment
Name Calling/Inapp. Language
AGGRESSION, HARASSMENT, FIGHT, NAME CALLING PER SCHOOL DAY 4 WEEKS BEFORE
BP AND 4 WEEKS AFTER BP
Pre BP
Post BP
0 0.5 1 1.5 2 2.5 3
In Your School Disagree...Somewhat Agree…Agree
1. You feel safe? 1 2 3 4 5
2. Other students treat you respectfully?
1 2 3 4 5
3. You treat other students respectfully?
1 2 3 4 5
4. Adults treat you respectfully?
1 2 3 4 5
5. You treat adults in your school respectfully?
1 2 3 4 5
In the Past Week….
6. Has anyone treated you disrespectfully?
No Yes
7. Have you asked someone to “stop”?
No Yes
8. Has anyone asked you to “stop”?
No Yes
9. Have you seen someone treated disrespectfully?
No Yes
Student Survey
SIMULATED SURVEY RESPONSES
safe you are treated you treat others adults treat you you treat adults0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Pre BPPost BP
SIMULATED SURVEY RESPONSES
treated dispresp. ask other to stop asked to stop seen disrespe.0
5
10
15
20
25
30
35
40
Pre BPPost BP
Perc
enta
ge o
f stu
dent
s re
spon
ding
“yes
”
FIDELITY DATA
Quick checkAre we implementing BP-PBIS?8 questions (use with whole team or whole
school)Always build into action plan
Score percentage of items with most people rating “in place”
Feature Not In Place
Partially In Place
In Place
Needed ActionsWhat? Who? When?
1. School-Wide Expectations are defined and taught to all students (respect others)
2. PB-PBIS initial training provided to all students
3. BP-PBIS follow training and practice conducted at least once two months after initial training
4. At least 80% of students can describe “stopping 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 (pre-correct) 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
DISCUSSION: DATA USE
What data do you have? What data do you need? What schedule would be needed to make this work?
SIX ESSENTIAL ELEMENTS1. Logic
2. Student Orientation
3. Adult Orientation
4. Data Use
5. Advanced Support
#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 issuesFamily dynamicsDisabilities
Use your data to identify students in need of more intense support and refer them to your team
INTENSIVE INDIVIDUAL SUPPORTS Full assessment
Functional behavior assessment
Academic assessment
Social emotional assessment
Family support
Individualized Intervention
Prevention
Instruction/teaching
Formal contingencies
On-going data progress monitoring
SIX ESSENTIAL ELEMENTS1. Logic
2. Student Orientation
3. Adult Orientation
4. Data Use
5. Advanced Support
6. Steps to Implementation
BUILDING A PLAN FOR IMPLEMENTATION
Trainer
Coach School Team
Faculty
Students
SIX WORD MEMOIRS
Acceptance – Embrace those who
need it!