bullying behavior: braiding bully blocker with pbis barb long and lynne desousa
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Bullying Behavior: Braiding Bully Blocker with PBIS Barb Long and Lynne DeSousa Positive Behavior Interventions and Supports Coaches. Thank you. Thompson School District George Sugai Erin Sullivan-CDE Safe and Civil Schools. PURPOSE - PowerPoint PPT PresentationTRANSCRIPT
Bullying Behavior:
Braiding Bully Blocker with PBIS
Barb Long and Lynne DeSousa Positive Behavior Interventions and
Supports Coaches
Thank you.• Thompson School District• George Sugai• Erin Sullivan-CDE• Safe and Civil Schools
PURPOSE
To improve our
understanding of &
responding to bullying
behavior from
perspective of school-
wide positive behavior
support.
Objectives for Today • Learn about best practices
for establishing a safe school culture and minimizing bullying for elementary students.
• Receive resources to support you in this work.
• Receive guidance on how to effectively respond when bullying does occur.
“Bullying”
Issues
Labeling kids
Generic interventio
n responses
Limited examinati
on of mechanis
m
Over-emphasis on student responsibi
lity for change
Non-data based
intervention
decisions
Too much attention
on student,
not enough
on recipients
Bullying Prevention –Why little success in US schools?
6
All programs fail to address the extent to which demographic variables (such as gender and race) impact efficacy.
Need to consider how classroom management skills and implementation levels impact a program’s effectiveness.
Need to seriously consider how to motivate schools to engage in a serious conversation about bully prevention.
REALITY– Developmental science MUST inform the next generation of prevention efforts; by contributing to modifications, enhancements, implementation issues, and must infuse INNOVATION into basic and applied scholarship.
A Positive Climate is the Best Prevention
School Wide Bullying Prevention
Create a school climate based on mutual respect
• Make bullying prevention part on the work of the PBIS Team
• Establish clear rules/procedures/ policies about bullying.
“Be Respectful” applies to students and adults in the building!”
SW PBIS is
Framework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
PBIS Prevention Goals & Bullying Behavior
Goal 1 •Establish positive, predictable, consistent, rewarding school culture for all across all settings
Goal 2 •Teach social skills that work at least as well as or better than problem behavior
Goal 3 •Respond to nonresponsive behavior positively & differently, rather than reactively & more of same
Goal 4 •Actively supervise & precorrect for problem behaviors & settings, especially nonclassroom
Goal 5 •Individualize support based on responsiveness & effect
SYST
EMS
“BULLY BEHAVIOR”PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity
Intensive, Individual Interventions• Individual Students• Assessment-based• Intense, durable procedures
Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response
Targeted Interventions• Some students (at-risk)• High efficiency• Rapid response• Individual or Group
Universal Interventions• All students• Preventive, proactive
Universal Interventions• All settings, all students• Preventive, proactive
Designing School-Wide Systems for Student Success
Bullying Prevention
Bullying Prevention
Bullying Prevention
Implications for Prevention Programming
• Need to give kids life and social skills, not just knowledge about bullying
• Need to develop secondary and tertiary programs, not just primary prevention programs
• Bullying programs need to consider incorporating discussion of sexual harassment and homophobic language (Birkett & Espelage, 2010).– 67 bullying prevention programs in US, only five discuss sexual
harassment or sexual orientation issues.• Peers influence has to be considered in developing and evaluating
prevention/intervention programs– 67 bullying prevention programs, only one attempts to target
and shift peer norms.
Our Starting Point
Pair Share• Turn to your neighbor and discuss
what the definition of “bullying” is.• (3 minutes)
What is Bullying?• Thompson School District
defines bullying behavior as “the use of coercion to obtain control over another person or to be habitually cruel to another person.”
• JICDE-R Bullying Prevention and Education Thompson School District Board Policy
What is Bullying?• “Any written or verbal expression or
electronic or gesture, or pattern thereof, that is intended to coerce, intimidate, or cause any physical, mental, or emotional harm to any student.”
Colorado House Bill 11-1254 June 2011
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
SWIS Definition of B
ullying Behavior
How does Bullying Behavior Occur?
• “Written, verbal, or electronically transmitted (cyber bullying) expression or by means of a physical act or gesture.”
• Bullying Prevention and Education Thompson School District Board
Policy.
Where Does Bullying Occur?
• The most common places where bullying takes place:– School yard or playground (74% of
victims)– Hallways (53% of victims)– Cafeteria (45% of victims)– At home or on computer
(cyberbullying)But it could be different for your
school….
What does your data say?!!
Key Elements ofBullying Behavior
• Imbalance of power
• Intent to cause harm; deliberate, non-accidental
• Acts are repeated – show a pattern
• Vulnerability of victim
Direct Bullying• Hitting, kicking, shoving, spitting…
• Taunting, teasing, racial slurs, verbal harassment
• Threatening, obscene gestures
Indirect Bullying• Getting another person to
bully someone for you• Spreading rumors, gossip• Deliberately excluding
someone from a group or activity
• Many forms of Cyber bullying
Cyber-Bullying (= Digital Abuse)
“Cyber-bullying involves the use of information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others."
(Bill Belsey: www.cyberbullying.ca/)
Cost to the Victim• “Bullying fosters a climate of fear and
disrespect that can seriously impair the physical and psychological health of its victims and create conditions that negatively affect learning, thereby undermining the ability of students to achieve their full potential.”
Reference United States Department of Education Office of Civil Rights memo 10/26/11
Effects of Bullying• Students who are chronically bullied are more likely to
have:– A greater dislike of school– Higher absenteeism– A decline in school performance– Poor self-esteem– Greater incidence of psychological disorders such as
depression and anxiety– Repeated bullying may also trigger serious episodes
of violence
Video• Alye Pollack “Sticks and Stones
video” (You Tube)• (http://youtu.be/37_ncv79fLA)
Why Some Children Have Bullying Behaviors
Students don’t know how else to influence peers. (skills)They don’t realize that their behavior is inappropriate- poor modeling
(taught)
. Bullying behavior meets a need. Rewards for bullying behaviors: Social attention Social recognition Social status
Family & School Risk Factors
FAMILY– Lack of supervision– Lack of attachment– Negative, critical
relationships– Lack of discipline/
consequences– Support for violence– Modeling of violence
SCHOOL– Lack of supervision– Lack of attachment– Negative, critical
relationships– Lack of discipline/
consequences– Support for violence– Modeling of violence
Sibling Bullying• Sibling bullying is tied to school-based
bullying in many countries (Espelage & Swearer, 2003 for review)
• Study of 779 middle school students, association between bullying perpetration and sibling aggression perpetration was strongly associated (girls r = .52, boys r = .42; Espelage & Stein, in prep)
Myths About Bullying• Bullying really isn’t a big problem.• Children who bully have low self-esteem.• Only boys bully.• If a kid just “fights back” or ignores the bullying, the
problem will be solved. • Adults feel that they are already doing everything they
can to address bullying.
The Tough Kid Bully Blockers Program
• Safe and Civil Schools (CHAMPS)
• Research based: Bowen, Ashcraft, Jenson, and Rhode
• Universal, targeted or individual intervention.
The Tough Kid Bully Blockers Program
• Prevents and reduces bullying behavior.
• Applies to general and special education classes.
• 15 minute weekly lessons for teachers and other school professionals.
• sample letters; tips for families
Goal of Bully Blockers• Teach replacement behaviors to
potential bullies and help potential victims counteract bullying behavior.
Use your data• Student and Staff surveys• SWIS and Infinite Campus ODR’s• Pre and Post tests
Tools for Chronic Bullies and Victims
Bullies:Functional Behavior AssessmentCheck in Check outContractsPeer Mediation
Victims:Check in Check outPeer BuddyParent InvolvementSkills training
Facts about Bystanders• Provide an audience for the bully,
reinforcing• Afraid of retaliation• Develop symptoms of stress and worry• Sometimes part of a a peer group that
encourages bullying
Lessons for 6 skills• Learning about Bullying• Bully Blocker Tool• Friendship Builders• Problem Solvers• Respecting Differences• Confidence Builders
LessonsAll materials can be reproduced.Optional Bully Blocker “Shorts”.Thompson team created lessons for each
grade, with supplemental materials for students ; and tools for family involvement on new wiki.
(Judy Norman demonstration)
Results of Internal Audit
• Need for a unified system of recording Bullying Behavior. (Thompson School District Discipline Referral Form)
• Need for a unified system to respond to Bullying Behavior. (Bullying Assessment Flow Chart)
Review of Key ConceptsCreate a positive and safe school environment.Provide supervision in high-risk areas of the school.Establish uniform response procedures for bullying behavior.
When you plant lettuce, if it does not grow well, you don’t blame the
lettuce. You look for reasons it is not doing well. It may need fertilizer, or
more water, or less sun.
You never blame the lettuce.
Thich Nhat Hanh