olweus bully prevention master

TheThe Olweus Bullying Olweus Bullying Prevention ProgramPrevention Program

Who?Who?

What?What?

When?When?

Where?Where?

How? How?

Why?Why?

© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001 2

““Bullying . . .”Bullying . . .”

A student is being bullied when he A student is being bullied when he or she is exposed,repeatedly and or she is exposed,repeatedly and

over time, to negative actions on the over time, to negative actions on the part of one or more students.part of one or more students.

© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001

Bullying implies Bullying implies an an imbalanceimbalance in in

power or strength.power or strength.

The student who is bullied The student who is bullied has difficulty defending has difficulty defending

himself/herself.himself/herself.


In Summary...In Summary...

• Intentional harm-doingIntentional harm-doing

• Repeated over timeRepeated over time

• Occurs in a relationship in which Occurs in a relationship in which there is an imbalance of powerthere is an imbalance of power


BULLYING = PEER BULLYING = PEER ABUSEABUSE


Direct BullyingDirect Bullying

• PhysicalPhysical

• VerbalVerbal

• Non-verbalNon-verbal

• Hitting, kicking, Hitting, kicking, shoving, spitting…shoving, spitting…

• Taunting, teasing, Taunting, teasing, racial slurs, verbal racial slurs, verbal sexual harassmentsexual harassment

• Threatening, Threatening, obscene gesturesobscene gestures


Indirect BullyingIndirect Bullying


• PhysicalPhysical

• VerbalVerbal

• Non-verbalNon-verbal

• Getting another Getting another person to assault person to assault someonesomeone

• Spreading rumorsSpreading rumors• Deliberate Deliberate

exclusion from a exclusion from a group or activitygroup or activity

• Cyber bullyingCyber bullying

Cyber Bullying

TelephoneCell Phone MessagesEmailsWeb Sites

Relational BullyingRelational Bullying•CCombines direct & indirect bullying strategies.

•TTargets relationships, and social status to cause harm to peers.

BULLYINGBULLYING

© Olweus Bullying Prevention Group, 2003© Olweus Bullying Prevention Group, 2003

How to Distinguish Between Bullying, How to Distinguish Between Bullying, Rough-and-Tumble Play, and Real FightingRough-and-Tumble Play, and Real Fighting


Rough Play vs. BullyingRough Play vs. Bullying

• Relationship among partiesRelationship among parties

• Facial expressions and general Facial expressions and general atmosphereatmosphere

• Balance of powerBalance of power

• IntentionIntention


Real Fighting...Real Fighting...

• Usually not repeatedUsually not repeated

• Power relatively equalPower relatively equal


BullyingReal FightingRough Play

Af f ect negative; aggressive & dif f ers f or victim and aggressor

Af f ect negative; aggressive, tense, hostile af f ect

Af f ect is f riendly; positive, mutual

I ntentional harm-doing

I ntentional harm-doing

No intent to harm

Unequal powerPower relatively equal

Balance of power

Typically not f riends; generally repeated

Usually not f riends; typically not repeated

Usually f riends; of ten repeated (same players)

Bullying Affects Bullying Affects EveryoneEveryone::

• Those who are bulliedThose who are bullied• Those who bullyThose who bully• BystandersBystanders


““Passive Victims” Tend To...Passive Victims” Tend To...

• Be quiet, cautious, Be quiet, cautious, and sensitiveand sensitive

• Be insecure, have Be insecure, have little confidencelittle confidence

• Be physically weaker Be physically weaker than peers (boys)than peers (boys)


““Passive Victims” Often...Passive Victims” Often...

• Are afraid of getting hurt or hurting Are afraid of getting hurt or hurting themselves.themselves.

• Find it easier to associate with adults Find it easier to associate with adults than their peers.than their peers.


The Bully/Victim or “Provocative The Bully/Victim or “Provocative Victim” Tends to Be...Victim” Tends to Be...

• Hyperactive, restless, have Hyperactive, restless, have difficulty concentratingdifficulty concentrating

• Hot-tempered, attempt to fight Hot-tempered, attempt to fight or answer back when they or answer back when they feel attacked or insultedfeel attacked or insulted

• Clumsy and immatureClumsy and immature


The Bully/Victim or The Bully/Victim or “Provocative Victim” “Provocative Victim”

• Has difficulty reading social signals.Has difficulty reading social signals.

• Often is actively disliked by adults, Often is actively disliked by adults, including their teacher.including their teacher.

• May have reading/writing problems.May have reading/writing problems.

• May try to bully weaker students.May try to bully weaker students.


Peer Risk Factor Peer Risk Factor for Being Bulliedfor Being Bullied

Lack of close friendsLack of close friends© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001

Short-term Effects Short-term Effects of Being Bulliedof Being Bullied

• Lower self-esteemLower self-esteem• IllnessIllness• AbsenteeismAbsenteeism• Depression & anxietyDepression & anxiety• Thoughts of suicideThoughts of suicide


...In the dark, I am free to move without their judgmental eyes on me.

In the shadows, I can sleep without dreams of despair and deception.

In the shadows, I am home.

Brian Head“Shadows”

1994


Lasting EffectsLasting Effects

• Lower self-esteemLower self-esteem

• Higher rates of Higher rates of depressiondepression


Children Who Bully Tend Children Who Bully Tend To...To...

• Have more positive Have more positive attitudes toward violence attitudes toward violence than peersthan peers

• Have quick tempers, are Have quick tempers, are easily frustratedeasily frustrated

• Have difficulty conforming Have difficulty conforming to rulesto rules

• Be stronger than peers Be stronger than peers (boys) (boys)


NOBULLYING

ALLOWED!

Children Who Bully Tend To...Children Who Bully Tend To...

• Appear tough, show Appear tough, show little compassion for little compassion for victimsvictims

• Be aggressive to Be aggressive to adultsadults

• Be good at talking Be good at talking themselves out of themselves out of situationssituations


NOBULLYING

ALLOWED!

Children Who Bully Tend To...Children Who Bully Tend To...

• Have good or average self-Have good or average self-esteemesteem

• Not be anxious and uncertainNot be anxious and uncertain

• Vary in popularity; popularity Vary in popularity; popularity decreases in higher gradesdecreases in higher grades


What Motivates Children What Motivates Children Who Bully?Who Bully?

• Like to dominate others in a Like to dominate others in a negative waynegative way

• Gain satisfaction from inflicting Gain satisfaction from inflicting injury and sufferinginjury and suffering

• Receive “rewards” by bullying Receive “rewards” by bullying others (prestige,possessions)others (prestige,possessions)


Family Risk Factors for Family Risk Factors for BullyingBullying

• Lack of parental warmth & involvementLack of parental warmth & involvement

• Lack of parental supervisionLack of parental supervision

• Minimal or no limits regarding Minimal or no limits regarding aggressive behavioraggressive behavior

• Harsh discipline/physical Harsh discipline/physical punishmentpunishment


How many of How many of you have seen you have seen this Bumper this Bumper

Sticker? Sticker?

““My child can beat up My child can beat up your honor roll student your honor roll student

any day!”any day!”


Peer Risk Factors for Peer Risk Factors for BullyingBullying

• Friends/peers with Friends/peers with positive attitudes positive attitudes towards violencetowards violence

• Exposure to Exposure to models of bullyingmodels of bullying


Bullying BehaviorBullying Behavior

• Often part of a conduct-Often part of a conduct-disordered behavior patterndisordered behavior pattern

• This pattern may continue This pattern may continue into young adulthoodinto young adulthood

• Olweus study: Were 4 timesOlweus study: Were 4 timesas likely to have 3 or more convictions as likely to have 3 or more convictions by age 24by age 24


School Risk FactorsSchool Risk Factors

• Lack of supervision Lack of supervision during breaksduring breaks

• Staff have indifferent or Staff have indifferent or accepting attitudes accepting attitudes towards bullyingtowards bullying

• Students have indifferent Students have indifferent or accepting attitudesor accepting attitudes


Effects on BystandersEffects on Bystanders

• Feel afraidFeel afraid

• Feel powerless Feel powerless to change to change thingsthings

Feel guiltyFeel guilty

Feel diminished Feel diminished empathy for victimsempathy for victims


Effects of Bullying Effects of Bullying on School Climateon School Climate

• Students perceive Students perceive lack of lack of control/caringcontrol/caring

• Creates a climate Creates a climate of fear and of fear and disrespectdisrespect

• Interferes with Interferes with student learningstudent learning


Let’s take a look at your Let’s take a look at your BULLYING Quiz!BULLYING Quiz!


1. True or False?1. True or False?


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• Studies suggest that fewer than Studies suggest that fewer than 10% of children are involved in 10% of children are involved in bully/victim problems in elementary bully/victim problems in elementary or middle school.or middle school.

FalseFalse

Prevalence of BullyingPrevalence of BullyingU.S. StudiesU.S. Studies

• Nansel et al. (2001):Nansel et al. (2001):

– National sample of 15,600 students in National sample of 15,600 students in grades 6-10grades 6-10

– 19% of students reported bullying others 19% of students reported bullying others ”sometimes” or more often during the ”sometimes” or more often during the school term;school term;

– 17% reported being bullied “sometimes” 17% reported being bullied “sometimes” or more often; andor more often; and

– 6.3% reported bullying and being bullied6.3% reported bullying and being bullied© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001

Prevalence of BullyingPrevalence of BullyingU.S. StudiesU.S. Studies

• Melton et al. (1998)Melton et al. (1998)– Study of 6,500 students in grades 4-6 Study of 6,500 students in grades 4-6

in South Carolinain South Carolina

– 20% reported bullying others 20% reported bullying others “several times” or more frequently “several times” or more frequently during the school termduring the school term

– 23% reported being bullied “several 23% reported being bullied “several times” or more frequentlytimes” or more frequently


Washington HYS, 2002

• 30% of 6th and 8th graders reported having been bullied at least once in the past 30 days

• 8% of 6th graders and 9% of 8th graders reported being bullied one or more times on a weekly basis



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• Children are more likely to be Children are more likely to be bullied in middle school than in bullied in middle school than in elementary school.elementary school.

Jury is outJury is out

Percentage of Victimized Students Percentage of Victimized Students Norwegian Sample (n=10,800)Norwegian Sample (n=10,800)

0

5

10

15

20

Girls 18 16.3 14.4 10.6 6.7 9.5 4.6

Boys 20.2 17.6 12.7 12.5 10.3 9.9 6

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grades 4 - 7 (Boys + Girls) = 15.2% Grades 8-10 (Boys + Girls) = 8.0%


Percentage of Students Who BullyPercentage of Students Who Bully((nn= 10,800)= 10,800)

0

5

10

15

20

Girls 4.2 3.5 3.5 2.4 3.9 6.3 4.5

Boys 7.8 9.7 7.9 7.4 7.8 11.4 10.3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grades 4-7 (Boys + Girls)= 5.8% Grades 8-10 (Boys + Girls)= 7.4%




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• Most bullying is physical in nature.Most bullying is physical in nature.

FalseFalse



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• Girls bully just as much as boys; Girls bully just as much as boys; they just do it differently.they just do it differently.

FalseFalse

Gender plays a roleGender plays a role• Boys are more likely to bully others.Boys are more likely to bully others.

• Girls and boys bully differently.Girls and boys bully differently.

• Both boys and girls engage in frequent Both boys and girls engage in frequent verbal bullying. verbal bullying.

• Girls are more likely to bully by excluding Girls are more likely to bully by excluding and manipulating social situations.and manipulating social situations.

• Boys are more likely than girls to use Boys are more likely than girls to use physical actions.physical actions.


Forms of Bullying To Which Girl Victims and Forms of Bullying To Which Girl Victims and Boy Victims Have Been ExposedBoy Victims Have Been Exposed

(Cutoff point between ”once or twice”and ”2 -3 times/ month”). New Bergen Project against Bullying (1997-99).

Per

cen

tag

e



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• Most victims of bullying report being Most victims of bullying report being bullied by large numbers of their peers.bullied by large numbers of their peers.

FalseFalse

Did you know?Did you know?

• Most children report being Most children report being bullied by:bullied by:

– ““2-3 others” or2-3 others” or

– ““mainly one” peermainly one” peer




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• The vast majority of children who are The vast majority of children who are bullied tell a teacher or other member of bullied tell a teacher or other member of the school staff.the school staff.

FalseFalse

Reporting of VictimizationReporting of Victimization

• Many children do not Many children do not report bullying to report bullying to school staff. school staff.

• Older students and Older students and boys are less likely boys are less likely than younger students than younger students and girls to report and girls to report their victimization.their victimization.




BB

• Bullying is just as likely on the way to Bullying is just as likely on the way to and from school as during school hours.and from school as during school hours.

FalseFalse



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• Most students who observe bullying Most students who observe bullying don’t think that they should get involved.don’t think that they should get involved.

FalseFalse

Kids Who ObserveKids Who Observe

What do you usually do What do you usually do when you see a student being bullied?when you see a student being bullied?

• 38%38% Nothing, because it’sNothing, because it’snone of my businessnone of my business

• 27%27% I don’t do anything, butI don’t do anything, butI think I should helpI think I should help

• 35%35% I try to help him or herI try to help him or her


As reported by 4th – 6th graders in South Carolina. Source: Melton, et al. As reported by 4th – 6th graders in South Carolina. Source: Melton, et al. (1998)(1998)



BB

• Once a bully, always a bully.Once a bully, always a bully.

FalseFalse

Children Who Bully Can Children Who Bully Can ChangeChange

• Bullying behaviors Bullying behaviors and victimization and victimization experiences are experiences are relatively stable over relatively stable over time time if if there is no there is no intervention.intervention.

• BUT, appropriate BUT, appropriate intervention can intervention can change behaviors.change behaviors.




• Most children who are bullied are Most children who are bullied are targeted targeted because ofbecause of outward or outward or physical characteristics.physical characteristics.

FalseFalse

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Did you know?Did you know?

• Most children are not targeted Most children are not targeted specifically because of specifically because of outward/physical characteristics, outward/physical characteristics, although the student who bullies is although the student who bullies is likely to use a child’s appearance in likely to use a child’s appearance in order to ridicule or be negative.order to ridicule or be negative.




BB

• Bullying is mostly an urban Bullying is mostly an urban problem.problem.

FalseFalse

Bullying Exists In:Bullying Exists In:

• Rural and urban communitiesRural and urban communities

• Low SES and high SES communitiesLow SES and high SES communities

• Different racial and ethnic communitiesDifferent racial and ethnic communities


BULLYING PREVENTIONBULLYING PREVENTION

A little history...A little history...


Origins of the Bullying Origins of the Bullying Prevention ProgramPrevention Program

• Strong societal interest began Strong societal interest began in Scandinavia in the late 1960s in Scandinavia in the late 1960s and early 1970s.and early 1970s.

• The Bullying Prevention Program was The Bullying Prevention Program was part of a nationwide campaign against part of a nationwide campaign against bully/victim problems in Norway in bully/victim problems in Norway in 1983.1983.


Program Outcomes:Program Outcomes:Norwegian SampleNorwegian Sample

(1(1stst Bergen Project, 42 schools, 1983- Bergen Project, 42 schools, 1983-1985)1985)

• 50%-70% reductions in students’ self-50%-70% reductions in students’ self-reports of bullying and victimizationreports of bullying and victimization

• Program effects were more marked Program effects were more marked after 20 months than 8 month after 20 months than 8 month evaluationevaluation


Program Program Outcomes:Outcomes:

Norwegian SampleNorwegian Sample(1(1stst Bergen Project, 42 schools, Bergen Project, 42 schools,

1983-1985)1983-1985)• Reductions in self-reports of antisocial Reductions in self-reports of antisocial

behavior such as vandalism, fighting, behavior such as vandalism, fighting, theft, alcohol use, and truancytheft, alcohol use, and truancy

• Improvements in class “social climate”Improvements in class “social climate”

• Similar results have been found in two Similar results have been found in two follow-up studies (1997-1998; 1999-follow-up studies (1997-1998; 1999-2000).2000).


• Heightened attention to youth violence Heightened attention to youth violence and school violenceand school violence

• Recognition of the importance of early Recognition of the importance of early interventionintervention

• Development of a research base on Development of a research base on bullyingbullying


Interest in theInterest in theUnited StatesUnited States

Reductions in students’ self-Reductions in students’ self-reports of bullying after 7 monthsreports of bullying after 7 months

Reductions in self-reports Reductions in self-reports of other antisocial behaviors such of other antisocial behaviors such as vandalism, school misbehavior, as vandalism, school misbehavior, and punishment for school-related and punishment for school-related misbehaviormisbehavior

Program Program Outcomes:Outcomes:South Carolina South Carolina Sample, 1994Sample, 1994


Recognition of the Olweus Recognition of the Olweus Bullying Prevention ProgramBullying Prevention Program

• One of 11 Blueprints for One of 11 Blueprints for Violence Prevention (Center Violence Prevention (Center for the Study & Prevention of for the Study & Prevention of Violence)Violence)

• An Exemplary Program An Exemplary Program (Center for Substance (Center for Substance Abuse Prevention)Abuse Prevention)

BB© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001

Bullying Circle

V = VictimA = Bully/ BulliesB = Follower HenchmenC = Supporter / Passive BullyD = Passive Supporter Possible BullyE = Disengaged Onlooker

None of My BusinessF = Possible Defender /

Doesn’t like bullying;Doesn’t do anything

G = Defender of the Victim

V

C

D

E

FB

GA

Discussion QuestionsDiscussion Questions

• Where do you see most children in your Where do you see most children in your school/community in this circle? Are these school/community in this circle? Are these roles static?roles static?

• What keeps more children from being What keeps more children from being defenders?defenders?

• What are characteristics of defenders?What are characteristics of defenders? • How do adults usually respond to children in How do adults usually respond to children in

positions B, C, D, E, and F? positions B, C, D, E, and F? • How do we move children along the circle? How do we move children along the circle?


Misdirections in Bullying Misdirections in Bullying Prevention and Prevention and

InterventionIntervention• Mediation/conflict resolution to resolve bullying Mediation/conflict resolution to resolve bullying

issuesissues

• Zero tolerance policies for bullyingZero tolerance policies for bullying

• Group treatment for children who bullyGroup treatment for children who bully

• Self-esteem enhancement for Self-esteem enhancement for children who bullychildren who bully

• Simple, short-term solutionsSimple, short-term solutions• ““Program du jour approaches”Program du jour approaches”


BB

Cautions Against Use of Peer Mediation in Cautions Against Use of Peer Mediation in Situations of BullyingSituations of Bullying

(Dan Olweus)(Dan Olweus)

1.1. Bullying isBullying is NOT a conflict,NOT a conflict, but isbut is ABUSE.ABUSE.

2.2.There is notThere is not “some right”“some right” andand “some “some wrong”wrong” on both sides.on both sides.

3.3.TheThe “playing field,”“playing field,” or balance of or balance of power, is power, is not level.not level.

4.4.Adults need to claimAdults need to claim responsibilityresponsibility.© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001

Implementing the Implementing the Olweus Bullying Olweus Bullying

Prevention ProgramPrevention Program


The Bullying Prevention The Bullying Prevention ProgramProgram IS NOT...IS NOT...

• a curriculumcurriculum

• a a conflict resolutionconflict resolution approachapproach

• a peer mediationpeer mediation program

• an anger managementanger management program


BB

The Olweus Bullying The Olweus Bullying Prevention ProgramPrevention Program IS...IS...• UniversalUniversal (a school-wide effort)(a school-wide effort)• Systems-oriented Systems-oriented AND AND individual-individual-

orientedoriented• PreventivePreventive AND AND problem-solvingproblem-solving• Focused on changing normsFocused on changing norms andand

behaviorbehavior• Research-basedResearch-based• NOT time-limited:NOT time-limited: Requires systematic Requires systematic

efforts over timeefforts over time© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001

Goals of the Olweus Goals of the Olweus Bullying Prevention Bullying Prevention

ProgramProgram

• Reduce existing bully/victim Reduce existing bully/victim problems among school childrenproblems among school children

• Prevent the development of new Prevent the development of new bully/victim problemsbully/victim problems

• Improve peer relationsImprove peer relations

• Improve school climateImprove school climate


Program Principles--Program Principles--

• WarmthWarmth

• Positive InterestPositive Interest

• Involvement from adultsInvolvement from adults

• Firm limits to unacceptable Firm limits to unacceptable behaviorbehavior

It is critical to develop a It is critical to develop a school environment school environment characterized by:characterized by:


Program Principles (cont.)Program Principles (cont.)

• Non-hostile - Non-physical sanctions Non-hostile - Non-physical sanctions are consistently applied when rules are are consistently applied when rules are violated and/or behavior is violated and/or behavior is unacceptableunacceptable

• Adults act as authorities and positive Adults act as authorities and positive role modelsrole models


Elements of the ProgramElements of the Program

• School-wide interventionsSchool-wide interventions

• Classroom-level interventionsClassroom-level interventions

• Individual interventionsIndividual interventions

• Community interventionsCommunity interventions


School-wide InterventionsSchool-wide Interventions


School-Wide Interventions

• Formation of a Bullying Prevention Coordinating Committee

• Training for committee and all school staff personnel

• Administration of bully/victim questionnaire

School-Wide Interventions

• Develop school rules against bullying

• Increase supervision in “hot spots”

• Use consistent positive and negative consequences

• Hold staff discussion groups

• Parent Involvement

Staff Discussion GroupsStaff Discussion Groups

• Regularly scheduled meetingsRegularly scheduled meetings

• Participants are 6-12 teachers and Participants are 6-12 teachers and other school personnelother school personnel

• Discussions are based on material Discussions are based on material in in Bullying at SchoolBullying at School and and Teacher HandbookTeacher Handbook


Goals of Goals of Staff Discussion GroupsStaff Discussion Groups

• Provide more detailed Provide more detailed information about program information about program componentscomponents

• Stimulate rapid Stimulate rapid implementationimplementation

• Discuss and learn from each other’s Discuss and learn from each other’s experiencesexperiences

• Keep motivation and involvement highKeep motivation and involvement high


Against Bullying• We will not bully others.We will not bully others.

• We will try to help students who are We will try to help students who are bullied.bullied.

• We will make it a point to include We will make it a point to include students who are easily left out.students who are easily left out.

• When we know somebody is being When we know somebody is being bullied, we will tell an adult at school bullied, we will tell an adult at school and an adult at home.and an adult at home.


Use Appropriate Positive Use Appropriate Positive and Negative Consequencesand Negative Consequences

• Identify consequences currently Identify consequences currently being used with bullying.being used with bullying.

• Assess which are effective and Assess which are effective and which are not.which are not.

• Develop graduated sanctions and Develop graduated sanctions and rewards that are developmentally rewards that are developmentally appropriate.appropriate.

©© 2001 NMR:The Olweus Bullying Prevention Group2001 NMR:The Olweus Bullying Prevention Group

Positive Consequences Positive Consequences May...May...

• Include verbal attention, privileges, Include verbal attention, privileges, or tangible rewardsor tangible rewards

• Be directed at an entire class, a Be directed at an entire class, a smaller group, or an individualsmaller group, or an individual

• Be given out informally, or as part of Be given out informally, or as part of a more orchestrated school-wide or a more orchestrated school-wide or grade-level effortgrade-level effort


Positive ConsequencesPositive Consequences

• Should be used abundantly, Should be used abundantly, sincerely, and consistentlysincerely, and consistently

• Are most effective when varied Are most effective when varied strategies are usedstrategies are used

• Verbal praise is more effective than Verbal praise is more effective than reprimand in a classroom setting reprimand in a classroom setting


Two Types of Negative Two Types of Negative ConsequencesConsequences

• Removal of positive stimulus (e.gRemoval of positive stimulus (e.g., time-out, loss of privileges at time-out, loss of privileges at school, time away from peers)school, time away from peers)

• Use of a negative or unpleasant Use of a negative or unpleasant stimulus (e.g.,verbal reprimand, stimulus (e.g.,verbal reprimand, call to parent)call to parent)


Negative Negative ConsequencesConsequences

• Should be...Should be...

– unpleasant, not hostileunpleasant, not hostile

– easy to useeasy to use

– developmentally appropriate for child’s developmentally appropriate for child’s age and personalityage and personality

– natural, connected to the infractionnatural, connected to the infraction

• Make clear that the behavior (not the child) is Make clear that the behavior (not the child) is unacceptableunacceptable

• Should include opportunities for reparationShould include opportunities for reparation© The Olweus Bullying Prevention Group, 2001.© The Olweus Bullying Prevention Group, 2001.

Interventions at the Interventions at the School LevelSchool Level (cont.)

• Re-examine and fortify Re-examine and fortify supervision of “hot spots”supervision of “hot spots”


Common-Area SupervisionCommon-Area Supervision• How is the common-area arranged?How is the common-area arranged?

– Are there hidden places?Are there hidden places?

– Is there adequate supervision?Is there adequate supervision?

– How are adults utilized?How are adults utilized?

• How are the premises used?How are the premises used?– Are there fun activities?Are there fun activities?

– Is there room for all?Is there room for all?

– Is there enough equipment?Is there enough equipment?

© The Olweus Bullying Prevention Group, © The Olweus Bullying Prevention Group, 20012001

Staff Attitudes Toward Staff Attitudes Toward SupervisionSupervision

• Within an effective supervisory Within an effective supervisory system, staff reactions to system, staff reactions to bullying should be consistent bullying should be consistent across time and across staff.across time and across staff.


A Coordinated A Coordinated Supervisory SystemSupervisory System

• Information about known bullying & Information about known bullying & concerns about possible bullying concerns about possible bullying – should be reported to teachers and/or should be reported to teachers and/or

grade-level teamsgrade-level teams

– may be kept in a main may be kept in a main loglog


Interventions at the Interventions at the School LevelSchool Level (cont.)

• Hold school-wide “kick-offs”Hold school-wide “kick-offs”

• Involve parentsInvolve parents

• Opportunities and obstacles to implementationOpportunities and obstacles to implementation


Classroom Interventions...Classroom Interventions...


Interventions at Interventions at the Classroom Levelthe Classroom Level

• School rules posted and discussedSchool rules posted and discussed

• Consistent use of sanctions and Consistent use of sanctions and positive reinforcementpositive reinforcement

• Regular class meetings (weekly)Regular class meetings (weekly)

• Incorporation of bullying themes Incorporation of bullying themes across the curriculumacross the curriculum


Classroom MeetingsClassroom Meetings

• A regular period in which to discuss A regular period in which to discuss bullying and peer relationsbullying and peer relations

• Meetings build a sense of class Meetings build a sense of class cohesion & community, positive peer cohesion & community, positive peer social controlsocial control

• Use resources as Use resources as guidesguides. Be flexible in . Be flexible in following students’ ideas for following students’ ideas for discussion topicsdiscussion topics


General Strategies for General Strategies for Holding Classroom Holding Classroom

MeetingsMeetings• Hold meetings once per week, ideally at a Hold meetings once per week, ideally at a

specific time of the weekspecific time of the week

• Sit in a circle, if possibleSit in a circle, if possible

• Utilize links to academic curricula to teach or Utilize links to academic curricula to teach or reinforce specific skills and concepts for reinforce specific skills and concepts for greatest impact.greatest impact.


Ground Rules for Ground Rules for DiscussionDiscussion

• Raise hands to speakRaise hands to speak

• Everyone has the right Everyone has the right to be heardto be heard

• Let others speak Let others speak without interruptionwithout interruption

• Disagree without being Disagree without being disagreeabledisagreeable

• Avoid names--focus on Avoid names--focus on eventsevents


Teacher StrategiesTeacher Strategies• Be an attentive listenerBe an attentive listener

• Avoid derogatory commentsAvoid derogatory comments

• Encourage input from shy studentsEncourage input from shy students

• Encourage the use of “I” statementsEncourage the use of “I” statements

• Encourage students to express what Encourage students to express what they think, feel, and believethey think, feel, and believe

• Summarize viewpointsSummarize viewpoints


Types of Role PlayingTypes of Role Playing

• Role playing without solutions:Role playing without solutions:

- - students gain an emotionalstudents gain an emotionalunderstanding of bullyingunderstanding of bullying

• Role playing with solutions:Role playing with solutions: - - students arrive at, test, students arrive at, test,

practice, and assess options practice, and assess options


Group Work Before Group Work Before the Role Playthe Role Play

• What is your character like?What is your character like?

• What is he/she thinking and feeling?What is he/she thinking and feeling?

• Why does he/she act this way?Why does he/she act this way?

• What do the others feel about him/her?What do the others feel about him/her?

• What do you think it’s like for him/her What do you think it’s like for him/her at home?at home?


Discussion Questions Discussion Questions After the Role PlayAfter the Role Play

• Is this solution safe?Is this solution safe?

• Did they avoid using aggression?Did they avoid using aggression?

• Is it fair for the victim? Others?Is it fair for the victim? Others?

• Is this likely to happen?Is this likely to happen?

• What do you think will happen the next What do you think will happen the next day?day?


Interventions at the Interventions at the Individual LevelIndividual Level

1. 1. On-the-spot On-the-spot interventions & follow-up interventions & follow-up discussions with children discussions with children who are bulliedwho are bullied

2. On-the-spot 2. On-the-spot interventions & follow-up interventions & follow-up discussions with children discussions with children who bullywho bully

3. Parental involvement3. Parental involvement© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001

Why Adults Why Adults Don’tDon’t Always Always Intervene:Intervene:

• Difficulty recognizing bullyingDifficulty recognizing bullying

• Failure to recognize the importance of Failure to recognize the importance of interveningintervening

• Uncertainty regarding Uncertainty regarding howhow best to best to interveneintervene


1. On-the-Spot Interventions:1. On-the-Spot Interventions:The “Teachable Moment”The “Teachable Moment”

• Stop the bullyingStop the bullying• Support the victimSupport the victim• Name the bullying behaviorName the bullying behavior• Refer to the school rulesRefer to the school rules• Impose immediate consequences Impose immediate consequences

(as appropriate) as per discipline code(as appropriate) as per discipline code• Empower the bystanderEmpower the bystander


2. Follow-Up Interventions2. Follow-Up Interventions

• Report the incident, increase vigilance Report the incident, increase vigilance and communication.and communication.

• Identify staff person to talk with the parties.Identify staff person to talk with the parties.

• Talk separately with the child who is bullied, and Talk separately with the child who is bullied, and the children who bully.the children who bully.

• Begin by talking with the child who is bullied, Begin by talking with the child who is bullied, then with the children who bully.then with the children who bully.

• Impose consequences for the children Impose consequences for the children who bully.who bully.

• Talk with the students’ parents.Talk with the students’ parents.

• Follow-up with the parties later.Follow-up with the parties later.


Meetings with Meetings with Victims of BullyingVictims of Bullying

• Try to put the Try to put the child at easechild at ease

• Collect information Collect information about the incidentabout the incident

• Encourage the child Encourage the child to express his or her emotionsto express his or her emotions

• Provide support & encouragementProvide support & encouragement


Meetings with Meetings with Victims of Bullying (cont.)Victims of Bullying (cont.)

• Discuss a safety planDiscuss a safety plan

• Inform the child of your intended Inform the child of your intended actions with the bully/bulliesactions with the bully/bullies

• Have the child agree to report future Have the child agree to report future bullyingbullying

• Gauge the child’s distress and refer to Gauge the child’s distress and refer to a counselor if necessarya counselor if necessary

• Plan a follow-up meetingPlan a follow-up meeting© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001

Meetings with Meetings with Children Who BullyChildren Who Bully

• Ask another adult to be present, if Ask another adult to be present, if necessarynecessary

• Talk with the children who bully Talk with the children who bully separately, in rapid sequenceseparately, in rapid sequence

• Begin with the “leader”Begin with the “leader”

• Plan a follow-up meetingPlan a follow-up meeting


Points to Communicate Points to Communicate to Children Who Bullyto Children Who Bully

• We know that you have been involved in We know that you have been involved in bullyingbullying

• Bullying is against the school rulesBullying is against the school rules• The bullying must The bullying must STOPSTOP immediately immediately• As a result of your behavior, As a result of your behavior,

you will be disciplined you will be disciplined (if necessary)(if necessary)

• You may be expected to You may be expected to make “amends” to the victim(s), make “amends” to the victim(s), if necessary and appropriateif necessary and appropriate


Points to Communicate to Points to Communicate to Children Who Bully (cont.)Children Who Bully (cont.)• Your future behavior will be Your future behavior will be

monitored closelymonitored closely

• There may be additional There may be additional sanctions if the bullying continuessanctions if the bullying continues

• Plan ways to make reparations Plan ways to make reparations (if appropriate)(if appropriate)

• Your parents will be notified (if Your parents will be notified (if appropriate)appropriate)


Common Defenses fromCommon Defenses fromChildren Who BullyChildren Who Bully

• DenialDenial

• Minimizing one’s Minimizing one’s involvementinvolvement

• Blaming the victimBlaming the victim


When There Are When There Are Suspicions of Bullying...Suspicions of Bullying...

• Intensify your observations Intensify your observations of the possible victimof the possible victim

• Confer with colleaguesConfer with colleagues

• Collect information fromCollect information fromstudentsstudents

• Contact parentsContact parents


Working With ParentsWorking With Parents


• How does your child like school?How does your child like school?

• What kinds of things does s/he say What kinds of things does s/he say about school?about school?

• Does s/he have some good friends at Does s/he have some good friends at school?school?

Questions for ParentsQuestions for Parents


What Can Parents Do If What Can Parents Do If Their Child Is Bullied?Their Child Is Bullied?

• Help the child develop talents and Help the child develop talents and positive attributespositive attributes

• Encourage the child to make contact Encourage the child to make contact with friendly student(s) in their with friendly student(s) in their classesclasses

• Encourage the child to Encourage the child to get to know peers in get to know peers in new situationsnew situations


Communicate directly to the child:Communicate directly to the child:

– We know you have been involved We know you have been involved in bullyingin bullying

– Bullying is a serious behaviorBullying is a serious behavior

– We will not tolerate any future We will not tolerate any future

bullying behaviorbullying behavior


What Can Parents Do If Their What Can Parents Do If Their Child Bullies Others?Child Bullies Others?

• Enforce family rules Enforce family rules

• Reinforce positive and kind behaviorReinforce positive and kind behavior

• Spend more time with your childSpend more time with your child

• Monitor the child’s activitiesMonitor the child’s activities

• Build upon the child’s talentsBuild upon the child’s talents

• Help child find more appropriate Help child find more appropriate behavior patternsbehavior patterns

• Seek professional assistance, if Seek professional assistance, if necessary necessary


What Can Parents Do If Their What Can Parents Do If Their Child Bullies Others?Child Bullies Others?

COMMUNITY EFFORTSCOMMUNITY EFFORTS


Community Community InvolvementInvolvement

• Look for ways that community Look for ways that community members can support the school’s members can support the school’s effortsefforts

• Examine strategies for spreading Examine strategies for spreading anti-bullying messages beyond the anti-bullying messages beyond the school’s doorsschool’s doors


Interventions at the Interventions at the Community LevelCommunity Level

• Partnerships with community Partnerships with community organizations, businesses, houses organizations, businesses, houses of faith, etc.of faith, etc.

• Violence prevention coalitionsViolence prevention coalitions

• Formal and informal linkages to Formal and informal linkages to families, neighborhood associations, families, neighborhood associations, etc.etc.


Bully Free Street SignsBensalem, PA

Program Materials:Program Materials:• Bullying Prevention Program BlueprintBullying Prevention Program Blueprint• A Teacher HandbookA Teacher Handbook• Bullying at School: What Bullying at School: What

We Know and What We Can DoWe Know and What We Can Do• Olweus bully/victim questionnaire & Olweus bully/victim questionnaire &

statistical packagestatistical package• BullyingBullying (video and accompanying (video and accompanying

teacher guide)teacher guide)• Supplemental lesson plansSupplemental lesson plans• Quit It! (K-3)Quit It! (K-3)


The Use of Supplemental Resources

• Other resources should be viewed as supplemental. They should NOT– supplant required Olweus program

materials, or – be introduced until school staff are

familiar with and have made use of required resources

Strategies to Encourage the Use of Required Materials

• Actively encourage the use of required resources such as the Teacher Handbook and Bullying at School

• Have Staff Discussion Groups review one chapter per meeting

• Staff may be “assigned” to create questions for discussion

Why Specific Supplemental Materials Generally are Neither Endorsed Nor

Forbidden by the Olweus Group

• An issue of volume• Few could be endorsed unequivocally; it

matters how they are used • Good annotated compilations exist• Schools benefit from reviewing materials

themselves• If endorsed, materials may tend to

supplant required resources

Exceptions...

• Quit It is a recommended resources for K-3

• Use of the following are discouraged:– complete curricula (e.g., Bully Proofing

Your School)– other comprehensive programs (e.g.,

Steps to Respect)

Guidelines for Use of Supplemental Materials

• Consider:– Does the resource bill itself as a bullying

prevention program?– Would it likely be viewed as a complete

bullying prevention program?– Is it inconsistent with any of the underlying

principles or tenets of the Olweus model?• If “yes” to any of the above, we recommend not

using the materials

What Might Be Appropriate Supplemental Resources?

• Videos that can be used in classrooms with students and/or with adults

• Children’s literature that can be used in class

• Teacher guides/resources that provide additional information about bullying and/or strategies to address bullying in classes

• WeWe CANCAN stop bullying!stop bullying!

• The reward is: The reward is: A school climate where A school climate where children children are free to learn.are free to learn.

• Stopping bullying takes Stopping bullying takes a team effort.a team effort.

Take Home MessageTake Home Message


TheThe Olweus Bullying Olweus Bullying Prevention ProgramPrevention Program

olweus bully prevention master

Education