PBIS & Bullying: Creating a Climate for School Success

Anne Terry & Nicole Moore

Presenters:

• Anne Terry & Nicole Moore are professional school counselors at Little River Elementary School. They have teamed for 7 years and implemented a PBIS program and created a program for peer mentoring.

• Anne.Terry@lcps.org

• Nicole.Moore@lcps.org

• Overview of the PBIS – Bully Prevention Model

• Specific lesson plans to address bullying in a classroom setting

• Creative ideas to further combat bullying and increase positive social interactions

• Wrap up leaving with some new ideas and resources to help you

Our Plan for Today

The following slides are based on

information from:

1- Bullying Prevention in a PBIS School Presentation

(Drawn from the Olweus Bully Prevention Program & the work of Stiller, Ross & Horner)

2 – Bully Prevention Manual (Scott Ross, Rob Horner, & Bruce Stiller)

(Both can be found on the PBIS website)

How PBIS Addresses Bullying:

PBIS focuses on instructing the whole school population the expected behaviors and then

providing additional reinforcement to students that require that help. Initiating a program to address bullying will be more effective IF the school already has a FIRM FOUNDATION of

school-wide behavioral expectations.

A Bully Prevention Manual may be found on PBIS.org.

Six Key Features of Bully Prevention in Positive Behavior Support

1. The use of empirically-tested instructional principles to teach expected behavior outside the classroom to all students.

2. The monitoring and acknowledgement of students for engaging in appropriate behavior outside the classroom.

3. An effort to prevent bullying behavior from being rewarded by victims or bystanders.

4. The correction of problem behaviors using a consistently administered continuum of consequences.

5. The use of information about student behavior to evaluate and guide decision making.

6. The establishment of a team that develops, implements, and manages the BP-PBIS effort in a school.

Top 10 Strategies for Effective Bullying Prevention:

• Focus on the whole school environment • Assess bullying at your school • Garner staff/parent support • Form a group at school to coordinate bullying prevention/

intervention activities • Provide training for ALL staff members • Establish and enforce school rules and policies regarding bullying • Increase adult supervision in “hot spots” for bullying • Intervene consistently and appropriately in bullying incidents • Focus some classroom time on bullying prevention and

intervention • Continue efforts over time

HRSA’s National Bullying Prevention Campaign, 2004

School-wide Recognition

Little River students earn individual “Eagle Feathers” to put towards meeting the school-wide goal. A goal is set multiple times throughout the year and we all

work TOGETHER to find out the AMAZING prize.

Previous prizes have been:

• Popsicles at outdoor lunch

• Astronaut assembly

• Sit where you like lunches

• Pep Rally/Song contest

• Hula parade

• Red carpet event

How did the lessons begin?

• Bullying specific lessons were developed for each grade level. Lessons were conducted by the School Counselor.

• Signage was developed and displayed in each elementary school throughout the county.

• Data is routinely collected for evaluation purposes.

STOP, WALK & TALK

• Loudoun County based curriculum ideas

on the PBIS Bully Prevention Manual.

• We have a STOP – WALK – TALK

protocol in our school and across Loudoun

County to confront bullying problems. First

tell the person to stop firmly, next walk

away if necessary, and finally let a trusted

adult know what is going on.

3 STEPS TO STOP A BULLY!

• STOP

• WALK

• TALK

•STOP= tell the bully to stop.

(if that doesn’t work…)

•WALK= quietly walk away.

(if that doesn’t work…)

•TALK=tell an adult you can trust.

Classroom Guidance Lessons!

The following lesson plans

are from the

STOP-WALK-TALK

Loudoun County Bullying Curriculum

BULLYING NOT

LCPS’ Definition Is:

Using Repeated Negative

Behaviors Intended To Frighten

Or Cause Harm.

Behavior Unwanted And Repeated

Three types of bullying?

1. Physical

2. Social/Emotional

3. Electronic/Cyber

3 STEPS TO STOP A BULLY!

STOP

WALK

TALK

•STOP= tell the bully to stop.

(if that doesn’t work…)

•WALK= quietly walk away.

(if that doesn’t work…)

•TALK=tell an adult you can

trust.

Kindergarten

Name_____________________________

BULLYING IS….

Teasing

Laughing

Leaving Out Whispering

Ruining Property

Making Fun

Calling Names

Pushing

Hitting, Kicking

OVER AND OVER

Name_________________________________

3 steps to STOP a bully

1-Stop (tell them to stop, I feel_____when you______)

(if that doesn’t work)

2-Walk (quietly walk away from them) (if that doesn’t work)

3-Talk (go to an adult you trust and tell them what’s happening) *Put a letter beside each picture to tell what step is being shown*

S=STOP W=WALK T=TALK

_____________

_____________ ____________

______________

The adult I would go to if I needed to TALK would be __________________________________________.

__________

__________

Grade 1

Name____________________________________

Bullying is when someone…….

_____________________________________________________________

___________________________________________over and over again.

Write S for small problem that you can try to handle, and B for big

problem when you need to tell an adult.

________1. Someone accidentally bumps you in line.

________2. A classmate calls you a name one day.

________3. You see a friend write on the bathroom door.

________4. Someone at recess pushes a friend down on purpose.

________5. At lunch, a friend doesn’t want to sit with you.

________6. A classmate makes fun of you every day and you

told them to stop but they keep doing it.

Grade 2

One student is threatening to hurt

another student.

____Big Problem: tell an adult

____Small Problem: mind my own business

____Small Problem: solve myself

One student pushes down another

student.

____Big Problem: tell an adult

____Small Problem: mind my own business

____Small Problem: solve myself

A student is running in the school

hallway.

____Big Problem: tell an adult

____Small Problem: mind my own business

____Small Problem: solve myself

A student is getting out of line.

____Big Problem: tell an adult

____Small Problem: mind my own business

____Small Problem: solve myself

A student is taking my book.

____Big Problem: tell an adult

____Small Problem: mind my own business

____Small Problem: solve myself

A student is whispering when

the teacher is talking.

____Big Problem: tell an adult

____Small Problem: mind my own business

____Small Problem: solve myself

If I see a big problem at school, one adult I can talk to is__________________________________________________

If I see a big problem at home, one adult I can talk to is___________________________________________________

Name:____________________________

Please design the “Album Cover” for the STOP-WALK-TALK song. Please draw the album cover in the space below.

Stop-Walk-Talk Song

• Stop, Walk Talk

• Stop, Walk Talk

• That’s what I say

• In a calm way.

• When someone is mean or rude

• I do not get an attitude

• I remember just what to do:

• I Stop, Walk Talk

• Stop, Walk Talk

• Stop, Walk Talk

• That’s what I say

• In a calm way.

• If someone is mean to me

• Or any other friend I see

• I do my part to help my school

• I Stop, Walk Talk

• Stop, Walk Talk

• Stop, Walk Talk

• That’s what I say

• In a calm way.

• If someone says Stop to me

• I listen very carefully.

• I take a deep breath and go on with my day.

• I Stop, Walk Talk.

Grade 3

• Define Stop-Walk-Talk

• My Secret Bully

• Webisodes from stopbullying.gov and role plays

Grade 4

Physical Bullying Emotional Bullying Cyber Bullying

What it is: What it is: What it is:

What it looks like: What is looks like: What it looks like:

Grade 5

Create an entertaining comic strip to show the best way to handle a bullying situation.

WHICH IS WHAT? Physical Social/Emotional Electronic/Cyber NOT Bullying

A student on the bus makes negative comments about your clothing you have asked her to stop and have tried to avoid her. It still happens daily.

The student who sits in front of you trips you each time that you walk by his desk. Yesterday, he pushed you out to the way when it was time to line up.

You threaten to punch another student if she talks to your best friend again.

A boy in your class Cuts you in the lunch line.

A student on your soccer team took an embarrassing picture of you and emailed to your classmates.

Everyday your friend asks you to buy an ice cream for her on your lunch account. She says that she and her friends will never speak to you again id you don’t continue to do it.

The boys in your class have agreed to never pick Tommy on anyone’s kickball team.

Your friend said that she didn’t want to sit beside you at lunch today.

Sarah continually texts another girl in the class with putdowns about how lame she is and how no one likes her.

Recommended Kid Resources:

Recommended Kid Resources:

• Trudy Ludwig Books

• Trevor Romain Books

Stand Up for Yourself and Your Friends:

Dealing with Bullies and Bossiness and

Finding a Better Way

An American Girl: Chrissa Stands Strong

Parent Resources:

Queen Bees and Wannabes: Helping

Your Daughter Survive Cliques, Gossip,

Boyfriends, and the New Realities of

Girl World

Queen Bee Moms & Kingpin Dads:

Dealing with the Parents, Teachers,

Coaches, and Counselors Who Can

Make--or Break--Your Child's Future

Parent Resources:

Odd Girl Speaks Out: Girls Write about

Bullies, Cliques, Popularity, and Jealousy

Odd Girl Out, Revised and Updated: The

Hidden Culture of Aggression in Girls

The Program

• Girls on the Run is a 10-week curriculum-based program that takes place twice a week, before or after school. Girls in grades 3-8 learn valuable life lessons, while preparing for a celebratory 5K run. Girls on the Run uses the power of running--along with interactive activities, games, and discussions of important issues such as resisting peer pressure, making healthy decisions, and contributing to community--to build self-esteem and improve emotional and physical health.

• During the 10-week program, girls are empowered with greater self-awareness, a sense of achievement, and a foundation in team-building to help them become strong, contented, and self-confident young women. According to a recent study, girls participating in the program were found to have a statistically significant increase in their self-esteem, eating attitudes, and behaviors.

http://www.gotrnova.org/

http://www.stopbullying.gov/

http://www.stopbullying.gov/kids/webisodes/index.html

http://www.pbis.org/school/bully_prevention.aspx

Resources:

Questions?