School-wide Bullying Prevention

A Guidance Services Presentation

Why invest in School-wide bullying prevention?

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Effective bullying prevention empowers students. The concepts teach problem solving skills. The concepts teach students to accept responsibility. The concepts promote positive behavior and kindness.

To implement an effective program we need… Bullying prevention that “fits” with existing school wide

behavior programs. Bullying PREVENTION, not just remediation. Bullying prevention that is manageable and sustainable.

Defining “bullying”

Bullying … Is an intentional electronic, written, verbal or

physical act. Is persistent or pervasive. Is directed at another student or students. Occurs in a relationship characterized by an

imbalance of power.

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The effects of bullying

Bullying may result in… Substantially interfering with a student’s

education. Creating a threatening environment. Substantially disrupting the orderly operation of

the school.

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Principles of prevention A school climate characterized by acceptance, positive

interest, respect and involvement with adults Efforts must be continual over time, multi-faceted,

collaborative among all staff and comprehensive The relationship between adults and children is based on an

authoritative, not authoritarian model Rules regarding bullying must be simple, clear and firm All students must be taught expected behavior Specific instruction to prevent bullying behavior from being

“rewarded” by victims and bystanders must be taught Acknowledgement of appropriate behavior is critical Consequences must be applied consistently and

appropriately Program implementation should be guided by survey

information collected by students and staff5

09-10 Bullying Lessons Pre/Post Test Results

Results provided evidence of certain trends.

The majority of students feel safe at school. Bullying behavior most frequently occurs in less

structured or less supervised areas such as the school bus, cafeteria, playground and restrooms.

When strategies for “bystanders” are taught, the likelihood that students will take action to prevent or stop bullying increases.

Staff’s actions when addressing bullying behavior, or reports of bullying, are often inconsistent.

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What does work

Defining, teaching and rewarding school-wide behavior expectations is essential. Teach students to identify and label inappropriate

behavior. Not respectful, not responsible, not safe

Teach students strategies to employ when faced with bullying behavior.

Have students identify a “trusted adult” at school. Provide staff with a response sequence to follow when

bullying behavior is observed or reported. Implement a comprehensive program that is consistent

throughout the school.

Implement the “Stop, Walk, Talk” concept7

“Stop”

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Students should be taught that if they experience or observe bullying behavior they should tell the perpetrator to “stop”.

Because talking may be difficult in emotional situations, students may choose to use a physical signal for “stop”. (Time-out!)

Because talking is hard in emotional situations… they may use a physical “signal” to stop (Time-out!)

“Walk”

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Sometimes, even when students tell others to “stop”, problem behavior continues. When this happens, students are to "walk” away from the problem behavior.

Walking away removes the reinforcement for problem behavior.

Students should be taught to encourage one another when they use the appropriate response.

“Talk”

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Even when students use “stop” and they “walk” away from the problem, sometimes students will continue to behave inappropriately toward them. When that happens, students should "talk" to an adult.

Reporting problems to adults What is the line between tattling, and reporting? Students

should be taught the following: "Talking" is when you have tried to solve the problem

yourself, and have used the "stop" and "walk" steps first.

Tattling is when your goal is to get the other person in trouble.

Note: Any time a student is in danger, the “stop” and “walk away” steps should be skipped, and an adult should be told immediately.

“Stop, Walk, Talk” in every elementary school

Every LCPS student in grades K-5 will be taught… What bullying is. How to respond to bullying behavior How to respond if someone tells them to “stop”.

Counselors will provide lessons in October (National Bullying Prevention Awareness Month) into November to all grade levels. Additional lessons may be provided throughout the year as needed.

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Our “3 Steps…” lesson worksheet Name_______________________  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.

If I need to talk, I can talk to_______________.

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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.

Respond this way anytime someone asks you to stop, even if you don’t feel you are doing something wrong.

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Supporting Staff Behavior

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When any problem behavior is reported, adults should follow a specific response sequence.

Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.")

Ask who, what, when and where.

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?

"Did you tell the student to stop?" (If yes, praise the student for using an appropriate response. If no, practice.)

"Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response. If no, practice.)

When a child correctly reports bullying…

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Reinforce the student for discussing the problem. Then initiate the following interaction with the

“perpetrator”: "Did ______ tell you to stop?"

If yes: "How did you respond?" Follow with next question

If no: Practice the 3 step response.

"Did ______ walk away?" If yes: "How did you respond?" Follow with

practicing the 3 step response. 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.

Collaboration with parents Survey results from Parent Focus Groups

indicated… A “Bully Free Pledge” for parents may be effective in

promoting bullying prevention. Classroom lessons by counselors and teachers may be

effective. Links with resources on the school website would be

helpful. Parent workshops and presentations would be well

received.

A discussion session provided insight that indicated… There are concerns about the less supervised areas. There is a desire to empower students with tools to

employ when encountering bullying. That the protocol for reporting bullying needs to be

clear for both students and parents.

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National Bullying Prevention Awareness Month

October 2010 Go to www.pacer.org to access the following

links…

Engage! Show Your Support – Unite Against Bullying!

Educate! Use Creative Activities in the Classroom.

Inspire! Innovative ideas to change the face of bullying and

motivate others to care about the cause.

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Resources provided by Guidance Services

Bullying Prevention resources located on the LCPS Intranet include…

Articles, books, DVD’s… Lesson Plans. Parent Focus Groups DATA Report. Powerpoint presentations. Tip sheets for Administrators and Teachers. Websites.

To locate these and other resources click on Pupil Services, Office of Student Services, Guidance Services to access our Helpful Links and Information.

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