Embedding Bully-Prevention in School-wide PBISChris BorgmeierPortland State University

Revision of slides by:Scott Ross & Rob HornerUtah State Univ. Univ. of Oregon

Goals

Define a set of core features for Bully Proofing Define how to embed Bully Proofing into

existing School-wide Expectations. Provide current update from one research

effort.

Main Ideas “Bullying” is aggression, harassment, threats

or intimidation when one person has greater status, control, or power than the other.

Bullying behaviors affect the sense of school as a “safe” environment.

video

Main Ideas Bullying behavior typically is rewarded

(maintained) by the “victims” or “bystanders” Social attention Social recognition Social status Access to physical items/ preferred activities

Bullying behavior is seldom maintained by adult attention

Main Ideas All “bully proofing” skills are more effective if

the school has first established a set of POSITIVE school-wide behavioral expectations.

Great care is needed to prevent a “bully-proofing” effort from becoming a “bully-training” program.

Bully PreventionsRooted in “RESPECT” for all

Goal of SW-PBIS = Safe and Positive school environment where ALL people are Honored & Respected

Explicitly link Bully-Prevention to “RESPECT” Respect for ALL people; Even people who may be

Different from you Interests & Beliefs Abilities (Disabilities)

Physical / Emotional / Intellectual…. Religion, Skin Color, Culture, Gender & Sexual

Orientation, Size….

Respecting Differences http://vimeo.com/groups/pbisvideos/videos/5879

4996

A Comprehensive Bully-proofing Model

Universal Positive Behavior Support

Teach a “stop”signal Staff training Individual Student

Supports

Define & Teach Expectations

Consequences For Behavioral Errors

Data System

Teach “stop”routine

Teach Bystanderroutine

Teach being asked to “stop”

Teach how to train “stop”Signal

Teach Precorrection

Teach supervisorroutine

Function-basedsupport for Aggressive Student (bully)

Function-based support for victim

Creating Effective Learning Environments Know what you want… not just what you do

not want: “Social Responsibility”

Create environments that are: Predictable Consistent Positive Safe

Developing An Effective Approach What does NOT work

Identifying the “bully” and excluding him/her from school

Pretending that Bullying Behavior is the “fault” of the student/family/victim.

Providing clinical support for the “bully” without changing the social feedback she/he receives from peers.

Four Roles “stop” signal routine. Aggressor

Victim

Bystander

Adults Teaching social responsibility Supervision in unstructured settings

4 Steps to Bully-proofing

Step #1: Establish a social culture Step #2: Teach a school-wide “stop” signal

a) Teach how to use the “Stop Signal”b) Teach “walk away”c) Teach “getting help”

Teach roles for Aggressor, Victim, Bystander & Adult

Step #3: Focus on Role of Adults Step #4: Individual Student Support

Step 1: Establish a social culture Teach school-wide behavioral expectations

Be respectful, be responsible, be safe

Acknowledge appropriate behavior

Establish clear consequences for inappropriate behavior

Develop and use a data collection system for monitoring effects, and making decisions.

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

Teaching Social Responsibility Teach school-wide expectations first

Be respectful Be responsible Be safe

Focus on “non-structured” settings Cafeteria, Gym, Playground, Hallway, Bus Area

Teach Bully Prevention “SKILLS” If someone directs problem behavior toward you. If you see others receive problem behavior If someone tells you to “stop”

Bully Proofing:Building a social culture What does work

Teach all children to identify and label inappropriate behavior as NOT being examples of expectations. Not respectful, not responsible., not safe

Teach all students a “stop signal” to give when they experience problem behavior. What to do if you experience problem behavior

(victim, recipient) What to do if you see someone else in a problem

situation (bystander)

Teach all students what to do if someone delivers the “stop signal”

Brand It (w/ link to PBIS) “Use another Word” – Springfield HS, OR

http://www.youtube.com/watch?v=GM-nWXz1YHo

“Use another Word” – Agnes Stewart MS, OR http://www.youtube.com/watch?v=VICXLXrmB

Lg “USE another Word” - Elementary

http://www.youtube.com/watch?v=zlzq0GEBaOg

Brand It Make it Your own – link to school name,

mascot, etc. Generic examples

Expect Respect Stand for Respect Stand for Courage Respect for All

Team Tasks What are some specific behaviors in your

school that demonstrate disrespect (possibly bullying) toward some students?

What can your team do to promote staff buy-in & participation in a Bully Prevention/ “Respect for All” effort in your school? May think about a name/motto “Stand for

Respect”, “Stand for Courage”, “Respect for All” Begin thinking about a staff intro presentation

Bully Prevention Action Plan See pp. 2-3

of your packet and use to guide action planning

Step #2: Teach a school-wide “stop” signal

If someone is directing problem behavior to you, or someone you are with, tell them to “stop.” Pair verbal & visual prompt

What is the “Stop Signal” for your school? Have a physical as well as verbal signal

“Stop” “Uncool” “Enough” “Time-out” “Don’t” “Whatever!”

The language and signal need to age appropriate, and contextually acceptable.

When to use the Stop SignalWhen to say “Stop” Johnny pokes Sally in the

back over & over while in line

Susie teases Sally & calls her a bad name

Joey tackles Sam while playing touch football

Sam steals the ball away from Fred when they are not playing a game that involves stealing

When NOT to say “Stop” Johnny accidentally bumps

into Sally at recess Kelly makes a suggestion

for a game that Fred does not like

Sam steals the ball away from Joe when they are playing a basketball game

Sally continues to poke Susie in line after Susie has delivered the stop signal

Anticipate Common Challenges & Make Lessons fit “Your” Context Identify common problem areas & problem

behaviors in “Your” School Start with common areas

Playground Cafeteria Hallways

Identify most common problem behaviors demonstrating ‘Disrespect between peers’ or ‘Bullying’

Team Task pp. 4-5 in packet

Identify “bullying” or disrespectful

behaviors that are

specific to your settings

Stop – Walk – TalkThe Basics

See appropriate Bully Prevention Curriculum & Fit/Adapt to Your Local needs

Elementary Manual – Lesson 1 - 50 min.

MS – Expect Respect – Lesson 1 - 45 min.

Understanding Bullying NEED: Small candle, clear glass cup, match

1) Compare fire & problem behavior w/ the class Light candle

2) Explain how problem behavior needs peer attention to keep going just like a candle needs oxygen to stay lit

3) Discuss forms of peer attention Arguing w/ peer that teases you Laughing at someone being picked on Watching problem behavior & doing nothing

Understanding Bullying (continued)

4) Explain how taking away peer attention is like taking away the oxygen (cover lit candle w/ glass)

5) Students can take away peer attention that keeps problem behavior going by:

Telling someone teasing you to “stop” Walking away from problem behavior Helping another student by saying “stop” or by walking away

from problem behavior with them Telling an adult

6) Model/Lead/Test – school Stop/Walk/Talk behaviors

Video examples What if someone calls you names?

http://vimeo.com/groups/pbisvideos/videos/61574109

Sticking up for Frank (Elem) http://vimeo.com/groups/pbisvideos/videos/3719

7747

Teach how to use the “Stop Signal” How do you deliver the “stop signal” if you feel someone is

not being respectful? (e.g. you feel intimidated, harassed, bullied)?

How do you deliver the “stop signal” if you see someone else being harassed, teased, bullied?

What to do if someone uses the “stop signal” with you?

Note: Include “non-examples” of when and how to use “stop” signal.

What if you are asked to Stop? Good examples of responding to stop/walk/talk

should include: Responding appropriately even when you don’t think you

did anything wrong Responding appropriately even if you think the other

student is just trying to get you in trouble

How to respond if someone says “stop” to you: Stop what you are doing Take a deep breath & count to 3 Go on with your day

Walk Away Sometimes even when students tell others to

“stop”, problem behaviors will continue. When this happens students are to “Walk

Away” form the problem behavior

Teach “walk away” Most socially initiated problem behavior is

maintained by peer attention.

Victim behavior inadvertently maintains taunt, tease, intimidate, harassment behavior.

Teach bystanders to facilitate “walking away” Build social reward for victim for “walking

away” Do not reward inappropriate behavior.

Teach “walk away” Model “walking away”

When students experience continued problem behavior or when they see another student experiencing continued problem behavior

Teach students to encourage one another when they use the appropriate response

Practice “walking away” with student volunteers at the front of the class Include at least 3 examples of how to “walk away” and at

least one example of when not no

“Talk” – Getting help Even when students use “stop” and “walk

away” from the problem, sometimes students will continue to behave inappropriately toward them.

When this happens students should “Talk” to an adult

NOTE: If student is in danger talk to an adult immediately… stop & walk can be bypassed

Teach Talk Where is the line between “talking” and

tattling? “Talking” is when you have tried to solve the

problem yourself, and have used the “stop” and “walk” steps first

Tattling is when you do not use the “stop “ and “walk away” steps before “talking” to an adult

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

Staff Responses to Bully Reporting Ask who, what, when & where Ensure the student’s safety:

Is bullying still happening? What is the severity? Is the reporting student at risk?/ Fear of revenge? What does the student need to feel safe?

Did you tell the student to stop? Did you walk away?

If yes, praise student for appropriate response(s) If not, practice appropriate responses – ‘stop’ & ‘walk’

Teach Talk

Practice “talk” w/ student volunteer in front of class A child comes to you and reports that someone else

was not respectful “Did you say stop?” “Did you walk away?”

Staff Response – to Aggressor Talking to the child who was disrespectful

“Did student say stop?” “What did you do” “Show me doing it the right way”

“Did student walk away?” “What did you do” “Show me doing it the right way”

Determine need for a Discipline Referral

Team Task Review Lesson 1 for introducing Bully

Prevention to students Develop Teaching Plan/Schedule

Who/How/When will lessons be delivered? Lessons are between 45-50 minutes

How will lessons be modified to fit your context & school needs? Integrating in specific examples of ‘disrespect to

peers’ or bullying behavior from Your School

Bully PreventionLesson 2

Teaching across Settings & Roles

Teaching Expectations Teach across

Settings (playground, cafeteria, hallways, etc.)

and Roles (victim, bystander,

aggressor)

Teaching Stop-Walk-Talk Stop & Walk (teaching demo)

http://vimeo.com/groups/pbisvideos/videos/39714542

Team Task Review Lesson 2 in the Curriculum

Develop a lesson plan for 1 or more of your highest risk areas

Identify high probability ‘bullying’ problem behaviors across setting

Begin developing a schedule for teaching Stop-Walk-Talk across settings

Additional LessonsGossip & Cyber-Bullying

Gossip & Inappropriate Remarks See corresponding chapter in Bully

Prevention Manual Elementary – Ch. 3 – Gossip Elementary – Ch. 4 – Inappropriate Remarks

No more Gossip http://vimeo.com/groups/pbisvideos/videos/6010

3232

Cyberbullying See corresponding chapter in Bully

Prevention Manual Elementary – Ch. 5

http://vimeo.com/groups/pbisvideos/videos/78173708

Team Task Review Additional Lessons

Prioritize & Develop Plan for Teaching & as appropriate

Training Staff

Step #3: Focus on Role of Adults

How to teach expectations Stop – Walk -- Talk

Pre-correct (quick practice of appropriate skills just prior to entering “high probability” context) With whole class With “at risk” students

Review Reporting routine What do you say when a student comes to you? What do you ask of a student accused of being a bully?

Encourage Students to Stand up Against Disrespect and Bullying Look for students that use the 3 step response

(Stop / Walk / Talk) appropriately & reward

Set up a system for recognizing and encouraging students to Stand up against Disrespect (see form in packet)

Staff: How to respond when a student reports Disrespect

First, let student know that their report is important Reinforce the student for reporting (I.e. “I’m glad

you told me”) Use reflective statement to the student know you

are listening to them Use supportive statements to let the student know

you care

Staff: How to respond when a student reports Disrespect Ask who, what, when & where Ensure the student’s safety:

Is disrespect still happening? A recurring pattern? Is the reporting student at risk? What does the student need to feel safe? What is the severity?

Staff: How to respond when a student reports Disrespect Did you tell the student to stop?

If yes, praise student for using appropriate response.

If No, Practice Stop response

Did you walk away? If yes, praise student for appropriate response(s) If not, practice appropriate responses – ‘stop’ & ‘walk’

Review Staff Response to Aggressor

Reinforce the student for the discussing the problem with you. Ask “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 stop routine and the stopping routine Determine need for a Discipline Referral

Monitoring Implementation

See packet

Develop an Implementation Schedule

Identify a schedule for: Seek agreements w/ staff re: Stop Sign &

Implementation Staff Introduction and Training for

implementation Develop implementation schedule for Training

across settings Start with an assembly or classroom introduction? Rotations across settings to teach?

Spread across days/weeks

Team Task Develop a plan & presentation for:

Introducing BullyProofing to staff & seeking feedback

Training Staff on implementation including: pre-correction for at-risk settings & students active supervision encouraging student use of BullyProofing behaviors Staff reporting responses

Develop a teaching schedule for implementing BullyProofing school-wide

Step #4: Individual Student Support

Support for Students who are aggressive on a recurring basis

Individualized assessment

Family support Teach appropriate

social skills Isolate from deviant

peer group.

Support for Students who are frequent “victims”

Redefine roles Re-teach respectful

behavior Teach social skills Embed student in

constructive peer groups.

Individual Student Support It is important to remind some students about

how they should respond, either when they exhibit problem behavior or when problem behavior is exhibited toward them

Chronic victims & perpetrators At the beginning of non-classroom times check-in

with the student & remind them about how to respond (stop/walk/talk)

At the end of non-classroom times check-in again and ask them how it went and reward successful efforts

Monitoring Implementation The SW-PBIS team should make monitoring

and maintaining Bully Prevention a regular task as part of SW-PBIS implementation

Every meeting: Monitor implementation and plan maintenance Review Data

ODR (disrespect) Staff or Student surveys

Problem solve areas requiring additional support or focus

Monitoring Implementation

Staff Survey

Student Survey See packet

Bully Prevention Action Plan See pp. 2-3

of your packet and use to guide action planning

Team Task How will your team monitor implementation

of BullyProofing?

How will your team identify the effectiveness of the BullyProofing?

Develop an timeline and action plan for implementation, monitoring & decision making

Embedding Bully-Proofing: One Example How Bully-Proofing was taught in one school How data were recorded Current status of research effort

How it was taught School Rules:

Be Safe, Be Kind, Be Responsible Problem Behaviors

Basketball, Four square, In between Why do kids do it? Stop, Walk, Talk

How data were recorded When problem behavior was reported, staff follow a specific

school-wide response:1. Reinforce the student for reporting the problem behavior

(i.e. "I'm glad you told me.")

2. "Did you tell the student to stop?" (If yes, praise the student for using an appropriate response)

3. "Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response)

How data are recorded When students report problem behavior appropriately, staff

initiate to following response with student accused of inappropriate behavior:

1. "Did ______ tell you to stop?" If yes: "How did you respond?" Follow with step 2 If no: Practice the 3 step response.

2. "Did ______ walk away?" If yes: "How did you respond?" Follow with step 3 If no: Practice the 3 step response.

3. Practice the 3 step response.

How data are recordedBEHAVIOR not safe not kind not responsibleREPORT Behavior Reported Behavior Observed

SITE playground cafeteria inside recess office quads quads assembly __________

RECIPIENT Used "Stop" Signal Used "Walk Away" procedure Appropriately Reported

Problem Behavior

PERPETRATOR Saw the "stop" signal Saw recipient "walk away" 3-step response practiced

Current Status of Research Effort: Observed 3 students recognized by the school

for exhibiting problem behavior outside the classroom.

Observed recess for Physical Aggression Verbal Aggression

Recipient Responses Bystander Responses

Baseline Phase: Verbal and Physical Aggression during recess

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Baseline Phase: Conditional Probabilities

Recipient Responses to Verbal and Physical Aggression

“Stop” Response

“Walk” Response

Positive Response

Negative Response

No Response

1% 3% 30% 44% 32%

Bystander Responses to Verbal and Physical Aggression

“Stop” Response

“Walk” Response

Positive Response

Negative Response

No Response

2% 0% 53% 14% 31%

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Problem Behavior during recess

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Baseline Bully-proofing

Recipient Responses to Verbal and Physical Aggression“Stop”

Response“Walk”

ResponsePositive

ResponseNegative

ResponseNo

Response25% 8% 25% 16% 26%

Bystander Responses to Verbal and Physical Aggression

“Stop” Response

“Walk” Response

Positive Response

Negative Response

No Response

17% 4% 14% 13% 51%

Intervention Conditional Probabilities

Victim Response to Bullying

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Bystander Response to Bullying

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