School Counselors Leading the Way: Bullying Prevention Programs ASCA National Conference – Denver – 2007 Barb Brunkan, AEA 9 [email protected] Cindy

School Counselors School Counselors Leading the Way:Leading the Way:

Bullying Prevention ProgramsBullying Prevention ProgramsASCA National Conference – Denver – 2007ASCA National Conference – Denver – 2007

Barb BrunkanBarb Brunkan, AEA 9 , AEA 9 [email protected]@aea9.k12.ia.us

Cindy SwansonCindy Swanson, AEA 9 , AEA 9 [email protected]@aea9.k12.ia.us

Special Guest Star :Special Guest Star : Candy ReedCandy Reed, School Counselor, School [email protected]@mail.davenport.k12.ia.us

Davenport Public Schools – IowaDavenport Public Schools – Iowa

The The Big Big IdeasIdeas (ASCA Model Components)(ASCA Model Components)

1. Determining Needs Based on Local Data (Delivery)

2. Stakeholder “Buy-In” (Management)

3. Selecting Evidence/Research Based Programs (Accountability)

4. Roles/Responsibilities (Management & Foundation)

5. Evaluation Plan to Determine Effectiveness & Reporting Out Results (Accountability)

Determining Needs Based on Determining Needs Based on DataData

Attitude, Knowledge, Perception, Behavior

• State Youth Surveys (school safety)

• Analysis Behavior Incident Data

• Specific Bullying/Harassment Student Surveys

• Teacher/Parent Surveys

Creating Stakeholder “Buy-In”Creating Stakeholder “Buy-In”

• “What Works?” Themes – (talk to neighbor)

• School Administrators

• Building Leadership Teams

• Parent Involvement• Community Involvement (Violence Prevention

Coalitions, etc.)

Evidence/Research Based ProgramsEvidence/Research Based Programs• Websites

www.promisingpractices.netwww.colorado.edu/cspv/blueprintshttp://casat.unr.edu/bestpractices/alpha-list.phpwww.ed.gov/about/offices/list/osers/osep/gtss.htmlwww.aspe.hhs.gov/hsp/PositiveYouthDev99/index.htmhttp://modelprograms.samhsa.gov/http://www.ed.gov/admins/lead/safety/exemplary01/panel.html

• Local/State Activities

10 Elements in a 10 Elements in a Quality Quality Bully Prevention ProgramBully Prevention Program

1. A focus on the entire school environment

2. Assess bullying at school3. Support bully prevention4. Coordinating group5. Train all staff

10 Elements 10 Elements (cont.)(cont.)

6. Establish and enforce school rules and policies

7. Increase adult supervision

8. Intervene consistently and appropriately

9. Focus class time on bullying prevention

10. Continue the effort over time

Adapted from "Bully Prevention and Intervention in a Post-Columbine Era" workshop at the Power and Empowerment: Iowa Governor's Conference on Bullying and Harassment, January 27, 2005, Ames Iowa, Susan P. Limber, PhD, presenter.

Posted on the AEA267 Website http://www.aea267.k12.ia.us –School Climate and Behavior

http://www.aea267.k12.ia.us/

Roles & ResponsibilitiesRoles & Responsibilities

• Building Leadership Team

• Committee Role

• School Counselor Role

• Role of All Adults in School Setting

• Student/Family Role

Evaluation PlanEvaluation Plan

• So What ?? Data Capture System

• Designing for Success

• Post-Survey Data

• Focus Groups (Student, Teacher, Parents)

• Implementation Logs

• Interviews

• Committee Self Assessment

Let’s Hear: Let’s Hear: From the FieldFrom the Field

• Garfield School, Davenport, IAHow Buy-In was Created

Committee Work

Training

Implementation - Management Agreements

Student Kick-Off

Lessons Learned

• Stories of School Counselors’ Diverse Roles in 50 School Sites in Iowa

Resources on Bullying/Harassment Resources on Bullying/Harassment (Tolerance/Acceptance/Inclusion)(Tolerance/Acceptance/Inclusion)

• Olweus Program – www.clemson.edu/olweus

• Bullying Prevention Resources: www.stopbullyingnow.hrsa.gov

www.stopbullyingworld.com

www.pacerkidsagainstbullying.org

www.womedia.org/letsgetreal.htm

www.stopbullyingnow.com

www.tolerance.org

www.casel.org/links.php#sel

Olweus Bullying Prevention Program:

Description - Components

““Bullying . . .”Bullying . . .”A student is being bullied A student is being bullied

when he or she is exposed, when he or she is exposed,

repeatedly and over timerepeatedly and over time, ,

to negative actions on the to negative actions on the part of one or more part of one or more

students.students.© The Olweus Bullying Prevention Group, 2004© The Olweus Bullying Prevention Group, 2004

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.

© The Olweus Bullying Prevention Group, 2004© The Olweus Bullying Prevention Group, 2004

Why Focus on Why Focus on Bully/Victim Problems?Bully/Victim Problems?

•Short and long-term effects on victims

•Concern about students who bully

• Impact on bystanders•School social climate


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

• Lower self-esteemLower self-esteem• Depression & Depression &

anxietyanxiety• IllnessIllness• AbsenteeismAbsenteeism• Thoughts of suicideThoughts of suicide


Lasting Effects Lasting Effects of Being Bulliedof Being Bullied

•Lower self-esteemLower self-esteem

•Higher rates Higher rates of depressionof depression

•Higher rates ofHigher rates of Post Traumatic StressPost Traumatic Stress


Possible Legal Concerns

• State laws related to bullying/bullying prevention

• Civil suits brought against schools/school systems

• Risk management issues for schools© The Olweus Bullying Prevention Group, 2004© The Olweus Bullying Prevention Group, 2004

Olweus Program Olweus Program ComponentsComponents

School-wide

Individual

Classroom

Community


The Olweus Bullying The Olweus Bullying Prevention Program Prevention Program

ISIS......• Universal (a school-wide effort)Universal (a school-wide effort)• Systems-oriented Systems-oriented ANDAND individual- individual-

orientedoriented• Preventive Preventive ANDAND problem-solving problem-solving• Focused on changing norms and Focused on changing norms and

behaviorbehavior• Research-basedResearch-based• NOTNOT time-limited: Requires time-limited: Requires

systematic efforts over timesystematic efforts over time© The Olweus Bullying Prevention Group, 2004© The Olweus Bullying Prevention Group, 2004

The Bullying The Bullying Prevention Program Prevention Program IS IS

NOTNOT......• a curriculumcurriculum

• a a conflict resolutionconflict resolution approachapproach

• a peer mediationpeer mediation program

• an anger managementanger management program


The Bullying Circle: Students’ Mode of Reactions/Roles in an Acute Bullying

Situation

B

C

D

V

G

E

F

AStarts the bullying and take an active partTakes an activepart, but do not start the bullying

Supports the bullying, but do not take an active part

Likes the bullying, but do not display open support

Watches what happens * Is none of my business * Doesn’t take a stand

Dislikes the bullying and think they ought to help, but don’t do it

Dislikes the bullying, helps or tries to help the victim

The one who is exposed

Victim

Bully/bullies

FollowerHenchman

SupporterPassive Bully/bullies

Passive Supporter Possible Bully Disengaged

Onlooker

Possible Defender

Defender of the victim


Teacher’s Handbook, Ch.3: Pg. 21

School-Wide ElementsSchool-Wide Elements


Overview of Overview of School-WideSchool-Wide ElementsElements

1. Form Bullying Prevention Coordinating Committee

2. Train committee and all school staff personnel

3. Administer bully/victim questionnaire

4. Develop school rules against bullying

Overview of Overview of School-WideSchool-Wide Elements Elements (cont.)(cont.)

5. Increase supervision in “hot spots”

6. Use consistent positive and negative consequences

7. Hold staff discussion groups

8. Involve parents

9. Hold school-wide “Kick-Off” Events

Administer Olweus Administer Olweus Bully/Victim Bully/Victim

QuestionnaireQuestionnaire

• Why survey students about bullying?Why survey students about bullying?– Provides a Provides a common definitioncommon definition of bullying of bullying

and it’s componentsand it’s components – Provides a Provides a baselinebaseline about bullying about bullying

problems in the school and comparison for problems in the school and comparison for changechange

– Survey and results Survey and results raise awarenessraise awareness

– Statistical results Statistical results help schools tailorhelp schools tailor their their planning effortsplanning efforts


Bullying Prevention Bullying Prevention Coordinating Committee: Coordinating Committee:

ResponsibilitiesResponsibilities• Attend two-day training• Plan and implement the program

– Plan for the Olweus survey– Communicate plans to faculty and all

staff– Obtain feedback from faculty and staff– Present program information to

parents, local community, and media© The Olweus Bullying Prevention Group, 2004© The Olweus Bullying Prevention Group, 2004

AgainstAgainst BullyingBullying• We will not bully others.We will not bully others.• We will try to help students We will try to help students

who are bullied.who are bullied.• We will include students who We will include students who

are easily left out.are easily left out.• When we know somebody is When we know somebody is

being bullied, we will tell an being bullied, we will tell an adult at school and an adult at adult at school and an adult at home.home.


4

Training for Training for All School PersonnelAll School Personnel• Administrators• All educators / faculty• Custodians• Bus drivers• Lunchroom supervisors• Support staff /

paraprofessionals• Adults often at the school• After school program providers


Classroom ElementsClassroom Elements


Classroom MeetingsClassroom Meetings• Select a predictable time in which to Select a predictable time in which to

discuss bullying and peer relationsdiscuss bullying and peer relations

• Meetings build a sense of class Meetings build a sense of class cohesion & communitycohesion & community

• Be flexible in following students’ Be flexible in following students’ ideas for discussion topicsideas for discussion topics

• Use role playing to engage Use role playing to engage studentsstudents


Classroom Meeting Classroom Meeting GuidelinesGuidelines

• Sit in circle if possibleSit in circle if possible• Raise hands to speakRaise hands to speak• Everyone has the Everyone has the

right right to be heardto be heard without without interruptioninterruption

• Disagree without Disagree without being disagreeablebeing disagreeable

• Avoid names--focus Avoid names--focus on eventson events


Interventions at Interventions at the Classroom Levelthe Classroom Level

• School rules posted and discussedSchool rules posted and discussed

• Consistent use of positive and negative Consistent use of positive and negative consequencesconsequences

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

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

• Class-level parent meetingsClass-level parent meetings (where possible)(where possible)


Individual InterventionsIndividual Interventions


Individual InterventionsIndividual Interventions

1. 1. On-the-spot interventionsOn-the-spot interventions

2. Follow-up discussions with 2. Follow-up discussions with children who are bulliedchildren who are bullied

3. Follow-up discussions with 3. Follow-up discussions with children who bullychildren who bully

4. Staff information-sharing4. Staff information-sharing

5. Parental involvement5. Parental involvement© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001

What do youth who are What do youth who are bullied need?bullied need?

• Positive relationshipsPositive relationships with adults with adults

• AdvocatesAdvocates to help them be heard to help them be heard

• ProtectionProtection

• FriendsFriends

• Hobbies & interestsHobbies & interests

• Ways to get ridWays to get rid of self-blame or of self-blame or self-hatredself-hatred

What do youth who bully What do youth who bully need?need?

• Positive connectionsPositive connections with adults with adults• Fair and predictable Fair and predictable

consequencesconsequences• Full accountabilityFull accountability without anger without anger

or rejection by adultsor rejection by adults• SupportSupport in developing empathy in developing empathy • HelpHelp finding non-aggressive ways finding non-aggressive ways

to meet their needsto meet their needs

What do youth who What do youth who witness bullying need?witness bullying need?

• Safe & effective Safe & effective ways to actways to act

• Help finding alternativesHelp finding alternatives to to confronting the aggressor confronting the aggressor or watching in silenceor watching in silence

• Advocate for protectionAdvocate for protection from from retaliation if they do actretaliation if they do act

• Ongoing supportOngoing support from adults from adults

COMMUNITY COMMUNITY EFFORTSEFFORTS


Take-Home MessageTake-Home Message

•Bullying Prevention & Bullying Prevention & Intervention takes a team Intervention takes a team effort effort (School Counselors often (School Counselors often Leaders)Leaders)

•Resources AvailableResources Available•Change happens in Change happens in

small incrementssmall increments


Parts of the Use of this presentation is restricted to persons trained by the authors in the Olweus

Bullying Prevention Program and groups they work with for the express purpose of training schools, parents and community groups about the Olweus

Bullying Prevention Program model.

Appropriate credit to the Olweus Bullying Prevention Group must appear on all presentation

materials. No other use or changes are permitted without prior written permission from

the authors.

For further information, please contact: Marlene Snyder, Ph.D. at [email protected] or call 864-710-

4562

© 2004 Susan Limber, Ph.D.; Nancy Mullin-Rindler, M.Ed.; Jane Riese, LCSW;

Vicki Flerx, Ph.D.; and Marlene Snyder, Ph.D.

This presentation is based on the work of Dan Olweus, Ph.D.This presentation is based on the work of Dan Olweus, Ph.D.

mailto:[email protected]

Documents

School Counselors Leading the Way: Bullying Prevention Programs ASCA National Conference – Denver – 2007 Barb Brunkan, AEA 9 [email protected] Cindy