School Counselors Leading the Way: Bullying Prevention Programs ASCA National Conference – Denver – 2007 Barb Brunkan, AEA 9 bbrunkan@aea 9. k 12. ia. us Cindy Swanson, AEA 9 cswanson@aea 9. k 12. ia. us Special Guest Star : Candy Reed, School Counselor reedc@mail. davenport. k 12. ia. us Davenport Public Schools – Iowa
The Big Ideas (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 Data 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” • • • “What Works? ” Themes – (talk to neighbor) School Administrators Building Leadership Teams Parent Involvement Community Involvement (Violence Prevention Coalitions, etc. )
Evidence/Research Based Programs • Websites www. promisingpractices. net www. colorado. edu/cspv/blueprints http: //casat. unr. edu/bestpractices/alpha-list. php www. ed. gov/about/offices/list/osers/osep/gtss. html www. aspe. hhs. gov/hsp/Positive. Youth. Dev 99/index. htm http: //modelprograms. samhsa. gov/ http: //www. ed. gov/admins/lead/safety/exemplary 01/panel. html • Local/State Activities
10 Elements in a Quality Bully Prevention Program 1. A focus on the entire school environment 2. Assess bullying at school 3. Support bully prevention 4. Coordinating group 5. Train all staff
10 Elements (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, Ph. D, presenter. Posted on the AEA 267 Website http: //www. aea 267. k 12. ia. us –School Climate and Behavior
Roles & Responsibilities • • • Building Leadership Team Committee Role School Counselor Role of All Adults in School Setting Student/Family Role
Evaluation 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: From the Field • Garfield School, Davenport, IA How 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 (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. . . ” A student is being bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more students. © The Olweus Bullying Prevention Group, 2004
Bullying implies an imbalance in power or strength. The student who is bullied has difficulty defending himself/herself. © The Olweus Bullying Prevention Group, 2004
Why Focus on Bully/Victim Problems? • Short and long-term effects on victims • Concern about students who bully • Impact on bystanders • School social climate © The Olweus Bullying Prevention Group, 2004
Short-term Effects of Being Bullied • • • Lower self-esteem Depression & anxiety Illness Absenteeism Thoughts of suicide © The Olweus Bullying Prevention Group, 2004
Lasting Effects of Being Bullied • Lower self-esteem • Higher rates of depression • Higher rates of Post Traumatic Stress © The Olweus Bullying Prevention Group, 2004
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
Olweus Program Components Classroom School-wide Individual Community © The Olweus Bullying Prevention Group, 2004
The Olweus Bullying Prevention Program IS. . . • • • Universal (a school-wide effort) Systems-oriented AND individual-oriented Preventive AND problem-solving Focused on changing norms and behavior Research-based NOT time-limited: Requires systematic efforts over time © The Olweus Bullying Prevention Group, 2004
The Bullying Prevention Program IS NOT. . . • a curriculum • a conflict resolution approach • a peer mediation program • an anger management program © The Olweus Bullying Prevention Group, 2004
The Bullying Circle: Students’ Mode of Reactions/Roles in an Acute Bullying Situation A Starts the bullying and take an active part Takes an active part, but do not start the bullying Bully/bullies ctim B Follower Henchman Vi Defender of the victim G Dislikes the bullying, helps or tries to help the victim V The one who is exposed Supports the bullying, but do not take an active part C Likes the bullying, but do not display open support Supporter Passive Bully/bullies D Passive Supporter Possible Bully Disengaged Onlooker Teacher’s Handbook, Ch. 3: Pg. 21 Possible Defender F Dislikes the bullying and think they ought to help, but don’t do it E Watches what happens * Is none of my business * Doesn’t take a stand © The Olweus Bullying Prevention Group, 2004
School-Wide Elements © The Olweus Bullying Prevention Group, 2004
Overview of School-Wide Elements 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 School-Wide Elements (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 Bully/Victim Questionnaire • Why survey students about bullying? – Provides a common definition of bullying and it’s components – Provides a baseline about bullying problems in the school and comparison for change – Survey and results raise awareness – Statistical results help schools tailor their planning efforts © The Olweus Bullying Prevention Group, 2004
Bullying Prevention Coordinating Committee: Responsibilities • 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
4 Against Bullying • We will not bully others. • We will try to help students who are bullied. • We will include students who are easily left out. • When we know somebody is being bullied, we will tell an adult at school and an adult at home. © The Olweus Bullying Prevention Group, 2004
Training for All School Personnel • • Administrators All educators / faculty Custodians Bus drivers Lunchroom supervisors Support staff / paraprofessionals Adults often at the school After school program providers © The Olweus Bullying Prevention Group, 2004
Classroom Elements © The Olweus Bullying Prevention Group, 2004
Classroom Meetings • Select a predictable time in which to discuss bullying and peer relations • Meetings build a sense of class cohesion & community • Be flexible in following students’ ideas for discussion topics • Use role playing to engage students © The Olweus Bullying Prevention Group, 2004
Classroom Meeting Guidelines • • • Sit in circle if possible Raise hands to speak Everyone has the right to be heard without interruption Disagree without being disagreeable Avoid names--focus on events © The Olweus Bullying Prevention Group, 2004
Interventions at the Classroom Level • School rules posted and discussed • Consistent use of positive and negative consequences • Regular class meetings (weekly) • Incorporation of bullying themes across the curriculum • Class-level parent meetings (where possible) © The Olweus Bullying Prevention Group, 2004
Individual Interventions © The Olweus Bullying Prevention Group, 2004
Individual Interventions 1. 1. On-the-spot interventions 2. 2. Follow-up discussions with children who are bullied 3. Follow-up discussions with children who bully 4. Staff information-sharing © The Olweus Bullying Prevention Group, 2001
What do youth who are bullied need? • Positive relationships with adults • Advocates to help them be heard • Protection • Friends • Hobbies & interests • Ways to get rid of self-blame or self-hatred
What do youth who bully need? • • • Positive connections with adults Fair and predictable consequences Full accountability without anger or rejection by adults • Support in developing empathy • Help finding non-aggressive ways to meet their needs
What do youth who witness bullying need? • Safe & effective ways to act • Help finding alternatives to confronting the aggressor or watching in silence • Advocate for protection from retaliation if they do act • Ongoing support from adults
COMMUNITY EFFORTS © The Olweus Bullying Prevention Group, 2004
Take-Home Message • Bullying Prevention & Intervention takes a team effort (School Counselors often Leaders) • Resources Available • Change happens in small increments © The Olweus Bullying Prevention Group, 2004
© 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. 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 nobully@clemson. edu or call 864 -710 -4562
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