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Trainer Certification Course Part II Binghamton, NY July 18-19, 2012

Trainer Certification Course Part II Binghamton, NY July 18-19, 2012. Jane Riese, OBPP Director of Training Lynne Gochenaur, TCC Provider . Olweus Trainers in North and Central America Approximately 1100 trainers in 46 states Trainers represent over 50 training cohorts.

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Trainer Certification Course Part II Binghamton, NY July 18-19, 2012

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  1. Trainer Certification Course Part II Binghamton, NYJuly 18-19, 2012 Jane Riese, OBPP Director of Training Lynne Gochenaur, TCC Provider

  2. Olweus Trainers in North and Central AmericaApproximately 1100 trainers in 46 statesTrainers represent over 50 training cohorts

  3. Olweus Trainers in the US

  4. Anti-Bullying Legislation States with Anti-Bullying Legislation (49 + DC) States with No Anti-Bullying Legislation (1)

  5. Requirements forTrainer Certification Complete all 5 days of Training Regular TA with OTAC for 24 months Conduct at least 2 (2-day) BPCC trainings Provide follow-up consultation in 2 schools for 1 year (minimum) (18-24 months preferred) Submit progress reports & copies of training evaluations Train BPCC according to model—newest materials 5

  6. Responsibilities of Certified Trainers Respond to queries about the program Provide training to members of Bullying Prevention Coordinating Committees Provide ongoing monthly technical assistance May not train other trainers 6

  7. Conditions of Training Maximum of 2 BPCCs per training (or up to 3 BPCCs with 2 trainers) Each BPCC training is two full days. Model and stress fidelity to the program with schools at all times 7

  8. What may an Olweus Trainer Charge? For a 2-day training, 1-2 schools: from $0 to a maximum of $3000 For a 2-day training, 3 schools: From $0 to a maximum of $4500 Consultation: from $0 to $125/hour

  9. How Long Does Certification Last? Full certification, once completed, lasts 3 years Recertification will be required by the 3-year mark to maintain OBPP certification 9

  10. Overlaping Phases of the Educational Change Process Initiation Implementation Institutionalization 3-5 Years 1.5 Years

  11. Implementation Dip X Level X X X Drop out schools Time Successful schools do not always have fewer problems, they just cope with them better. (Fullan)

  12. “Educational change depends on what teachers think and do – it’s as simple and complex as that.” (Fullan 1991)

  13. Brief tour of the Olweus Websites

  14. What Roles Do Students Play In Bullying Situations? G Start the bullying and take an active part Dislike the bullying, help or try to help the bullied student A Students Who Bully Defenders Student Who Is Bullied H Take an active part, but do not start the bullying B Followers The one who is being bullied Support the bullying, but do not take an active part C Supporters Possible Defenders F Dislike the bullying and think they ought to help, but don’t do it Passive Supporters D Like the bullying, but do not display open support Disengaged Onlookers E TG, p. 24

  15. Program Components Classroom School Parents Community Individual

  16. Curriculum Conflict resolution or peer mediation approach Anger management program Suicide prevention program The OBPP IS NOT a...

  17. Bullying and Suicide • Children who are bullied are more likely to have: • Depressive symptoms • High levels of suicidal thoughts • Attempted suicide • Klomek et al. (2008) study of HS students: • All types of victimization were related to depression and suicidality. • The more types of bullying experienced, the higher the risk. • Hinduja & Patchin (2010) study of ms students: • Youth involved in bullying or cyber bullying as an offender OR victim had more suicidal thoughts and more attempts. • Children who had been bullied had higher rates than those who bullied others. • Experience with bullying explains only a small amount of the variation in suicidality

  18. School-Level Components 1. Establish Bullying Prevention Coordinating Committee 2. Conduct BPCC & staff trainings 3. Administer Olweus Bullying Questionnaire 4. Hold Staff Discussion Groups 5. Introduce rules against bullying 6. Refine the school’s supervisory system 7. Hold Kick-Off event 8. Involve parents

  19. Composition of High School BPCC Typical composition (8-15 members): (Select a Coordinator for the Committee) Administrator of building Teacher from each grade School mental health professional Non-teaching staff One or two parents – not school employees Community representative School’s Title IX representative Athletic director or coach Student advisory group sponsor

  20. Staff Training Materials PowerPoint & Detailed Trainer’s Agenda for 1-Day All-Staff Training For use by Certified Trainer and/or BPCC Available on Website under Trainer’s Manual, Tab 2.

  21. The OBQ: Your Role • Help schools: • develop & carry out a successful plan to implement the questionnaire; • understand the results; • know how best to USE the data; • decide how best to present information to staff, parents, students; • realistically look for change over time

  22. Helping BPCC’s Understand OBQ Results • -What is the question tapping? • (prevalence, climate, supervision, attitudes…) • -How do numbers compare with others? • -What key issues might be glossed over? • (Q # 3: 1.6% have “no good friends”)

  23. Where Can You Look for ChangeOver Time? • Q1: Do you like school? • Q4: How often have you been bullied? • Q19: Have you told anyone? • Q20/21: How often do teachers/students try to put a stop to it? • Q23/36: When you see a student bullied, what do you think/feel? • Q24: How often have you bullied? • Q38: How often are you afraid? • Q39: How much has your teacher done to counteract bullying?

  24. New data! Slides for School OBQ Data Template based on existing slides & True-False Quiz Clear instructions to insert school data from OBQ Standard Report Great tool to use to present data to faculty & parents Housed in TO Website under Tab 2

  25. [Insert School Name] Facts & Myths & Olweus Bullying Questionnaire results [Insert Date]

  26. B 1. True or False? • Studies suggest that fewer than 10% of children are involved in bullying problems in elementary or middle school. False

  27. Percentage of Students Bullied 2-3 times/month or more

  28. Percentage of Students Who Bully Others 2-3 times/month or more

  29. Prevalence of Bullying at [Insert School Name] __% of students reported being bullied 2-3 times a month or more often. __% of students reported bullying others 2-3 times a month or more.

  30. [Insert OBQ Graph 3c here] Sample

  31. [Insert OBQ Graph 5c here] Sample

  32. B 2. True or False? • Children are more likely to be bullied in middle school than in elementary school. False

  33. Bullied Students: Grade Trends 2-3 times/month or more

  34. Students Bullying Others: Grade Trends

  35. [Insert School Name]Bullied Students by Grade [Insert % by grade level] Grade ___ __% were bullied 2-3 X/mo. or more Grade ___ __% were bullied 2-3 X/mo. or more Grade ___ __% were bullied 2-3 X/mo. or more

  36. Olweus Bullying Questionnaire®—Online Version Overview

  37. Online Questionnaire Pricing

  38. Designed for Grades 3 -12. Recommended that survey be given in computer lab, so all students take the survey in one day. Could be administered in classrooms, if there are several computers available. If they have a large school, try to get students in same grade or adjacent grades through the computer lab in one day. Online Questionnaire Overview

  39. Both have exact same questions & wording, with minor modifications because it is online. Schools fill out Header Sheets. There is an English & Spanish version of the survey. Schools receive same report as with scannable survey. Similarities to Scannable Survey

  40. Questions or Problems with On Line Survey? Nikki Mittelsteadt800-328-9000 ext 4672 nmittelsteadt@hazelden.org

  41. Staff Discussion Groups WHEN to have them? WHAT to discuss?

  42. Review Existing Policies • Superintendent/school board/district’s attorney should take the lead • Special sub-committee to determine policy/ investigation and reporting guidelines • Check requirements of your state law • US Department of Education “Dear Colleagues Letters” – Oct. 2010 & April 2011

  43. Dear Colleague Letters: Bullying and Harassment 46 • State Laws • Are the civil rights of a targeted student also being violated? • Title VI, CRA of 1964; prohibits discrimination on basis of race, color, or national origin • Title IX, Educational Amendments, 1972; prohibits discrimination on basis of sex http://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-201104.pdf • Section 504 of RA of 1973; Title II of ADA of 1990; prohibits discrimination on basis of disability. http://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-201010.html

  44. Sample Disruptive or Violent Behavior Consequences Chart* Cyber Bullying Type: Physical Emotional Social Factors Considered: Age/Development/Maturity – Degree of Harm/Nature of Incidence/ Circumstances – Special Education Status – Number of Incidences Context – Relationship Between Parties – Severity Determination: Lowest Response Bullying Title VI, IX or Sec. 504 Incident Criminal Behavior • Follow guidelines in • Dear Colleague Letter • Oct. 2010 – Apr. 2011 • Documentation and • Notification of • Central Office • Possible Suspension • or Expulsion • Educator Intervention • Parent Involvement • Loss of Privileges • Documentation • Referral for help • Individual Behavior • Plan/ Safety Plan • Possible Suspension • or Expulsion Consequence Options: • Behavior Correction • by Teacher or Staff • Loss of Privileges • Police Involvement • May also be subject • to consequences • listed under • other options by • school or district • Possible Suspension • or Expulsion *Final discipline decision to be determined by Principal of Student Disciplinary Hearing Authority. (OBPP - Adapted from Tennessee Department of Education - Policy Revision Task Force)

  45. Check Your State Law! • What notification is required for parents? • If their child is being bullied? • If their child is bullying others? • Is reporting information required to be located on your school’s website?

  46. Discussion of School-Level Components • Which school-level components have been most challenging for your schools to implement? Why? 2. Which have been most challenging for you to convey to staff through training? Why? 3. Which have been most readily embraced by school staff? Why?

  47. Classroom-Level Components • Post and enforce schoolwide rules against bullying • Hold regular class meetings • Hold meetings with students’ parents

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