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KiVa TM Antibullying Program

KiVa TM Antibullying Program . Christina Salmivalli and Virpi Pöyhönen University of Turku, Finland Pre-implementation training in Wales, May 2012. Today’s topics. Bullying and the peer group KiVa antibullying program Overview Universal actions Indicated actions

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KiVa TM Antibullying Program

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  1. KiVaTM Antibullying Program Christina Salmivalli and Virpi Pöyhönen University of Turku, Finland Pre-implementation training in Wales, May 2012

  2. Today’s topics • Bullying and the peer group • KiVa antibullying program • Overview • Universal actions • Indicated actions • Getting started with KiVa • Evidence of effectiveness

  3. Bullying • Bullying: repeated aggressive behavior against a person who finds it difficult to defend him/herself against the perpetrator(s) • takes numerous forms • often verbal abuse, public ridicule

  4. Bullying • Rather than consisting of single attacks, bullying represents a rather stable relationship further embedded in the larger peer setting • Universal phenomenon; about 10% of children and adolescents worldwide are systematic victims • WHO survey in 2010: • Finland: 11/13% victims among the 11-year-old • Wales: 10/10% victims among the 11-year-old

  5. Finland: Being bullied, % Spring 2009, N > 150 000

  6. Finland: Bullied others, % Spring 2009, N > 150 000

  7. Teachers can do ”much” or ”very much” to decrease bullying, % respondents

  8. Why is bullying such a persistent problem? • Bullying as proactive, goal-oriented aggression • What is the function of bullying?

  9. The social architecture of bullying • Bullying can be a strategy to gain status and power in the peer group... • …and it is often succesful • bullies are perceived as popular (Caravita, DiBlasio, & Salmivalli, 2008) • bullying helps to maintain status (Juvonen & Galvan, 2008)… • …and to increase status over time (Cillessen & Borch, 2004)

  10. The social architecture of bullying • By choosing victims who are submissive, insecure of themselves, physically weak and in a low-power, rejected position in the group... • ... the bullies can repeatedly demonstrate their power and renew their high-status position without being confronted

  11. The social architecture of bullying • The power demonstrations need witnesses • in most bullying incidents, a group of peers is present

  12. Participant roles in bullying (Salmivalli et al., 1996) The social architecture of bullying 20% reinforcers of the bully 24% 8% bully outsiders 12% victim 17% assistants of the bully defenders of the victim 7% 12

  13. The behavior of onlookers does matter • Individual effects: short term • the defended victims are better adjusted than the undefended ones (Sainio, Veenstra, Huitsing, & Salmivalli, 2010) • Individual effects: long term • the most negative memory related to bullying is often ”no-one cared” (Teräsahjo & Salmivalli, 2000)

  14. The behavior of onlookers does matter • Classroom level: • The likelihood of victimization is higher in classrooms where reinforcing the bully is occurring at high levels (Salmivalli, Voeten & Poskiparta, 2011) • Individual-level risk factors, such as anxiety, are more likely to lead to victimization in classrooms where reinforcing is common, whereas high levels of defending minimize the effects of such risk factors (Kärnä, Voeten, Poskiparta, & Salmivalli, 2010)

  15. In order to reduce bullying... • We do not necessarily need to change the victims, making them ”less vulnerable” • Influencing the behavior of bystanders can reduce the rewards gained by the bullies and consequently, their motivation to bully in the first place • However, the victims need to feel that they are heard and helped by the adults at school • The bullies need to be confronted for their unacceptable behavior

  16. An anti-bullying program should include... ...something for all students → universal actions ...something for bullies and victims in particular → indicated actions 16

  17. KiVa antibullying program • School-based program for bullying prevention and intervention • The meaning of ”KiVa” • Developed at the University of Turku with funding from the Finnish Ministry of Education and Culture • Program co-leaders: Professor Christina Salmivalli and PhD Elisa Poskiparta • In Finland, used by 90% of schools providing comprehensive education (basic education, grades 1-9)

  18. Goals of KiVa Preventing bullying Effective tackling of bullying coming to attention at school Minimizing the negative effects of bullying 18

  19. KiVa program • Special characteristics: • Both universal and indicated actions • An exceptionally large amount of materials & concrete tools (not merely a ”philosophy”) • Utilizing virtual learning environments • Influencing the whole group • KiVa is more systematic than most existing anti-bullying programs

  20. Precondition for implementing KiVa succesfully: School commitment • Staff meeting • Information to everyone • Implementation plan • People in charge (e.g., KiVa team)

  21. KiVa antibullying program Universal actions Indicated actions Tackling the cases coming to attention KiVa team classroom teacher • Student lessons • Computer game • Parents’ guide and back-to-school night • Posters, vests • Annual surveys • students • staff

  22. Universal actions – student lessons and computer game • Three units, appropriate for different grade levels/students of different ages: Unit 1, Unit 2, Unit 3 • Unit 2 student lessons piloted in Wales: • Ten double lessons (2x45 min) during the school year • Target age group 9-11 years

  23. The aims of stundent lessons and computer game Enhancing... • awareness of the role bystanders play in the bullying process • empathic understanding of the victim’s plight Providing... • safe strategies to support and defend the victimized peers → self-efficacy for defending

  24. Teacher’s manual includes three parts • Key to the KiVa antibullying program • Kiva in a nutshell • Universal actions • Overview of universal actions • Student lessons • Indicated actions • Tackling acute cases of bullying

  25. Teacher’s manual – student lessons

  26. The topics of Unit 2 student lessons Grade 4 1. Respect is for everybody 2. In a group 3. Recognize bullying 4. Hidden forms of bullying 5. Consequences of bullying 6. Group involvement in bullying 7. Countering bullying as a group 8. What to do if I get bullied? 9. KiVa School – let’s do it together! 10. How are we doing?

  27. Class KiVa rules • At the end of each lesson • Emphasizes the most important aspect of the lesson

  28. Activities included in student lessons

  29. KiVa games and KiVa Street are closely connected to student lessons • Repeating & testing of what has been learnt during the lessons – ”I KNOW” • Learning to take action – ”I CAN” • Students go around in a virtual school and come to challenging situations (being bystanders of bullying) where they have to decide what to say and do • Motivation – ”I DO” • Students reflect on their own behavior (how they have done with following the KiVa rules) and get feedback

  30. KiVa computer game; Unit 2

  31. A recommended schedule; Unit 2 Month Student lesson Computer game August Lesson 1 September Lesson 2 October Lesson 3 Level 1 November Lesson 4 Dec Lesson 5 Level 2 Jan Lesson 6 Feb Lesson 7 Level 3 Mar Lesson 8 Level 4 Apr Lesson 9 May Lesson 10 Level 5

  32. How to find time for student lessons? • Example: Finland • Discussion: Wales

  33. Two examples Month Student lesson Computer game August Lesson 1 September Lesson 2 October Lesson 3 Level 1 (Recognize bullying) November Lesson 4 Dec Lesson 5 Level 2 Jan Lesson 6 Feb Lesson 7 Level 3 (Countering bullying as a group) Mar Lesson 8 Level 4 Apr Lesson 9 May Lesson 10 Level 5

  34. Parents’ involvement • Information leaflet for parents (kivaprogram.net/wales→material) • Print and send to each home • Parents’ guide (in electronic format) • Back-to-school night • presentation graphics available

  35. To remind about KiVa... • Posters • Highly visible vests for recess supervisors (in Finland, teachers)

  36. Getting to know the material • Working in pairs/ small groups • One student lesson for each group • Familiarize yourselves briefly with the content of lesson • Plan a lesson • Which activities would you include? • Pick the activity that interests you the most

  37. Indicated actions: tackling the cases of bullying coming to attention

  38. KiVa team Three or more adults from among the school personnel, for instance : a principal, a teacher, a school social worker 2 X teacher, a special education tacher a principal, a teacher, a school nurse

  39. The role of the KiVa team • Tackling cases of repeated bullying in collaboration with the classroom teacher • Documenting bullying cases • KiVa-team is NOT a solution to all problems at school !

  40. Which cases should be directed to KiVa team? • SCREENING based on the definition of bullying • Cases not directed to the team (e.g., a conflict or fight between students): ”treatment as usual” • Cases directed to the team • A procedure with several steps

  41. Which cases are directed to the KiVa team? • Main criteria: • is this offensive/abusive? • is this repeated, or is there a fear of repetition? • The form of bullying (whether physical, verbal, indirect, cyber) is NOT relevant for making the decision (pp.124-125 in the teachers’ manual)

  42. Finnish evaluation of KiVa (2007-2008) • SCREENING: An average of 9,24 cases/school, range 1-55 (!) • 60.5% of these cases were directed to KiVa team, an average of 5,6 cases/school • Other cases were typically • Fight or argument 59% • Misunderstanding 11% • Single aggressive incident 30%

  43. Reports to schools every month; most of them in September-October • When reported to school personnel • Frequency Percent Valid% Cumulative% • August 15 2.8 3.1 3.1 • September 117 21.9 24.2 27.3 • October 85 15.9 17.6 44.9 • November 4 84 15.7 17.4 62.3 • December 5 27 5.1 5.6 67.9 • January 42 7.9 8.7 76.6 • February 7 30 5.6 6.2 82.8 • March 36 6.7 7.5 90.3 • April 29 5.4 6.0 96.3 • May 18 3.4 3.7 100.0 • Total 483 90.4 100.0

  44. 39,5% 60,5% The procedure for tackling the cases of bullying coming to attention (p. 135 in Teacher’s manual)

  45. Case John: screening • The mother of 11-yearl-old John calls the classroom teacher: Two boys from the same class have been calling John names and pushing him around, mainly during recess time but also in way to and from school. Last week the boys had taken John’s shoes after the PE class – he had finally found them in the trash bin. John told the mother that this treatment has been going on since the beginning of school year (2 months) and even yesterday the boys had been calling him with nasty names. • The teacher tells that this sounds as systematic bullying which will be tackled by the school’s KiVa team. During /after the phone call the teacher fills in the screening form (Form 1).

  46. 1. Meeting with John • One KiVa team member and John

  47. Important: - Support for John!! - Concrete information of what has happened, when, where, by whom - Some kids who have not been involved

  48. 2. Classroom teacher meets 2-3 classmates • During/after the meeting with John, the team member fills in the form 2 and informs the classroom teacher about the meeting and about the kids John has mentioned as nice / not involved in bullying him

  49. ”John is having a difficult time” I believe you might be able to support him”

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