Bully Prevention in PBS

1. Bully Prevention in PBS Bruce Stiller; Rhonda Torki

2. Session Goals • Review Bully Prevention in Positive Behavior Support (Stop/Walk/Talk) -- What we have learned after 3 years of implementation • Present feedback from middle school students and staff regarding how to make Bully Prevention in PBS developmentally appropriate for secondary students • Review results of School Climate Survey • Present Expect Respect -- a program in development for Bully and Harassment Prevention at the secondary level

3. Bullying & Harassment Bullying and harassment are serious issues in schools that can influence a student’s ability to complete school and advance to higher education. 30% of youth in the United States (or over 5.7 million)1 are estimated to be involved in bullying as either a bully, a target of bullying, or both. 1Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.

4. Literature Review of Existing Bully Prevention Programs Outcomes less than ideal (efficacy data is sparse -- many have evidence only that student knowledge of what to do improves, not that actual behavior changes) Efficiency a major issue Most do not target behavior of bystanders

5. Core Features of Bully and Harassment Prevention in Positive Behavior Support Define, teach and reinforce school-wide behavior expectations. Teach all students to identify and label disrespectful behavior. Teach students a universal Stop Signal to use when they experience disrespectful behavior. What to do as recipient What to do as perpetrator What to do as bystander

6. Stop/Walk/Talk Program One Primary Lesson -- 50 minutes -- delivered to all students the same day Class discussion of disrespectful behavior Introduction of Stop Signal Role Playing Follow Up Lessons as needed Gossip; Rumor Spreading Exclusion Cyberbullying Coaching from supervisory personnel is ongoing and critical

7. Lesson Delivery: Teach Students the “Stop Signal” If someone is bothering you, or someone else, deliver the “Stop Signal”. Bystanders are asked to help by using the “Stop Signal” or by taking the victim away from the situation if they see someone else being harassed, teased, or treated disrespectfully. If disrespectful behavior continues after the stop signal is delivered, walk away and/or report to an adult

8. Coaching Students: Accepting Reports When problem behavior is reported, adults follow a specific response: Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.") Ask who, what, when and where. Ensure the student’s safety. Is the problem still happening? Assess severity of the incident Assess likelihood of retaliation Devise Safety Plan if needed Ask the Student if he/she Used the Stop Signal -- Coach as needed

9. Coaching Perpetrators If the problem behavior included harassment or physical assault, complete an Office Discipline Referral and turn in to office For chronic offenders, implement a reminder, warning, consequencecorrection sequence (timeout on the bench or an office referral, depending severity/frequency) in addition to the previously described coaching steps

10. Checking In -- Continued Follow-Up For chronic victims of bullying or harassment On a regular basis, an adult should check in with students to determine if the problem behaviors have ceased. Continue to reinforce students for confiding and seeking assistance

11. Problem Behavior During Recess Rob Jeff Incidents of Problem Behavior at Recess Bruce Composite Peer Day

14. Key Findings: First 3 years of Implementation of BP-PBS Contextual fit -- get student input on which hand signal students like best Re-teach/prompt on a regular basis -- students needs lots of reminder to use the Stop Signal, especially in context Cumulative effect is likely if the program is implemented over a period of several years and becomes more of a standard feature of the school culture

15. Fidelity Study - Spring 2009 • Fidelity Study Spring 2009 included playground observations; interviews with students and staff; and student focus groups • Fidelity Study completed in a 4J elementary school -- one of the schools most invested in Stop/Walk/Talk • Results: • Students had learned the expected behaviors and could tell researchers what they were supposed to do • Adults couldn’t remember all of the coaching steps • Students complained that the adults weren’t listening to them

16. 4J Climate Survey (Pilot): Overview Pilot study designed by 4J School District to assess harassment and bullying in schools 24 questions about different types of harassment; where & when bullying occur; available resources and problem-solving strategies 1581 students assessed from 4 schools in spring 2009 1 high school (Churchill); 3 middle schools (Spencer Butte, Kelly, Roosevelt)

17. Safety and Respect*

18. Observations & Experiences of Bullying, Teasing, Offensive Language*

19. Bullied or Harassed* (in past year)

20. Participation in Bullying, Harassment or Teasing*

21. Seeking Adult Help & Reporting Bullying

22. Problem-Solving Strategies for Bullying and Harassment*

23. Harassment Observed on the Bases of…* *Data reported by percent of responses.

24. Significant Findings: Gender Girls reported: • observing more gender-related harassment • feeling less safe from teasing • that offensive language is a problem Boys reported: • fighting back is more likely to solve a problem • using more computers and other devices to intimidate other students • being less likely to talk to an adult for help

25. Stop/Walk/Talk for Middle School? Pilot implementation at 4J Middle School Student input: “This will be lame if we let the adults do it” Student taught lessons with adult facilitation End of year Focus Group Steps for recipients need to be different for middle school students because reporting is plain old not going to happen Interrupting behaviors have to be more elegant and age appropriate (e.g. “I expect respect” v. “Stop”) Students choose the interrupting behavior Need for ongoing dialogue Only when there is danger of someone being hurt is it appropriate (from their point of view) to report

26. Stop/Walk/Talk for Middle School = Expect Respect • Critical Features of Expect Respect • Student Driven (it won’t happen if it’s not) • Removal of Social Reinforcers • Interrupting Behavior (tools to interrupt bullying): catch phrase, stop signal, etc. • Lessons: Combination of 4 adult lead lessons and 4 student forums (on alternating months) • Expect Respect on staff meeting agendas: School-wide initiative and staff buy-in necessary

27. Stop/Walk/Talk Hand signal paired with verbal Role plays more directed; specific Adult driven strategies for interrupting disrespect and for resolving conflicts One primary lesson Most incidents resolved with one or two adult contacts Expect Respect Interruption behaviors more developmentally advanced with multiple options More sophisticated role plays Strategies for interrupting disrespect are student driven 8 primary lessons including student forums More emphasis on continuing dialogue and follow through Differences -- Stop/Walk/Talk v. Expect Respect

28. Expect Respect: Creating the Curriculum 8 contacts with students throughout the year 4 Adult-lead Lessons: Mix of discussion and experiential lessons (“Getting on the Bus; You-Tube vignettes) 4 Student forums: All students invited, open forum with a lesson or topic for discussion, “take-away” point to share with classes

31. Plan for Next Year • Expect Respect will be piloted in 2 middle schools that want to implement the program • Participation in the pilot will involve: • Key people at each school willing to coordinate implementation of the curriculum • Teacher and staff participation • Completion of pre and post surveys and questionnaires • Updates at staff meeting and research team meetings