Embedding Bully-Prevention in School-wide PBIS

1. Embedding Bully-Prevention in School-wide PBIS Chris Borgmeier Portland State University Revision of slides by: Scott Ross & Rob Horner Utah State Univ. Univ. of Oregon

2. Goals • Define a set of core features for Bully Proofing • Define how to embed Bully Proofing into existing School-wide Expectations. • Provide current update from one research effort.

3. Main Ideas • “Bullying” is aggression, harassment, threats or intimidation when one person has greater status, control, or power than the other. • Bullying behaviors affect the sense of school as a “safe” environment. video

4. Main Ideas • Bullying behavior typically is rewarded (maintained) by the “victims” or “bystanders” • Social attention • Social recognition • Social status • Access to physical items/ preferred activities • Bullying behavior is seldom maintained by adult attention

5. Main Ideas • All “bully proofing” skills are more effective if the school has first established a set of POSITIVE school-wide behavioral expectations. • Great care is needed to prevent a “bully-proofing” effort from becoming a “bully-training” program.

6. Bully PreventionsRooted in “RESPECT” for all • Goal of SW-PBIS = Safe and Positive school environment where ALL people are Honored & Respected • Explicitly link Bully-Prevention to “RESPECT” • Respect for ALL people; Even people who may be Different from you • Interests & Beliefs • Abilities (Disabilities) • Physical / Emotional / Intellectual…. • Religion, Skin Color, Culture, Gender & Sexual Orientation, Size….

7. Respecting Differences • http://vimeo.com/groups/pbisvideos/videos/58794996

8. A Comprehensive Bully-proofing Model Teach a “stop” signal Staff training Individual Student Supports Universal Positive Behavior Support Define & Teach Expectations Consequences For Behavioral Errors Data System Teach “stop” routine Teach Bystander routine Teach being asked to “stop” Teach how to train “stop” Signal Teach Precorrection Teach supervisor routine Function-based support for Aggressive Student (bully) Function-based support for victim

9. Creating Effective Learning Environments • Know what you want… not just what you do not want: “Social Responsibility” • Create environments that are: • Predictable • Consistent • Positive • Safe

10. Developing An Effective Approach • What does NOT work • Identifying the “bully” and excluding him/her from school • Pretending that Bullying Behavior is the “fault” of the student/family/victim. • Providing clinical support for the “bully” without changing the social feedback she/he receives from peers.

11. Four Roles “stop” signal routine. • Aggressor • Victim • Bystander • Adults • Teaching social responsibility • Supervision in unstructured settings

12. 4 Steps to Bully-proofing • Step #1: Establish a social culture • Step #2: Teach a school-wide “stop” signal • Teach how to use the “Stop Signal” • Teach “walk away” • Teach “getting help” • Teach roles for • Aggressor, Victim, Bystander & Adult • Step #3: Focus on Role of Adults • Step #4: Individual Student Support

13. Step 1: Establish a social culture • Teach school-wide behavioral expectations • Be respectful, be responsible, be safe • Acknowledge appropriate behavior • Establish clear consequences for inappropriate behavior • Develop and use a data collection system for monitoring effects, and making decisions.

14. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

15. Teaching Social Responsibility • Teach school-wide expectations first • Be respectful • Be responsible • Be safe • Focus on “non-structured” settings • Cafeteria, Gym, Playground, Hallway, Bus Area • Teach Bully Prevention “SKILLS” • If someone directs problem behavior toward you. • If you see others receive problem behavior • If someone tells you to “stop”

19. Bully Proofing:Building a social culture • What does work • Teach all children to identify and label inappropriate behavior as NOT being examples of expectations. • Not respectful, not responsible., not safe • Teach all students a “stop signal” to give when they experience problem behavior. • What to do if you experience problem behavior (victim, recipient) • What to do if you see someone else in a problem situation (bystander) • Teach all students what to do if someone delivers the “stop signal”

20. Brand It (w/ link to PBIS) • “Use another Word” – Springfield HS, OR • http://www.youtube.com/watch?v=GM-nWXz1YHo • “Use another Word” – Agnes Stewart MS, OR • http://www.youtube.com/watch?v=VICXLXrmBLg • “USE another Word” - Elementary • http://www.youtube.com/watch?v=zlzq0GEBaOg

21. Brand It • Make it Your own – link to school name, mascot, etc. • Generic examples • Expect Respect • Stand for Respect • Stand for Courage • Respect for All

22. Team Tasks • What are some specific behaviors in your school that demonstrate disrespect (possibly bullying) toward some students? • What can your team do to promote staff buy-in & participation in a Bully Prevention/ “Respect for All” effort in your school? • May think about a name/motto “Stand for Respect”, “Stand for Courage”, “Respect for All” • Begin thinking about a staff intro presentation

23. Bully Prevention Action Plan • See pp. 2-3 of your packet and use to guide action planning

24. Step #2: Teach a school-wide “stop” signal • If someone is directing problem behavior to you, or someone you are with, tell them to “stop.” • Pair verbal & visual prompt • What is the “Stop Signal” for your school? • Have a physical as well as verbal signal • “Stop” “Uncool” • “Enough” “Time-out” • “Don’t” “Whatever!” • The language and signal need to age appropriate, and contextually acceptable.

25. When to use the Stop Signal When to say “Stop” When NOT to say “Stop” Johnny accidentally bumps into Sally at recess Kelly makes a suggestion for a game that Fred does not like Sam steals the ball away from Joe when they are playing a basketball game Sally continues to poke Susie in line after Susie has delivered the stop signal • Johnny pokes Sally in the back over & over while in line • Susie teases Sally & calls her a bad name • Joey tackles Sam while playing touch football • Sam steals the ball away from Fred when they are not playing a game that involves stealing

26. Anticipate Common Challenges & Make Lessons fit “Your” Context • Identify common problem areas & problem behaviors in “Your” School • Start with common areas • Playground • Cafeteria • Hallways • Identify most common problem behaviors demonstrating ‘Disrespect between peers’ or ‘Bullying’

27. Team Task pp. 4-5 in packet Identify “bullying” or disrespectful behaviors that are specific to your settings

28. Stop – Walk – Talk The Basics

29. See appropriate Bully Prevention Curriculum & Fit/Adapt to Your Local needs • Elementary Manual – Lesson 1 - 50 min. • MS – Expect Respect – Lesson 1 - 45 min.

30. Understanding Bullying • NEED: Small candle, clear glass cup, match • Compare fire & problem behavior w/ the class • Light candle • Explain how problem behavior needs peer attention to keep going just like a candle needs oxygen to stay lit • Discuss forms of peer attention • Arguing w/ peer that teases you • Laughing at someone being picked on • Watching problem behavior & doing nothing

31. Understanding Bullying (continued) • Explain how taking away peer attention is like taking away the oxygen (cover lit candle w/ glass) • Students can take away peer attention that keeps problem behavior going by: • Telling someone teasing you to “stop” • Walking away from problem behavior • Helping another student by saying “stop” or by walking away from problem behavior with them • Telling an adult • Model/Lead/Test – school Stop/Walk/Talk behaviors

32. Video examples • What if someone calls you names? • http://vimeo.com/groups/pbisvideos/videos/61574109 • Sticking up for Frank (Elem) • http://vimeo.com/groups/pbisvideos/videos/37197747

34. Teach how to use the “Stop Signal” • How do you deliver the “stop signal” if you feel someone is not being respectful? • (e.g. you feel intimidated, harassed, bullied)? • How do you deliver the “stop signal” if you see someone else being harassed, teased, bullied? • What to do if someone uses the “stop signal” with you? • Note: Include “non-examples” of when and how to use “stop” signal.

35. What if you are asked to Stop? • Good examples of responding to stop/walk/talk should include: • Responding appropriately even when you don’t think you did anything wrong • Responding appropriately even if you think the other student is just trying to get you in trouble • How to respond if someone says “stop” to you: • Stop what you are doing • Take a deep breath & count to 3 • Go on with your day

36. Walk Away • Sometimes even when students tell others to “stop”, problem behaviors will continue. • When this happens students are to “Walk Away” form the problem behavior

37. Teach “walk away” Most socially initiated problem behavior is maintained by peer attention. Victim behavior inadvertently maintains taunt, tease, intimidate, harassment behavior. Teach bystanders to facilitate “walking away” Build social reward for victim for “walking away” Do not reward inappropriate behavior.

38. Teach “walk away” • Model “walking away” • When students experience continued problem behavior or when they see another student experiencing continued problem behavior • Teach students to encourage one another when they use the appropriate response • Practice “walking away” with student volunteers at the front of the class • Include at least 3 examples of how to “walk away” and at least one example of when not no

39. “Talk” – Getting help • Even when students use “stop” and “walk away” from the problem, sometimes students will continue to behave inappropriately toward them. • When this happens students should “Talk” to an adult • NOTE: If student is in danger talk to an adult immediately… stop & walk can be bypassed

40. Teach Talk Where is the line between “talking” and tattling? “Talking” is when you have tried to solve the problem yourself, and have used the “stop” and “walk” steps first Tattling is when you do not use the “stop “ and “walk away” steps before “talking” to an adult Tattling is when your goal is to get the other person in trouble

41. Staff Responses to Bully Reporting • Ask who, what, when & where • Ensure the student’s safety: • Is bullying still happening? What is the severity? • Is the reporting student at risk?/ Fear of revenge? • What does the student need to feel safe? • Did you tell the student to stop? • Did you walk away? • If yes, praise student for appropriate response(s) • If not, practice appropriate responses – ‘stop’ & ‘walk’

42. Teach Talk Practice “talk” w/ student volunteer in front of class A child comes to you and reports that someone else was not respectful “Did you say stop?” “Did you walk away?”

43. Staff Response – to Aggressor • Talking to the child who was disrespectful • “Did student say stop?” • “What did you do” • “Show me doing it the right way” • “Did student walk away?” • “What did you do” • “Show me doing it the right way” • Determine need for a Discipline Referral

44. Team Task • Review Lesson 1 for introducing Bully Prevention to students • Develop Teaching Plan/Schedule • Who/How/When will lessons be delivered? • Lessons are between 45-50 minutes • How will lessons be modified to fit your context & school needs? • Integrating in specific examples of ‘disrespect to peers’ or bullying behavior from Your School

45. Bully Prevention Lesson 2 Teaching across Settings & Roles

46. Teaching Expectations • Teach across • Settings (playground, cafeteria, hallways, etc.) and • Roles (victim, bystander, aggressor)

47. Teaching Stop-Walk-Talk • Stop & Walk (teaching demo) • http://vimeo.com/groups/pbisvideos/videos/39714542

50. Team Task • Review Lesson 2 in the Curriculum • Develop a lesson plan for 1 or more of your highest risk areas • Identify high probability ‘bullying’ problem behaviors across setting • Begin developing a schedule for teaching Stop-Walk-Talk across settings