Download - Solutions Bullying
Wayne SakamotoWayne SakamotoSafe Schools CoordinatorSafe Schools Coordinator
(858) 292-3569(858) [email protected]@sdcoe.net
San Diego County Office of EducationSan Diego County Office of Education
Bullies and VictimsBullies and Victims
School ViolenceSchool Violence
ObjectivesObjectives
Greater Understanding of Systematic Approach Greater Understanding of Systematic Approach to to BullyingBullying
Increased Knowledge of Characteristics of Increased Knowledge of Characteristics of BulliesBullies and and VictimsVictims
Increased Knowledge and Skills in Identifying Increased Knowledge and Skills in Identifying and Implementing Strategiesand Implementing Strategies
Ability to Implement a Steps At Your School Ability to Implement a Steps At Your School Site(s)Site(s)
Overview of CourseOverview of Course
I. BackgroundI. BackgroundDefinitionsDefinitionsPrevalencePrevalence
II. Step by Step Systematic ApproachII. Step by Step Systematic ApproachDevelop a task forceDevelop a task forceDevelop a definitionDevelop a definitionAssessmentAssessmentDevelop policies and protocolsDevelop policies and protocolsAction PlanningAction PlanningTrainingTrainingEvaluationEvaluation
DefinitionsDefinitionsSpecific Type of Specific Type of AggressionAggression
VerbalVerbal
PhysicalPhysical
PsychologicalPsychological
Behavior is Intended Behavior is Intended to Harm or Disturbto Harm or Disturb
Carried Out Carried Out Repeatedly and Over Repeatedly and Over TimeTime
Imbalance of PowerImbalance of PowerPhysicalPhysical
PsychologicalPsychological
Direct Direct BullyingBullyingPhysical ActsPhysical Acts
ThreatsThreats
IntimidationIntimidation
Verbal AbuseVerbal Abuse
TauntingTaunting
Indirect Indirect BullyingBullyingMaking FacesMaking Faces
Obscene GesturesObscene Gestures
ExclusionExclusion
RumorsRumors
Prevalence of BullyingPrevalence of BullyingEuropean StudyEuropean Study
15 to 23 Percent of Students Involved as 15 to 23 Percent of Students Involved as Victims Victims or or PerpetratorsPerpetrators (Olweus) (Olweus)
United States StudyUnited States StudyNational Study (1998)National Study (1998)
15,686 Students in Grades 6-1015,686 Students in Grades 6-10
– 29.9% of Students Involved29.9% of Students Involved• 13% 13% BullyBully• 10.6% 10.6% VictimVictim• 6.3% Both 6.3% Both Bully Bully and and VictimVictim
PrevalencePrevalence (Continued)(Continued)
(United States Study)(United States Study)South Carolina (1998)South Carolina (1998)
6,000 Students in Grades 6,000 Students in Grades 4-64-6
– 43% of Students 43% of Students InvolvedInvolved
• 20% Bully20% Bully• 23% Victim23% Victim
More Prevalent in:More Prevalent in:Elementary SchoolElementary School
Middle SchoolMiddle School
High School Students May High School Students May Under-representUnder-represent
Occurs in Rural, Occurs in Rural, Suburban, and Suburban, and Urban SchoolsUrban Schools
Some Studies Some Studies Indicate Slightly Indicate Slightly Higher in Rural Higher in Rural AreasAreas
QUICK-STEPQUICK-STEP Action PlanAction PlanDevelop a Team or Task ForceDevelop a Team or Task ForceCreate a Definition of BullyingCreate a Definition of BullyingAssess Bullying at Your SchoolAssess Bullying at Your SchoolReview or Develop District PolicyReview or Develop District Policy
Enforce PolicyEnforce PolicyDevelop Action PlanDevelop Action Plan
PreventionPreventionInterventionInterventionSuppressionSuppression
Provide Staff TrainingProvide Staff TrainingProvide Parent TrainingProvide Parent TrainingEvaluationEvaluation
I. Establish a Task ForceI. Establish a Task Force
Identify key stakeholdersIdentify key stakeholders
Identify roles and responsibilitiesIdentify roles and responsibilities
Meet a minimum of once per monthMeet a minimum of once per month
Identify time to allow for parent Identify time to allow for parent involvementinvolvement
I. Establish a Task ForceBully Prevention Task Force
NamePosition/Agency Role
School Administrator Chairs and organizes meetingBrings administrative perspectiveExperience in discipline processConnection with district funding
Certificated Staff Kindergarten First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth Eleventh Twelfth
Brings classroom perspectiveKnowledge of curriculum content and deliverabilityStaff liaisonAssists in staff development recommendationsClassroom strategiesPerspective on protocols
Classified Staff Campus Security Custodial Bus Driver Campus Aide Noon Duty Other
School Counselor/Psychologist
School Resource Officer
Students
Parents
Community Agencies
Other
II. AssessmentII. Assessment
How do you assess bullying?How do you assess bullying?SurveysSurveys
Focus GroupsFocus Groups
ObservationsObservations
Hard DATAHard DATA
Analyze your data!!!Analyze your data!!!
Assessment ContinuedAssessment Continued
Identify BulliesIdentify BulliesPeer GroupPeer Group
Identify VictimsIdentify Victims
Identify Potential InstigatorsIdentify Potential Instigators
By-standersBy-standers
Root CausesRoot Causes
Characteristics of Characteristics of BulliesBulliesHigher Levels of Conduct ProblemsHigher Levels of Conduct Problems
Dislike School/Poor School AdjustmentDislike School/Poor School Adjustment
Positive Attitude Toward Violence and Use of Positive Attitude Toward Violence and Use of ViolenceViolence
ImpulsivityImpulsivity
Strong Need to DominateStrong Need to Dominate
Little Empathy Toward VictimsLittle Empathy Toward Victims
Positive View of ThemselvesPositive View of Themselves
Greater Ease in Making FriendsGreater Ease in Making Friends
Characteristics of Characteristics of VictimsVictims
More Anxious and InsecureMore Anxious and Insecure
Greater Levels of DepressionGreater Levels of Depression
More Loneliness and UnhappinessMore Loneliness and Unhappiness
Lack Social SkillsLack Social Skills
Poor Social and Emotional AdjustmentPoor Social and Emotional Adjustment
Difficulty Making Friends/Lack of FriendsDifficulty Making Friends/Lack of Friends
Cautious, Sensitive, and QuietCautious, Sensitive, and Quiet
React by Crying and Withdrawal (Lower Grades)React by Crying and Withdrawal (Lower Grades)
Low Self-EsteemLow Self-Esteem
Negative View of ThemselvesNegative View of Themselves
Males are Generally Weaker Than Their ClassmatesMales are Generally Weaker Than Their Classmates
Boys Have Close Relations with MothersBoys Have Close Relations with Mothers
Warning Signs - BullyWarning Signs - Bully
Maliciously Teases, Threatens, or Strikes OutMaliciously Teases, Threatens, or Strikes Out
Hot-temperedHot-tempered
ImpulsiveImpulsive
Hard Time Following RulesHard Time Following Rules
Aggressive Toward AdultsAggressive Toward Adults
Tough/Mean SpiritedTough/Mean Spirited
Lack of EmpathyLack of Empathy
Involved in Other Anti-social BehaviorsInvolved in Other Anti-social Behaviors
Warning Signs - VictimWarning Signs - VictimDepressionDepressionAnxietyAnxietyDrop in GradesDrop in GradesDrop in AttendanceDrop in AttendancePsycho-somatic SymptomsPsycho-somatic SymptomsSigns of Physical ConfrontationsSigns of Physical Confrontations
Torn Clothes, Cuts, Bruises, etc.Torn Clothes, Cuts, Bruises, etc.Loss of personal possessionsLoss of personal possessionsFew FriendsFew FriendsLoner/IsolatedLoner/IsolatedPoor Self-esteemPoor Self-esteemAfraid to go out to PlayAfraid to go out to Play
Capacity AssessmentCapacity Assessment
What are you currently doing?What are you currently doing?
What resources do you have?What resources do you have?
How many staff have been How many staff have been trained?trained?
Is your policy and PROCEDURE Is your policy and PROCEDURE adequate?adequate?
II. AssessmentHow will you assess the prevalence of bullying on your campus and where it occurs?
What does your Youth Risk Behavioral Surveillance and Healthy Start Survey report tell you about bullying and harassment?
Name Date Conducted Analysis/Trends
Youth Risk Behavioral Surveillance
Healthy Start Survey
Have you conducted other surveys (Staff and parents)? If yes, what does the data indicate?
Name Date Conducted Analysis/Trend
Name of staff survey:
Name of parent survey:
Other survey:
Have you conducted focus groups? If yes, what does the data indicate?
Have you conducted observations? If yes, what issues and behaviors have you seen that may contribute to bullying and harassment?
Clicking or grouping Name callingRacial name calling IntimidationStare-downs Bad languageTaunting Physical contactOvercrowding Unsupervised areasOther (Describe):
Summarize your observations:
Number of school incidences by month 2004-05
J F M A M J J A S O N D
Referrals
OtherReports
Suspensions
Expulsions
Fill in the number of bullying incidences you have documented over the past five years.
Number of school incidences by year
1999-2000 2000-01 2001-02 2002-03 2003-04
Referrals
Other Reports
Suspensions
Expulsions
Determine if your rates are increasing or if you are seeing an increase due to the growth of the student population using the following formula. Incidences/Student Population X 1000 = Rate
Rate of bullying by year
1999-2000 2000-01 2001-02 2002-03 2003-04
Referrals
Other Reports
Suspensions
Expulsions
Do you collect data on victimization?
How many victims of bullying have you had each of the past five years?
1999-2000 ________________
2000-2001 ________________
2001-2002 ________________
2002-2003 ________________ 2003-2004 ________________
Are your victims increasing or decreasing?
List students that may be bullies:
List students that may be victims:
Identify students that have been victimized more than once:
Victim Name Grade Level Teacher/Home Room
Location of Incident Perpetrator
What percentage of your total population has been identified as victims (Use the following formula to calculate)?
What is your ratio of victims to bullies?
Student Assessment Form
Student:
Location:
Time:
Place a tally mark in the appropriate box each time you hear or see:
Bad Language
Name Calling
Racial NameCalling
Picking on Pushing Kicking Hitting Fighting Other Bad Behaviors
Capacity AssessmentWhat activities, programs, trainings and curricula do you have in place to reduce bullying?List and describe activities:
Activity Description Date Conducted
List and describe programs:
Program Description Number of students served
List and describe trainings:
Training Description Number trained Date Conducted
List and describe curricula:
Curricula Description When and how delivered
Potential Bullies/Instigators
Name of Student Grade Level Teacher/Homeroom Why is Student on List?
Potential Bulling Victims
Name of Student Grade Level Teacher/Homeroom Why is Student on List?
Assessment Summary Form
Based upon your assessment, list your top five concerns:
1.
2.
3.
4.
5.
Which locations or areas does bullying seem to be more prevalent?
If needed, how will you collect additional data for assessment?
Data Needed Person Responsible Timeline
III. PolicyIII. Policy
Statement of negative impact of bullyingStatement of negative impact of bullyingAdverse effect on the learning environment and Adverse effect on the learning environment and school cultureschool culture
Clear DefinitionClear Definition
Clear Statement That Consequences Will Be Clear Statement That Consequences Will Be ImmediateImmediate
Prevention and Intervention StrategiesPrevention and Intervention Strategies
Services for victim and perpetratorServices for victim and perpetrator
IV. Site-based ProtocolIV. Site-based ProtocolIdentificationIdentificationNotificationNotification
StaffStaffSite AdministratorSite AdministratorParentsParents
DocumentationDocumentationDirect BullyingDirect BullyingIndirect BullyingIndirect Bullying
Creating the paper trailCreating the paper trailInterview FormsInterview FormsImmediate Actions TakenImmediate Actions TakenFollow-upFollow-up
III. Bully Policy
Do you currently have a board adopted policy?
Is your definition of bullying adequate?
How have/will you train staff on the policy and protocol?
How have/will you inform parents and students of the policy and consequences?
IV. Bully Site-based Protocol
How will you document the infraction?
How will you document Indirect Bullying?
Violation Form
Violation Action
First Violation Warning
Second Violation
Third Violation
Fourth Violation
DOCUMENTATION FORM
Perpetrator Name(s):
Victim Name(s):
Direct Bullying Indirect Bullying(Please mark all that applies)Hitting Spreading RumorsShoving Internet postingKicking Electronic messagingName calling Slam BookTaking property ExclusionDestroying property Social cruelty (List):Other Physical Act (List):
Where did this take place?Bus Stop CafeteriaBus ClassroomPlayground/Athletic Field Locker roomOther (List):
When did this take place?Day: Time:
Description/NarrativeBriefly describe sequentially what occurred (Use back if needed):
Witnesses/By-standers:
Immediate action taken (Victim and Perpetrator):Perpetrator: Victim:
Referred to principal Referred to principalParents/guardians called Parents/guardians calledOther: Other:
Report Written By:
Signature:_________________________________________ Date:______________________
Bully Interview FormName:
Bully Statement:
Why was the victim targeted?
Does perpetrator know the victim(s)?
Do they share any classes (If so, list classes and teachers)?
Did teachers notice any negative behaviors leading up to the event (If they sharedclasses)?
Have the students had problems before?
Describe problems?
Immediate actions taken:
Has the perpetrator victimized other students before? Are they on your Potential Bully List?
Interviewed by:
Interviewer Signature:_________________________________ Date:_________________
Victim Interview Form
Name:
Victim Statement:
Why was he/she targeted?
Does victim know the perpetrators(s)?
Do they share any classes (If so, list classes and teachers)?
Did teachers notice any negative behaviors leading up to the event (If they shared classes)?
Have the students had problems before?
Describe problems?
Immediate actions taken:
Has the victim been targeted by others before? Are they on you Potential Victims List?
Interviewed by:
Interviewer Signature:_________________________________ Date:_________________
V. TrainingV. TrainingWhat are potential training topics?What are potential training topics?
RecognitionRecognition
ProtocolsProtocols
CurriculumCurriculum
Classroom meetingsClassroom meetings
Intervention skillsIntervention skills
How will you provide staff development?How will you provide staff development?
How will you train parents?How will you train parents?
V. TrainingList current training activities for school staff, parents, students, etc.:
Topic Target Audience Date Trained Number Trained
List trainings needed for staff, parents, students and potential resources:
Topic/Description Target Audience Person Responsible Costs Potential Resources
VI. PreventionVI. Prevention
Build a positive school/classroom climateBuild a positive school/classroom climateProvide for the development of skillsProvide for the development of skillsImprove the physical environmentImprove the physical environment
CPTEDCPTED
Link to School Safety Plan (EC 32280)Link to School Safety Plan (EC 32280)Proactive approachesProactive approaches
CurriculumCurriculumProgramProgramYouth InvolvementYouth Involvement
1. Increase Prosocial Bonding
2. Set Clear, Consistent Boundaries
3. Teach "Life Skills"
4. Provide Caring &Support
5. Set & Communicate
High Expectations
6. Provide Opportunitiesfor Meaningful Participation
Build Resiliency in the Environment
Mitigate Risk Factors in theEnvironment
The Resiliency WheelThe Resiliency Wheel
Reprinted from Resiliency In Schools: Making It Happen For Students & Educators by Nan Reprinted from Resiliency In Schools: Making It Happen For Students & Educators by Nan Henderson & Mike Milstein, published by Corwin Press, Thousand Oaks, CA, 1996Henderson & Mike Milstein, published by Corwin Press, Thousand Oaks, CA, 1996
VI. Prevention
What are you currently doing to prevent bullying?
Select a work station and review the following program, curricula or resource. Develop an
outline that will provide an accurate overview. Be prepared to report out to the large group.
(Second Step, Bully Prevention, Bully Busters, Empathy Development, Internet)
Discussion: What does a bully free classroom look like?
How will you address the by-stander effect?
Prevention Action Plan1. Social Environment
Objectives Activities Persons Responsible Date Completed
2. Physical Environment
Objectives Activities Persons Responsible Date Completed
BullyBully Prevention Program Prevention Program
Dan OlweusDan Olweus
Whole School Systemic ApproachWhole School Systemic Approach
Builds a Positive School CultureBuilds a Positive School Culture
Firm Limits for Unacceptable BehaviorFirm Limits for Unacceptable Behavior
Non-hostile/Non-physical ConsequencesNon-hostile/Non-physical Consequences
Involvement By AdultsInvolvement By Adults
Adults Act DecisivelyAdults Act Decisively
Adults Are Positive Role ModelsAdults Are Positive Role Models
Adults Model Appropriate BehaviorsAdults Model Appropriate Behaviors
Active Youth InvolvementActive Youth Involvement
Overview of Overview of Bullying Bullying Prevention ProgramPrevention Program
Adult Awareness and Adult Awareness and Involvement Involvement (Prerequisite)(Prerequisite)
School-wide LevelSchool-wide LevelDataData
– Olweus Olweus Bully/Victim Bully/Victim QuestionnaireQuestionnaire
– Student Focus Student Focus GroupsGroups
– Suspension/ Suspension/ ExpulsionExpulsion
– School Crime School Crime DataData
– ObservationsObservations
Formation of Formation of Coordinating Coordinating CommitteeCommittee
Planning MeetingPlanning Meeting
Staff DevelopmentStaff Development
Policy DevelopmentPolicy Development
Effective SupervisionEffective Supervision
Parent AwarenessParent Awareness
Overview of Overview of Bullying Bullying Prevention ProgramPrevention Program
Class LevelClass LevelClassroom RulesClassroom Rules
Regular Classroom Regular Classroom Meetings With Meetings With StudentsStudents
– Reinforce RulesReinforce Rules
– Discussions on Discussions on BullyingBullying
– Role PlayingRole Playing
– WritingWriting
– Small Group Small Group DiscussionsDiscussions
– Meetings With Meetings With ParentsParents
Individual LevelIndividual LevelIntervention With Intervention With BulliesBullies
VictimsVictims
ParentsParents
Evaluation of the Evaluation of the BullyBully Prevention ProgramPrevention Program
50% Reduction in Student Reports of 50% Reduction in Student Reports of Bullying Bullying and Being and Being BulliedBullied
Reduction in Other Anti-social BehaviorsReduction in Other Anti-social Behaviors
Students Reported Better Order and Students Reported Better Order and DisciplineDiscipline
Students Reported More Positive Students Reported More Positive Attitudes Toward Schoolwork and SchoolAttitudes Toward Schoolwork and School
US Results Similar But Not as DramaticUS Results Similar But Not as Dramatic
Steps to Respect A Steps to Respect A Bullying Bullying Prevention ProgramPrevention Program
Committee For ChildrenCommittee For Children
Whole School ApproachWhole School Approach
Elementary LevelElementary Level
Three Grade-Level Three Grade-Level ModulesModules
Grades 3-4Grades 3-4
Grades 4-5Grades 4-5
Grades 5-6Grades 5-6
Each Module Contains Each Module Contains One 11 Lesson Skills Unit One 11 Lesson Skills Unit and Two 7-10 Lesson and Two 7-10 Lesson Literature UnitsLiterature Units
Social-Emotional Social-Emotional CompetenceCompetence
Emotional IntelligenceEmotional Intelligence
Self-management SkillsSelf-management Skills
Social SkillsSocial Skills
Targets Targets BullyBully, , VictimVictim, , Witness/BystanderWitness/Bystander
Bully Bully BustersBustersGrades 6-8Grades 6-8Teacher/Classroom ApproachTeacher/Classroom ApproachSeven ModulesSeven Modules
Module 1 Increasing Awareness of Module 1 Increasing Awareness of BullyingBullyingModule 2 Recognizing the Module 2 Recognizing the BullyBullyModule 3 Recognizing the Module 3 Recognizing the VictimVictimModule 4 Taking Charge: Interventions for Module 4 Taking Charge: Interventions for BullyingBullying Behavior BehaviorModule 5 Assisting Victims: Interventions and RecommendationsModule 5 Assisting Victims: Interventions and RecommendationsModule 6 The Role of PreventionModule 6 The Role of PreventionModule 7 Relaxation and Coping SkillsModule 7 Relaxation and Coping Skills
Each Module Includes Three or Four Classroom ActivitiesEach Module Includes Three or Four Classroom Activities
Youth LeadershipYouth Leadership
Secondary School Secondary School ApproachApproach
Lunch or Pull-outLunch or Pull-out
Six SessionsSix Sessions
Follow-up MeetingsFollow-up Meetings
Leadership = Leadership = InfluenceInfluence
Skill DevelopmentSkill DevelopmentLeadershipLeadership
Communication SkillsCommunication Skills
Conflict Conflict Resolution/MediationResolution/Mediation
AssertivenessAssertiveness
Understanding Understanding PerspectivesPerspectives
EmpowermentEmpowerment
SupportSupport
RecognitionRecognition
SAMPLE CLIQUESSAMPLE CLIQUES
HICKSHICKS STONERSSTONERS GOTHSGOTHS
COWBOYSCOWBOYS SKATERSSKATERS TAGGERSTAGGERS
PARTY CREWSPARTY CREWS JOCKS JOCKS REBELSREBELS
GANGSTERSGANGSTERS SKINHEADSSKINHEADS SURFERSSURFERS
TECHIESTECHIES PREPPIESPREPPIES REDNECKSREDNECKS
ETHNIC GROUPINGSETHNIC GROUPINGS
GOALSGOALS
Changing Peer Group NormsChanging Peer Group NormsRumor ControlRumor Control
Pro-Social Responses to DisrespectPro-Social Responses to Disrespect
(Friends) Instigating Violence(Friends) Instigating Violence
Getting Youth Involved in SafetyGetting Youth Involved in Safety
Increasing Positive Interactions Between Increasing Positive Interactions Between CliquesCliques
Reducing ExclusionReducing Exclusion
Reducing Tensions and Negative ConflictsReducing Tensions and Negative Conflicts
Peer Educator ModelPeer Educator Model
High School Students as High School Students as “Teachers”/Facilitators“Teachers”/Facilitators
Develop Their Own CurriculumDevelop Their Own Curriculum
Develop Posters With SlogansDevelop Posters With Slogans
Develop PSA’s on Video TapeDevelop PSA’s on Video Tape
Posters and Videos Played at Target Posters and Videos Played at Target School Prior to CurriculumSchool Prior to Curriculum
Classroom PresentationsClassroom Presentations
VII. InterventionVII. Intervention
Staff InterventionStaff InterventionAdministrative InterventionAdministrative InterventionSkill DevelopmentSkill Development
PerpetratorPerpetratorVictimVictimBystandersBystanders
Counseling/Mental HealthCounseling/Mental HealthPerpetratorPerpetratorVictimVictim
SupportSupportParent InvolvementParent Involvement
Immediate Action – TeacherImmediate Action – Teacher
Stop the behaviorStop the behaviorTalk to the studentsTalk to the studentsDetermine if bullying is involvedDetermine if bullying is involvedFor Second offense talk to students separatelyFor Second offense talk to students separatelyIf normal conflict conduct conflict resolutionIf normal conflict conduct conflict resolutionIf bullying is SUSPECTED notify bully to stop actionsIf bullying is SUSPECTED notify bully to stop actionsObserve further interactionsObserve further interactionsSupport VictimSupport VictimNotify administratorNotify administrator
Immediate Action - AdministratorImmediate Action - AdministratorStop the BullyingStop the BullyingInterview SeparatelyInterview Separately
Talk with victimTalk with victimTalk with perpetratorTalk with perpetratorTalk with by-standers/witnesses/instigatorsTalk with by-standers/witnesses/instigators
Support the VictimSupport the VictimImmediate ConsequencesImmediate ConsequencesSkill DevelopmentSkill DevelopmentDocument, document, document!Document, document, document!Follow-upFollow-up
Talk With VictimTalk With VictimTell them:Tell them:
You are concernedYou are concerned
They will be protectedThey will be protected
Their needs will be taken care ofTheir needs will be taken care of
Place child at easePlace child at ease
Collect informationCollect information
Encourage the expression of emotionsEncourage the expression of emotions
Provide support and encouragementProvide support and encouragement
Inform of general actionsInform of general actions
Have child agree to report further bullyingHave child agree to report further bullying
Gauge distress level - Refer if neededGauge distress level - Refer if needed
Communicate with parentsCommunicate with parents
Follow-upFollow-up
Talk With PerpetratorTalk With Perpetrator
Talk With SeparatelyTalk With Separately
Do not tell them victim reportedDo not tell them victim reported
Discuss Rules and ConsequencesDiscuss Rules and Consequences
Notify them that they will be Notify them that they will be monitoredmonitored
DocumentDocument
Alert appropriate staffAlert appropriate staff
Notify parentsNotify parents
Follow-upFollow-up
VII. InterventionIntervention Plan Perpetrator
Behavioral ContractParent Meetings
Individual Meetings With PerpetratorCounseling/Mental HealthSkill Development
Impulse ControlAnger ManagementConflict ResolutionEmpathy
Re-entry planStudent Assistance Program
List school-based intervention services you currently have that can reduce bullying recidivism:
Intervention Plan VictimSkill developmentSupportMentoringFollow-up
List school-based intervention services you currently use to support the victim:
Intervention Action Plan
Objectives Activities Persons Responsible Date Completed
Aggression Replacement Aggression Replacement TrainingTraining
Developed by Arnold Goldstein and Developed by Arnold Goldstein and Barry GlickBarry Glick
InterventionIntervention
Middle School Through AdultMiddle School Through Adult
Builds Social-Cognitive Skills, Anger Builds Social-Cognitive Skills, Anger Control, and Moral ReasoningControl, and Moral Reasoning
Aggression Replacement Aggression Replacement Training Training (Continued)(Continued)
Three Coordinated InterventionsThree Coordinated InterventionsStructured LearningStructured Learning
Skills are modeledSkills are modeled
Role playing/guided practiceRole playing/guided practice
FeedbackFeedback
Transfer Training (Learned ResponseTransfer Training (Learned Response))
Aggression Replacement Aggression Replacement Training Training (Continued)(Continued)
(Three Coordinated Interventions - continued)(Three Coordinated Interventions - continued)
Anger ControlAnger ControlIdentify TriggersIdentify Triggers
Identify Cues or Sensations of AngerIdentify Cues or Sensations of Anger
Reminders (Arousal Reducing Techniques Such Reminders (Arousal Reducing Techniques Such as Self-Talk)as Self-Talk)
Reducers (Calming Techniques)Reducers (Calming Techniques)
Utilization of Appropriate Structured Learning Utilization of Appropriate Structured Learning AlternativesAlternatives
Self-evaluationSelf-evaluation
Aggression Replacement Aggression Replacement Training Training (Continued)(Continued)
(Three Coordinated Interventions - continued)(Three Coordinated Interventions - continued)
Moral EducationMoral EducationIncrease Moral Reasoning Stage of AdolescentIncrease Moral Reasoning Stage of Adolescent
Assist Adolescent to Utilize Advanced SkillsAssist Adolescent to Utilize Advanced Skills
Right Versus WrongRight Versus Wrong
EmpathyEmpathy
Critical Discussion - Empathy Critical Discussion - Empathy
What is Empathy?What is Empathy?
How Can Empathy Help With How Can Empathy Help With School Safety?School Safety?
How Does Empathy Develop?How Does Empathy Develop?
Can the School Facilitate the Can the School Facilitate the Development?Development?
What is Empathy?What is Empathy?
Define EmpathyDefine Empathy
Is Empathy Different Than Is Empathy Different Than Sympathy?Sympathy?
EmpathyEmpathy
Ability to Identify Another Person’s Ability to Identify Another Person’s Emotional StateEmotional State
Ability to Understand Another Ability to Understand Another Person’s SituationPerson’s Situation
Ability to ACT Upon the State or Ability to ACT Upon the State or SituationSituation
Empathy in SchoolsEmpathy in Schools
What Does an Empathetic School What Does an Empathetic School Look Like?Look Like?
What is the Correlation Between What is the Correlation Between Empathy and School Safety?Empathy and School Safety?
How Does Empathy Develop?How Does Empathy Develop?
FamilyFamily
CommunityCommunityNeighborhoodNeighborhood
Mass MediaMass Media
Individual InfluencesIndividual Influences
Peer InfluencePeer Influence
Can the School Facilitate the Can the School Facilitate the Development of Empathy?Development of Empathy?
Whole SchoolWhole School
ClassroomClassroom
PlaygroundPlayground
Lunch AreaLunch Area
ParentsParents
Fostering EmpathyFostering EmpathyTeachable MomentsTeachable MomentsClassroom Meetings on Empathy/KindnessClassroom Meetings on Empathy/KindnessIntervene EarlyIntervene Early
Focus on Behaviors not the StudentFocus on Behaviors not the StudentRecognize Empathetic BehaviorsRecognize Empathetic Behaviors
Have Students Share How They Have HelpedHave Students Share How They Have HelpedRole ModelingRole ModelingRole PlayingRole Playing
Role ReversalRole ReversalPoint-Counter PointPoint-Counter PointClass DiscussionsClass Discussions
LiteratureLiteratureMoviesMovies
Perspectives of ALL CharactersPerspectives of ALL Characters
Intervention TipsIntervention Tips
Do NOT Use Peer Mediation/Conflict Do NOT Use Peer Mediation/Conflict Resolution ApproachesResolution Approaches
Group Counseling Should Be With Group Counseling Should Be With Heterogeneous Groups (Heterogeneous Groups (VictimsVictims and and PerpetratorsPerpetrators))
Newman (1999) Found No Long-term Positive Newman (1999) Found No Long-term Positive Effects of Group CounselingEffects of Group Counseling
Teacher Involvement IS a Critical Factor Teacher Involvement IS a Critical Factor (Newman, 1999)(Newman, 1999)
VIII. SuppressionVIII. Suppression
Student Attendance Review BoardStudent Attendance Review BoardPrimaryPrimarySecondarySecondary
ExpulsionExpulsionEC 48900 and 48915EC 48900 and 48915
Citation ProgramCitation ProgramArrestArrestTemporary Restraining OrderTemporary Restraining OrderInvoluntary TransferInvoluntary TransferRe-entry ContractRe-entry Contract
VIII. Suppression
Student Attendance Review Board – The Education Code allows for the use of the Student Attendance Review Board (SARB) for truancy/absentee issues AND behavioral problems. The SARB process generally includes a pre-SARB intervention at the school site. If the behavioral problems do not improve the school site will refer the student and family to the district-wide SARB hearing. The district SARB, in partnership with law enforcement, district attorney’s office, probation and juvenile justice can mandate counseling, mental health, parenting classes, etc. to illicit behavioral changes. Should behaviors continue, the parent and student are referred on to juvenile justice.
West Sacramento School District has implemented a successful SARB program to reduce bullying in both primary and secondary schools.
SARB – Does our district have SARB protocols in place for bullying?Suspension/Expulsion – Persistent bullying wil result in either suspension or expulsion and is based upon the
school district bullying, harassment or behavioral policies.Education Code 48900 and 48915
Citation/Arrest – Schools have used citation programs to reduce fighting on campus. These programs generally work very close with law enforcement, district attorney’s office and the court system. When students fight they are given a citation by the School Resource Officer (SRO), or in some cases the school administrator. The citation is forwarded to traffic court where the first offense may result in a designated fine. Further offenses equals higher fines. Should the family not be able to pay the fine, the student is given community service hours. This program has effectively reduced fights on several school campuses. The program may be modified to deal with physical acts of severe bullying.
Bullying that includes physical injury to the victim should be referred to the School Resource Officer for arrest on assault charges if the attacking student is above the age of twelve years old. The school should also follow suspension protocols under Education Code 48900 or 48915.
Penal Code 422. Making Terroristic ThreatsPenal Code 415. Disturbing the Peace
Any of the following persons shall be punished by imprisonment in the countyjail for a period of not more than 90 days, a fine of not more than fourhundred dollars ($400), or both such imprisonment and fine:(1) Any person who unlawfully fights in a public place or challengesanother person in a public place to fight.(2) Any person who maliciously and willfully disturbs another person byloud and unreasonable noise.(3) Any person who uses offensive words in a public place which areinherently likely to provoke an immediate violent reaction.
Temporary Restraining Order – The victim’s family may ask the district attorney’s off ice to file a temporary restraining order (TRO) that will keep the perpetrator away from the victim’s
home and a given range of distance in public places. This can create problems of enforcement on a school campus.Class scheduling should take into consideration the issue of a TRO. The school must comply with court orders andmay seek some modifications on the TRO to ensure that both students are provided a Free and Appropriate PublicEducation (FAPE). Please note local or state mandates differ from region to region. The school must check with their attorneys regarding district or local protocols that may impact a TRO. Involuntary Transfer – Some school districts have involuntarily transferred persistent bullies to other schools in thedistrict. Transportation issues including costs are typically the responsibility of the parents or guardians. Care shouldbe given to inform the site administrators and teachers of the school of transfer regarding dangerous pupils. While aninvoluntary transfer may assist with issues a TRO presents, it may do very little to reduce bullying behaviors by thetransferred student.
Re-entry – To effectively change behavior, schools must include a comprehensive and enforceable re-entry plan for thestudent that includes social skill development during the term of suspension or expulsion. Re-entry should also includedirect placement into a student assistance program immediately upon reinstatement. The re-entry plan must bespecific in types and duration of parenting classes for the parent/guardian and counseling or mental health sessions forthe student. The plan must include placement into student assistance programming upon return and be signed anddated by all parties.
What do you currently do for suppression?
Do you have a re-entry contract with the perpetrator? IX. Evaluation Plan
How will you measure your efforts?Measure against baseline dataPositive changes in student, teacher and parent surveysPositive changes in focus groupsObservations
Process dataNumber of teachers trainedNumber of parents trainedCurriculum in classroomsPrograms implementedList other:
Impact dataReduction of bullyingSafer campusGreater attendanceReduction of suspensionsReduction of expulsionsList other:
EvaluationEvaluation
What Should You Measure?What Should You Measure?Process/Effort DataProcess/Effort DataImpact Data: Referrals, Suspension, Expulsions, Impact Data: Referrals, Suspension, Expulsions, Classroom Discipline, Attendance, Academics, Classroom Discipline, Attendance, Academics, Parent Phone Calls/VisitsParent Phone Calls/Visits
How Can You Measure Efforts?How Can You Measure Efforts?Establish Base-line dataEstablish Base-line dataPositive Changes in SurveysPositive Changes in SurveysObservationsObservations
Teacher TipsTeacher Tips
Proactive is Easier Than ReactiveProactive is Easier Than Reactive
Be AwareBe Aware
Identify the PlayersIdentify the Players
Environmental DesignEnvironmental DesignSeating AssignmentsSeating Assignments
Isolated AreasIsolated Areas
Student MovementsStudent Movements
Passing Periods/TransitionsPassing Periods/Transitions
Teacher Tips Teacher Tips (Continued)(Continued)
Develop A Positive Classroom Culture Develop A Positive Classroom Culture (Teach Students Not Just Subjects)(Teach Students Not Just Subjects)
Establish RapportEstablish Rapport
Classroom RulesClassroom Rules
Fun AND SecureFun AND Secure
Model Appropriate BehaviorsModel Appropriate BehaviorsNo Dumb AnswersNo Dumb Answers
Find All Students’ StrengthsFind All Students’ StrengthsAllow All Students’ to Exhibit StrengthsAllow All Students’ to Exhibit Strengths
Teacher Tips Teacher Tips (Continued)(Continued)
Develop A Positive Classroom Culture: Teach Students Not Develop A Positive Classroom Culture: Teach Students Not Just Subjects (Continued)Just Subjects (Continued)
Do Not Allow Teasing, etc.Do Not Allow Teasing, etc.Discipline in a Low-Key FashionDiscipline in a Low-Key FashionAvoid Power StrugglesAvoid Power StrugglesTeach Skills for Youth SuccessTeach Skills for Youth SuccessUtilize Classroom MeetingsUtilize Classroom Meetings
Know When to Refer to Know When to Refer to Principal/CounselorsPrincipal/Counselors
Parent TipsParent Tips
Be Aware of Warning SignsBe Aware of Warning Signs
Do Not OverreactDo Not OverreactGain InformationGain Information
Do Not MinimizeDo Not Minimize
Take It SeriouslyTake It Seriously
Work on Child’s Social SkillsWork on Child’s Social Skills
Listen to Your ChildListen to Your Child
Work With the SchoolWork With the School
Parent Tips Parent Tips (Continued)(Continued)
Don’t:Don’t:Be the Cynic - “You’re over-reacting”Be the Cynic - “You’re over-reacting”
Be the Martyr - “That’s nothing, when I was a Be the Martyr - “That’s nothing, when I was a kid…”kid…”
Be the Brick Wall - Not listening and jumping to Be the Brick Wall - Not listening and jumping to conclusions “ You should have…” ” I would have…”conclusions “ You should have…” ” I would have…”
Be the Interrogator - “I want to know everything”Be the Interrogator - “I want to know everything”
Be the Bully - “Stick up for yourself” “If you get a Be the Bully - “Stick up for yourself” “If you get a black eye the other guy better have two black eyes”black eye the other guy better have two black eyes”
Be the Rescuer - “Leave it to me, I’ll take care of it”Be the Rescuer - “Leave it to me, I’ll take care of it”
Parent Tips Parent Tips (Continued)(Continued)
Do:Do:Be the Listener - Do not jump to conclusionsBe the Listener - Do not jump to conclusionsBe the Clarifier - Restate factsBe the Clarifier - Restate factsBe the Supporter - See their sideBe the Supporter - See their side
Let Your Child Know:Let Your Child Know:That you are pleased they told youThat you are pleased they told youThat you believe themThat you believe themThat it is not their faultThat it is not their faultYou are sorry it happenedYou are sorry it happenedThat you will help with solutionsThat you will help with solutions
Crime Prevention TriangleCrime Prevention Triangle
VictimVictim
PerpetratorPerpetrator
Location/TimeLocation/Time
Resources/BibliographyResources/BibliographyAggression Replacement Training, Goldstein, Arnold P., Glick, Aggression Replacement Training, Goldstein, Arnold P., Glick, Barry, et al Barry, et al Research Press (800) 519-2702 Research Press (800) 519-2702 www.researchpress.comwww.researchpress.com
Steps to Respect: A Bullying Prevention Program, Steps to Respect: A Bullying Prevention Program, Committee Committee for Children, 2001. (800) 634-4449 www.cfchildren.org .for Children, 2001. (800) 634-4449 www.cfchildren.org .
Bully Busters: A Teacher’s Manual for Helping Bullies, Victims, Bully Busters: A Teacher’s Manual for Helping Bullies, Victims, and Bystanders,and Bystanders, Horne, Arthur M., and Newman, Dawn A., Horne, Arthur M., and Newman, Dawn A., and Bartolomucci, Christi L. Research Press (800) 519-2702 and Bartolomucci, Christi L. Research Press (800) 519-2702 www.researchpress.comwww.researchpress.com
Blueprints for Violence Prevention: Book Nine Bullying Blueprints for Violence Prevention: Book Nine Bullying Prevention Program, Prevention Program, Olweus, Dan and Limber, Sue University Olweus, Dan and Limber, Sue University of Colorado at Boulder. (303) 492-8465.of Colorado at Boulder. (303) 492-8465.
Stop Bullying! Guidelines for Schools, New Zealand PoliceStop Bullying! Guidelines for Schools, New Zealand Police