preventing bullying in elementary and middle schools
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Preventing Bullying in Elementary and Middle Schools. Bullying. Physical, verbal, or psychological Intended harm Imbalance of power Repeated over time. j. An Issue of Equity. The IMBALANCE OF POWER involved in bullying creates an academic, social, and emotional ACHIEVEMENT GAP. - PowerPoint PPT PresentationTRANSCRIPT
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PREVENTING BULLYING IN
ELEMENTARY AND MIDDLE SCHOOLS
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Bullying Physical, verbal, or psychological
Intended harm
Imbalance of power
Repeated over time
j
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An Issue of Equity
The IMBALANCE OF POWER involved in bullying creates an academic, social, and emotional ACHIEVEMENT GAP
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Consequences for Victims
Academic difficulties Depression Anxiety Loneliness Low self-esteem Humiliation Difficulty with
relationships
Psycho-somatic problems Schizophrenia Fear of attending school Peer rejection Suicidal ideation Delinquent behavior Criminality Violence
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The U.S. Secret Service reports that 71% of students who have committed sieges on schools felt bullied
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Consequences for Bullies Failing to learn social behavioral norms Substance abuse Depression Psychiatric disorders Vandalism Shoplifting Fighting Dropout Suicidal ideation
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Consequences for Bystanders
Psychological consequences
Physiological consequences
Fear of becoming the victim
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Two Paths of Prevention Social Emotional
Learning Programs (SEL)
Bullying Prevention Programs (BPP)
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Effective SELs: Focus on the whole school and community Long-term Educate students on:
Self-regulationPerspective taking/empathyEmotion managementProblem solvingCommunication skillsFriendship skills
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SEL SPOTLIGHT:
SECOND STEP Empathy, problem-solving, anger
management
A staff person is chosen to be “on-site trainer” for all other staff
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SECOND STEP: Methods Teacher/counselor techniques:
Model behaviorCue, coach, reinforceAllow students to participate in decision making
Classroom lessons:Discuss emotional scenariosModel scenariosRole play and presentations
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Effectiveness Reduces conduct problems
Improves social emotional skills
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Effectiveness A Washington state study found that
Physical aggression decreasedVerbal hostility decreasedProsocial behavior increasedNeutral behavior increased
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Effective BPPs Focus on whole school and community
Structured curriculum
Teach and encourage practice of new skills
Clear policies and procedures
Incorporate SEL techniques
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Effective BPPs Train staff on:
Psychology of bullyingDeliveryReportingWorking one-on-one with bullies and victims
Classroom curriculum:Definition of bullyingClear rules and consequencesCommunication skillsBystander responsibilitiesReporting
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BPP SPOTLIGHTTHE OLWEUS BULLYING PREVENTION PROGRAM
School, classroom and individual levels Bully/victim questionnaire Coordinating Committee & onsite coordinator Staff training Development of school rules Playground and lunchroom supervision plans Classroom lessons Parent meetings individual meetings with bullies, victims, and parents Evaluation through questionnaire
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Effectiveness In Norway, bullying decreased by 50.9%
U.S. findings have not been consistent
Bullying incident density has been found to decrease with strict implementation
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Olweus Results in Norway
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What can School Counselors do?DATA COLLECTION:
Collect and interpret data to display need and secure funding
Collect and interpret school data to help choose a program
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What can School Counselors do?COLLABORATION:
Assume role of on-site coordinator/trainer Train teachers and staff Educate staff on consequences of bullying Form and head committee Collaborate Train volunteers to monitor
lunchroom/playground Train parents
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What can School Counselors do?CLASSROOM LEVEL:
Include students in creating rules and consequences
Classroom guidance lessons
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What can School Counselors do?INDIVIDUAL LEVEL:
Counsel students
Model desired behavior in daily interactions
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What can School Counselors do?EVALUATION:
Monitor consistency of staff
Encourage fidelity among staff
Collect and interpret data to evaluate interventions
Share successes with stakeholders
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Implications for the Profession Stakeholders see the impact made by the
school counselor by looking at school data
As head of the committee, the school counselor is an indispensable resource
Committee meetings give opportunities to network with parents, teachers, and administrators
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ReferencesBauman, S. (2008). The role of elementary school counselors in reducing school bullying. Elementary
school journal, 108(5), 362-375. Retrieved from http:// web.ebscohost.com.proxy.its.virginia.edu/
ehost/pdfviewer/pdfviewer? vid=7&hid=108&sid=17266aba-7a46-4eb3-
a5e2-562c438a8d0e@sessionmgr113 Black, S., & Jackson, E. (2007). Using bullying incident density to evaluate the Olweus Bullying
Prevention programme. School psychology international, 28, 623-638. doi:
10.1177/0143034307085662 Black, S., Harner, P., Pollock, E., Trent, V., & Washington, E. (2010). Translating the Olweus Bullying
Prevention Program into real-world practice. Health promotion practice, 11, 733-740. doi:
10.1177/1524839908321562 Bowllan, N. M. (2011). Implementation and evaluation of a comprehensive, school-wide bullying
prevention program in an urban/suburban middle school. Journal of School Health, 81, 167-173.
doi: 10.1111/j.1746-1561.2010.00576.x
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Collier, A., Doces, M., Jones, L., & Swearer, S. (2012).
Implementing bullying prevention programs in schools: a how-to guide.
Informally published manuscript, Berkman Center for Internet & Society,
Harvard University, Cambridge, MA, Retrieved from http://
cyber.law.harvard.edu/publications/2012/
kbw_implementing_bullying_prevention_programs_in_schools
Fan, M., Glew, G. M., Katon, W., Kernic, M. A., & Rivara, F. P. (2005). Bullying, psychosocial
adjustment, and academic performance in elementary school. Archives of pediatric and
adolescent medicine, 159, 1026-1031. doi: 10.1001/archpedi.159.11.1026 Farrington, D. P., & Ttofi, M. M. (2011). Effectiveness of school-based programs to reduce
bullying: a systematic and meta-analytic review. Journal of experimental criminology, 7,
27-56. doi: 10.1007/s11292-010-9109-1
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Farrington, D. P., & Ttofi, M. M. The Campbell collaboration crime and
justice group, (2010). School-based programs to reduce bullying and
victimization (2007-IJ-CX-0045). Retrieved from website: http://www.ncjrs.gov/pdffiles1/
nij/grants/229377.pdf
Frey, K. S., Guzzo, B. A., & Hirschstein, M. K. (2000). Second step: preventing aggression
by promoting social competence. Journal of emotional and behavioral disorders, 8
(102), doi: 10.1177/106342660000800206 Olweus, D., & Limber, S. P. (2010). Bullying in school: evaluation and dissemination of the
Olweus Bullying Prevention Program. American journal of orthopsychiatry, 80, 124-134.
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The Olweus Bullying Prevention Program: a proven school-based program to reduce
bullying. (2005). Brown University Child & Adolescent Behavior Letter. Retrieved from
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vid=6&hid=108&sid=17266aba-7a46-4eb3-a5e2-562c438a8d0e%40sessionmgr113