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PBIS Bully Prevention
Transcript of PBIS Bully Prevention
bully prevention "Starter Kit" integrated with the three tiered positive behavior intervention system.
Step 4: Staff Training
Anual Traning at minimum
-Continue with Teams/Grade Levels
Intervention Steps Available
Use County Referral forms
Identify and monitor "Hot Spots"
Step 1: Identify the problem using PBIS data
Locate areas of concern within the school
Develop a staff survey to measure current effectiveness of strategies
Step 3: Form a group to coordinate and integrate the school’s prevention activities
Representative of Staff/Community
PBIS Team Committee?
Assert yourself. Teach your child to face the bully by standing tall and using a strong voice. Your child should name the bullying behavior and tell the aggressor to stop: "That’s teasing. Stop it." or "Stop making fun of me. It’s mean."
Question the response. Ann Bishop, who teaches violence prevention curriculums, tells her students to respond to an insult with a non-defensive question: "Why would you say that?" or "Why would you want to tell me I am dumb (or fat) and hurt my feelings?"
Use "I want." Communication experts suggest teaching your child to address the bully beginning with "I want" and say firmly what he wants changed: "I want you to leave me alone." or "I want you to stop teasing me."
Agree with the teaser. Consider helping your child create a statement agreeing with her teaser. Teaser: "You’re dumb." Child: "Yeah, but I’m good at it." or Teaser: "Hey, four eyes." Child: "You’re right, my eyesight is poor."
Ignore it. Bullies love it when their teasing upsets their victims, so help your child find a way to not let his tormentor get to him. A group of fifth graders told me ways they ignore their teasers: "Pretend they’re invisible," "Walk away without looking at them," "Quickly look at something else and laugh," and "Look completely uninterested."
Make Fun of the Teasing. Fred Frankel, author of Good Friends Are Hard to Find suggests victims answer every tease with a reply, but not tease back. The teasing often stops, Frankel says, because the child lets the tormentor know he’s not going to let the teasing get to him (even if it does). Suppose the teaser says, "You’re stupid." The child says a rehearsed comeback such as: "Really?" Other comebacks could be: "So?," "You don’t say," "And your point is?," or "Thanks for telling me."
Step 8: Parent Involvement/Training
Understand the School Policy
-Send home the Bully Matrix and information on the new Bully Prevention Program at the begining of the year to be signed as an agreement
Run a parent night discussing the following topics
1) Cyber Bullying
2) School Policy
3) Characteristics of a Bully/Victim
4) Steps on what to do if their child is bullied
Step 5: Reinforce Positive Behaviors
~Lessons on Bullying
~Award students for stepping up
~Encourage Student run
Step 2: Faculty agreement
all staff agrees to behavior matrix and consequences
establish an accepted description of bullying and agree to prevent these behaviors
MSDE Requires Intervention/Remediation to include:
· Professional development for school staff on how to respond appropriately to students
who bully, are bullied, and are bystanders who report bullying.
· Education/intervention for the students exhibiting bullying behaviors will include
teaching replacement behaviors, empathy, tolerance and sensitivity to
· Remedial measures designed to correct the bullying behavior, prevent
another occurrence, and protect the victim.
· Support/counseling for the victim with protection from retaliation and further
episodes of bullying.
· A continuum of interventions developed to prevent bullying by addressing
the social-emotional, behavioral, and academic needs of students who bully in order to
prevent further incidents, while taking great care to ensure the safety of the victim.
· Utilizing community health and mental health resources for those students who are
unable to stop bullying behaviors in spite of school intervention and for those students
involved in bullying behaviors as perpetrators, victims, or witnesses whose mental or physical
health, safety, or academic performance has been impacted.
PBIS Bully Prevention
Why do we need a
It's the LAW!
Definition of Bullying
Bullying has two key components: repeated harmful acts and an imbalance of power. It involves repeated physical, verbal, or psychological attacks or intimidation directed against a victim who cannot properly defend him- or herself because of size or strength, or because the victim is outnumbered or less psychologically resilient.
The best defense is a great offense.
Not all taunting, teasing and fighting among schoolchildren constitutes bullying. “Two persons of approximately the same
strength (physical or psychological)fighting or quarreling” is
not bullying. Rather, bullying entails repeated acts by someone
perceived as physically or psychologically more powerful.
Being bullied 1 or more times in the last month
Elementary – 48%
Middle – 47%
High – 39%
Frequent involvement in bullying (2+ in last month)
Elementary – 31%
Middle – 31%
High – 26%
Ever bully someone else
Elementary – 24%
Middle – 45%
High – 54%
Witnessing bullying during the last month
Elementary – 58%
Middle – 74%
High – 79%
Prevalence of Bullying
N=25,119 (Students grades 4-12; December 2005). Also see: Bradshaw et al., 2007, 2008; Nansel et al., 2001; O’Brennan, Bradshaw & Sawyer, 2009; Spriggs et al., 2007; Finkelhor et al., 2010.
Stop Bullying Now: Intervention Steps for VICTIM
• Remove victim from the scene.
• Meet with student who has been the victim of bullying as soon after the incident as possible.
• Meet with the victim before meeting with the child/children who bully.
• Chose private/quiet room where other students may not observe the meeting.
• Ask the victim if there is an adult that he/she would like to have present.
• Recognize that this could be difficult for the child! Be supportive!
• Get the facts: who, what, when, where, how often.
• Be sure to ask open-ended questions that illicit feelings: “What was that like for you?” “What was your reaction?”
• Identify that this behavior is bullying, that it is not acceptable, and that we will put a stop to it.
• Ask for permission to talk about what has been going on.
Stop Bullying Now: Intervention Steps for VICTIM What to say?
I’m so sorry you’ve had to go through this, thank you for being willing to talk with me.”
“It’s not fair and we’re going to provide whatever support is needed so you don’t have to put up with this anymore”
“This is bullying and we take this seriously.”
“Can you please tell me about what happened… could you talk about what that was like for you?”
“Here are our next steps regarding (the student who bullied you)…”
“What we’ve talked about today is confidential, private. What that means for me is…”
“Please agree to come to me if anything like this happens again…”
“What, if anything might you need now to feel safe?”
“Here are some things that will happen next… we’ll be contacting your parents to let them know we’ve talked…”
“I’m going to check in with you in 2-3 days to see how things are going.”
“THANK YOU for talking with me.”
Consider the student’s potential need for counseling/additional referral. Meet with the student to follow
Step 6: Identify Bullying
have students define what bullying looks like through classroom lessons.
: Cortisol=shuts down learning, creates anxiety attacks and can cause depression.
: Dopamine=people with low dopamine activity may be more prone to addiction.
:May shrink with too much Cortisol over time.
discuss why children bully
Social Learning Theory:
"Bobo Doll Experiment"
~Albert Bandura (1963)
Step 7: Student Reporting Bullying
Encourage students to report
Create an easy, confidential reporting system
Listen and Gather Facts
Teach a Bully-Proofing Strategy
Rehearse the Strategy with your Child
© 1999 by Michele Borba. Adapted from Parents Do Make A Difference: How to Raise Kids with Solid Character, Strong Minds, and Caring Hearts. Jossey-Bass Publishers, 350 Sansome Street, San Francisco, CA 94104. 1999.
Create internet based reporting system
In the latest policy report, of the 118,834 suspensions/expulsions in Maryland's 24 public school systems during the 2007-2008 school year, 1,257 were for bullying.
WESLEY CHAPEL, FL --
When it came time to gauge students' views on bullying last week, Long Middle School decided to take advantage of a device many of the students already had handy - cell phones.
Is Bullying a problem in CCPS?
What are we doing about it?
The Center for Disease Control has published a free set of assessment tools for measuring, bullying victimization, perpetration and bystander experiences.
Swearer Bully Survey System (Swearer, 2001)
Stop Bullying Now: Intervention Steps for BULLY
•Remove victim from the scene.
•Talk with the child who was bullied first (Victim).
•You may ask another adult (teacher, counselor, or administrator) to be present for the meeting.
•Start by talking to the “lead bully” and arrange for subsequent talks with other bullies quickly.
•The child who bullies is likely to deny or minimize the bullying.
•Know the facts about the incident and about previous behaviors.
•The child who bullies is likely to blame the behavior on someone else say:
o“Now we’re talking about your behavior.”
•Choose private setting with another staff person if appropriate.
Stop Bullying Now: Intervention Steps for BULLY What to say?
“We are aware of the bullying incident and your involvement in this.”
“I’d like you to talk about what happened.”
o“This is an act of bullying.” “This is completely unacceptable behavior.” “It is also against the school rules and violates student rights.” “It must come to a stop.”
If the student denies, blames the victim, or minimizes: “Now we are talking about your behavior.”
“We’ll be contacting your parents. Perhaps you’d like to make that call while we’re together…”
“What can you do to improve the situation?”
“I believe that you are capable of doing better, and I expect that you WILL do better. If not, the consequence will be…”
“I’m going to check in with you in 2-3 days to see how things are going.”
“I and other staff will be keeping ourselves informed about how you’re doing with your behavior.”
“Thank you for talking with me about this.”
Consider the student’s potential need for counseling/additional referral. Meet with the student to follow up.
"The Revealers" by Doug Wilhelm, 2005
1. Addressing Bullying in School (Lynne Weise, Neal Bankenstein & Janel Young, 2010).
2. An Expert’s Advice for Teachers Putting the Brakes on Bullying, by Rosalind Wiseman (2010): Junior Scholastic.
3. Assembly: Jay Banks.
4. Bully Prevention: In Positive Behavior Support (Scott Ross, Rob Horner, & Bruce Stiller).
5. Bully Survey: Teachingtolerance.org.
6. Bully Survey: Swearer Bully Survey System (Swearer, 2001).
7. Bully Survey: The Center for Disease Control.
8. Bullying: A Case Study in Ostracism.
9. How Teachers Should Respond to Bullying, By Melinda Bossenmeyer.
10. Maryland State Department of Education: Maryland’s Model Policy
To Address Bullying, Harassment, or Intimidation (2009).
11. Office of Community Oriented Policing Services: Bullying in Schools, Rana Sampson (2009).
12. Olweus Bullying Prevention Program.
13. Parent Workshop: Adapted from Parents Do Make A Difference: How to Raise Kids with Solid Character, Strong Minds, and Caring Hearts (Michele Borba, Ed.D, 1999).
14. President Obama & the First Lady at the White House Conference on Bullying Prevention, March 10, 2011-06-21.
15. Student, Staff, & Parent Perspectives on Bullying: Implications for School-Wide Bullying Prevention (Catherine Bradshaw, Ph.D., M.Ed. July 2010).
16. Teaching Tolerance: “Mix it Up Model Schools”.
17. The Upside Down Organization: "Battling the Bully: Brain-Inspired Responses to Buillying".
18. Web-Based Bullying Reporting Tool: “Talk About It”.
19. StopBullying.gov: Provides information from various government agencies on how to prevent or stop bullying.
Bully Prevention Reference List
By, Neal Bankenstein 2011