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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 . Goals. Define a set of core features for Bully Proofing - PowerPoint PPT Presentation
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Embedding Bully-Prevention in School-wide PBISChris BorgmeierPortland State University
Revision of slides by:Scott Ross & Rob HornerUtah State Univ. Univ. of Oregon
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.
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
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
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.
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….
Respecting Differences http://vimeo.com/groups/pbisvideos/videos/5879
4996
A Comprehensive Bully-proofing Model
Universal Positive Behavior Support
Teach a “stop”signal Staff training Individual Student
Supports
Define & Teach Expectations
Consequences For Behavioral Errors
Data System
Teach “stop”routine
Teach Bystanderroutine
Teach being asked to “stop”
Teach how to train “stop”Signal
Teach Precorrection
Teach supervisorroutine
Function-basedsupport for Aggressive Student (bully)
Function-based support for victim
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
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.
Four Roles “stop” signal routine. Aggressor
Victim
Bystander
Adults Teaching social responsibility Supervision in unstructured settings
4 Steps to Bully-proofing
Step #1: Establish a social culture Step #2: Teach a school-wide “stop” signal
a) Teach how to use the “Stop Signal”b) Teach “walk away”c) Teach “getting help”
Teach roles for Aggressor, Victim, Bystander & Adult
Step #3: Focus on Role of Adults Step #4: Individual Student Support
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.
Establishing a Social Culture
Common Vision/Values
Common Language
Common Experience
MEMBERSHIP
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”
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”
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=VICXLXrmB
Lg “USE another Word” - Elementary
http://www.youtube.com/watch?v=zlzq0GEBaOg
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
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
Bully Prevention Action Plan See pp. 2-3
of your packet and use to guide action planning
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.
When to use the Stop SignalWhen to say “Stop” 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
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
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’
Team Task pp. 4-5 in packet
Identify “bullying” or disrespectful
behaviors that are
specific to your settings
Stop – Walk – TalkThe Basics
See appropriate Bully Prevention Curriculum & Fit/Adapt to Your Local needs
Elementary Manual – Lesson 1 - 50 min.
MS – Expect Respect – Lesson 1 - 45 min.
Understanding Bullying NEED: Small candle, clear glass cup, match
1) Compare fire & problem behavior w/ the class Light candle
2) Explain how problem behavior needs peer attention to keep going just like a candle needs oxygen to stay lit
3) Discuss forms of peer attention Arguing w/ peer that teases you Laughing at someone being picked on Watching problem behavior & doing nothing
Understanding Bullying (continued)
4) Explain how taking away peer attention is like taking away the oxygen (cover lit candle w/ glass)
5) 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
6) Model/Lead/Test – school Stop/Walk/Talk behaviors
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/3719
7747
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.
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
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
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.
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
“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
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
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’
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?”
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
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
Bully PreventionLesson 2
Teaching across Settings & Roles
Teaching Expectations Teach across
Settings (playground, cafeteria, hallways, etc.)
and Roles (victim, bystander,
aggressor)
Teaching Stop-Walk-Talk Stop & Walk (teaching demo)
http://vimeo.com/groups/pbisvideos/videos/39714542
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
Additional LessonsGossip & Cyber-Bullying
Gossip & Inappropriate Remarks See corresponding chapter in Bully
Prevention Manual Elementary – Ch. 3 – Gossip Elementary – Ch. 4 – Inappropriate Remarks
No more Gossip http://vimeo.com/groups/pbisvideos/videos/6010
3232
Cyberbullying See corresponding chapter in Bully
Prevention Manual Elementary – Ch. 5
http://vimeo.com/groups/pbisvideos/videos/78173708
Team Task Review Additional Lessons
Prioritize & Develop Plan for Teaching & as appropriate
Training Staff
Step #3: Focus on Role of Adults
How to teach expectations Stop – Walk -- Talk
Pre-correct (quick practice of appropriate skills just prior to entering “high probability” context) With whole class With “at risk” students
Review Reporting routine What do you say when a student comes to you? What do you ask of a student accused of being a bully?
Encourage Students to Stand up Against Disrespect and Bullying Look for students that use the 3 step response
(Stop / Walk / Talk) appropriately & reward
Set up a system for recognizing and encouraging students to Stand up against Disrespect (see form in packet)
Staff: How to respond when a student reports Disrespect
First, let student know that their report is important Reinforce the student for reporting (I.e. “I’m glad
you told me”) Use reflective statement to the student know you
are listening to them Use supportive statements to let the student know
you care
Staff: How to respond when a student reports Disrespect Ask who, what, when & where Ensure the student’s safety:
Is disrespect still happening? A recurring pattern? Is the reporting student at risk? What does the student need to feel safe? What is the severity?
Staff: How to respond when a student reports Disrespect Did you tell the student to stop?
If yes, praise student for using appropriate response.
If No, Practice Stop response
Did you walk away? If yes, praise student for appropriate response(s) If not, practice appropriate responses – ‘stop’ & ‘walk’
Review Staff Response to Aggressor
Reinforce the student for the discussing the problem with you. Ask “Did ________ tell you to stop?”
If Yes, “How did you respond?” If No, Practice the 3 step response
“Did _________ walk away?” If Yes, “How did you respond?” If No, Practice the 3 step response
Practice the stop routine and the stopping routine Determine need for a Discipline Referral
Monitoring Implementation
See packet
Develop an Implementation Schedule
Identify a schedule for: Seek agreements w/ staff re: Stop Sign &
Implementation Staff Introduction and Training for
implementation Develop implementation schedule for Training
across settings Start with an assembly or classroom introduction? Rotations across settings to teach?
Spread across days/weeks
Team Task Develop a plan & presentation for:
Introducing BullyProofing to staff & seeking feedback
Training Staff on implementation including: pre-correction for at-risk settings & students active supervision encouraging student use of BullyProofing behaviors Staff reporting responses
Develop a teaching schedule for implementing BullyProofing school-wide
Step #4: Individual Student Support
Support for Students who are aggressive on a recurring basis
Individualized assessment
Family support Teach appropriate
social skills Isolate from deviant
peer group.
Support for Students who are frequent “victims”
Redefine roles Re-teach respectful
behavior Teach social skills Embed student in
constructive peer groups.
Individual Student Support It is important to remind some students about
how they should respond, either when they exhibit problem behavior or when problem behavior is exhibited toward them
Chronic victims & perpetrators At the beginning of non-classroom times check-in
with the student & remind them about how to respond (stop/walk/talk)
At the end of non-classroom times check-in again and ask them how it went and reward successful efforts
Monitoring Implementation The SW-PBIS team should make monitoring
and maintaining Bully Prevention a regular task as part of SW-PBIS implementation
Every meeting: Monitor implementation and plan maintenance Review Data
ODR (disrespect) Staff or Student surveys
Problem solve areas requiring additional support or focus
Monitoring Implementation
Staff Survey
Student Survey See packet
Bully Prevention Action Plan See pp. 2-3
of your packet and use to guide action planning
Team Task How will your team monitor implementation
of BullyProofing?
How will your team identify the effectiveness of the BullyProofing?
Develop an timeline and action plan for implementation, monitoring & decision making
Embedding Bully-Proofing: One Example How Bully-Proofing was taught in one school How data were recorded Current status of research effort
How it was taught School Rules:
Be Safe, Be Kind, Be Responsible Problem Behaviors
Basketball, Four square, In between Why do kids do it? Stop, Walk, Talk
How data were recorded When problem behavior was reported, staff follow a specific
school-wide response:1. Reinforce the student for reporting the problem behavior
(i.e. "I'm glad you told me.")
2. "Did you tell the student to stop?" (If yes, praise the student for using an appropriate response)
3. "Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response)
How data are recorded When students report problem behavior appropriately, staff
initiate to following response with student accused of inappropriate behavior:
1. "Did ______ tell you to stop?" If yes: "How did you respond?" Follow with step 2 If no: Practice the 3 step response.
2. "Did ______ walk away?" If yes: "How did you respond?" Follow with step 3 If no: Practice the 3 step response.
3. Practice the 3 step response.
How data are recordedBEHAVIOR not safe not kind not responsibleREPORT Behavior Reported Behavior Observed
SITE playground cafeteria inside recess office quads quads assembly __________
RECIPIENT Used "Stop" Signal Used "Walk Away" procedure Appropriately Reported
Problem Behavior
PERPETRATOR Saw the "stop" signal Saw recipient "walk away" 3-step response practiced
Current Status of Research Effort: Observed 3 students recognized by the school
for exhibiting problem behavior outside the classroom.
Observed recess for Physical Aggression Verbal Aggression
Recipient Responses Bystander Responses
Baseline Phase: Verbal and Physical Aggression during recess
0
2
4
6
8
10
12
0
2
4
6
8
10
12
0
2
4
6
8
10
12
0
2
4
6
8
10
12
Day
Inci
dent
s of P
robl
em
Beh
avio
r at
Rec
ess
Rob
Bruce
Jeff
Composite Peer
Baseline Phase: Conditional Probabilities
Recipient Responses to Verbal and Physical Aggression
“Stop” Response
“Walk” Response
Positive Response
Negative Response
No Response
1% 3% 30% 44% 32%
Bystander Responses to Verbal and Physical Aggression
“Stop” Response
“Walk” Response
Positive Response
Negative Response
No Response
2% 0% 53% 14% 31%
0
2
4
6
8
1
0
2
4
6
8
1 6 11 16 21 26 31 36 41
0
2
4
6
8
1 6 11 16 21 26 31 36 41
0
2
4
6
8
1 6 11 16 21 26 31 36 41
Problem Behavior during recess
Day
Inci
dent
s of P
robl
em
Beh
avio
r at
Rec
ess
Rob
Jeff
Bruce
Composite Peer
Baseline Bully-proofing
Recipient Responses to Verbal and Physical Aggression“Stop”
Response“Walk”
ResponsePositive
ResponseNegative
ResponseNo
Response25% 8% 25% 16% 26%
Bystander Responses to Verbal and Physical Aggression
“Stop” Response
“Walk” Response
Positive Response
Negative Response
No Response
17% 4% 14% 13% 51%
Intervention Conditional Probabilities
Victim Response to Bullying
0
10
20
30
40
50
Stop Walk Social + Social - No RespCond
ition
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Bully
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Bystander Response to Bullying
0
10
20
30
40
50
60
Stop Walk Social + Social - No RespCond
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al P
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Bully
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Pre Post
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