CALIFORNIA PBIS COALITION California PBIS Coalition A collaborative organization using evidence-based, culturally relevant practices to build the capacity for all stakeholders in the implementation of PBIS as a multi-tiered system following the National PBIS Blueprints for professional development, implementation, and evaluation. Est 2011
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California PBIS Coalition · CALIFORNIA PBIS COALITION California PBIS Coalition. A collaborative organization using evidence-based, culturally relevant practices . to build the capacity
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CALIFORNIA PBIS COALITION
California PBIS Coalition
A collaborative organization using evidence-based, culturally relevant practices to build the capacity for all stakeholders in the implementation of PBIS as a multi-tiered
system following the National PBIS Blueprints for professional development, implementation, and evaluation.
Interconnected Multi-Tiered Systems of Support (I-MTSS)
Guiding Questions
What are common forms of bullying and harassment that you've seen on campus?
How do we create safe channels of communication so that students are willing to report to staff members?
What is Bullying?
“Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time.”
-Stopbullying.gov
What we know… Most bullying goes unreported. Many students don’t
tell school staff for fear of making the situation worse or being viewed as a “snitch.” Studies show that about 57 percent of bullying incidents are left unreported, and underreporting rises with increases in grade level in elementary and middle school students.
Bullying is often unwitnessed. Bullying most often happens out of the view of teachers and other faculty, or otherwise is in a form not easily seen. (e.g., cyberbullying).
Bullies thrive in environments where they are not held accountable for their actions.
Types of Bullying
Physical- Hurting a person's body or possessions.
Verbal- Saying or writing mean things.
Social- Hurting someone’s reputation or relationships.
Cyber- Using technology to hurt someone.
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Cyberbullying Differences
Anonymity- 50% of students reported they didn’t know who bullied them.
Disinhibition– “You can’t see me I can’t see you.” Accessibility– 24/7 Punitive Fears- victims don’t report because fear
having computer or phone/computer privileges taken away
Bystanders- different for cyber bullying- don’t witness actual face to face confrontation.
Breakout Discussion
Who would be most vulnerable to online bullying?
How can your current bullying prevention plan be adapted for distance learning?
What Reinforces Bullying?
Attention from Bystanders
1. Cell phone2. Laughing3. Untrained
Staff Responses
Reactions from the Recipient
1. Laughing it off2. Crying3. Fighting back
Self-delivered praise
1. boasting2. bragging
Access to Items
1. Money2. Phone3. Any tangible
item
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The OCR (Office of Civil Rights) in 2013, informs us that actions taken by individuals combined with the creation of a negative environment for the student, can rise to the level of harassment if the impacted individual is a member of a protected class. These include but are not limited to: Disability, gender, sexual orientation, ethnicity, national origin, religion, and race.
Poll Question
How would you rank bullying as a priority for your sites upon return to live instruction?A) An immediate concern.
B) A potential issue to be addressed.
C) A long-standing issue that's been unaddressed.
D) Not a priority at all.
Why invest in Bully Prevention?
Victims of bullying are:• 4.6 times as likely as their peers to develop Agoraphobia
• 7 times as likely as their peers to develop generalized anxiety
• 3.1 times as likely as their peers to develop Panic Disorder
Copeland, Wolke, Angold, & Costello (2013)
Individuals who both bully and are bullied are:• 4.8 times as likely as their peers to develop clinical depression
Copeland, Wolke, Angold, & Costello (2013)
Strategies
Objectives for AdultsDifferentiate respectful from non-respectful behavior.
Label and interrupt non-respectful student behavior when encountered.
Use student and faculty forums to adapt curriculum to the local context (i.e.. Assemblies, staff meetings.)
Teach and reinforce student expectations.
Mediate conflict if presented with a problem situation.(i.e. Restorative Practices)
Collect and use information to continually improve the social climate of the school.
A three-part approach to School-wide Bully Prevention
Consider the smallest change that could make the biggest impact on Bullying. Do this without (a) teaching bullying, or (b) demeaning children who engage in bullying.
1. Establish a whole-school social culture where positive behavior is “expected” and rewards for bullying are NOT provided.
2. Provide training and support for adults to (a) train, (b) pre-correct, and (c) provide consequences for bullying
3. Provide direct, individualized support for students who engage in “bullying” or “victim” behaviors.
Conduct Student Survey
Breakout Discussion #2
How have you gathered feedback from your students regarding bullying ?
How did you use the data to enhance your prevention plan?
Objectives for Students
Problem behaviors are reinforced by peer attention.
Taking away peer attention is like taking away oxygen from a candle.
Cover the lit candle with the clear glass cup and watch as the flame slowly dies out.
This Photo by Unknown Author is licensed under CC BY-ND
expect-respect-middle-high-school-level3. Creating a PBIS Behavior Teaching Matrix for Remote Instruction: https://www.pbis.org/resource/creating-a-pbis-behavior-teaching-matrix-for-remote-instruction4. Coronavirus, Online Learning, Social Isolation, and Cyberbullying: How To Support Our Students : https://cyberbullying.org/coronavirus-online-learning-social-isolation-cyberbullying