Presented by: Mike Carpenter, Ph.D., LPC, CP IV Cobb County Schools Prevention Intervention Center [email protected] BULLYING PREVENTION PROGRAM.

Presented by:

Mike Carpenter, Ph.D., LPC, CP IVCobb County Schools Prevention Intervention Center

[email protected]

BULLYING PREVENTION PROGRAM

Bullying is perception

School Deaths

0

5

10

15

20

25

30

35

1998 1999 2000 2001 2002 2003

Deaths Aug-OctTotal Deaths

Factors for Killings•Large and impersonal high

schools•Violent video games•Poor economy•Stress of higher academic

standards

Factors for Killings• Suicides and murder-suicides account

for a sizable portion of violent school deaths: about 35% over the past four years.

• 10% of children under 18 suffer from mental illness enough to cause some level of impairment. Only one in five get treatment.

33 states now require or recommend that districts implement anti-bullying programs.

Education Week, Quality Counts 2003 report

State of Georgia Statute

Bullying is any willful attempt

or threat to inflict injury

on another person,

when accompanied by an apparent

present ability to do so or

any intentional display of force

such as would give the victim

reason to fear or

expect immediate bodily harm.

Statute O.C.G.A. 20-2-751.4, 1999, Georgia General Assembly

Mobbing

Bullycide

Olweus

A person is being bullied

when he/she is

Exposed,

Repeatedly

& Over Time,

To Negative Actions

On the Part of

One or More

Other Persons

N E G A T I V E B U L L Y I N G

A C T I O N

...when a person intentionally inflicts injury or discomfort upon another person through physical contact, through words or in other ways.

Making fun of others

Saying mean and hurtful things

Calling names

TAKING things

Ignoring others on purpose

Leaving others out

Writing ugly notesWriting ugly notes

Hitting, pushing, pulling hair, kicking, pushing

Biting

Telling lies

Being ugly Gossip

Manipulating friendships

Vandalism

B U L L Y I N G

D i r e c t invo lves r elatively open

attack s on a victim

I N D I R E C T invo lves social iso lation, exclusion fr om a gr oup

BULLYING

Imbalance of Power

BULLY

VICTIM

Tattling/Ratting

to talk to anybody about a problem

to get someone in trouble to make self look good to get ow n way

Telling/Repor ting

to talk to someone you trust about a problem

to keep self/ others from

getting hur t

Hoover & Oliver

Some cautions against the use of PeerSome cautions against the use of PeerMediation in situations of BullyingMediation in situations of Bullying

(Dan (Dan OlweusOlweus))

1.1. Bullying is Bullying is NOT a conflictNOT a conflict, but is , but is ABUSEABUSE..

2.2. There is not There is not “some right”“some right” and and “some wrong“some wrong””on both sides.on both sides.

3.3. The The “playing field,”“playing field,” or balance of power, is or balance of power, isnot level.not level.

4.4. Adults need to claim Adults need to claim responsibilityresponsibility.

© The © The OlweusOlweus Bullying Prevention Group, 2001 Bullying Prevention Group, 2001

60% of boys characterized asbullies grades 6-9, had beenconvicted of one registeredcrime by the age of 24 -

as compared to 23% of boysnot characterized as bullies

ANTISOCIAL BEHAVIOR PATTERNS

Often continue into Adulthood

ANXIOUS

INSECURE

CRY EASLIY WHEN ATTACKED

AVOID CONFRONTATION

SMALLER/WEAKER

HAVE TROUBLE STANDING UP TO A BULLY

MAY BE LEARNING

DISABLED

LACK SOCIAL SKILLS

SEND MESSAGES THAT CREATE UNEASINESS

TEND TO ANNOY & TEASE OTHERS

UNTIL SOMEONE LASHES OUT

TEACHER MAY DISLIKE

V

I

C

T

I

M

S

BystandersAre you part of the problem

or part of the solution?

crystallizes by age 9

Addressing Bullying Behavior• Empathy training: teach students to

understand the feelings of others• Role-modeling: teach students by

example• Pro-social consequences• Natural & logical consequences• Mentoring relationships/buddy readers• Re-channel bullies’ anger and needs for

power in more leadership directions • Involvement in community service • Multi-age and cooperative grouping

Addressing Victim Behavior• Stay calm and cool. Do not give in to

rage or anger.• Try to put thoughts of revenge and

physically fighting back out of your mind.• When things get heated, get away

quickly.• If bullying persists, speak up on the spot.• Keep a log of the bullying incidences.• Use role-playing to develop confidence.• Tell a caring adult.• Develop a safety plan.

Addressing Victim Behavior

• Stand up straight, make eye contact and speak in a firm, steady voice

• Coach yourself to decide between a hot and a cool response.

• Develop friendships to support and protect you to shift the balance of power

• Get involved in assertiveness and social skills building classes (i.e. martial arts)

• Involved yourself in community service

Bullying prevention programs may be anecessity for schools given their

loco parentis legal responsibilities

HOT SPOTS

Persuasive

Most of us realize bullying is happening in our classes, but it is not against school policy or code of conduct unless it is physical or a threat of physical violence. We do not have a way to address bullying. The Olweus model is a way we as adults can take charge and address bullying by establishing no bullying as a policy at our school.

Call Call home home

1 1 recessrecess

A possible discipline rubric: A possible discipline rubric: elementaryelementary

TeaseTease

(define(define))

Push Push ShoveShove

Harass Harass Punch Punch KickKick

WarninWarningg

Call Call home home 3 recess3 recess

Call Call homehome

5 recess5 recess

Call Call home home 3 recess3 recess

Call Call home home

1 1 recessrecess

Call Call homehome

3 recess3 recess

In school In school suspensiosuspensio

nn

Call Call home home 5 recess5 recess

BehaviorBehavior 1st time1st time 2nd time2nd time 3rd time3rd time

Stan Davis http://stopbullyingnow.com © 2001

A possible bullying rubric: A possible bullying rubric: middle/highmiddle/high

Non-Non-

PhysicaPhysicall

PhysicaPhysicall

Verbal warningVerbal warning

Teacher records itTeacher records it

Refection letterRefection letter

Victim logs behaviorVictim logs behavior

Consequences-Consequences-

Natural Logical Natural Logical

ProsocialProsocial

Referred to admReferred to adm

Parent conferenceParent conference

Referred to SST/SAPReferred to SST/SAP

SuspensionSuspension

Referred to admReferred to adm

Parent conferenceParent conference

Referred to SST/SAPReferred to SST/SAP

Ongoing contact B/VOngoing contact B/V

SuspensionSuspension

Same as aboveSame as above

Parent is calledParent is called

Reported to admReported to adm

Safety planSafety plan

B/V refer counselingB/V refer counseling

BehaviorBehavior 1st time1st time 2nd time2nd time 3rd time3rd timeParent is calledParent is called

More consequencesMore consequences

Safety planSafety plan

Contact with B/VContact with B/V

B/V refer counselingB/V refer counseling

It is the principal’s response to conflicts that reflect his/her ability to provide ethical leadership and create a school culture in which students feel safe. If principals do not provide this leadership, the school becomes an unsafe environment in which the people in the school who have power and privilege can do what they want without consequence.

Principals create either an environment of safety and accountability in which all students struggle through adolescence while having the opportunity for realizing their full potential or a place where students learn that members of the school community who have power and privilege get to do what they want to without consequences.

Take a hard look at yourself

Do you bully in the classroom?

Is your tone of voice unnecessarily harsh?

Do you teach and model the art ofnegotiation?

• Talking behind his/her back

• Interrupting others when they are speaking/working

• Flaunting status/authority, acting in a condescending manner

• Belittling someone’s opinion to others

• Failing to return phone calls/respond to memos

• Giving others the silent treatment

• Insults, yelling and shouting

• Verbal forms of sexual harassment

• Starring, dirty looks or other negative eye contact

• Intentionally damning with faint praise

Omaha World Herald

10% of TEACHERS

bully students

on a

regular basis Olweus

CHECKLIST FOR READINESSAdministrative support

Open to change

Positive school climate

Staff cohesiveness & teaming focus

Active wellness team

Violence prevention curriculum in all grades

Conflict resolution curriculum in all grades

Peer mediation

Character Education

Cooperative learning modeled

Weekly classroom meetings

Small school population

Pilot elementary school first

Community & parent support

Support from school counselor, psychologist

& social worker

At least 85% of staff support the program

Respect & Protect trained staff

Student Assistance Program core team

Educational support groups

Active parent teacher organization

Involved in cluster meetings/feederpatterns

On-going training of staff, students &parent education

Committed to the program from 3 – 5years

Committed to facilitating weeklyinstruction for 15-30 minutes

Part of a larger comprehensiveprevention/intervention plan

Detailed discipline plan

Feasibility study

For questions, call P/I Center at 678.842.5820