Respect, Responsibility, and RelationshipsCapital School District Bullying Prevention Program
Lynn R. WiddowsonTonya Guinn
Framework: Olweus Bullying Prevention Program Model used for the state law, and
consequently, model for our district policy (Bullying Prevention 700-31)
Multi-level components School wide Classroom Individual/small group Parent/Community
Core Principles necessary for school-wide implementation: Warmth, positive interest, and involvement by
adults (building positive relationships) Adults who function as authorities and
positive role models Firm limits to unacceptable behavior Consistent use of nonphysical, non-hostile
negative consequences when rules are broken
Expectations to be taught and practiced:
We will act respectfully toward all individuals. We will not bully others. We will try to help anyone who is bullied. We will try to include anyone who is left out. If we know that somebody is being bullied, we will
tell an adult who can help. We are all responsible to make our school a safe
place to work and learn.
Key Points of Olweus Framework
Everyone in the school must share the responsibility of improving school climate and eliminating bullying behavior.
Bullying awareness, identification of bullying behaviors, recognition of negative impacts, actions to be taken must be taught and discussed regularly.
Interventions should precede punitive measures whenever possible.
BULLYING
What And How Serious Is It?
What?
Who? When?
Why?
How?
Where?
Bullying
“Bullying . . .”
A student is being bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more students.
Bullying implies Bullying implies an an imbalanceimbalance in in power or strength.power or strength.
The student who is bullied The student who is bullied has difficulty defending has difficulty defending
himself/herself.himself/herself.
© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001
Bullying “Hot Spots”•Restroom•Cafeteria Lunch•Playground/Recess•Hallways/Transition Lines•Classroom when teacher is absent
The Olweus Bullying Prevention Group 2001
What’s Your BullyingI.Q.?
And now a quiz…
Direct Bullying Physical
Verbal
Non-verbal
Hitting, kicking, shoving, spitting . . .
Taunting, teasing, racial slurs, verbal sexual harassment
Threatening, obscene gestures
Indirect Bullying Physical
Verbal
Non-verbal
Getting another person to assault someone
Spreading rumors
Deliberate exclusion from a group or activity
Rough Play vs. Bullying
Relationship among parties Facial expressions and general
atmosphere Balance of power Intention
Who Are Children That Bully?•Have more positive attitudes toward violence than peers•Have quick tempers, are easily frustrated•Have difficulty conforming to rules•Are stronger than their peers (boys)
Children Who Bully cont.
Appear tough, show little compassion for victims
Aggressive to adults Good at talking themselves out of
situation (manipulative)
Why do children bully?
•Like to dominate others in a negative way•Gain satisfaction from inflicting injury and suffering•Receive “rewards” by bullying others (prestige, possessions)
Who are children who are bullied?
•Passive Targets•Quiet, cautious, sensitive, cries easily•Insecure, have little confidence and self esteem•May be shy and lack social skills•Do not encourage the attach•Don’t think adults will help•Rarely tell•Find it easier to associate with adults than
Provocative Target•Irks adults as much as peers•Evoke negative feelings in everyone, not just bullies•May be hyperactive•Have aggressive reaction pattern-fight back unsuccessful•May try to bully weaker students
Bullying Effects Bullying Effects EveryoneEveryone::
VictimsVictimsBulliesBulliesBystandersBystanders
© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001
Short-Term Effects of Being Bullied
Lower self-esteem Illness Absenteeism Depression &
anxiety Thoughts of suicide
Brian Head - Video
Lasting Effects
Lower self-esteem Higher rates of depression Suicide
Bullies and Bullying Bullies and Bullying BehaviorBehavior
Often part of a conduct-Often part of a conduct-disordered behavior patterndisordered behavior pattern
This pattern may continue This pattern may continue into young adulthoodinto young adulthood
Olweus study: Bullies wereOlweus study: Bullies were4 times as likely to have 3 4 times as likely to have 3 or more convictions by age 24or more convictions by age 24
© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001
Effects on BystandersEffects on Bystanders
Feel afraidFeel afraid Feel powerless Feel powerless
to change to change thingsthings ❚ Feel guiltyFeel guilty
❚ Feel diminished empathy Feel diminished empathy for victimsfor victims
© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001
Effects of Bullying Effects of Bullying on School Climateon School Climate
Interferes with Interferes with student learningstudent learning
Creates a climate of Creates a climate of fear and disrespectfear and disrespect
Students may Students may perceive lack of perceive lack of control/caringcontrol/caring
© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001
Prevalence of Bullying
National sample of 15,600 students, grade 6-10
19% reported bullying others “sometimes” or more often;
17% reported being bullied “sometimes” or more often; and
6.3% reported bullying and being bullied. (Nansel et al. 2001)
Gender Plays a Role•Boys are more likely to bully others.
•Girls and boys bully differently.
•Both boys and girls engage in frequent verbal bullying.
•Girls are more likely to bully by exclusion.
•Boys are more likely to use physical actions.
Reporting of Victimization Many children do
not report bullying to school staff
Older students and boys are less likely than younger students and girls to report their victimization.
Bullies Can ChangeBullies Can Change
Bullying behaviors and Bullying behaviors and victimization experiences victimization experiences are relatively stable over are relatively stable over time time ifif there is no there is no intervention. intervention.
BUT, appropriate BUT, appropriate intervention can change intervention can change behaviors.behaviors.
© The Olweus Bullying Prevention Group, 2001© The Olweus Bullying Prevention Group, 2001
Implementation Plan Two schools – South and William Henry
served as pilot schools with official Olweus training.
All other schools will implement at least the following: School-wide Trainings Integration of common language and expectations
into school climate program (PBS, other) Classroom Lessons (6-8 20 to 30 minute lessons) Counselor’s activities by team, classroom, or grade
level Interventions for targets, bullies, and bystanders
HOW WELL DID YOU DO? Quiz results are all
false!!!!!!! Any questions check
resource list DOE web
site:www.doe.state.de.us/programs/climate
Lynn or Tonya