Bullying and SEL: Addressing the Hidden Curriculummo-case.org/resources/Documents/Spring Collab...

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Bullying and SEL: Addressing the Hidden Curriculum

June L. Preast, MA/CAS, NCSPChad A. Rose, Ph.D.

Mizzou Ed Bully Prevention LabDepartment of Educational, School and Counseling Psychology

Department of Special Education

Mizzou Ed Bully Prevention Lab

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Preliminary Understanding of Bullying

Understanding Bullying• “Victimization may be the result of our educational

system being regarded as a social hierarchy, where bullying is generally considered a social ritual, a typical part of adolescent experience, or a student’s rite of passage.”

– (Rose, Monda-Amaya, & Espelage, 2011, p. 114)

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Defining Bullying

What is Bullying?

Adapted from Olweus (2005)

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Topographies of Bullying

• Bullying– Physical

– Verbal

– Relational

– Cyber

• Aggression– Instrumental

– Retaliatory

– Jostling

Who is Involved?

Adapted from Olweus (2001)

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Understanding the Bullying Dynamic

(Rose, Simpson, & Moss, 2015)

Understanding the Nature of Bullying

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Traditional Thinking


Contemporary Thinking


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Social-Ecological Perspective of Bully/Victimization

Disability may, at least, partially result from “ineffective interactions between a person’s capabilities and the demands of his or her environments” (Lukasson & Schalock, 2012, p. 3)

(Rose, Allison, & Simpson, 2012)

Homophily Hypothesis

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Conditioning Students to Bully

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Characters Introduced…

Bullying Identified

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Various Responses Identified#1 #2

#3 #4

Bullying is Resolved

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Now We Are Best Friends

Critical Issues Related to Bullying Involvement Among Youth with

Disabilities

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Prevalence of Victimization

28.1

31.7

28 27.8

21.5

27.1

30.3

26.6

24.5

19.5

29.2

33.2

29.5

31.4

23.7

15

17

19

21

23

25

27

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31

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2005 2007 2009 2011 2013

Victimization as Reported by DOE

Total Population Male Female(US Dept. of Justice, 2014)

Victimization of Youth with Disabilities Over Time

(Rose & Gage, 2016)

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Perpetration by Youth with Disabilities Over Time

(Rose & Gage, 2016)

Critical Issues Related to the Disproportionate Representation of Youth with Disabilities

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Schoolwide Social and Emotional Learning

Understanding the Hidden Curriculum

• Hidden Curriculum refers to the social skills and rules that are expected or normed within an environment, but not directly taught (Lee, 2011)

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Understanding Skill Deficits

SW-PBIS & SEL Overlap

(Preast, Bowman, & Rose, Under Review)

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Social and Emotional Learning• Self-Awareness

– The ability to accurately recognize one’s emotions and thoughts and their influence on behavior.

– Assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism

• Social Awareness– The ability to take the perspective of and empathize with others

from diverse backgrounds and cultures, to understand social and ethnical norms for behavior, and to recognize family, school, and community resources and supports

• Self-Management– The ability to regulate one’s emotions, thoughts, and behaviors

effectively in different situations.– Managing stress, controlling impulses, motivating oneself, and

setting and working toward achieving personal and academic goals(CASEL, 2003)

Social and Emotional Learning• Relationship Skills

– The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups

– Communication, listening, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, seeking and offering help when needed

• Responsible Decision Making– The ability to make constructive and respectful choices

about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others

(CASEL, 2003)

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Lesson Ideas and Activities• Second Step – See Examples

• Curriculum Involves the Following:– Empathy

– Communication

– Emotion Management

– Goal Setting

– Substance Abuse Prevention

Lesson Structure• Regardless of Curricular Structure:

– Teach/Introduce Skill

– Demonstrate Skill

– Role Play Skill

– Reinforce Skill

– Generalize Skill

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Empowering Bystanders

• Our goal is to empower the majority to influence the minority!– Keep in mind that the majority of students are not

directly involved as pure bullies or victims

– However, these “uninvolved” participants serve as social reinforcers for the bullying behaviors

Empowering Bystanders

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• Have students serve as active stakeholders in the school-wide and classroom anti-bullying policies– Teacher should serve as a facilitator of classroom policies, but

the students should feel like the policy was created and implemented directly by the students

– Allow students to assist in defining bullying behaviors and creating reporting procedures and support mechanisms

Strategies for Empowering Bystanders

• Establish a student directed Anti-Bullying Alliance– Construct a representative group of students to serve as the “student voice” for matters involving bullying

– Assign student roles that are specific to bully prevention

– Role-play with students to address situations that they observe in their classrooms, school, hallways, and extracurricular activities

– Most Importantly…Support this student group

Strategies for Empowering Bystanders

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• What do we need?– Common Language and Actions

– Students must know

• What to do

• What to say

• Who to tell

– Schools must establish interim measures that

• Identify how they will support the victim

• Outline how they will respond to the alleged bullying

• Highlight how they will protect a reporter

Components for Bystander Interventions

Classroom Approaches

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• The Goals for Increased Supports Should Include…– Increasing Access and Opportunities

• OTRs in Lessons

• Positive Specific Feedback

– Skill Development

• Social Skills Instruction

• Communication Skills Instruction

– Increasing Independence

– Social Interaction Competence Among Same-Aged Peer Group

Goals for Increased Supports

• Structured Cooperative Learning Groups– Behavior Modeling & Behavioral Momentum– Assess the Social Strengths and Weaknesses of the

Students– Consciously Pair Positive Behavior Model with Student

with Lower Social Skills– Provide Students with Explicit Group Task– Directly Reinforce Appropriate Behaviors– Collect Data on Behavioral and Social Outcomes

• (see Rose, Allison, & Simpson, 2012; Rose & Monda-Amaya, 2012)

Classroom Approach

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Identifying Students At-Risk

Behavioral Screeners• Behavioral Screeners

– No existing bullying involvement screeners

– Behavioral Screeners help identify characteristics that may place students at risk for involvement

– Screeners identify potential deficits in social, academic, and functional behaviors

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SAEBRS

(Kilgus, Chafouleas, Riley-Tillman, & von der Embse, 2013)

SAEBRS – Social Behavior


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SAEBRS – Academic Behavior


SAEBRS – Emotional Behavior


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SAEBRS - Scoring


Small Group and Direct Instruction

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Increasing Social Skill Acquisition

(Preast, Bowman, & Rose, in press)

Targeted Social Skill Groups (K-8)

(Preast, Bowman, & Rose, in press)

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Example Lesson of Social Skills• See Listening

– Teach/Introduce the Skill

– Demonstrate the Skill

– Role Play the Skill

– Reinforce the Skill

– Generalize the Skill

Emotion Coaching• Notice and be aware of the child’s emotions

– Help students become emotionally aware

• See the emotion as an opportunity for teaching intimacy– Emotions do not have to escalate to get noticed

• Validate the child’s feelings

• Help the child verbally label emotions

• Set limits while you help the child solve problems– Feelings are allowable, but not all behaviors are

(Goldman, 2012, pp. 208 – 209)

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Small Group and Direct Instruction• Foster Communication Development

– Utilize Role-Play in Combination with Natural Environment Interventions

– Address Conversational Skills

• beginning and ending

• Questioning

• responding to questions

• turn taking

• Recognizing the Natural Flow of Conversations

– (McLaughlin et al., 2010)

• Utilize Social Stories to Increase Social Competence– (a) identifying individual target skills

– (b) creating an appropriate and complete scenario

– (c) presenting the social story

– (d) discussing the implications from the social story

– (e) utilizing self-modeling

– (f) practicing and reinforcing the social skill in normative environment

• (Xin & Sutman, 2011)


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• Teach Covert Signals to Increase Independence and Eliminate Learned Helplessness– (a) identifying situations that may necessitate assistance

– (b) working collaboratively with students to create the signal

– (c) practicing the signal in educational environment

– (d) reinforcing the use of the signal

– (e) fading the signal as the student becomes more independent.

• (see Rose, Allison, & Simpson, 2012; Rose & Monda-Amaya, 2012)


• Teach Self Determination Skills to Increase Understanding of Personal Values– Self Determination

• Autonomy

• Self-Regulation

• Psychologically Empowered Self-Initiation

• Self-Realization

– (Wehmeyer, Kelchner, & Richards, 1996)


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• Teach Self Determination Skills to Increase Understanding of Personal Values– Teachers Should

• provide opportunities for decision making,

• teach problem-solving skills

• incorporate self-management strategies

• Foster goal setting and attainment skills

• Most Importantly Students Learn Intrapersonal Values

– (Wehmeyer, Kelchner, & Richards, 1996)


Conclusion• “If we want to truly reduce or stop bullying in our schools,

we have to believe the behaviors can be changed.”– (Swearer et al., 2009, 1)

• QUESTIONS?

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June L. Preast, MA/CAS, NCSPDoctoral Candidate

School Psychology ProgramDepartment of Educational, School and Counseling Psychology

University of MissouriEmail: [email protected]

Twitter: @JuneLaney

Chad A. Rose, Ph.D.Assistant Professor

Director, Mizzou Ed Bully Prevention LabDepartment of Special Education

University of MissouriEmail: [email protected]: BullyPreventLab

Phone: 573-882-3269

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