Solutions Bullying

Wayne SakamotoWayne SakamotoSafe Schools CoordinatorSafe Schools Coordinator

(858) 292-3569(858) [email protected]@sdcoe.net

San Diego County Office of EducationSan Diego County Office of Education

Bullies and VictimsBullies and Victims

School ViolenceSchool Violence

ObjectivesObjectives

Greater Understanding of Systematic Approach Greater Understanding of Systematic Approach to to BullyingBullying

Increased Knowledge of Characteristics of Increased Knowledge of Characteristics of BulliesBullies and and VictimsVictims

Increased Knowledge and Skills in Identifying Increased Knowledge and Skills in Identifying and Implementing Strategiesand Implementing Strategies

Ability to Implement a Steps At Your School Ability to Implement a Steps At Your School Site(s)Site(s)

Overview of CourseOverview of Course

I. BackgroundI. BackgroundDefinitionsDefinitionsPrevalencePrevalence

II. Step by Step Systematic ApproachII. Step by Step Systematic ApproachDevelop a task forceDevelop a task forceDevelop a definitionDevelop a definitionAssessmentAssessmentDevelop policies and protocolsDevelop policies and protocolsAction PlanningAction PlanningTrainingTrainingEvaluationEvaluation

DefinitionsDefinitionsSpecific Type of Specific Type of AggressionAggression

VerbalVerbal

PhysicalPhysical

PsychologicalPsychological

Behavior is Intended Behavior is Intended to Harm or Disturbto Harm or Disturb

Carried Out Carried Out Repeatedly and Over Repeatedly and Over TimeTime

Imbalance of PowerImbalance of PowerPhysicalPhysical

PsychologicalPsychological

Direct Direct BullyingBullyingPhysical ActsPhysical Acts

ThreatsThreats

IntimidationIntimidation

Verbal AbuseVerbal Abuse

TauntingTaunting

Indirect Indirect BullyingBullyingMaking FacesMaking Faces

Obscene GesturesObscene Gestures

ExclusionExclusion

RumorsRumors

Prevalence of BullyingPrevalence of BullyingEuropean StudyEuropean Study

15 to 23 Percent of Students Involved as 15 to 23 Percent of Students Involved as Victims Victims or or PerpetratorsPerpetrators (Olweus) (Olweus)

United States StudyUnited States StudyNational Study (1998)National Study (1998)

15,686 Students in Grades 6-1015,686 Students in Grades 6-10

– 29.9% of Students Involved29.9% of Students Involved• 13% 13% BullyBully• 10.6% 10.6% VictimVictim• 6.3% Both 6.3% Both Bully Bully and and VictimVictim

PrevalencePrevalence (Continued)(Continued)

(United States Study)(United States Study)South Carolina (1998)South Carolina (1998)

6,000 Students in Grades 6,000 Students in Grades 4-64-6

– 43% of Students 43% of Students InvolvedInvolved

• 20% Bully20% Bully• 23% Victim23% Victim

More Prevalent in:More Prevalent in:Elementary SchoolElementary School

Middle SchoolMiddle School

High School Students May High School Students May Under-representUnder-represent

Occurs in Rural, Occurs in Rural, Suburban, and Suburban, and Urban SchoolsUrban Schools

Some Studies Some Studies Indicate Slightly Indicate Slightly Higher in Rural Higher in Rural AreasAreas

QUICK-STEPQUICK-STEP Action PlanAction PlanDevelop a Team or Task ForceDevelop a Team or Task ForceCreate a Definition of BullyingCreate a Definition of BullyingAssess Bullying at Your SchoolAssess Bullying at Your SchoolReview or Develop District PolicyReview or Develop District Policy

Enforce PolicyEnforce PolicyDevelop Action PlanDevelop Action Plan

PreventionPreventionInterventionInterventionSuppressionSuppression

Provide Staff TrainingProvide Staff TrainingProvide Parent TrainingProvide Parent TrainingEvaluationEvaluation

I. Establish a Task ForceI. Establish a Task Force

Identify key stakeholdersIdentify key stakeholders

Identify roles and responsibilitiesIdentify roles and responsibilities

Meet a minimum of once per monthMeet a minimum of once per month

Identify time to allow for parent Identify time to allow for parent involvementinvolvement

I. Establish a Task ForceBully Prevention Task Force

NamePosition/Agency Role

School Administrator Chairs and organizes meetingBrings administrative perspectiveExperience in discipline processConnection with district funding

Certificated Staff Kindergarten First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth Eleventh Twelfth

Brings classroom perspectiveKnowledge of curriculum content and deliverabilityStaff liaisonAssists in staff development recommendationsClassroom strategiesPerspective on protocols

Classified Staff Campus Security Custodial Bus Driver Campus Aide Noon Duty Other

School Counselor/Psychologist

School Resource Officer

Students

Parents

Community Agencies

Other

II. AssessmentII. Assessment

How do you assess bullying?How do you assess bullying?SurveysSurveys

Focus GroupsFocus Groups

ObservationsObservations

Hard DATAHard DATA

Analyze your data!!!Analyze your data!!!

Assessment ContinuedAssessment Continued

Identify BulliesIdentify BulliesPeer GroupPeer Group

Identify VictimsIdentify Victims

Identify Potential InstigatorsIdentify Potential Instigators

By-standersBy-standers

Root CausesRoot Causes

Characteristics of Characteristics of BulliesBulliesHigher Levels of Conduct ProblemsHigher Levels of Conduct Problems

Dislike School/Poor School AdjustmentDislike School/Poor School Adjustment

Positive Attitude Toward Violence and Use of Positive Attitude Toward Violence and Use of ViolenceViolence

ImpulsivityImpulsivity

Strong Need to DominateStrong Need to Dominate

Little Empathy Toward VictimsLittle Empathy Toward Victims

Positive View of ThemselvesPositive View of Themselves

Greater Ease in Making FriendsGreater Ease in Making Friends

Characteristics of Characteristics of VictimsVictims

More Anxious and InsecureMore Anxious and Insecure

Greater Levels of DepressionGreater Levels of Depression

More Loneliness and UnhappinessMore Loneliness and Unhappiness

Lack Social SkillsLack Social Skills

Poor Social and Emotional AdjustmentPoor Social and Emotional Adjustment

Difficulty Making Friends/Lack of FriendsDifficulty Making Friends/Lack of Friends

Cautious, Sensitive, and QuietCautious, Sensitive, and Quiet

React by Crying and Withdrawal (Lower Grades)React by Crying and Withdrawal (Lower Grades)

Low Self-EsteemLow Self-Esteem

Negative View of ThemselvesNegative View of Themselves

Males are Generally Weaker Than Their ClassmatesMales are Generally Weaker Than Their Classmates

Boys Have Close Relations with MothersBoys Have Close Relations with Mothers

Warning Signs - BullyWarning Signs - Bully

Maliciously Teases, Threatens, or Strikes OutMaliciously Teases, Threatens, or Strikes Out

Hot-temperedHot-tempered

ImpulsiveImpulsive

Hard Time Following RulesHard Time Following Rules

Aggressive Toward AdultsAggressive Toward Adults

Tough/Mean SpiritedTough/Mean Spirited

Lack of EmpathyLack of Empathy

Involved in Other Anti-social BehaviorsInvolved in Other Anti-social Behaviors

Warning Signs - VictimWarning Signs - VictimDepressionDepressionAnxietyAnxietyDrop in GradesDrop in GradesDrop in AttendanceDrop in AttendancePsycho-somatic SymptomsPsycho-somatic SymptomsSigns of Physical ConfrontationsSigns of Physical Confrontations

Torn Clothes, Cuts, Bruises, etc.Torn Clothes, Cuts, Bruises, etc.Loss of personal possessionsLoss of personal possessionsFew FriendsFew FriendsLoner/IsolatedLoner/IsolatedPoor Self-esteemPoor Self-esteemAfraid to go out to PlayAfraid to go out to Play

Capacity AssessmentCapacity Assessment

What are you currently doing?What are you currently doing?

What resources do you have?What resources do you have?

How many staff have been How many staff have been trained?trained?

Is your policy and PROCEDURE Is your policy and PROCEDURE adequate?adequate?

II. AssessmentHow will you assess the prevalence of bullying on your campus and where it occurs?

What does your Youth Risk Behavioral Surveillance and Healthy Start Survey report tell you about bullying and harassment?

Name Date Conducted Analysis/Trends

Youth Risk Behavioral Surveillance

Healthy Start Survey

Have you conducted other surveys (Staff and parents)? If yes, what does the data indicate?

Name Date Conducted Analysis/Trend

Name of staff survey:

Name of parent survey:

Other survey:

Have you conducted focus groups? If yes, what does the data indicate?

Have you conducted observations? If yes, what issues and behaviors have you seen that may contribute to bullying and harassment?

Clicking or grouping Name callingRacial name calling IntimidationStare-downs Bad languageTaunting Physical contactOvercrowding Unsupervised areasOther (Describe):

Summarize your observations:

Number of school incidences by month 2004-05

J F M A M J J A S O N D

Referrals

OtherReports

Suspensions

Expulsions

Fill in the number of bullying incidences you have documented over the past five years.

Number of school incidences by year

1999-2000 2000-01 2001-02 2002-03 2003-04

Referrals

Other Reports

Suspensions

Expulsions

Determine if your rates are increasing or if you are seeing an increase due to the growth of the student population using the following formula. Incidences/Student Population X 1000 = Rate

Rate of bullying by year

1999-2000 2000-01 2001-02 2002-03 2003-04

Referrals

Other Reports

Suspensions

Expulsions

Do you collect data on victimization?

How many victims of bullying have you had each of the past five years?

1999-2000 ________________

2000-2001 ________________

2001-2002 ________________

2002-2003 ________________ 2003-2004 ________________

Are your victims increasing or decreasing?

List students that may be bullies:

List students that may be victims:

Identify students that have been victimized more than once:

Victim Name Grade Level Teacher/Home Room

Location of Incident Perpetrator

What percentage of your total population has been identified as victims (Use the following formula to calculate)?

What is your ratio of victims to bullies?

Student Assessment Form

Student:

Location:

Time:

Place a tally mark in the appropriate box each time you hear or see:

Bad Language

Name Calling

Racial NameCalling

Picking on Pushing Kicking Hitting Fighting Other Bad Behaviors

Capacity AssessmentWhat activities, programs, trainings and curricula do you have in place to reduce bullying?List and describe activities:

Activity Description Date Conducted

List and describe programs:

Program Description Number of students served

List and describe trainings:

Training Description Number trained Date Conducted

List and describe curricula:

Curricula Description When and how delivered

Potential Bullies/Instigators

Name of Student Grade Level Teacher/Homeroom Why is Student on List?

Potential Bulling Victims

Name of Student Grade Level Teacher/Homeroom Why is Student on List?

Assessment Summary Form

Based upon your assessment, list your top five concerns:

1.

2.

3.

4.

5.

Which locations or areas does bullying seem to be more prevalent?

If needed, how will you collect additional data for assessment?

Data Needed Person Responsible Timeline

III. PolicyIII. Policy

Statement of negative impact of bullyingStatement of negative impact of bullyingAdverse effect on the learning environment and Adverse effect on the learning environment and school cultureschool culture

Clear DefinitionClear Definition

Clear Statement That Consequences Will Be Clear Statement That Consequences Will Be ImmediateImmediate

Prevention and Intervention StrategiesPrevention and Intervention Strategies

Services for victim and perpetratorServices for victim and perpetrator

IV. Site-based ProtocolIV. Site-based ProtocolIdentificationIdentificationNotificationNotification

StaffStaffSite AdministratorSite AdministratorParentsParents

DocumentationDocumentationDirect BullyingDirect BullyingIndirect BullyingIndirect Bullying

Creating the paper trailCreating the paper trailInterview FormsInterview FormsImmediate Actions TakenImmediate Actions TakenFollow-upFollow-up

III. Bully Policy

Do you currently have a board adopted policy?

Is your definition of bullying adequate?

How have/will you train staff on the policy and protocol?

How have/will you inform parents and students of the policy and consequences?

IV. Bully Site-based Protocol

How will you document the infraction?

How will you document Indirect Bullying?

Violation Form

Violation Action

First Violation Warning

Second Violation

Third Violation

Fourth Violation

DOCUMENTATION FORM

Perpetrator Name(s):

Victim Name(s):

Direct Bullying Indirect Bullying(Please mark all that applies)Hitting Spreading RumorsShoving Internet postingKicking Electronic messagingName calling Slam BookTaking property ExclusionDestroying property Social cruelty (List):Other Physical Act (List):

Where did this take place?Bus Stop CafeteriaBus ClassroomPlayground/Athletic Field Locker roomOther (List):

When did this take place?Day: Time:

Description/NarrativeBriefly describe sequentially what occurred (Use back if needed):

Witnesses/By-standers:

Immediate action taken (Victim and Perpetrator):Perpetrator: Victim:

Referred to principal Referred to principalParents/guardians called Parents/guardians calledOther: Other:

Report Written By:

Signature:_________________________________________ Date:______________________

Bully Interview FormName:

Bully Statement:

Why was the victim targeted?

Does perpetrator know the victim(s)?

Do they share any classes (If so, list classes and teachers)?

Did teachers notice any negative behaviors leading up to the event (If they sharedclasses)?

Have the students had problems before?

Describe problems?

Immediate actions taken:

Has the perpetrator victimized other students before? Are they on your Potential Bully List?

Interviewed by:

Interviewer Signature:_________________________________ Date:_________________

Victim Interview Form

Name:

Victim Statement:

Why was he/she targeted?

Does victim know the perpetrators(s)?

Do they share any classes (If so, list classes and teachers)?

Did teachers notice any negative behaviors leading up to the event (If they shared classes)?

Have the students had problems before?

Describe problems?

Immediate actions taken:

Has the victim been targeted by others before? Are they on you Potential Victims List?

Interviewed by:

Interviewer Signature:_________________________________ Date:_________________

V. TrainingV. TrainingWhat are potential training topics?What are potential training topics?

RecognitionRecognition

ProtocolsProtocols

CurriculumCurriculum

Classroom meetingsClassroom meetings

Intervention skillsIntervention skills

How will you provide staff development?How will you provide staff development?

How will you train parents?How will you train parents?

V. TrainingList current training activities for school staff, parents, students, etc.:

Topic Target Audience Date Trained Number Trained

List trainings needed for staff, parents, students and potential resources:

Topic/Description Target Audience Person Responsible Costs Potential Resources

VI. PreventionVI. Prevention

Build a positive school/classroom climateBuild a positive school/classroom climateProvide for the development of skillsProvide for the development of skillsImprove the physical environmentImprove the physical environment

CPTEDCPTED

Link to School Safety Plan (EC 32280)Link to School Safety Plan (EC 32280)Proactive approachesProactive approaches

CurriculumCurriculumProgramProgramYouth InvolvementYouth Involvement

1. Increase Prosocial Bonding

2. Set Clear, Consistent Boundaries

3. Teach "Life Skills"

4. Provide Caring &Support

5. Set & Communicate

High Expectations

6. Provide Opportunitiesfor Meaningful Participation

Build Resiliency in the Environment

Mitigate Risk Factors in theEnvironment

The Resiliency WheelThe Resiliency Wheel

Reprinted from Resiliency In Schools: Making It Happen For Students & Educators by Nan Reprinted from Resiliency In Schools: Making It Happen For Students & Educators by Nan Henderson & Mike Milstein, published by Corwin Press, Thousand Oaks, CA, 1996Henderson & Mike Milstein, published by Corwin Press, Thousand Oaks, CA, 1996

VI. Prevention

What are you currently doing to prevent bullying?

Select a work station and review the following program, curricula or resource. Develop an

outline that will provide an accurate overview. Be prepared to report out to the large group.

(Second Step, Bully Prevention, Bully Busters, Empathy Development, Internet)

Discussion: What does a bully free classroom look like?

How will you address the by-stander effect?

Prevention Action Plan1. Social Environment

Objectives Activities Persons Responsible Date Completed

2. Physical Environment


BullyBully Prevention Program Prevention Program

Dan OlweusDan Olweus

Whole School Systemic ApproachWhole School Systemic Approach

Builds a Positive School CultureBuilds a Positive School Culture

Firm Limits for Unacceptable BehaviorFirm Limits for Unacceptable Behavior

Non-hostile/Non-physical ConsequencesNon-hostile/Non-physical Consequences

Involvement By AdultsInvolvement By Adults

Adults Act DecisivelyAdults Act Decisively

Adults Are Positive Role ModelsAdults Are Positive Role Models

Adults Model Appropriate BehaviorsAdults Model Appropriate Behaviors

Active Youth InvolvementActive Youth Involvement

Overview of Overview of Bullying Bullying Prevention ProgramPrevention Program

Adult Awareness and Adult Awareness and Involvement Involvement (Prerequisite)(Prerequisite)

School-wide LevelSchool-wide LevelDataData

– Olweus Olweus Bully/Victim Bully/Victim QuestionnaireQuestionnaire

– Student Focus Student Focus GroupsGroups

– Suspension/ Suspension/ ExpulsionExpulsion

– School Crime School Crime DataData

– ObservationsObservations

Formation of Formation of Coordinating Coordinating CommitteeCommittee

Planning MeetingPlanning Meeting

Staff DevelopmentStaff Development

Policy DevelopmentPolicy Development

Effective SupervisionEffective Supervision

Parent AwarenessParent Awareness

Overview of Overview of Bullying Bullying Prevention ProgramPrevention Program

Class LevelClass LevelClassroom RulesClassroom Rules

Regular Classroom Regular Classroom Meetings With Meetings With StudentsStudents

– Reinforce RulesReinforce Rules

– Discussions on Discussions on BullyingBullying

– Role PlayingRole Playing

– WritingWriting

– Small Group Small Group DiscussionsDiscussions

– Meetings With Meetings With ParentsParents

Individual LevelIndividual LevelIntervention With Intervention With BulliesBullies

VictimsVictims

ParentsParents

Evaluation of the Evaluation of the BullyBully Prevention ProgramPrevention Program

50% Reduction in Student Reports of 50% Reduction in Student Reports of Bullying Bullying and Being and Being BulliedBullied

Reduction in Other Anti-social BehaviorsReduction in Other Anti-social Behaviors

Students Reported Better Order and Students Reported Better Order and DisciplineDiscipline

Students Reported More Positive Students Reported More Positive Attitudes Toward Schoolwork and SchoolAttitudes Toward Schoolwork and School

US Results Similar But Not as DramaticUS Results Similar But Not as Dramatic

Steps to Respect A Steps to Respect A Bullying Bullying Prevention ProgramPrevention Program

Committee For ChildrenCommittee For Children

Whole School ApproachWhole School Approach

Elementary LevelElementary Level

Three Grade-Level Three Grade-Level ModulesModules

Grades 3-4Grades 3-4



Each Module Contains Each Module Contains One 11 Lesson Skills Unit One 11 Lesson Skills Unit and Two 7-10 Lesson and Two 7-10 Lesson Literature UnitsLiterature Units

Social-Emotional Social-Emotional CompetenceCompetence

Emotional IntelligenceEmotional Intelligence

Self-management SkillsSelf-management Skills

Social SkillsSocial Skills

Targets Targets BullyBully, , VictimVictim, , Witness/BystanderWitness/Bystander

Bully Bully BustersBustersGrades 6-8Grades 6-8Teacher/Classroom ApproachTeacher/Classroom ApproachSeven ModulesSeven Modules

Module 1 Increasing Awareness of Module 1 Increasing Awareness of BullyingBullyingModule 2 Recognizing the Module 2 Recognizing the BullyBullyModule 3 Recognizing the Module 3 Recognizing the VictimVictimModule 4 Taking Charge: Interventions for Module 4 Taking Charge: Interventions for BullyingBullying Behavior BehaviorModule 5 Assisting Victims: Interventions and RecommendationsModule 5 Assisting Victims: Interventions and RecommendationsModule 6 The Role of PreventionModule 6 The Role of PreventionModule 7 Relaxation and Coping SkillsModule 7 Relaxation and Coping Skills

Each Module Includes Three or Four Classroom ActivitiesEach Module Includes Three or Four Classroom Activities

Youth LeadershipYouth Leadership

Secondary School Secondary School ApproachApproach

Lunch or Pull-outLunch or Pull-out

Six SessionsSix Sessions

Follow-up MeetingsFollow-up Meetings

Leadership = Leadership = InfluenceInfluence

Skill DevelopmentSkill DevelopmentLeadershipLeadership

Communication SkillsCommunication Skills

Conflict Conflict Resolution/MediationResolution/Mediation

AssertivenessAssertiveness

Understanding Understanding PerspectivesPerspectives

EmpowermentEmpowerment

SupportSupport

RecognitionRecognition

SAMPLE CLIQUESSAMPLE CLIQUES

HICKSHICKS STONERSSTONERS GOTHSGOTHS

COWBOYSCOWBOYS SKATERSSKATERS TAGGERSTAGGERS

PARTY CREWSPARTY CREWS JOCKS JOCKS REBELSREBELS

GANGSTERSGANGSTERS SKINHEADSSKINHEADS SURFERSSURFERS

TECHIESTECHIES PREPPIESPREPPIES REDNECKSREDNECKS

ETHNIC GROUPINGSETHNIC GROUPINGS

GOALSGOALS

Changing Peer Group NormsChanging Peer Group NormsRumor ControlRumor Control

Pro-Social Responses to DisrespectPro-Social Responses to Disrespect

(Friends) Instigating Violence(Friends) Instigating Violence

Getting Youth Involved in SafetyGetting Youth Involved in Safety

Increasing Positive Interactions Between Increasing Positive Interactions Between CliquesCliques

Reducing ExclusionReducing Exclusion

Reducing Tensions and Negative ConflictsReducing Tensions and Negative Conflicts

Peer Educator ModelPeer Educator Model

High School Students as High School Students as “Teachers”/Facilitators“Teachers”/Facilitators

Develop Their Own CurriculumDevelop Their Own Curriculum

Develop Posters With SlogansDevelop Posters With Slogans

Develop PSA’s on Video TapeDevelop PSA’s on Video Tape

Posters and Videos Played at Target Posters and Videos Played at Target School Prior to CurriculumSchool Prior to Curriculum

Classroom PresentationsClassroom Presentations

VII. InterventionVII. Intervention

Staff InterventionStaff InterventionAdministrative InterventionAdministrative InterventionSkill DevelopmentSkill Development

PerpetratorPerpetratorVictimVictimBystandersBystanders

Counseling/Mental HealthCounseling/Mental HealthPerpetratorPerpetratorVictimVictim

SupportSupportParent InvolvementParent Involvement

Immediate Action – TeacherImmediate Action – Teacher

Stop the behaviorStop the behaviorTalk to the studentsTalk to the studentsDetermine if bullying is involvedDetermine if bullying is involvedFor Second offense talk to students separatelyFor Second offense talk to students separatelyIf normal conflict conduct conflict resolutionIf normal conflict conduct conflict resolutionIf bullying is SUSPECTED notify bully to stop actionsIf bullying is SUSPECTED notify bully to stop actionsObserve further interactionsObserve further interactionsSupport VictimSupport VictimNotify administratorNotify administrator

Immediate Action - AdministratorImmediate Action - AdministratorStop the BullyingStop the BullyingInterview SeparatelyInterview Separately

Talk with victimTalk with victimTalk with perpetratorTalk with perpetratorTalk with by-standers/witnesses/instigatorsTalk with by-standers/witnesses/instigators

Support the VictimSupport the VictimImmediate ConsequencesImmediate ConsequencesSkill DevelopmentSkill DevelopmentDocument, document, document!Document, document, document!Follow-upFollow-up

Talk With VictimTalk With VictimTell them:Tell them:

You are concernedYou are concerned

They will be protectedThey will be protected

Their needs will be taken care ofTheir needs will be taken care of

Place child at easePlace child at ease

Collect informationCollect information

Encourage the expression of emotionsEncourage the expression of emotions

Provide support and encouragementProvide support and encouragement

Inform of general actionsInform of general actions

Have child agree to report further bullyingHave child agree to report further bullying

Gauge distress level - Refer if neededGauge distress level - Refer if needed

Communicate with parentsCommunicate with parents

Follow-upFollow-up

Talk With PerpetratorTalk With Perpetrator

Talk With SeparatelyTalk With Separately

Do not tell them victim reportedDo not tell them victim reported

Discuss Rules and ConsequencesDiscuss Rules and Consequences

Notify them that they will be Notify them that they will be monitoredmonitored

DocumentDocument

Alert appropriate staffAlert appropriate staff

Notify parentsNotify parents

Follow-upFollow-up

VII. InterventionIntervention Plan Perpetrator

Behavioral ContractParent Meetings

Individual Meetings With PerpetratorCounseling/Mental HealthSkill Development

Impulse ControlAnger ManagementConflict ResolutionEmpathy

Re-entry planStudent Assistance Program

List school-based intervention services you currently have that can reduce bullying recidivism:

Intervention Plan VictimSkill developmentSupportMentoringFollow-up

List school-based intervention services you currently use to support the victim:

Intervention Action Plan


Aggression Replacement Aggression Replacement TrainingTraining

Developed by Arnold Goldstein and Developed by Arnold Goldstein and Barry GlickBarry Glick

InterventionIntervention

Middle School Through AdultMiddle School Through Adult

Builds Social-Cognitive Skills, Anger Builds Social-Cognitive Skills, Anger Control, and Moral ReasoningControl, and Moral Reasoning

Aggression Replacement Aggression Replacement Training Training (Continued)(Continued)

Three Coordinated InterventionsThree Coordinated InterventionsStructured LearningStructured Learning

Skills are modeledSkills are modeled

Role playing/guided practiceRole playing/guided practice

FeedbackFeedback

Transfer Training (Learned ResponseTransfer Training (Learned Response))


(Three Coordinated Interventions - continued)(Three Coordinated Interventions - continued)

Anger ControlAnger ControlIdentify TriggersIdentify Triggers

Identify Cues or Sensations of AngerIdentify Cues or Sensations of Anger

Reminders (Arousal Reducing Techniques Such Reminders (Arousal Reducing Techniques Such as Self-Talk)as Self-Talk)

Reducers (Calming Techniques)Reducers (Calming Techniques)

Utilization of Appropriate Structured Learning Utilization of Appropriate Structured Learning AlternativesAlternatives

Self-evaluationSelf-evaluation


(Three Coordinated Interventions - continued)(Three Coordinated Interventions - continued)

Moral EducationMoral EducationIncrease Moral Reasoning Stage of AdolescentIncrease Moral Reasoning Stage of Adolescent

Assist Adolescent to Utilize Advanced SkillsAssist Adolescent to Utilize Advanced Skills

Right Versus WrongRight Versus Wrong

EmpathyEmpathy

Critical Discussion - Empathy Critical Discussion - Empathy

What is Empathy?What is Empathy?

How Can Empathy Help With How Can Empathy Help With School Safety?School Safety?

How Does Empathy Develop?How Does Empathy Develop?

Can the School Facilitate the Can the School Facilitate the Development?Development?

What is Empathy?What is Empathy?

Define EmpathyDefine Empathy

Is Empathy Different Than Is Empathy Different Than Sympathy?Sympathy?

EmpathyEmpathy

Ability to Identify Another Person’s Ability to Identify Another Person’s Emotional StateEmotional State

Ability to Understand Another Ability to Understand Another Person’s SituationPerson’s Situation

Ability to ACT Upon the State or Ability to ACT Upon the State or SituationSituation

Empathy in SchoolsEmpathy in Schools

What Does an Empathetic School What Does an Empathetic School Look Like?Look Like?

What is the Correlation Between What is the Correlation Between Empathy and School Safety?Empathy and School Safety?

How Does Empathy Develop?How Does Empathy Develop?

FamilyFamily

CommunityCommunityNeighborhoodNeighborhood

Mass MediaMass Media

Individual InfluencesIndividual Influences

Peer InfluencePeer Influence

Can the School Facilitate the Can the School Facilitate the Development of Empathy?Development of Empathy?

Whole SchoolWhole School

ClassroomClassroom

PlaygroundPlayground

Lunch AreaLunch Area

ParentsParents

Fostering EmpathyFostering EmpathyTeachable MomentsTeachable MomentsClassroom Meetings on Empathy/KindnessClassroom Meetings on Empathy/KindnessIntervene EarlyIntervene Early

Focus on Behaviors not the StudentFocus on Behaviors not the StudentRecognize Empathetic BehaviorsRecognize Empathetic Behaviors

Have Students Share How They Have HelpedHave Students Share How They Have HelpedRole ModelingRole ModelingRole PlayingRole Playing

Role ReversalRole ReversalPoint-Counter PointPoint-Counter PointClass DiscussionsClass Discussions

LiteratureLiteratureMoviesMovies

Perspectives of ALL CharactersPerspectives of ALL Characters

Intervention TipsIntervention Tips

Do NOT Use Peer Mediation/Conflict Do NOT Use Peer Mediation/Conflict Resolution ApproachesResolution Approaches

Group Counseling Should Be With Group Counseling Should Be With Heterogeneous Groups (Heterogeneous Groups (VictimsVictims and and PerpetratorsPerpetrators))

Newman (1999) Found No Long-term Positive Newman (1999) Found No Long-term Positive Effects of Group CounselingEffects of Group Counseling

Teacher Involvement IS a Critical Factor Teacher Involvement IS a Critical Factor (Newman, 1999)(Newman, 1999)

VIII. SuppressionVIII. Suppression

Student Attendance Review BoardStudent Attendance Review BoardPrimaryPrimarySecondarySecondary

ExpulsionExpulsionEC 48900 and 48915EC 48900 and 48915

Citation ProgramCitation ProgramArrestArrestTemporary Restraining OrderTemporary Restraining OrderInvoluntary TransferInvoluntary TransferRe-entry ContractRe-entry Contract

VIII. Suppression

Student Attendance Review Board – The Education Code allows for the use of the Student Attendance Review Board (SARB) for truancy/absentee issues AND behavioral problems. The SARB process generally includes a pre-SARB intervention at the school site. If the behavioral problems do not improve the school site will refer the student and family to the district-wide SARB hearing. The district SARB, in partnership with law enforcement, district attorney’s office, probation and juvenile justice can mandate counseling, mental health, parenting classes, etc. to illicit behavioral changes. Should behaviors continue, the parent and student are referred on to juvenile justice.

West Sacramento School District has implemented a successful SARB program to reduce bullying in both primary and secondary schools.

SARB – Does our district have SARB protocols in place for bullying?Suspension/Expulsion – Persistent bullying wil result in either suspension or expulsion and is based upon the

school district bullying, harassment or behavioral policies.Education Code 48900 and 48915

Citation/Arrest – Schools have used citation programs to reduce fighting on campus. These programs generally work very close with law enforcement, district attorney’s office and the court system. When students fight they are given a citation by the School Resource Officer (SRO), or in some cases the school administrator. The citation is forwarded to traffic court where the first offense may result in a designated fine. Further offenses equals higher fines. Should the family not be able to pay the fine, the student is given community service hours. This program has effectively reduced fights on several school campuses. The program may be modified to deal with physical acts of severe bullying.

Bullying that includes physical injury to the victim should be referred to the School Resource Officer for arrest on assault charges if the attacking student is above the age of twelve years old. The school should also follow suspension protocols under Education Code 48900 or 48915.

Penal Code 422. Making Terroristic ThreatsPenal Code 415. Disturbing the Peace

Any of the following persons shall be punished by imprisonment in the countyjail for a period of not more than 90 days, a fine of not more than fourhundred dollars ($400), or both such imprisonment and fine:(1) Any person who unlawfully fights in a public place or challengesanother person in a public place to fight.(2) Any person who maliciously and willfully disturbs another person byloud and unreasonable noise.(3) Any person who uses offensive words in a public place which areinherently likely to provoke an immediate violent reaction.

Temporary Restraining Order – The victim’s family may ask the district attorney’s off ice to file a temporary restraining order (TRO) that will keep the perpetrator away from the victim’s

home and a given range of distance in public places. This can create problems of enforcement on a school campus.Class scheduling should take into consideration the issue of a TRO. The school must comply with court orders andmay seek some modifications on the TRO to ensure that both students are provided a Free and Appropriate PublicEducation (FAPE). Please note local or state mandates differ from region to region. The school must check with their attorneys regarding district or local protocols that may impact a TRO. Involuntary Transfer – Some school districts have involuntarily transferred persistent bullies to other schools in thedistrict. Transportation issues including costs are typically the responsibility of the parents or guardians. Care shouldbe given to inform the site administrators and teachers of the school of transfer regarding dangerous pupils. While aninvoluntary transfer may assist with issues a TRO presents, it may do very little to reduce bullying behaviors by thetransferred student.

Re-entry – To effectively change behavior, schools must include a comprehensive and enforceable re-entry plan for thestudent that includes social skill development during the term of suspension or expulsion. Re-entry should also includedirect placement into a student assistance program immediately upon reinstatement. The re-entry plan must bespecific in types and duration of parenting classes for the parent/guardian and counseling or mental health sessions forthe student. The plan must include placement into student assistance programming upon return and be signed anddated by all parties.

What do you currently do for suppression?

Do you have a re-entry contract with the perpetrator? IX. Evaluation Plan

How will you measure your efforts?Measure against baseline dataPositive changes in student, teacher and parent surveysPositive changes in focus groupsObservations

Process dataNumber of teachers trainedNumber of parents trainedCurriculum in classroomsPrograms implementedList other:

Impact dataReduction of bullyingSafer campusGreater attendanceReduction of suspensionsReduction of expulsionsList other:

EvaluationEvaluation

What Should You Measure?What Should You Measure?Process/Effort DataProcess/Effort DataImpact Data: Referrals, Suspension, Expulsions, Impact Data: Referrals, Suspension, Expulsions, Classroom Discipline, Attendance, Academics, Classroom Discipline, Attendance, Academics, Parent Phone Calls/VisitsParent Phone Calls/Visits

How Can You Measure Efforts?How Can You Measure Efforts?Establish Base-line dataEstablish Base-line dataPositive Changes in SurveysPositive Changes in SurveysObservationsObservations

Teacher TipsTeacher Tips

Proactive is Easier Than ReactiveProactive is Easier Than Reactive

Be AwareBe Aware

Identify the PlayersIdentify the Players

Environmental DesignEnvironmental DesignSeating AssignmentsSeating Assignments

Isolated AreasIsolated Areas

Student MovementsStudent Movements

Passing Periods/TransitionsPassing Periods/Transitions

Teacher Tips Teacher Tips (Continued)(Continued)

Develop A Positive Classroom Culture Develop A Positive Classroom Culture (Teach Students Not Just Subjects)(Teach Students Not Just Subjects)

Establish RapportEstablish Rapport

Classroom RulesClassroom Rules

Fun AND SecureFun AND Secure

Model Appropriate BehaviorsModel Appropriate BehaviorsNo Dumb AnswersNo Dumb Answers

Find All Students’ StrengthsFind All Students’ StrengthsAllow All Students’ to Exhibit StrengthsAllow All Students’ to Exhibit Strengths

Teacher Tips Teacher Tips (Continued)(Continued)

Develop A Positive Classroom Culture: Teach Students Not Develop A Positive Classroom Culture: Teach Students Not Just Subjects (Continued)Just Subjects (Continued)

Do Not Allow Teasing, etc.Do Not Allow Teasing, etc.Discipline in a Low-Key FashionDiscipline in a Low-Key FashionAvoid Power StrugglesAvoid Power StrugglesTeach Skills for Youth SuccessTeach Skills for Youth SuccessUtilize Classroom MeetingsUtilize Classroom Meetings

Know When to Refer to Know When to Refer to Principal/CounselorsPrincipal/Counselors

Parent TipsParent Tips

Be Aware of Warning SignsBe Aware of Warning Signs

Do Not OverreactDo Not OverreactGain InformationGain Information

Do Not MinimizeDo Not Minimize

Take It SeriouslyTake It Seriously

Work on Child’s Social SkillsWork on Child’s Social Skills

Listen to Your ChildListen to Your Child

Work With the SchoolWork With the School

Parent Tips Parent Tips (Continued)(Continued)

Don’t:Don’t:Be the Cynic - “You’re over-reacting”Be the Cynic - “You’re over-reacting”

Be the Martyr - “That’s nothing, when I was a Be the Martyr - “That’s nothing, when I was a kid…”kid…”

Be the Brick Wall - Not listening and jumping to Be the Brick Wall - Not listening and jumping to conclusions “ You should have…” ” I would have…”conclusions “ You should have…” ” I would have…”

Be the Interrogator - “I want to know everything”Be the Interrogator - “I want to know everything”

Be the Bully - “Stick up for yourself” “If you get a Be the Bully - “Stick up for yourself” “If you get a black eye the other guy better have two black eyes”black eye the other guy better have two black eyes”

Be the Rescuer - “Leave it to me, I’ll take care of it”Be the Rescuer - “Leave it to me, I’ll take care of it”

Parent Tips Parent Tips (Continued)(Continued)

Do:Do:Be the Listener - Do not jump to conclusionsBe the Listener - Do not jump to conclusionsBe the Clarifier - Restate factsBe the Clarifier - Restate factsBe the Supporter - See their sideBe the Supporter - See their side

Let Your Child Know:Let Your Child Know:That you are pleased they told youThat you are pleased they told youThat you believe themThat you believe themThat it is not their faultThat it is not their faultYou are sorry it happenedYou are sorry it happenedThat you will help with solutionsThat you will help with solutions

Crime Prevention TriangleCrime Prevention Triangle

VictimVictim

PerpetratorPerpetrator

Location/TimeLocation/Time

Resources/BibliographyResources/BibliographyAggression Replacement Training, Goldstein, Arnold P., Glick, Aggression Replacement Training, Goldstein, Arnold P., Glick, Barry, et al Barry, et al Research Press (800) 519-2702 Research Press (800) 519-2702 www.researchpress.comwww.researchpress.com

Steps to Respect: A Bullying Prevention Program, Steps to Respect: A Bullying Prevention Program, Committee Committee for Children, 2001. (800) 634-4449 www.cfchildren.org .for Children, 2001. (800) 634-4449 www.cfchildren.org .

Bully Busters: A Teacher’s Manual for Helping Bullies, Victims, Bully Busters: A Teacher’s Manual for Helping Bullies, Victims, and Bystanders,and Bystanders, Horne, Arthur M., and Newman, Dawn A., Horne, Arthur M., and Newman, Dawn A., and Bartolomucci, Christi L. Research Press (800) 519-2702 and Bartolomucci, Christi L. Research Press (800) 519-2702 www.researchpress.comwww.researchpress.com

Blueprints for Violence Prevention: Book Nine Bullying Blueprints for Violence Prevention: Book Nine Bullying Prevention Program, Prevention Program, Olweus, Dan and Limber, Sue University Olweus, Dan and Limber, Sue University of Colorado at Boulder. (303) 492-8465.of Colorado at Boulder. (303) 492-8465.

Stop Bullying! Guidelines for Schools, New Zealand PoliceStop Bullying! Guidelines for Schools, New Zealand Police

Solutions Bullying

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