Information from this presentation comes from: Bullying Prevention in Good, C., McIntosh, K., & Poirier, C. (2010). Integrating � School-wide Positive Behaviour bullying prevention into School-wide Positive Behavior Support. Manuscript submitted for publication. Support Ross, S., Horner, R. H., & Stiller, B. (2008). Bully � prevention in positive behavior support. Eugene, OR: Educational and Community Supports. Available at Carmen Poirier and Kent McIntosh http://www.pbis.org/common/pbisresources/publications/bullyprevention_ES.pdf University of British Columbia Handouts: National Association of School Psychologists Convention � March 5 th , 2010 http://kentmcintosh.wordpress.com Outline Bullying in schools � Bullying in schools What is bullying? � Typical responses “Unprovoked aggressive behavior repeatedly carried out against � School-wide Positive Behaviour Support victims who are unable to defend themselves” � Bullying Prevention in SWPBS Whitted & Dupper, 2005 � The BP-PBS Program “A power relationship carried on by one individual… towards � Framework another person” Baer, 2003 � Components “An assertion of power through aggression.” Olweus, 1994 � How to implement � Case Study Can take many forms: physical aggression, insults, teasing, threats, spreading � rumors, social exclusion
Bullying in schools Bullying in schools � Nearly 30% of US students in a national study reported � Why is bullying so prevalent? being involved in bullying, as either a bully or victim � Bullying behaviour is rewarded/maintained by the � 22.8% of children with special needs are victims of victims and bystanders bullying � Social Attention � According to the World Health Organization, Canada and � Social Status the United States ranked 12th and 15th, respectively, out � Access to preferred items or activities of 35 countries in terms of reported prevalence of bullying behavior � Inconsistent adult intervention � 71% of teachers said they usually intervened in bullying incidents, yet only 25% of students reported that their teachers intervened Nansel et al., 2001; Cummings, Pepler, Mishna, & Pepler & Craig, 2000 Craig, 2006; Craig & Harel, 2004 Reflection and Action Planning Form Typical responses to bullying in schools � Question 1 � Stand-alone anti-bullying program � What strategies and programs are we using in our � School assemblies with speakers who highlight the school/district to address bullying? harmful effects of bullying � How do we know if we’re doing them well? � How do we know whether they are working? � The zero tolerance approach - focus on catching such � How are they working so far? students in the act and providing increasingly severe punitive measures � Conflict resolution
Concerns with this approach Stand-alone Programs are Difficult to Implement “Exposure to exclusionary discipline has been and Sustain shown not to improve school outcomes, but in fact to be associated with higher rates of Anti-Bullying Programs are Often More Reactive school drop out.” than Preventive Skiba, Peterson, and Williams, 1997 “Early exposure to school suspension may Labeling and Attempting to Punish Bullies can increase subsequent antisocial behaviour.” Increase Incidents of bullying and problem Hemphill et al., 2006 behaviour Adapted from Sugai, 2002 Gersten & Dimino, 2001; Hemphill et al, 2006; Pepler et al., 1994; Simonsen, Sugai, & Negron, 2008 School-wide Positive Behaviour Support Prevention of bullying is more likely to result � Designed to provide students with a basic level of in the desirable outcomes. And true behavioural support prevention of bullying behavior involves: � Goals: teaching all students the skills needed to a) � Decrease problem behaviour in schools meet their social needs without bullying, and � Increase prosocial behaviour in schools changing aspects of the school culture that b) � Improve school climate may promote aggressive behavior � Increase effective academic instruction � Improve school safety Olweus, 2003 Horner, Sugai, Todd, & Lewis-Palmer, 2005; Sugai, Horner, & McIntosh, 2008
School-wide Positive Behaviour Support � Features of SWPBS: � School define clear rules for behaviour � Students are given instruction and practice in the rules � School staff monitor and acknowledge appropriate behaviour � School staff provide clear, consistent consequences for problem behaviour � Data is collected for decision-making Horner, Sugai, Todd, & Lewis-Palmer, 2005 School-wide Positive Behaviour Support Reflection and Action Planning Form � Demonstrated effectiveness: � Question 2 � Over 20 studies demonstrating effectiveness with � What is happening in our school/district in terms typical implementers in typical schools of school-wide support for students? � High quality group designs with control schools � Randomized clinical trials � Statistically significant outcomes for: � Problem behaviour � Academic achievement � Perceived school safety
Integrating bullying prevention in Bully Prevention in Positive Behaviour SWPBS Support (BP-PBS) Why would this work? � School already has… � Focus on prevention efforts � Established set of POSITIVE expectations � Focus on a systems approach � Familiarity with evidence-based decision-making � Requires only a small amount of additional resources Ross, Horner, & Stiller, 2008 Bully Prevention in Positive Behaviour Bully Prevention in Positive Behaviour Support (BP-PBS) Support (BP-PBS) � Features: � “Giving students the tools to reduce bullying through the blending of school-wide positive � Fits within a PBS system behaviour support, explicit instruction, and a � Explicit education for all students redefinition of the bullying construct.” � Consistent monitoring and acknowledgment of appropriate behaviours � A 3-step response system to problem behaviour that gives students the tools necessary to � Consistently applied continuum of consequences remove the social rewards that maintain � Emphasis on program maintenance problem behaviour Ross, Horner, & Stiller, 2008
BP-PBS Conceptual Framework The BP-PBS Curriculum � Components � Student training � Supervisor training � Monitoring of effectiveness The BP-PBS Curriculum – The BP-PBS Curriculum – Student training Student training � Teaching school-wide rules � “Stop” � Responding to problem behaviour - � Teach the students the school-wide stop signal “Stop, Walk, Talk” � Model the use of the stop signal � Practice using the stop signal � Stop: Tell someone who is teasing to “stop” � Include examples of right and wrong times to use the � Walk: Walk away from the problem behaviour stop signal � Talk: Tell an adult � “Johnny pokes Darren in the back over and over while waiting in line.” � “Kate steals the ball away from Jenny when they are playing basketball.”
The BP-PBS Curriculum – The BP-PBS Curriculum – Student training Student training Activity: Stop signal � Activity: Stop signal � What are the components of 1. � How the “Stop” signal should look and a good stop signal? sound…. What is an example of a 2. � Short good stop signal? � Easy to produce What is an example of a bad 3. stop signal? � Easy to remember � Eye contact � Strong, clear voice The BP-PBS Curriculum – The BP-PBS Curriculum – Student training Student training � “Stop” � “Walk” � Example stop signals � Teach students that sometimes, even when students use the stop signal, bullying will continue � “Enough” � If that happens, they should “Walk” � “Time out” � Model walking away � “Quit it” � Allow students to practice walking away � “Too far” � Use examples of right and wrong times to walk away � “Un-cool”
The BP-PBS Curriculum – The BP-PBS Curriculum – Student training Student training � “Talk” � “Talk” � When “Stop” and “Walk” haven’t worked, students � What is the difference between talking and should tell an adult about the problem behaviour tattling? � Model the “Talk” response students should use Tattling is when they have “Talking” is when a not used “Stop” and “Walk” � Allow students to practice, using examples of student has tried to before “Talking” to an adult. when they should and should not “Talk” to an solve the problem, and adult Tattling is when their goal is has used “Stop” and to get the other person in “Walk” first trouble. The BP-PBS Curriculum – The BP-PBS Curriculum – Student training Student training � “Talk” � What should you do if someone uses the “Stop, Walk, Talk” response on you? � Teach students what they can expect adults in the school to do when they have used the “Talk” 1. Stop what you are doing response: 2. Take a deep breath 1. They will thank you for coming to them 3. Go on with your day 2. They will ask you what the problem is 3. They will ask if you said “Stop” Students should respond appropriately, even when they 4 .They will ask if you “Walked away” don’t think they did anything wrong or that the other person is trying to get them into trouble.
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