Bullying Prevention in Good, C., McIntosh, K., & Poirier, C. - - PDF document

Bullying Prevention in School-wide Positive Behaviour Support

Carmen Poirier and Kent McIntosh University of British Columbia National Association of School Psychologists Convention March 5th, 2010

Information from this presentation comes from:

• Good, C., McIntosh, K., & Poirier, C. (2010). Integrating

bullying prevention into School-wide Positive Behavior

• Support. Manuscript submitted for publication.
• Ross, S., Horner, R. H., & Stiller, B. (2008). Bully

prevention in positive behavior support. Eugene, OR: Educational and Community Supports. Available at

http://www.pbis.org/common/pbisresources/publications/bullyprevention_ES.pdf

• Handouts:

http://kentmcintosh.wordpress.com

Outline

Bullying in schools Typical responses School-wide Positive Behaviour Support Bullying Prevention in SWPBS The BP-PBS Program

Framework Components How to implement

Case Study

Bullying in schools

Can take many forms:

• physical aggression, insults, teasing, threats, spreading

rumors, social exclusion

What is bullying?

“Unprovoked aggressive behavior repeatedly carried out against victims who are unable to defend themselves”

Whitted & Dupper, 2005

“A power relationship carried on by one individual… towards another person”

Baer, 2003

“An assertion of power through aggression.”

Olweus, 1994

Bullying in schools

Nearly 30% of US students in a national study reported

being involved in bullying, as either a bully or victim

22.8% of children with special needs are victims of

bullying

According to the World Health Organization, Canada and

the United States ranked 12th and 15th, respectively, out

• f 35 countries in terms of reported prevalence of

bullying behavior

Nansel et al., 2001; Cummings, Pepler, Mishna, & Craig, 2006; Craig & Harel, 2004

Bullying in schools

Why is bullying so prevalent?

Bullying behaviour is rewarded/maintained by the

victims and bystanders

Social Attention Social Status Access to preferred items or activities

Inconsistent adult intervention

71% of teachers said they usually intervened in bullying

incidents, yet only 25% of students reported that their teachers intervened

Pepler & Craig, 2000

Reflection and Action Planning Form

Question 1

What strategies and programs are we using in our

school/district to address bullying?

How do we know if we’re doing them well? How do we know whether they are working? How are they working so far?

Typical responses to bullying in schools

Stand-alone anti-bullying program School assemblies with speakers who highlight the

harmful effects of bullying

The zero tolerance approach - focus on catching such

students in the act and providing increasingly severe punitive measures

Conflict resolution

Concerns with this approach

Stand-alone Programs are Difficult to Implement and Sustain Anti-Bullying Programs are Often More Reactive than Preventive Labeling and Attempting to Punish Bullies can Increase Incidents of bullying and problem behaviour

Gersten & Dimino, 2001; Hemphill et al, 2006; Pepler et al., 1994; Simonsen, Sugai, & Negron, 2008

“Exposure to exclusionary discipline has been shown not to improve school outcomes, but in fact to be associated with higher rates of school drop out.”

Skiba, Peterson, and Williams, 1997

“Early exposure to school suspension may increase subsequent antisocial behaviour.”

Hemphill et al., 2006 Adapted from Sugai, 2002

Prevention of bullying is more likely to result

in the desirable outcomes. And true prevention of bullying behavior involves:

a)

teaching all students the skills needed to meet their social needs without bullying, and

b)

changing aspects of the school culture that may promote aggressive behavior

Olweus, 2003

School-wide Positive Behaviour Support

Designed to provide students with a basic level of

behavioural support

Goals:

Decrease problem behaviour in schools Increase prosocial behaviour in schools Improve school climate Increase effective academic instruction Improve school safety Horner, Sugai, Todd, & Lewis-Palmer, 2005; Sugai, Horner, & McIntosh, 2008

Horner, Sugai, Todd, & Lewis-Palmer, 2005

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

School-wide Positive Behaviour Support

Demonstrated effectiveness:

Over 20 studies demonstrating effectiveness with

typical implementers in typical schools

High quality group designs with control schools Randomized clinical trials

Statistically significant outcomes for:

Problem behaviour Academic achievement Perceived school safety

Reflection and Action Planning Form

Question 2

What is happening in our school/district in terms

• f school-wide support for students?

Integrating bullying prevention in SWPBS

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

Bully Prevention in Positive Behaviour Support (BP-PBS)

Ross, Horner, & Stiller, 2008

Bully Prevention in Positive Behaviour Support (BP-PBS)

“Giving students the tools to reduce bullying

through the blending of school-wide positive behaviour support, explicit instruction, and a redefinition of the bullying construct.”

A 3-step response system to problem behaviour

that gives students the tools necessary to remove the social rewards that maintain problem behaviour

Ross, Horner, & Stiller, 2008

Bully Prevention in Positive Behaviour Support (BP-PBS)

Features:

Fits within a PBS system Explicit education for all students Consistent monitoring and acknowledgment of

appropriate behaviours

Consistently applied continuum of consequences Emphasis on program maintenance

BP-PBS Conceptual Framework The BP-PBS Curriculum

Components

Student training Supervisor training Monitoring of effectiveness

The BP-PBS Curriculum – Student training

Teaching school-wide rules Responding to problem behaviour -

“Stop, Walk, Talk”

Stop: Tell someone who is teasing to “stop” Walk: Walk away from the problem behaviour Talk: Tell an adult

The BP-PBS Curriculum – Student training

“Stop”

Teach the students the school-wide stop signal Model the use of the stop signal Practice using the stop signal

Include examples of right and wrong times to use the

stop signal

“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 – Student training

• Activity: Stop signal

1.

What are the components of a good stop signal?

2.

What is an example of a good stop signal?

3.

What is an example of a bad stop signal?

The BP-PBS Curriculum – Student training

Activity: Stop signal How the “Stop” signal should look and

sound….

Short Easy to produce Easy to remember Eye contact Strong, clear voice

The BP-PBS Curriculum – Student training

“Stop”

Example stop signals “Enough” “Time out” “Quit it” “Too far” “Un-cool”

The BP-PBS Curriculum – Student training

“Walk”

Teach students that sometimes, even when

students use the stop signal, bullying will continue

If that happens, they should “Walk” Model walking away Allow students to practice walking away

Use examples of right and wrong times to walk away

The BP-PBS Curriculum – Student training

“Talk”

When “Stop” and “Walk” haven’t worked, students

should tell an adult about the problem behaviour

Model the “Talk” response students should use Allow students to practice, using examples of

when they should and should not “Talk” to an adult

The BP-PBS Curriculum – Student training

“Talk”

What is the difference between talking and

tattling?

“Talking” is when a student has tried to solve the problem, and has used “Stop” and “Walk” first Tattling is when they have not used “Stop” and “Walk” before “Talking” to an adult. Tattling is when their goal is to get the other person in trouble.

The BP-PBS Curriculum – Student training

“Talk”

Teach students what they can expect adults in the

school to do when they have used the “Talk” response:

• 1. They will thank you for coming to them
• 2. They will ask you what the problem is
• 3. They will ask if you said “Stop”

4 .They will ask if you “Walked away”

The BP-PBS Curriculum – Student training

What should you do if someone uses the “Stop,

Walk, Talk” response on you?

• 1. Stop what you are doing
• 2. Take a deep breath
• 3. Go on with your day

Students should respond appropriately, even when they don’t think they did anything wrong or that the other person is trying to get them into trouble.

The BP-PBS Curriculum – Delivery of Student Training

6 lessons ranging from 10 to 50 minutes Strong focus on review, classroom practice and

generalization

Additional lessons specifically focused on

gossip, inappropriate remarks and cyber-bullying

The BP-PBS Curriculum - Teacher/supervisor training

In addition to understanding the “Stop, Walk,

Talk” response, teachers must be trained in:

Precorrection Rewarding use of the “Stop, Walk, Talk” response Consistently responding to reports of problem

behaviour

The BP-PBS Curriculum - Teacher/supervisor training

Precorrection

Checking with students who are often victims of

bullying and reminding them how to respond to problem behaviour

Checking in with students who are often

perpetrators of bullying and reminding them how to respond if someone uses the “Stop, Walk, Talk” response

The BP-PBS Curriculum - Teacher/supervisor training

Rewarding appropriate use of the response

Look for students that use the response Reward students the first time the response is

used or attempted

The BP-PBS Curriculum - Teacher/supervisor training

Responding to reports of problem behaviour

Reinforce the student for using the “Talk”

response

Ask if they used the “Stop” and “Walk” responses Ask who, what, when, and where Talk to the student who was engaging in the

problem behaviour

The BP-PBS Curriculum - Teacher/supervisor training

Responding to reports of problem behaviour

The BP-PBS Curriculum – Monitoring of effectiveness

Ongoing evaluation to determine

effectiveness of the program

Assess office referrals for bullying/harassment

and student use of skills

Staff survey

6 questions on a likert scale, can be completed weekly

• r monthly

Decision-making flow chart

Points out adaptations that can be made based on the

answers in the survey

The BP-PBS Curriculum – Monitoring of effectiveness

Individual student supports

Re-teach respectful behaviours Teach social skills Enlist family support Functional behaviour assessment Embed student in constructive peer group

Reflection and Action Planning Form

Question 3

What could BP-PBS look like in my school? What would be an effective “stop” signal for our

students?

Who would teach the lessons to students? What staff would need the teacher/supervisor

training?

Who would teach the lessons to staff? What would all staff need to know?

A case study

Ecole Central Middle School in Red Deer,

Alberta, Canada

Grade 6 to 8 Population of 500 students 50% French Immersion 15% English as a Second Language (ESL) 10% Aboriginal Two special education programs Students with mild to moderate cognitive delays Students severe learning disabilities

Good, McIntosh, & Poirier, 2010

A case study

Staff

27 teachers 1 counsellor 11 support staff

Implemented SWPBS at the start of the

2007-2008 school year

Implemented BP-PBS at the start of the

2008-2009 school year

A case study

Planning

Special Education team attended a session on

BP-PBS

Presented to grade seven classes in February

2008

Feedback: have students involved in designing and

implementing the program

Presented to school staff in June 2008

Unanimous support

A case study

Implementation

Student SWPBS Leadership Team

Had input in making the BP-PBS program socially

acceptable to all students

Selected the “Stop” signal “Too far” with hand raised Three grade 8 students presented the program to the

rest of the school

A case study

Implementation

Staff training

“Stop, Walk, Talk” How to respond Importance of staff role and consistency

Presented at parent council meeting

A case study

10 20 30 40 50 60 S e p t e m b e r O c t

• b

e r N

• v

e m b e r D e c e m b e r J a n u a r y F e b r u a r y M a r c h A p r i l M a y J u n e Month TotalODRs 20072008 20082009

Outcomes

Office discipline referrals (ODRs) for bullying

A case study

Outcomes

Office discipline referrals (ODRs) for verbal bullying

5 10 15 20 25 30 35 September October November December January February March April May June Month Total ODRs 2007-2008 2008-2009

A case study

Outcomes

Office discipline referrals (ODRs) for physical bullying

5 10 15 20 25 30 S e p t e m b e r O c t

• b

e r N

• v

e m b e r D e c e m b e r J a n u a r y F e b r u a r y M a r c h A p r i l M a y J u n e Month Total ODRs 2007-2008 2008-2009

Reflection and Action Planning Form

Question 4

How do I bring information from this session back

to my school/district?

Who else needs to know about bullying prevention

in SWPBS?

Who will be on the team? How could we build support for BP-PBS in my

school/district?

Take-home points

BP-PBS demonstrates positive effects for bullying

and problem behaviour

Imbedding bullying prevention into SWPBS is

more effective and sustainable than stand-alone programs

Students are able to work through bullying

problems themselves

Students report fewer bullying behaviours to staff

Monitoring of the program identifies students who

need additional support

Staff consistency is key to success

What questions do you have?

Resources

• Ross, S., Horner, R. H., & Stiller, B. (2008). Bully prevention in

positive behavior support. Eugene, OR: Educational and Community Supports.

• Elementary School program:

http://www.pbis.org/common/pbisresources/publications/bul lyprevention_ES.pdf

• Middle School program:

http://www.pbis.org/common/pbisresources/publications/Bu llyPrevention_PBS_MS.pdf

• OSEP Technical Assistance Center on Positive Behaviour

Interventions and Supports: http://www.pbis.org/

References

Baer, N. (2003). Bullying is not child’s play. Building Safer Communities, national Crime Prevention Strategy, 7. Craig, W. M. & Harel, Y. (2004). Bullying, physical fighting and victimization. In C. Currie, C. Roberts, A. Morgan, R. Smith, W. Settertobulte, O. Samdal and V. B. Rasmussen (Eds.) Young people’s health in context. Health Behaviour in School- aged Children (HBSC) study: International report from the 2001/2002 survey. Copenhagen, Denmark: World Health Organization. Craig, W. M. & Pepler, D. J. (2007). Understanding bullying: From research to practice. Canadian Psychology, 48, 86-93. Cummings, J. G., Pepler, D. J., Mishna, F., & Craig, W. M. (2006). Bullying and victimization among students with exceptionalities. Exceptionality Education Canada, 16(3), 193-222. Good, C., McIntosh, K., & Poirier, C. (2010). Integrating bullying prevention into School-wide Positive Behavior Support. Manuscript submitted for publication. Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359-390). New York: Guilford Press. Gersten, R., & Dimino, J. (2001). The realities of translating research into classroom

• practice. Learning Disabilities Research & Practice, 16, 120-130.

Hemphill, S. A., Toumbourou, J. W., Herrenkohl, T. I., McMorris, B. J., & Catalano, R.

• F. (2006). The effect of school suspensions and arrests on subsequent adolescent

antisocial behavior in Australia and the United States. Journal of Adolescent Health, 39, 736-744.

References

Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt,

• P. (2001). Bullying behaviours among US youth. Journal of the American Medical

Association, 258, 2094-2100. Olweus, D. (2003). A profile of bullying at school. Educational Leadership, 60(6), 12- 17. Olweus, D. (1994). Bullying at school: Basic facts and effects of a school based intervention program. Journal of Child Psychology & Psychiatry, 35, 1171-1190. Pepler, D. & Craig, W. (2000). Making a difference in bullying. Ontario, ON: LaMarsh Centre for Research on Violence and Conflict Resolution and Queen’s University. Pepler, D. J., Craig, W. M., Ziegler, S., & Charach, A. (1994). An evaluation of an anti-bullying intervention in Toronto schools. Canadian Journal of Community Mental Health, 13, 95-110. Ross, S., Horner, R. H., & Stiller, B. (2008). Bully prevention in positive behavior

• support. Eugene, OR

Simonsen, B., Sugai, G., & Negron, M. (2008). Schoolwide Positive Behavior Supports: Primary systems and practices. Teaching Exceptional Children, 40(6), 32-40. Sugai, G., Horner, R. H., & McIntosh, K. (2008). Best practices in developing a broad-scale system of support for school-wide positive behavior support. In A. Thomas & J. P. Grimes (Eds.), Best practices in school psychology V (Vol. 3, pp. 765-780). Bethesda, MD: National Association of School Psychologists. Whitted, K. S. & Dupper, D. R. (2005). Best practices for preventing or reducing bullying in schools. Children & Schools, 27, 167-173.