Oakland Unified School District Responses to Bullying Chen Kong-Wick, Violence Prevention Program Manager Family, Schools, and Community Partnerships Department Oakland Unified School District
Agenda Why a multi-tiered approach in Oakland Unified for bullying prevention o Multiples initiatives in Oakland Unified o Bullying is complex (e.g. emerging, escalating and extreme) o Varieties of Program when it comes to address bullying How the multi-tiered approach aligned to o Positive Behavior Intervention Support (PBIS) o Social Emotional Learning (SEL) o Restorative Justice (RJ) Table Discussion and Report-Out (Q&A)
Why multi-tiered approach in Oakland Unified for bullying prevention… Overview of Oakland o Multiples initiatives in Oakland Unified o Multiples school sites o Staff Resources o $$$ Resources
Why multi-tiered approach in Oakland Unified for bullying prevention… Direct Verbal Harassment Hate Violence Bullying Physical Harassment / Systematic exclusion Teasing & Joking Statement Bullying as a Continuum of Violence
Why multi-tiered approach in Oakland Unified for bullying prevention… Complexity of Bullying o Physical bullying; o Emotional/social bullying o Verbal to Non-Verbal bullying o Direct to Indirect bullying o Cyberbullying Defining what is bullying for OUSD o Is it Repeated… o Is it Intentional… o Is it Imbalance of power…
Defining Bullying in OUSD… Education Code 234.1. requires the Board to adopt a policy prohibiting discrimination, harassment, intimidation, and bullying. Bullying is defined in Education Code 48900(r) as any severe or pervasive physical or verbal act(s) or conduct, including electronic communications, committed by a pupil(s) that has, or can be reasonably predicted to have, the effect of one or more of the following: (1) Reasonable fear of harm to person or property (2) Substantially detrimental effect on physical or mental health (3) Substantial interference with academic performance. (4) Substantial interference with the ability to participate in or benefit from school services, activities, or privileges.
Why multi-tiered approach in Oakland Unified for bullying prevention… Is it a student issue? o Example of Reflection Questions : Which subgroup of students get impacted by bullying the most? o Reflection Questions: Is it an adult issue? o Example of Reflection Questions : Which subgroup of students get impacted by bullying the most ? Is it a system issue? o Example of Reflection Questions : Do we have a system in place to report bullying behavior?
Adapted from: Tracey Tsugawa, Vermont Human Right Commission
Bullying Prevention – Positive Behavioral Intervention Support (PBIS) Website: Collaborative for Academic, Social, and Emotional Learning (CASEL) o http://casel.org/publications/sel-and- bullying-prevention/ SEL 5-Core Competency o Self-Awareness o Self-Management o Social Awareness o Relationships o Responsible Decision Making
Bullying Prevention – Positive Behavioral Intervention Support (PBIS) PIP Strategies… Protection: Supporting students who Intervention: are highly Responding and impacted by Investigating to bullying. specific incident of bullying and 5% harassment. 15% will need this Prevention: intervention in addition to the 15% Creating a school and universal classroom climate which minimizes 80% of students will master harassment and skills through this level of bullying. support
Bully Prevention Strategies • Protect & support victim of bully • Programs promote • Helps bullies change behavior, & inclusion, diversity, • Interrupt Bystanders etc. • Caring School, Second Step • Implement RJ (SEL), Welcoming School Victim-Offender • School-wide PBIS systems Dialogue; • Positive school climate & • Conflict Resolution culture Programs • Not in My School • No Bully – Solution • Safe School Ambassador Team • P rotection “Let’s Get Real” - MS • Promote • “ Upstander ” “ Straightlace ” -HS • Bystander Education I ntervention • Pro-social behavior programs • 40 Developmental Assets • Youth Program Quality P revention Assessment (YPQA) • Building Intention Community- (BIC)
Bullying Prevention – Restorative Justice OUSD Website: Restorative Practices o http://www.ousd.k12.ca.us//Domain/134 RJ Approach to Bullying Behavior in Schools. o Restorative practices may be used in schools to address bullying behavior in all three tiers of the Response to Intervention (RtI) Framework. In a whole school model, RJ processes can be utilized to prevent, intervene and protect.
BP – RJ… o RJ Approach to Bullying Behavior in Schools. o Tier 1: Classroom and school wide restorative practices such as circles should be used as a method to define, teach and acknowledge whole school culture related to bullying. o Tier 2: It is not always appropriate to use restorative practices for a particular incident of bullying because of the complexity and the power imbalance. When deciding whether to use RJ as an intervention, consider the following… o Tier 3: Characterized by individualized supports for the most affected and highly impacted.
Bullying Prevention – Social Emotional Learning (SEL) Website: Collaborative for Academic, Social, and Emotional Learning (CASEL) o http://casel.org/publications/sel-and- bullying-prevention/ SEL 5-Core Competency o Self-Awareness o Self-Management o Social Awareness o Relationships o Responsible Decision Making
Table Discussion State your Name 5 minutes What is see on your way to this conference? Why is bullying prevention important to you?
Other Resources
The Pyramid of Program Quality ( YPQA )
Is it rough play, real fighting or bullying? *Olweus , D (1993) Bullying at school. What we know and what we can do (Understanding children’s worlds). UK: Wiley-Blackwell Publishing. Olweus, D., Limber s. P., Flex, V.C., Mulin, N. Riese, J., & Snyder, M. (2007), Olweus bullying prevention program; Schoolwide guide, CA: Hazelden. Rough Play Real Fighting Bullying Usually friends; Usually not Typically not often friends; typically friends; general repeated (same not repeated repeated players) Relatively equal Relatively equal Unequal balance balance of power of power balance of power No intent to Intentional harm- Intentional harm- harm doing doing Mood is friendly; Mood is negative, Mood negative; positive, mutual aggressive or mood/response tense; mutual differs for victim hostile feelings and aggressor
Bystander Continuum of Courage Low Risk High Risk / Low / High Courage Courage Support Don’t Choose Talk to Support target in Confront support not to Alert an the target in front of the the repeat adult bullying private the bullying bullying gossip privately bullying Adapted from Bullies & Victim: Helping Your Children through the Schoolyard Battlefield
Q & A For more information contact Chen Kong-Wick Program Manager, Violence Prevention (510) 273-1538 or chen.kong-wick@ousd.k12.ca.us
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