School District Responses to Bullying Chen Kong-Wick, Violence - - PowerPoint PPT Presentation

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

• Multiples initiatives in Oakland Unified
• Bullying is complex (e.g. emerging,

escalating and extreme)

• Varieties of Program when it comes to

address bullying

 How the multi-tiered approach aligned to

• Positive Behavior Intervention Support

(PBIS)

• Social Emotional Learning (SEL)
• Restorative Justice (RJ)

 Table Discussion and Report-Out (Q&A)

 Overview of Oakland

• Multiples initiatives in Oakland

Unified

• Multiples school sites
• Staff Resources
• $$$ Resources

Why multi-tiered approach in Oakland Unified for bullying prevention…

Bullying as a Continuum of Violence

Teasing & Joking Statement

Bullying

Physical Harassment / Systematic exclusion Direct Verbal Harassment Hate Violence

Why multi-tiered approach in Oakland Unified for bullying prevention…

Why multi-tiered approach in Oakland Unified for bullying prevention…

 Complexity of Bullying

• Physical bullying;
• Emotional/social bullying
• Verbal to Non-Verbal bullying
• Direct to Indirect bullying
• Cyberbullying

 Defining what is bullying for OUSD

• Is it Repeated…
• Is it Intentional…
• 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?

• Example of Reflection Questions: Which

subgroup of students get impacted by bullying the most?

• Reflection Questions:

Is it an adult issue?

• Example of Reflection Questions: Which

subgroup of students get impacted by bullying the most?

Is it a system issue?

• 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)

• http://casel.org/publications/sel-and-

bullying-prevention/

 SEL 5-Core Competency

• Self-Awareness
• Self-Management
• Social Awareness
• Relationships
• Responsible Decision Making

PIP Strategies…

15%

80% of students will master skills through this level of support

Prevention:

Creating a school and classroom climate which minimizes harassment and bullying.

Intervention:

Responding and Investigating to specific incident of bullying and harassment.

Protection:

Supporting students who are highly impacted by bullying.

5% 15% will need this intervention in addition to the universal

Bullying Prevention – Positive Behavioral Intervention Support (PBIS)

Bully Prevention Strategies

• Programs promote

inclusion, diversity, etc.

• Implement RJ

Victim-Offender Dialogue;

• Conflict Resolution

Programs

• No Bully – Solution

Team

• Promote

“Upstander”

• Caring School, Second Step

(SEL), Welcoming School

• School-wide PBIS systems
• Positive school climate &

culture

• Not in My School
• Safe School Ambassador
• “Let’s Get Real”- MS
• “Straightlace”-HS
• Bystander Education
• Pro-social behavior programs
• 40 Developmental Assets
• Youth Program Quality

Assessment (YPQA)

• Building Intention

Community- (BIC)

• Protect & support victim of bully
• Helps bullies change behavior, &
• Interrupt Bystanders

Prevention Intervention Protection

Bullying Prevention – Restorative Justice

 OUSD Website: Restorative Practices

• http://www.ousd.k12.ca.us//Domain/134

 RJ Approach to Bullying Behavior in

Schools.

• 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…

• RJ Approach to Bullying Behavior in

Schools.

• 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.

• 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…

• 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)

• http://casel.org/publications/sel-and-

bullying-prevention/

 SEL 5-Core Competency

• Self-Awareness
• Self-Management
• Social Awareness
• Relationships
• Responsible Decision Making

Table Discussion

State your Name What is see on

your way to this conference?

Why is bullying

prevention important to you?

5 minutes

Other Resources

The Pyramid of Program Quality (YPQA)

Rough Play Real Fighting Bullying

Usually friends;

• ften

repeated (same players) Usually not friends; typically not repeated Typically not friends; general repeated Relatively equal balance of power Relatively equal balance of power Unequal balance

• f power

No intent to harm Intentional harm- doing Intentional harm- doing Mood is friendly; positive, mutual Mood is negative, aggressive or tense; mutual hostile feelings Mood negative; mood/response differs for victim and aggressor

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.

Adapted from Bullies & Victim: Helping Your Children through the Schoolyard Battlefield

Don’t support the bullying Choose not to repeat gossip Support target in private Alert an adult Talk to the bullying privately Support target in front of the bullying Confront the bullying

Bystander Continuum of Courage

Low Risk / Low Courage High Risk / High Courage

For more information contact Chen Kong-Wick Program Manager, Violence Prevention (510) 273-1538 or chen.kong-wick@ousd.k12.ca.us

Q & A