Respect, Responsibility, and Relationships Capital School District Bullying Prevention Program

Respect, Responsibility, and
Relationships
Capital School District Bullying
Prevention Program
Lynn R. Widdowson
Tonya Guinn
Framework: Olweus Bullying
Prevention Program
 Model used for the state law, and
consequently, model for our district policy
(Bullying Prevention 700-31)
 Multi-level components
 School wide
 Classroom
 Individual/small group
 Parent/Community
Core Principles necessary for school-wide
implementation:
 Warmth, positive interest, and involvement by
adults (building positive relationships)
 Adults who function as authorities and
positive role models
 Firm limits to unacceptable behavior
 Consistent use of nonphysical, non-hostile
negative consequences when rules are broken
Expectations to be taught and
practiced:
 We will act respectfully toward all individuals.
 We will not bully others.
 We will try to help anyone who is bullied.
 We will try to include anyone who is left out.
 If we know that somebody is being bullied, we will
tell an adult who can help.
 We are all responsible to make our school a safe
place to work and learn.
Key Points of Olweus Framework
 Everyone in the school must share the

responsibility of improving school climate and
eliminating bullying behavior.
 Bullying awareness, identification of bullying
behaviors, recognition of negative impacts,
actions to be taken must be taught and
discussed regularly.
 Interventions should precede punitive measures
whenever possible.
BULLYING
What And How Serious Is

It?
What?
Who? When?
Bullying
Why? Where?
How?
“Bullying . . .”
A student is being bullied when he

or she is exposed, repeatedly and
over time, to negative actions on
the part of one or more students.
Bullying implies
an imbalance in
power or strength.
The student who is bullied

has difficulty defending
himself/herself.
© The Olweus Bullying Prevention Group, 2001

Bullying “Hot Spots”
•Restroom
•Cafeteria Lunch
•Playground/Recess
•Hallways/Transition Lines
•Classroom when teacher is absent
The Olweus Bullying Prevention Group 2001

What’s Your Bullying
I.Q.?
And now a quiz…

Direct Bullying
 Physical  Hitting, kicking,
shoving, spitting . . .
 Taunting, teasing, racial
 Verbal slurs, verbal sexual
harassment
 Non-verbal
 Threatening, obscene
gestures
Indirect Bullying
 Physical  Getting another
person to assault
 Verbal someone
 Spreading rumors
 Non-verbal
 Deliberate exclusion
from a group or
activity
Rough Play vs. Bullying
 Relationship among parties
 Facial expressions and general
atmosphere
 Balance of power
 Intention
Who Are Children That Bully?
•Have more positive attitudes
toward violence than peers
•Have quick tempers, are easily
frustrated
•Have difficulty conforming to
rules
•Are stronger than their peers
(boys)
Children Who Bully cont.
 Appear tough, show little compassion
for victims
 Aggressive to adults
 Good at talking themselves out of
situation (manipulative)
Why do children bully?
•Like to dominate others in a
negative way
•Gain satisfaction from inflicting
injury and suffering

•Receive “rewards” by bullying
others (prestige, possessions)

Who are children who are
bullied?
•Passive Targets
•Quiet, cautious, sensitive, cries easily
•Insecure, have little confidence and self
esteem
•May be shy and lack social skills
•Do not encourage the attach
•Don’t think adults will help
•Rarely tell
•Find it easier to associate with adults than
Provocative Target
•Irks adults as much as peers
•Evoke negative feelings in
everyone, not just bullies

•May be hyperactive
•Have aggressive reaction pattern-
fight back unsuccessful

•May try to bully weaker students
Bullying Effects
Everyone:
 Victims
 Bullies
 Bystanders

Short-Term Effects of
Being Bullied
 Lower self-esteem
 Illness
 Absenteeism
 Depression &
anxiety
 Thoughts of suicide
Brian Head - Video
Lasting Effects
 Lower self-esteem
 Higher rates of depression
 Suicide
Bullies and Bullying
Behavior
 Often part of a conduct-

disordered behavior pattern
 This pattern may continue
into young adulthood
 Olweus study: Bullies were
4 times as likely to have 3
or more convictions by age 24

Effects on Bystanders
 Feel afraid
 Feel powerless
to change
things
 Feel guilty
 Feel diminished empathy
for victims

Effects of Bullying
on School Climate
 Interferes with
student learning
 Creates a climate of
fear and disrespect
 Students may
perceive lack of
control/caring

Prevalence of Bullying
 National sample of 15,600 students,
grade 6-10
 19% reported bullying others
“sometimes” or more often;
 17% reported being bullied “sometimes”
or more often; and
 6.3% reported bullying and being bullied.
(Nansel et al. 2001)
Gender Plays a Role
•Boys are more likely to bully others.
•Girls and boys bully differently.
•Both boys and girls engage in frequent
verbal bullying.
•Girls are more likely to bully by exclusion.
•Boys are more likely to use physical
actions.
Reporting of Victimization
 Many children do
not report bullying
to school staff
 Older students and
boys are less likely
than younger
students and girls to
report their
victimization.
Bullies Can Change
 Bullying behaviors and

victimization experiences
are relatively stable over
time if there is no
intervention.
 BUT, appropriate
intervention can change
behaviors.

Implementation Plan
 Two schools – South and William Henry served
as pilot schools with official Olweus training.
 All other schools will implement at least the
following:
 School-wide Trainings
 Integration of common language and expectations
into school climate program (PBS, other)
 Classroom Lessons (6-8 20 to 30 minute lessons)
 Counselor’s activities by team, classroom, or grade
level
 Interventions for targets, bullies, and bystanders
HOW WELL DID YOU DO?
 Quiz results are all
false!!!!!!!
 Any questions check
resource list
 DOE web
site:www.doe.state.
de.us/programs/clim
ate
 Lynn or Tonya

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Respect, Responsibility, and

 Everyone in the school must share the

What And How Serious Is

A student is being bullied when he

The student who is bullied

© The Olweus Bullying Prevention Group, 2001

•Classroom when teacher is absent

The Olweus Bullying Prevention Group 2001

And now a quiz…

injury and suffering

others (prestige, possessions)

everyone, not just bullies

•Have aggressive reaction pattern-

fight back unsuccessful

© The Olweus Bullying Prevention Group, 2001

 Often part of a conduct-

© The Olweus Bullying Prevention Group, 2001

© The Olweus Bullying Prevention Group, 2001

© The Olweus Bullying Prevention Group, 2001

 Bullying behaviors and

© The Olweus Bullying Prevention Group, 2001

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