Bullying Prevention in School-Wide Positive Behavior Supports

[No Audio]>>Dr. Havercroft:
I am Dr. Havercroft. I am new faculty at the
department of special education, but I am old to the
area. I graduated with both my undergraduate and masters from
EIU. I taught in Mattoon and in Paris and up at Jamaica High
School as a special educator for ten years across those three
facilities. So, I do know the area a bit, I’ve been here for a
while, but for the last seven or eight years I have been in
Indiana, up until this year, I was working on my doctorate with
the Hoosiers, don’t shame me I know I’m sorry, and while I was
there what I did primarily focused on was positive behavior
supports. And within that I had the opportunity to run a federal
grant through the office of Safe and Drug Free Schools, which
funded the training of school and positive behavior supports.
I know in Illinois there’s a great Illinois PBIS Network. You
have the training and the modules and all those wonderful
things. Does anybody work at a building that’s doing PBIS
through the– Okay, so we’re pretty familiar with it. In
Indiana it is all home grown. Just in the last three years
they finally got a grant, that is a limited grant to fund some
training, but everything else is home grown. We don’t have a
comprehensive network. So, the grant I have through the federal
government we trained 54 schools, just North of
Indianapolis in the Hamilton County area, in school wide
positive behavior supports. And that’s where my training comes
from to be able to stand up here in front of you. What we found
when we were working with these schools is that a lot of schools
were struggling with the same thing, bullying, behavior,
homework completion, absenteeism, tardiness. The
behavior things were happening same way over and over, so what
a lot of our schools were doing were paying big bucks for
bullying programs and trying to at the same time initiate PBIS.
Tear one of positive behavior supports. So, anybody familiar
with Olweus? Olweus is a bullying program where you have
to pay yearly for surveys of all of your students and staff and
then there’s training manuals and things, but it’s a very
expensive program because one of our middle schools had 700 kids,
had another 87 faculty, and then administration, so they were
spending about 900 dollars a year just for the surveys you
had to do. And they were trying to take that program and tie it
to the new PBIS initiative that we were training them in and
braid them together and what they found was there was similar
language, but it was conflicting. They just basically
had too much going on at one time. Great intentions, but a
little too much. So, what we’re going to talk about today is
first we’re just going to talk a little bit about how school wide
positive behavior supports naturally look at bullying and
address bullying across the schools through the language
we’re using, through the lessons we’re teaching just for our
school wide initiatives. Then we’re going to talk about a
program that actually was developed by the same
individuals who are accredited with school wide positive
behavior supports, the George Skys, and Rob Honers, and the
Tim Lewis’s of the world. They actually saw the same thing
happen naturally and so what they did was they developed free
programs that naturally tie into PBIS and we love free. And
they’re online, they’re on PBIS.org, I’ll have that link
for you, and they’re completely downloadable, they’re user
friendly, teacher friendly, free, and they tie right on into
everything else you’re already doing. So, we’re just going to
talk a little bit through that because we like programs that
are free. But to start off with, we’re just going to talk a
little bit about bullying itself. Just talking about some
of the research and we’re going to go through this pretty
quickly. I know you’ve had a lot of bullying research and
statistics and information so far today I’m sure. Bullying is
known as the most enduring and underrated problem in education.
This was 2001. I think as far as underrated, I think it’s really
become more prevalent as far as us being aware of it, trying to
be proactive, get out in front of it, it’s no longer the kind
of wait for it to happen and then deal with it. We’re
having conferences, this is the third one. There are conferences
all over the country, there are books, there’s a lot more than
there was 12 years ago on bullying. So, I think we’re
doing a better job, but as far as enduring, it’s endured for a
long as any of us can remember. I doubt anyone in this room
survived middle school with out it sometimes either doing some
bullying or feeling bullied. It’s something that– And those
who came before us, the teachers that were in middle school when
we were there they endured it, those before them. So, this is
not a new problem. The difference is it use to be very
reactive. We waited for a kid to come to us who would had hit
that brick wall and it was a complete breakdown. They’ve just
one day too many and they either went off and hit somebody or
they just had a complete melt down and they came to us and
then we reacted to it. Then we go that victim some counseling,
we pulled that bully in and said you know better, and we dealt
whit it in that manner. What we’re doing now is really trying
to get out in front of the problem. We’re being proactive,
just like we are with the behavior social emotional
learning all of that, we’re trying to be proactive with it
and say what can we do to support the whole school and to
address not only the victim and not only punish the bully, but
to teach everyone how to handle these situations, including the
bystanders. One of the things we’ve never really address much
in this room is the bystander participation. That’s something
that’s just kind of coming in. The kids who would never ever be
the one to call someone a name or call them out, but the five
of them standing together that will sneaker and look away. They
feed into it, they don’t mean to, they don’t necessarily know
that they are, but so this really addresses everyone in
that community, everyone in your school. Bullying is a
cross-cultural phenomenon. Bulling is one of those things
that we cannot pigeon hold quit as well as we like to do in
education. Where it’s a certain race, a certain gender, certain
ethnicity, a certain orientation, or even if you want
to go back to mean girl education, to middle school, to
those cliques that we so easily can say it’s the Goths, or
its the jocks, or it’s the cheerleaders, or it’s the mean
girls. It’s everyone. On one side or the other, everyone has
either seen bulling happen, been bullied, or been the bully
and maybe multiple of those over the years. So, this
is something we really need to address school wide
with everyone because it’s happening on that level. It’s
happening for all of our students and it’s happening for
every clique and every group. One of the biggest things that
we find with bully prevention programs, especially those who
have [unclear Dialogue] researchers some great things
happening, but they really focus on one of two people; they focus
on that bully or they focus on the victim. We either pull the
victim aside, tell them ignore it, walk away, tell them we get
them help, we give them attention in that manner, we
punish the bully, but we don’t address everyone else. The
difference with these programs is it’s something you’re going
to work through with your faculty, train your faculty one,
and they you’re going to teach it to all of your students. So,
just like you teach your tear one initiatives for be
respectful, or be responsible, or be safe, be happy and kind,
all of those wonderful things, you’re going to teach this very
much in the same way and it’s going to fall right in line with
it. When we look at school wide positive behavior supports we
obviously cannot do that without having the triangle show up
today because it’s illegal to do a presentation without the
triangle as this point. But in the triangle, when you’re
thinking through bullying prevention, it falls in tear one
or it should. Traditionally it’s been more of a tear two tear
three intervention because we’ve waited again into those kids
have either hd a total melt down or until there is a bully that
is drawing so much attention that we’re hearing the name over
and over, we’re calling them a frequent flyer in the office,
those type of thing, or we’re seeing this parent come in
regularly and every parent that comes through my door is giving
me the same name. So, then we’re looking at it being a very
individualized or small group of kids who are being targeted, so
we’re looking at tear two, tear three. With the PBIS, we’re
looking at tear one for bullying prevention. One of the things
you already do if you’re in a school who’s doing any kind of
school wide positive behavior supports is I am sure you teach
those behavioral expectations of either be respectful, or if
you’re with younger people it might be something like be kind,
be caring, be considerate. Somewhere along expectation,
behavioral expectations you have for your students and that
you’re teaching, there is language that basically says
don’t pick on someone else. So, you’re already teaching that and
just the fact that you’re getting that out to all
students means you’re already being proactive about this. So,
these new program initiatives will tie directly into that
because bullying is all about being respectful or, if you’re
doing the bullying, not being respectful. So, it falls under–
Everyone has some kind of behavioral expectation that it
falls under. Surveying a school that is not doing school wide
positive behavior supports. Because for those programs, even
with the notes, usually there are the five character
pillars, or something similar, and one of those will address
something that’s going to cover bullying. So, it all ties back
to using similar language and teaching all our kids the
expectations of what we want to see. What is bullying? I’m sure
you have enough definitions that you can create your own set of
definitions now for bullying after leaving here today. This
is just one. I think what they said in the opening session this
morning or in the opening remarks about if you read this
definition, this pictures I have are obviously more grade school
based, but it can happen outside of school. It happens across the
board. we see it in employment, we see it at sporting events.
Anybody been to that little league game that you wish you
didn’t live through because of the parents, not so much the
kids? That’s bullying that we see out there. It happens. So,
the ideal goal is if we teach them very, very young like
everything else, that by the time they get to this age or out
into the world, we’re not seeing it in the employment place.
We’re not seeing it at the local recreation sports centers and
complexes. We’re not seeing it on Facebook with the 30, 40, 50
year old crowd because the learned it at ten that it was
inappropriate and that there are better ways to express
ourselves. This is just a little bit more. Obviously bullying
comes in multiple forms. Today you probably seen or heard about
cyber bullying, sexting, I go bullying texting, in class, out
in the work force, out in the community, there are a lot of
places it happens, but the bottom line is bullies don’t
bully unless they’re getting reinforced for something. There
is a reward or reinforcement of payoff for that bully and that’s
what we really need to start targeting. The most common one’s
are the first and for most is attention for bystanders,
especially when you’re talking about bullying middle school,
high school those types of situations. The friends who are
snickering or even just the crowd that has gathered, whether
they’re smiling, laughing or looking, you know, please look
away don’t let it be me next, it’s still attention so from the
bystanders. Attention and reaction from the victim. What
is the most common thing we tell kids when they come to us and
say they’ve been picked on or bullied? What is our number one
answer to a little kid that says they won’t leave me alone and
they won’t quiet picking on me? Stay away from them. Ignore them
and ignore them and it’ll go away. And to some extent, that
may be true. If the bully is getting his or her reinforcement
from the actual victim, they like to make someone cry or they
like to see somebody get so fragile that they just can’t
respond, then that may very well be true. If you can find a way
to stay away from that individual you may not have the
problem. Unfortunately they may find reinforces somewhere else
to continue the process or they may just find you because kids
are very, very determined when they’re looking for some of this
reinforcement. Self delivered praise not as often, but there
are kiddos who do not need an adult, a child, a victim, a
bystander, anyone else to say they’re doing a great job being
mean. They really our selves talking themselves. They are
finding and we don’t know what’s going on, maybe there’s
something else where this is the only place where they feel like
they have power, but they are doing kind of a self mantra of
this was good, it did good, I showed them I was stronger, I
showed them I was in control, those type of things. Or
obtained items or activity. We all know the story of you get
bullied through your milk money anymore it’s not things like
milk money, it’s iPads and iPods and fabulous things that are
much more expensive. New phones and all those wonderful things,
but occasionally you will still see kids going after kid just to
take what they want from the child. One of the things PBIS
does a great job with is they really try to go get the biggest
bang for your buck. So, what can we do that pick the littlest
amount of time, effort, money, those type of things, but will
have the greatest effect for our students. That does not say that
they’re lazy, or they’re trying to get out of going through
processes, but they know that teachers are very, very busy and
that there are a lot of initiatives, there are a lot of
expectations, there is something always new coming down the pipe.
And so, they’re very good at trying to compartmentalize and
go okay how can we make this work, but not have it be one
more thing? And so when I do training for PBIS we talk a lot
about what do you already have going that’s really good that we
can build on as oppose to starting over. Let’s not scrap
things that are working. For this, one of the first things
you can do is put that language in your expectations. Make sure
everyone in your building is using the same language. Whether
it’s the be respectful, whether its the be kind, what ever your
language happen to be making sure that student’s hearing the
same expectation and all the students are hearing it
everyday, in every room. Taking away the praise and attention
and recognition that follows from bullying. So, being able to
take away, train the bystanders to walk away, to not look, to
not engage, train the people on Facebook to defriend. So if you
know somebody is just out there having way too much fun picking
on anyone that’s on their friends list, why do you need
that person on your friend list? Defriend, move on. And to do it
without teaching bullying. There has been a complaint over
the years that some of the programs, store brought
programs, and purchase programs that they actually teach kids
how to bully who my not know how to anyway. With some of the
role-playing examples, some of the videos that we show as
non-examples, they feel that it actually then shows kids how to
be– and new and creative ways that they may not have come up
with on their own. So, this one really tries to stay away from
that, they really try to stay away from– and PBIS they try
and even stay away from the word bullying. Just try to kind of
remove it to where we’re going to that we’re just being
respectful to our friends, or we’re being respectful to our
peers, or we’re bing kind to our classmate and taking the word
bullying right out of the equation just so in no way they
feel encouraged. The two programs– We’re going get into
kind of talking about the programs. The two original
programs that came out– I’m going to pass these out and
there’s so few of you and it looks like you’re kind of
grouped. There’s three total and if you want would like them, you
can have them so you don’t have to download them. The first one
was the elementary program, K-6, The second one is the middle
school program. These were the first two that came out maybe
five years ago. They are free on PBIS.org, 100 percent free. I’m
going to pass them so you can flip through. they have the
lesson plans already developed. They have all the information,
student curriculum one student curriculum two. The whole thing
is in here, so basically you can train yourself, you can train
your staff, and then you can teach your students without ever
having to spend a dime and all you have to do is download them
off the internet. And there is research behind them, they are
evidence based, the same website has the research. So, if you’re
going to your administrator and saying I really like us to do
this, there are research articles, there’s evidence to
support it, it is an evidence based practice, it does fit with
what you are already doing, and it’s 100 percent free and
developed. My personal favorite thing. So I’m going to pass that
around. The one thing we saw when this first came out was
people were using were really happy with what was there, but
there was nothing for the high school and that’s what we would
hear because the assumption always have been of with whether
it be school wide positive behavior supports, or bullying,
that by the time they get to that age they should what? They
should know better. They should already know it. We should not
have to be dealing with this. Well, the reality is, that is
not true. Ok? They don’t know it. Now, if we are all
successful, in what we are doing now, with the little people, ten
years down the road, they will know it. And so we will not be,
hopefully having these conversations. But for that
ten-year gap, we need something, and so, this just came out. They
finally came out with a high school version, and this is
middle school, high school. It’s called Expect Respect. I
cannot speak as well of this
one, just because I have not done any
presentations on it. It is brand new, hot off the shelves, but
I’m going to pass that one, too, in case anybody, here, I’ll pass
that to this group, and then you all can switch out. But that is
hot off the shelves for high school. Prior to that, what they
would do is recommend that people adapted the middle school
one, as so often happens with, you know, curriculum for high
school, when it is behavioral stuff. We just say oh, just take
the middle school one and make it older. Because that’s simple.
So, but those are the programs like I said, they are free; they
are evidence based. I have all the authors on here. When we
talk about PBIS and bullying prevention, the big piece of
that is prevention. It’s proactive. We are no longer
reacting to the bully. We are proactively teaching everyone
how we want them to act. What we expect to see, and so on a
school-wide basis, you are doing that on some kind of bullying
prevention logic; whether it be an oboist, whether it be one of
these that you choose, whether it be something that you have
developed within your own school district, one of the big pieces
for adopting any of these, is that faculty implementation. For
a school-wide positive behavior sports, it was recommended you
at 80 percent buy-in. I would say you want to have about that
for any kind of bullying program as well. Ok? Because if you
don’t have, there is a faculty component to this where again,
you are asking your faculty to use the same language and the
same procedures. To do that, you have to have faculty who is
bought in. And feels like you need some bullying prevention to
happen. Then there is the student use, or the
student-training component and a teacher-training component. And
then the advanced support. The advanced supports we actually do
a really great job with. It’s the no-so-advanced supports we
sometimes fall down on. But advanced supports are what you
are doing already in your schools, for tier two and tier
three when things have escalated. When we are already
getting interventions in on anger management. When we are
already getting kids into counseling because they’ve been
victimized by a bully. Those things we are already doing, and
we’ve always been a really great job, I think, or pretty good at
the very least, job of trying to support those individual
targeted kiddos. The difference is we’ve not always done a great
job with training everybody with want we want to see.