12/8/2014
Bullying Solutions: What Works in Schools!
Use a Research-Based Definition
Michael R Carpenter, PhD
678‐908‐6655 cell Nationally Certified Olweus
Bullying Prevention Trainer
www.wagepeacetoday.com
Three (3) Points: Rip!
• R repeated (over and over; and usually is the same
person)
•I
*intentional (causes distress, fear, and/or harm to
the victim; takes into account how the victim
perceives the bully’s intent)
• P *power-based (cannot defend self; power
imbalance may come from physical
strength, athletic ability, or social status)
CDC Definition of Bullying
Jan 2014
CDC Definition of Bullying
Jan 2014
Since research is still developing, it helps us to better
understand and prevent bullying. School-based
bullying prevention programs are widely
implemented but not always evaluated.
How will you evaluate your bullying prevention
efforts? What accountability standards will you
impose? How will you handle bullying incidents
that occur off campus but impact learning on
campus?
A Disconnect: Florida/NJ Law Mandate
How will school systems accomplish the following
promising program elements:
a. Improving supervision of students;
b. Using school rules & behavior management techniques
in the classroom & throughout the school to detect & address
bullying by providing consequences for bullying;
c. Having a whole school anti-bullying policy and enforcing
that policy consistently; and
d. Promoting cooperation among different professionals and
between school staff and parents.
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12/8/2014
Are you a Pretender or Contender?
Using appropriate language!
Addresses documentation consisting of
• Staff Incident Report
• Student Log
• Statement from Bullying Aggressor
• Statement from Bullied Target
• Statement from Witnesses/Bystanders
Questions To Be Determined?
a. Who investigates?
b. What is the time frame for investigation?
c. What reports should be generated for documentation?
d. Who should the reports (from classified/certified
staff) be provided to?
e. Who needs to be notified and when?
f. What consequences need to be imposed?
Reference: Implementation & Procedural Manual
Asking Thought-Provoking Questions
Introducing a new Barron’s publicationBullying Solutions, CASE STUDIES …
Michael R Carpenter, PhD
678‐908‐6655 cell Nationally Certified Olweus
Bullying Prevention Trainer
www.wagepeacetoday.com
Asking PTC Questions
Scenario: Daniel, a second grade student in a
private school, is running away from school and
hitting other children.
Share with your colleague: What questions would
you ask?
Where Should the Major Strategy
Be In Schools?
Scenario: Daniel, a second grade student in a private school, is running away from
school and hitting other children.
a. Why did you leave school? Why did you hit the other students?
b. What is happening right before you choose to leave school/hit another student?
c. When you leave school (which is a major safety issue for the staff), what are you hoping for?
d. When you leave school and hit other students, what do you want to happen?
e. How can you be safe even when you are angry?
f. How can you keep yourself in school?
g. Do you want to find a way to stop hitting others? If so, what can you do to keep from hitting
another student?
h. What do you want when you run away from school? Is there another way you could get your
way yet stay in school?
Setting the Tone by Carpenter, Roy & Smith. About Perceptual Control Theory: William Powers
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Strategies of Bullying
Classroom
Individual
No
Bullying
School-Wide
Community
On‐the‐Spot Intervention
a. When do you intervene/not intervene?
b. Where should you stand?
c. What are your first words?
d. Whom do you address first: perpetrator or target and why?
e. Do you address everyone in a group setting or individually? f. Describe the appropriate tone of voice.
g. How long should the intervention last?
h. What determines if you need to see individuals later?
i. Others: Do you ever follow‐up and bring together the p/t?
Cole Intervention: “Bully” Movie
Risk Reduction and Staff Responsibility Schools must keep in mind that failure to prevent bullying or to stop it when it occurs creates potential liability. The goal is to minimize or reduce risks, not to eliminate risk.
Many major lawsuits have resulted when parents felt their children were not being adequately protected from bullying and the school was not in compliance.
School Safety Institute
Alex on the Bus‐ Scenes 1 & 2
Alex on the Bus‐ 1
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Alex on the Bus‐ 2
When adults in the school system ignore bullying or feel that bullying is just “kids being kids,” then higher levels of bullying will exist.
(Holt, Keyes, & Koenig, 2011)
Activity: Families Play a Critical Role in “Finding Their Voice”
Parents and the School
Parents need training on a. how to talk with their children about bullying;
b. how to communicate their concerns about bullying to the school; and c. how to get actively involved in school‐based bullying prevention efforts.
Activity
The Bully Movie: GLBTQ
Focus on Enumerated Laws
Parent Perspective!
1. What you would want from your school if this were your child? 2. What kind of things would be helpful for you to hear? 3. What kinds of things would NOT be helpful for you to hear? 4
12/8/2014
“Dear Colleague Letter”
Russlynn Ali, Assistant Secretary for Civil Rights, 2010
Harassment cont.
• Bullying fosters a climate of fear and disrespect
that can seriously impair the physical and
psychological health of its victims and create
conditions that negatively affect learning,
thereby undermining the ability of students to
achieve their full potential. The movement to adopt
anti-bullying policies reflects schools’ appreciation
of their important responsibility to maintain a safe
learning environment for all students.
• School districts may violate these civil rights
statutes and the Department’s implementing
regulations when peer harassment based on
race, color, national origin, sex, or disability
is sufficiently serious that it creates a hostile
environment and such harassment is
encouraged, tolerated, not adequately
addressed, or ignored by school employees.
The Bully Movie: GLBTQ
Class Meeting: You’re So Gay!
Class Meeting: You’re So Gay!
Discussion for Groups
Challenges/Barriers
1. What is the difference between a victim & target?
2. How does bullying behavior relate to an aggressor or perpetrator?
3. Is a bystander a witness?
4. Are all types of exclusion harmful?
5. Are there gateway behaviors to bullying?
6. Is it bullying if the target does not acknowledge it?
7. How do you address schools that use zero tolerance when zero
tolerance has proven not to work?
8. Does punishment typically decrease bully/victim behavior?
9. Are we creating wimps for asking children not to bully back?
10. What is the difference among bullying, horseplay and fighting?
11. Can bullying be solved by mediation, conflict resolution or anger
management.
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Thank You!
Michael R Carpenter, PHD
Nationally Certified Bullying Prevention Program Trainer
[email protected]
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