BULLYING PREVENTION AND RESPONSE. Shelley Mann-Lev Safe Schools / Healthy Students Coordinator (t) (c)

Transcription

1 BULLYING PREVENTION AND RESPONSE Shelley Mann-Lev Safe Schools / Healthy Students Coordinator (t) (c) smann@sfps.info

2 BULLYING PREVENTION PROGRAM The aim of our Bullying Prevention Program is to create a positive, pro-social climate in which there is a school-wide commitment to not tolerating bullying behavior. The focus is on empowering and mobilizing the silent majority, the bystanders to take a stand and become the caring majority. The following will be addressed: 1) definition of bullying; 2) how to prevent bullying and promote a safe, respectful climate in which bullying is regarded as unacceptable; 3) reporting and investigation procedures, and 4) interventions and responses to bullying incidents. Definition of Bullying Bullying is any type of aggressive conduct that meets all of the following criteria: Reflects an imbalance of power such that those who are targeted have difficulty defending themselves, and is intended to inflict distress or harm, and is usually repeated or there is a threat that it will be repeated. There are four main types of bullying. The actions listed below are some examples of each type of behavior: 1. Physical bullying: Pushing, shoving, kicking, destroying of property, tripping, punching, tearing clothes, pushing books from someone s hands, shooting/throwing objects at someone, gesturing, etc. 2. Verbal or written bullying: Name calling, insulting, making offensive comments, using offensive language, mimicking, imitating, teasing, laughing at someone s mistakes, using unwelcome nicknames, threatening. 3. Relational bullying: Intentional social isolation of an individual by his or her peer group, spreading rumors, excluding others. 4. Cyber-bullying: Bullying inflicted through the use of computers, cell phones, social media or other electronic devices. School Site Bullying Prevention Plan It is recommended that each school develop a School Site Bullying Prevention Plan incorporating evidence-based programs and practices at the beginning of each school year to address the following elements: 1. School Site Discipline Plan 2. Procedure for Reporting 3. Assessment of School Climate and Safety Issues 4. Supervision Plan 5. Wellness Team Meetings 6. Staff Training 7. Strategies to Promote Positive School Climate 8. Bullying Prevention Education for Students 9. Family Education The School Site Bullying Prevention Plan will be placed in the Intervention section of each school s Crisis Response Manual. Reporting and Investigating Bullying The principal and/or the principal s designee at each school is responsible for receiving reports alleging violations of the Board policy. All school employees are required to report alleged violations of this policy to the principal or the principal s designee. All reports should be submitted within one day of incident or report of incident. All other members of the school community, including students, families, volunteers, and visitors are encouraged to report any act that may be a violation of this policy. (see sample forms) Reports may be made anonymously, but formal disciplinary action may not be taken solely on the basis of an anonymous report. Anonymity of reporters shall be protected unless permission to disclose is received and documented in order to reduce risk of retaliation. The principal or the principal s designee is responsible for determining whether an alleged act constitutes a violation of this policy. In so doing, the principal and/or the principal s designee shall conduct a prompt, thorough and complete investigation of each alleged incident. The investigation shall be initiated within one working day of receiving the report and is to be completed within three to five school days after the SFPS Office of Student Wellness: Bullyihng Section SY Page 2 of 56

3 report is made. Action Steps in Response to a Report of Bullying 1. Investigate the incident immediately: a. Interview the student(s) suspected of bullying and the student(s) being targeted separately. b. Interview others (students, staff, volunteers, etc.) who have knowledge of the incident(s). c. Provide protection from retaliation as appropriate. 2. Determine if it was an act of bullying and if so, the severity of the incident. 3. Document the outcome of the investigation. 4. Take appropriate action based on the determination. The principal maintains documentation of their investigations. (see sample reporting form) Interventions and Responses to Bullying The best intervention and response to bullying 1) supports students in taking responsibility for their actions, 2) develops empathy, 3) teaches alternative ways to achieve goals and solve the problems that motivated the bullying and 4) teaches strategies to empower students who are targeted as well as the bystanders. Staff members who interact with students shall apply best practices designed to prevent discipline problems and encourage students abilities to develop self-discipline and make better choices in the future. Action Steps Following a Determination of Bullying The following steps are recommended as best practices. (see sample forms) 1. Arrange for increased monitoring if needed by staff responsible for students involved in the incident. 2. Fill out student safety plan with targeted student. 3. Determine the consequences and restorative measures to be assigned to the student(s) who engaged in the bullying incident. In addition, design skills instruction for the student to receive to change the behaviors, with particular attention to the student on an IEP (there may need to be an IEP meeting to develop a BIP in response to the identified skills deficit) (see factors to consider when assigning discipline and sample progressive consequences and restorative measures) 4. Meet with the student(s) who committed the bullying: a. Discuss and communicate the assigned consequences and restorative measures or intervention plan to the student(s) who committed the act of bullying. b. Discuss behavior expectations with the student(s). c. Develop a written agreement if appropriate. d. Discuss potential consequences for retaliation or continued bullying. 5. Notify parents of all students involved of the bullying incident and outcomes pertaining to their child. Confidentiality of all students involved must be maintained. In addition to personal contact, a written notification may be provided. For More Information Contact: Shelley Mann-Lev, Safe Schools/Healthy Students Coordinator or smann@sfps.info SFPS Office of Student Wellness: Bullyihng Section SY Page 3 of 56

4 SAFE ZONES PROGRAM Because ALL students deserve a safe and welcoming environment As part of our efforts to prevent and reduce bullying and harassment, the Office of Student Wellness established a Safe Zones Program at all K-8, middle and high schools in SY This year, the Safe Zones will expand to elementary schools as well. The goal of the program is to improve safety, school success, attendance and well-being of our students, especially those who are targeted by bullying and harassment. The Safe Zones Program is designed to create safe places in our schools to provide support for students who are targets of bullying or harassment due to race, religion, ethnicity, immigration status, sexual orientation, gender identity, physical or cognitive (dis)ability, mental health issues or any other real or perceived attribute. This program is a collaboration of the Santa Fe Public Schools and the Santa Fe Mountain Center, the New Mexico Community AIDS Partnership and Solace Crisis Treatment Center. Safe Zone Contacts School site staff will be identified and trained to serve as Safe Zone Contacts at each school site. Safe Zone Contacts will post signs on their classroom/office doors announcing that their space is a Safe Zone so that students know that they are ready and willing to provide appropriate support and referrals for anyone in need. At the elementary level, school counselors and nurses will serve as the Safe Zone Contacts. At the secondary level, teachers are strongly encouraged to serve in this volunteer capacity along with school counselors, school nurses and Project SUCCESS Specialists. Please refer interested teachers to Shelley Mann-Lev at Safe Zone Contact Training Safe Zone Contacts will receive special training to support their efforts. Three trainings (two and a half hours) will be offered this year: in October, January and April. The first training will focus on supporting students who have been targeted due to disabilities. Half-day substitutes will be reimbursed or professional development stipends will be offered to teachers who participate in the trainings. Publicizing the Safe Zones Program In addition to posting signs on Safe Zone Contact classrooms/offices, schools are encouraged to publicize the availability of Safe Zone Contacts at the beginning of the school year through: Posters in front office School announcements School newsletter Welcoming assemblies For Assistance and Information Contact: Shelley Mann-Lev, Safe Schools/Healthy Students Coordinator , or smann@sfps.info SFPS Office of Student Wellness: Bullyihng Section SY Page 4 of 56

5 SAMPLE BULLYING FORMS FORM 1 FORM 2 FORM 3 FORM 4 Bullying Incident Reporting Form Bullying Investigation Form Response to Determination Form Elementary School Student Safety Plan & Secondary School Student Safety Plan FORM 5 Action Steps to Address Student Who Bullied SFPS Office of Student Wellness: Bullyihng Section SY Page 5 of 56

6 FORM 1 FORM 2 FORM 3 FORM 4 FORM 5 FORM 1 SFPS RESPONSE TO BULLYING: BULLYING INCIDENT REPORTING FORM The Bullying Incident Reporting Form should be submitted within 1 day of incident or report of incident. Location of Incident (School): Date: Note: Reports may be made anonymously, but no disciplinary action will be taken against an alleged bullying student(s) solely on the basis of an anonymous report. Name of person reporting incident >>> Target of the behavior Reporter (not the targeted student(s) Name of person filing the report >>> Same as above Different than above Name of person filing the report (if different than above >>> Person filing the report >>> Student Parent/Guardian Administrator Staff (position): Other (specify): CONTACT INFORMATION (optional) Person reporting incident: Direct Line Cell Person filing the report: Direct Line Cell INFORMATION ABOUT THE INCIDENT: IEP ID# Grade Name(s) of targeted student(s): 1. Yes No 2. Yes No 3. Yes No Name(s) of suspected student(s): 1. Yes No 2. Yes No 3. Yes No IEP ID# Grade Date of Incident(s): Time of Incident(s): Location(s) of Incident (be as specific as possible): Electronic media (cyber bullying) School site or event WITNESSED THE INCIDENT: Name: Student Staff Other: Name: Student Staff Other: Name: Student Staff Other: Name: Student Staff Other: Name: Student Staff Other: DESCRIPTION OF INCIDENT Describe the details of the incident (including names of people involved, what occurred, and what each person did and said, including specific words used). Please use additional space on back if necessary. (Describe or attach available documentation such as video, notes, s, texts or other; attach additional pages as needed.) Signature of person filing this report: (Note: Reports may be filed anonymously.) Date: NEXT STEPS Original form to be handed to the school administrator. Please keep a copy for your records. Form given to: Position/Title: Date: Received By: Date Received: All original forms are to be kept in a secure location at the school site by the administrator.

7 FORM 1 FORM 2 FORM 3 FORM 4 FORM 5 FORM 2 SFPS RESPONSE TO BULLYING: BULLYING INVESTIGATION FORM The investigation must be completed within 3 5 school days after the Bullying Incident Reporting Form is received. Location of Incident (School): Date: Name of person investigating the incident: Position/title: INTERVIEWS: (Fill In Those That Are Interviewed Only) IEP * ID# Grade Date Name of targeted student(s): 1. Yes No 2. Yes No 3. Yes No Name of suspected student(s): 1. Yes No 2. Yes No 3. Yes No IEP * ID# Grade Date * Review IEP(s) for adequate support services (SW, BIP, etc.) Name of witness(es): 1. Student Staff Date: 2. Student Staff Date: 3. Student Staff Date: Yes No Name Any prior documented incident(s) of bullying or harassment by the suspected student(s)? Any previous incident(s) with findings of bullying? If yes, have incident(s) involved targeted student? Location(s) of Incident under investigation (be as specific as possible): Electronic media (cyber bullying) School site or event SUMMARY OF INVESTIGATION Please use additional paper and attach to this form as needed. CONCLUSIONS OF INVESTIGATION Determination of bullying: No (If no, is there a different violation?) No Yes If yes, please specify: Yes (If yes, complete Form 2, continue to Form 3) Signature of person filing this report: Date: NEXT STEPS Complete Form 3 if determination of bullying. Attach original Form 2, to original Form 3. Please keep a copy for your records. If investigator is other than school principal, form given to: Position/Title: Date: Signature: Date Received: All original forms are to be kept in a secure location at the school site by the administrator.

8 FORM 1 FORM 2 FORM 3 FORM 4 FORM 5 FORM 3 SFPS REPORTING and INVESTIGATING BULLYING: RESPONSE TO DETERMINATION FORM IF there is more than 1 targeted student, OR more than 1 student bullying, please complete additional forms. Location of Incident (School): Date: Name of targeted student: Name of student bullying: ID# / Grade: School attending: ID# / Grade: School attending: FOR TARGETED STUDENT STEP 1: STEP 2: STEP 3: OBTAIN PARENT/GUARDIAN CONTACT INFORMATION FOR TARGETED STUDENT NOTIFY PARENT/GUARDIAN OF TARGETED STUDENT OF INCIDENT BY MEETING OR PHONE CALL IF UNABLE TO CONTACT, NOTIFY BY MAIL At least three (3) attempts are to be made to notify the parent/guardian Targeted Student Name: Parent/guardian: Name: Documentation of contact attempts: Parent/guardian response: Method of Contact Date Time Direct notification made 1. Yes No 2. Name of person: 3. FOR STUDENTS WHO BULLIED STEP 1: STEP 2: STEP 3: OBTAIN PARENT/GUARDIAN CONTACT INFORMATION FOR STUDENT WHO BULLIED NOTIFY PARENT/GUARDIAN OF STUDENT WHO BULLIED OF INCIDENT BY MEETING OR PHONE CALL IF UNABLE TO CONTACT, NOTIFY BY MAIL At least three (3) attempts are to be made to notify the parent/guardian Student Who Bullied Name: Parent/guardian: Name: Documentation of contact attempts: Parent/guardian response: Method of Contact Date Time Direct notification made 1. Yes No 2. Name of person: 3. Signature of person filing this report: Date: NEXT STEPS STEP 1: Complete Form 4 (for all targeted students): Elementary/Secondary School Student Safety Plan STEP 2: Complete Form 5 (for all bullying students): Action Steps to Address Student Who Bullied Form given to: Position/Title: Date: Signature: Date Received: All original forms are to be kept in a secure location at the school site by the administrator.

9 FORM 1 FORM 2 FORM 3 FORM 4 FORM 5 FORM 4 SFPS REPORTING and INVESTIGATING BULLYING: ELEMENTARY SCHOOL STUDENT SAFETY PLAN Location of Incident (School): Date: Name of student: ID# School attending: To be completed at meeting of student and administrator. Parent/guardian participation is optional. STUDENT AGREEMENT I will remind myself this was not my fault. I agree to tell a trusted adult if the bullying continues. I would like to meet with the school counselor. 3 trusted adults at school are: 1 student I trust is: 3 healthy things I can do to feel good about myself are: SCHOOL AGREEMENT The school will: Provide increased supervision to protect the student. Inform key staff so they can keep close watch on interaction with other participants. If student has an IEP, support services will be reviewed for any additional needs (SW, BIP, etc.) Student signature Date Administrator signature Date

10 FORM 1 FORM 2 FORM 3 FORM 4 FORM 5 FORM 4 SFPS REPORTING and INVESTIGATING BULLYING: SECONDARY SCHOOL STUDENT SAFETY PLAN Location of Incident (School): Date: Name of student: ID# School attending: To be completed at meeting of student and administrator. Parent/guardian participation is optional. STUDENT AGREEMENT I will remind myself this was not my fault. I agree to tell a trusted adult if the bullying continues. I would like to meet with the school counselor. 3 trusted adults at school are: 1 student I trust is: 3 healthy things I can do to empower myself are: 3 ideas that will help me stay safe are: SCHOOL AGREEMENT The school will: Provide increased supervision to protect the student. Inform key staff so they can keep close watch on interaction with other participants. If student has an IEP, support services will be reviewed for any additional needs (SW, BIP, etc.) Student signature Date Administrator signature Date

11 FORM 1 FORM 2 FORM 3 FORM 4 FORM 5 FORM 5 SFPS RESPONSE TO BULLYING: ACTION STEPS TO ADDRESS STUDENT WHO BULLIED To Be Completed By School Administrator Location of Incident (School): Date: Name of student who bullied: ID# / Grade: School attending: IF more than 1 student bullying, please complete additional forms. The Santa Fe Public Schools Board of Education believes that the best discipline for aggressive behavior is designed to (1) support students in taking responsibility for their actions, (2) develop empathy, and (3) teach alternative ways to achieve the goals and solve problems that motivated the aggressive behavior. Consequences and appropriate restorative actions for a student who engages in bullying behavioral may range from positive behavioral interventions up to and including suspension or expulsion as set forth in the Board of Education s approved behavioral expectations for students. (Consider the developmental, personal and environmental factors listed on the back side of the form.) Loss of privileges described: Detention described: ISS (In School Suspension) number of days: Out of District Suspension number of days: Refer to due process hearing IEP meeting to review support services CONSEQUENCES RESTORATIVE MEASURES Restitution Referral to School Counselor (e.g., Brief Solution Focused Intervention, Support Group Method, etc.) Parent conference and/or referral to family counseling Referral to Behavioral Health Services Referral to Restorative Justice program (if available) Community or school service. Describe: Letter of apology Behavior improvement plan STEP 2 DOCUMENT INCIDENT IN PowerSchool Date entered in PowerSchool: Signature of person filing this report: Date: NEXT STEPS STEP 1: Follow up with Targeted Student(s) scheduled for: Initial / Date when completed: STEP 2: Follow up with Bullying Student(s) scheduled for: Initial / Date when completed: STEP 3: Report forwarded to Principal (if Principal not investigator): Initial / Date when completed: All original forms are to be kept in a secure location at the school site by the administrator.

12 INTERVENTIONS AND RESPONSES TO BULLYING BEHAVIORS The Santa Fe Public Schools Board of Education believes that the best discipline for aggressive behavior is designed to (1) support students in taking responsibility for their actions, (2) develop empathy, and (3) teach alternative ways to achieve the goals and solve problems that motivated the aggressive behavior. 1. FACTORS FOR DETERMINING CONSEQUENCES Age, development, and maturity levels of the parties involved Degree of harm (physical and/or emotional distress) Nature and severity of the behaviaor(s) Incidences of past or continuing pattern(s) of behavior Relationship between the parties involved Context in which the alleged incident(s) occurred, including precipitating casual events Note: To ensure students perception of fair and impartial treatment, a student s academic or athletic status is not a legitimate factor of determining consequences. 2. FACTORS FOR DETERMINING RESTORATIVE MEASURES Personal Life skill competencies Trauma history Social relationships Strengths Interests, hobbies and extra-curricular activities Classroom participation Academic performance Environmental School climate Student-staff relationships and staff behavior toward the student Level of consistency in staff responses to bulling behaviors Level of consistency in application of consequences given to bullying behaviors Staff interactions involving bullying behavior witnessed by students General staff management of classrooms and other educational environments Staff ability to prevent and de-escalate difficult or inflammatory situations Social-emotional and behavioral supports Social relationships Community activities Neighborhood culture Family situation Range and number of opportunities for student engagement, involvement, and recognition for achievement (beyond academics and athletics)

13 BULLYING PREVENTION TOOLKIT SECTION 1 SECTION 2 SECTION 3 SECTION 4 SECTION 5 SECTION 6 SECTION 7 SECTION 8 SECTION 9 Appropriate and Effective Interventions Is it bullying or conflict? Why should i be concerned about bullying? What is the role of bystanders? What should schools do to address cyberbullying? Why do kids bully? What strategies do kids find most helpful? What is the role of adults? What is the role of educators? SFPS Office of Student Wellness: Bullyihng Section SY Page 13 of 56

14 section 1 A Response Guide: Taking Action Against Bullying and Harassment Anywhere On Campus APPROPRIATE AND EFFECTIVE INTERVENTIONTIONS A Response Guide: Taking Action Against Bullying and Harassment Anywhere On Campus The purpose of this guide is to provide you with appropriate and effective intervention strategies. It has been designed to assist you with actual strategic language and the specific actions that are necessary to assure immediate, appropriate, effective, and consistent responses by all staff members. We must all realize the impact bullying and harassment has on academic achievement. Appropriate and effective interventions always include: Immediately responding to the incident using a calm, rational, but firm, tone of voice Using body language that communicates authority, but does not invade the personal space of any student involved in the incident Actions or verbal responses that do not cause embarrassment, emotional reaction or provoke vulnerable and/or sensitive feelings Positioning yourself between the student(s) using bullying behavior and the student being bullied so that you can block eye contact between the two to prevent gestures that would allow continued victimization or escalation. Educating all students involved on the spot, conduct individual interventions later Taking the attention off the student(s) who were being victimized Paying close attention to the student(s) who were being victimized: take notice of their actions and reactions, words, body language, and any behavior or expression that communicates fear for their own safety and/or verbalizes a retaliation plan towards the perpetrator(s) Addressing the students who were in the area and may have witnessed the incident as well as those involved Informing all students involved in the incident of what action steps you will take next and/or that you will be reporting this incident to the administration. Supporting and following-up with for all students involved in the incident or Monitoring future behaviors Set future behavioral expectations against retaliation of any kind Never: Begin by segregating the student(s) who are being targeted. Doubt the fact that you have the responsibility to intervene Ignore the incident Accept the attitudes of just teasing, just kidding, boys will be boys, you re friends, you can work it out Engage in verbal or physical arguments/disputes Display your anger Make accusations or excuse bullying, teasing, threatening or intimidating behavior Leave the incident when the student(s) who is being targeted is still with the student(s) who are using the bullying behavior Rely on or assign other student(s) to report a bullying incident to administration. It is your responsibility to report the incident. Sources: 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., Flerx, V. C., Mullin, N., Riese, J., & Snyder, M. (2007). Olweus bullying prevention program: Schoolwide guide. CA: Hazelden. Mazzauskas, K. A Response Guide Taking Action Against Bullying and Harassment Anywhere on Campus. School District of Palm Beach County, FL. Pennsylvania Bullying Prevention Toolkit

15 section 2 A Response Guide: Taking Action Against Bullying and Harassment Anywhere On Campus IS IT BULLYING OR CONFLICT? It is not appropriate to characterize all aggressive behavior as bullying. At times, students will engage in rough play. This type of play may appear aggressive. However, it serves to reinforce positive relationships and occurs among peers of equal standing. Conflict, in contrast, is motivated by negative intent and takes place between students of relative equal power or social standing. When rough play or conflict scenarios involve groups of students targeting a single student, the situation can easily escalate into bullying. Because a power imbalance exists in bullying situations, it is usually inappropriate to use conflict resolution strategies to resolve bullying situations. This is because these strategies often assume that both parties are at fault or compromise is warranted. In general, mediation is not recommended in cases of bullying. Children who are bullied cannot stop the bullying on their own. Bullied students need the support of others to ensure that the bullying does not continue. Is it bullying, real fighting or rough play? Rough Play Real Fighting Bullying Usually friends; often repeated (same players) Usually not friends; typically not repeated Typically not friends; generally repeated Relatively equal balance of power Relatively equal balance of power Unequal balance of 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 Happens occasionally Happens occasionally Repeated negative actions Source: Pennsylvania Bullying Prevention Toolkit

16 section 3 A Response Guide: Taking Action Against Bullying and Harassment Anywhere On Campus WHY SHOULD I BE CONCERNED ABOUT BULLYING? Bullying is now known to have a negative effect on children s physical and emotional well-being, social development and learning. Children who bully others are more likely to: Be injured in a fight Drink alcohol or smoke Engage in other anti-social behavior Be truant, drop out of school Perceive a negative climate at school Students who are bystanders to bullying are more likely to: Feel afraid Feel powerless to change things Feel guilty Feel diminished empathy for victims In one research study, bystanders were reported to have an intensity of trauma that compared to distress levels of police, firefighters and paramedics during the 1989 San Francisco Earthquake. Students who are bullied are more likely to have: Anxiety or depression Suicidal ideation Low self-esteem School avoidance behaviors Higher absenteeism rates Dislike of school Lower grades Psychosomatic symptoms (e.g., sleep problems, bed-wetting, and stomachaches) Warning Signs That a Child May be the Target of Bullying Has damaged or missing clothing or other belongs Has unexplained injuries Complains repeatedly of headaches, stomachaches, or feeling sick Has trouble sleeping or has frequent bad dreams Loses interest in visiting or talking with friends Is afraid of going to school or other activities with peers Loses interest in school work or begins to do poorly in school Is very hungry after school from not eating lunch Appears sad, moody, angry, anxious or depressed after school Suddenly has fewer friends Avoids certain places Acts differently than usual A child should be evaluated by a professional if the child: Runs away from home Hurts himself or herself Talks about suicide Feels helpless Blames himself or herself for his or her problems Source: Pennsylvania Bullying Prevention Toolkit

17 section 4 A Response Guide: Taking Action Against Bullying and Harassment Anywhere On Campus WHAT IS THE ROLE OF BYSTANDERS? Bullying is best understood as a group phenomenon in which children may play a variety of roles Those roles include the target of bullying, the child who bullies and those children who are bystanders. Bystanders may be passive observers, active observers or defenders. Passive observers may want to stop the bullying and defend the bullied student, but may not have the knowledge, skills or confidence to act. Active observers are those individuals whose behavior encourages the bullying. They may show active support for the bullying by laughing or joining in or they may gossip about the incident. Defenders are students who take action to try to stop the bullying. Bystanders play an important role in bullying prevention and intervention. Children should be taught about the role of bystanders in bullying and should discuss and role-play helpful responses. The Bystander Continuum of Courage can be a useful tool for helping children recognize that there are a range of helpful actions that a bystander to bullying can take, each carrying a different degree of risk. Source: Adapted from Bullies & Victims: Helping Your Children through the Schoolyard Battlefield. Fried, S., & Fried, P. (1996). New York, NY: M. Evans & Co. Pennsylvania Bullying Prevention Toolkit

18 section 5 A Response Guide: Taking Action Against Bullying and Harassment Anywhere On Campus WHAT SHOULD SCHOOLS DO TO ADDRESS CYBERBULLYING? Ensuring that children are equipped to deal with cyberbullying requires education to prevent cyberbullying and effective responses when it occurs or is suspected Adopt school policies that specifically address cyberbullying. Schools should integrate cyberbullying into their district acceptable use policies for technology AND into required bullying policies. If the issue of cyberbullying is a persistent problem, it may be appropriate to have a specific policy related to online harassment and cyberbullying. Include cyberbullying education as part of the scope and sequence of courses that promote technology literacy. In addition to educating students about these issues, schools should work to educate parents about technology and youth development by integrating these themes into newsletters and outreach activities. Include tips on how to prevent and respond to cyberbullying. Recognize that when cyberbullying is motivated by a child s status as a member of a protected class the school may have an obligation to act under federal and state civil rights laws. Protected status categories include: race, color, sex, religion, national origin, disability, physical or mental impairment, immigration status, sexual orientation, gender identity/expression or physical size. Develop clear administrative guidelines for responding to and investigating reports of cyberbullying. Make sure these guidelines clearly spell out how investigations will be conducted, when law enforcement or parents will be contacted, and how discipline will be administered. While it may not be possible for schools to administer disciplinary consequences for online behavior that occurs outside of school, schools may conduct educational meetings with students and parents to share their concerns and discuss possible responses. Establish partnerships with parents, the school, the parentteacher association, YMCA, police department and other community groups to develop strategies for addressing issues of cyber-safety and cyberbullying. Consider inviting representatives of law enforcement or the local district attorney office to participate in an advisory group that develops these strategies. Integrate cyberbullying into memorandums of understanding with the local police department. Make sure the school and law enforcement know how each entity will respond to cyberbullying and when it is appropriate to refer online issues to the police. Provide support to students that experience cyberbullying, even if the incident did not occur in school. Because children experience real distress when bullied online, it is important that adults pay attention and offer support. School counselors and Student Assistance Program (SAP) professionals may play a role in helping children cope with the emotional effects of cyberbullying. Schools should make referrals to professionals, when appropriate. Source: Pennsylvania Bullying Prevention Toolkit

19 section 6 A Response Guide: Taking Action Against Bullying and Harassment Anywhere On Campus WHY DO KIDS BULLY? While a child may act out for a variety of reasons, the following factors are known to contribute to bullying behavior Control and Power Many students bully in an attempt to gain control over others or power within a peer group or social setting. Social dynamics within a school, neighborhood or community may reinforce such abuses of power. Peer Attention Students often receive positive attention for their bullying. When bystanders laugh or participate in the bullying in other ways, the aggressive student receives social reinforcement for his or her bullying behavior. Thus, bystanders have an important role to play in addressing bullying and preventing it from reoccurring. Inadequate or Ineffective Supervision Bullying often occurs in settings where there is little adult supervision or when supervision strategies are ineffective. Schools and other youth programs should ensure that there are reasonable student to adult ratios in classrooms, play areas, hallways, lunchrooms and other areas. Supervising staff should be trained to recognize and intervene in all instances of peer aggression. Indifferent Attitudes Toward Bullying Adults attitudes toward peer aggression and bullying can have a profound effect on students perceptions of the behavior. When adults through action or inaction condone bullying, young people may mistakenly conclude that bullying is a normal part of growing up. Adults should always intervene when bullying is suspected and let young people know bullying behavior will not be tolerated. Bias Issues Some bullying is motivated by actual prejudice or can be reinforced by prejudicial norms. Certain groups of students are more likely to be targets of bullying or prejudicial comments. These include students with disabilities, students who are obese, and students who defy gender norms. It is important to know that this type of bullying can have legal ramifications for schools, if ignored. See Section 5 (What Should Schools Do To Address Cyberbullying?) for information about categories of protective status. Source: Pennsylvania Bullying Prevention Toolkit

20 section 7 A Response Guide: Taking Action Against Bullying and Harassment Anywhere On Campus WHAT STRATEGIES DO KIDS FIND MOST HELPFUL? What strategies do kids find most helpful? Children who witness or experience bullying often do not know how to respond. They may have received mixed messages about bullying from adults or they may be worried about how their response will affect their relationship with other students. Often times adults will suggest that children use a predictable strategy or set of strategies when faced with bullying (e.g., ignore it, walk away, tell the person to stop, etc.). In order to determine the effectiveness of these common strategies, Nixon and Davis asked over 12,000 students, including over 1,600 bullied students, what strategies they have used in bullying situations and which of those strategies were most or least effective in making the situation better. The strategies bullied children identified as most helpful and least helpful are listed below MOST HELPFUL Strategies: LEAST HELPFUL Strategies: Told an adult at home Told a friends Made a joke about it Told an adult at school Reminded myself that it was not my fault Hit or fought back Made a plan to get back at them Told the person to stop (secondary) Did nothing (ignored it) Told them how I felt (secondary) These results suggest that strategies that involve accessing support from others are much more helpful to bullied students than other common strategies. In addition, most bullied children do not benefit from being told to ignore the bullying or make assertive statements. This research underscores the importance of training adults and bystanders to respond effectively to students reports of bullying. Source: Pennsylvania Bullying Prevention Toolkit

21 section 8 A Response Guide: Taking Action Against Bullying and Harassment Anywhere On Campus WHAT IS THE ROLE OF ADULTS? Adults play a significant role in keeping children safe from bullying Whether you are an adult at home, a teacher or a helping professional, you have a role to play in bullying prevention and intervention. Adults should refrain from labeling children tattletale and listen when a child reports bullying concerns. By being effective and empathetic listeners, adults are positioned to assist children who are impacted by bullying. Parents can increase the likelihood that their child will report bullying experiences by making listening a part of the daily routine. During dinner or another part of the day, initiate regular talk sessions where you express interest in your child s life and allow the child to take the lead in talking about what is on his or her mind. If a child shares a story of bullying, listen patiently and without judgment. Ask questions, help the child brainstorm possible responses and ask the child what help he or she needs. Active supervision is a key to preventing and addressing bullying. If you see bullying or sense that it may be occurring, speak up and take steps to ensure that the environment is safe. Let children know what behavior is expected and what behavior is unacceptable. Offer structured activities that include all students. Intervene in all instances of peer aggression that you observe. Take time to follow up with involved students. Children often report bullying during private conversations with adults who care. Adults should serve as positive role models. Take care to ensure that your interactions with others are not abusive or harassing. Children learn from watching adults. It is important that your actions communicate that bullying behavior is unacceptable. All Adults Should Recognize the signs and symptoms of a child who may be bullied Intervene when bullying is suspected Talk with students about what bullying is and isn t Reinforce appropriate bystander behavior Communicate in a timely manner, with supervising of responsible adults Source: Pennsylvania Bullying Prevention Toolkit

22 section 9 A Response Guide: Taking Action Against Bullying and Harassment Anywhere On Campus WHAT IS THE ROLE OF EDUCATORS? Educators have an important role in addressing acts of bullying they observe or that are reported to them By being vigilant in addressing instances of peer aggression, educators can effectively reduce the likelihood of bullying in their schools. Understand the difference between bullying and conflict Conflict involves antagonism among two or more people. Any two people can have a conflict. Bullying only occurs when there is a power imbalance. Understand that there are different ways to bully Bullying behaviors take several forms, including: physical, verbal or written, relational, and cyber. Understand that there are possible legal concerns for your school when bullying issues are not addressed, including: State laws related to bullying/bullying prevention State and federal civil rights laws Civil suits brought against schools/school systems Intervene every time you see bullying or it is reported to you It is important that you address all instances of peer aggression and take all reports of bullying seriously. Follow your school s protocol for investigation and response. Communicate with administrators Whenever you take action in bullying situations, be sure to document your actions and follow the school policies regarding reporting to other staff and parents. Effective management of bullying requires open communication to prevent reoccurrence. Administrators should ensure there is ongoing communication among supervising staff when bullying is reported, suspected or confirmed. Follow up with students who have experienced bullying These follow-up conversations allow you to determine whether the behavior has stopped or if it is recurring. Provide support to students through increased supervision, proactive intervention, and advocacy, if needed. Avoiding Common Pitfalls of Bullying Prevention Do not assume there is a profile of the student who most likely will bully, be a target, or be a bystander Do not handle bullying incidents by having the two involved students sit down and talk it out Do not believe that bullying occurs only when adults are not present Do not think that bullying prevention is someone else s job Do not disregard your school s bullying policies and procedures because they are a hassle or you are unclear about what to do Source: Pennsylvania Bullying Prevention Toolkit

23 BULLYING PREVENTION LESSONS GRADE K/1 Lessons Puppet Shows Worksheets Reference GRADE 2-6 Lessons Puppet Shows Role Plays Worksheets Reference SFPS Office of Student Wellness: Bullyihng Section SY Page 23 of 56

24 BULLYING PREVENTION LESSONS: Grades K/1 Introduction Introduction to SFPS Bullying Prevention Lessons The Bullying Prevention Lessons are part of a larger SFPS initiative to address the issues related to bullying. It is essential that our students feel safe to report incidents of bullying and harassment. We hope that these lessons will enable them to take appropriate action to prevent bullying as well as stop it when it occurs. As part of the SFPS Bullying Prevention Plan and Wellness Framework, at least three Bullying Prevention lessons will be delivered to all students in grades K-6. The lessons provide basic instruction in to increase bullying prevention knowledge and skills to help prevent and reduce bullying in our schools. Debra Bryant, Wellness Training Consultant, has adapted these three lessons from the six-session Bully Proofing Your Schools (BPYS) curriculum. The curriculum one component of BPYS, an evidence-based program designed to reduce bullying in school. The three attached Bullying Prevention lessons cover most of the objectives of the BYPS curriculum. The additional lessons in the BYPS curriculum focus on reinforcement and practice. We highly the delivery of more lessons in bullying prevention in order to help students improve skills. Additional lessons could include repeating the puppet shows and role plays or practicing with other examples, including situations that have occurred at school. In most classrooms, the teacher will deliver these lessons. Assistance and training is available from School Counselors and the Office of Student Wellness. Classroom teachers are responsible for ensuring that the objectives of the lessons are taught. The specific activities outlined in the lessons are designed to achieve these objectives. Most of these lessons start with a book to introduce new concepts or stimulate discussion. School Counselors will have a set of the recommended books. Books with similar themes may be found in the school library (see list of recommended books). It is recommended that students sit in a circle for the lessons. NOTE: We encourage you to use intentional language to talk about bullying in terms of behavior. Please use bullying as a verb, not a noun (bully). The same is true for those who have been targeted by bullying. You can use verbs to describe what happened to these students ( being targeted by bullying ). Please refrain from referring to them as victims. SFPS Office of Student Wellness: Bullyihng Section SY Page 24 of 56

25 LESSON 1: HOW TO BE A GOOD FRIEND Teacher Instructions K/1 Goal: Objective: To learn how to be a good friend Students will be able to: Identify 5 chariacteristics of a good friend Materials needed: Book about friendship, such as Friends by Helme Heine Large piece of butcher paper with an outline of a child s body on the paper What I Want in a Good Friend Worksheets (1 per student) Activities: Conduct all lessons with students sitting in a circle if possible Discuss circle rules. Key points include: One person talks at a time. Listen to each other. Be kind. When sharing stories, do not mention any student names; just say someone I know Read a book about friendship, such as Friends by Helme Heine. Explore ideas about what makes a good friend. List the students ideas on the butcher paper inside the outline of a child s body. Key concepts include: Sharing Caring Being fair Having fun Having similar interests Celebrating differences Ask each student to identify one characteristic of a good friend that they are willing to work on. Discuss what it could look like if they tried to do more of that. Distribute What I Want in a Good Friend Worksheet. Ask each student to fill in the stars with words or pictures related to being a good friend. Note: Do not cut out the outline of the child. SFPS Office of Student Wellness: Bullyihng Section SY Page 25 of 56

26 LESSON 2: KEEPING FRIENDS AND HOW TO RESPOND TO UNFRIENDLINESS Teacher Instructions K/1 Goal: Objectives: To develop the skills needed to keep friendships To learn how to stand up for yourself Students will be able to: Identify 5 behaviors that get in the way of friendship Demonstrate how to take a stand for yourself Identify two adults who they can go to for help Materials needed: Butcher paper with the list of students ideas from first lesson Book about do s and don ts of making friends, such as How to Lose All Your Friends by Nancy Carlson Scripts for puppet shows (1A and 1B) Two Puppets (Impulsive Puppy and Slow Down Snail) Small ball for puppet show Activities: Sit in circle around the butcher paper with the list of students ideas from first lesson. Review circle rules. Ask students to share what they practiced related to being a better friend (discussed in first lesson). Include a review of the characteristics that help make friendships more positive as well as an example from a real-life friendship of your own. Read a book that illustrates the do s and don ts of friendships, such as How to Lose All Your Friends by Nancy Carlson. Discuss how to lose your friends. Write students ideas on the butcher paper outside of the child s outline. Explain that we have discussed what we don t want to do, and now we will focus on what we do want to do. Cut out the outline of the child s body, leaving just the positive characteristics listed inside the body, to help students focus on those positive strategies. Introduce four strategies for what to do if someone is not being friendly to you (see Chart): Get help Stand up for yourself Walk away Say good things to yourself Discuss who students can go to for help. Ask each student to share the names of two adults at school that they could go to for help. Do puppet shows 1A and 1B to demonstrate how to stand up for yourself. Repeat the puppet shows with students playing the parts so that they can practice the skills. SFPS Office of Student Wellness: Bullyihng Section SY Page 26 of 56

27 LESSON 3: TAKING A STAND FOR YOURSELF AND OTHERS Teacher Instructions K/1 Goal: Objectives: To help students take a stand against unfriendly behaviors Students will be able to: Understand the difference between tattling and telling Identify two behaviors they can use to stop unfriendly behaviors Demonstrate an assertive response to unfriendly behaviors Materials needed: Book that shows the difference between tattling and telling, such as Don t Squeal Unless It s a Big Deal by Jeanie Franz Ransom Scripts for puppet shows (2A, 2B and 3) 5 puppets: Slow Down Snail, Impulsive Puppy, Teacher puppet and 2 other puppets Activities: Review how to get help if someone is being unfriendly. Read a book about the difference between telling and tattling, such as Don t Squeal Unless It s a Big Deal by by Jeanie Franz Ransom. Explain the difference between tattling (when someone is trying to get someone in trouble) and telling (when someone is trying to keep someone safe). (see worksheet 2) Examples of tattling: Someone cuts in front of you in line, but doesn t hurt you in the process. The teacher asks all students to complete a color and cut activity. You notice a student at your table is playing with a puzzle. Examples of telling: You see children fighting on the playground. A student or adult threatens to hurt you. Even after you walk away, a child keeps calling you mean names. Introduce concept of taking a stand for self if someone is unfriendly or bullies. Get help from an adult Stand up for myself Walk away Say good things to myself Do puppet shows 2A and 2B to demonstrate how to stand up for yourself. Explain how to use I statements to stand up for yourself. Examples: I feel hurt when you say that. I don t like it when you take my pencil. Repeat the puppet shows with students playing the parts so that they can practice the skills. Introduce the concept that friends can also take a stand for each other. Do puppet show 3 to demonstrate this skill. Repeat the puppet show with students playing the parts so they can practice the skills. SFPS Office of Student Wellness: Bullyihng Section SY Page 27 of 56

28 BULLYING PREVENTION PUPPET SHOWS Teacher Instructions Grade K/1 Puppet shows are a great way to demonstrate new skills.our students enjoy watching them and learning about new behaviors. Our students also enjoy participating in puppet shows, providing them with a fun way to practice their new skills. The puppets, Slow Down Snail and Impulsive Puppy, are great for these puppet shows, however, any puppets will work. Slow Down Snail and Impulsive Puppy are part of the Second Step program.most Kindergarten teachers and School Counselors have set of these puppets. If you would like to borrow a set, please check with the School Counselor at your site. For the purpose of these scripts, Slow Down Snail is referred to as SDS-Puppet 1 and Impulsive Puppy is referred to as IP Puppet 2. SFPS Office of Student Wellness: Bullyihng Section SY Page 28 of 56