Bully Prevention - PBIS

BULLY
PREVENTION
In Positive Behavior Support
Modified from the work of Scott Ross & Rob Horner

OBJECTIVES
• Explore logic for investment in bully prevention
• Define five core skills for “student orientation”
• Outline core elements for “faculty orientation”
• Identify how to collect and use data
• Create expectations for advanced support
• Describe steps to implementation

Increasing
National
Attention

THE LOGIC BEHIND INVESTMENT
• National Schools Safety Center called bullying the most
enduring and underrated problem in U.S. Schools.
• Nearly 30 percent of students have reported being
involved in bullying.
• Victims and perpetrators of bullying are more likely to
skip and/or drop out of school.
• Victims and perpetrators of bullying are more likely to
suffer from underachievement.

THE LOGIC BEHIND INVESTMENT
• 85% of LGBT students report verbal harassment & 40%
physical harassment.
• Bullying is a cross-cultural phenomenon.

WHAT IS BULLYING?
“Bullying” is repeated aggression, harassment, threats or
intimidation when one person has greater status or power
than another”

BULLY PREVENTION
• Bullying behavior occurs in many forms, and locations,
but typically involves student-student interactions.
• Bullying is seldom maintained by feedback from adults
• What rewards bullying behavior?
• Most common are:
• Attention from peers
• Attention and “reaction” from victim
• Self-delivered praise

ACTIVITY
1. Identify an example of bullying you have encountered

context/situation bullying behavior rewarding consequence

2. Identify a problem behavior that would NOT be
bullying.

Blame the bully

Inadvertent
“teaching of Ignore role of
bullying” bystanders

Non-data based
intervention
decisions
Expensive

Initial effects without
sustained impact

WHAT DO WE NEED?
• Bully prevention that is efficient and “fits” with existing
behavior support efforts
• Bully prevention, not just remediation
• Bully prevention with the systems that make it
sustainable

Effective
Bully School-Wide
Prevention PBIS

Faculty
Implementation

Student Use Data Use
of BP-PBIS

Bully
Advanced Prevention
Support Logic

Core Features
Students Faculty
School wide expectations (respect) Agreement on the logic

Stop routine when faced with disrespectful Strategy for teaching students core skills
behavior

Bystander stop routine when observing Strategy for follow-up and consistency in
disrespectful behavior responding

Stopping routine if someone tells you to “stop” Clear data collection and use

A recruit help routine to recruit adult help if Advance support options
you feel unsafe

HOW READY IS YOUR
SCHOOL FOR BULLY
PREVENTION?
Survey

BULLY PREVENTION IN PBIS
 Intro & Section 8: Logic
 Know what you want and why you want it before you adopt it
 Sections 1 & 2: Student Curriculum
 School-wide expectations
 A school-wide “stop” signal (how to use and respond to it)
 Sections 3, 4, and 5: Difficult Situations
 Gossip, name calling/ignoring, cyber-bullying

BULLY PREVENTION IN PBIS
 Section 6: Supervising Bully Prevention
 Focus on prevention
 Focus on teaching and re-teaching the skills
 Minimize rewards for bullying
 Section 7: Faculty Follow Up
 Fidelity, decision flowchart

SIX ESSENTIAL ELEMENTS
1. Logic
2. Student Orientation
3. Adult Orientation
4. Data Use
5. Advanced Support
6. Steps to Implementation

1. Logic

THE LOGIC: ESTABLISH STUDENT
“BUY-IN”
 Build a positive social culture
 Teach all students core expectations
 One of the core expectations must be “respect”
 Collect student survey data
 Hold student forums
 Share results with student-body

THE LOGIC
• Bullying is “behavior”….not a trait
• Maintained by social rewards from other students, not
consequences for adults
• Will continue as long as it is rewarded
• Prevention requires students remove the social
rewards that maintain the bullying behavior

Name
Calling/Inapp.
Language
Harassment

Physical
Aggression

In Your School Disagree...Somewhat Agree…Agree
1. You feel safe? 1 2 3 4 5
2. Other students treat you 1 2 3 4 5
respectfully?
3. You treat other students 1 2 3 4 5
respectfully?
Student 4. Adults treat you 1 2 3 4 5
respectfully?
Survey 5. You treat adults in your 1 2 3 4 5
school respectfully?

In the Past Week….
6. Has anyone treated you No Yes
disrespectfully?
7. Have you asked someone to No Yes
“stop”?
8. Has anyone asked you to No Yes
“stop”?
9. Have you seen someone No Yes
treated disrespectfully?

STUDENT FORUM (MS/HS)
• 8-10 students selected for leadership team

• What to do if someone is being disrespectful to you
• What to do if you see someone being disrespectful towards others
• What to do when someone asks you to stop
• Getting help when you feel unsafe
• What would be best way to introduce/train these routines?
• How to overcome natural barriers about students using “stop”
• Potential opportunity to visit other schools
• Review Expect/Respect Lessons

STUDENT FORUM (MS/HS)
 Logic
 School should be a safe welcoming place
 Disrespectful behavior is maintained if (a) it results in attention from
peers, and (b) is not addressed by adults
 Discussion
 What are behaviors that are disrespectful?
 “Stop Routine” What would be an acceptable word/gesture to
indicate, “Stop?” (for victim, bystander, cyberspace)
 “Stopping Routine” What would someone do if they were asked to
“stop?”
 “Recruiting help routine” What is the appropriate way to get help/or
report a problem?

1. Logic

STUDENT ORIENTATION GOALS

1. Establish a school-wide social culture where positive
behavior is expected and rewards for bullying are not
provided.
2. Build a culture of social competence

SECTION 1: STUDENT
ORIENTATION
1. Teach School Expectations
2. Discuss what expectations look like outside the classroom
3. Discuss example of not following expectations in specific
settings
4. Discuss why kids exhibit problem behavior outside the
classroom (to get attention) and how ways in which kids
provident them attention.
5. Teach Stop/Walk/Talk

The word BULLY is NEVER used!!!

If you encounter
behavior that is
NOT respectful

STOP WALK TALK

Say and Show
Walk Away Talk to an Adult
“STOP”

TEACH “STOP”
 If someone is directing problem behavior to you, ask them to
“stop”
 Gesture and word
 Review how the stop signal should look and sound
 Firm hand signal
 Clear voice

Discuss how
showing/saying
“stop” could be
done so it still
rewarded
disrespectful
behavior

HOW TO RESPOND TO “STOP”
 Eventually, every student will be told to stop. When this
happens, they should do the following things
 Stop what you are doing
 Take a deep breath
 Go about your day (no big deal)
 These steps should be followed even when you don’t
agree with the “stop” message

The rule is: If someone asks you
to stop, you stop!

LET’S PRACTICE
 Divide up into pairs (student a and student b)
 Game #1: Student A says: “I am being disrespectful”
Student B says: “stop” and shows the stop signal
Student A stops, takes a breath, turns away

 Game #2: (change roles)
Student B says: “I am being disrespectful”
Student B says: “stop” and shows the stop signal
Student B stops, takes a breath, turns away

ELABORATION
 Everyone think of a situation where you might use the
“stop” message

 Invite two students to demonstrate how to use the
“stop” skill in those situations

SAYING “STOP” AS A BYSTANDER
 Remember: Even if all you do is “watch” a bad situation, you are
providing attention that rewards disrespectful behavior.
 If you see someone else being treated disrespectfully:
Say and show “stop” to the person being disrespectful
Offer to take the other person away for a little bit
If they do not want to go, that is okay…just walk away

LETS PRACTICE: BYSTANDER
ROUTINE
 Divide up into groups of 3
 Student a, b, c,
 Game #1: student a says: “I am being disrespectful to you” to
student b
student c says: “stop” and moves student b away
student a stops, takes a breath, and turns away
 Game #2 take turns until everyone has been in each role at
least twice

ELABORATION

 Ask students to identify a situation when they were a
bystander and could have used the “stop” signal
 If appropriate, ask 3 students to role-play some of the
situations proposed.

“WALK AWAY” AND GET HELP
 Sometimes, even when students tell others to “stop”,
problem behavior will continue. When this happens,
students are to “walk away” from the problem behavior.
 Remember that walking away removes the attention for
problem behavior
 Encourage students to support one another when they
use the appropriate stop/walk/talk response

WALK AWAY AND GET HELP
Even when students use “stop” and they “walk away” from the
problem, sometimes someone will continue to behave
inappropriately toward them. When that happens, students should
“talk” to an adult.
 Report problems to adults
 Where is the line between tattling/snitching and reporting
 “talking” is when you have tried to solve the problem yourself, and
have used “stop” and “walk” steps first:
 Tattling is when you do not use the “stop” and “walk away” steps
before “talking” to and adult
 Tattling is when your goal is to get the other person in trouble

GETTING HELP WORKS
 Research indicates that if you are submissive or aggressive
when faced with disrespectful behavior you are MORE likely to
suffer prolonged social problems. “Getting help” is associated
with reduction experiencing relational and physical aggression

Kochenderfer-Ladd, 2004
Mahady-Wilton, Cragi, & Pepler, 2000

LETS PRACTICE: “WALK
AWAY/TALK”
Divide into groups of 3
 Student a, b, and c
 Game:
Student a is the teacher/supervisor
student b says: “I am being disrespectful” to student c
student c says: “stop”
student b says: “I am still being disrespectful”
student b walks away, gets teacher and says “I said
“stop” and he/she didn’t’ stop”

ELABORATION
 What will adults do when you report a problem?
1. Adults will ask if you said “stop” and walked away
2. If you didn’t say “stop”, adults will ask you to practice that skill
3. If you did say “stop” adults will talk to the other student.
 It is important to all adults in this school that your are both
treated respectfully and feel safe
 Remember that the real way to reduce disrespectful behavior is
to stop attending to it and stop talking about it to other students.
Tell adults!

REFLECT & PLAN
1. What is a “stop” signal that would work for our school?
2. How would we obtain student input into the selection of
the “stop” signal?
3. How would we get “buy in” from all faculty?
4. How would we teach the Stop-Walk-Talk concepts to
our students?

ADAPTING FOR MIDDLE/HIGH
SCHOOL
 Students involved in selecting the “stop” responses (gesture,
word)
 Consider more active role for students as trainers of the Stop-
Walk-Talk response sequence
 Adapt examples to fit developmental level, cyber risk, etc.
 Main message from adults is that we will act to ensure student
safety

SECTION 2: STUDENT
ORIENTATION
1. Review expectations
2. Review examples of expectations outside the
classroom
3. Review STOP/WALK/TALK
4. Teach Responding to STOP/WALK/TALK
5. Group Practice

RESPONDING TO
STOP/WALK/TALK
• Will be used with EVERY student at some point
• Important to respond appropriately
• Even if you DON’T Agree

RESPONDING TO
STOP/WALK/TALK
1. Stop what you are doing
2. Take a deep breath and count to 3
3. Go on with your day

LET’S PRACTICE: RESPONDING
TO STOP/WALK/TALK
Divide into groups of 2
(Student A and Student B)
Student A says: I am being disrespectful to you
Student B says: STOP
Student A stops being disrespectful, takes a deep breath
and counts to 3
Student B walks away
Student A walks away and goes on with his/her day

LET’S PRACTICE: RESPONDING
TO STOP/WALK/TALK
Divide into groups of 2
(Student A and Student B)
Student A says: I am not being disrespectful to you, but
you think I am
Student B says: STOP
Student A stops what they are doing, takes a deep breath
and counts to 3
Student B walks away
Student A walks away and goes on with his/her day

WHEN STUDENT REPORTS TO
ADULT: “TALKS”
 When students report problem behavior to adult:

1. Adults will thank you for coming to them
2. They will ask you what the problem is
3. They will ask you if you said “stop”
4. They will ask if you “walked away”
5. They will practice “stop/walk, talk with you if you need it”
6. They will contact the student if they didn’t “Stop” and
practice with them.

1. Logic

FACULTY/STAFF
ORIENTATION: OBJECTIVES
 Faculty can define logic for BP-PBIS
 Common “stop” signal adopted for whole school
 Faculty can teach “student orientation” skills
 Faculty reward/recognize student use of BP “stop” routine
 Faculty manage “student reporting” routine
 Faculty can deliver “booster training”
 Faculty can deliver “pre-corrections”
 Faculty collect and use data for decision making

FACULTY/STAFF BP
ORIENTATION: LOGIC
 Provide logic
 Define bullying behavior
 Review current data from school
 Review national patterns
 Review goal for embedding bully prevention within current PBIS effort
 Provide summary of BP-PBIS core elements
 Review empirical support for Bully Prevention within PBIS

ORIENTATION: DELIVER STUDENT
ORIENTATION
 How to deliver the student bully prevention orientation
 Review logic for being “respectful”
 Need to remove the attention (oxygen) that sustains disrespectful
behavior
 Teach four student skills
 How to indicate “stop” if you are treated disrespectfully
 How to respond to being told to “stop”
 How to say “stop” if you see someone else treated disrespectfully
 How to “walk away” and get help
 Teach students to be clear about what to expect from adults when they
ask for help

ORIENTATION: REWARDING
APPROPRIATE BEHAVIOR

 Effective implementation and generalization of BP routines
requires that students receive recognition for appropriate
behavior, the FIRST time they attempt to use the new skills.
 Look for students that use the 3 step response (stop-walk-talk)
appropriately and provide recognition of their skill
 Students that struggle with problem behavior (either as victim or
perpetrator) are less likely to attempt new approaches.
Reward them for efforts that are close approximations

ORIENTATION: RESPONDING TO
REPORT OF BULLYING
When any problem behavior is reported, adults follow a specific
response sequence:
 Ensure the student’s safety
 Is the bullying still happening
 Is the reporting child at risk
 What does the student need to feel safe
 What is the severity of the situation
 Determine if “stop” response was used
 If “stop” was used provide praise and connect with perpetrator
 If “stop” was not used, practice the routine with the reporting student
 Determine if “stop” response was followed
 If “stop” was not followed, practice how to stop when asked.

ORIENTATION: RESPONDING
TO REPORT OF BULLYING
 With student reporting bullying:
 “Did you tell _______________ to stop?”
If yes: “How did ______________ respond?”
If no: Practice the 3 step response with the student
 “Did you walk away?”
If yes: “How did _______________ respond?”
If no: Practice the 3 step response
 “okay, I will take it from here and get back to you”

WHEN THE REPORTING CHILD
DID IT RIGHT
With student reported to have done the bullying:
Reinforce the student for discussing the problem with you

 “Did _______________ tell you to stop?”
If yes: “How did you respond?”
 “Did _______________ walk away?”
If yes: “How did you respond?”
 Practice the 3 step response
The amount of practice depends on the severity and frequency of
problem behavior

LETS PRACTICE: STAFF
RESPONDING ROUTINE
Victim (B) approaches teacher (A) and says, “__________ did not
stop”
Teacher (A): “You did well to come to me”
“are you okay?”
“did you tell __________ to stop?”
Victim: “No I forgot”
Teacher: “Remember we need to take the attention away
from behaviors we don’t like so let’s practice how
you could handle this. If some ?????, how would
you show them they needed to
stop?....”good”…..Now do that in the future.

LETS PRACTICE: STAFF
RESPONDING ROUTINE
Victim approaches teacher and says:
“______________ did not stop”
Teacher says: “You did well to come tell me”
“Are you okay”
“Did you tell _______________ to stop?”
Victim says: “Yes I told ______________ to stop” (so you talk to the
person who did bullying:
Teacher says (to person who did bullying):
“Did _______________ ask you to stop?
Teacher says: “Did you stop? Let’s practice stopping when someone
asks you to stop.”

FACULTY/STAFF BP
ORIENTATION: BOOSTER
 Build in “booster” trainings
 Week one: In-Class follow up/reminder
Identify situations where “stop” worked
Identify situations where “stop” did NOT work
 Two Months: Hold brief review of stop-walk-talk routine
Select examples that are like three problem events that
have been reported
 Four Months: old another brief review of stop-walk-talk
routine

FACULTY/STAFF BP ORIENTATION:
PRE-CORRECTING
 Pre-correcting for effective bully prevention
 First 2 weeks after whole-school BP orientation
 Identify 2-3 times when bullying is most likely
 For the first 2 weeks after training, teachers will rehearse “stop-walk-
talk” guidelines just before releasing students for activity
 Pre-correct students needing more support
 For students with higher likelihood of bullying or victim behavior
 Rehearse “stop-walk-talk” guidelines just before releasing students for
activities with high-probability of problem behavior
 As a Team: How will you prompt pre-correcting?

DISCUSSION
 Discuss how to ensure that staff follow “reporting
routine”
Did you ask _______________ to stop?
 Discuss how to build initial follow-up
Week one
After a month
Three months

SPECIFIC PROBLEM
BEHAVIORS
 Gossip
 Racial/gender/GLBT/Religious Challenges
 Cyber-bullying
 Other…

As a team, review sections 3-5 of Manual and discuss the
relevance, expansion, adaptations needed

ACTIVITY
 How would you establish staff “buy-in”?
 How would you deliver orientation to all faculty/staff?
 How would you ensure “responding routine” was
followed by supervisory staff?
 How would you schedule the follow up events?

1. Logic
4. Data Use

DATA COLLECTION
 Office discipline referral data
 Whole school
 Individual students
 Student/staff surveys
 School climate survey
 Harassment survey
 Fidelity
 Fidelity checklist
 Are we doing the BP-PBIS as planned?

USING ODR’S
 Do we have a problem?
 Do we need BP-PBIS?
 If we use BP-PBIS is the effort effective?
 Remember that many instances of bullying are NOT
reported by students, or recorded in the ODR data

AGGRESSION, HARASSMENT, FIGHT, NAME
CALLING PER SCHOOL DAY 4 WEEKS BEFORE
BP AND 4 WEEKS AFTER BP

Post BP

Pre BP

0 0.5 1 1.5 2 2.5 3

SIMULATED SURVEY
RESPONSES
5
4.5
4
3.5
3
2.5 Pre BP
2 Post BP

1.5
1
0.5
0
safe you are treated you treat others adults treat you you treat adults

SIMULATED SURVEY
RESPONSES
40

35
Percentage of students responding “yes”

30

25

20 Pre BP
Post BP
15

10

5

0
treated dispresp. ask other to stop asked to stop seen disrespe.

FIDELITY DATA
Quick check
Are we implementing BP-PBIS?
8 questions (use with whole team or whole
school)
Always build into action plan
Score percentage of items with most people
rating “in place”

Not Partia In Needed Actions
Feature In lly In Place What? Who? When?
Place Place

1. School-Wide Expectations are defined and
taught to all students (respect others)
2. PB-PBIS initial training provided to all students

3. BP-PBIS follow training and practice conducted
at least once two months after initial training

4. At least 80% of students can describe “stopping
routine” to problem behavior (stop-walk-talk) (ask
10)
5. At least 80% of students can describe “stopping
routine” (ask 10) when they are asked to stop.

6. Supervisors check-in with (pre-correct) chronic
perpetrators and victims at least 2 times/week

7. Staff use BP-PBS “response routine” for
student reports of problem behavior
8. Student outcome data are collected and
reported to all faculty at least quarterly

DISCUSSION: DATA USE

 What data do you have?
 What data do you need?
 What schedule would be needed to make this work?

1. Logic
4. Data Use
5. Advanced Support

#6 ADVANCED SUPPORT
 School-wide PBIS and BP-PBIS will not be sufficient for all
students
 Aggressive bullying behaviors occur for many reasons
 Mental health issues
 Family dynamics
 Disabilities
 Use your data to identify students in need of more intense
support and refer them to your team

INTENSIVE INDIVIDUAL SUPPORTS
 Full assessment
 Functional behavior assessment
 Academic assessment
 Social emotional assessment
 Family support
 Individualized Intervention
 Prevention
 Instruction/teaching
 Formal contingencies
 On-going data progress monitoring

BUILDING A PLAN FOR
IMPLEMENTATION
Trainer

Coach School
Team

Faculty

Students

SIX WORD MEMOIRS

Acceptance
– Embrace
those who
need it!

Bully Prevention - PBIS

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Editor's Notes