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Bullying, Harassment


'All students in Maryland's Public Schools, without exception, and regardless of ... self-esteem, feel unwell, and think about suicide (Limber, 2002; Olweus, 1993) ... – PowerPoint PPT presentation

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Title: Bullying, Harassment

Bullying, Harassment Intimidation Prevention
  • Whats PBIS got to do with it?

Rosanne C. Wilson Positive Behavioral
Programs Student Services HCPSS August 5, 2009
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
Anti-bullying, Harassment Intimidation
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
Anti-bullying, Harassment Intimidation
80 of Students
COMAR 13A.04.05.05-1
  • All students in Marylands Public Schools,
    without exception, and regardless of race,
    ethnicity, region, religion, gender, sexual
    orientation, language, socioeconomic status, age,
    or disability have the right to educational
    environments that are safe optimal for academic
    achievement and free from any form of

A data collection system to collect information
on acts of bullying, harassment and intimidation
in the State.
Safe Schools Reporting Act 2005
  • MSDE required county boards of education to
    report incidents of bullying, harassment and
    intimidation against students attending a public
  • MSDE developed and disseminated a standard Victim
    of Harassment and Intimidation forms to county
    boards of education. (August, 2005)

(No Transcript)
House Bill 199
Each county board shall establish a policy
prohibiting bullying, harassment, or intimidation
at school based on the model policy developed by
MSDE. Each local school system (LSS) policy
shall address the components of the model policy
specified in in MSDE Model Bullying Policy.
24, 2009) The Maryland State Board of Education
today approved a model policy targeting the
growing problems associated with bullying.
Marylands Model Anti-Bullying, Harassment, and
Intimidation Policy sets a statewide definition
of bullying behavior.
  • Bullying
  • Intentional conduct, including verbal, physical,
    or written conduct, or an intentional electronic
    communication that creates a hostile educational
    environment by substantially interfering with a
    students or staff members educational benefits,
    opportunities, or performance, or with their
    physical or psychological well-being and is
  • (Electronic communication means a
    communication transmitted by means of an
    electronic device, including but not limited to a
    telephone, cellular phone, computer, or pager.)

  • Bullying
  • motivated by an actual or a perceived personal
    characteristic including race, national origin,
    marital status, sex, sexual orientation, gender
    identity, religion, ancestry, physical
    attributes, socioeconomic status, familial
    status, physical or mental ability or disability,
  • threatening or seriously intimidating and
  • occurs on school property at a school activity or
    event or on a school bus or
  • ? substantially disrupts the orderly operation of
    a school or workplace.

  • Harassment
  • A sufficiently severe action or persistent,
    pervasive pattern of actions or
  • statements, directed at an identifiable
    individual or group, that is intended to be,
  • or which a reasonable person would perceive as,
    ridiculing or demeaning.
  • Intimidation
  • Subjection to intentional action that seriously
    threatens and induces a sense of
  • fear and/or inferiority which adversely affects
    ones ability to participate in or
  • benefit from the educational or work setting.
  • Cyberbullying
  • Harassing, humiliating, intimidating, and/or
    threatening others on the
  • Internet or via cell phones and other electronic
    communication (e.g.,
  • emails, web pages, instant messaging).

Bullying is an old problem
That isnt funny..
  • Stresses of being bullied can interfere with
    students engagement and learning in school (NEA
    Today, 1999).
  • Children and youth who are bullied are more
    likely than other children to be depressed,
    lonely, anxious, have low self-esteem, feel
    unwell, and think about suicide (Limber, 2002
    Olweus, 1993).
  • Students who are bullied may fear going to
    school, using the bathroom, and riding on the
    school bus (NEA 1, 2003).
  • Bullying also has an impact on other students at
    school who are bystanders to bullying (Banks,
  • Bullying creates a climate of fear and
    disrespect in schools and has a negative
    impact on student learning (NEA 1, 2003).

The Prevalence of Bullying
  • 30 of 6th through 10th graders in the United
    States reported being bullies, victims, or a
    combination of both.
  • - Approximately 160,000 students stay home from
    school each day to avoid being
  • - In more than 2/3 of the school shootings, the
    attackers felt persecuted, bullied, threatened,
    or attacked.
  • (Whitted Dupper, 2005)

The Prevalence of Bullying
  • By age 24, 60 of former bullies have been
    convicted of a crime.
  • - Out of the total number of students who drop
    out of school each year, 10 do so because of
    fear of being bullied.
  • - Girls are more likely to bully each other
    using social exclusion. (Olweus, 2002)

  • 18 of students in grades 6-8 said they had been
    cyberbullied at least once in the last couple of
    months and 6 said it had happened to them 2 or
    more times (Kowalski et al., 2005).
  • 11 of students in grades 6-8 said they had
    cyberbullied another person at least once in the
    last couple of months, and 2 said they had done
    it two or more times (Kowalski et al., 2005).

  • In nationally representative surveys of 10-17
    year-olds, twice as many children and youth
    indicated that they had been victims and
    perpetrators of online harassment in 2005
    compared with 1999/2000 (Wolak, Mitchell,
    Finkelhor, 2006).
  • 17 of 6-11 year-olds and 36 of 12-17-year-olds
    reported that someone said threatening or
    embarrassing things about them through email,
    instant messages, web sites, chat rooms, or text
    messages (Fight Crime Invest in Kids, 2006).

(No Transcript)
The Power of Prevention
  • Annual professional development
  • School-wide evidence based anti-bullying
  • School-climate improvement efforts that promote
    student involvement
  • Collaboration with families and the community to
  • inform parents about prevalence, causes, and
  • Objectives included in curriculum
  • Prevention intervention at the school level,
  • level and individual student level.
  • Data collection and analysis to guide decision

Main Ideas
  • All bully proofing/prevention skills are more
    effective if the school has first established a
    set of school-wide behavioral expectations.
  • Create Effective Learning Environments that are
  • Predictable
  • Consistent
  • Positive
  • Safe
  • (Ross Horner)

An Approach
  • What does NOT work
  • Identifying the bully and excluding him/her
    from school
  • Pretending that Bullying Behavior is the fault
    of the student/family/victim.
  • What does work
  • Define, teach and reward school-wide behavior
  • Teach all children to identify and label
    inappropriate behavior.
  • Not respectful, not responsible., not safe
  • Teach all students a stop signal to give when
    they experience problem behavior.
  • What to do if you experience problem behavior
    (victim, recipient)
  • What to do if you see someone else in a problem
    situation (bystander)
  • Teach all students what to do if someone delivers
    the stop signal

Do not focus on Bullying
  • Focus on appropriate behavior.
  • What is the behavior you want
  • Responsible
  • Respectful

Teaching Social Responsibility
  • Teach school-wide expectations first
  • Be respectful
  • Be responsible
  • Be safe
  • Focus on non-structured settings
  • Cafeteria, Gym, Playground, Hallway, Bus Area
  • Teach Bully Prevention SKILLS
  • If someone directs problem behavior toward you.
  • If you see others receive problem behavior
  • If someone tells you to stop

Teach a school-wide stop signal
  • If someone is directing problem behavior to you,
    or someone else, tell them to stop.
  • What is the Stop Signal for your school?
  • Have a physical as well as verbal signal
  • Stop
  • Enough
  • Dont

Teach how to use the Stop Signal
  • How do you deliver the stop signal if you are
    feeling someone is not being respectful (your
    feel intimidated, harassed, bullied)?
  • How do you deliver the stop signal if you see
    someone else being harassed, teased, bullied?
  • What to do if someone uses the stop signal
  • with you?

Teach walk away
  • Most socially initiated problem behavior is
    maintained by peer attention.
  • Victim behavior inadvertently maintains taunt,
    tease, intimidate, harassment behavior.
  • Build social reward for victim for walking away
  • Do not reward inappropriate behavior.

Teach getting help
  • Report problems to adults
  • Where is the line between tattling, and
  • The adult should always ask
  • Did you say, stop
  • Did you walk away?

Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
Anti-bullying, Harassment Intimidation
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
Anti-bullying, Harassment Intimidation
80 of Students
  • Bullying Prevention in Positive Behavior Support
    by Scott Ross, M.S, Rob Horner, Ph.D, Bruce
    Stiller, Ph.D
  • www.pbismaryland.org
  • www.olweus.org/public/recognizing_bullying.page
  • www.pbis.org
  • www.stopbullyingnow.hrsa.gov (Health Resources
    and Services Administration, U.S. Dept. of Health
    and Human Services)
  • rosanne_wilson_at_hcpss.org
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