© 2012 The Olweus Bullying Prevention Program, US Training Certification Course Part II El Paso, TX...

© 2012 The Olweus Bullying Prevention Program, US

Training Certification Course Part II

El Paso, TXMay 2-3, 2012

Jane Riese, OBPP Director of TrainingMary Holsopple, OBPP Certification Trainer

1


Olweus Trainers in North and Central America

Approximately 1200 trainers in 46 states

Trainers represent 51 + training cohorts

2


Olweus Trainers in the US

3


Anti-Bullying Legislation

States with Anti-Bullying Legislation (48 + DC)

States with No Anti-Bullying Legislation (2) 4

© 2012 The Olweus Bullying Prevention Program, US 5

Requirements forTrainer Certification

• Complete all 5 days of Training• Regular TA with OTAC for 24 months• Conduct at least 2 (2-day) BPCC

trainings • Provide follow-up consultation in 2

schools for one year (minimum)• Submit progress reports & copies of

training evaluations• Train BPCC according to model—newest

materials 5


Responsibilities of Certified Trainers

• Respond to queries about the program

• Provide training to members of Bullying Prevention Coordinating Committees

• Provide ongoing monthly technical assistance

• May not train other trainers

6


Conditions of Training

• Maximum of 2 BPCCs per training (or up to 3 BPCCs with 2 trainers)

• Each BPCC training is two full days.

• Model and stress fidelity to the program with schools at all times

7


What may an Olweus Trainer Charge?

For a 2-day training, 1-2 schools: from $0 to a maximum of $3000

For a 2-day training, 3 schools:From $0 to a maximum of $4500

Consultation: from $0 to $125/hour

8


How Long Does Certification Last?

• Full certification, once completed, lasts 3 years

• Recertification will be required by the 3-year mark to maintain OBPP certification

99


Overlaping Phases of the Educational Change Process

Initiation Implementation Institutionalization

1.5 Years

3-5 Years

10


X

X

X

XImplementation Dip

Time

Level

Successful schools do not always have fewer problems, they just cope with them better. (Fullan)

Drop out schools

11


“Educational change depends on what teachers think and do – it’s as simple and complex as that.”

(Fullan 1991)

12


Brief tour of the Olweus Websites

13


B

C

D

H

G

E

F

AStart the bullying and take an active partTake an activepart, but do not start the bullyingSupport the bullying, but do not take an active part

Like the bullying, but do not display open support

Dislike the bullying and think they ought to help, but don’t do it

Dislike the bullying, help or try to help the bullied student

The one who is being bullied

Student Who Is Bullied

Students Who Bully

Followers

Supporters

Passive Supporters

DisengagedOnlookers

Possible Defenders

Defenders

TG, p. 24

What Roles Do Students Play In Bullying Situations?


Program Components

School

Classroom

Individual

Community

Parents

15


• Curriculum

• Conflict resolution or peer mediation approach

• Anger management program

• Suicide prevention program

The OBPP IS NOT a...

16


Bullying and Suicide• Children who are bullied are more likely to

have:– Depressive symptoms– High levels of suicidal thoughts– Attempted suicide

• Klomek et al. (2008) study of HS students:– All types of victimization were related to

depression and suicidality.– The more types of bullying experienced, the

higher the risk.• Hinduja & Patchin (2010) study of ms

students:– Youth involved in bullying or cyber bullying as an

offender OR victim had more suicidal thoughts and more attempts.

– Children who had been bullied had higher rates than those who bullied others.

– Experience with bullying explains only a small amount of the variation in suicidality 17


School-Level Components

1. Establish Bullying Prevention Coordinating Committee

2. Conduct BPCC & staff trainings3. Administer Olweus Bullying

Questionnaire4. Hold Staff Discussion Groups5. Introduce rules against bullying6. Refine the school’s supervisory

system7. Hold Kick-Off event 8. Involve parents

18


Composition of High School BPCC

• Typical composition (8-15 members):(Select a Coordinator for the Committee)– Administrator of building– Teacher from each grade– School mental health professional– Non-teaching staff – One or two parents – not school

employees– Community representative– School’s Title IX representative– Athletic director or coach– Student advisory group sponsor

19


Staff Training Materials

• PowerPoint & Detailed Trainer’s Agenda for 1-Day All-Staff Training

• For use by Certified Trainer and/or BPCC

• Available on Website under Trainer’s Manual, Tab 2.

20


The OBQ: Your Role

Help schools:1. develop & carry out a successful

plan to implement the questionnaire;

2. understand the results;3. know how best to USE the data;4. decide how best to present

information to staff, parents, students;

5. realistically look for change over time

21


Helping BPCC’s Understand OBQ Results

-What is the question tapping? (prevalence, climate, supervision,

attitudes…)

-How do numbers compare with others?

-What key issues might be glossed over?

(Q # 3: 1.6% have “no good friends”)

22


Where Can You Look for Change Over Time?

• Q1: Do you like school? • Q4: How often have you been bullied?• Q19: Have you told anyone?• Q20/21: How often do teachers/students try

to put a stop to it?

• Q23/36: When you see a student bullied, what do you think/feel?

• Q24: How often have you bullied?• Q38: How often are you afraid? • Q39: How much has your teacher done to

counteract bullying?23


0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20%

Verbal

Exclusion

Physical

Rumors

Damage

Threat

Racial

Sexual

Cyber

Another Way

9%

7%

4%

7%

4%

4%

4%

5%

3%

5%

13%

7%

8%

8%

4%

5%

6%

7%

4%

6%

Girls Boys

Graph 7. Ways of being bullied, for students who reported being bullied "2-3 times a month"or more (Q4)

25


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

On playground/athletic field (during recess orbreaks)

In hallways/stairwells

In class (teacher in the room)

In class (teacher not in the room)

In the bathroom

In gym class or locker room/shower

In the lunchroom

On the way to and from school

At the school bus stop

On the school bus

Somewhere else at school

69%

37%

34%

30%

11%

23%

11%

30%

7%

6%

27%

76%

38%

35%

29%

15%

31%

11%

36%

9%

7%

32%

Girls Boys

Graph 10a. Where the bullying has occurred, for students who reported beingbullied "once or twice" or more (Q4). Percentage of girls and boys who report

being bullied in various places

26


Slides for School OBQ Data• Template based on existing

slides & True-False Quiz

• Clear instructions to insert school data from OBQ Standard Report

• Great tool to use to present data to faculty & parents

• Housed in TO Website under Tab 2

New data

!

27


[Insert School Name]

Facts & Myths

& Olweus Bullying

Questionnaire results

[Insert Date]


1. True or False?

B

• Studies suggest that fewer than 10% of children are involved in bullying problems in elementary or middle school.

False

29


Percentage of Students Bullied 2-3 times/month or more

0%

5%

10%

15%

20%

25%

30%

Girls 16.1% Boys 17.4% Total 16.8%

30


Percentage of Students Who Bully Others 2-3 times/month or more

0%

5%

10%

15%

20%

25%

30%

Girls 7.0% Boys 12.0% Total 9.6%

31


Prevalence of Bullying at [Insert School Name]

__% of students reported being bullied 2-3 times a month or more often.

__% of students reported bullying others 2-3 times a month or more.

32


[Insert OBQ Graph 3c here]

0%

10%

20%

30%

4th 5th 6th 7th 8th 9th 10th Total

13%

9% 9%

5%

9%11%

7%

9%

Girls and Boys

National Comparison

Graph 3c. Percentage of girls and boys who have been bullied"2-3 times a month" or more (Q4 dichotomized)

Sample

33


[Insert OBQ Graph 5c here]

0%

10%

20%

30%

4th 5th 6th 7th 8th 9th 10th Total

6%4%

3% 4%

6%

8%9%

6%

Girls and Boys

National Comparison

Graph 5c. Percentage of girls and boys who have bullied anotherstudent(s) "2-3 times a month" or more (Q24 dichotomized)

Sample

34


2. True or False?

B

• Children are more likely to be bullied in middle school than in elementary school.

False

35


Bullied Students: Grade Trends 2-3 times/month or more

0%

5%

10%

15%

20%

25%

30%

3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

Girls

Boys

36


Students Bullying Others: Grade Trends

0%

5%

10%

15%

20%

25%


Girls

Boys

37


[Insert School Name]Bullied Students by Grade

[Insert % by grade level]

Grade ___ __% were bullied 2-3 X/mo. or more



38

Closing

Olweus Bullying Questionnaire®—

Online VersionOverview

39

Closing

Online Questionnaire Pricing

Number of Surveys

Price per Student

Discount Number of Reports

100-2,000 $ .95/student 0% 1 report per school

building

2,001-4,000 $ .75/student 21% 1 report per 300 surveys

4,001-5,000 $ .65/student 32% 1 report per 400 surveys

5,001 and up $ .55/student 42% 1 report per 500 surveys

40

Closing

Online Questionnaire Overview

Designed for Grades 3 -12.

Recommended that survey be given in computer lab, so all students take the survey in one day.

Could be administered in classrooms, if there are several computers available.

If they have a large school, try to get students in same grade or adjacent grades through the computer lab in one day.

41

Closing

Similarities to Scannable Survey

Both have exact same questions & wording, with minor modifications because it is online.

Schools fill out Header Sheets.

There is an English & Spanish version of the survey.

Schools receive same report as with scannable survey.

42

Closing

Questions or Problems with

On Line Survey?

Nikki Mittelsteadt800-328-9000 ext 4672

[email protected]

43


Staff Discussion Groups

• WHEN to have them?

• WHAT to discuss?

44


Review Existing Policies

• Superintendent/school board/district’s attorney should take the lead

• Special sub-committee to determine policy/ investigation and reporting guidelines

• Check requirements of your state law

• US Department of Education “Dear Colleagues Letters” – Oct. 2010 & April 2011

45


Dear Colleague Letters: Bullying and Harassment

• State Laws

• Are the civil rights of a targeted student also being violated?

– Title VI, CRA of 1964; prohibits discrimination on basis of race, color, or national origin

– Title IX, Educational Amendments, 1972; prohibits discrimination on basis of sex

http://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-201104.pdf

– Section 504 of RA of 1973; Title II of ADA of 1990; prohibits discrimination on basis of disability.

http://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-201010.html 4646




Disruptive or Violent Behavior Consequences Chart*

Physical Emotional Social

Age/Development/Maturity – Degree of Harm/Nature of Incidence/Circumstances – Special Education Status – Number of Incidences

Context – Relationship Between Parties – Severity

Bullying CriminalBehavior

Type:

Factors Considered:

Determination:

Consequence Options:

• Educator Intervention• Parent Involvement• Loss of Privileges• Documentation• Referral for help

• Individual Behavior Plan/ Safety Plan

• Possible Suspension or Expulsion

• Police Involvement• May also be subject

to consequences listed under

other options by school or district


Cyber Bullying

*Final discipline decision to be determined by Principal of Student Disciplinary Hearing Authority. (OBPP - Adapted from Tennessee Department of Education - Policy Revision Task Force)

Title VI, IX orSec. 504 Incident

• Follow guidelines in Dear Colleague LetterOct. 2010 – Apr. 2011• Documentation and

Notification of Central Office


Lowest Response

• Behavior Correction by Teacher or Staff• Loss of Privileges

Sample


Check Your State Law!

• What notification is required for parents?– If their child is being bullied?– If their child is bullying others?

• Is reporting information required to be located on your school’s website?

48


Discussion of School-Level Components

1. Which school-level components have been most challenging for your schools to implement? Why?

2. Which have been most challenging for you to convey to staff through training? Why?

3. Which have been most readily embraced by school staff? Why?

49


Classroom-Level Components

• Post and enforce schoolwide rules against bullying

• Hold regular class meetings

• Hold meetings with students’ parents

50


Examples of Internet Resources for Class Meetings

Let’s Get Realhttp://groundspark.org/our-films-and-campaigns/lets-get-real/lgr_clips

Straight-laced

Netsmartz

51

http://groundspark.org/our-films-and-campaigns/lets-get-real/lgr_clips

http://groundspark.org/our-films-and-campaigns/lets-get-real/lgr_clips


Individual-Level Components

1. Supervise students’ activities2. Ensure that all staff intervene on-

the-spot when bullying occurs3. Hold meetings with students

involved in bullying4. Develop individual intervention

plans for involved students

52


Individual InterventionsDVD!

Parts 1-4 Review

53


On-the-Spot Interventions:The “Teachable Moment”

1. Stop the bullying 2. Support student who has been

bullied3. Name bullying behavior & refer to

school rules4. Engage the bystanders5. Impose immediate & appropriate

consequences 6. Take steps to ensure bullied

student will be protected from future bullying

54


Community-Level Components

• Involve community members on BPCC

• Develop partnerships with community members

• Help spread anti-bullying messages throughout the community

55


What’s New in the OBPP??

- High School Resources

-Introductory DVDs

– Olweus Quality Assurance System

56


OPBB Resources for High Schools

• Tips-Talking with teens about bullying

• Resource list-school climate/bullying prevention materials for high schools

• BPCC Training Materials• Fact sheets (various topics)• Cyberbullying Curriculum, Gr.6-

12• OBPP Companion Bibliography

(Mullin)• Bullying at School (Olweus)

57


Adolescent Development

..changes at high school age

• Search for “identity,” role exploration

• Emotional struggles

• Cognitive and moral development

58


Adolescent Moral Development

• Younger students“Right” = Follow rules“Be good” = avoid punishment

• (Some) Older students (and adults)–“Moral Reasoning”–Care beyond those they know–Social conscience—good

citizen59


What do you know about Bullying in high school ?

60


Percent of Students Being Bullied (2-3 times/mo. or more) — 2008

Cohorts

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

High School Students (N = 3,383)

2008

2009

2010

Relative Change = 13%

61


Percentage of Students Bullying Others

(2-3 times/mo. or more) — 2008 Cohorts

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%


2008

2009

2010


62


Percentage Who Think Their Teacher Has Done Little To Stop Bullying

2008 Cohorts

0%

10%

20%

30%

40%

50%

60%

70%


2008

2009

2010


63


Percentage of Students Who Feel Other Students Often Try to Stop

Bullying 2008 Cohorts

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%


2008

2009

2010


64


Percentage of Students Who Try To Help A Bullied Student vs. Just Watch

2008 Cohorts

0%

5%

10%

15%

20%

25%

30%

High School Students Who Try to Help

2008

2009

2010


0%2%4%6%8%

10%12%14%16%18%20%

High School Students Who Just Watch

2008

2009

2010


65


• Those who are bullied• Those who bully others• Those who are “bystanders” –

witnessing purposeful aggression

• The “workplace”, (school environment) is impacted by unaddressed bullying behavior, making it toxic for students and adults alike.

OBPP is for ALL Students

66


Students at Higher Risk of Being Bullied:

• Those with mental or physical disabilities or health problems

• Lesbian, gay, bisexual, transgender, or those questioning their identities (LGBT)

67


Popular Students May Use Bullying Behaviors To

Maintain Power• Who are the most powerful

students in your school?

• How can we help students use their power to help others? ot

68


• Physical bullying - assault; stalking• Gender bullying - sexual harassment

or assault, dating abuse, domestic violence

• Intimidating for gain - extortion• Rumors/Lies - defamation of character• Bullying based on race, national

origin, sex, or disability (civil rights violations)

• Cyber bullying - harassment by communication; stalking

• Sexting - child pornography

Bullying Behavior May Violate Civil or Criminal Law

69


• Teacher to Student• Teacher to Teacher• Parent to Teacher• Teacher to Parent• Administrator to Teachers/Staff• Teachers/Staff to

Administrators• Community Members to

Administrators

Adults Who Bully

70


New DVDs!

• For Elementary School Students, Teachers, Parents

• For Middle School Students, Teachers, Parents

71


Olweus Quality Assurance System

72


QAS Sites • Norway

• 140 have begun, 45 Certified• Sweden

• 40 have begun, 19 are Certified• Lithuania

• 70 have begun• Iceland

• 66 will be invited

• USA (Pennsylvania)• 4 Certified, 10-15 new school will be invited• New schools complete process May 2012 with

certification by September 2012, good for 2 years

73


Purpose of QAS

• Ensure OBPP is conducted as intended

• Adequate implementation is needed to achieve success

• Maintenance is required in long-term endeavors such as OBPP

• Some schools strive for excellence74


Key Components of QAS

• The “Olweus Standard”

• Quality Plan

• Internal Quality Assurance

• Documentation

• Site Visit

• Certification

75


“The Olweus Standard”

1.Full Staff Meetings devoted to OBPP – 2 x Year

2. Bullying Prevention Coordinating Committee - 8 x Year

3. Staff Discussion Groups 5 x Year

4. New Staff Training 1 x Year

76


Olweus Standard, continued5. OBQ Administration

1 x Year

6. Supervisory System reviewed1 x Year

7. Four Rules used & enforced consistently

8. Class Meetings w/ Students1 x week elem. & MS, 2 x

month HS

9. Bullying regular topic in discussions with students

77


Olweus Standard, continued…

10. Parent involvement 1 mtg./year, 1+ parent on

BPCC)

11. Use recommended procedures in bullying cases

12. Prepare Quality Plan regarding school’s intentions

13. Kick-Off 1 x year

14. Community Involvement78


Site Visit

• Visit by Certified Olweus Trainer

• Visit occurs each year

• Certification renewed every other year

79


The Certified Olweus School

81


Bullying Prevention Research & Practice

- OBPP Evaluation 101- Bullying & Academic Achievement– Cyber Bullying– Teacher Bullying– Results from US database

82


OBPP Program Evaluation

101

83


Outcome Evaluation

• Outcome evaluation assesses success of program in achieving desired benefit(s).

• Outcomes are changes/benefits for individuals, populations, or communities. 84


When Assessing Change Using the OBQ…

• Expect change in some but not all responses.

• Don’t judge success only on short-term results of the OBQ.

• Take age-related changes in bullying problems into account.

85


Sample Outcome Indicators from Olweus Survey

• Decrease in victimization• Decrease in bullying others• Increase in positive feelings

about school• Increase in appropriate

bystander behavior• Increase in reports of teacher/

student responsiveness to bullying

86


Other Possible Outcome Measures

• Absenteeism/truancy data• Discipline reports from school• Discipline reports from busses• Suspensions• Critical incident rates• Student test scores

87


Process Evaluation

• Assesses delivery of program by describing & documenting how well it’s being implemented

• The integrity or fidelity of implementation in comparison with program’s stated intent

88


Examples of Process Indicators

• Examine Implementation Checklists• Survey teachers to assess:

– % teachers who attended full training

– % of classrooms where rules are posted

– % of teachers who used DVD for class meeting

– # of staff discussion groups held between August & winter break

• Hold focus groups with parents, staff, students 89


Don’t Forget to Keep…

• A log of minutes of BPCC meetings• Updated BPCC workbooks• Agendas of staff & parent events

(including # attending)• “Scrapbook:” Pictures of kick-off, class meetings, bulletin boards, special events.

• Etc!

90


Impact of Bullying on School Engagement &

Student Academic Achievement

• Bullied children are more likely to:– Want to avoid going to school

– Have higher absenteeism rates

– Say they dislike school; receive lower grades

91


Classroom Participation

School Avoidance

Peer Rejection

Peer Exclusion

Peer Abuse

AchievementDecrease

Kindergarten 5th Grade

• Peer rejection in K associated w/ peer exclusion & peer abuse, grades K-5.• Peer exclusion leads to decrease in

classroom participation, which leads to decrease in

achievement• Peer abuse leads to increase in school

avoidance (but not directly to decreases in achievement)

Buhs et al. (2006) Study of Peer Exclusion & Victimization and

Academic Achievement

92


Virginia Statewide Olweus Bullying Prevention—

Fidelity Yields Higher Test Scores

Katie Moffett, EdDDirector, Bully Free Virginia

Virginia Commonwealth [email protected]

93

mailto:[email protected]


Impact DataVirginia Statewide OBPP

Project 2006 - 2010

• Disciplinary Referral Decreases

• Increase in Standardized Test Scores

Catherine F. Moffett, EdD, 2011

94


Increased Standardized Test Scores in OBPP

Schools• 18 Schools achieved near full

implementation of OBPP from 2006-07 to 2009-10

• Concurrently, Virginia Standards of Learning (AYP measure) annual test scores increased in all tested areas

• Increase in mean scores by subject ranged from 2.17 percentage points (English) to 10.35 Points(History)



Virginia Standards of Learning Annual Tests– English Pass rate range for 18

schools: – Year 0 Mean pass rate was 87.83%– Year 3 Mean pass rate was 90%

Increased by 2.17 points or 2.47%– Math Pass rate range: – Year 0 Mean pass rate was 84.11%– Year 3 Mean pass rate was 90.18%

Increased by 6.07 points or 8.84%



Virginia Standards of Learning Annual Tests– History Pass rate range: – Year 0 Mean pass rate was 81%– Year 3 Mean pass rate was 91.35%


– Science Pass rate range: – Year 0 Mean pass rate was 85.44%– Year 3 Mean pass rate was 91.11%



97


Cyber Bullying Teens & Technology Use

• Teens spend an average of 27 hours online each week

• Technology teens have or use:– 91% have an e-mail address– 73% have a cell phone– 60% have an IM Screen-name– 72% have a social networking

profileCox Communications teen Online & Wireless Safety Survey, 2009

98


What Is Cyber Bullying?

“An aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly and over time against a victim who cannot easily defend him or herself.” (Smith et al., 2008)

99


Key Findings About Cyber Bullying

Rates of cyber bullying vary widely from study to study.What is clear is that youth are concerned about it.

100


Method of Cyber Bully Victimization (Kowalski & Limber, 2007)

0

10

20

30

40

50

60

70

Of students who had been cyber bullied

IMChat roomWebsiteE-mailText msgAnother way

101



Some studies indicatethat girls are more likely to be involved incyber bullying than boys.

102


Gender and Cyber Bully Status (Kowalski & Limber, 2008)

0%

2%

4%

6%

8%

10%

12%

14%

16%

Victim Only Bully Only Bully/ Victim

GirlsBoys

103



Engagement in cyber bullying increases significantly among middle school-aged students.

104


Grade Differences in Cyber Bully Status (Kowalski & Limber, 2008)

0%

10%

20%

Victim Bully B/V

6th Gr7th Gr8th Gr

105


Key Findings About Bullying

There are similarities and differences between cyber bullying and “traditional” bullying.

106


Cyber Bullying and “Traditional” Bullying

Different characteristics:• Anonymity• Disinhibition• Accessibility• Punitive fears• Bystanders

107


Identity of “Cyber Bully”(Kowalski & Limber, in preparation)

0

10

20

30

40

50

60

Of those who had been cyber bullied

Another studentStranger/ DKFriendSiblingSomeone else

108



Children’s responses tocyber bullying are oftencounter-productive.

109


Reactions of Victim (Kowalski & Limber, in preparation)

0

5

10

15

20

25

30

35

40

In reaction to being cyber bullied,I…

Didn't do anything

Asked person tostopCyber bullied back

Made Fun of thebully to othersBlocked the bully

Saved evidence

Told on them

110


Who the Victims Told(Kowalski & Limber, in preparation)

0

5

10

15

20

25

30

When I was cyber bullied, I tolda(an)…

FriendParentSiblingAdult at schoolTeacherOther

111


Focus Group Themes • Few parents & educators are talking

with children about cyber bullying.

• When asked if parents are talking to them, students share messages about internet safety.

• Students believe it’s a problem at school (more girls than boys) – “It bleeds into the school environment.”

• Cyber bullying is primarily happening outside of the school day. But… do kids text during school?

Kowalski et al., 2008

112


What we can do………(Kowalski et al., in press)

1.Add CB messages to Olweus2.Survey students about CB3.Train staff about CB4.Develop clear rules & policies

about CB5.Encourage students to report CB6.Spend class time with kids about

CB7.Use students as experts8.Build strong partnerships w/

parents113


Develop Clear Rules and Policies About Cyber

Bullying• Incorporate into “student

use of technology” policy • Model policy at:

www.udoj.gov/criminal/cybercrime

• Distribute to staff, parents, students

114

http://www.udoj.gov/criminal/cybercrime

http://www.udoj.gov/criminal/cybercrime


Intervention in Cases of Cyber Bullying (Kowalski et al., in

press)

• Notify parents of all involved children

• Share concerns with other adults at school

• Provide tips about responses & removal of offensive online material

• Contact police in serious cases• School discipline?• Referrals to mental health resources

115


Bullying of Students by Teachers

116


Bullying of Students by TeachersOlweus (2005)

• 2400 students grades 6-9, Norway.• Criteria:

– Bullied “2-3 times a month” or more– 4+ students agreed that at least 1

student in class was bullied– Student could provide specific

description of harassment

117



• Prevalence:– 2% of students (40) were victims

of teacher bullying/harassment » Not limited to rowdy students» 88% bullied by 1 teacher

– 40 students harassed by 28 teachers

» 70% of teachers bullied only 1 student

» 1/3 of bullying teachers were homeroom teachers; 2/3 other

118



• Examples from students:– She calls me mean names (idiot, baby)– Tries to make a fool of me– Uses sarcasm, different treatment

than other students– He’s sarcastic, embarrasses us if we

don’t understand new material right away.

– I know the teacher doesn’t like me and treats me unfairly.

119


Teachers Who Bully StudentsMcEvoy (2005)

• Focus group & questionnaire w/ 236 high school & college students.

• “Do you think most students in your HS would agree on which teachers bullied students? (93% yes)– 2/3 identified 1-3 teachers– 89% had taught 5+ years

• Could teachers bully without getting into trouble? (77% yes)

120


Teachers Who Bully Students

Twemlow et al. (2006)

• Survey of 116 urban elementary school teachers conducted ‘96-’97

• Survey definition-- “bullying teacher”– a teacher who uses his/her power to

punish, manipulate or disparage a student beyond what would be a reasonable disciplinary procedure.

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Do teachers bully students?Twemlow et al. (2006)

Never 12%Isolated cases 70%Frequently 18%

Teachers who experienced more bullying as children were more likely to report that teachers bullied students.

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How many teachers have you known to bully students in the

past school year?Twemlow et al. (2006)

0 68%1 16%2 11%3 4%6 2%

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Can you think of any times when you have bullied a student

yourself?Twemlow et al. (2006)

No 60%Once 8%A few times 30%Frequently 3%

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Two Types of Bullying Teachers Identified

Twemlow et al. (2006)

• A “sadistic bully”– Humiliated students– Hurt students’ feelings– Put students down to punish them– Dislikes a lot of children

• A “bully-victim”– Frequently absent, changes schools frequently– Problems with discipline of BD children– “Allows” themselves to be bullied– Watches as students bully each other

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Highlights:• Nature & Prevalence of Bullying• Development & Initial Evaluation of

OBPP• Subsequent Evaluations (2001-2003)• Outcome Studies in the US

• South Carolina• Pennsylvania• Washington• California

• Successes and Challenges—Dissemination of OBPP

Olweus and Limber (2010) Bullying in School: Evaluation and

Dissemination of the OBPP

126


2010 Olweus U.S. data…

Presented October 20, 2010

Dan Olweus, PhDSusan P. Limber, PhD

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About the OBQ Database

• Includes anonymous OBQ student data from scannable & online surveys of students (since 4/07)

• As of August 1, 2010 contained 1,075,258 completed student surveys.

• Contains 524,054 data points for baseline assessments.

128


About the OBQ Database

50%

18%

11%

7%

6%

8%

BaselineYear 2Year 3Year 4Year 5+Missing

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Demographic Information

• Grades 3-12

• 1593 schools (94% Public schools in 45 States, plus DC & US Virgin Islands)

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Bullied Students: Grade Trends 2-3 times/month or more

0%

5%

10%

15%

20%

25%

30%


GirlsBoys

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Students Bullying Others: Grade Trends

0%

5%

10%

15%

20%

25%


GirlsBoys

132


Students Involved in Bullying: Bullying Status

25.1%20.5%

0%

10%

20%

30%

40%

Girls Boys

Bully-VictimBully OnlyVictim Only

133

© 2012 The Olweus Bullying Prevention Program, US Training Certification Course Part II El Paso, TX...

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