1 00:00:01,460 --> 00:00:03,480 - Okay, good morning, everyone. 2 00:00:03,480 --> 00:00:04,737 Thanks so much for joining us. 3 00:00:04,737 --> 00:00:07,840 I'm in the midst of craziness, 4 00:00:07,840 --> 00:00:09,345 which I think is exactly what I said 5 00:00:09,345 --> 00:00:13,020 at the beginning of the 2020 Bullying Prevention Webinar, 6 00:00:13,020 --> 00:00:15,050 which is quite alarming 7 00:00:15,050 --> 00:00:18,844 that we're still in this state of semi crisis. 8 00:00:18,844 --> 00:00:22,192 And as I was getting ready to prepare this webinar, 9 00:00:22,192 --> 00:00:25,810 I was thinking like, is this even relevant right now? 10 00:00:25,810 --> 00:00:27,330 Like they have so much going on. 11 00:00:27,330 --> 00:00:29,390 Is anyone gonna come to a bullying prevention webinar? 12 00:00:29,390 --> 00:00:34,210 And then we did a survey that you might've participated in 13 00:00:34,210 --> 00:00:36,577 about what are the current behavioral 14 00:00:36,577 --> 00:00:38,640 and mental health needs you're seeing 15 00:00:38,640 --> 00:00:39,994 in your schools right now. 16 00:00:39,994 --> 00:00:44,330 And at least two of you, not you necessarily, 17 00:00:44,330 --> 00:00:46,300 but two educators in Vermont 18 00:00:46,300 --> 00:00:49,980 mentioned an increase in bullying investigations 19 00:00:49,980 --> 00:00:54,260 that were having to happen during the school year. 20 00:00:54,260 --> 00:00:56,680 And so it made me realize 21 00:00:56,680 --> 00:01:00,030 that there probably is a connection between 22 00:01:00,030 --> 00:01:04,309 the stress that everyone is feeling, students included 23 00:01:04,309 --> 00:01:08,452 and an increased rate of bullying the school year. 24 00:01:08,452 --> 00:01:11,869 So I'm pleased you could make the time to be here, 25 00:01:11,869 --> 00:01:16,132 feel free to type into the chat box as we go. 26 00:01:16,132 --> 00:01:17,991 If you have any questions, 27 00:01:17,991 --> 00:01:20,817 if you'd like to unmute and ask something, 28 00:01:20,817 --> 00:01:23,409 just raise your hand. 29 00:01:23,409 --> 00:01:26,272 And if I don't see you feel free to interrupt. 30 00:01:26,272 --> 00:01:29,310 We are gonna be recording this session. 31 00:01:29,310 --> 00:01:31,946 So if you need to step away, don't stress out about that. 32 00:01:31,946 --> 00:01:36,064 And Ann it's gonna put a link to the materials 33 00:01:36,064 --> 00:01:37,902 in the chat box. 34 00:01:37,902 --> 00:01:40,206 It is just the PowerPoint. 35 00:01:40,206 --> 00:01:43,613 There were so many links embedded within this PowerPoint 36 00:01:43,613 --> 00:01:47,740 that it seemed a little wild to list all of those 37 00:01:47,740 --> 00:01:48,618 on the website. 38 00:01:48,618 --> 00:01:53,390 But if you are in presenter mode in the slide show, 39 00:01:53,390 --> 00:01:54,803 you can click on the link 40 00:01:54,803 --> 00:01:57,578 or if you're in the other view within PowerPoint, 41 00:01:57,578 --> 00:02:01,490 you can right click on the link and say open link, 42 00:02:01,490 --> 00:02:03,500 and you'll be able to get to any of the links 43 00:02:03,500 --> 00:02:05,663 that are embedded within the PowerPoint. 44 00:02:06,770 --> 00:02:08,440 And if you have trouble getting any of them, 45 00:02:08,440 --> 00:02:09,933 feel free to just email me. 46 00:02:11,514 --> 00:02:13,024 So as we get started, 47 00:02:13,024 --> 00:02:14,876 just to kind of ground us in this topic. 48 00:02:14,876 --> 00:02:19,876 I'd like you to think back if it is not a painful memory 49 00:02:21,110 --> 00:02:22,240 to go back to. 50 00:02:22,240 --> 00:02:24,930 Think back to a bullying situation 51 00:02:24,930 --> 00:02:27,131 that you either experienced yourself as a child 52 00:02:27,131 --> 00:02:29,925 or a teenager, or that you experienced 53 00:02:29,925 --> 00:02:32,492 with one of your students. 54 00:02:32,492 --> 00:02:35,594 And as you're thinking about that experience, 55 00:02:35,594 --> 00:02:39,610 what has stayed with you, and if you feel comfortable, 56 00:02:39,610 --> 00:02:41,993 feel free to type it into the chat box. 57 00:02:56,640 --> 00:02:57,473 Shame. 58 00:03:00,360 --> 00:03:02,830 So thinking back to a bullying situation 59 00:03:02,830 --> 00:03:04,850 that you've either experienced as a child 60 00:03:04,850 --> 00:03:05,994 or teenager yourself, 61 00:03:05,994 --> 00:03:08,810 or a bullying situation that you've experienced 62 00:03:08,810 --> 00:03:10,230 with one of your students, 63 00:03:10,230 --> 00:03:12,348 as part of your role as an educator, 64 00:03:12,348 --> 00:03:15,720 what has stayed with you from that experience? 65 00:03:44,670 --> 00:03:45,503 I think for me, 66 00:03:45,503 --> 00:03:47,223 one of the experiences I had with a student 67 00:03:47,223 --> 00:03:50,350 and it's something that actually came up on a call, 68 00:03:50,350 --> 00:03:51,633 I was in yesterday, 69 00:03:51,633 --> 00:03:56,633 was our real inability to separate the student 70 00:03:58,040 --> 00:04:01,590 who was the target from the student who was bullying 71 00:04:01,590 --> 00:04:03,566 because of the nature of our small school. 72 00:04:03,566 --> 00:04:08,566 And that really was what the other student would have liked 73 00:04:09,180 --> 00:04:13,701 and needed at the time and it was just nearly impossible. 74 00:04:13,701 --> 00:04:17,800 So thinking about how bullying plays out 75 00:04:17,800 --> 00:04:20,053 in smaller versus larger schools. 76 00:04:22,000 --> 00:04:23,243 Embarrassment. 77 00:04:29,540 --> 00:04:30,683 Insecurity. 78 00:04:33,460 --> 00:04:37,980 And so a lot of our experiences as a child or a teen 79 00:04:37,980 --> 00:04:40,850 often impact how we handle these situations 80 00:04:40,850 --> 00:04:42,470 as educators as well. 81 00:04:42,470 --> 00:04:44,330 So Caitlin talking about really 82 00:04:44,330 --> 00:04:48,032 ensuring that she is boosting students' self-esteem 83 00:04:48,032 --> 00:04:53,032 to help them feel more secure and like they belong. 84 00:04:54,260 --> 00:04:57,380 We're gonna talk a lot about school connectedness 85 00:04:57,380 --> 00:04:58,380 and belonging today. 86 00:04:59,880 --> 00:05:01,130 Thank you so much for sharing 87 00:05:01,130 --> 00:05:03,840 and feel free to keep typing into the chat box 88 00:05:03,840 --> 00:05:05,340 if something comes up for you. 89 00:05:07,201 --> 00:05:10,785 So today we are gonna be thinking about 90 00:05:10,785 --> 00:05:14,987 bullying prevention on a school-wide basis. 91 00:05:14,987 --> 00:05:19,850 So thinking about how we can embed our bullying prevention 92 00:05:19,850 --> 00:05:22,590 strategies into our PBIS framework, 93 00:05:22,590 --> 00:05:25,471 if you're from a PBIS school, your MTSS framework. 94 00:05:25,471 --> 00:05:28,888 Thinking about the functions of bullying behavior 95 00:05:28,888 --> 00:05:32,000 and how we can use our knowledge about function 96 00:05:32,000 --> 00:05:35,410 to build some interventions and prevention strategies. 97 00:05:35,410 --> 00:05:39,620 Recognizing the importance of the role of the bystander 98 00:05:39,620 --> 00:05:42,660 and thinking about how we can equip students 99 00:05:42,660 --> 00:05:45,384 to be upstanders not bystanders. 100 00:05:45,384 --> 00:05:49,970 And then thinking about a particular focus 101 00:05:49,970 --> 00:05:51,141 on cyber bullying, 102 00:05:51,141 --> 00:05:54,041 some implications related to COVID 103 00:05:54,041 --> 00:05:56,429 and to restorative practices. 104 00:05:56,429 --> 00:06:00,520 And then I'm gonna briefly introduce a curriculum 105 00:06:00,520 --> 00:06:02,533 that is put out by the National PBIS Center. 106 00:06:02,533 --> 00:06:06,850 That includes a stop, walk and talk strategy, 107 00:06:06,850 --> 00:06:09,699 very simple and free. 108 00:06:09,699 --> 00:06:13,110 And then show you a few different bullying prevention 109 00:06:13,110 --> 00:06:16,053 assessments that are part of that curriculum. 110 00:06:16,053 --> 00:06:20,143 Is there anything that's not on this list of objectives 111 00:06:20,143 --> 00:06:23,577 that you were hoping that we would talk about today. 112 00:06:23,577 --> 00:06:27,467 And if so, you can type them into the chat box or unmute. 113 00:06:31,910 --> 00:06:33,290 And before I forget, 114 00:06:33,290 --> 00:06:35,693 because I don't think I have this slide in here anymore. 115 00:06:35,693 --> 00:06:38,960 You'll notice that I'm not gonna refer 116 00:06:38,960 --> 00:06:41,706 to the student who is bullying as a bully. 117 00:06:41,706 --> 00:06:45,771 And so many of you may be familiar with this concept 118 00:06:45,771 --> 00:06:49,630 that we wanna be talking about bullying behavior 119 00:06:51,164 --> 00:06:54,610 and not being labeling students as a bully, 120 00:06:54,610 --> 00:06:57,160 because that really stays with students 121 00:06:57,160 --> 00:07:01,040 and makes them feel like that is a part of their identity 122 00:07:01,040 --> 00:07:02,283 that is not gonna change. 123 00:07:02,283 --> 00:07:05,300 So we really try to be careful 124 00:07:05,300 --> 00:07:07,628 to refer to it as bullying behavior. 125 00:07:07,628 --> 00:07:12,581 Getting to the root of the feelings behind the behavior. 126 00:07:12,581 --> 00:07:16,390 And I actually kind of had this epiphany moment last night, 127 00:07:16,390 --> 00:07:20,799 as I was working on this, thinking about how, 128 00:07:20,799 --> 00:07:23,610 with function of behavior, we're often talking about 129 00:07:23,610 --> 00:07:27,050 that they're looking for peer or adult attention, 130 00:07:27,050 --> 00:07:30,080 and we've worked on reframing that a bit 131 00:07:30,080 --> 00:07:31,100 to be thinking about 132 00:07:31,100 --> 00:07:33,228 they're looking for peer or adult connection. 133 00:07:33,228 --> 00:07:36,159 And that really made me think about 134 00:07:36,159 --> 00:07:37,909 bullying behavior differently. 135 00:07:37,909 --> 00:07:42,909 So if we are thinking that students who are bullying 136 00:07:43,560 --> 00:07:45,318 are looking for peer connection, 137 00:07:45,318 --> 00:07:49,445 how might our mindset around our interventions change 138 00:07:49,445 --> 00:07:51,583 if that is our perspective? 139 00:07:57,480 --> 00:08:02,480 Oh, does that look strange for you guys like pixelated? 140 00:08:03,460 --> 00:08:04,410 - [Speaker] Yes. 141 00:08:04,410 --> 00:08:06,740 - Okay. Let's see if I click again. 142 00:08:06,740 --> 00:08:07,853 - Okay. Phew. 143 00:08:07,853 --> 00:08:08,980 (Amy laughs) 144 00:08:08,980 --> 00:08:13,100 So in case you're trying to make a case 145 00:08:13,100 --> 00:08:14,930 for your administrator, 146 00:08:14,930 --> 00:08:18,210 why bullying prevention really should be embedded 147 00:08:18,210 --> 00:08:21,351 as part of everything or part of what you do in your school. 148 00:08:21,351 --> 00:08:24,380 You can remind that it is part of 149 00:08:24,380 --> 00:08:26,263 the Vermont Education Quality Standards 150 00:08:26,263 --> 00:08:29,360 for maintaining a safe, orderly, civil, 151 00:08:29,360 --> 00:08:31,313 flexible, and positive learning environment. 152 00:08:31,313 --> 00:08:36,313 And that sound classroom management practices, 153 00:08:36,465 --> 00:08:39,470 clear policies that are consistently 154 00:08:39,470 --> 00:08:41,460 and effectively enforced 155 00:08:41,460 --> 00:08:45,607 is embedded right within the educational quality standards. 156 00:08:45,607 --> 00:08:50,607 And just to start with some data that is statewide data. 157 00:08:51,025 --> 00:08:53,250 But if you were to do a presentation 158 00:08:53,250 --> 00:08:54,641 like this for your staff, 159 00:08:54,641 --> 00:08:58,081 indicating why you're doing bullying prevention efforts, 160 00:08:58,081 --> 00:09:01,140 you would want to include any school level data 161 00:09:01,140 --> 00:09:02,403 that you have. 162 00:09:02,403 --> 00:09:06,010 So if you're, I believe it's grade seven through 12 163 00:09:06,010 --> 00:09:08,210 complete the youth risk behavior survey 164 00:09:08,210 --> 00:09:11,333 and the school results are available. 165 00:09:11,333 --> 00:09:15,113 Should be available for you from 2019. 166 00:09:17,440 --> 00:09:18,797 This is the state level data. 167 00:09:18,797 --> 00:09:21,822 So really indicating that many of our students, 168 00:09:21,822 --> 00:09:24,530 particularly at the middle school level, 169 00:09:24,530 --> 00:09:26,247 but also at the high school level 170 00:09:26,247 --> 00:09:30,390 are reporting being the target of bullying and recently, 171 00:09:30,390 --> 00:09:34,600 and that there are particular groups that are reporting 172 00:09:34,600 --> 00:09:36,869 that they are more frequently the target. 173 00:09:36,869 --> 00:09:41,351 So female students, students of color and LGBTQ students, 174 00:09:41,351 --> 00:09:46,336 most of those groups are at least twice as likely 175 00:09:46,336 --> 00:09:49,486 as their counterpart to be bullied. 176 00:09:49,486 --> 00:09:52,360 And then for high school students, 177 00:09:52,360 --> 00:09:55,710 16% of them are reporting being the target of cyber bullying 178 00:09:55,710 --> 00:09:57,100 in the past year. 179 00:09:57,100 --> 00:09:59,455 And again, female students and LGBTQ students 180 00:09:59,455 --> 00:10:04,455 are significantly more likely to experience cyber bullying. 181 00:10:07,730 --> 00:10:11,109 And when we're referring to bullying, there is, 182 00:10:11,109 --> 00:10:14,857 kind of strict definition of what bullying is within 183 00:10:14,857 --> 00:10:18,964 the Vermont policies around this. 184 00:10:18,964 --> 00:10:21,268 But to simplify it, 185 00:10:21,268 --> 00:10:24,142 it's a behavior that's repeated over time, 186 00:10:24,142 --> 00:10:26,435 is intended to harm, 187 00:10:26,435 --> 00:10:28,810 is the language that we would use with students, 188 00:10:28,810 --> 00:10:31,456 but they say ridicule, humiliate intimidate, 189 00:10:31,456 --> 00:10:33,630 and it can occur 190 00:10:33,630 --> 00:10:37,393 before, during or after the school dance school property, 191 00:10:37,393 --> 00:10:39,574 or at school related things. 192 00:10:39,574 --> 00:10:42,971 But there is a piece in the policy that 193 00:10:42,971 --> 00:10:46,575 this does apply to off-campus conduct 194 00:10:46,575 --> 00:10:50,620 that compose a clearance, substantial interference 195 00:10:50,620 --> 00:10:53,069 with another students equal access to education program. 196 00:10:53,069 --> 00:10:57,267 So we sometimes will get questions about whether, 197 00:10:57,267 --> 00:11:00,369 or what the school's role in cyberbullying is, 198 00:11:00,369 --> 00:11:04,215 and that's where that's addressed within the policy is that, 199 00:11:04,215 --> 00:11:09,215 if that cyberbullying is posing a threat to interfering 200 00:11:10,248 --> 00:11:12,820 with another student's educational program, 201 00:11:12,820 --> 00:11:16,659 then it becomes part of the responsibility of the school 202 00:11:16,659 --> 00:11:20,666 to work with the students and the families 203 00:11:20,666 --> 00:11:25,666 and if there's any, necessary police involvement 204 00:11:25,963 --> 00:11:30,963 to get to the bottom of the issue and to help move past it. 205 00:11:32,212 --> 00:11:34,120 Investigate. 206 00:11:34,120 --> 00:11:37,460 So we're probably pretty familiar 207 00:11:37,460 --> 00:11:39,770 with the different types of bullying, 208 00:11:39,770 --> 00:11:42,410 but making sure that when we are teaching students 209 00:11:42,410 --> 00:11:45,410 about bullying, that we're really making sure 210 00:11:45,410 --> 00:11:48,200 they understand that it is not just 211 00:11:48,200 --> 00:11:49,886 what they might see in movies of, 212 00:11:49,886 --> 00:11:51,938 somebody pushing somebody against a locker 213 00:11:51,938 --> 00:11:53,375 or things like that. 214 00:11:53,375 --> 00:11:56,913 That it can involve those more covert, 215 00:11:58,610 --> 00:12:01,286 less apparent actions like spreading gossip, 216 00:12:01,286 --> 00:12:06,254 leaving others out, sending or posting messages 217 00:12:06,254 --> 00:12:09,274 that are embarrassing about someone else. 218 00:12:09,274 --> 00:12:13,200 So the good news is that when schools 219 00:12:13,200 --> 00:12:15,160 are implementing some kind of form 220 00:12:15,160 --> 00:12:16,830 of bullying prevention program, 221 00:12:16,830 --> 00:12:20,341 it can decrease bullying by up to 25%. 222 00:12:20,341 --> 00:12:25,341 What I found out yesterday, which was concerning, 223 00:12:25,630 --> 00:12:28,552 but good to know is that the effectiveness 224 00:12:28,552 --> 00:12:32,131 decreases the older the students get. 225 00:12:32,131 --> 00:12:36,560 So students who are receiving bullying prevention lessons 226 00:12:36,560 --> 00:12:38,341 in middle school and high school, 227 00:12:38,341 --> 00:12:42,992 those lessons are less effective and show less impact. 228 00:12:42,992 --> 00:12:46,890 Then elementary schools students receiving lessons 229 00:12:46,890 --> 00:12:48,766 on bullying prevention. 230 00:12:48,766 --> 00:12:53,212 So I think that kind of boosts the importance 231 00:12:53,212 --> 00:12:55,375 of our elementary school students 232 00:12:55,375 --> 00:12:58,339 becoming really comfortable with those content 233 00:12:58,339 --> 00:13:03,339 and with their skills related to being an upstander 234 00:13:03,727 --> 00:13:06,947 before they get to middle school and high school, 235 00:13:06,947 --> 00:13:10,470 where they get a little more jaded 236 00:13:10,470 --> 00:13:14,340 and less willing to accept this kind of content. 237 00:13:14,340 --> 00:13:15,849 But I do have a few examples in here 238 00:13:15,849 --> 00:13:19,467 of ways that might kind of draw some of those older students 239 00:13:19,467 --> 00:13:24,343 into this area of interest. 240 00:13:25,535 --> 00:13:30,535 So as adults in school, the way the Vermont policy reads 241 00:13:31,060 --> 00:13:33,886 in terms of responsibilities of the adults. 242 00:13:33,886 --> 00:13:37,200 If they are witnessing the bullying 243 00:13:37,200 --> 00:13:40,640 is to stop the behavior immediately, separate the students, 244 00:13:40,640 --> 00:13:43,270 really make sure we're giving the targeted students 245 00:13:43,270 --> 00:13:46,540 the attention that they need and making sure that they feel 246 00:13:46,540 --> 00:13:48,420 emotionally and physically safe 247 00:13:48,420 --> 00:13:51,110 and then following whatever your policy 248 00:13:51,110 --> 00:13:52,130 is within your school, 249 00:13:52,130 --> 00:13:55,010 in terms of notifying the appropriate school staff 250 00:13:55,010 --> 00:13:58,488 who are designated to do an investigation 251 00:13:58,488 --> 00:14:03,403 and create a safety plan if there is need for that. 252 00:14:05,540 --> 00:14:08,624 So I'm gonna do a quick poll. I'll open up. 253 00:14:08,624 --> 00:14:13,624 Do you currently have a bullying prevention strategy 254 00:14:14,120 --> 00:14:18,040 or action plan or curriculum at your school? 255 00:14:18,040 --> 00:14:20,865 And if so, who is responsible 256 00:14:20,865 --> 00:14:25,320 for your bullying prevention efforts? 257 00:14:25,320 --> 00:14:28,169 Is it someone like a school counselor or the administrator, 258 00:14:28,169 --> 00:14:31,533 the PBIS team, the school resource officer, teachers, 259 00:14:31,533 --> 00:14:33,553 or all of the above? 260 00:14:36,290 --> 00:14:37,821 Or some of the above, I guess. 261 00:14:37,821 --> 00:14:40,238 (Amy laughs) 262 00:14:50,705 --> 00:14:53,372 (phone ringing) 263 00:15:03,844 --> 00:15:06,054 And I forgot to introduce myself at the beginning, 264 00:15:06,054 --> 00:15:09,700 for those of you who don't know me, I'm Amy Wheeler Sutton. 265 00:15:09,700 --> 00:15:13,374 I'm the co-director of the best project in Vermont PBIS. 266 00:15:13,374 --> 00:15:16,120 I'm currently without a co. 267 00:15:16,120 --> 00:15:18,129 So I dunno if I can call myself the co-director, 268 00:15:18,129 --> 00:15:20,780 but we will have a new person in the role 269 00:15:20,780 --> 00:15:22,011 starting in January. 270 00:15:22,011 --> 00:15:24,730 And I was previously a school counselor 271 00:15:24,730 --> 00:15:27,167 at the Dothan Brook School in Hartford. 272 00:15:27,167 --> 00:15:29,905 So all of you have responded. 273 00:15:29,905 --> 00:15:33,679 I'm gonna end the poll and try to share the results. 274 00:15:33,679 --> 00:15:37,570 Most of you indicated that your school counselors 275 00:15:37,570 --> 00:15:39,780 are responsible for the bullying prevention efforts 276 00:15:39,780 --> 00:15:40,920 at your school. 277 00:15:40,920 --> 00:15:43,350 Some administrators, some PBIS team, 278 00:15:43,350 --> 00:15:45,506 and some have said all of the above. 279 00:15:45,506 --> 00:15:47,580 So it's something to think about, 280 00:15:47,580 --> 00:15:49,791 who's gonna hold the work in your school. 281 00:15:49,791 --> 00:15:52,600 And the best case scenario 282 00:15:52,600 --> 00:15:56,592 is that everyone feels responsible for bullying prevention. 283 00:15:56,592 --> 00:16:00,010 However, it might not be realistic 284 00:16:00,010 --> 00:16:02,130 that everyone's gonna be involved in the planning 285 00:16:02,130 --> 00:16:04,965 and implementation of your bullying prevention work. 286 00:16:04,965 --> 00:16:09,965 So the recommendation is that a team holds this work 287 00:16:12,400 --> 00:16:15,087 and without wanting to create an additional team 288 00:16:15,087 --> 00:16:18,810 thinking about where this might lie. 289 00:16:18,810 --> 00:16:20,269 So if you have a PBIS team, 290 00:16:20,269 --> 00:16:23,840 does it make sense for them to make this part of their work 291 00:16:23,840 --> 00:16:28,840 or not, depending on the scope of your teams. 292 00:16:31,750 --> 00:16:34,874 So I'm gonna close out of the poll 293 00:16:34,874 --> 00:16:39,874 and talk a little bit about if you are an PBIS school, 294 00:16:40,450 --> 00:16:44,285 thinking about where bullying prevention might fit in. 295 00:16:44,285 --> 00:16:46,953 So thinking about how you can tie 296 00:16:46,953 --> 00:16:49,450 your bullying prevention efforts 297 00:16:49,450 --> 00:16:51,744 to your school-wide expectations 298 00:16:51,744 --> 00:16:55,537 and how that explicit teaching, 299 00:16:55,537 --> 00:16:57,935 defining teaching acknowledging 300 00:16:57,935 --> 00:16:59,983 of your school-wide expectations 301 00:16:59,983 --> 00:17:02,595 actually helps to prevent bullying. 302 00:17:02,595 --> 00:17:07,417 So the research shows that when schools have really clear 303 00:17:07,417 --> 00:17:11,720 expectations, both school-wide about everything, 304 00:17:11,720 --> 00:17:14,962 but also about kindness and respect 305 00:17:14,962 --> 00:17:18,823 and caring behaviors that you wanna see 306 00:17:18,823 --> 00:17:20,354 amongst your students. 307 00:17:20,354 --> 00:17:22,736 And that you're explicitly teaching them the skills 308 00:17:22,736 --> 00:17:26,304 to be able to exhibit those expectations, 309 00:17:26,304 --> 00:17:29,840 that reduces bullying in and of itself. 310 00:17:29,840 --> 00:17:31,878 So even if you didn't have a formal 311 00:17:31,878 --> 00:17:33,754 bullying prevention program 312 00:17:33,754 --> 00:17:38,216 by the pure nature of implementing universal PBIS well, 313 00:17:38,216 --> 00:17:42,824 you are contributing to your bullying prevention efforts. 314 00:17:42,824 --> 00:17:45,760 Also, we know that PBIS schools 315 00:17:45,760 --> 00:17:47,530 are often looking at their data 316 00:17:47,530 --> 00:17:50,058 and are really able to catch things early. 317 00:17:50,058 --> 00:17:52,113 So someone might notice, 318 00:17:52,113 --> 00:17:55,203 wow, it seems like this particular student 319 00:17:55,203 --> 00:17:59,330 is often targeting this other student 320 00:17:59,330 --> 00:18:00,568 with aggressive behaviors. 321 00:18:00,568 --> 00:18:02,659 Could this be turning into bullying 322 00:18:02,659 --> 00:18:05,580 and be able to act on it more quickly, 323 00:18:05,580 --> 00:18:08,763 because you're really facile with using your data. 324 00:18:11,300 --> 00:18:14,581 Also those strong classroom systems. 325 00:18:14,581 --> 00:18:17,910 So making sure that routines and expectations 326 00:18:17,910 --> 00:18:19,413 are really clear within the classroom 327 00:18:19,413 --> 00:18:22,960 and that teachers are using those strong classroom 328 00:18:22,960 --> 00:18:25,458 management strategies, like active supervision, 329 00:18:25,458 --> 00:18:29,370 moving, skinning, interacting with students 330 00:18:30,740 --> 00:18:35,740 and making their classroom a really inviting community 331 00:18:35,760 --> 00:18:37,783 that everyone feels like they belong to. 332 00:18:39,550 --> 00:18:40,730 And then of course, 333 00:18:40,730 --> 00:18:44,870 it's ideal if you have a actual bullying prevention 334 00:18:44,870 --> 00:18:47,392 curriculum that you are using that as evidence-based. 335 00:18:47,392 --> 00:18:51,101 So we're gonna talk mostly about the PBIS one today, 336 00:18:51,101 --> 00:18:54,380 but if you have other bullying prevention curriculums 337 00:18:54,380 --> 00:18:55,906 that you are using in your school 338 00:18:55,906 --> 00:18:57,543 that you'd like to share with people, 339 00:18:57,543 --> 00:18:59,508 feel free to type those into the chat box. 340 00:18:59,508 --> 00:19:03,810 I listened to a webinar from a woman in North Carolina 341 00:19:03,810 --> 00:19:06,926 who did a randomized control study of the second step, 342 00:19:06,926 --> 00:19:09,606 bullying prevention curriculum for middle school. 343 00:19:09,606 --> 00:19:12,198 And the results were really impressive 344 00:19:12,198 --> 00:19:14,753 and they followed those students into high school 345 00:19:14,753 --> 00:19:17,486 and the reduced rates of bullying 346 00:19:17,486 --> 00:19:20,709 in the schools that implemented 347 00:19:20,709 --> 00:19:23,563 the second step bullying prevention curriculum, 348 00:19:23,563 --> 00:19:27,630 even as high schoolers had fewer rates of bullying 349 00:19:27,630 --> 00:19:30,668 than those in the control schools. 350 00:19:30,668 --> 00:19:34,003 So that was really exciting for me to read. 351 00:19:35,680 --> 00:19:36,611 And then I'm sorry, 352 00:19:36,611 --> 00:19:39,470 there's one more down here in the green that apparently 353 00:19:39,470 --> 00:19:40,613 I forgot to animate. 354 00:19:42,040 --> 00:19:45,750 So when we're thinking about our PBIS framework, 355 00:19:45,750 --> 00:19:49,050 we also know that while we wanna do the best we can 356 00:19:49,050 --> 00:19:50,264 at the universal level, 357 00:19:50,264 --> 00:19:52,680 there are going to be students who still struggle 358 00:19:52,680 --> 00:19:56,310 with bullying behavior who are still targeted by bullying. 359 00:19:56,310 --> 00:20:00,950 And we wanna have some interventions ready for, 360 00:20:00,950 --> 00:20:02,986 to be able to put into place for students, 361 00:20:02,986 --> 00:20:05,980 both who are exhibiting bullying behavior 362 00:20:05,980 --> 00:20:08,852 and who are the target of bullying at the targeted 363 00:20:08,852 --> 00:20:12,070 and intensive level, depending on the severity 364 00:20:12,070 --> 00:20:13,713 of the nature of the situation. 365 00:20:14,980 --> 00:20:16,735 And then at the base of it, 366 00:20:16,735 --> 00:20:19,475 that really positive school culture 367 00:20:19,475 --> 00:20:23,127 is reiterated over and over again in the research, 368 00:20:23,127 --> 00:20:27,040 the greater belongingness, feelings of belongingness 369 00:20:28,330 --> 00:20:30,614 and school connectedness that students have, 370 00:20:30,614 --> 00:20:35,603 the less likely they are to exhibit bullying behaviors. 371 00:20:35,603 --> 00:20:39,140 And the more likely students are to report 372 00:20:39,140 --> 00:20:41,590 when they see bullying behaviors. 373 00:20:41,590 --> 00:20:46,590 And I think what people are really struggling with this year 374 00:20:47,223 --> 00:20:50,966 is connected to this positive school culture. 375 00:20:50,966 --> 00:20:55,456 There's so much stress and pressure right now 376 00:20:55,456 --> 00:20:57,760 that it is feeling really hard 377 00:20:57,760 --> 00:21:00,310 to maintain that positive school culture. 378 00:21:00,310 --> 00:21:04,400 And over the course of the last, however many months, 379 00:21:04,400 --> 00:21:09,238 I've lost track now of school being interrupted 380 00:21:09,238 --> 00:21:11,976 has probably had an impact 381 00:21:11,976 --> 00:21:15,706 on the way that students are feeling connected to school, 382 00:21:15,706 --> 00:21:19,190 regardless of how well the teachers and the administrators 383 00:21:19,190 --> 00:21:21,371 are doing to build that positive school culture, 384 00:21:21,371 --> 00:21:24,793 just by the nature of being in and out. 385 00:21:26,240 --> 00:21:28,470 And especially for our middle school, high school students 386 00:21:28,470 --> 00:21:33,470 who really had a lot of disruption even last year, 387 00:21:34,228 --> 00:21:38,963 are probably feeling pretty disconnected. 388 00:21:42,130 --> 00:21:46,220 So in PBIS, we're always coming back 389 00:21:46,220 --> 00:21:47,897 and thinking about function. 390 00:21:47,897 --> 00:21:50,791 So what is the why behind the behavior? 391 00:21:50,791 --> 00:21:53,360 And like Caitlin mentioned, 392 00:21:53,360 --> 00:21:56,031 what is the feeling behind the behavior? 393 00:21:56,031 --> 00:21:58,821 So when we're thinking about function, 394 00:21:58,821 --> 00:22:03,821 we know that all behavior is looking for to get something 395 00:22:06,140 --> 00:22:07,439 or to avoid something. 396 00:22:07,439 --> 00:22:09,945 And so when we're thinking about bullying in particular, 397 00:22:09,945 --> 00:22:14,945 students who are bullying can have a range of functions 398 00:22:15,030 --> 00:22:16,081 for their behavior. 399 00:22:16,081 --> 00:22:18,220 So they might be looking to get attention 400 00:22:18,220 --> 00:22:20,007 from the bystanders. 401 00:22:20,007 --> 00:22:23,410 They might be looking to get a reaction or attention 402 00:22:23,410 --> 00:22:25,331 from the target of the bullying behavior. 403 00:22:25,331 --> 00:22:30,110 They might kind of boost themselves up from that bullying 404 00:22:30,110 --> 00:22:31,976 and kind of elevate their own status. 405 00:22:31,976 --> 00:22:36,838 They might be looking to get items, activity, or status, 406 00:22:36,838 --> 00:22:40,148 and that can kind of be lumped in with that function, 407 00:22:40,148 --> 00:22:43,156 or it might be to avoid one of those as well. 408 00:22:43,156 --> 00:22:46,004 So they have, may have had some unsuccessful friendships 409 00:22:46,004 --> 00:22:50,032 or interactions with their peers, 410 00:22:50,032 --> 00:22:54,060 and now are bullying to push those peers away 411 00:22:54,060 --> 00:22:58,073 for fear of more failure in those relationships. 412 00:22:58,073 --> 00:23:02,020 So it's not that we can point to one of these 413 00:23:02,020 --> 00:23:04,106 in every bullying situation. 414 00:23:04,106 --> 00:23:07,510 We really want to think through the situation, 415 00:23:07,510 --> 00:23:10,340 think through the student and have a conversation 416 00:23:10,340 --> 00:23:13,590 with the student about exploring 417 00:23:13,590 --> 00:23:16,112 what they might be trying to get out of that behavior 418 00:23:16,112 --> 00:23:18,115 and what they are feeling 419 00:23:18,115 --> 00:23:21,763 that is causing them to exhibit those behaviors. 420 00:23:23,758 --> 00:23:27,360 However, the main function 421 00:23:27,360 --> 00:23:30,850 that most students who are bullying are looking for 422 00:23:30,850 --> 00:23:32,326 is that peer attention. 423 00:23:32,326 --> 00:23:34,849 So when we're designing our bullying intervention 424 00:23:34,849 --> 00:23:36,850 and prevention strategies, 425 00:23:36,850 --> 00:23:38,486 we wanna be really thinking about 426 00:23:38,486 --> 00:23:41,239 how can our students get peer attention 427 00:23:41,239 --> 00:23:45,183 in a positive pro-social way. 428 00:23:45,183 --> 00:23:47,378 So how can we prevent them from needing 429 00:23:47,378 --> 00:23:50,977 to seek out that peer attention in a negative way, 430 00:23:50,977 --> 00:23:55,977 and how can we use peer attention to be the reinforcer 431 00:23:56,505 --> 00:24:00,569 when students are exhibiting our expected behavior? 432 00:24:00,569 --> 00:24:02,190 So if you're a school, 433 00:24:02,190 --> 00:24:04,667 one of your school expectations is be respectful or be kind, 434 00:24:04,667 --> 00:24:06,643 or we are caring. 435 00:24:06,643 --> 00:24:11,643 How can we really ensure that our reinforcement for that 436 00:24:14,090 --> 00:24:17,046 is not just adult attention through our reinforcement system 437 00:24:17,046 --> 00:24:20,148 or through our adult, positive language? 438 00:24:20,148 --> 00:24:24,020 How can we make sure that they are getting peer attention 439 00:24:24,020 --> 00:24:25,273 for being kind to each other 440 00:24:25,273 --> 00:24:27,744 and for standing up for one another? 441 00:24:27,744 --> 00:24:32,744 How can we help students to recognize 442 00:24:34,160 --> 00:24:35,733 when bullying is happening and remove 443 00:24:35,733 --> 00:24:38,600 any praise or attention or recognition 444 00:24:38,600 --> 00:24:40,980 that students are getting for the bullying? 445 00:24:40,980 --> 00:24:43,730 And then this is what I was talking about earlier, 446 00:24:43,730 --> 00:24:45,690 when I was thinking about last night is, 447 00:24:45,690 --> 00:24:48,200 what happens to our mindset 448 00:24:48,200 --> 00:24:51,594 when we replace the word attention with connection. 449 00:24:51,594 --> 00:24:55,500 So if the main function of bullying 450 00:24:55,500 --> 00:24:59,222 is to connect with peers, 451 00:24:59,222 --> 00:25:01,975 how can we give the students who are bullying 452 00:25:01,975 --> 00:25:04,195 the skills to be able to connect 453 00:25:04,195 --> 00:25:09,195 in a way that is not hurtful and harmful? 454 00:25:10,725 --> 00:25:14,930 So if there's any reactions to those questions, 455 00:25:14,930 --> 00:25:18,106 they're more rhetorical questions than anything else, 456 00:25:18,106 --> 00:25:22,210 but I think that's why bullying situations 457 00:25:22,210 --> 00:25:25,050 are so challenging is we're really good about 458 00:25:25,050 --> 00:25:26,530 amping up adult attention. 459 00:25:26,530 --> 00:25:29,800 So we know when students are exhibiting 460 00:25:29,800 --> 00:25:31,220 other kinds of behaviors. 461 00:25:31,220 --> 00:25:33,370 How to give them more adult attention 462 00:25:33,370 --> 00:25:34,701 for the positive behavior. 463 00:25:34,701 --> 00:25:37,530 Maybe putting into place something like check in, check out 464 00:25:37,530 --> 00:25:39,150 where they're getting a lot of adults attention 465 00:25:39,150 --> 00:25:41,273 right in the morning, they're checking in. 466 00:25:41,273 --> 00:25:45,828 They're getting more frequent feedback throughout the day, 467 00:25:45,828 --> 00:25:49,150 but that's all by adults. 468 00:25:49,150 --> 00:25:51,660 And so how can we design some interventions 469 00:25:51,660 --> 00:25:56,603 that enables students to get positive peer attention? 470 00:26:02,870 --> 00:26:03,815 So in the chat box, 471 00:26:03,815 --> 00:26:08,815 do you have any strategies at your school for this purpose? 472 00:26:09,730 --> 00:26:12,831 So reinforcing students with peer attention 473 00:26:12,831 --> 00:26:17,090 when they are being respectful, being kind, being caring, 474 00:26:17,090 --> 00:26:20,823 whatever your school-wide expectation related to, 475 00:26:21,710 --> 00:26:23,724 how they interact with one another. 476 00:26:23,724 --> 00:26:26,104 Do you have any strategies 477 00:26:26,104 --> 00:26:28,408 where students are able to get more 478 00:26:28,408 --> 00:26:31,140 and get positive peer attention 479 00:26:31,140 --> 00:26:33,774 when they exhibit those expected behaviors? 480 00:26:33,774 --> 00:26:36,491 And if not, do you have any ideas 481 00:26:36,491 --> 00:26:41,491 for how students might access more positive peer attention? 482 00:27:14,060 --> 00:27:15,645 So Caitlin sharing that this week, 483 00:27:15,645 --> 00:27:19,310 she's gathering information for a possible bullying case. 484 00:27:19,310 --> 00:27:23,220 And what she's seeing is that the one being bullied 485 00:27:23,220 --> 00:27:25,150 is really trying to seek connection with peers 486 00:27:25,150 --> 00:27:26,427 in unexpected ways. 487 00:27:26,427 --> 00:27:28,423 So creating a social skills group, 488 00:27:28,423 --> 00:27:31,353 facilitating lunch groups to build friendships. 489 00:27:34,410 --> 00:27:39,370 So we all know students who really struggle socially 490 00:27:40,350 --> 00:27:43,610 and either are perceiving bullying 491 00:27:43,610 --> 00:27:45,069 when it's not actually happening, 492 00:27:45,069 --> 00:27:49,426 because their social perceptions are not quite accurate, 493 00:27:49,426 --> 00:27:52,232 or they actually are being bullied 494 00:27:52,232 --> 00:27:56,320 and not to be blaming the victim, 495 00:27:56,320 --> 00:27:59,800 but that their own behaviors are contributing 496 00:27:59,800 --> 00:28:01,695 and are drawing attention to themselves 497 00:28:01,695 --> 00:28:06,610 to make them easier targets of bullying. 498 00:28:06,610 --> 00:28:09,055 So how can we build up the skills of the target 499 00:28:09,055 --> 00:28:14,055 to be able to, A accurately perceive the social situations 500 00:28:14,370 --> 00:28:19,250 that they are in and B be able to advocate for themselves 501 00:28:19,250 --> 00:28:23,403 and be able to report when bullying is happening 502 00:28:23,403 --> 00:28:28,403 and to be able to have behaviors that are not making them 503 00:28:32,020 --> 00:28:34,432 that easy target for bullying. 504 00:28:34,432 --> 00:28:38,256 So Ellen's sharing that at her school. 505 00:28:38,256 --> 00:28:42,410 Kids can give each other there snowflakes 506 00:28:42,410 --> 00:28:45,193 when they meet the expectations. 507 00:28:46,760 --> 00:28:49,133 We are kind, we are proud, we keep trying. 508 00:28:49,133 --> 00:28:51,890 So they're able to recognize their peers 509 00:28:51,890 --> 00:28:53,670 and that that's really great for both 510 00:28:53,670 --> 00:28:56,643 the person giving the reinforcement and the receiver 511 00:28:56,643 --> 00:29:00,567 and that the kids are responsible for reading 512 00:29:00,567 --> 00:29:02,996 the snowflakes out loud during the gatherings. 513 00:29:02,996 --> 00:29:04,263 That's great. 514 00:29:09,404 --> 00:29:11,407 And I think, you know, a version of that 515 00:29:11,407 --> 00:29:15,760 for middle high school is something like a shout out board 516 00:29:15,760 --> 00:29:18,790 or something where it doesn't have to feel so awkward 517 00:29:18,790 --> 00:29:21,130 that they're literally giving their peers 518 00:29:21,130 --> 00:29:23,612 something when they're doing something kind of respectful, 519 00:29:23,612 --> 00:29:28,612 but they are able to write and put that up publicly 520 00:29:28,900 --> 00:29:33,330 when they wanna recognize someone for their kind 521 00:29:33,330 --> 00:29:35,083 or respectful behaviors. 522 00:29:37,240 --> 00:29:41,290 So we'll keep thinking about this as we continue 523 00:29:41,290 --> 00:29:42,140 into the webinar. 524 00:29:43,152 --> 00:29:48,152 So the other really key piece of the research about bullying 525 00:29:48,320 --> 00:29:51,896 is the importance of the bystander and the role they play 526 00:29:51,896 --> 00:29:56,488 or don't play in bullying stopping. 527 00:29:56,488 --> 00:29:59,386 So this research from a long time ago now 528 00:29:59,386 --> 00:30:03,149 says that 50% of bullying situations stop 529 00:30:03,149 --> 00:30:05,453 when a peer intervenes. 530 00:30:05,453 --> 00:30:10,453 So how can we boost the skills of our bystanders 531 00:30:10,525 --> 00:30:14,742 to be able to feel empowered to intervene? 532 00:30:14,742 --> 00:30:19,094 So I mentioned, I will give some examples 533 00:30:19,094 --> 00:30:21,581 for middle school, high school, 534 00:30:21,581 --> 00:30:25,010 for ways that they draw students 535 00:30:25,010 --> 00:30:26,908 into this bullying prevention work. 536 00:30:26,908 --> 00:30:31,190 So this is just one example of a curriculum 537 00:30:31,190 --> 00:30:33,697 and then kind of a reinforcement system 538 00:30:33,697 --> 00:30:35,997 called, Stand For Courage. 539 00:30:35,997 --> 00:30:38,480 So if you just Google, Stand For Courage, 540 00:30:38,480 --> 00:30:40,867 or if you click on the link within this PowerPoint, 541 00:30:40,867 --> 00:30:43,223 it's for grade six through 12, 542 00:30:43,223 --> 00:30:47,730 and it's really about empowering youth leaders 543 00:30:47,730 --> 00:30:50,370 within the school to teach a curriculum. 544 00:30:50,370 --> 00:30:52,540 And the curriculum 545 00:30:52,540 --> 00:30:54,950 really explicitly addresses how to prevent 546 00:30:54,950 --> 00:30:56,796 and then respond to behavior. 547 00:30:56,796 --> 00:31:00,348 And you'll notice both this curriculum 548 00:31:00,348 --> 00:31:05,348 and the PBIS curriculum talk about just aggressive 549 00:31:07,730 --> 00:31:11,140 or unkind or I forget the other word 550 00:31:11,140 --> 00:31:12,946 that they use in the PBIS one, 551 00:31:12,946 --> 00:31:16,020 rather than bullying behavior, 552 00:31:16,020 --> 00:31:17,955 because we really wanna stop 553 00:31:17,955 --> 00:31:20,870 any kind of unkind or aggressive behavior 554 00:31:20,870 --> 00:31:23,170 before it gets to bullying. 555 00:31:23,170 --> 00:31:26,272 So we don't want students to wait and say, oh, 556 00:31:26,272 --> 00:31:29,300 I'm not sure if this is actually a bullying situation. 557 00:31:29,300 --> 00:31:30,780 I'm not sure if I need to intervene 558 00:31:30,780 --> 00:31:33,142 because maybe this is the first time this has ever happened. 559 00:31:33,142 --> 00:31:37,470 We want them to intervene when unkind things are happening, 560 00:31:37,470 --> 00:31:38,690 regardless of whether 561 00:31:38,690 --> 00:31:40,506 it is already a bullying situation or not. 562 00:31:40,506 --> 00:31:42,756 So both of these curriculums 563 00:31:42,756 --> 00:31:44,469 are kind of careful to use language 564 00:31:44,469 --> 00:31:47,593 that would encourage students to act early. 565 00:31:50,330 --> 00:31:52,270 And then we'll talk a little bit later about the difference 566 00:31:52,270 --> 00:31:53,860 between reporting and tattling, 567 00:31:53,860 --> 00:31:55,760 which can be an issue at the elementary school 568 00:31:55,760 --> 00:31:57,535 related to bullying prevention. 569 00:31:57,535 --> 00:32:02,535 So they are teaching the curriculum and then recognizing 570 00:32:03,060 --> 00:32:05,420 and nominating anyone who stands for courage, 571 00:32:05,420 --> 00:32:08,230 is the way that they word it, 572 00:32:08,230 --> 00:32:12,347 but other schools might use upstander language. 573 00:32:12,347 --> 00:32:17,347 And then they develop kind of this menu of prizes. 574 00:32:17,400 --> 00:32:20,430 And they, the examples they give 575 00:32:20,430 --> 00:32:21,904 are even as large as something like 576 00:32:21,904 --> 00:32:25,162 celebrity visit to school, which in Vermont, 577 00:32:25,162 --> 00:32:28,660 it'd be more challenging, maybe like Bernie Sanders 578 00:32:28,660 --> 00:32:32,830 or tickets to sporting events or concerts 579 00:32:32,830 --> 00:32:33,804 or things like that. 580 00:32:33,804 --> 00:32:36,220 So there's information on the website 581 00:32:36,220 --> 00:32:37,832 about how you would build that kind of 582 00:32:37,832 --> 00:32:39,561 menu of reinforcement, 583 00:32:39,561 --> 00:32:43,321 but thinking about how you can build some peer based 584 00:32:43,321 --> 00:32:45,507 reinforcement into that model, 585 00:32:45,507 --> 00:32:48,500 if that's the function of behavior 586 00:32:48,500 --> 00:32:52,053 that students are looking for peer connection. 587 00:32:53,670 --> 00:32:55,250 Another cool one that I've come across 588 00:32:55,250 --> 00:32:57,114 is called StopTheB. 589 00:32:57,114 --> 00:33:01,685 So this is a international initiative. 590 00:33:01,685 --> 00:33:04,860 It is started by these two girls. 591 00:33:04,860 --> 00:33:09,860 So it's kind of teen created for teens 592 00:33:10,655 --> 00:33:15,655 to raise awareness, to educate and to really inspire people 593 00:33:18,040 --> 00:33:19,333 to be upstanders. 594 00:33:19,333 --> 00:33:23,703 So if you go to cyberbullying.org and search for StopTheB, 595 00:33:24,604 --> 00:33:27,519 you can find out more information about that one. 596 00:33:27,519 --> 00:33:30,873 And again, that one's more geared toward mental high school. 597 00:33:33,730 --> 00:33:38,730 So the trick is that the bystanders have to feel and believe 598 00:33:40,540 --> 00:33:44,400 that they would actually make a difference in the situation 599 00:33:44,400 --> 00:33:47,083 and have strong social self-efficacy 600 00:33:47,083 --> 00:33:51,568 in order to be able to act and to stand up. 601 00:33:51,568 --> 00:33:56,568 So we wanna be able to give students this data 602 00:33:57,020 --> 00:33:59,598 that when other students stand up for people, 603 00:33:59,598 --> 00:34:04,598 the bullying actually stops and help them feel empowered. 604 00:34:05,067 --> 00:34:10,067 And then also help them understand what exactly they can do 605 00:34:12,240 --> 00:34:14,498 to be supportive to someone who is bullying. 606 00:34:14,498 --> 00:34:17,310 What actually makes it, sorry, 607 00:34:17,310 --> 00:34:19,061 be supportive to someone who's being bullied. 608 00:34:19,061 --> 00:34:21,835 What actually makes a difference for that person. 609 00:34:21,835 --> 00:34:25,410 So the things that students mentioned were spending time 610 00:34:25,410 --> 00:34:27,790 with that student, talking to them, helping them get away 611 00:34:27,790 --> 00:34:30,800 from the situation or giving them advice. 612 00:34:30,800 --> 00:34:32,460 And those were what they named 613 00:34:32,460 --> 00:34:35,453 as the most helpful bystander actions. 614 00:34:37,680 --> 00:34:40,280 And I think it's really important to share with students 615 00:34:40,280 --> 00:34:43,220 that students who have experienced bullying 616 00:34:43,220 --> 00:34:45,430 report that they are more likely 617 00:34:45,430 --> 00:34:47,919 to find peer actions helpful, 618 00:34:47,919 --> 00:34:50,583 than anything that they can do themselves 619 00:34:50,583 --> 00:34:53,284 or the educators do when they are intervening. 620 00:34:53,284 --> 00:34:58,284 So why do you think that that statement is true, 621 00:34:58,460 --> 00:35:00,680 that students who experienced bullying 622 00:35:00,680 --> 00:35:03,440 are more likely to find peer actions helpful, 623 00:35:03,440 --> 00:35:05,269 than actions by educators 624 00:35:05,269 --> 00:35:08,640 or anything they can do for themselves? 625 00:35:49,460 --> 00:35:50,739 It's hard to know if anyone's typing. 626 00:35:50,739 --> 00:35:53,156 (Amy laughs) 627 00:35:54,260 --> 00:35:58,020 So Caitlin saying, they may feel that peers recognize them. 628 00:35:58,020 --> 00:36:00,693 They don't feel so alone. They kind of feel seen. 629 00:36:01,726 --> 00:36:05,920 And Ellen saying, they're looking for connection with peers. 630 00:36:05,920 --> 00:36:08,038 Kids are more receptive to other kids giving support 631 00:36:08,038 --> 00:36:13,038 rather than adults and advice coming from peers. 632 00:36:15,760 --> 00:36:17,980 Definitely looking for that connection. 633 00:36:17,980 --> 00:36:22,980 So another challenge is that kids at least report 634 00:36:23,136 --> 00:36:27,043 that bullying sometimes gets worse 635 00:36:27,043 --> 00:36:29,650 after they have told an adult. 636 00:36:29,650 --> 00:36:34,300 So there's a fear around getting an adult involved 637 00:36:34,300 --> 00:36:35,831 in a bullying situation, 638 00:36:35,831 --> 00:36:39,695 for fear of seeming unable to handle it themselves 639 00:36:39,695 --> 00:36:42,860 and maybe be perceived as even weaker 640 00:36:42,860 --> 00:36:45,475 than they were perceived by the person bullying before 641 00:36:45,475 --> 00:36:47,351 they told an adult. 642 00:36:47,351 --> 00:36:50,710 So the more we can build up our students, 643 00:36:50,710 --> 00:36:55,104 the more successful our bullying interventions are gonna be. 644 00:36:55,104 --> 00:36:57,732 It doesn't mean we're not gonna include teacher training 645 00:36:57,732 --> 00:37:00,522 and parent training in our efforts, 646 00:37:00,522 --> 00:37:04,817 but the most bang for our buck is gonna come from students 647 00:37:04,817 --> 00:37:06,883 being able to support one another. 648 00:37:08,940 --> 00:37:11,270 So there was a large meta-analysis 649 00:37:11,270 --> 00:37:14,755 done of bullying prevention programs, both in 2011 and 2019. 650 00:37:14,755 --> 00:37:17,940 And the results did not change 651 00:37:17,940 --> 00:37:20,679 over the course of those eight years. 652 00:37:20,679 --> 00:37:25,580 These were the key elements that the researchers determined 653 00:37:25,580 --> 00:37:30,580 actually had an impact on decreasing bullying behaviors. 654 00:37:30,807 --> 00:37:35,457 So when schools have non-punitive disciplinary measures 655 00:37:35,457 --> 00:37:38,678 such as PBIS and restorative practices, 656 00:37:38,678 --> 00:37:42,600 their school climate is such that that bullying behaviors 657 00:37:42,600 --> 00:37:47,600 are decreased when parents are included and have training 658 00:37:47,660 --> 00:37:50,251 and conversations and meetings about this topic. 659 00:37:50,251 --> 00:37:52,713 Wow, when teachers have training, 660 00:37:52,713 --> 00:37:57,713 when videos are used within the curriculum is a key element. 661 00:37:57,790 --> 00:38:02,780 When schools provide lots of opportunity 662 00:38:02,780 --> 00:38:04,164 for cooperative group work. 663 00:38:04,164 --> 00:38:06,577 So students are developing stronger relationships 664 00:38:06,577 --> 00:38:08,339 with one another. 665 00:38:08,339 --> 00:38:11,790 The longer and more intense 666 00:38:11,790 --> 00:38:13,890 the bullying prevention programs are 667 00:38:13,890 --> 00:38:15,595 the more impact that they had, 668 00:38:15,595 --> 00:38:18,348 obviously improving supervision, 669 00:38:18,348 --> 00:38:20,474 especially in places like the playground 670 00:38:20,474 --> 00:38:23,421 to reduce the likelihood 671 00:38:23,421 --> 00:38:26,378 that bullying behavior could occur in those locations. 672 00:38:26,378 --> 00:38:28,395 Like I mentioned before, 673 00:38:28,395 --> 00:38:31,488 having strong classroom management and clear expectations 674 00:38:31,488 --> 00:38:35,594 and having a whole school anti-bullying policy. 675 00:38:35,594 --> 00:38:40,594 They did note that peer mediation in the cases of bullying 676 00:38:41,270 --> 00:38:45,320 was actually associated with an increase in victimization. 677 00:38:45,320 --> 00:38:48,177 And so they do not recommend peer mediation programs, 678 00:38:48,177 --> 00:38:51,333 handle bullying situations. 679 00:38:53,690 --> 00:38:56,593 So moving along to think about cyberbullying. 680 00:38:58,712 --> 00:39:01,092 It really is a challenging beast 681 00:39:01,092 --> 00:39:04,500 because I think there are many students 682 00:39:04,500 --> 00:39:09,500 that never would bully in person that do bully online. 683 00:39:11,065 --> 00:39:13,944 So it's easier to lose sight 684 00:39:13,944 --> 00:39:15,930 of the consequences of the bullying. 685 00:39:15,930 --> 00:39:17,992 They're not face-to-face with a person and able to see 686 00:39:17,992 --> 00:39:22,779 the impact that their behavior in their words is having. 687 00:39:22,779 --> 00:39:25,715 There are opportunities to be anonymous 688 00:39:25,715 --> 00:39:30,715 and that that really can empower and embolden someone 689 00:39:31,509 --> 00:39:33,540 to be meaner than they might be 690 00:39:33,540 --> 00:39:34,997 when their name is attached to it. 691 00:39:34,997 --> 00:39:38,368 Significant lack of supervision. 692 00:39:38,368 --> 00:39:42,130 So our fourth, fifth, sixth graders 693 00:39:42,130 --> 00:39:45,020 are interacting in spaces that we never would allow them 694 00:39:45,020 --> 00:39:48,599 to interact in person without that supervision, 695 00:39:48,599 --> 00:39:51,453 but when it's online, it's happening. 696 00:39:52,956 --> 00:39:56,613 And having less of a sense that this is real, 697 00:39:56,613 --> 00:40:01,613 so that their words are actually impacting a real person. 698 00:40:03,269 --> 00:40:06,864 And the fact that they have access to their technology 24/7. 699 00:40:06,864 --> 00:40:11,864 So for the targets it's really inescapable 700 00:40:12,200 --> 00:40:14,772 and it doesn't just end at the end of the school day, 701 00:40:14,772 --> 00:40:17,513 it can reach them wherever they are. 702 00:40:19,613 --> 00:40:23,230 The prevalence rates are also higher 703 00:40:23,230 --> 00:40:25,840 than for in-person bullying. 704 00:40:25,840 --> 00:40:30,198 So 42% of students report that they've been bullied online, 705 00:40:30,198 --> 00:40:33,430 and one in four have had happened more than once 706 00:40:33,430 --> 00:40:36,410 in the form of meaner threatening messages. 707 00:40:36,410 --> 00:40:40,459 And 20% have admitted to cyber bullying others, 708 00:40:40,459 --> 00:40:43,630 and they are not telling adults. 709 00:40:43,630 --> 00:40:45,900 So 50% have not told their parents 710 00:40:45,900 --> 00:40:47,843 about an online bullying incident. 711 00:40:50,020 --> 00:40:52,590 So when we're thinking about preventing cyberbullying, 712 00:40:52,590 --> 00:40:56,760 obviously starting with digital citizenship lessons, 713 00:40:56,760 --> 00:41:00,550 and there's a link here to some good lessons 714 00:41:00,550 --> 00:41:01,804 on digital citizenship. 715 00:41:01,804 --> 00:41:04,800 So making sure they understand their rights 716 00:41:04,800 --> 00:41:06,545 and responsibilities as internet users, 717 00:41:06,545 --> 00:41:11,278 privacy considerations, how to block and report, 718 00:41:11,278 --> 00:41:14,330 because a lot of this cyberbullying 719 00:41:14,330 --> 00:41:18,990 is not actually even happening by someone that they know. 720 00:41:18,990 --> 00:41:23,100 So things like gaming apps 721 00:41:24,800 --> 00:41:26,712 or other social media, 722 00:41:26,712 --> 00:41:29,920 they're now connected with a broad range of people 723 00:41:29,920 --> 00:41:32,548 that are not even, 724 00:41:32,548 --> 00:41:34,941 someone they're going to school with as well. 725 00:41:34,941 --> 00:41:39,941 So making sure they understand and feel empowered 726 00:41:40,220 --> 00:41:41,770 to block or report people 727 00:41:43,308 --> 00:41:47,083 and all of those kind of basics of digital citizenship. 728 00:41:48,590 --> 00:41:51,731 Teaching about what healthy screen time consists of 729 00:41:51,731 --> 00:41:54,615 and how to take a break. 730 00:41:54,615 --> 00:41:57,640 And when they might notice within themselves 731 00:41:57,640 --> 00:41:59,578 that they need to take a break from screen time. 732 00:41:59,578 --> 00:42:01,820 And what are some ways 733 00:42:01,820 --> 00:42:03,773 that they can use technology positively 734 00:42:03,773 --> 00:42:08,010 to kind of counteract the negativity that comes along 735 00:42:08,010 --> 00:42:11,490 with the internet and social media? 736 00:42:11,490 --> 00:42:13,893 Again, empowering bystanders 737 00:42:13,893 --> 00:42:16,700 and helping your students think about themselves 738 00:42:16,700 --> 00:42:19,995 as bystanders even in that online environment 739 00:42:19,995 --> 00:42:24,003 and really educating about the effects. 740 00:42:24,003 --> 00:42:28,620 So we know there are lots of, 741 00:42:28,620 --> 00:42:32,502 highly publicized news stories about students 742 00:42:32,502 --> 00:42:34,937 who committed, oh sorry, 743 00:42:34,937 --> 00:42:39,937 who died by suicide as a result of cyberbullying. 744 00:42:40,286 --> 00:42:45,270 And so thinking about how we can educate students 745 00:42:45,270 --> 00:42:47,860 about the effects of bullying on others, 746 00:42:47,860 --> 00:42:51,760 and then the cyber bullying piece is really critical 747 00:42:51,760 --> 00:42:54,070 in terms of engaging and educating families 748 00:42:54,070 --> 00:42:57,496 about how they can keep their kids safe online 749 00:42:57,496 --> 00:42:58,969 from cyberbullying, 750 00:42:58,969 --> 00:43:01,953 but also how they can ensure that, 751 00:43:03,360 --> 00:43:06,412 their children are not cyberbullying others. 752 00:43:06,412 --> 00:43:11,412 And when we see, or when cyberbullying is reported to us, 753 00:43:12,447 --> 00:43:15,500 taking it seriously, just as seriously as we would, 754 00:43:15,500 --> 00:43:17,804 as if it were in person 755 00:43:17,804 --> 00:43:21,355 and encouraging our students to keep any evidence, 756 00:43:21,355 --> 00:43:26,355 to not delete things, to block and report 757 00:43:26,428 --> 00:43:31,428 both to the site itself and to real live adults. 758 00:43:32,368 --> 00:43:35,720 So they might think, well, I've reported it to the site 759 00:43:35,720 --> 00:43:40,720 I'm done, but they really should be connecting with an adult 760 00:43:41,000 --> 00:43:42,300 and person that they know. 761 00:43:45,140 --> 00:43:48,354 So thinking about the impact that COVID-19 has had 762 00:43:48,354 --> 00:43:53,354 on cyberbullying, this is a little bit outdated now, 763 00:43:53,568 --> 00:43:58,568 but this startup company, when analyzing websites, 764 00:43:59,780 --> 00:44:02,857 chat sites, social media, gaming, 765 00:44:02,857 --> 00:44:06,780 recorded a 900% increase in the hate speech 766 00:44:06,780 --> 00:44:10,934 directed toward Chinese people and a 40% rise 767 00:44:10,934 --> 00:44:15,934 in online toxicity just as a whole among teens and children 768 00:44:16,248 --> 00:44:18,857 from the beginning of COVID. 769 00:44:18,857 --> 00:44:23,857 So it's really a heightened environment right now. 770 00:44:24,291 --> 00:44:27,970 Some, reasons why that might be, 771 00:44:27,970 --> 00:44:29,150 like I mentioned before, 772 00:44:29,150 --> 00:44:31,312 that lack of feeling connected to school, 773 00:44:31,312 --> 00:44:33,615 feelings of social isolation 774 00:44:33,615 --> 00:44:38,470 and not knowing the best ways to connect with others, 775 00:44:38,470 --> 00:44:39,683 simple boredom, 776 00:44:41,434 --> 00:44:43,480 and then also that heightened stress 777 00:44:43,480 --> 00:44:48,070 and emotions that students are feeling right now, 778 00:44:48,070 --> 00:44:49,619 and that families are feeling. 779 00:44:49,619 --> 00:44:52,500 So parents are feeling more stressed right now, 780 00:44:52,500 --> 00:44:56,330 maybe paying less attention to students or their children 781 00:44:56,330 --> 00:45:01,330 and having less ability to supervise and manage. 782 00:45:02,290 --> 00:45:04,640 And especially when online learning was happening, 783 00:45:04,640 --> 00:45:07,830 they just felt like, my kids on the computer all the time, 784 00:45:07,830 --> 00:45:10,387 I can't possibly supervise and monitor everything 785 00:45:10,387 --> 00:45:12,059 that they're doing online. 786 00:45:12,059 --> 00:45:15,030 And for the students, 787 00:45:15,030 --> 00:45:18,020 they're very reliant on their technology right now. 788 00:45:18,020 --> 00:45:19,906 And so they're much less likely to report 789 00:45:19,906 --> 00:45:21,950 that anything is happening 790 00:45:21,950 --> 00:45:24,350 because they don't want their devices 791 00:45:24,350 --> 00:45:25,794 or their accounts taken away. 792 00:45:25,794 --> 00:45:30,794 So thinking about how we can react to bullying situations 793 00:45:32,640 --> 00:45:36,610 and take them seriously without scaring students, 794 00:45:36,610 --> 00:45:38,380 that they are going to lose access 795 00:45:38,380 --> 00:45:40,822 to all of their social media, 796 00:45:40,822 --> 00:45:45,130 if they report that bullying is happening on those sites. 797 00:45:45,130 --> 00:45:47,000 And then of course, 798 00:45:47,000 --> 00:45:48,334 especially at the beginning of COVID 799 00:45:48,334 --> 00:45:53,334 the xenophobia that was associated with the virus. 800 00:45:56,180 --> 00:45:59,320 So let's take a minute for you guys to share 801 00:45:59,320 --> 00:46:01,940 what your experience has been with bullying 802 00:46:01,940 --> 00:46:03,850 either in-person bullying or cyberbullying 803 00:46:03,850 --> 00:46:06,374 during this pandemic time. 804 00:46:06,374 --> 00:46:10,418 And has your school done anything differently 805 00:46:10,418 --> 00:46:14,220 to try to prevent or intervene in bullying situations 806 00:46:14,220 --> 00:46:16,610 during this time period? 807 00:46:16,610 --> 00:46:20,253 So I'll give you a minute to type into the chat box. 808 00:46:47,180 --> 00:46:48,013 Awesome. 809 00:46:48,013 --> 00:46:50,060 So Sarah has asked her tech integration specialists 810 00:46:50,060 --> 00:46:52,240 to co-teach lessons with her, 811 00:46:52,240 --> 00:46:53,790 and that's been really helpful. 812 00:46:56,140 --> 00:47:01,140 And I think it brings a level of seriousness to the students 813 00:47:01,960 --> 00:47:06,960 to know that this is a real issue. 814 00:47:07,093 --> 00:47:11,884 When I was a school counselor had an issue of sexting 815 00:47:11,884 --> 00:47:15,280 and we had a school resource officer 816 00:47:15,280 --> 00:47:17,098 that we had a really great relationship with. 817 00:47:17,098 --> 00:47:22,098 And so I co-taught some internet safety lessons 818 00:47:22,610 --> 00:47:25,063 with her related to that. 819 00:47:30,200 --> 00:47:32,953 So Grant's seen an increase in racist speech, 820 00:47:34,851 --> 00:47:37,423 related to the political context. 821 00:47:41,030 --> 00:47:46,030 And I think the Southern Poverty Law Center, 822 00:47:46,504 --> 00:47:50,683 has a lot of data around that as well. 823 00:48:00,890 --> 00:48:03,000 So in the interest of time, I'm gonna keep going, 824 00:48:03,000 --> 00:48:05,924 but please feel free to keep typing into the chat box, 825 00:48:05,924 --> 00:48:10,766 especially if you've had any creative ideas 826 00:48:10,766 --> 00:48:14,990 to help prevent or intervene in bullying 827 00:48:14,990 --> 00:48:16,233 during this time period. 828 00:48:16,233 --> 00:48:18,615 I just wanna briefly mention 829 00:48:18,615 --> 00:48:20,620 many of our schools are moving towards 830 00:48:20,620 --> 00:48:23,510 restorative practices, which is fantastic. 831 00:48:23,510 --> 00:48:25,579 However, there are some implications 832 00:48:25,579 --> 00:48:27,324 for bullying situations. 833 00:48:27,324 --> 00:48:30,208 So one of them, which I hadn't even thought of 834 00:48:30,208 --> 00:48:32,580 until it was brought up in a meeting yesterday, 835 00:48:32,580 --> 00:48:37,050 was waiting for any kind of restorative practice response 836 00:48:38,682 --> 00:48:41,983 until after the investigation is complete. 837 00:48:43,581 --> 00:48:48,150 And when thinking about whether a restorative approach 838 00:48:48,150 --> 00:48:50,380 is appropriate in this situation, 839 00:48:50,380 --> 00:48:54,340 remembering that bullying is actually a form of abuse. 840 00:48:54,340 --> 00:48:56,530 It's not a conflict between two peers. 841 00:48:56,530 --> 00:49:00,150 So our first reaction should not be to bring the two kids 842 00:49:00,150 --> 00:49:01,464 together to work it out. 843 00:49:01,464 --> 00:49:04,688 They're not, they don't have equal power in that situation. 844 00:49:04,688 --> 00:49:06,145 It's not a peer conflict. 845 00:49:06,145 --> 00:49:09,118 It is an abusive situation. 846 00:49:09,118 --> 00:49:13,710 And if a restorative circle 847 00:49:13,710 --> 00:49:15,499 were to be improperly facilitated, 848 00:49:15,499 --> 00:49:19,584 that kind of face-to-face meeting between the target 849 00:49:19,584 --> 00:49:21,560 and the student with the bullying behavior 850 00:49:21,560 --> 00:49:25,180 can really escalate the bullying situation 851 00:49:25,180 --> 00:49:28,558 and almost serve to reinforce that power imbalance 852 00:49:28,558 --> 00:49:30,099 between the students. 853 00:49:30,099 --> 00:49:33,870 So this link that's down below is a resource 854 00:49:33,870 --> 00:49:35,580 specifically around bullying prevention 855 00:49:35,580 --> 00:49:37,069 and restorative practices. 856 00:49:37,069 --> 00:49:42,069 However, there are situations in which a restorative circle 857 00:49:43,850 --> 00:49:46,821 would be useful in a bullying situation, 858 00:49:46,821 --> 00:49:50,679 but all of these characteristics need to be met. 859 00:49:50,679 --> 00:49:52,983 So there has to be voluntary participation 860 00:49:52,983 --> 00:49:54,712 on the part of everyone involved. 861 00:49:54,712 --> 00:49:57,016 Everybody has to be ready 862 00:49:57,016 --> 00:50:00,901 to hear the harm that occurred to make a plan. 863 00:50:00,901 --> 00:50:02,840 The person with the bullying behavior 864 00:50:02,840 --> 00:50:05,654 has to be ready to accept responsibility for their behavior. 865 00:50:05,654 --> 00:50:08,070 The target needs to feel safe. 866 00:50:08,070 --> 00:50:11,160 They need to be able to invite support people. 867 00:50:11,160 --> 00:50:13,730 They need to participate in preparation meetings 868 00:50:13,730 --> 00:50:14,957 before the actual circle 869 00:50:14,957 --> 00:50:18,030 and the circles need to be run 870 00:50:18,030 --> 00:50:19,970 by a trained adult facilitator. 871 00:50:19,970 --> 00:50:21,450 So this is not a situation 872 00:50:21,450 --> 00:50:23,972 where you would have a student facilitator 873 00:50:23,972 --> 00:50:26,370 or someone who isn't trained. 874 00:50:26,370 --> 00:50:30,380 And the bottom line is if the person who has been harmed 875 00:50:30,380 --> 00:50:34,070 doesn't wanna meet face-to-face, it should not happen. 876 00:50:34,070 --> 00:50:36,910 That doesn't mean a restorative approach can occur, 877 00:50:36,910 --> 00:50:39,131 but they need to be separate meetings 878 00:50:39,131 --> 00:50:42,123 and still with a trained adult facilitator. 879 00:50:43,947 --> 00:50:47,930 So this is the curriculum from the pbis.org website. 880 00:50:47,930 --> 00:50:50,133 I don't have time to go into great detail about it, 881 00:50:50,133 --> 00:50:51,952 but you can find it on the website. 882 00:50:51,952 --> 00:50:53,481 It is free. 883 00:50:53,481 --> 00:50:54,980 It is the curriculum, 884 00:50:54,980 --> 00:50:58,410 and also some other kind of systems level things 885 00:50:58,410 --> 00:50:59,930 that you would want to have happen 886 00:50:59,930 --> 00:51:01,904 in conjunction with the curriculum. 887 00:51:01,904 --> 00:51:04,375 So I'm not gonna do the poll right now, 888 00:51:04,375 --> 00:51:06,946 and I know some of you have seen the curriculum before, 889 00:51:06,946 --> 00:51:11,070 and I believe Fair Haven Elementary School 890 00:51:11,070 --> 00:51:14,460 was using this curriculum at least pre COVID. 891 00:51:14,460 --> 00:51:16,720 I'm not sure if others have seen it or using it, 892 00:51:16,720 --> 00:51:18,493 but you can type into the chat box. 893 00:51:19,351 --> 00:51:24,351 But like I said, it gives you both some resources 894 00:51:25,220 --> 00:51:27,090 to be able to build your students skills 895 00:51:27,090 --> 00:51:28,490 in the form of curriculum 896 00:51:28,490 --> 00:51:31,626 and tying to your school-wide expectations, 897 00:51:31,626 --> 00:51:34,320 and also gives some skills 898 00:51:34,320 --> 00:51:36,803 and recommendations for your faculty and staff. 899 00:51:38,150 --> 00:51:41,670 So it's a really simple skill to be teaching the students. 900 00:51:41,670 --> 00:51:44,111 There's an elementary version and a middle school version. 901 00:51:44,111 --> 00:51:47,360 They call it stop, walk and talk. 902 00:51:47,360 --> 00:51:51,160 And so they teach routines for stopping, 903 00:51:51,160 --> 00:51:52,298 walking and talking. 904 00:51:52,298 --> 00:51:54,153 So the teach the students, 905 00:51:54,153 --> 00:51:56,632 if someone is directing a problem behavior toward you 906 00:51:56,632 --> 00:51:59,443 or someone else, give them a stop signal. 907 00:51:59,443 --> 00:52:02,870 So your students decide what that looks like and sounds like 908 00:52:02,870 --> 00:52:04,330 for the whole school. 909 00:52:04,330 --> 00:52:06,567 And then if they do not stop 910 00:52:06,567 --> 00:52:08,588 after the stop signal, walk away. 911 00:52:08,588 --> 00:52:12,160 So they're removing the reinforcement 912 00:52:12,160 --> 00:52:13,643 for that problem behavior. 913 00:52:14,599 --> 00:52:17,639 And then if that problem behavior still continues 914 00:52:17,639 --> 00:52:19,380 then to tell an adult, 915 00:52:19,380 --> 00:52:23,580 and it helps them distinguish between talking to an adult 916 00:52:23,580 --> 00:52:25,598 and reporting, versus tattling. 917 00:52:25,598 --> 00:52:29,120 So tattling would be when they have not used 918 00:52:29,120 --> 00:52:31,320 their stop or walk techniques 919 00:52:31,320 --> 00:52:33,196 before getting help from an adult, 920 00:52:33,196 --> 00:52:36,760 or if their main goal is to get the other person in trouble. 921 00:52:36,760 --> 00:52:39,710 That's a big clue that they are tattling and not reporting. 922 00:52:41,590 --> 00:52:44,810 But what we know is that 64% of children who were bullied 923 00:52:44,810 --> 00:52:46,340 did not report it. 924 00:52:46,340 --> 00:52:48,695 And we know that that is often related to fear 925 00:52:48,695 --> 00:52:52,673 of retaliation or response or getting worse. 926 00:52:54,090 --> 00:52:56,689 The other important piece is making sure that 927 00:52:56,689 --> 00:52:58,619 students have a stopping routine. 928 00:52:58,619 --> 00:53:01,785 So what are they gonna do when they are told to stop, 929 00:53:01,785 --> 00:53:04,177 to not escalate that situation? 930 00:53:04,177 --> 00:53:07,190 So stop take a deep breath, go about your day. 931 00:53:07,190 --> 00:53:09,924 If you're told to stop something, no big deal. 932 00:53:09,924 --> 00:53:12,834 Even if they don't agree with the stop message. 933 00:53:12,834 --> 00:53:14,810 So if they don't agree, 934 00:53:14,810 --> 00:53:16,940 then they might choose to get help from an adult 935 00:53:16,940 --> 00:53:18,760 and say, so-and-so asked me to stop, 936 00:53:18,760 --> 00:53:19,929 I wasn't doing anything wrong, 937 00:53:19,929 --> 00:53:24,730 but the takeaway is, if someone asked you to stop, you stop. 938 00:53:24,730 --> 00:53:26,910 You might need to get more help from an adult, 939 00:53:26,910 --> 00:53:28,833 but you stop that behavior right away. 940 00:53:30,240 --> 00:53:32,353 And then it also gives a script for the adults. 941 00:53:32,353 --> 00:53:35,864 How do they respond to the target or the upstander? 942 00:53:35,864 --> 00:53:38,380 And then how do they respond to the student 943 00:53:38,380 --> 00:53:39,343 who was bullying? 944 00:53:41,730 --> 00:53:46,593 And then does an example lesson from their curriculum 945 00:53:46,593 --> 00:53:51,593 relating bullying to a candle 946 00:53:51,720 --> 00:53:55,050 where when you cut off the oxygen, you cut out the attention 947 00:53:55,050 --> 00:53:58,379 that the person who's bullying is getting for the behavior, 948 00:53:58,379 --> 00:53:59,962 the behavior stops. 949 00:53:59,962 --> 00:54:04,962 So giving students some visual cues about this. 950 00:54:05,740 --> 00:54:08,337 And there's some great videos down in the link below 951 00:54:08,337 --> 00:54:11,665 that have people talking about this curriculum 952 00:54:11,665 --> 00:54:13,033 and how they used it. 953 00:54:14,360 --> 00:54:15,912 I think the really key piece, 954 00:54:15,912 --> 00:54:18,120 especially for middle school, high school 955 00:54:18,120 --> 00:54:22,228 is utilizing students and students with social power. 956 00:54:22,228 --> 00:54:25,809 So students that others are going to listen to, 957 00:54:25,809 --> 00:54:29,522 involve them right from the beginning 958 00:54:29,522 --> 00:54:31,540 when you were doing something new 959 00:54:31,540 --> 00:54:33,064 around bullying prevention, 960 00:54:33,064 --> 00:54:36,699 because it has to be turned on its head, 961 00:54:36,699 --> 00:54:40,590 that it is cool to do the right thing 962 00:54:40,590 --> 00:54:43,000 and to stand up against bullying rather than being 963 00:54:43,000 --> 00:54:47,333 the people exhibiting the bullying behavior. 964 00:54:47,333 --> 00:54:50,510 And one of the differences 965 00:54:50,510 --> 00:54:52,270 between elementary and middle high school 966 00:54:52,270 --> 00:54:54,674 is that when elementary students are asked, 967 00:54:54,674 --> 00:54:58,615 who in their classroom, exhibit bullying behavior, 968 00:54:58,615 --> 00:55:00,918 they name different people 969 00:55:00,918 --> 00:55:02,953 than who they want to be friends with. 970 00:55:02,953 --> 00:55:07,020 At middle school, high school, they name the same people. 971 00:55:07,020 --> 00:55:08,696 So who are the people with bullying behavior 972 00:55:08,696 --> 00:55:10,446 and who do you want to be friends with? 973 00:55:10,446 --> 00:55:12,790 They name the same people. 974 00:55:12,790 --> 00:55:15,850 So by the time that turn happens 975 00:55:15,850 --> 00:55:17,980 in middle school, high school, 976 00:55:17,980 --> 00:55:19,750 it's the people with the social power 977 00:55:19,750 --> 00:55:23,310 and the desirability that are exhibiting 978 00:55:23,310 --> 00:55:24,733 the bullying behaviors. 979 00:55:27,080 --> 00:55:29,364 So the curriculum gives you a format 980 00:55:29,364 --> 00:55:33,126 for having a student leadership team 981 00:55:33,126 --> 00:55:36,224 and engaging them in this work from the beginning. 982 00:55:36,224 --> 00:55:38,794 And then I also just wanted to add this idea 983 00:55:38,794 --> 00:55:41,927 of the high school leaders going down to the middle school, 984 00:55:41,927 --> 00:55:45,953 can often be a helpful arrangement. 985 00:55:47,780 --> 00:55:49,180 And then it gives you 986 00:55:49,180 --> 00:55:51,880 this really nice tie-in to how this looks 987 00:55:51,880 --> 00:55:53,296 within your PBIS framework, 988 00:55:53,296 --> 00:55:55,727 making sure you're serving students 989 00:55:55,727 --> 00:55:59,003 both to gain some motivation from the adults, 990 00:55:59,003 --> 00:56:00,460 that this really is an issue 991 00:56:00,460 --> 00:56:01,947 that they should take action about, 992 00:56:01,947 --> 00:56:06,947 but also to target strategies to the needs of the school. 993 00:56:08,480 --> 00:56:13,480 And they have a little checklist for you for implementation 994 00:56:14,700 --> 00:56:15,742 to see where you're at. 995 00:56:15,742 --> 00:56:19,000 They have examples of a student survey that you can put out. 996 00:56:19,000 --> 00:56:21,200 You also could put out your school climate survey 997 00:56:21,200 --> 00:56:25,150 and they are showing that it is successful. 998 00:56:25,150 --> 00:56:29,570 So the trial in 2009, they saw a 72% reduction 999 00:56:29,570 --> 00:56:31,153 in bullying behaviors 1000 00:56:31,153 --> 00:56:33,726 of students who are at risk of bullying. 1001 00:56:33,726 --> 00:56:37,780 So I have a bunch more resources here for you 1002 00:56:37,780 --> 00:56:39,963 at the end of the slide show. 1003 00:56:41,600 --> 00:56:43,225 Oh sorry. I thought I added, oh yes. 1004 00:56:43,225 --> 00:56:47,710 This CASEL webinar in the middle is a really great one 1005 00:56:47,710 --> 00:56:49,813 specifically related to COVID. 1006 00:56:51,840 --> 00:56:53,675 And then I will just ask if you have any questions, 1007 00:56:53,675 --> 00:56:58,675 if you are thinking you might be interested in implementing 1008 00:56:58,754 --> 00:57:03,754 the PBIS Bullying Prevention Curriculum that I introduced, 1009 00:57:04,250 --> 00:57:05,498 or if you already, 1010 00:57:05,498 --> 00:57:08,080 or are interested in implementing 1011 00:57:08,080 --> 00:57:10,232 the Second Step Bullying Prevention Curriculum, 1012 00:57:10,232 --> 00:57:12,054 please let me know. 1013 00:57:12,054 --> 00:57:14,787 We'd love to learn more about how it's going 1014 00:57:14,787 --> 00:57:19,787 and maybe highlight a school within this webinar next year. 1015 00:57:20,164 --> 00:57:24,850 And as you are signing off, if you have any questions, 1016 00:57:24,850 --> 00:57:26,170 please let me know. 1017 00:57:26,170 --> 00:57:29,510 And it always helps me when I'm leaving a webinar 1018 00:57:29,510 --> 00:57:33,640 to just write down on a piece of paper, one action step 1019 00:57:33,640 --> 00:57:36,030 I would like to take following the webinar. 1020 00:57:36,030 --> 00:57:38,349 And if you'd like to share that into the chat box, 1021 00:57:38,349 --> 00:57:39,993 please feel free. 1022 00:57:40,939 --> 00:57:42,492 Hopefully that was helpful for you. 1023 00:57:42,492 --> 00:57:45,093 And that I haven't talked your ears off. 1024 00:57:46,090 --> 00:57:48,393 And thanks for being here.