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So take a little bit of think time

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and we want you to think of an experience

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in which you witnessed
bullying like behavior

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when you were a child and or an adult.

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So anything that you've experienced.

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And think a little bit
about what did it look like

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and how has that experience
impacted you as an educator.

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So we'll give you a couple
minutes to think about that.

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We'd love for you when you're ready

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to either type your
thinking into the chat box

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or feel free to raise your
hand and we'll go ahead

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and unmute you for you
to share your ideas.

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So, it'll take about a minute here.

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All right, folks. Any thoughts?

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What does it look like? Any ideas?

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Anyone would like to just type some

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thoughts in the chat box?

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Or feel free to unmute.

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Let us know what you're thinking.

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All right. Mary Ellen, thank you.

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"When I was a kid,

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I witnessed bullying of one
family as they were poor."

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Absolutely.

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There's a lot of variables

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that go into bullying like behavior.

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Thanks for sharing, Mary Ellen.

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Tracy, did you wanna go?

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Okay, you could go ahead
and unmute yourself.

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Hi.

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So, the experiences that
I've had around bullying,

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unfortunately is myself as a youngin,

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that was kind of the way I was raised

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and that's who I became, unfortunately,

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through most of my middle school

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and into my high school years
until I dropped outta school.

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So unfortunately, I've been a bully

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and that's why I think I do what I do

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and make sure that everybody
knows that about me, you know.

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I don't hide that.

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It's a fact of who I am
and it's who I became

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and it's who I've become.

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So, I think it's important to talk about

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even as a 54 year old woman, you know,

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that you still have to
face that past sometimes.

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So, that's me in a nutshell.

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Well, that's a perfect segue, Tracy,

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because we wanna really clarify
how we use the word bully.

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So, we refer to it really
as bullying behavior.

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Because if you think about it,

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we don't wanna identify a
student based on their behavior,

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similar to how we say like

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that student's not a red student, right?

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That student may need
intensive levels of support.

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And we are all capable of engaging

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in bullying like behavior.

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It doesn't define who we are though.

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So, I appreciate Tracy sharing that.

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But one of the orientations we're hoping

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all of you folks think about is

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really that language around bully.

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Again, it's bullying behavior.

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Obviously, we all have that ability

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to engage in that type of behavior,

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and that's really what we're focusing on,

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is how to work on that
preventative framework.

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So, thank you so much
for Tracy for that segue.

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Thanks folks for putting
this into the chat too.

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Repeated intimidation of
smaller students, right.

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There's often a power differential

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that can occur with
bullying like behavior.

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You know, there's also a other
folks are putting in here,

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a group of high schoolers
bullying a student

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on the autism spectrum.

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We see that frequently

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where there's also disability involved

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and that's one of the big
areas that we're seeing

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in some of our schools.

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Girls about clothes, absolutely.

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What they're wearing, their
names. It's repeated over time.

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Yeah, we'll get into the
definition of bullying as well.

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Intent, that's huge, right.

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When we do our HHB investigations,

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especially around bullying behavior.

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How is that intent?

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How do you measure that? How
do you identify the intent?

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Is it a one time accident

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versus something repeated
over time that's premeditated?

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Lots of conversations.

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Bullying behavior is not black and white.

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And so that's really important
for us to think about

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all of the different
areas of conversations

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and our systems that we need to make sure

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we're keeping track of that.

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So, thank you all so much for sharing.

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I appreciate the activity and
the engagement this morning.

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So. I wanna really now dive

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into just what you're gonna learn today.

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So our objectives really are to talk

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a little bit about bullying behavior,

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both in the national and local context.

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So, give you some statistics.

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We wanna define bullying behavior.

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And then really, Amy is
gonna spend much of the time

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talking with all of you around strategies

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to prevent bullying behavior
within a PBIS framework.

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So we'll be talking a little
bit about functional bullying,

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the role of the bystander, cyber bullying,

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and then we wanna introduce
you to a bullying curriculum

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that may be helpful for you if
you're looking for something

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to implement in your school.

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So, just to set the stage here

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for bullying like behavior
on the national scale.

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So this is data from the 2019

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National Center for
Educational Statistics.

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And I'm not gonna go ahead
and read every single thing.

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You have this on your slide.

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But I think data's important
for you to get a sense

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of how prevalent this is nationally

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and also to compare it
with your own local data.

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So currently, or since 2000, or in 2019,

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one out of every five students
had reported being bullying.

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There's definitely a
higher percentage of male

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than female students reporting
being physically bullied.

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And this is in the notes section

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of the presentation as well,

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just to so that it wasn't
crammed on one slide.

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There's also a higher percentage of female

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than male students reported

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being the subjects of rumors, right.

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One of you had mentioned clothing,

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sort of that relational aggression

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that can happen at
times with our students.

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Interestingly too, when you're looking

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at the national statistics
around where bullying occurs,

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think about location, right,

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majority is unstructured areas, right.

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So that's again,

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when you're thinking
about the PBIS framework,

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how are you embedding
structure into your stairwells,

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into your hallways,

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into those areas where there's
a little bit less structure.

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Interestingly, it can also
happen in the classroom.

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Bullying looks very different

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and we'll get into that as well.

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And so, that's really
on the national level.

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A couple of other things about Vermont.

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Within Vermont, you know, there's this,

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many of you know about the
Youth Risk Behavior Survey.

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Again, data from 2019.

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A lot of our high school students,

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about 17% of high school students

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and 24% of middle school students reported

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being the target of bullying.

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What I have seen in schools,
middle school especially,

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that's a really tricky area
for many of our kids socially.

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Personally, from my own
experience, that was a tough time.

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When I was younger, you hear
about the middle school.

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And then recently there was, in 2017,

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Bernice Garnet from the
University of Vermont

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did a school climate survey

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with a couple of schools within Vermont.

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And the article that
is linked in this slide

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talks a little bit about the
numbers of schools in Vermont

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reporting having been
a victim of harassment

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as well as bullying.

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And so, the statistics are right there/

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Within the schools that
were in this study in 2017,

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40% of the students survey said that

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they had been a victim of
one kind of harassment.

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We're not gonna get into harassment today,

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but they're very much linked at times.

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So again, and then also from that study,

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about a third of them were bullied,

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had said that they were bullied.

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So again, we are not,
Vermont is not immune

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to bullying like behavior.

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And so, it's certainly something
that we need to address

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within our behavior systems and support.

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It's really important,

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again it's a little
bit more national data.

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And again, we like to share data

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in case you need to share
it with other folks.

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Take this presentation,

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feel free to share it with other folks.

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If people are wondering,

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why are we investing
in bullying prevention?

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Just grab this slide, share it with folks.

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But again, there's statistics
from a study Copeland, et al,

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from 2013 that really
talks about, you know,

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students that are bullied.

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There are 3.1 times as likely
develop panic disorders,

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generalized anxiety, agoraphobia,

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that fear of being with other folks.

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And then really, people
who are both the bully

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or engage in bullying like behavior

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or are the victim of bullying

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are about five times as
likely as their peers

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to develop clinical depression.

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So, there's some real significant outcomes

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that we want to make sure

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that we're addressing within our schools.

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Why is this important? In Vermont?

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We have something here

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that is called our
Educational Quality Standards.

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And within those standards it is our right

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and our students write that we ensure that

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we have a positive school climate
for everyone in our school

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and it really should be free

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of hazing, harassment, bullying.

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And so not only is it important,

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it's actually in our
educational quality standards.

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And also, again, we're
not gonna do a deep dive

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into Vermont's model policy
on the prevention of hazing,

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harassment and bullying of students.

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However, I wanted to share
the link for all of you

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should you have further
questions about that.

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And the state has folks that
you can reach out to as well.

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But again, this is significant.

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There's specific procedures

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that you need to go through in
terms of bullying prevention

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and actually during the
investigation process.

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And so, hopefully all of
you are familiar with that.

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So, let's talk a little bit about

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definitions of bullying, right.

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So, in our model policy
bullying is certainly

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something that is repeated over time.

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One of you had mentioned
that earlier, absolutely.

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And repeated over time's a little tricky.

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So this is where the
conversation has to happen,

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not only at your, you know,

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thinking about it during this webinar,

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but going back to your
schools and really defining

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what is repeated over time mean?

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Is that who two different times,

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one in the fall, one in the spring

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over the course of an entire school year?

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Is there a more defined timeframe?

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But essentially it's repeated over time.

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It's intended to ridicule,
humiliate or intimidate others.

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And again, it often occurs before, during,

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or after school, on school property.

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Again, this is direct language

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coming out of the model policy.

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It also includes in the
policy off campus conduct.

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This is really, really important as well.

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So, bullying behavior and the
definition and the response

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also impacts what's
happening outside of school

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as long, you know,

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if it does impact the educational access

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to programming for our students.

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So if there was an a cyber
bullying issue happening at home

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and students were coming into school

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and it was impacting the
learning environment,

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that certainly is something
we would want to address.

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Again, there's various forms
of bullying like behavior,

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verbal and aggression,
intimidation, name calling.

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I have the stereotypical
thing where, you know,

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you're walking home alone
and few kids come up to you

259
00:12:50,640 --> 00:12:52,590
in the alleyway and push you around.

260
00:12:52,590 --> 00:12:55,050
That certainly could be considered

261
00:12:55,050 --> 00:12:57,030
bullying behavior as well,

262
00:12:57,030 --> 00:13:00,030
but it's getting more
complicated with technology

263
00:13:00,030 --> 00:13:02,280
and we'll talk a little
bit about that later.

264
00:13:03,600 --> 00:13:06,420
So, I wanna jump into a quick poll.

265
00:13:06,420 --> 00:13:09,510
Do you have a bullying prevention strategy

266
00:13:09,510 --> 00:13:11,223
in place at your school?

267
00:13:12,270 --> 00:13:13,103
Let us know.

268
00:13:13,103 --> 00:13:14,475
And then if you do have that,

269
00:13:14,475 --> 00:13:18,060
let us know in the poll or in the chat,

270
00:13:18,060 --> 00:13:21,330
feel free to do both, who's responsible?

271
00:13:21,330 --> 00:13:23,700
Do you have somebody
responsible for implementing

272
00:13:23,700 --> 00:13:26,823
the bullying prevention
program in your school?

273
00:13:35,400 --> 00:13:37,530
And while you're doing that,

274
00:13:37,530 --> 00:13:39,810
just on the bottom of that last slide,

275
00:13:39,810 --> 00:13:43,799
there was just a somewhat
more positive statistic

276
00:13:43,799 --> 00:13:48,799
and hopeful thinking that study from 2013,

277
00:13:49,080 --> 00:13:52,680
that school-based bullying
prevention programs

278
00:13:52,680 --> 00:13:53,940
can be effective.

279
00:13:53,940 --> 00:13:56,850
So, in that study they were found

280
00:13:56,850 --> 00:13:59,820
to decrease bullying by up to 25%.

281
00:13:59,820 --> 00:14:03,720
So while it is a very
serious and pervasive issue,

282
00:14:03,720 --> 00:14:07,620
our hope is that schools that can design

283
00:14:07,620 --> 00:14:09,570
effective bullying prevention programs

284
00:14:09,570 --> 00:14:11,220
can actually have an impact

285
00:14:11,220 --> 00:14:13,533
on the rate of bullying
within their schools.

286
00:14:15,600 --> 00:14:18,363
-Absolutely.
-And looking at the poll,

287
00:14:19,350 --> 00:14:21,030
six of seven have participated

288
00:14:21,030 --> 00:14:22,980
and I think two of you
are in the same room.

289
00:14:22,980 --> 00:14:27,450
So I'm gonna end the poll so
that I can show the results.

290
00:14:27,450 --> 00:14:28,283
Thanks Amy.

291
00:14:29,520 --> 00:14:31,170
And I'm not sure actually,

292
00:14:31,170 --> 00:14:32,490
Cassandra, if you'll be able to see them.

293
00:14:32,490 --> 00:14:35,250
Sometimes other hosts
can't see the responses,

294
00:14:35,250 --> 00:14:37,260
but the participants
should be able to see.

295
00:14:37,260 --> 00:14:42,060
So we have 29%, which is two participants

296
00:14:42,060 --> 00:14:44,610
don't have a bullying
prevention strategy in place.

297
00:14:48,087 --> 00:14:51,447
So some have checked off
multiple people responsible.

298
00:14:53,340 --> 00:14:55,320
So four have checked
off the school counselor

299
00:14:55,320 --> 00:14:56,760
and the administrators,

300
00:14:56,760 --> 00:14:59,970
three have checked off the
PBIS team, which is great.

301
00:14:59,970 --> 00:15:01,800
That's kind of what we're
gonna talk about today is,

302
00:15:01,800 --> 00:15:04,800
can you embed this within your PBIS work

303
00:15:04,800 --> 00:15:07,770
and not have it as a
separate kind of initiative.

304
00:15:07,770 --> 00:15:11,670
And then one person also
checked off the teachers.

305
00:15:11,670 --> 00:15:14,760
And ideally, you know, all of
these people would play a role

306
00:15:14,760 --> 00:15:17,730
within your bullying
prevention strategies,

307
00:15:17,730 --> 00:15:19,830
not necessarily your
school resource officer,

308
00:15:19,830 --> 00:15:22,440
if you don't have a
school resource officer.

309
00:15:22,440 --> 00:15:26,310
But hopefully people
aren't seeing this as just,

310
00:15:26,310 --> 00:15:27,900
well that's the school counselor's issue

311
00:15:27,900 --> 00:15:29,310
or that's the administrator's issue.

312
00:15:29,310 --> 00:15:31,650
It really takes everyone within a school

313
00:15:31,650 --> 00:15:34,950
to build that climate and culture

314
00:15:34,950 --> 00:15:39,033
that doesn't accept
bullying as a practice.

315
00:15:40,950 --> 00:15:42,483
Absolutely. Thank you, Amy.

316
00:15:44,610 --> 00:15:46,353
Thanks everyone for the poll.

317
00:15:47,250 --> 00:15:49,200
And that's a good segue into having

318
00:15:49,200 --> 00:15:52,470
that strong foundational system, right.

319
00:15:52,470 --> 00:15:54,480
So, the best thing that we can do

320
00:15:54,480 --> 00:15:56,368
with bullying prevention is really focus

321
00:15:56,368 --> 00:15:58,320
on our school climate.

322
00:15:58,320 --> 00:16:01,470
And so as schools implementing PBIS,

323
00:16:01,470 --> 00:16:04,320
we create a positive
culture by really clearly

324
00:16:04,320 --> 00:16:08,970
defining what the school
expectations is and are.

325
00:16:08,970 --> 00:16:12,090
We also teach them, we acknowledge them,

326
00:16:12,090 --> 00:16:14,073
we have a data system in place, hopefully.

327
00:16:14,073 --> 00:16:16,860
And that data system allows us

328
00:16:16,860 --> 00:16:21,060
to identify what are the
problem areas in our school.

329
00:16:21,060 --> 00:16:24,720
And so again, having a strong foundation

330
00:16:24,720 --> 00:16:29,160
is critical to any
prevention effort in general,

331
00:16:29,160 --> 00:16:31,440
whether it is bullying like behavior

332
00:16:31,440 --> 00:16:34,350
or any sort of challenging
or concerning behavior

333
00:16:34,350 --> 00:16:38,550
that you're experiencing
within your school.

334
00:16:38,550 --> 00:16:40,873
Once you have that
really strong foundation,

335
00:16:40,873 --> 00:16:45,873
then there are specific targeted
or intensive interventions

336
00:16:45,900 --> 00:16:49,500
that you may have to employ for students

337
00:16:49,500 --> 00:16:53,610
needing higher levels of
intervention regarding prevention.

338
00:16:53,610 --> 00:16:56,490
And so. really relying on your system,

339
00:16:56,490 --> 00:17:00,600
your universal system, will
be critical to addressing

340
00:17:00,600 --> 00:17:03,573
bullying prevention and
bullying like behaviors.

341
00:17:04,950 --> 00:17:06,840
So, we wanna talk about behavior.

342
00:17:06,840 --> 00:17:08,640
We know that behavior is what?

343
00:17:08,640 --> 00:17:10,590
We know, it's communication, right.

344
00:17:10,590 --> 00:17:13,524
And that for every
behavior there is certainly

345
00:17:13,524 --> 00:17:16,710
a function of that behavior.

346
00:17:16,710 --> 00:17:18,480
In order to change bullying behavior,

347
00:17:18,480 --> 00:17:23,010
we have to determine the function
and reverse the incentive.

348
00:17:23,010 --> 00:17:27,060
So what that means is
that sometimes adults

349
00:17:27,060 --> 00:17:32,010
will inadvertently reinforce
behaviors, you know,

350
00:17:32,010 --> 00:17:36,270
because that's just exactly
sort of, what's happening.

351
00:17:36,270 --> 00:17:37,920
They might reinforce the behavior

352
00:17:37,920 --> 00:17:40,900
because they think it's a,
you know, a positive thing

353
00:17:42,420 --> 00:17:45,150
because they haven't
examined the function, right.

354
00:17:45,150 --> 00:17:48,270
We reinforce behavior all the time,

355
00:17:48,270 --> 00:17:51,420
but until we get to the
function of the behavior,

356
00:17:51,420 --> 00:17:53,100
that's really where we look at a mirror

357
00:17:53,100 --> 00:17:55,170
and we say to ourselves, whoops,

358
00:17:55,170 --> 00:17:57,930
I'm accidentally reinforcing a behavior.

359
00:17:57,930 --> 00:18:00,360
A quick example of that
is a student's function

360
00:18:00,360 --> 00:18:02,100
is to avoid classwork.

361
00:18:02,100 --> 00:18:03,840
What's the one thing we do oftentimes?

362
00:18:03,840 --> 00:18:05,040
Is the student's disruptive?

363
00:18:05,040 --> 00:18:07,350
We send the student out of the classroom.

364
00:18:07,350 --> 00:18:09,150
They are then avoiding work.

365
00:18:09,150 --> 00:18:11,940
We as the adult are
reinforcing that behavior.

366
00:18:11,940 --> 00:18:13,530
So, we wanna think about that

367
00:18:13,530 --> 00:18:18,060
as we consider bullying like behavior.

368
00:18:18,060 --> 00:18:20,730
So, some of the common
functions of bullying behavior.

369
00:18:20,730 --> 00:18:24,240
Really attention. It's
a lot of peer attention,

370
00:18:24,240 --> 00:18:26,430
much more than adult attention.

371
00:18:26,430 --> 00:18:28,590
So, attention from bystanders,

372
00:18:28,590 --> 00:18:30,740
we'll talk a little
bit about what that is.

373
00:18:31,651 --> 00:18:35,430
The students often wanna
reaction from their peers, right.

374
00:18:35,430 --> 00:18:36,990
They may wanna obtain something

375
00:18:36,990 --> 00:18:39,180
and they may wanna
avoid something as well.

376
00:18:39,180 --> 00:18:40,920
So we wanna really make sure

377
00:18:40,920 --> 00:18:43,416
that we're thinking about
what the function is

378
00:18:43,416 --> 00:18:47,430
when we're trying to address
an individual student's

379
00:18:47,430 --> 00:18:49,023
bullying, like behavior.

380
00:18:50,130 --> 00:18:53,250
Peer attention, we wanna,
as I mentioned earlier,

381
00:18:53,250 --> 00:18:54,450
we wanna consider this.

382
00:18:54,450 --> 00:18:57,000
How can we use peer attention
to reinforce students

383
00:18:57,000 --> 00:18:58,650
for the expected behavior?

384
00:18:58,650 --> 00:19:01,140
For being respectful?

385
00:19:01,140 --> 00:19:04,020
How can we remove the praise and attention

386
00:19:04,020 --> 00:19:07,580
and recognitions for
students to get the bullying?

387
00:19:10,320 --> 00:19:15,320
We don't want them to feel
reinforced by their behavior.

388
00:19:15,840 --> 00:19:18,600
So, we want to make
sure we're also engaging

389
00:19:18,600 --> 00:19:21,619
in creating connections with peers.

390
00:19:21,619 --> 00:19:24,630
If the significant function for students

391
00:19:24,630 --> 00:19:28,470
who are engaged in bullying
like behavior is peer attention,

392
00:19:28,470 --> 00:19:31,050
how are we proactively giving that student

393
00:19:31,050 --> 00:19:33,900
positive peer attention opportunities?

394
00:19:33,900 --> 00:19:36,240
Are they in a small group of peers

395
00:19:36,240 --> 00:19:39,990
that is really positively
reinforcing for their behavior?

396
00:19:39,990 --> 00:19:42,480
So, thinking a little
bit around that function

397
00:19:42,480 --> 00:19:46,173
is critical when you're talking
about bullying prevention.

398
00:19:47,520 --> 00:19:50,880
So, going on to the discussion
before I turn it over to Amy,

399
00:19:50,880 --> 00:19:53,340
who's gonna get into a little
bit more of the nuts and bolts

400
00:19:53,340 --> 00:19:56,850
and other considerations, I
wanna talk a little bit about,

401
00:19:56,850 --> 00:19:58,980
and this will be in your
in the chat box, okay,

402
00:19:58,980 --> 00:20:01,140
so hopefully you all have this,

403
00:20:01,140 --> 00:20:02,310
I want you to think about this,

404
00:20:02,310 --> 00:20:05,280
does your school have any
effective strategies in place

405
00:20:05,280 --> 00:20:09,180
to reinforce students with
peer attention connection

406
00:20:09,180 --> 00:20:11,970
for exhibiting expected behaviors?

407
00:20:11,970 --> 00:20:15,990
And if you don't, let us know
or if you have any ideas.

408
00:20:15,990 --> 00:20:19,920
Again, how can you
positively reinforce students

409
00:20:19,920 --> 00:20:21,750
who want peer attention?

410
00:20:21,750 --> 00:20:24,240
Do you have any strategies right now where

411
00:20:24,240 --> 00:20:27,735
students are able to obtain
positive peer connections

412
00:20:27,735 --> 00:20:29,523
and peer attention?

413
00:20:30,480 --> 00:20:31,950
So, go ahead. Take a moment.

414
00:20:31,950 --> 00:20:33,700
Type that into the chat box

415
00:20:36,660 --> 00:20:38,210
or feel free to raise your hand

416
00:20:40,740 --> 00:20:42,063
or unmute yourself.

417
00:20:44,623 --> 00:20:45,933
And as always challenge,

418
00:20:48,090 --> 00:20:49,413
Hi, it's me again.

419
00:20:50,730 --> 00:20:54,240
So, we were sitting and
discussing one of the students

420
00:20:54,240 --> 00:20:58,140
that the personal care
para in here works with.

421
00:20:58,140 --> 00:21:01,500
And she was having a
really hard time in class

422
00:21:01,500 --> 00:21:04,080
wanting that attention and connection.

423
00:21:04,080 --> 00:21:06,750
And so, now we have in place where

424
00:21:06,750 --> 00:21:10,590
when she's in class and on
task and doing the right thing,

425
00:21:10,590 --> 00:21:12,600
she gets to go to kindergarten

426
00:21:12,600 --> 00:21:14,820
and be down there with
the kindergarteners,

427
00:21:14,820 --> 00:21:16,530
or she gets to flip her lunch

428
00:21:16,530 --> 00:21:19,230
and have lunch recess
with them or you know,

429
00:21:19,230 --> 00:21:21,810
it just has changed it just enough

430
00:21:21,810 --> 00:21:25,320
where she's feeling
loved, wanted and needed

431
00:21:25,320 --> 00:21:28,158
and she's getting what
she needs academically.

432
00:21:28,158 --> 00:21:30,600
So, it is a win-win.

433
00:21:30,600 --> 00:21:34,803
So, that's what we've
tried with one student.

434
00:21:37,020 --> 00:21:40,590
Thank you, Tracy. That's
a fabulous idea, right.

435
00:21:40,590 --> 00:21:43,260
Having opportunities to
engage with other classes,

436
00:21:43,260 --> 00:21:45,570
other students, different grades.

437
00:21:45,570 --> 00:21:47,193
Love that example, Tracy.

438
00:21:48,420 --> 00:21:51,003
We have some ideas in the chat.

439
00:21:52,410 --> 00:21:55,800
Small social skills groups
using the peers curriculum

440
00:21:55,800 --> 00:21:58,680
to proactively teach social skills.

441
00:21:58,680 --> 00:22:00,393
Another great option.

442
00:22:01,380 --> 00:22:03,660
How are we engaging students?

443
00:22:03,660 --> 00:22:04,493
Awesome. Okay.

444
00:22:04,493 --> 00:22:06,243
And then, Alicia.

445
00:22:07,117 --> 00:22:09,660
"Once a student has worked
towards an earned break,

446
00:22:09,660 --> 00:22:13,200
they get to invite peers to
join them for a fun break."

447
00:22:13,200 --> 00:22:14,310
Awesome, right.

448
00:22:14,310 --> 00:22:16,020
So again, those little opportunities

449
00:22:16,020 --> 00:22:18,480
to build that peer to peer connection

450
00:22:18,480 --> 00:22:23,480
really is positively reinforcing
for positive behavior.

451
00:22:27,360 --> 00:22:28,500
All right. Thanks, everyone.

452
00:22:28,500 --> 00:22:31,260
So, I'm gonna turn it over to Amy.

453
00:22:31,260 --> 00:22:34,770
Amy, you want me to, I will stop sharing.

454
00:22:34,770 --> 00:22:35,940
Are you all set? Okay, good.

455
00:22:35,940 --> 00:22:37,690
We're gonna do a little transition.

456
00:22:38,910 --> 00:22:39,743
Thank you.

457
00:22:54,540 --> 00:22:55,380
Sorry I'm muted.

458
00:22:55,380 --> 00:22:56,580
I was saying my computer's feeling

459
00:22:56,580 --> 00:22:57,540
a little tired this morning,

460
00:22:57,540 --> 00:22:59,140
but I must be feeling tired too.

461
00:23:02,040 --> 00:23:04,680
So I think, you know,

462
00:23:04,680 --> 00:23:07,080
for other types of behaviors that we see,

463
00:23:07,080 --> 00:23:10,290
our first kind of instinct is
to build in an intervention

464
00:23:10,290 --> 00:23:13,290
that includes more adults
attention and connection.

465
00:23:13,290 --> 00:23:16,350
And for bullying we
really need to be thinking

466
00:23:16,350 --> 00:23:18,550
about those interventions
that you mentioned

467
00:23:19,740 --> 00:23:23,760
that are really designed around boosting

468
00:23:23,760 --> 00:23:27,810
the opportunities for peer
positive peer attention

469
00:23:27,810 --> 00:23:30,922
so that that can feel more reinforcing

470
00:23:30,922 --> 00:23:32,760
than the attention that they are getting

471
00:23:32,760 --> 00:23:35,193
for their bullying behaviors.

472
00:23:36,960 --> 00:23:38,970
Really critical piece that
we need to think about

473
00:23:38,970 --> 00:23:42,870
in our schools is how can we empower

474
00:23:42,870 --> 00:23:46,800
those who are bystanders to be upstanders?

475
00:23:46,800 --> 00:23:49,953
Because the research, while
this research is a little old,

476
00:23:50,940 --> 00:23:55,170
has really demonstrated
that what is effective

477
00:23:55,170 --> 00:23:58,260
in stopping bullying
situations that are occurring

478
00:23:58,260 --> 00:24:00,390
is when a peer intervenes.

479
00:24:00,390 --> 00:24:02,790
So we wanna do our best prevention work,

480
00:24:02,790 --> 00:24:05,790
we wanna build really strong
school climates and cultures

481
00:24:05,790 --> 00:24:07,620
where students feel
connected to each other

482
00:24:07,620 --> 00:24:11,280
that they don't feel a need
to be bullying to begin with.

483
00:24:11,280 --> 00:24:14,490
But then we also wanna
have them have the skills

484
00:24:14,490 --> 00:24:18,300
to be able to stop bullying
preventions when they do occur.

485
00:24:18,300 --> 00:24:20,040
And we know that it's much more effective

486
00:24:20,040 --> 00:24:24,153
when the peers are able
to stop that than adults.

487
00:24:25,980 --> 00:24:28,860
So, I wanna introduce you to two,

488
00:24:28,860 --> 00:24:30,930
they're not necessarily curriculums,

489
00:24:30,930 --> 00:24:33,720
we're gonna get to the
curriculum piece in a minute,

490
00:24:33,720 --> 00:24:37,530
but these are two programs
that have been developed

491
00:24:37,530 --> 00:24:40,110
mostly for older students

492
00:24:40,110 --> 00:24:42,930
to be able to empower those bystanders.

493
00:24:42,930 --> 00:24:45,720
So the first one is
called Stand for Courage,

494
00:24:45,720 --> 00:24:50,720
and it's really about bringing
together youth adult teams

495
00:24:50,760 --> 00:24:55,760
to be able to empower
students to be that upstander,

496
00:24:56,220 --> 00:25:00,540
to engage with this work
and to educate their peers.

497
00:25:00,540 --> 00:25:05,540
So the Stand for Courage allows
opportunities for teaching,

498
00:25:05,730 --> 00:25:08,730
for recognizing and
actually for rewarding.

499
00:25:08,730 --> 00:25:10,860
So, giving prizes such as tickets

500
00:25:10,860 --> 00:25:13,450
to sporting events or concerts

501
00:25:14,490 --> 00:25:19,490
that are tied to students
exhibiting up standard behavior.

502
00:25:22,230 --> 00:25:25,890
And that peers are able
to nominate one another

503
00:25:25,890 --> 00:25:27,990
for Standing for Courage.

504
00:25:27,990 --> 00:25:30,810
So when you get the
link to the PowerPoint,

505
00:25:30,810 --> 00:25:34,080
that website is linked there
for you, Stand for Courage,

506
00:25:34,080 --> 00:25:35,910
that provides all the materials

507
00:25:35,910 --> 00:25:38,700
and some ideas for, you know, connections

508
00:25:38,700 --> 00:25:41,340
with community organizations.

509
00:25:41,340 --> 00:25:44,670
Obviously in Vermont we're
not in a city where, you know,

510
00:25:44,670 --> 00:25:46,440
you're gonna be able to give away tickets

511
00:25:46,440 --> 00:25:48,720
to a Celtics game or something.

512
00:25:48,720 --> 00:25:52,320
So the prizes may be a
little bit more limited,

513
00:25:52,320 --> 00:25:54,780
but this is kind of a innovative way

514
00:25:54,780 --> 00:25:57,870
to get that middle school,
high school buy-in,

515
00:25:57,870 --> 00:26:02,214
to kind of turning the tide
and making that upstanding

516
00:26:02,214 --> 00:26:07,214
and kind behavior cooler
than bullying behavior.

517
00:26:09,060 --> 00:26:13,840
And then another much newer
organization called StopTheB

518
00:26:14,790 --> 00:26:19,320
was developed by these two women now,

519
00:26:19,320 --> 00:26:22,560
they were teenagers I think
when they developed it.

520
00:26:22,560 --> 00:26:25,923
But really kind of, for
young people by young people.

521
00:26:26,910 --> 00:26:30,180
And they not only raised awareness

522
00:26:30,180 --> 00:26:32,490
and educate about bullying,

523
00:26:32,490 --> 00:26:36,240
but they really inspire those upstanders

524
00:26:36,240 --> 00:26:39,750
and have lots of great
materials on their website,

525
00:26:39,750 --> 00:26:43,410
support for targets and helping students

526
00:26:43,410 --> 00:26:48,060
to understand how they can
intervene when it's a situation

527
00:26:48,060 --> 00:26:52,200
that could be possible for
a student to intervene.

528
00:26:52,200 --> 00:26:54,120
And how to just generally kind of,

529
00:26:54,120 --> 00:26:57,510
build a climate of kindness.

530
00:26:57,510 --> 00:26:59,880
So that's another great resource

531
00:26:59,880 --> 00:27:03,663
that has come more
recently around bullying.

532
00:27:06,360 --> 00:27:08,793
So I thought this was interesting,

533
00:27:09,630 --> 00:27:13,260
again, kind of referencing back

534
00:27:13,260 --> 00:27:15,150
to this importance of the bystander.

535
00:27:15,150 --> 00:27:17,850
And I think this is
actually important data

536
00:27:17,850 --> 00:27:19,650
to share with students in a way

537
00:27:19,650 --> 00:27:22,590
that is developmentally
appropriate for their age.

538
00:27:22,590 --> 00:27:26,130
But the big idea is
that if students believe

539
00:27:26,130 --> 00:27:28,980
that they can make a difference
in a bullying situation,

540
00:27:28,980 --> 00:27:30,780
they are more likely to act.

541
00:27:30,780 --> 00:27:33,030
So they, students really
need to understand

542
00:27:33,030 --> 00:27:36,090
that it is possible for
students to make a difference

543
00:27:36,090 --> 00:27:39,180
and for peers to make a
difference with one another.

544
00:27:39,180 --> 00:27:42,180
And that just sense of self-efficacy

545
00:27:42,180 --> 00:27:43,980
actually increases the likelihood

546
00:27:43,980 --> 00:27:46,170
that they're going to act
in a bullying situation

547
00:27:46,170 --> 00:27:47,613
and help put a stop to it.

548
00:27:48,780 --> 00:27:50,790
And that for students
who experienced bullying,

549
00:27:50,790 --> 00:27:52,530
what they found as most helpful

550
00:27:52,530 --> 00:27:55,470
and supportive were those peer actions.

551
00:27:55,470 --> 00:27:58,110
So someone spending time
with them, talking to them,

552
00:27:58,110 --> 00:28:01,320
helping them get away from
the situation, giving advice,

553
00:28:01,320 --> 00:28:04,230
those were what they listed
as the most helpful action.

554
00:28:04,230 --> 00:28:07,080
So I think being able to show the students

555
00:28:07,080 --> 00:28:09,330
that research was actually done about this

556
00:28:09,330 --> 00:28:13,170
and that upstanding
behavior is the most helpful

557
00:28:13,170 --> 00:28:15,660
for students who are experiencing bullying

558
00:28:15,660 --> 00:28:16,830
could help empower them

559
00:28:16,830 --> 00:28:19,503
to make a difference in those situations.

560
00:28:21,420 --> 00:28:23,610
So, why do you think this is the case?

561
00:28:23,610 --> 00:28:26,820
Why do you think that
students are more likely

562
00:28:26,820 --> 00:28:29,250
to find peer actions helpful

563
00:28:29,250 --> 00:28:32,700
than educator actions or self actions?

564
00:28:32,700 --> 00:28:34,560
So, trying to get themself away

565
00:28:34,560 --> 00:28:36,723
or trying to stop the bullying themselves.

566
00:28:37,890 --> 00:28:39,753
You can type into the chat box.

567
00:28:58,650 --> 00:29:00,753
Or you can unmute if you're in a big room.

568
00:29:07,440 --> 00:29:10,359
Yeah, so we saying to be able to,

569
00:29:10,359 --> 00:29:13,817
sorry, I'm not going 'cause we'll get on,

570
00:29:13,817 --> 00:29:14,650
I'll stop.

571
00:29:14,650 --> 00:29:15,483
Okay, go ahead.

572
00:29:16,770 --> 00:29:18,450
Sorry, Amy.

573
00:29:18,450 --> 00:29:21,330
We were saying that we
think the reason why

574
00:29:21,330 --> 00:29:23,430
it means more coming from a peer

575
00:29:23,430 --> 00:29:26,520
is because it means more, you know.

576
00:29:26,520 --> 00:29:29,460
Like if a kid is calling another kid out,

577
00:29:29,460 --> 00:29:30,961
it's not like I'm being talked to

578
00:29:30,961 --> 00:29:34,170
or talked down on from an adult, you know.

579
00:29:34,170 --> 00:29:35,250
It means more,

580
00:29:35,250 --> 00:29:38,290
What was it that you said exactly Anisha?

581
00:29:38,290 --> 00:29:43,260
[Anisha] That coming from a
friend, it's embarrassing.

582
00:29:43,260 --> 00:29:45,420
To be called out, you know.

583
00:29:45,420 --> 00:29:50,420
Like, if I'm doing something
wrong and Tracy calls me out,

584
00:29:50,730 --> 00:29:52,630
I'm gonna be more embarrassed

585
00:29:53,670 --> 00:29:55,293
than I would be if the teacher,

586
00:29:56,141 --> 00:29:56,974
Yeah.

587
00:29:56,974 --> 00:29:57,807
And if the teacher called me out,

588
00:29:57,807 --> 00:30:00,360
I might then make me
look more cool, you know,

589
00:30:00,360 --> 00:30:01,290
more Joe cool.

590
00:30:01,290 --> 00:30:03,870
And now the kids are
gonna be more, you know,

591
00:30:03,870 --> 00:30:05,640
involved in that.

592
00:30:05,640 --> 00:30:07,560
So, when the kid calls you out,

593
00:30:07,560 --> 00:30:11,223
I think it has more meaning
behind it than an adult.

594
00:30:12,810 --> 00:30:16,590
Yeah, Alicia's saying they
relate more to their peers,

595
00:30:16,590 --> 00:30:18,690
spend more time with their
peers, look up to their peers.

596
00:30:18,690 --> 00:30:22,593
Definitely. It's really all
about peers at this age.

597
00:30:24,000 --> 00:30:28,140
And I think there is
at least a perception,

598
00:30:28,140 --> 00:30:29,640
if not a reality,

599
00:30:29,640 --> 00:30:33,090
that when students report
bullying to adults,

600
00:30:33,090 --> 00:30:36,120
it sometimes gets worse for them.

601
00:30:36,120 --> 00:30:39,180
And so, if we're really
able to empower those peers

602
00:30:39,180 --> 00:30:44,100
to be able to be upstanders,
we have a better shot

603
00:30:44,100 --> 00:30:46,383
at helping that bullying behavior to stop.

604
00:30:47,370 --> 00:30:49,860
So thanks for sharing all those ideas.

605
00:30:49,860 --> 00:30:52,860
And we really just have
to keep this piece in mind

606
00:30:52,860 --> 00:30:55,170
as we're designing both

607
00:30:55,170 --> 00:30:58,833
our prevention efforts and our responses.

608
00:31:00,600 --> 00:31:05,600
So, this was a meta analysis done in 2011

609
00:31:07,080 --> 00:31:10,680
that really helped identify
what are the key features

610
00:31:10,680 --> 00:31:13,230
of bullying prevention programs.

611
00:31:13,230 --> 00:31:14,910
So, I'm not gonna go through all of them,

612
00:31:14,910 --> 00:31:18,150
but this was a really great resource

613
00:31:18,150 --> 00:31:20,910
to be able to look at and see, you know,

614
00:31:20,910 --> 00:31:22,950
what actually makes a difference

615
00:31:22,950 --> 00:31:26,010
when designing bullying
prevention efforts.

616
00:31:26,010 --> 00:31:29,610
So really thinking that
it has to be whole school.

617
00:31:29,610 --> 00:31:31,260
So it can't just be, you know,

618
00:31:31,260 --> 00:31:34,110
the third grade teacher has
decided to take on this issue.

619
00:31:34,110 --> 00:31:37,410
It's gotta be a whole
school effort that really

620
00:31:37,410 --> 00:31:41,040
is tied to your PBIS work,
tied to your expectations.

621
00:31:41,040 --> 00:31:43,800
Many of you have an
expectation around kindness

622
00:31:43,800 --> 00:31:47,553
or caring or respect, tying this to that.

623
00:31:48,810 --> 00:31:52,950
Increase your playground
supervision is huge.

624
00:31:52,950 --> 00:31:55,680
What are those hot spots in your school?

625
00:31:55,680 --> 00:31:57,330
And the students know, right.

626
00:31:57,330 --> 00:32:00,380
So, including opportunities for students

627
00:32:00,380 --> 00:32:03,180
to give input and feedback.

628
00:32:03,180 --> 00:32:04,410
And we'll talk about it,

629
00:32:04,410 --> 00:32:06,150
especially heading into the middle school,

630
00:32:06,150 --> 00:32:07,350
high school years,

631
00:32:07,350 --> 00:32:09,330
they really need to be leading this work

632
00:32:09,330 --> 00:32:11,460
in order for it to be successful

633
00:32:11,460 --> 00:32:15,300
and making sure that we're
not leaving out our families.

634
00:32:15,300 --> 00:32:16,560
So it's really important

635
00:32:16,560 --> 00:32:18,600
that they understand what bullying is.

636
00:32:18,600 --> 00:32:23,100
We often, you know, will get
phone calls from families

637
00:32:23,100 --> 00:32:26,250
saying that, that their
student is being bullied.

638
00:32:26,250 --> 00:32:27,990
And sometimes that's the case

639
00:32:27,990 --> 00:32:30,660
and other times it's really
more of that, you know,

640
00:32:30,660 --> 00:32:33,420
a mean action that happened one time.

641
00:32:33,420 --> 00:32:35,580
And while that's not okay either,

642
00:32:35,580 --> 00:32:37,890
helping parents to distinguish

643
00:32:37,890 --> 00:32:41,670
between what is bullying
behavior and not, can be helpful.

644
00:32:41,670 --> 00:32:43,380
And giving them that language

645
00:32:43,380 --> 00:32:46,200
that we're not gonna talk about
other students as bullies.

646
00:32:46,200 --> 00:32:48,600
Everyone can change their behavior.

647
00:32:48,600 --> 00:32:51,570
Everyone has the capacity
for bullying behavior.

648
00:32:51,570 --> 00:32:53,850
What are we going to do
to help give students

649
00:32:53,850 --> 00:32:58,113
the skills to have more kind
and pro-social behaviors?

650
00:32:59,640 --> 00:33:02,280
Interestingly, they
found that peer mediation

651
00:33:02,280 --> 00:33:05,100
in bullying situations
actually was associated

652
00:33:05,100 --> 00:33:07,740
with an increase in victimization.

653
00:33:07,740 --> 00:33:10,920
So, I'm not sure exactly
why that was the case,

654
00:33:10,920 --> 00:33:14,070
but perhaps the students
who were the peer mediators

655
00:33:14,070 --> 00:33:15,720
may not have been given the skills

656
00:33:15,720 --> 00:33:19,290
to handle bullying situations
within peer mediation.

657
00:33:19,290 --> 00:33:22,170
So I thought that was just
an important note to include.

658
00:33:22,170 --> 00:33:24,780
If you have a peer mediation program,

659
00:33:24,780 --> 00:33:27,004
either really thinking
through what responses

660
00:33:27,004 --> 00:33:28,650
to bullying look like within that,

661
00:33:28,650 --> 00:33:32,643
or just not having bullying
cases go through peer mediation.

662
00:33:35,190 --> 00:33:37,050
So, a few notes about cyber bullying

663
00:33:37,050 --> 00:33:40,690
because we know that the
prevalence is increasing

664
00:33:41,730 --> 00:33:44,403
and has been for several years now.

665
00:33:45,667 --> 00:33:47,790
And why it's different

666
00:33:47,790 --> 00:33:51,660
than our in-person bullying situations.

667
00:33:51,660 --> 00:33:53,460
So if you think about,

668
00:33:53,460 --> 00:33:55,830
and there's plenty of bullying happening

669
00:33:55,830 --> 00:33:59,943
in adult cyber land right now as well.

670
00:34:00,870 --> 00:34:03,368
It's a lot easier to lose
sight of the consequences

671
00:34:03,368 --> 00:34:05,610
when you're not face to face with someone.

672
00:34:05,610 --> 00:34:07,200
You might even have anonymity.

673
00:34:07,200 --> 00:34:09,240
So, you're saying something without anyone

674
00:34:09,240 --> 00:34:10,990
being able to track it back to you.

675
00:34:11,940 --> 00:34:15,963
It makes that bullying behavior
a lot easier to execute.

676
00:34:16,950 --> 00:34:18,240
There's also, for our students,

677
00:34:18,240 --> 00:34:21,720
a great lack of supervision
when they're online, you know.

678
00:34:21,720 --> 00:34:24,600
Students as as young
as fourth, fifth grade

679
00:34:24,600 --> 00:34:26,820
are getting phones and maybe not having

680
00:34:26,820 --> 00:34:29,193
a level of supervision that is required.

681
00:34:30,840 --> 00:34:34,041
And the impact of that.

682
00:34:34,041 --> 00:34:37,560
It also may not feel like reality to them

683
00:34:37,560 --> 00:34:39,990
because it is simply online

684
00:34:39,990 --> 00:34:42,990
versus if they were saying
something to someone's face.

685
00:34:42,990 --> 00:34:46,830
And then for the target of bullying,

686
00:34:46,830 --> 00:34:50,760
being subject to that bullying 24/7.

687
00:34:50,760 --> 00:34:53,910
So it used to be that home
might be their safe space

688
00:34:53,910 --> 00:34:56,400
if they were experiencing
bullying at school,

689
00:34:56,400 --> 00:34:59,220
now that follows them home and you know,

690
00:34:59,220 --> 00:35:01,500
follows them into their bedroom at night

691
00:35:01,500 --> 00:35:05,880
and is really that feeling
that they can't escape

692
00:35:05,880 --> 00:35:08,250
from those bullying behaviors.

693
00:35:08,250 --> 00:35:12,483
So, it really kind of amplifies
the impact of bullying.

694
00:35:13,830 --> 00:35:17,310
So when we're thinking about
prevention for cyber bullying,

695
00:35:17,310 --> 00:35:21,240
it also includes some kind of
digital citizenship lessons.

696
00:35:21,240 --> 00:35:23,940
So, if you are not a school

697
00:35:23,940 --> 00:35:27,450
that is teaching digital citizenship,

698
00:35:27,450 --> 00:35:29,370
there's some great resources linked here.

699
00:35:29,370 --> 00:35:31,353
I think it's from Common Sense Media,

700
00:35:32,340 --> 00:35:37,340
that really provide great
lessons for teachers to use

701
00:35:37,350 --> 00:35:39,420
when teaching digital citizenship

702
00:35:39,420 --> 00:35:42,213
or whoever might be teaching
that in your school.

703
00:35:44,370 --> 00:35:47,100
We also wanna think about teaching

704
00:35:47,100 --> 00:35:48,810
what is healthy screen time?

705
00:35:48,810 --> 00:35:51,540
How can we promote a
positive use of technology

706
00:35:51,540 --> 00:35:53,670
because we know we're
not gonna get students

707
00:35:53,670 --> 00:35:55,260
away from technology.

708
00:35:55,260 --> 00:35:58,860
But how can we build those
healthy skills that, you know,

709
00:35:58,860 --> 00:36:01,650
we probably as students did not develop.

710
00:36:01,650 --> 00:36:03,390
And now, some of us may have some

711
00:36:03,390 --> 00:36:05,790
unhealthy screen time habits

712
00:36:05,790 --> 00:36:08,880
because we weren't taught
how to kind of have

713
00:36:08,880 --> 00:36:11,730
a healthy distance from
it when it's needed.

714
00:36:11,730 --> 00:36:14,790
Again, what does bystanding
and upstanding look like

715
00:36:14,790 --> 00:36:17,040
in the cyber bullying environment?

716
00:36:17,040 --> 00:36:18,510
Really educating students

717
00:36:18,510 --> 00:36:20,460
about the effects of cyber bullying.

718
00:36:20,460 --> 00:36:25,460
So to to kind of get at that distance,

719
00:36:25,740 --> 00:36:28,950
that is part of cyber bullying,

720
00:36:28,950 --> 00:36:31,140
that you're not seeing the impact,

721
00:36:31,140 --> 00:36:33,300
we have to more explicitly educate

722
00:36:33,300 --> 00:36:35,730
about what is the impact
of cyber bullying.

723
00:36:35,730 --> 00:36:38,220
And depending on the developmental
age of your students,

724
00:36:38,220 --> 00:36:41,580
there are plenty of cases in the news

725
00:36:41,580 --> 00:36:46,580
that demonstrate the impact
of cyber bullying on students.

726
00:36:46,650 --> 00:36:49,680
And again, really roping our families in

727
00:36:49,680 --> 00:36:53,520
and helping them understand how to provide

728
00:36:53,520 --> 00:36:55,890
adequate supervision for technology use

729
00:36:55,890 --> 00:36:58,980
and to be monitoring and to be talking

730
00:36:58,980 --> 00:37:02,733
to their students about how
to show kindness online.

731
00:37:03,810 --> 00:37:06,120
And then when we hear about

732
00:37:06,120 --> 00:37:08,220
cyber bullying incidents happening,

733
00:37:08,220 --> 00:37:10,350
really taking it seriously.

734
00:37:10,350 --> 00:37:12,210
Not saying, you know, it doesn't matter.

735
00:37:12,210 --> 00:37:14,790
It just happened online. Brush it off.

736
00:37:14,790 --> 00:37:17,580
Encouraging students to
kind of keep evidence,

737
00:37:17,580 --> 00:37:20,520
block people and report it.

738
00:37:20,520 --> 00:37:22,140
So sometimes this bullying is happening

739
00:37:22,140 --> 00:37:26,190
not just between our students
online, outside of school,

740
00:37:26,190 --> 00:37:29,340
but it's happening from
people across the world.

741
00:37:29,340 --> 00:37:34,140
I think gaming platforms
are particularly prone

742
00:37:34,140 --> 00:37:37,560
to having strangers be
bullying our students.

743
00:37:37,560 --> 00:37:40,950
And while it may not
have as big of an impact

744
00:37:40,950 --> 00:37:43,260
because they're not having
to show up to school tomorrow

745
00:37:43,260 --> 00:37:45,150
and see those people,

746
00:37:45,150 --> 00:37:49,830
it still plays quite
a toll on their lives.

747
00:37:49,830 --> 00:37:53,520
Interestingly, some of the
newer research is saying that

748
00:37:53,520 --> 00:37:55,980
the bulk of students that
are reporting cyber bullying

749
00:37:55,980 --> 00:37:58,350
is actually happening via YouTube,

750
00:37:58,350 --> 00:38:01,980
which would not have
been my guess as to where

751
00:38:01,980 --> 00:38:04,050
a great deal of bullying is happening.

752
00:38:04,050 --> 00:38:05,310
They also mentioned, you know,

753
00:38:05,310 --> 00:38:07,590
TikTok, Snapchat, all of those.

754
00:38:07,590 --> 00:38:09,600
But I was surprised to
see that that YouTube

755
00:38:09,600 --> 00:38:10,650
was one of the higher ones,

756
00:38:10,650 --> 00:38:12,330
which I think might be
connected to kind of,

757
00:38:12,330 --> 00:38:14,853
the gaming world, which
I don't know a lot about.

758
00:38:16,080 --> 00:38:17,970
But you wanna encourage them to report it

759
00:38:17,970 --> 00:38:20,640
both through the mechanism of the website

760
00:38:20,640 --> 00:38:23,370
and also to actual trusted
adults in their lives

761
00:38:23,370 --> 00:38:25,200
so that they can kind of process this

762
00:38:25,200 --> 00:38:27,183
rather than just reporting it online.

763
00:38:28,950 --> 00:38:32,760
And we know that recently due to COVID,

764
00:38:32,760 --> 00:38:35,943
we have seen an increase
in cyber bullying.

765
00:38:38,250 --> 00:38:39,780
For one, our students were feeling

766
00:38:39,780 --> 00:38:42,240
less connected to their
school and their peers,

767
00:38:42,240 --> 00:38:44,913
which makes it easier
to bully someone else.

768
00:38:45,780 --> 00:38:47,550
And they also were using social media

769
00:38:47,550 --> 00:38:49,110
a lot more than in the past.

770
00:38:49,110 --> 00:38:51,030
So those kind of two things together

771
00:38:51,030 --> 00:38:52,620
really increased the amount

772
00:38:52,620 --> 00:38:54,960
of cyber bullying that was happening.

773
00:38:54,960 --> 00:38:59,430
There also just, you know,
adults and youth alike

774
00:38:59,430 --> 00:39:02,790
are kind of operating at this sense of,

775
00:39:02,790 --> 00:39:04,710
a heightened sense of emotion.

776
00:39:04,710 --> 00:39:09,300
So things that you might not
have seen set you off before

777
00:39:09,300 --> 00:39:10,680
because we're kind of living

778
00:39:10,680 --> 00:39:13,080
in this more stressful environment,

779
00:39:13,080 --> 00:39:17,550
are maybe sending you kind
of off the edge more easily.

780
00:39:17,550 --> 00:39:20,040
And the same is true for our students.

781
00:39:20,040 --> 00:39:23,065
So, we're kind of at this baseline level

782
00:39:23,065 --> 00:39:26,073
that's a little bit
heightened than in the past.

783
00:39:26,970 --> 00:39:30,420
We also might see that
parents and families

784
00:39:30,420 --> 00:39:32,550
are more stressed than in the past.

785
00:39:32,550 --> 00:39:37,080
And may have less
supervision and attention

786
00:39:37,080 --> 00:39:39,360
for what their children are doing.

787
00:39:39,360 --> 00:39:41,880
I know my child was on screens a lot more

788
00:39:41,880 --> 00:39:45,390
than I would've ever expected pre-COVID

789
00:39:45,390 --> 00:39:50,013
due to having to, you know,
balance working and caregiving.

790
00:39:51,060 --> 00:39:53,100
And our students are very reliant

791
00:39:53,100 --> 00:39:54,420
on their technology right now.

792
00:39:54,420 --> 00:39:56,550
So they're less likely to wanna report

793
00:39:56,550 --> 00:39:59,100
a cyber bullying incident for fear

794
00:39:59,100 --> 00:40:01,260
that their device or their, you know,

795
00:40:01,260 --> 00:40:03,810
certain account is going to be taken away

796
00:40:03,810 --> 00:40:06,300
because their parent is upset

797
00:40:06,300 --> 00:40:07,410
that this happened on the account.

798
00:40:07,410 --> 00:40:08,820
They don't want them to have access

799
00:40:08,820 --> 00:40:10,710
to being bullied anymore.

800
00:40:10,710 --> 00:40:13,380
And so they are, you know,

801
00:40:13,380 --> 00:40:16,710
the family is more likely
to take away access to that.

802
00:40:16,710 --> 00:40:19,200
And the student while
they're experiencing bullying

803
00:40:19,200 --> 00:40:21,750
on that site or on that device,

804
00:40:21,750 --> 00:40:23,070
still don't want it taken away

805
00:40:23,070 --> 00:40:24,750
because it's their connection

806
00:40:24,750 --> 00:40:27,150
to the social world right now.

807
00:40:27,150 --> 00:40:31,290
And then early on in COVID,
which may still be the case now,

808
00:40:31,290 --> 00:40:35,220
there were lots of
experiences of xenophobia.

809
00:40:35,220 --> 00:40:37,890
So, people particularly bullying

810
00:40:37,890 --> 00:40:41,340
and harassing people of Chinese descent.

811
00:40:41,340 --> 00:40:44,899
So this one website
recorded a 900% increase

812
00:40:44,899 --> 00:40:48,870
in hate speech directed
toward those who are Chinese

813
00:40:48,870 --> 00:40:52,260
and a 40% increase in online toxicity

814
00:40:52,260 --> 00:40:53,430
among teens and children.

815
00:40:53,430 --> 00:40:58,290
So, like many things
associated with COVID,

816
00:40:58,290 --> 00:41:01,410
the the impact and the
prevalence of cyber bullying

817
00:41:01,410 --> 00:41:04,890
is also on the rise and
really needs to be addressed.

818
00:41:04,890 --> 00:41:07,140
And even if we're not seeing the impact

819
00:41:07,140 --> 00:41:11,160
of cyber bullying in our
schools, which you likely are,

820
00:41:11,160 --> 00:41:14,400
but even if you're not, school
is really the the key place

821
00:41:14,400 --> 00:41:16,920
where we can begin that education

822
00:41:16,920 --> 00:41:19,620
and not make it a separate thing

823
00:41:19,620 --> 00:41:21,810
from the rest of our bullying prevention

824
00:41:21,810 --> 00:41:23,050
to have it wrapped in

825
00:41:24,630 --> 00:41:27,130
when we're working on
bullying prevention overall.

826
00:41:28,260 --> 00:41:31,980
So just in the chat
box, if you could share,

827
00:41:31,980 --> 00:41:36,510
have you kind of seen this
rise in cyber bullying

828
00:41:36,510 --> 00:41:39,900
during this time, since COVID has begun?

829
00:41:39,900 --> 00:41:42,870
And is your school doing
anything differently

830
00:41:42,870 --> 00:41:45,960
to try to prevent or intervene
in bullying situations

831
00:41:45,960 --> 00:41:50,960
as a result of this kind
of more toxic environment

832
00:41:51,630 --> 00:41:53,133
online for our students?

833
00:42:15,120 --> 00:42:15,963
Go ahead, Tracy.

834
00:42:18,180 --> 00:42:19,013
Hi.

835
00:42:19,013 --> 00:42:22,410
So we were saying that we don't have

836
00:42:22,410 --> 00:42:26,940
a lot of cyber bullying in
our building fortunately.

837
00:42:26,940 --> 00:42:29,580
Unfortunately is that we don't think

838
00:42:29,580 --> 00:42:33,960
that we know everything about
that, you know, that there is.

839
00:42:33,960 --> 00:42:38,370
But some of our kids are so
connected to their device,

840
00:42:38,370 --> 00:42:41,460
like we have eagle stamps that they earn.

841
00:42:41,460 --> 00:42:44,100
And if they lose their
stamp they will be like,

842
00:42:44,100 --> 00:42:47,460
no, I can't lose my stamp
because I'll lose my, you know,

843
00:42:47,460 --> 00:42:50,940
my tablet or my phone or, and
they're so connected to it.

844
00:42:50,940 --> 00:42:54,330
So we we're thinking
that there probably is,

845
00:42:54,330 --> 00:42:56,250
they're just not telling us

846
00:42:56,250 --> 00:43:00,780
because they want to keep
that device of whatever it is.

847
00:43:00,780 --> 00:43:05,780
So, you know, we don't really know answer.

848
00:43:05,790 --> 00:43:08,163
Yeah, it's definitely under reported.

849
00:43:12,240 --> 00:43:13,200
Yeah.

850
00:43:13,200 --> 00:43:18,200
So, we're saying they kind
of overhear things happening.

851
00:43:21,270 --> 00:43:23,133
Yeah, Wade, that's so unfortunate.

852
00:43:24,360 --> 00:43:29,360
And I think, you know, the
national political scene

853
00:43:29,430 --> 00:43:34,353
has not necessarily helped
with this for us in schools.

854
00:43:36,900 --> 00:43:38,370
Figuring out each other's passwords.

855
00:43:38,370 --> 00:43:40,740
So, that's kind of that
digital citizenship piece.

856
00:43:40,740 --> 00:43:43,920
Like we need to ensure that
our students understand

857
00:43:43,920 --> 00:43:46,860
how to use technology safely,

858
00:43:46,860 --> 00:43:48,570
how to create strong passwords,

859
00:43:48,570 --> 00:43:51,120
how to log out of accounts
when they, you know,

860
00:43:51,120 --> 00:43:53,703
maybe are logged in at the
library and then leave.

861
00:43:54,600 --> 00:43:56,343
Remembering to log out,

862
00:43:57,886 --> 00:44:01,893
and things kind of carry into school more.

863
00:44:04,440 --> 00:44:05,273
Yeah.

864
00:44:05,273 --> 00:44:07,470
And Marlo was mentioning
we really, you know,

865
00:44:07,470 --> 00:44:11,320
kids are struggling with
social skills more globally

866
00:44:12,270 --> 00:44:15,611
and not just with this social skill,

867
00:44:15,611 --> 00:44:18,720
but that lack of skill is contributing

868
00:44:18,720 --> 00:44:21,903
to increased bullying behavior.

869
00:44:24,360 --> 00:44:28,050
Yep. Lots of time putting into it.

870
00:44:28,050 --> 00:44:30,210
And it's so tricky Jane,

871
00:44:30,210 --> 00:44:33,360
when you're in that
reactive responsive mode

872
00:44:33,360 --> 00:44:36,630
and all of your resources
are going toward responding,

873
00:44:36,630 --> 00:44:38,940
how do you have the time to turn the tide

874
00:44:38,940 --> 00:44:41,193
and get to that prevention piece?

875
00:44:42,360 --> 00:44:44,880
So, hopefully we're
gonna share some kind of,

876
00:44:44,880 --> 00:44:49,880
quick and easy curriculum that can be used

877
00:44:52,445 --> 00:44:55,195
when staff are really stressed
and don't have the time.

878
00:44:56,190 --> 00:44:58,530
Just a note, as many of our schools

879
00:44:58,530 --> 00:45:00,690
are exploring restorative practices

880
00:45:00,690 --> 00:45:02,850
and implementing restorative practices,

881
00:45:02,850 --> 00:45:05,700
we really wanna remember
that bullying is different.

882
00:45:05,700 --> 00:45:07,770
So bullying is really a form of abuse.

883
00:45:07,770 --> 00:45:09,900
It's not peer conflict.

884
00:45:09,900 --> 00:45:11,841
And when improperly facilitated,

885
00:45:11,841 --> 00:45:15,510
face to face meetings between the student

886
00:45:15,510 --> 00:45:17,730
with the bullying behavior and the target,

887
00:45:17,730 --> 00:45:20,070
can actually escalate bullying concerns.

888
00:45:20,070 --> 00:45:22,800
Really reinforce those power imbalances.

889
00:45:22,800 --> 00:45:24,000
So there's a great resource

890
00:45:24,000 --> 00:45:28,020
from the Center for Safe
Schools for considerations.

891
00:45:28,020 --> 00:45:31,380
And I'm not gonna go through
all the considerations today,

892
00:45:31,380 --> 00:45:33,570
but know that they are in that resource.

893
00:45:33,570 --> 00:45:36,850
So if you have someone in your
school who is thinking about

894
00:45:37,950 --> 00:45:39,858
and responsible for restorative practices,

895
00:45:39,858 --> 00:45:43,140
this would be a really great
resource to share with them

896
00:45:43,140 --> 00:45:46,410
because it's not as simple as, you know,

897
00:45:46,410 --> 00:45:50,400
putting two kids in a room
together and hashing it out.

898
00:45:50,400 --> 00:45:53,373
It really requires a skill facilitator.

899
00:45:54,930 --> 00:45:56,220
-Amy,
-Yeah.

900
00:45:56,220 --> 00:45:59,458
The link that you're talking
about is not functioning.

901
00:45:59,458 --> 00:46:03,480
Pat tried to open it twice
and it's not opening.

902
00:46:03,480 --> 00:46:05,010
Okay, I will find it.

903
00:46:05,010 --> 00:46:07,323
I forward to everyone who's attending.

904
00:46:11,765 --> 00:46:12,598
Okay.

905
00:46:15,990 --> 00:46:17,790
And the basic is that,

906
00:46:17,790 --> 00:46:20,430
if the person who has been
harmed does not want to meet

907
00:46:20,430 --> 00:46:22,620
face to face with the
person who is bullying,

908
00:46:22,620 --> 00:46:24,180
it should not happen.

909
00:46:24,180 --> 00:46:27,090
It doesn't mean a restorative
response can't occur,

910
00:46:27,090 --> 00:46:29,820
but those should be
separate meetings with,

911
00:46:29,820 --> 00:46:31,683
again, with a trained facilitator.

912
00:46:33,960 --> 00:46:36,330
So, the two curriculums
that we wanted to introduce,

913
00:46:36,330 --> 00:46:39,690
the one on the left hand side
is for elementary schools,

914
00:46:39,690 --> 00:46:41,853
the one on the right
is for middle schools.

915
00:46:42,810 --> 00:46:47,810
And they are a little bit,

916
00:46:48,090 --> 00:46:49,830
the elementary one is
a little bit outdated.

917
00:46:49,830 --> 00:46:51,180
The middle school one's been updated

918
00:46:51,180 --> 00:46:52,530
a little bit more recently.

919
00:46:53,520 --> 00:46:56,080
But they are really great foundation

920
00:46:57,210 --> 00:47:00,510
to be able to think about both the systems

921
00:47:00,510 --> 00:47:04,380
that are involved and the
actual lessons that can be used.

922
00:47:04,380 --> 00:47:07,742
You might draw in some
lessons from other places

923
00:47:07,742 --> 00:47:10,350
to supplement what's here.

924
00:47:10,350 --> 00:47:13,080
But both of these provide
a really great foundation

925
00:47:13,080 --> 00:47:16,830
and they're free, which
is sometimes important.

926
00:47:16,830 --> 00:47:18,720
We've also seen schools access

927
00:47:18,720 --> 00:47:21,278
the second step bullying
prevention curriculum

928
00:47:21,278 --> 00:47:25,263
which ties directly to the the
other second step curriculum.

929
00:47:26,130 --> 00:47:28,830
And we'll talk a little bit
about what you are using.

930
00:47:28,830 --> 00:47:30,180
But wanted to briefly introduce

931
00:47:30,180 --> 00:47:32,523
these two curriculums to you.

932
00:47:33,720 --> 00:47:35,550
So, I'm just gonna launch a quick poll

933
00:47:35,550 --> 00:47:40,550
to see who may have seen this
curriculum or not or used it.

934
00:47:43,290 --> 00:47:44,793
And here we go.

935
00:47:57,415 --> 00:47:59,370
No, no, no, no, no.

936
00:47:59,370 --> 00:48:00,483
I'm not surprised.

937
00:48:02,070 --> 00:48:06,120
It's not very well published
or very well advertised.

938
00:48:06,120 --> 00:48:09,123
So that's why we kind of
bring it up at this webinar.

939
00:48:10,410 --> 00:48:11,670
So like I mentioned,

940
00:48:11,670 --> 00:48:14,414
it includes those kind of
systems considerations,

941
00:48:14,414 --> 00:48:15,960
what are the core features

942
00:48:15,960 --> 00:48:19,080
for your bullying prevention
effort and then also lessons.

943
00:48:19,080 --> 00:48:21,480
So you might already have lessons

944
00:48:21,480 --> 00:48:22,950
that your school counselor does

945
00:48:22,950 --> 00:48:25,710
or that you're using the
second step curriculum.

946
00:48:25,710 --> 00:48:29,040
It doesn't mean that you might
not use that systems piece

947
00:48:29,040 --> 00:48:32,400
to really get at developing kind of,

948
00:48:32,400 --> 00:48:35,133
how does this fit within
the rest of your school.

949
00:48:36,150 --> 00:48:38,016
So tying it to your
school-wide expectations

950
00:48:38,016 --> 00:48:39,570
like we mentioned.

951
00:48:39,570 --> 00:48:42,420
And then, it's really
explicitly teaches students

952
00:48:42,420 --> 00:48:45,060
some routines that we're gonna go through.

953
00:48:45,060 --> 00:48:47,550
And then, for the faculty and staff,

954
00:48:47,550 --> 00:48:49,740
really outlines how you can provide

955
00:48:49,740 --> 00:48:53,370
professional learning for
them to be able to both

956
00:48:53,370 --> 00:48:55,170
have some shifts in mindset.

957
00:48:55,170 --> 00:48:57,570
So, if you still have some
staff who are thinking,

958
00:48:57,570 --> 00:49:00,480
well this is just part
of growing up, you know,

959
00:49:00,480 --> 00:49:02,070
everybody experiences this,

960
00:49:02,070 --> 00:49:04,380
it's character building, things like that.

961
00:49:04,380 --> 00:49:07,890
We really wanna dispel
those myths about bullying

962
00:49:07,890 --> 00:49:11,850
and come to agreement on
how we're going to work

963
00:49:11,850 --> 00:49:14,220
to prevent this for our students.

964
00:49:14,220 --> 00:49:16,410
How are they gonna teach
students the skills

965
00:49:16,410 --> 00:49:18,360
and then what skills are they gonna use

966
00:49:18,360 --> 00:49:21,090
to respond, to supervise, to acknowledge

967
00:49:21,090 --> 00:49:24,780
when students are using the strategies.

968
00:49:24,780 --> 00:49:27,120
And then what data are we gonna collect.

969
00:49:27,120 --> 00:49:29,970
So this is a really great resource

970
00:49:29,970 --> 00:49:33,090
to get at those systems
issues for the adults.

971
00:49:33,090 --> 00:49:37,110
It also includes what can we
do when a bullying situation

972
00:49:37,110 --> 00:49:40,500
has occurred and students
need additional intervention

973
00:49:40,500 --> 00:49:42,510
and support either the target

974
00:49:42,510 --> 00:49:46,620
or the student who's exhibiting
the bullying like behaviors.

975
00:49:46,620 --> 00:49:49,470
What kind of interventions
can we put into place

976
00:49:49,470 --> 00:49:53,670
for them at those tier
two and tier three levels?

977
00:49:53,670 --> 00:49:55,260
So for our students,

978
00:49:55,260 --> 00:49:58,950
it teaches a really
simple three step skill.

979
00:49:58,950 --> 00:50:00,990
And it's actually, they don't even use

980
00:50:00,990 --> 00:50:03,780
the language of bullying for the students.

981
00:50:03,780 --> 00:50:07,890
It's what to do when they see,

982
00:50:07,890 --> 00:50:09,690
well I wanna get the language right,

983
00:50:11,910 --> 00:50:15,660
behavior that is not, and then
whatever your expectation is.

984
00:50:15,660 --> 00:50:19,260
So if your expectation
is, we are respectful

985
00:50:19,260 --> 00:50:21,390
or we are kind or we are caring,

986
00:50:21,390 --> 00:50:23,640
what should students do
when they see a behavior

987
00:50:23,640 --> 00:50:26,100
that is not kind, that is not caring,

988
00:50:26,100 --> 00:50:28,200
that is not respectful?

989
00:50:28,200 --> 00:50:30,540
So, they don't even have
to make the decision of,

990
00:50:30,540 --> 00:50:33,690
is this a bullying
situation in the moment?

991
00:50:33,690 --> 00:50:35,880
This skill can be used regardless

992
00:50:35,880 --> 00:50:38,940
of whether it's bullying or it's unkind.

993
00:50:38,940 --> 00:50:41,970
So we teach them how to to say stop,

994
00:50:41,970 --> 00:50:44,430
how to walk away and
how to talk to an adult.

995
00:50:44,430 --> 00:50:47,733
And it can be used online or in person.

996
00:50:49,380 --> 00:50:51,090
So, as a school you develop

997
00:50:51,090 --> 00:50:53,400
what's our stop routine gonna be?

998
00:50:53,400 --> 00:50:56,010
You engage students in
that process so they decide

999
00:50:56,010 --> 00:50:57,870
what is it gonna look like and sounds like

1000
00:50:57,870 --> 00:50:59,610
for our whole school.

1001
00:50:59,610 --> 00:51:01,470
So again, it's a whole school approach

1002
00:51:01,470 --> 00:51:05,580
so that anybody anywhere can prompt

1003
00:51:05,580 --> 00:51:08,283
and reinforce when students
are using this skill.

1004
00:51:09,570 --> 00:51:13,050
How are we going to teach them
to know when to walk away?

1005
00:51:13,050 --> 00:51:14,610
So, when they've asked someone to stop

1006
00:51:14,610 --> 00:51:17,850
and it still continues,
how can they walk away?

1007
00:51:17,850 --> 00:51:20,280
And how can students encourage one another

1008
00:51:20,280 --> 00:51:22,413
to walk away in these situations?

1009
00:51:24,120 --> 00:51:27,630
And then, when is it time
to come talk to an adult?

1010
00:51:27,630 --> 00:51:30,510
So, teaching them the
difference between reporting

1011
00:51:30,510 --> 00:51:33,810
and tattling is important
at the early ages.

1012
00:51:33,810 --> 00:51:37,320
But stressing that there are situations

1013
00:51:37,320 --> 00:51:39,810
that need adult support

1014
00:51:39,810 --> 00:51:43,050
when they don't get the
response from stopping

1015
00:51:43,050 --> 00:51:45,273
or asking them to stop and walking away.

1016
00:51:46,530 --> 00:51:48,240
And like we talked about before,

1017
00:51:48,240 --> 00:51:50,040
bullying is often under reported.

1018
00:51:50,040 --> 00:51:53,160
So, this statistics says
that 64% of children

1019
00:51:53,160 --> 00:51:55,290
who were bullied did not report it.

1020
00:51:55,290 --> 00:51:56,460
And we've already talked about

1021
00:51:56,460 --> 00:51:58,053
the reasons why that might be.

1022
00:51:59,550 --> 00:52:02,640
And then what I think is
really unique about this,

1023
00:52:02,640 --> 00:52:06,990
is it also teaches the
child who was asked to stop,

1024
00:52:06,990 --> 00:52:08,460
what should they do?

1025
00:52:08,460 --> 00:52:10,950
So, first they should
stop what they're doing,

1026
00:52:10,950 --> 00:52:12,810
take a deep breath, go about their day.

1027
00:52:12,810 --> 00:52:16,110
If they actually followed
this and did stop,

1028
00:52:16,110 --> 00:52:18,120
it should be a no big deal situation.

1029
00:52:18,120 --> 00:52:21,360
They were asked to stop,
they did. That's it.

1030
00:52:21,360 --> 00:52:24,810
The rule is if someone
asks you to stop, you stop,

1031
00:52:24,810 --> 00:52:27,540
even if you don't agree
with the stop message.

1032
00:52:27,540 --> 00:52:30,660
And then it's a prompt for them
to go get help from an adult

1033
00:52:30,660 --> 00:52:33,000
if they don't understand
why they were asked to stop.

1034
00:52:33,000 --> 00:52:35,100
So, we know some kids
don't have the social skill

1035
00:52:35,100 --> 00:52:37,776
to understand that they were
even doing something wrong.

1036
00:52:37,776 --> 00:52:39,510
And so, that's a cue for them.

1037
00:52:39,510 --> 00:52:42,120
If they were asked to stop
and they don't know why,

1038
00:52:42,120 --> 00:52:43,410
to go get help from an adult,

1039
00:52:43,410 --> 00:52:45,630
So and so asked me to stop
and here's what I was doing.

1040
00:52:45,630 --> 00:52:47,880
I don't understand why
they asked me to stop.

1041
00:52:49,740 --> 00:52:51,450
And then, it also gives the script

1042
00:52:51,450 --> 00:52:54,150
for how adults should
respond in these situations

1043
00:52:54,150 --> 00:52:59,150
both to the target and to the upstander

1044
00:52:59,190 --> 00:53:02,610
and to the person who was
doing the bullying behavior.

1045
00:53:02,610 --> 00:53:05,580
So it really outlines clearly

1046
00:53:05,580 --> 00:53:07,410
so that there can be consistency

1047
00:53:07,410 --> 00:53:10,170
and that students can learn to expect

1048
00:53:10,170 --> 00:53:13,470
how behavior is responded to.

1049
00:53:13,470 --> 00:53:17,190
And then of course if a safety
plan is needed, oh sorry,

1050
00:53:17,190 --> 00:53:19,980
so at the end of that
adult response is then.

1051
00:53:19,980 --> 00:53:21,570
what do the adults need to do

1052
00:53:21,570 --> 00:53:24,330
to follow the correct
protocol for reporting?

1053
00:53:24,330 --> 00:53:26,310
And then, if a safety plan is needed,

1054
00:53:26,310 --> 00:53:28,260
for instance, if there was physical harm,

1055
00:53:28,260 --> 00:53:30,840
if a student has known suicide ideation

1056
00:53:30,840 --> 00:53:32,520
or if there's gonna be difficulty

1057
00:53:32,520 --> 00:53:34,653
accessing their educational program.

1058
00:53:36,480 --> 00:53:38,850
So, just a quick example,

1059
00:53:38,850 --> 00:53:41,310
one of the lessons that's
provided in this curriculum

1060
00:53:41,310 --> 00:53:46,310
and it really ties to kind of
the heart of this curriculum

1061
00:53:46,860 --> 00:53:51,540
is that we wanna teach kids
that when we give attention

1062
00:53:51,540 --> 00:53:54,810
to these behaviors,
it's feeding that fire.

1063
00:53:54,810 --> 00:53:57,870
When we cut off the oxygen,
the candle goes out.

1064
00:53:57,870 --> 00:54:00,690
When we cut out the attention,
the problem behavior stops.

1065
00:54:00,690 --> 00:54:02,880
And there's two really great videos

1066
00:54:02,880 --> 00:54:04,020
at this link at the bottom,

1067
00:54:04,020 --> 00:54:07,170
and this link does work 'cause
I checked it last night,

1068
00:54:07,170 --> 00:54:11,040
that that explain the use
of these two curriculums,

1069
00:54:11,040 --> 00:54:13,090
the elementary and the middle high school

1070
00:54:15,090 --> 00:54:15,990
I mentioned before,

1071
00:54:15,990 --> 00:54:18,090
especially when we're getting
into middle high school

1072
00:54:18,090 --> 00:54:20,370
student buy-in is half the battle.

1073
00:54:20,370 --> 00:54:22,050
So, recruiting those students

1074
00:54:22,050 --> 00:54:25,200
that have the social
power within the building

1075
00:54:25,200 --> 00:54:28,710
to be really involved
in creating this work

1076
00:54:28,710 --> 00:54:30,360
and building it from the ground up

1077
00:54:30,360 --> 00:54:33,270
and thinking about how
can we shift our culture.

1078
00:54:33,270 --> 00:54:35,820
So, doing the right thing
and being an upstander

1079
00:54:35,820 --> 00:54:38,073
is what is considered cool.

1080
00:54:40,020 --> 00:54:41,580
So, it really walks you through

1081
00:54:41,580 --> 00:54:44,100
how you could develop a
student leadership team,

1082
00:54:44,100 --> 00:54:46,680
kind of having that conversation
with them about, you know,

1083
00:54:46,680 --> 00:54:48,270
we have this problem in our school,

1084
00:54:48,270 --> 00:54:51,180
we need your help to help create a climate

1085
00:54:51,180 --> 00:54:52,563
that is kind and caring.

1086
00:54:53,760 --> 00:54:56,940
And then really clearly
walks you through the steps

1087
00:54:56,940 --> 00:54:58,890
and gives you a self-assessment

1088
00:54:58,890 --> 00:55:00,840
to see where you are in this.

1089
00:55:00,840 --> 00:55:02,670
So you might already be implementing

1090
00:55:02,670 --> 00:55:05,310
PBIS with fidelity, step one.

1091
00:55:05,310 --> 00:55:07,380
Do you have a team that's looking at this?

1092
00:55:07,380 --> 00:55:08,850
Is it gonna be your PBIS team?

1093
00:55:08,850 --> 00:55:11,700
Is it a separate subset of your PBIS team?

1094
00:55:11,700 --> 00:55:14,460
Maybe it gives you the self assessment

1095
00:55:14,460 --> 00:55:16,350
to complete some surveys,

1096
00:55:16,350 --> 00:55:18,480
for students to complete if
you don't already have one

1097
00:55:18,480 --> 00:55:19,920
that gets at bullying.

1098
00:55:19,920 --> 00:55:22,290
And walks you through how to really engage

1099
00:55:22,290 --> 00:55:23,820
all of your stakeholders,

1100
00:55:23,820 --> 00:55:28,020
how to train and how to do the
lessons and how to use data.

1101
00:55:28,020 --> 00:55:30,390
So, it's a really great tool.

1102
00:55:30,390 --> 00:55:32,820
This is just the example
of the self-assessment

1103
00:55:32,820 --> 00:55:34,380
that's included.

1104
00:55:34,380 --> 00:55:37,350
So, you can kind of walk
yourself through this process.

1105
00:55:37,350 --> 00:55:40,140
An example survey that they provide

1106
00:55:40,140 --> 00:55:42,720
with questions that you can
ask your students to get at,

1107
00:55:42,720 --> 00:55:47,160
how much of an issue
is this in our school?

1108
00:55:47,160 --> 00:55:49,200
Which helps with that adult buy-in, right.

1109
00:55:49,200 --> 00:55:50,910
If adults think, no,

1110
00:55:50,910 --> 00:55:52,920
this is not really
happening in our school,

1111
00:55:52,920 --> 00:55:56,163
they're not gonna be invested
in doing the prevention work.

1112
00:55:57,360 --> 00:55:58,650
And some research studies

1113
00:55:58,650 --> 00:56:00,630
have been done using this curriculum.

1114
00:56:00,630 --> 00:56:05,460
And the thesis is that they do work.

1115
00:56:05,460 --> 00:56:08,310
They not only see a reduction
in bullying behaviors,

1116
00:56:08,310 --> 00:56:10,653
but they see an increase in the behaviors

1117
00:56:10,653 --> 00:56:14,163
we wanna see from targets
and from bystanders.

1118
00:56:16,440 --> 00:56:19,590
Here's a gigantic list
of additional resources

1119
00:56:19,590 --> 00:56:21,900
that are available, some Vermont resources

1120
00:56:21,900 --> 00:56:23,823
and some national resources.

1121
00:56:25,170 --> 00:56:28,320
And happy to answer any questions.

1122
00:56:28,320 --> 00:56:31,230
If this has kind of sparked your interest

1123
00:56:31,230 --> 00:56:34,890
in implementing that PBIS
bullying prevention curriculum

1124
00:56:34,890 --> 00:56:37,110
or if you implement the second step

1125
00:56:37,110 --> 00:56:39,000
bullying prevention curriculum,

1126
00:56:39,000 --> 00:56:41,070
if you could email me,
that would be great.

1127
00:56:41,070 --> 00:56:44,490
We would love to hear
either how it's going

1128
00:56:44,490 --> 00:56:48,303
or help you kind of, get this
off the ground in your school.

1129
00:56:49,260 --> 00:56:51,024
And as you are leaving,

1130
00:56:51,024 --> 00:56:54,360
feel free to type one action
step you're hoping to take

1131
00:56:54,360 --> 00:56:56,460
following this webinar,

1132
00:56:56,460 --> 00:56:58,770
we are gonna send you a email

1133
00:56:58,770 --> 00:57:01,320
with the link to the evaluation survey,

1134
00:57:01,320 --> 00:57:04,380
which we'll have a link
at the near the end

1135
00:57:04,380 --> 00:57:08,190
before you hit submit to your
certificate of attendance.

1136
00:57:08,190 --> 00:57:11,100
And we're also gonna ask
this question in that survey.

1137
00:57:11,100 --> 00:57:14,070
So, if you don't have time
right now to think about this,

1138
00:57:14,070 --> 00:57:16,500
we'll ask you that in the survey.

1139
00:57:16,500 --> 00:57:18,900
But hopefully you've had at least

1140
00:57:18,900 --> 00:57:21,120
one kind of nugget you can take away

1141
00:57:21,120 --> 00:57:25,380
and either take back to
your team to explore further

1142
00:57:25,380 --> 00:57:27,363
or start doing.

1143
00:57:29,460 --> 00:57:30,293
Great.

1144
00:57:30,293 --> 00:57:32,460
So, Wade's gonna share this
slideshow with your PBIS team.

1145
00:57:32,460 --> 00:57:33,293
Awesome.

1146
00:57:33,293 --> 00:57:36,330
And like Cassandra mentioned,
any of our PowerPoints,

1147
00:57:36,330 --> 00:57:38,250
feel free to make a copy of them

1148
00:57:38,250 --> 00:57:40,950
and use whatever slides you want from them

1149
00:57:40,950 --> 00:57:42,510
if that's helpful to you

1150
00:57:42,510 --> 00:57:44,510
so you don't have to recreate the wheel.

1151
00:57:50,820 --> 00:57:53,170
And thanks so much for
being here this morning.

1152
00:57:55,740 --> 00:57:56,943
I'm gonna stop sharing.

1153
00:57:58,020 --> 00:58:00,450
But if you have questions
and wanna hang out.

1154
00:58:00,450 --> 00:58:02,943
I'm happy to answer anything for you.