SCHOOL : BASIC FACTS, INTERVENTION, AND LONG-TERM EFFECTS

U.S.A., June 2016

Dan Olweus University of Bergen, Norway Instruksjoner: GENERAL DEFINITION OF Slett eksempelikoner, og erstatt dem med fungerende dokumentikoner på følgende måte: «A student is being bullied or vicmized when he or she is exposed, • Lag dokument i Word repeatedly and over me, to negave acons on the part of one or • Gå tilbake til PowerPoint more other students” (Olweus, 1993, p. 9). • Velg Objekt på Sett inn-menyen • Velg Opprett fra fil Negave acon: when someone intenonally inflicts, or • Finn filnavnet i boksen Fil aempts to inflict, injury or discomfort upon another • Kontroller at Vis som ikon er (aggressive behavior) merket av for • Velg OK

• Velg ikon • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen • Velg Objekthandling og deretter OLWEUS GROUP Rediger AGAINST BULLYING • Velg OK Instruksjoner: GENERAL DEFINITION OF SCHOOL BULLYING (continued) Slett eksempelikoner, og erstatt dem med fungerende Three key criteria: dokumentikoner på følgende måte: • intenonal harm-doing from perpetrator(s) • some repeon • Lag dokument i Word • an imbalance of actual or perceived • Gå tilbake til PowerPoint power implied • Velg Objekt på Sett inn-menyen • Velg Opprett fra fil Intenonal, repeated negave (unpleasant or hurul) behavior by • Finn filnavnet i boksen Fil one or more students directed against a student who has difficulty • Kontroller at Vis som ikon er defending himself or herself (who feels vulnerable, more or less merket av for helpless) • Velg OK

Bullying is about relaonships in which one individual is repeatedly • Velg ikon • Velg Handlingsinnstillinger på abused by peers with more power Lysbildefremvisning-menyen • Velg Objekthandling og deretter

OLWEUS GROUP Rediger AGAINST BULLYING • Velg OK Instruksjoner: GENERAL DEFINITION OF SCHOOL BULLYING (continued) Slett eksempelikoner, og erstatt dem med fungerende dokumentikoner på følgende måte: The abuse perspective: There is a power difference in this relationship and the weaker part is more or less abused by the other individual or • Lag dokument i Word individuals. • Gå tilbake til PowerPoint

• Velg Objekt på Sett inn-menyen • Velg Opprett fra fil The relationship perspective: Implies an activity that usually goes on • Finn filnavnet i boksen Fil over time, an activity that is unpleasant, hurtful and unwanted by the • Kontroller at Vis som ikon er targeted individual and occurs in a context such as a classroom, a merket av for school, a sports club, a neighbourhood etc. The targeted individual • Velg OK typically has at least some superficial knowledge of the perpetrator(s). • Velg ikon • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen

• Velg Objekthandling og deretter

OLWEUS GROUP Rediger AGAINST BULLYING • Velg OK

UNIFORM DEFINITION of Bullying provided by Centers for Disease Control and Instruksjoner: Prevenon (CDC) and U.S. Department of Educaon, 2014.

Gladden, R. M., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014). Bullying Slett eksempelikoner, surveillance among youths: Uniform definions for public health and recommended data elements, version 1.0. Atlanta, GA: Naonal Center for Injury Prevenon and Control, og erstatt dem med fungerende Centers for Disease Control and Prevenon and U.S. Department of Educaon. dokumentikoner på følgende måte:

• Lag dokument i Word Not a new definion: • Gå tilbake til PowerPoint “The uniform definion of bullying presented below conceptually builds from the extensive work on bullying and is similar to the widely used definion of bullying • Velg Objekt på Sett inn-menyen • Velg Opprett fra fil developed by Olweus (Olweus, 1993; 1994)” (Gladden et.al., 2014, page 7). • Finn filnavnet i boksen Fil “Bullying is any unwanted aggressive behavior(s) by another youth or group of youths • Kontroller at Vis som ikon er who are not siblings or current dang partners6 that involves an observed or perceived merket av for power imbalance and is repeated mulple mes or is highly likely to be repeated. Bullying • Velg OK may inflict harm or distress on the targeted youth including physical, psychological, social, or educaonal harm”. • Velg ikon • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen OLWEUS GROUP • Velg Objekthandling og deretter AGAINST BULLYING Rediger • Velg OK Important to use this definion because it defines the domain or construct to be explored and researched Instruksjoner:

Some researchers seek to avoid the term and concept of bullying and argue that they can do without it by just studying the behaviors they think constute Slett eksempelikoner, bullying such as hing, kicking, saying negave and degrading things etc. The og erstatt dem med fungerende problem is that such research typically misses the relaonship and the abuse dokumentikoner på følgende måte: perspecves. It is rather measuring generally aggressive behavior which is something partly different than bullying. To call such studies bullying research • Lag dokument i Word represents a misuse of the term and makes it makes it more difficult to build • Gå tilbake til PowerPoint up a coherent knowledge base which is important for understanding and effecve intervenon and prevenon. • Velg Objekt på Sett inn-menyen • Velg Opprett fra fil Bullying is a form of aggressive behavior but with special characteriscs - an • Finn filnavnet i boksen Fil abusive relaonship. • Kontroller at Vis som ikon er merket av for The fact that there is an abused child or youth es bullying to the Convenon • Velg OK on the Rights of the Child (Protecon from all forms of violence).

• Velg ikon

• Velg Handlingsinnstillinger på

Lysbildefremvisning-menyen OLWEUS GROUP • Velg Objekthandling og deretter AGAINST BULLYING Rediger • Velg OK

Instruksjoner: VICTIMS ONLY Slett eksempelikoner, USUALLY HAVE SOME OF THE FOLLOWING CHARACTERISTICS: og erstatt dem med fungerende dokumentikoner på følgende måte: • are cautious, sensitive, quiet, withdrawn and shy • Lag dokument i Word • are anxious, insecure, unhappy, and have low self-esteem • Gå tilbake til PowerPoint • are depressed and engage in suicidal ideation much more often than their peers • Velg Objekt på Sett inn-menyen • often do not have a single good friend and may relate better • Velg Opprett fra fil to adults than to peers • Finn filnavnet i boksen Fil • if they are boys, they are often physically weaker than their • Kontroller at Vis som ikon er peers merket av for • Velg OK

• Velg ikon • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen OLWEUS GROUP • Velg Objekthandling og deretter AGAINST BULLYING Rediger • Velg OK Average Odds Ratio (OR) Unadjusted=2.06 (CI: 1.79-2.38) Adjusted= 1.74 (CI: 1.54-1.97) BULLIES ONLY Instruksjoner: USUALLY HAVE SOME OF THE FOLLOWING CHARACTERISTICS: Slett eksempelikoner, • strong needs to dominate and subdue other students and to get their own og erstatt dem med fungerende way dokumentikoner på følgende måte: • are impulsive and easily angered • show little empathy toward students who are victimised • Lag dokument i Word • Gå tilbake til PowerPoint • are often defiant and aggressive toward adults, including parents and teachers • Velg Objekt på Sett inn-menyen are often involved in other antisocial or rule-breaking activities such as • • Velg Opprett fra fil vandalism, delinquency, and drug use • Finn filnavnet i boksen Fil • if they are boys, they are often physically stronger than boys in general • Kontroller at Vis som ikon er and their victims in particular merket av for • Velg OK In contrast to what is commonly belied, they do not have special problems with their self-esteem. • Velg ikon • Velg Handlingsinnstillinger på OLWEUS GROUP Lysbildefremvisning-menyen AGAINST BULLYING • Velg Objekthandling og deretter Rediger • Velg OK Ttofi at al (2011). The predictive efficiency of school bullying versus later offending: A systematic/meta- analytic review of longitudinal studies.Criminal Behaviour and Mental health,21, 80-89.

Average Odds Ratio (OR) Unadjusted= 2.50 (CI:2.03-3.08) Adjusted: 1.82 (CI: 1.55-2.13) Instruksjoner: BULLY-VICTIMS Slett eksempelikoner, HAVE CHARACTERISTICS OF BOTH VICTIMS ONLY AND BULLIES og erstatt dem med fungerende ONLY dokumentikoner på følgende måte:

• are anxious, insecure, unhappy, depressed and have low self- • Lag dokument i Word esteem • Gå tilbake til PowerPoint

• may be hot-headed and oppositional and try to aggress back but not very effectively • Velg Objekt på Sett inn-menyen • Velg Opprett fra fil • are often involved in other antisocial and rulebreaking activities • Finn filnavnet i boksen Fil but to a somewhat lesser degree than bullies only • Kontroller at Vis som ikon er merket • may be hyperactive, restless, and have concentration problems av for (ADHD) and are perceived as generally tension-creating • Velg OK • disliked by peers (and often teachers) and socially isolated • Velg ikon • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen OLWEUS GROUP • Velg Objekthandling og deretter AGAINST BULLYING Rediger • Velg OK THE BULLYING CIRCLE: Students’ modes of reaction/roles in an acute bullying situation

Dislike the bullying and help or try to Start the bullying A The bully/ Defender of G and take an active bullies the victim help part

Follower The one who Take an active part B but do not start the Henchman Y is exposed, bullying the victim Supporter, passive Support the bullying but C do not take an active part bully/bullies Possible Dislike the bullying and F Passive supporter, defender think they ought to help Like the bullying but do D possible bully (but don’t do it) not display open support Disengaged onlooker E Watch what happens; ”is OLWEUS GROUP none of my business”; don’t AGAINST BULLYING take a stand PERCENTAGE OF STUDENTS BEING INVOLVED IN BULLYING AS VICTIMS ONLY, BULLIES ONLY OR BULLY- VICTIMS 40 Nation Study of 11, 13 & 15-Year-Old School Children

100 %

80 %

60 %

40 % USA NORWAY

20 %

0 % US Italy Malta Spain Israel Latvia Wales Russia Poland France Ireland Turkey Croatia Finland Estonia Greece Austria Canada Norway Ukraine England Ice;amd Bulgaria Hungary Sweden Portugal Slovenia Romania Scotland Lithuania Germany Denmark Greenland Macedonia Switzerland Netherlands Luxembourg CzechRepublic Belgium-French Belgium-Flemish Boys Girls Instruksjoner: IMPORTANT SOCIAL PSYCHOLOGICAL MECHANISMS Slett eksempelikoner, og erstatt dem med fungerende dokumentikoner på følgende måte:

• SOCIAL CONTAGION • Lag dokument i Word • Gå tilbake til PowerPoint • WEAKENING OF NORMAL CONTROLS/INHIBITIONS AGAINST AGGRESSIVE TENDENCIES • Velg Objekt på Sett inn-menyen • Velg Opprett fra fil • DIFFUSION OF RESPONSIBILITY • Finn filnavnet i boksen Fil • Kontroller at Vis som ikon er merket av for • GRADUAL COGNITIVE CHANGES • Velg OK

• Velg ikon • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen OLWEUS GROUP • Velg Objekthandling og deretter AGAINST BULLYING Rediger • Velg OK Instruksjoner:

FOUR MAIN FORMS OF BULLYING BEHAVIOR Slett eksempelikoner, og erstatt dem med fungerende dokumentikoner på følgende måte: • DIRECT PHYSICAL BULLYING • Lag dokument i Word • Gå tilbake til PowerPoint • DIRECT VERBAL BULLYING • Velg Objekt på Sett inn-menyen • Velg Opprett fra fil • INDIRECT/RELATIONAL BULLYING • Finn filnavnet i boksen Fil • Kontroller at Vis som ikon er merket av for • DIGITAL OR CYBER BULLYING • Velg OK

• Velg ikon • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen • Velg Objekthandling og deretter Rediger • Velg OK

THREE STATEMENTS/COMMON OPINIONS ABOUT CYBER BULLYING FOR WHICH THERE IS LITTLE OR NO RESEARCH SUPPORT . Based on four large samples of US students comprising 520 000 students surveyed in the period from 2007 to 2010.

1. Opinion: That cyber bullying is very common, high-frequent form of bullying --

Reality: Cyber bullying is a low-frequent from of bullying, only a third or a fourth of the level of “traditional” forms of bullying such as Verbal bullying. See Figure.

2. Opinion: That cyber bullying has increased dramatically in recent years--

Reality: There has been no systematic increase in cyber bullying in the period from 2007 to 2010. See Figure.

THREE STATEMENTS/COMMON OPINIONS ABOUT CYBER BULLYING FOR WHICH THERE IS LITTLE OR NO RESEARCH SUPPORT (Cont’d)

3. Opinion: That the new media create many new victims and new bullies

Reality: Most students – 85-90 percent – who are cyber bullied or cyber bully other students are bullied or bully others in “traditional” ways. There appears thus to be few new victims or bullies and most cases of cyber bullying appears to originate in the school setting.

Olweus (2012) European Journal of Developmental Psychology, 9, 520-538.

Instruksjoner: Time series data for 2007-2010 for (direct)verbal bullying (being bullied) and cyber bullying (being Percent bullied) n= 440 000 US students Slett eksempelikoner, Verbal Cyber 22 og erstatt dem med fungerende 18,8 19,2 20 18,2 dokumentikoner på følgende måte: 18 16,2 16 • Lag dokument i Word 14 • Gå tilbake til PowerPoint 12

10

8 • Velg Objekt på Sett inn-menyen

6 4,6 5 • Velg Opprett fra fil 4,2 4,4 4 • Finn filnavnet i boksen Fil 2 • Kontroller at Vis som ikon er 0 merket av for 2007 2008 2009 2010 2007 2008 2009 2010 • Velg OK

• Velg ikon • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen OLWEUS -GROUP GROUP • Velg Objekthandling og deretter AGAINST BULLYING Rediger • Velg OK Time series data for 2007-2010 for (direct) verbal bullying (bullying others) and cyber bullying (bullying others) Instruksjoner:

Percent Verbal Cyber 22 Slett eksempelikoner, 20 og erstatt dem med fungerende 18 dokumentikoner på følgende måte: 16 14 12 • Lag dokument i Word 9 9,5 9 10 9,3 • Gå tilbake til PowerPoint 8 6 • Velg Objekt på Sett inn-menyen 2,7 2,5 3 4 2,4 • Velg Opprett fra fil 2 0 • Finn filnavnet i boksen Fil 2007 2008 2009 2010 2007 2008 2009 2010 • Kontroller at Vis som ikon er merket av for • Velg OK

• Velg ikon • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen OLWEUS -GROUP GROUP • Velg Objekthandling og deretter AGAINST BULLYING Rediger • Velg OK POSSIBLE NEGATIVE CONSEQUENCES OF OVERRATING OF ?

• Unnecessary anxiety and tension

• Feelings of power-and helplessness among adults

• Most important, shift in focus of antibullying work and distribution of resources from traditional bullying to cyber bullying

• But, at the same time...... also cyber bullying must be taken seriously

THE MOST IMPORTANT MEASURE FOR A SCHOOL/COMMUNITY TO TAKE IN COUNTERACTING/PREVENTING CYBER BULLYING (OLWEUS)

Main focus on tradional bullying

Invest me and technical competence in disclosing thoroughly some cases of cyber bullying – and then communicate clearly (but anonymously) the results to the students

Goal: to increase the perceived risk of disclosure – this procedure will probably be able to reduce further the relavely low prevalence of cyber bullying

SOME TAKE-HOME MESSAGES

• Necessary to study cyber bullying in the context of traditional bullying

• If not, there are two likely problems: Bullying may be equated with a) general aggression or b) with cyber which both are partly different phenomena

• All in all, my tentative conclusion is that there are a number of theoretical arguments and emprirical facts that are consistent with a conceptualization of cyber bullying as a form of bullying along with direct physical, direct verbal and indirect (relational) forms.

• At the same time, a couple of possible qualifications…..

OVERVIEW OF THE OLWEUS BULLYING Instruksjoner: PREVENTION PROGRAM (i) Slett eksempelikoner, og erstatt dem med fungerende GENERAL PREREQUISITES dokumentikoner på følgende måte:

• AWARENESS AND INVOLVEMENT ON THE • Lag dokument i Word PART OF ADULTS • Gå tilbake til PowerPoint MEASURES AT THE SCHOOL LEVEL • Velg Objekt på Sett inn-menyen • QUESTIONNAIRE SURVEY • Velg Opprett fra fil • SCHOOL CONFERENCE DAY • Finn filnavnet i boksen Fil • Kontroller at Vis som ikon er • EFFECTIVE SUPERVISION DURING RECESS merket av for AND LUNCH TIMES • Velg OK • STAFF DISCUSSION GROUPS • Velg ikon • FORMATION OF COORDINATING GROUP • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen OLWEUS GROUP • Velg Objekthandling og deretter AGAINST BULLYING Rediger • Velg OK

OVERVIEW OF THE OLWEUS BULLYING Instruksjoner: PREVENTION PROGRAM (ii) Slett eksempelikoner, MEASURES AT THE CLASSROOM LEVEL og erstatt dem med fungerende dokumentikoner på følgende måte: • CLASSROOM RULES AGAINST BULLYING • CLASSROOM MEETINGS WITH STUDENTS • Lag dokument i Word • Gå tilbake til PowerPoint • MEETINGS WITH PARENTS OF THE CLASS • Velg Objekt på Sett inn-menyen MEASURES AT THE INDIVIDUAL LEVEL • Velg Opprett fra fil • Finn filnavnet i boksen Fil • SERIOUS TALKS WITH BULLIES AND VICTIMS • Kontroller at Vis som ikon er • SERIOUS TALKS WITH PARENTS OF INVOLVED merket av for STUDENTS • Velg OK

• DEVELOPMENT OF INDIVIDUAL INTERVENTION PLANS • Velg ikon • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen • Velg Objekthandling og deretter Rediger • Velg OK OBPP: “RESTRUCTURING OF THE EXISTING SOCIAL ENVIRONMENT“- CHANGING/REDUCING THE Instruksjoner: OPPORTUNITY AND REWARD STRUCTURES FOR BULLYING BEHAVIOR Slett eksempelikoner, og erstatt dem med fungerende dokumentikoner på følgende måte: Based on a limited set of principles. Important to create a • Lag dokument i Word social environment characterised by: • Gå tilbake til PowerPoint • warmth and positive involvement from adults • firm limits on unacceptable behavior • Velg Objekt på Sett inn-menyen • Velg Opprett fra fil • consistent application of non-punitive, non-physical • Finn filnavnet i boksen Fil sanctions on rule violations • Kontroller at Vis som ikon er • adults act as authorities and positive role models merket av for • Velg OK Measures based on these principles applied at school, class, and individual levels, and ideally, at home. • Velg ikon • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen OLWEUS GROUP • Velg Objekthandling og deretter AGAINST BULLYING Rediger • Velg OK PERCENTAGE STUDENTS BEING BULLIED BEFORE (UPPER FIGURES) AND 8 MONTHS AFTER (LOWER FIGURES) IMPLEMENTATION OF THE OLWEUS BULLYING PROGRAM (OBPP). SIX COHORTS OF SCHOOLS (n> 300), GRADES 4-7 WITH MODAL AGES 10-13

16

15,0

14 14,0 13.2 12.9 13.1

12 12.2 Cohort 1 Cohort 2 10.3 Cohort 3 10 9.8 Axis Title Axis 9.2 9.2 Cohort 4 8.7 Cohort 5 8 Cohort 6 7,0

6

4 Oct 2001 1 year May 1 year Oct 2002 1 year May 1 year Oct 2003 1 year May 1 year plus 2002 plus plus 2003 plus plus 2004 plus Instruksjoner: RECENT META-ANALYSIS OF ALL ANTI-BULLYING PROGRAMS IN THE WORLD Slett eksempelikoner, og erstatt dem med fungerende Ttofi, M.M., Farrington, D.P., & Baldry, A.C. (2008). Effectiveness of programmes to dokumentikoner på følgende måte: reduce school bullying: A systematic review. Report to the Swedish National Council on Crime prevention. Available from www.bra.se/publications. • Lag dokument i Word Ttofi, M.M., & Farrington, D.P. What works in preventing bullying: effective elements of • Gå tilbake til PowerPoint anti-bullying programmes. Journal of Aggression, Conflict and Peace Research, 1, 13-24.

• 59 reports/studies • Velg Objekt på Sett inn-menyen • 30 programs (actually 24) • Velg Opprett fra fil • one control and one intervention condition • Finn filnavnet i boksen Fil • minimum 200 subjects • Kontroller at Vis som ikon er Main results: merket av for • positive overall effect but relatively small (OR 1.30-1.40) and • Velg OK very considerable heterogeneity (not a meaningful population of programs) • 6-7 programs “clearly effective” according to T.& F. • Velg ikon • Velg Handlingsinnstillinger på Comment: Too general conclusion, “apples-and-oranges”. All evaluations of all programs except one were based on Lysbildefremvisning-menyen “efficacy” or “first-time, demonstration” projects; little • Velg Objekthandling og deretter OLWEUS evidence from “effectiveness” or large-scale dissemination Rediger GROUP projects; importance of replications - reproducibility AGAINST BULLYING • Velg OK

A NEW LARGE-SCALE STUDY OF THE OBPP IN THE U.S.

• Background: General concerns about the relave lack of success of anbullying programs and intervenons in the U.S.

• New evaluaon study of the OBPP in a total sample of 210 schools with more than 70 000 students and in sub-sample of 95 schools with more than 31 000 students (49 counes in a state in the northeastern U.S.)

• Schools in total sample followed over two years and in sub-sample over three years PERCENTAGE OF STUDENTS BEING BULLIED BY GRADE. GLOBAL QUESTION, BEFORE AND AFTER OBPP.

PERCENTAGE OF STUDENTS BULLYING OTHER STUDENTS BY GRADE. GLOBAL QUESTION, BEFORE AND AFTER OBPP.

CHANGE IN BEING BULLIED OVER THREE YEARS BY GRADE GROUPINGS. SCALE SCORES.

CHANGE IN BULLYING OTHER STUDENTS OVER THREE YEARS BY GRADE GROUPINGS. SCALE SCORES.

Selected additional effects:

• increased empathy with potential victims

• reduced willingness to join in bullying

• perceptions that peers, teachers and in particular, their own main teachers, had increased their efforts to counteract bullying

• program effects were generally somewhat larger the longer the program had been in place

• strong support for the overall effectiveness of the OBPP in U.S schools PERCENTAGE STUDENTS BEING BULLIED BEFORE (UPPER FIGURES) AND 8 MONTHS AFTER (LOWER FIGURES) IMPLEMENTATION OF THE OLWEUS BULLYING PROGRAM (OBPP). SIX COHORTS OF SCHOOLS (n> 300), GRADES 4-7 WITH MODAL AGES 10-13

16

15,0

14 14,0 13.2 12.9 13.1

12 12.2 Cohort 1 Cohort 2 10.3 Cohort 3 10 9.8 Axis Title Axis 9.2 9.2 Cohort 4 8.7 Cohort 5 8 Cohort 6 7,0

6

4 Oct 2001 1 year May 1 year Oct 2002 1 year May 1 year Oct 2003 1 year May 1 year plus 2002 plus plus 2003 plus plus 2004 plus

THE PRESENT STUDY

The present study compares the long-term development with regard to bullying (being bullied) for two main groups of schools: A -schools and B- schools.

• A-schools introduced the OBPP at some time in the period 2001-2005. Thereafter, mainly on their own initiative, they conducted three or four Olweus surveys in the follow-up period from 2007 to 2010. These 66 schools are called "A- schools with continued use" in this presentation. The number of students per year (averaged over four years) is 5 179.

• B-schools also introduced the program at some time in the period 2001-2005, but none of them took the Olweus survey in the follow-up period. These 95 schools are called "B-schools without continued use“. The average number of students per year is 6 094.

Overview of Research Design BEING BULLIED: LONGTERM DEVELOPMENT FOR SCHOOLS THAT STARTED WITH OBPP IN 2002/2005 (HERE COMBINED) AND ALSO USED THE PROGRAM IN THE FOLLOW-UP PERIOD (2007-2010; 66 A-SCHOOLS WITH CONTINUED USE) COMPARED WITH OLRIGINALLY VERY SIMILAR SCHOOLS THAT DID NOT CONTINUE USE OF THE PROGRAM IN THE SAME PERIOD (95 B-SCHOOLS WITHOUT CONTINUED USE) BEING BULLIED: LONGTERM DEVELOPMENT FOR SCHOOLS THAT STARTED WITH OBPP IN 2002/2005(HERE COMBINED) AND CONTINUED TO USE/DID NOT CONTINUE TO USE THE PROGRAM IN THE FOLLOW-UP PERIOD (2007-2010) COMPARED TO THE NATIONAL AVERAGE ARE THERE ALTERNATIVE EXPLANATIONS?

• Did the Olweus schools have unusually low levels of being bullied in general (compared to an esmated naonal average) to start with?

• Did the A-schools have lower levels of being bullied than the B-schools already from the beginning?

• Did the A-schools have a more marked success than the B-schools with regard to original implementaon of the program?

• Can the success of the A-schools be a consequence of possible use of other anbullying programs in addion to the OBPP?

• Can the success of the A-schools be an effect of repeated «tesng» (more frequent student parcipaon in surveys about bullying)? Instruksjoner: SOME CONCLUSIONS

Slett eksempelikoner, • Schools that continue to use the Olweus Survey and the OBPP, at og erstatt dem med fungerende least to some extent (A-schools with continued use), have a much dokumentikoner på følgende måte: better development with regard to being bullied 4 to 6 (up to 8) years

after implementation than initially equally successful schools that • Lag dokument i Word discontinue taking the survey and, presumably, have not at all or to a • Gå tilbake til PowerPoint clearly lesser extent continued to follow the program (B-schools without

continued use) • Velg Objekt på Sett inn-menyen • The levels of being bullied for students in A-schools are almost 25 • Velg Opprett fra fil percent lower than for students in B-schools. The odds of being bullied • Finn filnavnet i boksen Fil for pupils in schools without continued use are about 30 per cent • Kontroller at Vis som ikon er merket higher than for pupils in schools with continued use (OR= 1.31). av for • Based on the starting values in 2001-2005, pupils in Group A schools • Velg OK with continued use have an average absolute reduction in the follow-up period of five percentage points (12.5-7.1 per cent) and a relative • Velg ikon reduction of 41 per cent. • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen • Velg Objekthandling og deretter Rediger • Velg OK Instruksjoner: SOME CONCLUSIONS (CONT’D) Slett eksempelikoner, • At follow-up, B-schools without continued use have almost og erstatt dem med fungerende returned to their initial, higher levels of being bullied and are dokumentikoner på følgende måte: then relatively close to the national average • Compared with the national average for elementary schools in • Lag dokument i Word the follow-up period, the levels of being bullied in A-schools • Gå tilbake til PowerPoint are 30 percent lower. The odds of being bullied are almost 40 per cent higher (OR=1.39) for students in an elementary • Velg Objekt på Sett inn-menyen school that is not an Olweus school compared with students • Velg Opprett fra fil in an Olweus school (A –school) with continued use. • Finn filnavnet i boksen Fil • Kontroller at Vis som ikon er merket • The lower levels of being bullied in A-schools have been av for maintained over the whole four-year follow-up period, strongly • Velg OK suggesting that these schools have learned something

important and will therefore offer new cohorts of students a • Velg ikon more bullying-free school environment – a key long term • Velg Handlingsinnstillinger på school level effect Lysbildefremvisning-menyen • Velg Objekthandling og deretter Rediger • Velg OK PERCENTAGE STUDENTS BEING BULLIED BEFORE (UPPER FIGURES) AND 8 MONTHS AFTER (LOWER FIGURES) IMPLEMENTATION OF THE OLWEUS BULLYING PROGRAM (OBPP). SIX COHORTS OF SCHOOLS (n> 300), GRADES 4-7 WITH MODAL AGES 10-13

16

15,0

14 14,0 13.2 12.9 13.1

12 12.2 Cohort 1 Cohort 2 10.3 Cohort 3 10 9.8 Axis Title Axis 9.2 9.2 Cohort 4 8.7 Cohort 5 8 Cohort 6 7,0

6

4 Oct 2001 1 year May 1 year Oct 2002 1 year May 1 year Oct 2003 1 year May 1 year plus 2002 plus plus 2003 plus plus 2004 plus Instruksjoner: SOME CONCLUSIONS (CONT’D) Slett eksempelikoner, og erstatt dem med fungerende

dokumentikoner på følgende måte: • One take-home message: In addition to getting considerable short-term effects of the OBPP, schools can expect important • Lag dokument i Word long-term effects if they continue to use the program • Gå tilbake til PowerPoint (presumably, if used with some regularity and fidelity). • Velg Objekt på Sett inn-menyen • Velg Opprett fra fil • Finn filnavnet i boksen Fil • Kontroller at Vis som ikon er merket av for • Velg OK

• Velg ikon • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen • Velg Objekthandling og deretter Rediger • Velg OK

USEFUL GENERAL ANTIBULLYING MEASURES

Five key components from the OBPP (a whole- school, universal approach)

• Being clear about definion of bullying and using good, standardized measurement (survey) of the key bully/vicm variables + user-friendly report

• Establish coordinang comiee with clear responsibility for implementaon and management of the anbullying work (some special training of selected parcipants in person/online)

• Provide effecve adult supervision of places where bullying occurs (playground, hallways, lunch room, classroom, school bus etc)

• Establish and enforce good school/classroom rules about bullying and hold regular teacher-led classroom meengs with students about rules and related issues

• Learn appropriate ways of handling and following up individual cases (individual intervenons)

• For more information about the Olweus Bullying Prevention Program (OBPP), as used in the USA: see www.hazelden.org/olweus TIME 1 Y Extended Age Cohort Design

Grade 4

TIME 2 (1 YEAR LATER)

Grade 5 T1 – T2 TIME 3 (2 YEARS LATER)

Grade 6 T1 – T2

T1 – T3

Grade 7 T1 – T2

T1 – T3

INTERVENTION

PROGRAM

TIME

X OLWEUS GROUP AGAINST BULLYING

Instruksjoner:

Slett eksempelikoner, og erstatt dem med fungerende dokumentikoner på følgende måte:

• Lag dokument i Word • Gå tilbake til PowerPoint

• Velg Objekt på Sett inn-menyen • Velg Opprett fra fil • Finn filnavnet i boksen Fil • Kontroller at Vis som ikon er merket av for • Velg OK

• Velg ikon • Velg Handlingsinnstillinger på Lysbildefremvisning-menyen OLWEUS GROUP • Velg Objekthandling og deretter AGAINST BULLYING Rediger • Velg OK Research on Bullying PsycINFO Database Citations