Bullying Prevention and Intervention in the School Environment: Factsheets and Tools Dr. Debra Pepler and Dr. Wendy Craig, 2014 eXAMPLE Table of Contents Introduction 1. Introduction to Bullying Prevention Facts and Tools 2. Timeline Bullying Prevention and Safe and Accepting Schools Activities. Section 1: Education 1. Bullying Defined (Fact Sheet) 2. The Difference between Bullying, Aggression and Teasing (Fact Sheet) a. Critical Questions to Identify Bullying, Aggression and Teasing (Tool) 3. Key Elements of a Whole School Approach to Prevent Bullying and Promote Health Relationships (Fact Sheet) a. Creating Community Partnerships (Tool) b. Roles and Responsibilities of Champions (Tool) c. Integrating Bullying Prevention into Classroom Learning Curriculum (Tool) d. Sample Strategies and Activities for a Whole School Approach to Bullying Prevention Section 2: Assessment 1. When and Where does Bullying Happen in Your School?: Conducting an Environmental Scan (Fact Sheet) a. Bullying Prevention Needs Assessment Checklist (Tool) b. Sample Mapping Activity: Where Does Bullying Happen in Your School? 2. Bullying Prevention Needs Assessment (Fact Sheet) a. Bullying Prevention Needs Assessment (Tool) Section 3: Prevention and Intervention 1. Principles of Bullying Prevention and Intervention (Fact Sheet) a. What to do with a child or youth who engages in bullying (Tool) 2. Scaffolding: Coaching Students Involved in Bullying (Fact Sheet) a. Strategies to Inform Scaffolding and Coaching Strategies for Children and Youth who Bully (Tool) b. Strategies to Inform Scaffolding and Coaching Strategies for Children and Youth who are Victimized (Tool) Fact sheet developed by PREVNet, www.prevnet.ca c. Sample Scaffolding Strategies for Children and Youth who Bully (Tool) d. Intervention Strategies to Scaffold and Coach Children and Youth who are Victimized (Tool) e. Sample Script for Individual Intervention for a Child or Youth who Bullies (Tool) f. Sample Script for Individual Intervention for Children and Youth who have been Victimized (Tool) 3. Social Architecture: Supports for Positive Peer Dynamics (Fact Sheet) a. Understanding Social Architecture: Strategies for Children and Youth who Bully (Tool) b. Assessment Strategies to Inform Social Architecture for Children and Youth who are Victimized (Tool) c. Social Architecture Interventions for Children and Youth who Bully (Tool) d. Social Architecture for Children and Youth who are Victimized (Tool) 4. Identifying Children and Youth at Risk (Fact Sheet) a. Bullying Identification and Intervention Tool: What Type of Intervention do I Need? (Tool) 5. Choosing an Evidence-Based Bullying Prevention Program (Fact Sheet) a. Critical Questions for Choosing an Evidence-Based/Evidence-Informed Program (Tool) 6. Implementing a School Bullying Prevention Plan (Fact Sheet) Section 4: Policy 1. Bullying Prevention School Plan and Procedures Checklist (Tool) 2. Roles and Responsibilities for a Safe and Accepting School Team (Fact Sheet) 3. Communicating and Disseminating the School’s Plan on Bullying Prevention and Intervention (Fact Sheet) Fact sheet developed by PREVNet, www.prevnet.ca Introduction This resource is comprised of Fact Sheets and Tools to support your ongoing bullying prevention and safe and accepting school efforts at your school. The fact sheets provide a brief summary of the most recent research on key elements in a bullying prevention plan. The tools are designed to provide evidence-based strategies to recognize, assess, prevent, intervene, and develop an evidence-based bully prevention policy. The resource is divided into four sections: 1) Education; 2) Assessment; 3) Prevention and Intervention, and 4) Policy. The Education section is designed to develop awareness and knowledge, change attitudes, and build commitment to promoting healthy relationships and addressing bullying problems. The Assessment and Evaluation section is designed to provide universal assessment tools to evaluate the extent of bullying and/or victimization problems and children’s relationships, as well as the effectiveness of programs for children and youth, their families, schools, and communities. The Prevention and Intervention section is designed to provide evidence-based plans for action to reduce problems of bullying and victimization and to promote healthy relationships for children, their families, schools, and communities. Finally, the Policy section is designed to stimulate policy development to provide evidence-based guidelines for ensuring children’s rights to be safe and supported in all contexts of their lives. Additional up-to-date resources and tools are available from the PREVNet (Promoting Relationships and Eliminating Violence Network) website: www.prevnet.ca. The preparation of this resource has provided an unprecedented opportunity for us to take stock of the current knowledge about bullying and victimization, and the important issues of assessment, prevention and intervention, and policy. We hope that educators will find this resource useful in providing a research foundation and consolidating their commitment and efforts to prevent bullying and promote healthy relationships for all children and youth. We are grateful for the contributions of Dr. Joanne Cummings and Dr. Nancy Dalgarno and for the guidance of staff at the Ministry of Education. Wendy Craig, Ph.D. Debra J. Pepler, Ph.D., C.Psych Scientific Co-Director PREVNet Scientific Co-Director, PREVNet Professor of Psychology Distinguished Research Professor of 62 Arch Street Psychology Queen's University Senior Adjunct Scientist, Hospital for Sick Kingston, Ontario K7L 3N6 Children York University 4700 Keele Street Toronto, Ontario, Canada M3J 1P3 Timeline of Bullying Prevention Activities Month Activity Person Responsible September 1. Send home Code of Conduct Principal 2. Establish Safe School Committee and identify Principal staff co‐ordinator 3. Identify School Champions Safe School Committee 4. Discuss School Policy regarding bullying and Principals/Staff/Students safe and accepting school at assembly 5. Prepare weekly Safe School Announcements Safe School committee and tips 6. Review assessment results on bullying and Principal school climate and identify goals and success metrics for goals. October 1. Conduct Safe School and Bullying assessment Safe School Committee 2. Initiate Bullying Prevention Program Staff 3. Provide explicit training on bullying prevention Principal to staff 4. Plan Bullying Awareness Week activities Safe School Committee 5. Safe School Committee Meeting to review Safe School Committee school climate and bullying prevention goals, metrics of success, and activities. November 1. Write to parents in newsletter or other regular Principal communication about what your school is doing to address bullying 2. Bullying Awareness Week activities Safe School Committee 3. Report the results of the assessment and identify goals for the year 4. Safe School Committee meeting Safe School Committee 5. Maintain Bullying Prevention Program Staff December 1. Maintain Bullying Prevention Program Staff 2. Celebrate safe school activities at December Safe School Committee assembly. January 1. Maintain Bullying Prevention Program Staff 2. Plan and hold a youth led initiative for whole Safe School Committee school February 1. Maintain Bullying Prevention Program Staff 2. Review Safe School activities with staff and Principal provide mini 15 minute information exchange of what classes are doing. 3. Engage champions in Whole School Activity Safe School Committee planning March 1. Maintain Bullying Prevention Program Staff 2. Parent letter about supporting healthy relationships with an activity in it. April 1. Maintain Bullying Prevention Program Staff 2. Have a class or the Safe School Committee Safe School Committee conduct an environmental Scan 3. Host a Bullying Awareness evening for students Safe School Committee and parents. May 1. Maintain Bullying Prevention Program Staff 2. Conduct Safe School and Bullying Assessment Safe School Committee 3. Debrief with Safe School Committee about Safe School Committee what worked, what did not work, and what are the current needs. June 1. Maintain Bullying Prevention Program Staff 2. End of year assembly celebrating the Healthy Staff Relationships and Safe School Initiatives Safe School Committee 3. Identify potential members for Safe School Principal Committee for September FAC T SHEET Bullying Defined Did you know? The way children and youth bully and the impact of bullying change with age. As children grow older, the proportion of those who use physical aggression declines while other forms of aggression such as verbal, social, and cyber bullying increase. Over time, the impact of continued bullying accumulates and becomes more serious. Children, youth, teachers, staff, parents/guardians and other members of the community need to recognize bullying as a widespread and serious problem. They need to be alert to bullying in all its forms, not just physical bullying. What is bullying? ‘Bullying’ means aggressive and typically repeated behaviour by a child or youth Key Elements where, 1. The behaviour causes harm. a) they should know that the behaviour would be likely to, 2. The child or youth i. cause harm, fear or distress to another individual, including who is bullying has physical, psychological, social or academic harm, harm to the power over the individual’s reputation or harm to the individual’s property, or child or youth who ii. create a negative environment at a school for