The following bank of slides has been prepared

The following bank of slides has been prepared by the Safe Schools Department and the Safety Steering Committee of the Durham District School Board to support Safe and Accepting Schools Teams in their bullying prevention and intervention planning. It is designed for teams to select and personalize the slides that address the needs of their school. The content of these slides is directly based on the PREVNet document Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014, by Dr. Debra Pepler and Dr. Wendy Craig. As such, please do not remove the credits provided on each slide. Please note that certain slides have additional information in the notes section. For addition information and support in bullying prevention and intervention planning, please contact the DDSB Safe Schools Department.

Bullying Prevention and Intervention Planning

Section 1: Education pp. 7 -27

• • Aggression • Is intentional • Is conflict that may aggressive behaviour be intentional or • Has an intent to unintentional, direct cause harm or indirect • Is typically repeated • It can take many • There is a real or forms perceived power • It can be imbalance experienced in a • Has a negative number of ways (i. e. , impact on the school physical, mental, emotional, and psychological harm) Forms of bullying can be: Physical – e. g. , hitting, spitting, stealing Verbal – e. g. , name calling, humiliating someone Social – e. g. , excluding others, treating someone badly Electronic - via electronic communication Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 Teasing • Can be positive or negative Positive teasing: • Illustrates closeness, affection, and familiarity • Not distressing • Occurs within a strong relationship • Strengthens the relationship Negative teasing: • Alienates, criticizes, and embarrasses • Is distressing • Occurs within a weak relationship • Undermines the relationship Section 1: Education Bullying

Aggression Can lead to Bullying Section 1: Education Teasing Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

“A Whole School Approach is the most effective approach to preventing bullying and promoting healthy relationships. ” (pg. 12) Children and Youth Community Components of a Whole School Approach Parents / Guardians Section 1: Education Whole School Approach School Staff Modified from : PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Schools may want to consider partnerships with: • • • • Police Public Health professionals Fire fighters Paramedics Local athletes Youth leaders in places of worship Elders Spokespeople for disability organizations Local politicians Media personalities Artists, social justice advocates Local businesses Older children and youth, and adults who have personal stories to share around bullying Youth’s workplace/employers Other (pg. 15) Section 1: Education Creating Community Partnerships Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Administrators Teachers School Staff Children Youth Parents Community “Champions are individuals who deeply embrace and embody healthy relationships and the school’s bullying prevention aspirations. ” (pg. 19) Section 1: Education Mobilizing Champions Key Elements: • Mobilize champions to be on the [Safe and Accepting Schools Team] • Committee members must be personally interested, motivated and committed to the school bullying prevention initiatives • Committee members should have good communication, collaboration and creative skills • Child and youth members should represent a diverse population (pg. 20) Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Section 2: Assessment pp. 28 -40

An environmental scan is: • An assessment of the prevalence of bullying in your school • A formalized method of finding out the extent and the nature of bullying problems in your school An environmental scan help you: • Evaluate your school’s progress toward achieving its safe and accepting schools goals • Provide insight about how the interventions may need to change An environmental scan should provide information on the incidence, type, and impact of bullying using input from all members of the school community (e. g. , children, youth, teachers, staff, parents/guardians, and community members) and from multiple methods of data collection (e. g. , surveys, interviews, observations, and mapping) (pg. 28) Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 Section 2: Assessment Conducting an Environmental Scan

Common Methods of Assessment - Surveys Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 Section 2: Assessment Conducting an Environmental Scan

Common Methods of Assessment – Mapping “Hot Spots” Where I have witnessed or experienced bullying Where I am worried bullying might occur Students place dots on the map When? Where? Modified from: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 Section 2: Assessment Conducting an Environmental Scan

Common Methods of Assessment – Needs Assessment Education Policy Four Domains of Bullying Prevention Initiatives Prevention and Intervention Modified from: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 Assessment Using a Whole School Approach, a needs assessment can be completed in various ways, such as: • Focus groups • Class discussions • Parent/guardian, and staff meetings • Surveys Section 2: Assessment Conducting an Environmental Scan

Common Methods of Assessment – Needs Assessment Source. PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 Section 2: Assessment Conducting an Environmental Scan

Section 3: Principles of Bullying Prevention and Intervention pp. 41 -120

KEY ELEMENTS 1. 2. 3. 4. Bullying is a power relationship problem between the child bullying and the child being bullied. Bullying interventions require a developmental approach. Bullying interventions require a systems approach. Leadership is foundational for change. Bullying is a power relationship problem between the child and the child being bullied • Relationship problems require relationship solutions • • Including interventions to teach that bullying is unacceptable; and learning awareness, social skills, empathy, and positive leadership Children and youth being victimized require safety and support to overcome bullying Relationship solutions include all children and youth involved in bullying • Those who witness bullying are often involved as part of the 60% of the time, problem. Interventions focused on the peer group have the bullying potential to shift the power dynamics and promote positive stops in less relationships than 10 Children’s positive peer relationships depend on positive relationships with adults • Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 Both children require supportive interventions to promote positive relationships Section 3: Prevention and Intervention Principles of Bullying Prevention and Intervention Adults model relationship skills and create positive experiences in which children and youth interact seconds when Upstanders intervene.

Section 3: Prevention and Intervention Responding to Aggression or Bullying “Behaviour you ignore is behaviour you permit. ” Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 - Ron Morrish

Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 Section 3: Prevention and Intervention Responding to Aggression or Bullying

“The process through which adults provide support for students’ learning” “It is essential to think about the necessary supports for socialemotional learning in the same way as other aspects of a student’s education. ” Section 3: Prevention and Intervention Scaffolding Strengths and Needs of the Students Possible Challenges Current Needs Coaching and Support for Learning Modified from: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Engage in bullying learn about: • The impact of their behaviours • The importance of relating positively to others • Ways of achieving power and status through positive leadership rather than through aggression Are victimized learn about: Section 3: Prevention and Intervention Supporting Children and Youth Who… • Their right to be protected from bullying • Coping skills • Support in developing social confidence and skills for building positive relationships • Support in developing their strengths Witness bullying learn about: • The ways their behaviour contributes to the bullying problem • The importance of reporting bullying • Strategies for what they can say and/or do to stop bullying and support vulnerable peers Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

“Children and youth who bully lack some critical relationship skills, understanding, or positive orientation. ” (pg. 54) Potential skills and understandings that children and youth who bully might need to acquire include: • • • Social skills Communication skills Social problem solving Emotional and behavioural control Empathy and perspective-taking Attitudes and moral understanding • • • Dealing with behaviours Ability to differentiate playful teasing from bullying Withstanding peer pressure School engagement Positive leadership Section 3: Prevention and Intervention Strategies to Inform Scaffolding for Children and Youth who Bully Pp. 55 -57 provide sample questions to explore what relationship skills might need to be addressed. Pp. 62 -65 provide possible strategies. Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

1. Thank the child/youth for coming to you and having the courage to report bullying. “Thank you for coming to speak with me today. I imagine that this was a hard thing for you to do and that it took a lot of courage. ” 2. Reduce feelings of shame by explaining that everyone has the right to feel safe. “Everyone at this school has the right to learn in a safe and caring environment. ” 3. Explain that it is the school’s job to help ensure that the bullying stops. “No student should feel they have to cope with bullying alone. It is our job to be there to help. ” 4. Listen non-judgementally and empathize with their distress. “What has been happening? ” (See Restorative Questions) “How did that made you feel? ” “That must have been really upsetting…” 5. Explain how you will work to ensure that “I will be speaking with…” the bullying stops and what supports “I will be changing the seating plan…” you have put in place. “Have you considered joining… I will be happy to arrange that. ” 6. Outline the plan for follow up. “I will be checking in with you tomorrow see how you are doing. ” 7. Let the child/youth know that you are there to support him/her. “Thank you once again for telling me what has been happening. You can come to see me anytime to talk about anything at all. My door is always open. ” Section 3: Prevention and Intervention Steps to Create a Safe Environment for Children and Youth to Report Bullying Modified from: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Consider following a meeting schedule to check in, such as: • Daily for the first week • Every other day during the second week, and • Once during the third week if the bullying has stopped Section 3: Prevention and Intervention Following up with Children/Youth Who are Victimized In these meetings, you can focus your discussion on questions, such as: • How have things been for you since we last met? • Have you experienced any more bullying? • Have you experienced any problems because you reported bullying? • Are there other students you can stay with so that you feel safe? If the child/youth is still experiencing bullying during the follow up period, further strategies need to be implemented to help insure that it stops. Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Research shows that one caring adult can make a substantial difference in the lives of vulnerable children and youth Section 3: Prevention and Intervention Safety Plan

Coping and Safety Skills • Controlling their emotions/Self-calming strategies (e. g. , by taking a deep breath, counting to 10) • Trying to leave the situation (e. g. , walk away, indicate the need to meet someone) • Seeking help from an adult or peer Section 3: Prevention and Intervention Possible Intervention Strategies for Those Who are Victimized Relationship Skills • Opportunities to learn skills through positive interactions with others Reporting to Trusted Adults Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Interventions might include promoting positive relationships for vulnerable children and youth by supporting their peers to understand include them. Section 3: Prevention and Intervention Supporting Children and Youth with Special Needs and Differences Some strategies for working with peers include: • Fostering understanding of the disability or perceived difference (e. g. , what is autism and what are the child or youth’s strengths and challenges) • Helping peers recognize what they can do to make it easier for the child or youth to interact and feel included • Helping peers recognize what they might be doing that makes it more difficult • Strategic arrangements so that children and youth who are bullied are not alone and feel included (social architecture) Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Supports for Positive Peer Dynamics Social architecture refers to adults’ intentional organization of children and youth groupings to ensure that all children are included and that troubling behaviours are not given a forum to flourish. Section 3: Prevention and Intervention Social Architecture: Natural Grouping Process When students form their own groups, the natural grouping process occurs. This may result in: – Vulnerable students being marginalized – Students who are like each other congregating – Those who are different not be included – Humiliation if they are not chosen and then forced into a group Research on children who bully indicates that they choose to associate with like-minded friends who also bully and these friends reinforce each other’s bullying behaviours. With a Social Architecture approach, a teacher can choose a random or planned strategy to create balanced groups in which all students are included and respected. Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Supports for Positive Peer Dynamics Social architecture refers to adults’ intentional organization of children and youth groupings to ensure that all children are included and that troubling behaviours are not given a forum to flourish. Section 3: Prevention and Intervention Social Architecture: Key Elements of Social Architecture: • Be aware of the peer and group dynamics in and out of the classroom • Take responsibility for managing the groups and their potential dynamics in your classroom • Actively direct the groupings of students, both formally and informally to ensure that exclusion or marginalization is not happening • Actively structure the groupings of students to ensure that there are diverse individuals within the groups that will interact and reinforce positive behaviours Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Supports for Positive Peer Dynamics Social architecture is not designed to force children and youth to be friends; rather it is designed to help ensure that every child and youth is included, accepted, respected and safe within the school environment. By organizing peer groupings and shaping peer dynamics, teachers can: • Engage students in positive interactions with a diverse mix of peers • Provide opportunities for students to display their domains of competence (e. g. , clubs/activities) • Use groups to mentor and support other students (e. g. , reading buddy, game organizer, circles of support) As a result, this promotes the development of: • Social skills • Empathy • Social responsibility Section 3: Prevention and Intervention Social Architecture: Research shows that having even one friend is a protective factor against bullying It is important to note that students need to learn to make groups independently but need support to do this in a positive and inclusive way. Students need opportunities to learn and practice. Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

al ys ic Ph ve ti ni A sense of security and stability Basic needs Community io Protection for excessive stress na l School So cia l ot Pp. 87 -88 provides sample questions to determine family, peer, school, and community relationships Peers Support and guidance to learn essential skills and understanding Em Modified from: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 A sense of being valued and belonging Section 3: Prevention and Intervention Families g Co Healthy Relationships

Supports for Positive Peer Dynamics Section 3: Prevention and Intervention Social Architecture: “Restorative Practice might be considered as a social architecture strategy as this approach brings together individuals who are in some way involved or affected by harmful behaviour within a community. […] Restorative Practice provides relationship solutions to the relationship problems in bullying. ” (pg. 4)

Section 3: Prevention and Intervention Changing Peer Attitudes and Behaviours to Prevent Victimization

How frequent? GROUP 1 How long? GROUP 2 GROUP 31 Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 How many places and relationships? How severe? Low Risk Moderate Risk High Risk Whole class interventions to develop children/youth awareness of bullying and their roles as a witness. Focused and timely intervention specifically designed to address and prevent the continuation of these peer relationship problems. Intensive interventions and possibly additional support from community mental health services and/or community agencies. Universal education and practice on what they can do to stand up on behalf of victimized children/youth. May need individualized support to build resiliency, support strengths and enhance relationship skills. Individualized support focussing on emotional, psychological, physical, educational and social difficulties that include peer relationship skills. Section 3: Prevention and Intervention Intensity of Interventions: A Tiered Approach

GROUP 1 Section 3: Prevention and Intervention Intensity of Interventions: A Tiered Approach Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Program elements that are linked to reductions in bullying using a whole school approach Research demonstrates that having an evidencebased or evidenceinformed bullying prevention program improves school climate and can help reduce incidents of bullying. • Classroom rules • Classroom management • Improved playground supervision • School conferences • Disciplinary methods • Parent learning opportunities • Teacher/staff professional development • Information and/or learning opportunities for parents Section 3: Prevention and Intervention Choosing an Evidence-based Program elements that are linked to reductions in victimization using a whole school approach • Videos and virtual reality computer games to raise awareness about bullying • Disciplinary methods • Work with peers • Cooperative group work • Parent learning opportunities Evidence-based programs can be found on the: Public Health Agency Canada Best Practices Portal Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

What does not work in bullying prevention: • Zero tolerance and disciplinary measures that are solely punitive • Advising children who are victimized to fight back • Expecting children to solve bullying problems by themselves • Advising children to avoid social media as a way of avoiding electronic bullying • Addressing bullying with celebrities, not expertise • Offering one-time interventions (e. g. , 45 minute motivational speech) • Limiting interventions to the individual children who are bullying or who are being victimized – everyone needs to be involved in bullying prevention • Ignoring adults’ bullying and relationships - these are models for children Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 Section 3: Prevention and Intervention Choosing an Evidence-based Program Pp. 111 -114 provide critical questions for choosing an evidence-based/evidence-informed/innovative bullying prevention program

Section 4: Policy pp. 120 -126

Section 4: Policy BPIP and Procedures Implementation Checklist The checklist is intended to support a self-evaluation of your current bullying prevention policies. Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

• Bill 13 and Ministry PPM 144 requires each school to have a Bullying Prevention and Intervention Plan • DDSB Procedure #5148 states that every school must have a Bullying Prevention and Intervention Plan and that the Plan must be posted on the school website • Schools may choose the format for their school BPIP Section 4: Policy Bullying Prevention and Intervention Plan (BPIP)

• The Safe and Accepting Schools Team must include at least: Ø One student Ø One parent Ø One teacher Ø One non-teaching staff member Ø One community partner Ø The principal • The chair must be a staff member PPM 144 Section 4: Policy Safe and Accepting Schools Team

Suggested Activities for the Safe and Accepting Schools Team: Section 4: Policy Safe and Accepting Schools Team Plan • Create a comprehensive BPIP for developing and implementing bullying prevention initiatives. The plan should include setting goals, determining performance indicators, identifying key activities, and communicating all the activities Implement • Help implement the bullying prevention initiatives Set School Plan • Develop, review, evaluate, communicate and share the BPIP Educate • Educate the entire school community about building skills for healthy relationships, bullying and their role in its prevention (Continued…) Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Suggested Activities for the Safe and Accepting Schools Team (continued): Assess and Evaluate • Conduct a school-wide environmental scan on bullying and review other available data to track the progress of the bullying prevention initiative and to make necessary improvements Revise initiatives • Based on the feedback from the assessment, revisit the goals for bullying prevention initiatives and the implementation plans Advocate • Communicate to the entire school community about bullying prevention and champion the issue Sustain • Develop a plan to help ensure maintenance and sustainability of bullying prevention over time Meet Regularly Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 Section 4: Policy Safe and Accepting Schools Team

Pp. 125 -126 provide examples of how to communicate and disseminate the plan to students, parents, and school personnel. Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 Section 4: Policy Suggestions for Communicating and Disseminating the BPIP

Pp. 125 -126 provide examples of how to communicate and disseminate the plan to students, parents/guardians, and school personnel. Source: PREVNet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014 Section 4: Policy Suggestions for Communicating and Disseminating the BPIP