calm, cooperative classrooms: effective strategies to reduce bullying and other challenging...
TRANSCRIPT
Calm, Cooperative Classrooms:
Effective Strategies to Reduce Bullying and Other Challenging Behaviors
Shining Stars 2012
Mary Lynn WhiteNational Outreach Specialist
© 2005, Wingspan, LLC. All Rights Reserved. This presentation and all of its contents are the property of Wingspan, LLC and may not be used for any other purpose without the express written permission of Wingspan, LLC.
Workshop Goals
Discuss bullying patterns in young children
Identify effective educators’ response to bullying patterns
Present practical strategies for teaching social-emotional skills children need to curb bullying patterns
Bullying defined
A social interaction
• repeated aggression
• intent to hurt or dominate
• power imbalance
Roles in Bullying Patterns
• bullying others
• targeted & bullied
• bystanding & observing
Normal Aggression v. Bullying
3-4 year olds engage in verbal & physical aggression in peer disputes
4-5 year olds engage in more “planned” and social aggression; bully role becoming stable
6-7 year olds engage in more social “planned” aggression; bully & victim role stabilizing
Early Childhood Bullying True or False?
Bullying is a typical developmental experience with minor long-term impact.
Most children do not engage in persistent bullying patterns; those who do experience anxiety, sadness, school aversion, somatic symptoms, peer rejection, aggression, acting out, etc.
Early Childhood Bullying True or False?
In kindergarten, girls are more likely than boys to bully in social ways.
By kindergarten, both boys and girls are equally likely to bully in social (or relational) ways.
Early Childhood Bullying True or False?
Children who are frequent targets of bullying need to be told to “stand up for yourself and fight back.”
Children who are frequently targeted do not have the skills and ability to stand up for themselves.
Early Childhood Bullying True or False?
In early childhood, shy and passive children are more likely to be targets of bullying.
By K/1st grade, shy and passive children are more likely to be targeted.
Early Childhood Bullying True or False?
Educators often do not act to stop bullying.
Educators intervene in 14% of bullying episodes in classrooms.
Many Adults Hesitate to Act
Don’t see/recognize Personal beliefs Don’t know what to do Likeability Second-guessing
When adults act intentionally to address bullying, they are
usually able to reduce or eliminate bullying.
Bullying Education for Young Children is Ineffective Because…
Abstract conceptsIdentify self as victimPerspective-taking
“Not me!”
What Reduces Early Childhood Bullying?
Understand classroom ‘social architecture’Purposefully group and pair children for
work and playUse targeted praise and encouragementEncourage children to stand up for each
otherCommunicate clear norms about
expectations for pro-social behaviorsIntentionally teach social-emotional skills
Social-Emotional Competence
Understanding and expressing feelings
Self-regulation (feelings & behaviors)
Positive relationships
Responsible decision-making
Peaceful problem-solving
Characteristics of a Resilient ChildSocial Competence
• Good communication skills• Positive relationship with others• A sense of humor• Empathy and caring• Healthy coping skills
Problem-solving Skills• Decision-making skills• Ability to think flexibly• Ability to try different solutions
Characteristics of a Resilient Child (cont.)
Autonomy• Self-control, self-discipline• Independence• Self-esteem• Ability to exert control over one’s
environment
Sense of Future and Purpose• Goal oriented outlook• Persistence• A focus on achievement and education• Hope for a bright future• A sense of faith
Protective Factors:Better Outcomes For Children
Nurturing, caring adults
High expectations for success
Meaningful involvement
Involvement in decision-making
Recognition and reinforcement of positive behavior
A safe, predictable environment
Clear norms promoting pro-social, healthy, appropriate behavior
To Foster Resilience, Children Need Adults To...ListenValidate feelings and experiencesFacilitate brainstormingCommunicate clear normsRole modelRespond to sensitive issuesGuide problem-solving
Listening
Turn to the person beside you
Who will be A, who will be B?
A’s ~Talk about your dream vacation: Where? How long? Who is with you? What will you do?
B’s ~ Listen attentively but DO NOT SPEAK
Switch when time is called
Effective Preventive Intervention
Teacher training and comprehensive curriculum
Intentional teaching of social-emotional skills to children
Practice, practice, practice
Curriculum Content
Feelings
Positive Relationships
Communication
Brainstorming
Impulse Control
Safe and Healthy Choices
Problem-Solving
Examples of Early Learning Standards
Fine Arts:participate in music activities
Social-Emotional:Use appropriate communication skills
when expressing needs/wants/feelingsShow empathy and caring for othersBegin to share and take turnsRespect the rights of self and others
Children who can express their feelings…
tolerate frustration betterget into fewer fightsengage in less destructive behaviorare healthierare less lonelyare less impulsiveare more focusedhave great academic achievement
Adapted from the Center on the Social and Emotional Foundations for Early Learning
The Importance of Friendship
New study: No friends, at risk for depression during adolescence
One friend made a difference
‘Reading, writing, ‘rithmetic, relationships
Calm Down Steps
Take three deep breaths
Count to five
Say “Calm down. Calm Down.”
Problem-Solving Steps
1. Stop. Think about the problem.
2. Say how you feel.
3. Brainstorm ideas.
4. Try the best one.
5. What happened?
National Recognition
Effective School-based Prevention Program
Safe, Disciplined and Drug-Free Schools Expert Panel,
U.S. Department of Education
National Registry of Evidence-based Programs
and Practices (NREPP)
Substance Abuse and Mental Health Services
Administration (SAMHSA),
U.S. Department of Health and Human Services
Reviewed and Selected for Inclusion in
Communities That Care® Prevention Strategies Guide developed by Dr. J. David Hawkins and Dr. Richard F. Catalano
Safe and Sound - An Educational Leader’s
Guide to Evidence-Based Social and
Emotional Learning Programs
The Collaborative for Academic, Social and Emotional Learning (CASEL)
Samples of Alignments
English Oral Language K.1 The student will demonstrate growth in the use of oral language.
Health Education K.2 & 3 The student will explain concepts of being healthy, safe. K.5 The student will explain importance of seeking guidance from
parents/guardians and other trusted adults. K.6 The student will identify expectations for personal behavior in school and social settings.
Physical Education: Responsible Behaviors K.4 The student will use appropriate behaviors and safe practices in physical
activity settings.
Recap: What You Can Do Right Now
Help children identify and talk about their feelings
Create opportunities that encourage friendshipTeach, model and practice the Calm Down
steps Help children accept and celebrate differencesTeach, model and practice the Problem Solving
steps
Resources
http://www.eyesonbullying.org/pdfs/toolkit.pdf
http://www.stopbullyingnow.hrsa.gov/kids/
http://www.education.com/topic/school-bullying-teasing/
http://www.stopbullying.gov/
Parent Education Program
• 13 modules
• Delivered by trained parent educators
• Strengths-based approach
• Promotes positive parent-child relationships
Al’s Caring Pals
Training for family child care home providers
Easy-to use materials tailored for home-based child care setting
Builds children’s social-emotional skills and problem-solving abilities
Creates nurturing environment
