Developing a whole Developing a whole school anti-bullying and school anti-bullying and

resiliency programresiliency programPresented by: Educational Psychologist Presented by: Educational Psychologist Tricia ChandraTricia Chandra

Protecting Children Today Conference 2009

Warm-up exerciseWarm-up exercise

A Man Goes Fishing …

Construct of resilienceConstruct of resilience Longitudinal studies of “at risk” children led to Longitudinal studies of “at risk” children led to

the emergence of the construct of resilience.the emergence of the construct of resilience.

Central question was….Central question was….““Why do some “at risk” children survive and Why do some “at risk” children survive and

even thrive despite encountering many life even thrive despite encountering many life stressors, yet others in the same stressors, yet others in the same circumstances inevitably lead them to circumstances inevitably lead them to psychopathologies, depression, suicide, psychopathologies, depression, suicide, substance abuse, educational failure etc…?”substance abuse, educational failure etc…?”

A Paradigm Shift…A Paradigm Shift…• From being too pre-occupied with From being too pre-occupied with

repairing damage when focus should be on repairing damage when focus should be on building strengthbuilding strength

• From studying the behaviours of “at risk” From studying the behaviours of “at risk” kids who “didn’t make it” to kids who kids who “didn’t make it” to kids who bounce back from stress and trauma in bounce back from stress and trauma in their livestheir lives

• From a deficit model of children “at risk” From a deficit model of children “at risk” to a model focussing on personal and to a model focussing on personal and environmental strengthenvironmental strength

• ““Treatment is not just fixing what is Treatment is not just fixing what is broken, it is nurturing what is best within broken, it is nurturing what is best within ourselves” (Seligman)ourselves” (Seligman)

Definition of ResilienceDefinition of Resilience “…“….the ability to bounce back after .the ability to bounce back after

encountering difficulties, negative events, encountering difficulties, negative events, hard times or adversity and to return to hard times or adversity and to return to ALMOST the SAME level of emotional well-ALMOST the SAME level of emotional well-being, that is, the capacity to maintain a being, that is, the capacity to maintain a healthy and fulfilling life despite healthy and fulfilling life despite adversity.”adversity.”

(McGrath and Noble)(McGrath and Noble)

Resilience…the ability to return to an undisturbed state after

being disturbed.

Research findings Research findings which informed which informed

program program development.development.

HOW PERVASIVE IS SCHOOL HOW PERVASIVE IS SCHOOL BULLYING?BULLYING?

• A national survey of school children between 7 and A national survey of school children between 7 and 17 – found one child in six was bullied by peers each 17 – found one child in six was bullied by peers each week in Australian schoolsweek in Australian schools

• In 2002, Kids Help Line received almost 6,000 calls In 2002, Kids Help Line received almost 6,000 calls about bullying from young people in Australiaabout bullying from young people in Australia

• Victimisation is more frequently reported by younger Victimisation is more frequently reported by younger studentsstudents

• No evidence to suggest that the size of the school, or No evidence to suggest that the size of the school, or whether the school is single-sex or co-educational, or whether the school is single-sex or co-educational, or government or non-government, makes any government or non-government, makes any significant difference to the amount of bullying that significant difference to the amount of bullying that goes on.goes on.

EFFECTS OF BULLYING EFFECTS OF BULLYING AND VIOLENCEAND VIOLENCE

•Higher levels of stress, anxiety, Higher levels of stress, anxiety, depression and illness, and an depression and illness, and an increased tendency to suicideincreased tendency to suicide

•Negative impact on educational Negative impact on educational outcomesoutcomes

•Also harmful to perpetrators who Also harmful to perpetrators who are more likely to have antisocial are more likely to have antisocial and criminal behaviourand criminal behaviour

(from NSSF document)(from NSSF document)

ISSUES FOR THE SCHOOL ISSUES FOR THE SCHOOL COMMUNITYCOMMUNITY

• Community expectations that schools Community expectations that schools should be vigilant and intervene when should be vigilant and intervene when necessarynecessary

• Legal imperatives that bind teachersLegal imperatives that bind teachers• Justice – right of children to live their Justice – right of children to live their

lives free of threat or violencelives free of threat or violence• Negative impacts on educational Negative impacts on educational

outcomesoutcomes(from NSSF document)(from NSSF document)

Impact of Peer Impact of Peer VictimisationVictimisation • Associated with various emotional and Associated with various emotional and

behavioural problems such as depression, behavioural problems such as depression, loneliness, anxiety, low self esteem loneliness, anxiety, low self esteem (Hawker & (Hawker & Bolton, 2000)Bolton, 2000)

• Report more difficulty in making friends, Report more difficulty in making friends, feeling less socially competent and more feeling less socially competent and more peer rejection peer rejection (Bolton & Smith,1994)(Bolton & Smith,1994)

• Disrupt the educational and learning Disrupt the educational and learning process and hinder children from achieving process and hinder children from achieving to their maximum learning potential to their maximum learning potential (Juvonen, (Juvonen, Nishina & Graham,2000)Nishina & Graham,2000)

• One longitudinal study in 2000 found One longitudinal study in 2000 found self-perceived victimization was a self-perceived victimization was a significant predictor of a middle school significant predictor of a middle school student’s grade point average and student’s grade point average and absenteeismabsenteeism (Juvonen et al) (Juvonen et al)

• evidence from studies to suggest that evidence from studies to suggest that it is not specifically peer victimization it is not specifically peer victimization per se BUT rather the victim’s per se BUT rather the victim’s interpretation of the situation that interpretation of the situation that impacts the victim impacts the victim (Graham and Juvonen, 1998; Nansel (Graham and Juvonen, 1998; Nansel et al, 2001; Thijs & Verkuyten,2008)et al, 2001; Thijs & Verkuyten,2008)

CHARACTERISTICS OF CHARACTERISTICS OF BEST PROGRAMS..BEST PROGRAMS..•Started early in primary schoolStarted early in primary school•Revisited key concepts in Revisited key concepts in

developmentally appropriate ways developmentally appropriate ways over timeover time

•Explicitly taught the targeted skills Explicitly taught the targeted skills •Used cognitive-behavioural Used cognitive-behavioural

techniquestechniques• Integrated with curriculum rather Integrated with curriculum rather

than added onthan added on

•The effectiveness of a “whole The effectiveness of a “whole school” approachschool” approach

•A crucial factor in determining a A crucial factor in determining a positive outcome in reducing positive outcome in reducing bullying is the process by which bullying is the process by which the anti-bullying program is the anti-bullying program is developed and the degree of developed and the degree of engagement by the school engagement by the school community in its implementation.community in its implementation.

St. Francis Xavier St. Francis Xavier Primary School, Primary School,

GOODNAGOODNAOur JourneyOur Journey

Implementing a whole school Implementing a whole school approachapproach

(…(…and winning the 2008 Child Protection Week and winning the 2008 Child Protection Week Award !!!!!!)Award !!!!!!)

St Francis Xavier St Francis Xavier School, GOODNA School, GOODNA We’re the kids who care!We’re the kids who care!

DemographicsDemographics• St. Francis Xavier Primary SchoolSt. Francis Xavier Primary School• Goodna, Ipswich, QueenslandGoodna, Ipswich, Queensland• Enrolment 450Enrolment 450• Co-educationalCo-educational• Multicultural – approx Multicultural – approx 40 nationalities40 nationalities• Low socio-economic areaLow socio-economic area• Dysfunctional familiesDysfunctional families• Lack of wider communityLack of wider community connectednessconnectedness

How it all started……How it all started……• High levels of aggression- verbal and physicalHigh levels of aggression- verbal and physical• Teachers experiencing high levels of stressTeachers experiencing high levels of stress• Survey showed lack of common understanding Survey showed lack of common understanding

of behaviour management approach in school of behaviour management approach in school • A realisation that procedures no longer A realisation that procedures no longer

effective effective • Introduction of NSSF made us aware that we Introduction of NSSF made us aware that we

needed to review our bullying policy and add needed to review our bullying policy and add proactive componentproactive component

• Data Data from survey convinced ALL staff of from survey convinced ALL staff of urgent NEED to overhaul systems in placeurgent NEED to overhaul systems in place

What we did….What we did….•Data from surveys shared with staffData from surveys shared with staff• In service staff on “Bullying” in 2005In service staff on “Bullying” in 2005•Presented staff with a skeleton/draft of Presented staff with a skeleton/draft of

what behaviour management what behaviour management procedure might look like (phase 1) procedure might look like (phase 1) and Anti-bullying and resiliency and Anti-bullying and resiliency program (phase 2)program (phase 2)

• Staff input into behaviour Staff input into behaviour management documentsmanagement documents

• Term 2 2005- launch of wholeTerm 2 2005- launch of whole school approachschool approach• 2006- committee established2006- committee established for Bounce Back committeefor Bounce Back committee• May 2006- Anti-Bullying andMay 2006- Anti-Bullying and Resiliency Program launched (all Resiliency Program launched (all

stakeholders consulted during policy stakeholders consulted during policy development)development)

We wanted to develop a policy with We wanted to develop a policy with PRESENCE PRESENCE that that was:was:

PProactiveroactiveRReactiveeactiveEEducationalducationalSSkills for Resiliencykills for Resiliencyeencompassing Guidelinesncompassing Guidelinesnnurturing Life Long Learnersurturing Life Long LearnerscconsistencyonsistencyeeASY!!ASY!!

Committee made up of:Committee made up of:ParentsParentsChildrenChildrenTeachers from lower, middle, Teachers from lower, middle,

upper primaryupper primaryAdministrationAdministrationSchool officersSchool officersPastoral workerPastoral workerGuidance counsellorGuidance counsellor

Step 1Step 1• identifying what is bullying BUT more identifying what is bullying BUT more

importantly what is NOT bullyingimportantly what is NOT bullying• Aim is to empower kids- to prevent Aim is to empower kids- to prevent

kids from perceiving themselves as kids from perceiving themselves as victimsvictims

• For kids to realise that they have the For kids to realise that they have the ability to change the situations they ability to change the situations they are inare in

What is bullying?What is bullying?• RepeatedRepeated and and unjustifiableunjustifiable behaviour behaviour• Intended to cause Intended to cause fearfear, , distressdistress and/or and/or harmharm• Physical, verbal, psychological, relationalPhysical, verbal, psychological, relational• By a By a more powerfulmore powerful individual or group individual or group• Against a Against a less powerfulless powerful individual unable to individual unable to

effectively resisteffectively resist(from Friendly Schools and Families program)(from Friendly Schools and Families program)

BULLYING IS:when these things happen again and again to someone and

that person is unable stop it from happening (from FSF program)

Being ignored, left out on purpose,

or not allowed to join in.

Lies or nasty stories are told

about them to make other kids not like

them.

Being made

afraid of getting hurt.

Being hit, kicked or pushed around.

Being made Being made fun of and fun of and teased in a teased in a mean and mean and

hurtful way.hurtful way.

What sets our anti-What sets our anti-bullying program bullying program

apart from apart from others???others???

A significant focus on A significant focus on educating the school educating the school community on...........community on...........What is What is NOT NOT bullying?bullying?Negative social situations which are NOT Negative social situations which are NOT

bullying……..bullying……..• Social isolation/rejectionSocial isolation/rejection• Random Acts of Aggression,Random Acts of Aggression, Intimidation or meannessIntimidation or meanness• ConflictConflict

How did we make our How did we make our PRESENCEPRESENCE felt? felt?

Proactive Strategies:Proactive Strategies:Weekly whole school lessons to introduce Weekly whole school lessons to introduce

characters and concepts.characters and concepts.Modelling and Teaching of Stop Think Do Modelling and Teaching of Stop Think Do

strategies and establishment of forum for strategies and establishment of forum for discussion.discussion.

Recording and monitoring of Stop Think Do Recording and monitoring of Stop Think Do sessions. Communication with parents.sessions. Communication with parents.

Focus on common understandings and shared Focus on common understandings and shared language to be used in daily interactions and language to be used in daily interactions and incidences.incidences.

How did we make our How did we make our PRESENCEPRESENCE felt? felt?

• STOP, THINK, DOSTOP, THINK, DO

How did we make our How did we make our PRESENCEPRESENCE felt? felt?Reactive StrategiesReactive Strategies

FORMAL REPORTING PROCESSFORMAL REPORTING PROCESS This is for when the STOP THINK DO sessions in the This is for when the STOP THINK DO sessions in the

classrooms have failed to solve a problem. This can be classrooms have failed to solve a problem. This can be initiated by the parent through the classroom teacher or a initiated by the parent through the classroom teacher or a member of administration.member of administration.

Formal meetings will take place with administration and Formal meetings will take place with administration and appropriate staff and the parents of both parties.appropriate staff and the parents of both parties.

An action plan will be formulated. Parents and administration An action plan will be formulated. Parents and administration sign an agreement about future strategies to be employed.sign an agreement about future strategies to be employed.

MONITORINGMONITORING Both parties will be monitored for a period of time to ensure Both parties will be monitored for a period of time to ensure

that the issue has been addressed and the problem solved.that the issue has been addressed and the problem solved.

Other important Other important components…components…• Whole school implementation of the Whole school implementation of the

BOUNCE BACK program BOUNCE BACK program • Linking the Bounce Back program to Linking the Bounce Back program to

specific curriculum outcomesspecific curriculum outcomes• Use of the characters with parents Use of the characters with parents

and children when dealing with and children when dealing with incidencesincidences

What worked for us….What worked for us….• Having ALL staff support the programsHaving ALL staff support the programs(school officers, relief teachers, specialist (school officers, relief teachers, specialist

teachers, etc)teachers, etc)• Significant roleSignificant role members of admin played members of admin played

in this process- having a “top down” in this process- having a “top down” approach and admin driving the process approach and admin driving the process and and

hence owning thehence owning the programs (having a highlyprograms (having a highly energetic APRE helps!!!)energetic APRE helps!!!)

• Sharing a common languageSharing a common language• Strong Strong commitment of staff and their commitment of staff and their

accountabilityaccountability• Deputy Principle overlooking data Deputy Principle overlooking data

collection and monitoring of whole-collection and monitoring of whole-school behaviour programschool behaviour program

• Priority for new staff to be inducted Priority for new staff to be inducted and informed to ensure continuityand informed to ensure continuity

• Periodic reviews when necessaryPeriodic reviews when necessary• Having very clear procedures and Having very clear procedures and

guidelines guidelines

• Room for some flexibility (special Room for some flexibility (special needs and “frequent flyers”) and needs and “frequent flyers”) and common understanding that common understanding that “consistency doesn’t equate rigidity”“consistency doesn’t equate rigidity”

Our Motto……Our Motto……• Coming together is a beginning.Coming together is a beginning.

• Keeping together is progress.Keeping together is progress.

• Working together is success.Working together is success.

Henry Ford.Henry Ford.

Seeking expressions of Seeking expressions of interest…….interest…….(please leave your contact details and we will contact you when our (please leave your contact details and we will contact you when our program goes to print)program goes to print)

• An innovative program empowering children by An innovative program empowering children by teaching them what is and is NOT bullying teaching them what is and is NOT bullying through use of child friendly charactersthrough use of child friendly characters

• To be used as a resource to enhance To be used as a resource to enhance ANYANY existing anti-bullying program already existing anti-bullying program already implementedimplemented

• Program comes with Program comes with step-by-stepstep-by-step lesson plans lesson plans and activity sheets…ready to implement!!!and activity sheets…ready to implement!!!

• Suitable for children in primary schools (P-7)Suitable for children in primary schools (P-7)