whatever are they thinking? brains, emotions, and learning

Whatever are they thinking?Whatever are they thinking?

Brains, Emotions, and LearningBrains, Emotions, and Learning

Learning and memory Learning and memory processes exist in a circular processes exist in a circular relationship…relationship…

… … Emotion is the heart of Emotion is the heart of learning and memory.learning and memory.

(Greenspan 1997; LeDoux 1996; Kevine 2002)

Brain Research (Caine and Caine)

The brain changes in response to social interaction.

The brain patterns automatically, registering the familiar while responding to the new.

Emotions are critical to this patterning; an appropriate emotional climate is indispensable.

Complex learning is enhanced by challenge and inhibited by threat.

The complex brain is able to function on many levels and in many ways simultaneously.

Application to Teaching •When students talk about their understanding and listen to others interpretation, they gain more comprehension from the experience.

•Activate prior knowledge, or build background if it is missing, before reading.

•Explicitly teach appropriate behaviors in an interactive, safe setting of mutual respect where each student knows you care about him/her as a person first.

•Instruct at the “cutting edge” of students’ understanding. Text that is too difficult or too easy shuts down desire to achieve. ALL learners CAN be ALL learners CAN be helped in an emotionally helped in an emotionally safe environment with safe environment with high expectations that high expectations that they CAN learn.they CAN learn.

Emotions Rule!Emotions Rule!

An appropriate An appropriate emotional climate emotional climate is indispensable is indispensable

to a sound education.to a sound education.

Brain research tells us that Brain research tells us that what we learn what we learn

is influenced and organized is influenced and organized by emotions and mind-by emotions and mind-

sets.sets.

1. Relaxed Alertness• When students are in a good environment, they

feel good. Then, if they feel challenged, they’ll go for answers.

• Lighting, atmosphere, and surroundings should convey messages of safety and commitment to learning at all times.

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Rapid City Area Schools

OBPP Consultants:Pamela Teaney ThomasPaula Wilkinson Smith

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Program Developer Dan Olweus

© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

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Recognition of the Recognition of the Olweus Bullying Olweus Bullying

Prevention ProgramPrevention Program• Blueprint Model Program

(Center for the Study & Prevention of Violence)

• Model Program (SAMHSA)

• Effective Program (OJJDP)

• Level 2 Program (US Dept. of Education)


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Program ComponentsProgram Components

School

Classroom

Individual

Community

ParentParentss


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The Olweus Bullying The Olweus Bullying Prevention Program IS...Prevention Program IS...

• Designed for ALL studentsDesigned for ALL students• Preventive AND responsivePreventive AND responsive• Focused on changing norms Focused on changing norms

and restructuring the school and restructuring the school settingsetting

• Research-basedResearch-based• NOT time-limited: Requires NOT time-limited: Requires

systematic efforts over timesystematic efforts over time© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

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The OBPP IS NOT...The OBPP IS NOT...

• aa curriculumcurriculum

• aa conflict resolutionconflict resolution approachapproach

• aa peer mediationpeer mediation programprogram

• anan anger managementanger management programprogram


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Why is it important to Why is it important to address bullying in address bullying in

schools?schools?1.1. For students and their For students and their

futuresfutures

2.2. For a healthy school climateFor a healthy school climate

3.3. For the larger communityFor the larger community

4.4. For the purposes of risk For the purposes of risk management for schoolsmanagement for schools

5.5. It’s a wise investmentIt’s a wise investment© The Olweus Bullying Prevention Group, 2007© The Olweus Bullying Prevention Group, 2007

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Effects of Being Effects of Being BulliedBullied

• Lower self-esteemLower self-esteem• Depression & anxietyDepression & anxiety• Absenteeism & Absenteeism &

lowered school lowered school achievementachievement

• Thoughts of suicideThoughts of suicide• IllnessIllness


Health Consequences of Health Consequences of BullyingBullying

(Fekkes et al., 2004)(Fekkes et al., 2004)BulliedBullied Not bulliedNot bullied

HeadacheHeadache 16%16% 6%6%Sleep problemsSleep problems 42%42% 23%23%Abdominal painAbdominal pain 17%17% 9%9%Feeling tenseFeeling tense 20%20% 9%9%AnxietyAnxiety 28%28% 10%10%Feeling unhappyFeeling unhappy 23%23% 5%5%Depression scaleDepression scale

moderate indicationmoderate indication 49%49% 16%16%strong indicationstrong indication 16%16% 2%2%


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Concerns About Concerns About Children Who Children Who BullyBully

• Children who bully are more likely to:Children who bully are more likely to:– Get into frequent fightsGet into frequent fights– Be injured in a fightBe injured in a fight– Steal, vandalize propertySteal, vandalize property– Drink alcohol, smokeDrink alcohol, smoke– Be truant, drop out of schoolBe truant, drop out of school– Report poorer academic achievementReport poorer academic achievement– Perceive a negative climate at schoolPerceive a negative climate at school– Carry a weaponCarry a weapon


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Children Who BullyChildren Who Bully• Bullying may be part of a conduct-Bullying may be part of a conduct-

disordered behavior patterndisordered behavior pattern

• This pattern may continue This pattern may continue into young adulthoodinto young adulthood

• Olweus study: Bullies were 4 times Olweus study: Bullies were 4 times as likely to have 3 or more as likely to have 3 or more convictions by age 24convictions by age 24


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Effects of Bullying on Effects of Bullying on School ClimateSchool Climate

• Creates a climate of fear Creates a climate of fear and disrespectand disrespect

• Interferes with student Interferes with student learninglearning

• Students may feel Students may feel insecurity and not like insecurity and not like school as wellschool as well

• Students may perceive lack Students may perceive lack of control/caringof control/caring


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It’s a question of It’s a question of rights.rights.

Ultimately...Ultimately...


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School Risk Factors School Risk Factors for Problems of for Problems of

BullyingBullying• Lack of supervision Lack of supervision

during breaksduring breaks

• Students have Students have indifferent or indifferent or accepting attitudesaccepting attitudes

• Staff have indifferent or Staff have indifferent or accepting attitudes towards accepting attitudes towards bullyingbullying


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Goals of the Olweus Goals of the Olweus Bullying Prevention Bullying Prevention

ProgramProgram

• Reduce existing bullying Reduce existing bullying problems among studentsproblems among students

• Prevent the development of Prevent the development of new bullying problemsnew bullying problems

• Achieve better peer relations Achieve better peer relations at schoolat school


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Program PrinciplesProgram Principles1.1. Warmth, positive interest, and Warmth, positive interest, and

involvement are needed on the involvement are needed on the part of adults in school.part of adults in school.

2.2. Set firm limits to unacceptable Set firm limits to unacceptable behavior.behavior.

3.3. Consistently use nonphysical, Consistently use nonphysical, nonhostile negative consequences nonhostile negative consequences when rules are broken.when rules are broken.

4.4. Adults in the school should act as Adults in the school should act as authorities and positive role authorities and positive role models.models.


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School-Level School-Level ComponentsComponents


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1. Establish a BPCC1. Establish a BPCC• ResponsibilitiesResponsibilities

– Attend two-day trainingAttend two-day training– Plan program implementation at schoolPlan program implementation at school– Communicate with staff and parentsCommunicate with staff and parents– Coordinate the program with other Coordinate the program with other

activitiesactivities– Obtain feedback from all staffObtain feedback from all staff– Represent the program to parents, Represent the program to parents,

community, mediacommunity, media


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3. Administer Olweus 3. Administer Olweus Bullying Bullying

QuestionnaireQuestionnaire

• Why survey students about Why survey students about bullying?bullying?

• What is the Olweus Bullying What is the Olweus Bullying Questionnaire?Questionnaire?


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The Olweus Bullying The Olweus Bullying QuestionnaireQuestionnaire

• Locations of hotspotsLocations of hotspots• Patterns for girls and boysPatterns for girls and boys• Insights into school climateInsights into school climate• Information to assess supervisionInformation to assess supervision• Adult and student attitudes about Adult and student attitudes about

bullyingbullying• Impact of bullying on studentsImpact of bullying on students• Valuable planning toolValuable planning tool


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5. Introduce School 5. Introduce School Rules and Rules and ConsequencesConsequences

• Develop policy on bullying Develop policy on bullying

• Anti-bullying rulesAnti-bullying rules

• Positive & negative Positive & negative consequences consequences

• Introducing rules and Introducing rules and consequencesconsequences


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about bullying• We will not bully others.We will not bully others.• We will try to help students who We will try to help students who

are bullied.are bullied.• We will try to include students who We will try to include students who

are left out.are left out.• If we know that somebody is being If we know that somebody is being

bullied, we will tell an adult at bullied, we will tell an adult at school and an adult at home.school and an adult at home.


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6. Refine the 6. Refine the Supervisory System Supervisory System

1.1. Determine the Determine the ““hot spotshot spots” ” for for bullyingbullying

2.2. Develop strategies to Develop strategies to increase supervision in increase supervision in common common ““hot hot spots”spots”


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6. Refine the Supervisory 6. Refine the Supervisory System (continued) System (continued)

33..Develop ways of tracking and Develop ways of tracking and reporting bullying incidents reporting bullying incidents schoolwideschoolwide

4.Consider the attitudes of 4.Consider the attitudes of supervising adultssupervising adults

5.Evaluate your school5.Evaluate your school’’s physical s physical design to reduce bullyingdesign to reduce bullying


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Classroom-Level Classroom-Level ComponentsComponents


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Classroom-Level Classroom-Level ComponentsComponents

• Post and enforce school-wide rules Post and enforce school-wide rules against bullyingagainst bullying

• Hold regular class meetingsHold regular class meetings

• Hold meetings with students’ parentsHold meetings with students’ parents


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Why Hold Class Why Hold Class Meetings?Meetings?

• Teach students about bullying, rules, Teach students about bullying, rules, related issuesrelated issues

• Help students learn more about Help students learn more about themselves, feelings, reactionsthemselves, feelings, reactions

• Build a sense of community Build a sense of community • Help the teacher learn more about Help the teacher learn more about

classroom cultureclassroom culture• Provide a forum for addressing and Provide a forum for addressing and

following up on bullying issuesfollowing up on bullying issues


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Individual-Level Individual-Level

ComponentsComponents


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Individual-Level Individual-Level ComponentsComponents

1.1. Supervise students’ activitiesSupervise students’ activities

2.2. Ensure that all staff intervene Ensure that all staff intervene on-the-spot when bullying on-the-spot when bullying occursoccurs

3.3. Hold meetings with students Hold meetings with students involved in bullyinginvolved in bullying

4.4. Develop individual intervention Develop individual intervention plans for involved studentsplans for involved students


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1. On-the-Spot Interventions:1. On-the-Spot Interventions:The “Teachable Moment”The “Teachable Moment”

1.1. Stop the bullyingStop the bullying2. Support the student who has been bullied2. Support the student who has been bullied3. Name the bullying behavior & refer to the 3. Name the bullying behavior & refer to the

school rulesschool rules4. Empower the bystanders4. Empower the bystanders5. Impose immediate and appropriate 5. Impose immediate and appropriate

consequences consequences 6. Take steps to ensure the bullied student will 6. Take steps to ensure the bullied student will

be protected from future bullyingbe protected from future bullying


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2. Follow-Up Interventions

1.1. Report the incident to key adultsReport the incident to key adults

2.2. Identify who will meet with studentsIdentify who will meet with students

3. Hold separate talks with parties3. Hold separate talks with parties

4. Implement supports for bullied child4. Implement supports for bullied child

5. Impose consequences for the children 5. Impose consequences for the children who bullywho bully

6. Talk with parents6. Talk with parents

7. Check-in later7. Check-in later


North Middle North Middle EagleEagle Squad Squad

North Middle SchoolNorth Middle SchoolEagle SquadEagle Squad

• Application and selection interviews.Application and selection interviews.

• Students attend trainings.Students attend trainings.

• Students focus on “Hot spots” in halls.Students focus on “Hot spots” in halls.

• Students report serious offenses to a Students report serious offenses to a nearby teacher.nearby teacher.

• Students earn a “hooded” sweatshirt with Students earn a “hooded” sweatshirt with Eagle squad logo.Eagle squad logo.

North Middle School North Middle School Office Referral SummaryOffice Referral Summary• 03/04 School Year03/04 School Year 1,7471,747

• 04/05 School Year04/05 School Year 1,6711,671

• 05/06 School Year05/06 School Year 1,7121,712

First Year Implementation OlweusFirst Year Implementation Olweus• 06/07 School Year06/07 School Year 1,4171,417

Bully Prevention Program Results 2006/2007

SeptemberOctober

NovemberDecemberJanuaryFebruary

March April May

average offences per day

name calling

inappropriate gestures

taunting/ridiculing

insulting remarks

push/trip

North Middle SchoolNorth Middle School

(total specific offences in each month YR 06-07)

total applicable days

this month

name calling

inapp. gestur

es

taunt/ ridicule

insulting remarks

push/ trip

september

4 7 5 0 6 18

october 20 9 16 4 7 41

november 19 12 6 5 7 27

december 16 5 4 1 2 19

january 20 8 8 3 0 10

february 18 4 9 3 4 20

march 21 6 6 0 0 15

april 19 2 1 0 3 12

may 21 0 3 2 1 11

North Middle SchoolNorth Middle School

whatever are they thinking? brains, emotions, and learning

Documents

learning slide

program us

program developer dan

complex learning

complex brain

heart of learning

brain research caine

brain changes