Wayne Sakamoto Safe Schools Coordinator [phone] [e-mail]

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Wayne SakamotoSafe Schools Coordinator(858)
292-3569wsakamot_at_sdcoe.net
San Diego County Office of Education
School Violence
Bullies and Victims
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Objectives

• Greater Understanding of Systematic Approach to
  Bullying
• Increased Knowledge of Characteristics of Bullies
  and Victims
• Increased Knowledge and Skills in Identifying and
  Implementing Strategies
• Ability to Implement a Steps At Your School
  Site(s)

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Overview of Course

• I. Background
• Definitions
• Prevalence
• II. Step by Step Systematic Approach
• Develop a task force
• Develop a definition
• Assessment
• Develop policies and protocols
• Action Planning
• Training
• Evaluation

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Definitions

• Specific Type of Aggression
• Verbal
• Physical
• Psychological
• Behavior is Intended to Harm or Disturb
• Carried Out Repeatedly and Over Time

• Imbalance of Power
• Physical
• Psychological
• Direct Bullying
• Physical Acts
• Threats
• Intimidation
• Verbal Abuse
• Taunting
• Indirect Bullying
• Making Faces
• Obscene Gestures
• Exclusion
• Rumors

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Prevalence of Bullying

• European Study
• 15 to 23 Percent of Students Involved as Victims
  or Perpetrators (Olweus)
• United States Study
• National Study (1998)
• 15,686 Students in Grades 6-10
• 29.9 of Students Involved
• 13 Bully
• 10.6 Victim
• 6.3 Both Bully and Victim

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Prevalence (Continued)

• (United States Study)
• South Carolina (1998)
• 6,000 Students in Grades 4-6
• 43 of Students Involved
• 20 Bully
• 23 Victim
• More Prevalent in
• Elementary School
• Middle School
• High School Students May Under-represent

• Occurs in Rural, Suburban, and Urban Schools
• Some Studies Indicate Slightly Higher in Rural
  Areas

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QUICK-STEP Action Plan

• Develop a Team or Task Force
• Create a Definition of Bullying
• Assess Bullying at Your School
• Review or Develop District Policy
• Enforce Policy
• Develop Action Plan
• Prevention
• Intervention
• Suppression
• Provide Staff Training
• Provide Parent Training
• Evaluation

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I. Establish a Task Force

• Identify key stakeholders
• Identify roles and responsibilities
• Meet a minimum of once per month
• Identify time to allow for parent involvement

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I. Establish a Task Force Bully Prevention Task
Force
Name Position/Agency Role
School Administrator Chairs and organizes meeting Brings administrative perspective Experience in discipline process Connection with district funding
Certificated Staff Kindergarten First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth Eleventh Twelfth Brings classroom perspective Knowledge of curriculum content and deliverability Staff liaison Assists in staff development recommendations Classroom strategies Perspective on protocols
Classified Staff Campus Security Custodial Bus Driver Campus Aide Noon Duty Other
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School Counselor/Psychologist
School Resource Officer
Students
Parents
Community Agencies
Other
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II. Assessment

• How do you assess bullying?
• Surveys
• Focus Groups
• Observations
• Hard DATA
• Analyze your data!!!

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Assessment Continued

• Identify Bullies
• Peer Group
• Identify Victims
• Identify Potential Instigators
• By-standers
• Root Causes

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Characteristics of Bullies

• Higher Levels of Conduct Problems
• Dislike School/Poor School Adjustment
• Positive Attitude Toward Violence and Use of
  Violence
• Impulsivity
• Strong Need to Dominate
• Little Empathy Toward Victims
• Positive View of Themselves
• Greater Ease in Making Friends

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Characteristics of Victims

• More Anxious and Insecure
• Greater Levels of Depression
• More Loneliness and Unhappiness
• Lack Social Skills
• Poor Social and Emotional Adjustment
• Difficulty Making Friends/Lack of Friends
• Cautious, Sensitive, and Quiet
• React by Crying and Withdrawal (Lower Grades)
• Low Self-Esteem
• Negative View of Themselves
• Males are Generally Weaker Than Their Classmates
• Boys Have Close Relations with Mothers

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Warning Signs - Bully

• Maliciously Teases, Threatens, or Strikes Out
• Hot-tempered
• Impulsive
• Hard Time Following Rules
• Aggressive Toward Adults
• Tough/Mean Spirited
• Lack of Empathy
• Involved in Other Anti-social Behaviors

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Warning Signs - Victim

• Depression
• Anxiety
• Drop in Grades
• Drop in Attendance
• Psycho-somatic Symptoms
• Signs of Physical Confrontations
• Torn Clothes, Cuts, Bruises, etc.
• Loss of personal possessions
• Few Friends
• Loner/Isolated
• Poor Self-esteem
• Afraid to go out to Play

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Capacity Assessment

• What are you currently doing?
• What resources do you have?
• How many staff have been trained?
• Is your policy and PROCEDURE adequate?

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II. Assessment How will you assess the prevalence
of bullying on your campus and where it
occurs? What does your Youth Risk Behavioral
Surveillance and Healthy Start Survey report tell
you about bullying and harassment?
Name Date Conducted Analysis/Trends
Youth Risk Behavioral Surveillance
Healthy Start Survey
Have you conducted other surveys (Staff and
parents)? If yes, what does the data indicate?
Name Date Conducted Analysis/Trend
Name of staff survey
Name of parent survey
Other survey
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Have you conducted focus groups? If yes, what
does the data indicate? Have you conducted
observations? If yes, what issues and behaviors
have you seen that may contribute to bullying
and harassment? Clicking or grouping Name
calling Racial name calling Intimidation Stare
-downs Bad language Taunting Physical
contact Overcrowding Unsupervised areas Other
(Describe) Summarize your observations Numbe
r of school incidences by month 2004-05
J F M A M J J A S O N D
Referrals
Other Reports
Suspensions
Expulsions
Fill in the number of bullying incidences you
have documented over the past five years.
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Number of school incidences by year
1999-2000 2000-01 2001-02 2002-03 2003-04
Referrals
Other Reports
Suspensions
Expulsions
Determine if your rates are increasing or if you
are seeing an increase due to the growth of the
student population using the following formula.
Incidences/Student Population X 1000
Rate Rate of bullying by year
1999-2000 2000-01 2001-02 2002-03 2003-04
Referrals
Other Reports
Suspensions
Expulsions
Do you collect data on victimization? How many
victims of bullying have you had each of the past
five years? 1999-2000 ________________
2000-2001 ________________ 2001-2002
________________ 2002-2003 ________________
2003-2004 ________________
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Are your victims increasing or decreasing? List
students that may be bullies List students that
may be victims Identify students that have
been victimized more than once
Victim Name Grade Level Teacher/ Home Room Location of Incident Perpetrator







What percentage of your total population has been
identified as victims (Use the following formula
to calculate)? What is your ratio of victims to
bullies?
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Student Assessment Form Student Location Time
Place a tally mark in the appropriate box
each time you hear or see
Bad Language Name Calling Racial Name Calling Picking on Pushing Kicking Hitting Fighting Other Bad Behaviors

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Capacity Assessment What activities, programs,
trainings and curricula do you have in place to
reduce bullying? List and describe activities
Activity Description Date Conducted




List and describe programs
Program Description Number of students served




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List and describe trainings
Training Description Number trained Date Conducted




List and describe curricula
Curricula Description When and how delivered




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Potential Bullies/Instigators
Name of Student Grade Level Teacher/Homeroom Why is Student on List?







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Potential Bulling Victims
Name of Student Grade Level Teacher/Homeroom Why is Student on List?







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Assessment Summary Form Based upon
your assessment, list your top five
concerns 1. 2. 3. 4. 5. Which locations
or areas does bullying seem to be more
prevalent? If needed, how will you collect
additional data for assessment?
Data Needed Person Responsible Timeline




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III. Policy

• Statement of negative impact of bullying
• Adverse effect on the learning environment and
  school culture
• Clear Definition
• Clear Statement That Consequences Will Be
  Immediate
• Prevention and Intervention Strategies
• Services for victim and perpetrator

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IV. Site-based Protocol

• Identification
• Notification
• Staff
• Site Administrator
• Parents
• Documentation
• Direct Bullying
• Indirect Bullying
• Creating the paper trail
• Interview Forms
• Immediate Actions Taken
• Follow-up

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• Bully Policy
• Do you currently have a board adopted policy?
• Is your definition of bullying adequate?
• How have/will you train staff on the policy and
  protocol?
• How have/will you inform parents and students of
  the policy and consequences?
• Bully Site-based Protocol
• How will you document the infraction?

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Violation Form
Violation Action
First Violation Warning
Second Violation
Third Violation
Fourth Violation
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DOCUMENTATION FORM

• Perpetrator Name(s)
• Victim Name(s)
• Direct Bullying Indirect Bullying
• (Please mark all that applies)
• Hitting Spreading Rumors
• Shoving Internet posting
• Kicking Electronic messaging
• Name calling Slam Book
• Taking property Exclusion
• Destroying property Social cruelty (List)
• Other Physical Act (List)
• Where did this take place?
• Bus Stop Cafeteria
• Bus Classroom
• Playground/Athletic Field Locker room

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Bully Interview Form

• Name
• Bully Statement
• Why was the victim targeted?
• Does perpetrator know the victim(s)?
• Do they share any classes (If so, list classes
  and teachers)?
• Did teachers notice any negative behaviors
  leading up to the event (If they shared
• classes)?
• Have the students had problems before?

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Victim Interview Form

• Name
• Victim Statement
• Why was he/she targeted?
• Does victim know the perpetrators(s)?
• Do they share any classes (If so, list classes
  and teachers)?
• Did teachers notice any negative behaviors
  leading up to the event (If they shared classes)?
• Have the students had problems before?
• Describe problems?

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V. Training

• What are potential training topics?
• Recognition
• Protocols
• Curriculum
• Classroom meetings
• Intervention skills
• How will you provide staff development?
• How will you train parents?

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V. Training List current training activities
for school staff, parents, students, etc.
Topic Target Audience Date Trained Number Trained






List trainings needed for staff, parents,
students and potential resources
Topic/Description Target Audience Person Responsible Costs Potential Resources






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VI. Prevention

• Build a positive school/classroom climate
• Provide for the development of skills
• Improve the physical environment
• CPTED
• Link to School Safety Plan (EC 32280)
• Proactive approaches
• Curriculum
• Program
• Youth Involvement

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The Resiliency Wheel
Reprinted from Resiliency In Schools Making It
Happen For Students Educators by Nan Henderson
Mike Milstein, published by Corwin Press,
Thousand Oaks, CA, 1996
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• VI. Prevention
• What are you currently doing to prevent bullying?
• Select a work station and review the following
  program, curricula or resource. Develop an
• outline that will provide an accurate overview.
  Be prepared to report out to the large group.
• (Second Step, Bully Prevention, Bully Busters,
  Empathy Development, Internet)
• Discussion What does a bully free classroom
  look like?
• How will you address the by-stander effect?

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Prevention Action Plan 1. Social Environment
Objectives Activities Persons Responsible Date Completed







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2. Physical Environment
Objectives Activities Persons Responsible Date Completed







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Bully Prevention Program

• Dan Olweus
• Whole School Systemic Approach
• Builds a Positive School Culture
• Firm Limits for Unacceptable Behavior
• Non-hostile/Non-physical Consequences
• Involvement By Adults
• Adults Act Decisively
• Adults Are Positive Role Models
• Adults Model Appropriate Behaviors
• Active Youth Involvement

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Overview of Bullying Prevention Program

• Adult Awareness and Involvement (Prerequisite)
• School-wide Level
• Data
• Olweus Bully/Victim Questionnaire
• Student Focus Groups
• Suspension/ Expulsion

• School Crime Data
• Observations
• Formation of Coordinating Committee
• Planning Meeting
• Staff Development
• Policy Development
• Effective Supervision
• Parent Awareness

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Overview of Bullying Prevention Program

• Class Level
• Classroom Rules
• Regular Classroom Meetings With Students
• Reinforce Rules
• Discussions on Bullying
• Role Playing
• Writing

• Small Group Discussions
• Meetings With Parents
• Individual Level
• Intervention With Bullies
• Victims
• Parents

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Evaluation of the Bully Prevention Program

• 50 Reduction in Student Reports of Bullying and
  Being Bullied
• Reduction in Other Anti-social Behaviors
• Students Reported Better Order and Discipline
• Students Reported More Positive Attitudes Toward
  Schoolwork and School
• US Results Similar But Not as Dramatic

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Steps to Respect A Bullying Prevention Program

• Committee For Children
• Whole School Approach
• Elementary Level
• Three Grade-Level Modules
• Grades 3-4
• Grades 4-5
• Grades 5-6

• Each Module Contains One 11 Lesson Skills Unit
  and Two 7-10 Lesson Literature Units
• Social-Emotional Competence
• Emotional Intelligence
• Self-management Skills
• Social Skills
• Targets Bully, Victim, Witness/Bystander

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Bully Busters

• Grades 6-8
• Teacher/Classroom Approach
• Seven Modules
• Module 1 Increasing Awareness of Bullying
• Module 2 Recognizing the Bully
• Module 3 Recognizing the Victim
• Module 4 Taking Charge Interventions for
  Bullying Behavior
• Module 5 Assisting Victims Interventions and
  Recommendations
• Module 6 The Role of Prevention
• Module 7 Relaxation and Coping Skills
• Each Module Includes Three or Four Classroom
  Activities

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Youth Leadership

• Secondary School Approach
• Lunch or Pull-out
• Six Sessions
• Follow-up Meetings
• Leadership Influence

• Skill Development
• Leadership
• Communication Skills
• Conflict Resolution/Mediation
• Assertiveness
• Understanding Perspectives
• Empowerment
• Support
• Recognition

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SAMPLE CLIQUES
HICKS STONERS GOTHS COWBOYS SKATERS TAGGERS PAR
TY CREWS JOCKS REBELS GANGSTERS SKINHEADS SURFER
S TECHIES PREPPIES REDNECKS ETHNIC
GROUPINGS
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GOALS

• Changing Peer Group Norms
• Rumor Control
• Pro-Social Responses to Disrespect
• (Friends) Instigating Violence
• Getting Youth Involved in Safety
• Increasing Positive Interactions Between Cliques
• Reducing Exclusion
• Reducing Tensions and Negative Conflicts

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Peer Educator Model

• High School Students as Teachers/Facilitators
• Develop Their Own Curriculum
• Develop Posters With Slogans
• Develop PSAs on Video Tape
• Posters and Videos Played at Target School Prior
  to Curriculum
• Classroom Presentations

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VII. Intervention

• Staff Intervention
• Administrative Intervention
• Skill Development
• Perpetrator
• Victim
• Bystanders
• Counseling/Mental Health
• Perpetrator
• Victim
• Support
• Parent Involvement

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Immediate Action Teacher

• Stop the behavior
• Talk to the students
• Determine if bullying is involved
• For Second offense talk to students separately
• If normal conflict conduct conflict resolution
• If bullying is SUSPECTED notify bully to stop
  actions
• Observe further interactions
• Support Victim
• Notify administrator

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Immediate Action - Administrator

• Stop the Bullying
• Interview Separately
• Talk with victim
• Talk with perpetrator
• Talk with by-standers/witnesses/instigators
• Support the Victim
• Immediate Consequences
• Skill Development
• Document, document, document!
• Follow-up

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Talk With Victim

• Tell them
• You are concerned
• They will be protected
• Their needs will be taken care of
• Place child at ease
• Collect information
• Encourage the expression of emotions
• Provide support and encouragement
• Inform of general actions
• Have child agree to report further bullying
• Gauge distress level - Refer if needed
• Communicate with parents
• Follow-up

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Talk With Perpetrator

• Talk With Separately
• Do not tell them victim reported
• Discuss Rules and Consequences
• Notify them that they will be monitored
• Document
• Alert appropriate staff
• Notify parents
• Follow-up

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VII. Intervention

• Intervention Plan Perpetrator
• Behavioral Contract
• Parent Meetings
• Individual Meetings With Perpetrator
• Counseling/Mental Health
• Skill Development
• Impulse Control
• Anger Management
• Conflict Resolution
• Empathy
• Re-entry plan
• Student Assistance Program
• List school-based intervention services you
  currently have that can reduce bullying
  recidivism
• Intervention Plan Victim

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Intervention Action Plan
Objectives Activities Persons Responsible Date Completed







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Aggression Replacement Training

• Developed by Arnold Goldstein and Barry Glick
• Intervention
• Middle School Through Adult
• Builds Social-Cognitive Skills, Anger Control,
  and Moral Reasoning

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Aggression Replacement Training (Continued)

• Three Coordinated Interventions
• Structured Learning
• Skills are modeled
• Role playing/guided practice
• Feedback
• Transfer Training (Learned Response)

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Aggression Replacement Training (Continued)

• (Three Coordinated Interventions - continued)
• Anger Control
• Identify Triggers
• Identify Cues or Sensations of Anger
• Reminders (Arousal Reducing Techniques Such as
  Self-Talk)
• Reducers (Calming Techniques)
• Utilization of Appropriate Structured Learning
  Alternatives
• Self-evaluation

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Aggression Replacement Training (Continued)

• (Three Coordinated Interventions - continued)
• Moral Education
• Increase Moral Reasoning Stage of Adolescent
• Assist Adolescent to Utilize Advanced Skills
• Right Versus Wrong
• Empathy

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Critical Discussion - Empathy

• What is Empathy?
• How Can Empathy Help With School Safety?
• How Does Empathy Develop?
• Can the School Facilitate the Development?

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What is Empathy?

• Define Empathy
• Is Empathy Different Than Sympathy?

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Empathy

• Ability to Identify Another Persons Emotional
  State
• Ability to Understand Another Persons Situation
• Ability to ACT Upon the State or Situation

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Empathy in Schools

• What Does an Empathetic School Look Like?
• What is the Correlation Between Empathy and
  School Safety?

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How Does Empathy Develop?

• Family
• Community
• Neighborhood
• Mass Media
• Individual Influences
• Peer Influence

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Can the School Facilitate the Development of
Empathy?

• Whole School
• Classroom
• Playground
• Lunch Area
• Parents

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Fostering Empathy

• Teachable Moments
• Classroom Meetings on Empathy/Kindness
• Intervene Early
• Focus on Behaviors not the Student
• Recognize Empathetic Behaviors
• Have Students Share How They Have Helped
• Role Modeling
• Role Playing
• Role Reversal
• Point-Counter Point
• Class Discussions
• Literature
• Movies
• Perspectives of ALL Characters

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Intervention Tips

• Do NOT Use Peer Mediation/Conflict Resolution
  Approaches
• Group Counseling Should Be With Heterogeneous
  Groups (Victims and Perpetrators)
• Newman (1999) Found No Long-term Positive Effects
  of Group Counseling
• Teacher Involvement IS a Critical Factor (Newman,
  1999)

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VIII. Suppression

• Student Attendance Review Board
• Primary
• Secondary
• Expulsion
• EC 48900 and 48915
• Citation Program
• Arrest
• Temporary Restraining Order
• Involuntary Transfer
• Re-entry Contract

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VIII. Suppression Student Attendance Review Board
The Education Code allows for the use of the
Student Attendance Review Board (SARB) for
truancy/absentee issues AND behavioral problems.
The SARB process generally includes a pre-SARB
intervention at the school site. If the
behavioral problems do not improve the school
site will refer the student and family to the
district-wide SARB hearing. The district SARB,
in partnership with law enforcement, district
attorneys office, probation and juvenile justice
can mandate counseling, mental health, parenting
classes, etc. to illicit behavioral changes.
Should behaviors continue, the parent and student
are referred on to juvenile justice. West
Sacramento School District has implemented a
successful SARB program to reduce bullying in
both primary and secondary schools. SARB Does
our district have SARB protocols in place for
bullying? Suspension/Expulsion Persistent
bullying wil result in either suspension or
expulsion and is based upon the school district
bullying, harassment or behavioral
policies. Education Code 48900 and
48915 Citation/Arrest Schools have used
citation programs to reduce fighting on campus.
These programs generally work very close with law
enforcement, district attorneys office and the
court system. When students fight they are given
a citation by the School Resource Officer (SRO),
or in some cases the school administrator. The
citation is forwarded to traffic court where the
first offense may result in a designated fine.
Further offenses equals higher fines. Should the
family not be able to pay the fine, the student
is given community service hours. This program
has effectively reduced fights on several school
campuses. The program may be modified to deal
with physical acts of severe bullying. Bullying
that includes physical injury to the victim
should be referred to the School Resource Officer
for arrest on assault charges if the attacking
student is above the age of twelve years old.
The school should also follow suspension
protocols under Education Code 48900 or
48915. Penal Code 422. Making Terroristic
Threats Penal Code 415. Disturbing the PeaceAny
of the following persons shall be punished by
imprisonment in the countyjail for a period of
not more than 90 days, a fine of not more than
fourhundred dollars (400), or both such
imprisonment and fine(1) Any person who
unlawfully fights in a public place or
challengesanother person in a public place to
fight.(2) Any person who maliciously and
willfully disturbs another person byloud and
unreasonable noise.(3) Any person who uses
offensive words in a public place which
areinherently likely to provoke an immediate
violent reaction. Temporary Restraining Order
The victims family may ask the district
attorneys off ice to file a temporary
restraining order (TRO) that will keep the
perpetrator away from the victims
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• home and a given range of distance in public
  places. This can create problems of enforcement
  on a school campus.
• Class scheduling should take into consideration
  the issue of a TRO. The school must comply with
  court orders and
• may seek some modifications on the TRO to ensure
  that both students are provided a Free and
  Appropriate Public
• Education (FAPE). Please note local or state
  mandates differ from region to region. The
  school must check with their
• attorneys regarding district or local protocols
  that may impact a TRO.
• Involuntary Transfer Some school districts have
  involuntarily transferred persistent bullies to
  other schools in the
• district. Transportation issues including costs
  are typically the responsibility of the parents
  or guardians. Care should
• be given to inform the site administrators and
  teachers of the school of transfer regarding
  dangerous pupils. While an
• involuntary transfer may assist with issues a TRO
  presents, it may do very little to reduce
  bullying behaviors by the
• transferred student.
• Re-entry To effectively change behavior,
  schools must include a comprehensive and
  enforceable re-entry plan for the
• student that includes social skill development
  during the term of suspension or expulsion.
  Re-entry should also include
• direct placement into a student assistance
  program immediately upon reinstatement. The
  re-entry plan must be
• specific in types and duration of parenting
  classes for the parent/guardian and counseling or
  mental health sessions for
• the student. The plan must include placement
  into student assistance programming upon return
  and be signed and
• dated by all parties.

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Evaluation

• What Should You Measure?
• Process/Effort Data
• Impact Data Referrals, Suspension, Expulsions,
  Classroom Discipline, Attendance, Academics,
  Parent Phone Calls/Visits
• How Can You Measure Efforts?
• Establish Base-line data
• Positive Changes in Surveys
• Observations

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Teacher Tips

• Proactive is Easier Than Reactive
• Be Aware
• Identify the Players
• Environmental Design
• Seating Assignments
• Isolated Areas
• Student Movements
• Passing Periods/Transitions

76
Teacher Tips (Continued)

• Develop A Positive Classroom Culture (Teach
  Students Not Just Subjects)
• Establish Rapport
• Classroom Rules
• Fun AND Secure
• Model Appropriate Behaviors
• No Dumb Answers
• Find All Students Strengths
• Allow All Students to Exhibit Strengths

77
Teacher Tips (Continued)

• Develop A Positive Classroom Culture Teach
  Students Not Just Subjects (Continued)
• Do Not Allow Teasing, etc.
• Discipline in a Low-Key Fashion
• Avoid Power Struggles
• Teach Skills for Youth Success
• Utilize Classroom Meetings
• Know When to Refer to Principal/Counselors

78
Parent Tips

• Be Aware of Warning Signs
• Do Not Overreact
• Gain Information
• Do Not Minimize
• Take It Seriously
• Work on Childs Social Skills
• Listen to Your Child
• Work With the School

79
Parent Tips (Continued)

• Dont
• Be the Cynic - Youre over-reacting
• Be the Martyr - Thats nothing, when I was a
  kid
• Be the Brick Wall - Not listening and jumping to
  conclusions You should have I would have
• Be the Interrogator - I want to know everything
• Be the Bully - Stick up for yourself If you
  get a black eye the other guy better have two
  black eyes
• Be the Rescuer - Leave it to me, Ill take care
  of it

80
Parent Tips (Continued)

• Do
• Be the Listener - Do not jump to conclusions
• Be the Clarifier - Restate facts
• Be the Supporter - See their side
• Let Your Child Know
• That you are pleased they told you
• That you believe them
• That it is not their fault
• You are sorry it happened
• That you will help with solutions

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Crime Prevention Triangle

• Victim
• Perpetrator
• Location/Time

82
Resources/Bibliography

• Aggression Replacement Training, Goldstein,
  Arnold P., Glick, Barry, et al Research Press
  [phone] www.researchpress.com
• Steps to Respect A Bullying Prevention Program,
  Committee for Children, 2001. [phone]
  www.cfchildren.org .
• Bully Busters A Teachers Manual for Helping
  Bullies, Victims, and Bystanders, Horne, Arthur
  M., and Newman, Dawn A., and Bartolomucci,
  Christi L. Research Press [phone]
  www.researchpress.com
• Blueprints for Violence Prevention Book Nine
  Bullying Prevention Program, Olweus, Dan and
  Limber, Sue University of Colorado at Boulder.
  [phone].
• Stop Bullying! Guidelines for Schools, New
  Zealand Police