Welcome Steps to Respect

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Welcome!Steps to Respect

• We will begin at 1000 am PST
• You can listen to the audio portion over the
  speakers on your computer or by calling the phone
  number given to you when you log on to the web
  conference
• For technical assistance call 800-263-6317

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Peggy CareyClient Outreach Representative
Committee for Children800-634-4449, ext.
6505pcarey_at_cfchildren.org
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Amy WalkerClient Outreach Representative
Committee for Children800-634-4449, ext.
6514awalker_at_cfchildren.org
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• Global leader in the prevention of bullying,
  violence and child abuse.
• 30 years
• 9 million children reached
• 26 countries

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Second Step Partners
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Second Step A Violence Prevention
Curriculum(Pre/K Grade 5)Second Step
Student Success Through Prevention(Grades 6
8)Steps to Respect A Bullying Prevention
ProgramTalking About Touching A Personal
Safety CurriculumWoven Word Early Literacy
for Life
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STUDY RESULTS

• 31 percent decline in bullying
• 70 percent reduction in destructive bystander
  behavior
• 36 percent decline in nonbullying aggressive
  behavior
• In schools that had participated in the Steps to
  Respect program for two years
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  Journal of Education Psychology, May 2009

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• The school principals commitment to and
  involvement in addressing school bullying are
  key.
• US Dept. of Justice COPS, 2002

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Committee for Children Definition of Bullying

• Bullying is unfair and one-sided.
• It happens when someone keeps hurting,
  frightening, threatening, or leaving someone out
  on purpose.

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What does bullying look like?

• Intent to harm
• Imbalance of power
• Singles out a target
• Includes
• physical aggression
• verbal aggression
• malicious rumors or gossip
• social exclusion
• threats of harm or exclusion

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Bullying How serious is the problem?

• Today there are 56 million students in the US
  (grades K-12) Source Upcoming Statistical
  Abstract of the United States 2010
• 10-20 or 5.6 million school children are the
  targets of chronic bullying

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National Education Association

• 90 of students felt bullying caused social,
  emotional or academic problems for those bullied
• In 67 of the 37 cases of school shootings, a
  U.S. Secret Service study showed the attacker
  felt bullied or threatened by others

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In normal peer conflict and rough and tumble
play

• Children are free to participate.
• Children are likely to alternate roles.
• Children tend to stay together after play.

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What are the Harmful Consequences on

• The target of bullying
• Those who bully
• Bystanders of bullying

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Harmful Consequences on Targets of Bullying

• Emotional and academic difficulties.
• Lower self-esteem, depression, loneliness,
  anxiety, and insecurity.
• Negative attitude toward school.
• Negative judgment by peers.
• Suicidal thoughts.

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Harmful Consequences on those who bully

• Aggressive behavior may extend into adulthood.
• Association with other children who have
  aggressive behavior problems.
• Increased likelihood of incarceration.

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Harmful Consequences on bystanders

• Confusion
• Lack of knowledge of what to do
• Fear of becoming the next target

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Solutions to BullyingWhat Schools Can Do

• Research supports the fact that school-based
  prevention programs can decrease bullying
  significantly.
• Schools with the largest reductions in bullying
  were those that most thoroughly and consistently
  implemented programs using a whole-school
  approach.

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What Can Adults Do?

• Gather information about the prevalence of
  bullying.
• Establish clear schoolwide rules.
• Establish clear and consistent procedures.
• Train all adults to respond sensitively and
  consistently.
• Provide adequate supervision.
• Improve parental awareness.

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The Steps to Respect Program
Phase I Schoolwide Framework for Bullying
Prevention Phase II Training Staff and
Parents Phase III Classroom Curriculum
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Phase 1Establishing the Schoolwide Framework

• Create a steering team
• Conduct surveys
• Develop policies and procedures
• Assess school environment
• Plan for curriculum implementation

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Phase 2Training Staff and Parents

• All-Staff Training
• Coaching Training
• Curriculum Orientation Training
• Booster Trainings
• Family Overview Session

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The Four-A Response Process

• Affirm the childs feelings
• Ask questions
• Assess the childs safety
• Act - coach the child

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Coaching
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Phase 3Classroom CurriculumTeaching Students
Skills

• Friendship skills
• Recognizing bullying behaviors
• Refusing bullying
• Reporting bullying
• Bystanders

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Implementing a Bullying-Prevention Program The
Principals Role

• Sponsor and lead from the top.
• Secure buy-in from staff.
• Create and oversee Steps to Respect steering
  team.
• Provide staff training.

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Phases of Implementation

• Build readiness, secure commitment
• Set schedule and prepare staff
• Inform and involve parents
• Roll-out the program
• Support and monitor implementation
• Evaluate effectiveness
• Sustain implementation

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The Keys to Successful Long-term Implementation
and Sustainability

• Administrative support
• Planning
• Securing buy-in
• Providing training
• Evaluating process and outcome
• Providing ongoing support
• Transferring the learning and changing school
  culture

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Roadblocks to Sustainability

• Teachers dont have time to prep or teach the
  lessons.
• Teachers dont have easy access to materials.
• Teachers need initial training or more training.
• No ongoing encouragement from leadership to teach
  or reinforce the lessons.
• Teachers dont see results.

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Managing Complex Change
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Implementation Support

• Committee for Children
• Client Support Services Department
• 800-634-4449 ext. 200
• clientsupport_at_cfchildren.org

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• If we are to succeed in preventing bullying, we
  need to break the climate of silence in which it
  thrives by empowering children and young people
  to speak out and seek help.
• Gill Francis, Chairman of the Anti-Bullying
  Alliance

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• Thank you!
• Peggy Carey, M. Ed.
• Outreach Region Manager
• 800-634-4449 ext. 6505
• pcarey_at_cfchildren.org