Gpsy 827 classrm discipln behavior mgmt
- 1. Classroom management strategies for children involved in bully/victim conflicts disorder Emtinan Alqurashi Emily Dingfelder Elif Gokbel Leneata Kent GPSY 827 Classroom Discipline/Behavior management Final Group Project
- 2. Overview ● Facts about bullying ● Theoretical framework ● Bullying as a behavior management issue ● Response to Intervention (Rtl) model ● Interventions for Tiers I,II, and III ● Progress monitoring interventions
- 3. Facts about bullying Been Bullied • 28% of U.S. students in grades 6–12 experienced bullying. • 20% of U.S. students in grades 9–12 experienced bullying. Bullied Others • Approximately 30% of young people admit to bullying others in surveys. Seen Bullying • 70.6% of young people say they have seen bullying in their schools. • 70.4% of school staff have seen bullying. 62% witnessed bullying two or more times in the last month and 41% witness bullying once a week or more. http://www.stopbullying.gov/news/media/facts/#listing
- 4. Facts about bullying Types of Bullying The following percentages of middle schools students had experienced these various types of bullying: name calling (44.2 %); teasing (43.3 %); spreading rumors or lies (36.3%); pushing or shoving (32.4%); hitting, slapping, or kicking (29.2%); leaving out (28.5%); threatening (27.4%); stealing belongings (27.3%); sexual comments or gestures (23.7%); e- mail or blogging (9.9%).
- 5. Facts about bullying Where Bullying Occurs The following percentages of middle schools students had experienced bullying in these various places at school: classroom (29.3%); hallway or lockers (29.0%); cafeteria (23.4%); gym or PE class (19.5%); bathroom (12.2%); playground or recess (6.2%)
- 6. Theories ● Ecological Systems model, Bronfenbrenner (1979) ● Social learning theory, Bandura (1977) ● Dominance theory, Pellegrini and Long (2003)
- 7. Ecological systems model For a child to be likely to engage in bullying or be the victim of bullying: ● no single cause ● the interaction between individual traits, family dynamics, interpersonal relationships, school climate, and community characteristics
- 8. Social learning theory ● reciprocal interaction between an individual’s cognitions, his or her behaviors, and the environment ● acquiring bullying behaviors through operant and vicarious conditioning mechanism o Youth who support primary perpetrator o Youth who witness violence between adults/peers Aggression as “effective strategy” to obtain goals
- 9. Dominance theory Primary motivation of perpetrators of bullying is to obtain social status in order to establish a high position among peers ● Greater access to resources, such as toys for younger, relationships (social or romantic for adolescents)
- 10. Definitions of bullying “form of instrumental aggression” Three types of peer victimization: - physical bullying - verbal bullying - relational bullying
- 11. Signs of Victimization The importance of identifying signs of victimization: ➢ Victims don’t inform teachers (only 4% of 8th graders reported they would tell a teacher about an incident of teasing) ➢ It occurs when there’s lack of adult supervision
- 12. Characteristics of victims ● levels of depressive symptoms ● exhibit internalizing symptoms ● use externalizing behaviors ● lack of social skills ● be isolated & are rejected by peers ● have a negative family environment ● have negative cognitions about themselves ● see themselves as stupid ● wrongly blame themselves for the attacks ● have lower academic achievement
- 13. Effects upon victims ● anxiety ● depression ● low self-esteem ● physical & psychosomatic complaints ● posttraumatic stress disorder ● suicidal ideation ● poor relationship with peers ● less likely to feel connected to others at school ● more likely to bring weapon to school https://youtu.be/QBnqWEOU79I
- 14. Characteristics of perpetrators ● exhibit externalizing behaviors (defiant, aggressive, disruptive, non-compliant responses) ● internalizing symptoms (withdrawal, depressive, anxious, avoidant responses) ● display social competence but experience academic challenges ● have negative attitudes toward others (lack of empathy) ● experience trouble resolving social conflicts ● experience poor parental monitoring & high levels of family conflict
- 15. Consequences for perpetrators - exhibit higher levels of aggressive-impulsive behavior - less likely to feel a sense of connection to others at their school - increase risk of mental health disorders (ADHD, depression, oppositional defiant disorder, conduct disorder) - more likely to engage in criminal behavior, domestic violence, substance abuse as an adult - have poor academic achievement, dropout of school and struggle with career performance in adulthood - severely punitive with their own children
- 16. RtI model three-tiered intervention structure: - Primary interventions: target whole school, build proactive factors to prevent behavior problems from occurring. - Secondary interventions: designed for students who are “at risk” for emotional or social behavior problems. - Tertiary interventions: focus on the need of children already demonstrating emotional or social behavior problems.
- 17. Tier 1 Prevention and Intervention Student Code of Conduct ● Whole school anti-bullying policy ● Recognizing differences in views ❖ Three prominent definitional criteria of bullying: intentionality, repetition, and power imbalance ● Standardized definition of bullying ● Peer victimization
- 18. Tier 1 Prevention and intervention Classroom Climate ● Research has identified that there is a robust relationship between childhood bullying and a negative school climate. ● Trust between students and teachers, respectful interactions among and between students and rules that are fair
- 19. Tier I Intervention Examples ● Bullying Survey ● School-wide bullying curriculum (Olweus or something similar) ● Increased supervision on playground, in cafeteria, or in hallways ● Discussion at PTO meetings ● Increased communication between parents and school staff ● Start bully prevention early (preschool)
- 20. Tier II Intervention ❖ Focuses more specifically on group populations that exhibit at-risk behavior, and typically consist of approx. 5-10% of the general population ❖ Identify students who are at risk and provide sufficient instruction to change negative behavior ❖ Tier II Interventions should include the following: parental education, problem solving, social integration activities, counseling and school to home communication
- 21. Tier II Intervention Selecting Students for Intervention ● When identifying students who are “at-risk” for bully or victim behaviors and are in need for Tier II intervention, teachers should identify based on discipline, teacher and parent referrals, as well as direct assessment procedures ● Set goals that are obtainable and measurable ● Check in
- 22. Tier II Intervention Second Step ● Focuses on promoting social skills and altering attitudes that lead to violence through the development of empathy, impulse control and anger management Steps to Respect ● anti-bullying program that targets children in the upper elementary school years
- 23. Tier II Intervention Behavior Education Programs (BEPs) ● Check in/ Check out system ● BEP forms Social Skills Groups ● Focus on identifying critical skills that students fail to exhibit naturally ● Develop social skills that instruct, demonstrate, and allow children to practice missing skill.
- 24. Tier II Intervention Examples ● Immediate consequences for aggressive behavior ● Immediate rewards for inclusive behavior ● Ongoing meetings about behavior expectations (check in/check out) ● Discuss assertive behavior with potential victims
- 25. Tier III Intervention Tier III level of bully intervention is necessary when there are clear or recurring cases of bullying in a classroom or school. Short and long term steps that not only can protect and empower victims but also work with perpetrators to reduce their bullying behavior.
- 26. Tier III Intervention Selecting Students for Intervention ● Understand nature of problem ● Building rapport ● Reaffirm that he/she did not cause the bullying to occur ● Talk with other students ● Taking steps to correct the problem
- 27. Tier III Intervention Selecting a Tier III Intervention ● Continuation or escalation of victimization and/or perpetration ● Following the application of Tier II interventions would indicate eligibility.
- 28. Working with Victims of Bullying Indications that victims would need continued individual interventions would be: extremely low self esteem, continued or increased signs of depressive symptoms, negative views of self, and increased social isolation. ● Important to create supports both external to and within the child in order to promote a sense of control and safety in one’s environment as well as to build resiliency skills. ● Facilitate social interactions
- 29. Working with Victims of Bullying ● Victimized students should be encouraged to believe that they have the power to affect their environment as well as have their needs met. ● Continuous positive regard and encouragement
- 30. Working with Perpetrators Perpetrators who maintain a defensive position and fail to develop any behaviors of empathy for their victims or remorse, insight regarding the impact of their behaviors upon victims or their motivations, or a willingness to change, would be likely candidates for continued individual interventions. ● Important for teachers to use a straightforward delivery of the facts of the aggression demonstrated toward peers and the resulting consequences
- 31. Working with Perpetrators ● Build rapport ● Help identify long term consequences of continuing to use dominance-oriented strategies ● Assist perpetrator in identifying the socially acceptable ways to obtain status Empathy and perspective talking should be built slowly through modeling, role playing and restructuring the way that the student perceives interactions with other individuals.
- 32. Tier III Intervention Examples ● Serious discussions with bullies, victims, and their parents ● Role play non-aggressive behavior with bullies ● Role play assertive behavior with victims
- 33. Case Study Henry was a shy sixth-grader who recently arrived at school from out of state. One day as he was browsing a social media site he came across a page about the school with pictures of students, including one of him labeled “The Fat Nerd.” Upset, he posted a reply expressing his dismay. The postings became nastier, and soon some students were making loud comments in the lunchroom and on the playground. A teacher overheard some of the names, and asked Henry what was going on. He described the social media page and the cyberbullying. http://www.growingwireless.com/be-aware/cyberbullying/news-case-studies- on-cyberbullying
- 34. Questions to consider... ● What can the teacher and/or school do to help Henry? ● How could this situation have been prevented? ● How should the school address the perpetrator(s)? What if a perpetrator cannot be identified?
- 35. Progress Monitoring of Interventions ● Even if an intervention has been proven in many cases, it is not guaranteed to work in every case. ● Implementers should use data to make decisions about interventions ● Progress monitoring uses objective benchmarks to quantify behaviors
- 36. Progress Monitoring ● Measures short and long term changes in individuals, classrooms, and schools ● Behavior should be measured before, during, and after an intervention is implemented ● More than one form of monitoring should be used
- 37. Progress Monitoring ● The type of monitoring should be based on the intervention being used ● The implementer must decide what the desired outcome is (perpetrator or victim, individual or group, what types of thoughts, behaviors, or attitudes are being targeted) ● Define what type of change is desired and choose a monitoring method that will measure that change.
- 38. Direct Behavior Observation ● Direct observation and rating of a child’s behaviors ● Provides concrete examples of the negative behavior ● Observer should have predetermined operationally- defined behaviors in mind ● Record the frequency, duration, and intensity ● Establish a baseline, then select desired time interval and compare information between sessions ● Must track progress over time
- 39. Daily Behavior Report Cards (DBRCs) ● Performance, behavior-based recording system ● Collects teacher’s ratings of predetermined behaviors ● Record disruptive behaviors and/or measure progress ● Should include no more than three behaviors, rated on a likert scale ● Teacher completes each day during baseline and intervention phases ● Electronic Daily Behavior Report Card (e-DBRC)
- 40. Behavioral Scales ● Questionnaires that measure behaviors, thoughts, and feelings (students, teachers, parents) ● Teachers’ perceptions of students’ behavior ● Student’s perceptions of conflict management and victimization
- 41. Conflict Resolution Scale (CRS) ● Measures how a child or adolescent handles conflict ● Student chooses frequency of certain behaviors or events (problems with friends, getting in trouble), 25 items, likert scale (1-5) ● Second part of the scale: student answers how easy or hard it is to participate in certain behaviors (standing up to friends, asking another child to play), 22 items, likert scale
- 42. Young Adult Social Behavior Scale (YASB) ● Measures pro-social and aggressive social behaviors in adolescence and young adulthood ● Examinee chooses frequency of certain behaviors (spreading rumors, arguments with friends, keeping secrets) 14 items, likert scale ● Factor analysis shows three constructs (relationally aggressive behaviors, socially aggressive behaviors, interpersonally mature behaviors)
- 43. Social Skills Improvement System (SSIS) ● Norm-based system used to gauge and monitor students’ social behaviors ● Social Skills Scale, Behavior Problems Scale, Autism Spectrum Scale, Academic Competence Scale ● Great depth and breadth into students’ social strengths and weaknesses ● Can be filled out by the individual, parents, or teachers ● Can be administered every four weeks to monitor progress
- 44. Conclusion ● Teachers who use effective management techniques have a lower prevalence of bullying in their classrooms ● Teachers’ behaviors DO matter in the prevention and intervention of childhood bullying. ● Teachers have a moral obligation to address bullying.
- 45. References Bradshaw, C.P., Sawyer, A.L., & O’Brennan, L.M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361-382. Education World, Inc. (2015), retrieved from http://www.educationworld.com/a_issues/issues/issues103.shtml Growing Wireless (2015), retrieved from http://www.growingwireless.com/be-aware/cyberbullying/news-case-studies-on-cyberbullying Kolbert, J., & Crothers, L. (Eds.). (2013). Understanding and managing behaviors of children with psychological disorders: A reference for classroom teachers. New York: Bloomsbury. National Center for Education Statistics and Bureau of Justice Statistics (2011), retrieved from http://nces.ed.gov/pubs2013/2013329.pdf Pictures https://mycyberwall.co.za/get-smart/life-skills/grade-6/bullying http://www.iol.co.za/news/how-to-ban-bullies-from-the-classroom-1.1581916#.VX-AsWDZrds
Editor's Notes
- #6: why classrooms, needs to be examined including other factors such as what type of bullying esp occurs in the classrooms or if the teacher is present at that time.
- #8: for example, defiance of adult authority and parental monitoring, parents’ ed level, ses of the community
- #9: bully’s henchmen-supporters (receive vicarious reinforcement in observing the benefits obtained by the perpetrator), Media’s effects on modeling or learning from observing others.
- #10: one study found that perpetrators of bullying more attractive to opposite sex. perceived as leaders by their peers. Physical bullying-physical dominance, verbal bullying- perpetrator’s superior intellect/ verbal ability, relational bullying-attacking the social status of the partner.