Overview of the Bully Free Program

 

All anti-bullying programs must not only involve special events (i.e., assembly programs, classroom meetings, Bully Free Week) but should also include a curriculum approach.  The program must become a way of living.  Bullying is a HEART PROBLEM.  Therefore, the program should go beyond the “Big Things” (i.e., classroom meetings, assembly, Bully Free Day) that we do to make a difference and include the “Little Things” that we can do and say each day to shape the hearts and minds of kids.  The curriculum must be such that it changes hearts.  It is not enough to respond to bullying events with problem solving meetings with students, we must also implement a curriculum that promotes a sense of belonging and acceptance in all students.  The curriculum should promote the Golden Rule – treat others the way you want to be treated.  It’s not enough to teach anger management or conflict management, we must seek to prevent things that cause anger and conflict.  The curriculum should also equip students with the knowledge, skills and abilities to prevent them from becoming a victim and to stop bullying.  It should also include elements that help bullies change their behavior.

The comprehensive research-based Bully Free Program includes curriculum and strategies (administrative and classroom based).  A variety of user-friendly teacher generated instructional materials, instructional support materials, and other resources contribute to its effectiveness. 

The Bully Free Program:

• is research-based.
• combines the latest in research with proven practical prevention and intervention strategies.
• includes curriculum and a multitude of strategies that promote acceptance and a sense of belonging, that empower bystanders, and that address all forms of bullying behavior (physical, verbal, social/relational and electronic).
• includes a focus on all aspects of bullying, the promotion of acceptance and a sense of belonging in all students, anger management, conflict resolution, peer mediation, friendship, information for victims, potential victims, bullies, empowerment of bystanders, parent education, community involvement, etc.
• empowers school personnel, parents, volunteers, community representatives, and students.
• is process oriented (as opposed to conducting only special events).
• includes classroom meetings, a curriculum schedule, and/or lesson plans to ensure systematic and consistent implementation.
• includes an on-going effort to promote the Golden Rule – treat others the way you want to be treated.

Program Targets

 

The Bully Free Program targets students in preschool, elementary, middle school or junior high, and high school.  Some of the strategies are designed specifically for victims, potential victims, and bullies, while others strategies are designed for all students.  Potential victims, victims, bullies, followers, bystanders, parents, school personnel, and community representatives are directly impacted by the program.  System-wide, school-wide, classroom, and individual components interrelate throughout the program.

Definition of Bullying Used in the Program

 

Bullying is a form of overt and aggressive behavior that is intentional, hurtful (physical and/or psychological), and persistent (repeated).  Bullied students are teased, harassed, and assaulted (verbally and/or physically) by one or more individuals and often socially rejected by their peers. There has to be an imbalance of strength (power).

 

Major Elements of the Bully Free Program’s Philosophy

 

The philosophy of the program is as follows;

• A whole school system approach is most effective.
• There should be components at each school, class and individual levels.
• Prevention and intervention strategies coupled with curriculum must be used and implemented systematically.
• All forms of bullying (e.g., physical, verbal, social and relational) must be prevented and stopped.
• All rumors and reports of bullying must be investigated.
• The curriculum and strategies must be age appropriate and address the uniqueness of students, teacher preferences, parent-teacher relationships, school culture and climate as well as community needs.
• It is important to help all stakeholders understand the nature of bullying.
• Since bullying is a heart problem, it is the little things done every day that make a difference in attitudes, thinking and behavior.
• Any anti-bullying program should be flexible enough to allow for the creativity of school personnel and the discovery of new effective strategies, activities, and resources.
• Promoting a sense of belonging and acceptance in students must become a way of life – not just a program.
• School personnel and parents need specific strategies for responding to bullying situations.
• Student, parent and community involvement is critical.
• The program should harness the energy and commitment of students.
• Bystanders must be empowered.
• Adults must be involved and treat others the way they want to be treated.
• Victims, potential victims, and bullies need intervention.
• High risk areas must be identified and supervised adequately and supportive supervisory strategies (e.g., adding structure to unstructured activities) should be used.
• Boys and girls bully.
• Bullies may or may not have poor self-esteem.
• Bullies and victims come from all walks of life.
• There must be a “telling environment” – all adults must be “safe places” to tell about bullying.
• Bullying behavior should not be minimized and such behaviors should not be classified as mild, moderate and severe – its impact varies too much from one child to another.
• Peer mediation and conflict resolution are usually not effective with bullies, but should be included for other students.
• In most cases, it is best to separate the bully and the victim when responding to bullying and to immediately provide support for the victim.
• All rumors of bullying should be investigated.
• It is important to assess the effectiveness of the program.

 

Major Components of the Bully Free Program

 

The major components of the program are:

• Trained coordinating committees(s) called the Bully Free Program Support Team(s)/Committee(s)
• Mission statement, goals, slogan/motto, and logo are established by the Bully Free Support Program Team
• On-going effort to promote acceptance and a sense of belonging in all students by promoting the Golden Rule – treat others the way you want to be treated
• Anti-bullying policies, procedures and rules are developed
• Discipline matrix for buses as well as an elementary discipline matrix, middle school discipline matrix and a high school discipline matrix
• Response Plans to allow for immediate, consistent intervention by all adults, reporting and follow-up
• Appropriate progressive negative/reductive consequences and positive consequences, as well as non-punitive/non-blaming approaches
• Comprehensive bank of research-based and proven prevention and intervention strategies  that are:
• System-centered (district-wide and school-wide)
• Child-centered (victim, potential victims, bully, followers, bystanders)
• Peer-centered (empowerment of bystanders)
• Family-centered
• Personnel-centered
• Community-centered
• Bully Free training and program implementation training for all school personnel – staff development resources for the support team.
• Bully Free awareness presentation for parents, as well as a pamphlet and book for parents
• Bully Free awareness assembly for students, as well as a pamphlet and book for students
• Program “kick-off” assembly for students
• Program “kick-off” meeting for parents, school personnel and community representatives
• Serious talks/interviews with victims, bullies, followers and bystanders
• Curriculum delivery choices:  Classroom Meetings Schedule, or Curriculum Schedule, or Lesson Plans
• Bulletin Boards, Posters, and Banners Schedule
• Adult involvement which models the Golden Rule – treat others the way you want to be treated
• Strategies for the Student Involvement and Empowerment Plan
• Bully Free Student Pledge
• Strategies for the Parent Involvement and Education Plan
• Bully Free Parent Pledge
• Strategies for the Community Involvement and Education Plan
• Bully Free Community Representative Pledge
• Strategies for the identification of high-risk areas
• Strategies for the Supervision Plan - developed to supervise high risk areas – supervision strategies and supportive supervisory strategies (e.g., adding structure) included
• Strategies for identifying victims, potential victims, bullies and followers
• Intervention Plan for potential victims, victims and bullies
• Strategies for on-going communication with stakeholders for maintaining momentum
• Strategies for communicating leadership’s commitment
• Strategies for creating a “telling environment” – school personnel and parents must become “safe places” to tell
• On-going review and monitoring of program implementation and effectiveness
• Staff Focus Meetings, Student Focus Meetings, and Parent Focus Meetings
• Strategies and tools for evaluating the program (anonymous questionnaire for students, parents and school personnel)

 Bully Free Program Materials and Resources

 

See order form on this website.