Iowa is committed to providing


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Iowa is committed to providing

  • Iowa is committed to providing

  • all students with a safe and

  • civil school environment in which all members of the school community are treated with

  • dignity and respect.

  • State of Iowa Code (March 2007)





1. A focus on the entire school environment

  • 1. A focus on the entire school environment

  • 2. Assess bullying at school

  • 3. Support bully prevention

  • 4. Coordinating group

  • 5. Train all staff



6. Establish and enforce school rules and policies

  • 6. Establish and enforce school rules and policies

  • 7. Increase adult supervision

  • 8. Intervene consistently and appropriately

  • 9. Focus class time on bullying prevention

  • 10. Continue the effort over time

  • Adapted from "Bully Prevention and Intervention in a Post-Columbine Era" workshop at the Power and Empowerment: Iowa Governor's Conference on Bullying and Harassment, January 27, 2005, Ames Iowa, Susan P. Limber, PhD, presenter Posted on the AEA267 Website http://www.aea267.k12.ia.us –School Climate and Behavior



Schools need consistency

  • Schools need consistency

  • Research supports Olweus Bullying Prevention Program

  • In many schools, this process (framework) is embedded in existing programs







Bullying is a form of social interaction,

  • Bullying is a form of social interaction,

  • not necessarily long-standing,

  • in which a more dominant individual exhibits aggressive behavior that is intended to, and does, in fact, cause distress to a less dominant individual

  • More than one bully and more than one target may participate in the interaction.

          • Dorothea Ross (1996)


  • Hitting, kicking, shoving, spitting…

  • Taunting, teasing, degrading racial or sexual comments

  • Threatening, obscene gestures



Getting another person to assault someone

  • Getting another person to assault someone

  • Spreading rumors

  • Deliberate exclusion from a group or activity

  • Cyber-bullying



Positive relationships with adults

  • Positive relationships with adults

  • Advocates to help them be heard

  • Protection

  • Friends

  • Hobbies & interests

  • Ways to get rid of self-blame or self-hatred



Positive connections with adults

  • Positive connections with adults

  • Fair and predictable consequences

  • Full accountability without anger or rejection by adults

  • Support in developing empathy

  • Help finding non-aggressive ways to meet their needs



Safe & effective ways to act

  • Safe & effective ways to act

  • Help finding alternatives to confronting the aggressor or watching in silence

  • Advocate for protection from retaliation if they do act

  • Ongoing support from adults



Universal (a school-wide effort)

  • Universal (a school-wide effort)

  • Systems-oriented AND individual-oriented

  • Preventive AND problem-solving

  • Focused on changing norms and behavior

  • Research-based



a curriculum







Reduce existing bully/victim problems among school children

  • Reduce existing bully/victim problems among school children

  • Prevent the development of new bully/victim problems

  • Improve peer relations

  • Improve school climate











Have difficulty recognizing bullying

  • Have difficulty recognizing bullying

  • Fail to recognize the importance of intervening

  • Uncertain how best to intervene





Stopping bullying takes a team effort (comprehensive framework)




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