Reframing Bullying Prevention to Build Stronger School Communities

Jim Dillon has been an educator for over 35 years, including 20 years as a school administrator. While he was the principal of Lynnwood Elementary in New York, he developed the Peaceful School Bus Program, designed to prevent and reduce bullying, and subsequently published The Peaceful School Bus (Hazelden). The program is now being implemented in schools across the country. Jim was named Principal of the Year in 2007 by the Greater Capital District Principal Center. He received recognition for administrative leadership for character education. In 2010, Lynnwood Elementary was recognized by NYS ASCD for Educating the Whole Child for the 21st Century. Jim was an invited participant and presenter at the first National Summit on Bullying Prevention sponsored by the US Department of Education in 2010 and is a certified Olweus bullying Prevention Program trainer. Jim is currently an educational consultant for Measurement Incorporated. He makes presentations and conducts workshops on a variety of educational topics, including instruction, classroom management, leadership, and supervision. He has presented at many local, state and national conferences. He has four grown children, Ernie, Tim, Brian and Hannah. He and his wife, Louisa, a school social worker, live in Niskayuna, NY. "We had Jim out for a day of consulting. The participants were impressed with both Jim's style and his knowledge and presentation of the content. Jim is a totally genuine and gracious guy to work with. We would be happy to recommend him." - Connie Kramer, Removing Barriers - Mental Health, Fort McMurray Public Schools

Preface Acknowledgments About the Author Introduction SECTION I: THE NEED FOR REFRAMING BULLYING PREVENTION 1. Bullying: From a Prank to an Outrage 2. The Frame Determines the Game 3. Bullying in the Frame/Game of Schools 4. How the Frame/Game Shapes Student Identity 5. The Promise of Reframing 6. Reframing Bullying Prevention: Building Community Spirit in Schools SECTION II: THE PROCESS OF REFRAMING BULLYING PREVENTION 7. Guidelines for Reframing Bullying Prevention 8. Heart Strategies for Reframing Bullying Prevention 9. "Who" Strategies for Reframing Bullying Prevention 10. "Do" Strategies for Reframing Bullying Prevention 11. Checklists for Reframing Bullying Prevention: Building Community Spirit in Schools 12. Questions and Answers Bibliography Index

A worthy contribution to bullying prevention, with rich and concrete suggestions for creating an intervention-oriented curriculum for students. -- Emily Bazelon "With bullying in our schools intensifying and becoming a dangerous detriment to both the learning process and to the self-esteem of our students, this author provides sound strategies and realistic conversations that must become integral to the reduction and prevention of bullying in the schools." -- Lori L. Grossman, Educational Consultant "In an easy-to-read format, the author expresses what I have long sensed but had not yet encapsulated in my mind or articulated to myself. As I read I found myself thinking, 'So true...So true.' The author knows exactly what it is like to work within the school setting: It shows in the author's sense of humor and practical approach. With his review and analysis of research in Social Psychology as a foundation, the author reframes the perception of bullying in our schools. It makes great sense." -- Gloria Avolio DePaul, School Counselor "While the book focuses on bullying prevention, the reframing process will change much more! Following the author's ideas has the potential to dramatically and positively reframe a school culture to match the needs of the 21st century learners and educators." -- Scott A. Miller, Teacher