Download - Presentation for Educators
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Presentation for Educators
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True or False?
• Bullying is male behavior.• Once a bully always a bully.• Bully is a normal part of growing
up, mostly just teasing.• Bullies are loners, usually insecure
and have few friends.• Bullying does not have a long term
effect on children.
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Research Shows…….
• 60 % of boys identified as bullies in grades 6 to 9 had one criminal conviction and 40% had three or more.
• Those identified as bullies at age 8 had a one in four chance of having a criminal record by 30. (Norm is one in 20) (Eron and Huessman, 1987)
• Emotional stress from bullies can create deficits in a child’s intellectual abilities. (Goleman, 1995)
• Bullying also interferes with academic development,and social and personal development. (Craig and Peplar, 1996)
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What is bullying??
Harassment, intimidation or bullying (HIB) is any intentional written, verbal, or physical act against another individual as a
show of power.
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HIB as Abuses of Power
• Involves one person or a group of people with power over another.
• Usually involves creating fear in the victim.
• HIB is a byproduct of that abuse of power.
• Victims, enablers, and social culture give silent approval for these behaviors by allowing this behavior by default.
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Power/Privilege
The Norm
Dominator
Less Power/Resources
The Other
Dominated
Rich Christian
White Male
Hetorsexual
Able-bodied
Poor Lesbian,gay
bisexual & transgender
People of color People with disabilitiesJews, Muslims & religious minorities
Power/Privilege Chart
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Targets of Harassment in SchoolBisexual and gay/lesbian respondents were more likely to report harassment than heterosexuals for each type of harassmentMulti-ethnic and Native American adolescents were most likely to be targets of harassment4 out of 5 students were harassed on the basis of sexual preference were heterosexualHalf of European-American girls and nearly one-half of boys were targets of racial slurs where they were the ethnic-majority
1995 Seattle teen health survey
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AgeSexual/
AffectionalOrientation
Physical Abilities/Qualities/Disabilities
Race
Ethnicity
Gender
SexualBehavior
ParentalStatus
Education
GeographicLocation
MilitaryExperience
ReligiousBeliefs
MaritalStatus
Income
WorkBackground
Primary and secondary parts to Diversity
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It’s all about………….
• School climate• School culture • School
interactions
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Staff responses count----• Teachers need to understand
that their response to bullying makes a difference.
• Teachers need to validate a child’s pain and concern when a child comes to them for help.
• If you minimize the problem we are sending a message to that child that their fears don’t matter.
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Dynamics of Bullying
Social Culture
B
C
E F
A G
Bully
Follower, will carry out act!
Supporter, helps with verbal taunting
Disengaged onlookerPassive defender
Defender
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Safe Environment• Develop a multicultural
atmosphere which is belonging-centered for all.
• Take students reports seriously always and respond appropriately.
• Use consequences that are related to the offense and teach more responsible choices.
• No-tolerance policies means that interventions are based on severity and frequency of the HIB behavior.
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Creating a Safe Environment
• Develop an atmosphere of trust for students to be able to express their thoughts and feelings.
• Teachers must be prepared to respond objectively and consistently when HIB is reported.
• Children will not report HIB if it is not responded to consistently.
• Teach students how to solve their own conflicts through mediation or conflict resolution.
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Who & When do I tell?
Teasing or bullying? If teasing continues and escalates, it becomes HIB. Provide students a safe means to report bullying to themselves or others.
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Who & When do I tell?
Staff needs to tell when further investigation is needed due to severity, frequency, and duration, or when the student wants to make a formal complaint.
Students need to tell when they experience or witness a problem that they can not resolve. When what they try does not work or someone is in danger.
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False Reporting
Prohibit this by policyResults in serious disciplinary consequences.
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Student Training
• What is HIB?• What does it look like?• What does it feel like for the bully
and the victim?• HIB behavior and the law.
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Prevention• Interrupt all HIB behaviors.• Clearly define parameters and no-
tolerance policy.• Clearly define, teach, and model the
standards of acceptable behaviors.• Engage all staff in standards
implementation diligently!• Be present and pay attention!!
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Intervention• Establish a NO-tolerance policy.• Communicate parameters and
guidelines to all—repeatedly!!!• Involve students, parents, and staff
in developing a clear action plan to redirect student behavior.
• Create a master list of appropriate consequences for HIB.
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Continued…..
• Intervene at the lowest level combined with respect.
• Consistently intervene at appropriate level based on frequency and severity.
• Build on students strengths as a basis for redirection.
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Policy
• Definition of HIB: intentional act.• Effects of HIB.• Procedures for formal and informal
complaints.• Staff reporting requirements.• Prohibition of retaliation and false
reporting.
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Everybody works together!
If your not part of the problem you need to be part of the solution!!