partnering with parents to move our schools beyond bullying

Partnering with Parents to Move Our Schools Beyond Bullying

National Title I Conference: Currents of Change |California Convention Center,

San, Diego, CA| Tuesday, Feb. 4, 2014| Room 5|

SESSION GOALSProvide an overview of the different

types of bullying,

Provide a snapshot of the Department’s guidance on partnering with parents, school climate & discipline, and

Share resources to assist SEAs, LEAs and schools in working with parents of students who experience bullying

Disclaimer: Today’s presentation contains information from public and private organizations that may be useful to the audience. Please keep in mind that these materials are merely examples of resources that may be available. Inclusion of this information does not constitute an endorsement by the U.S. Department of Education of any products or services offered or views expressed. The presentation may also give information that contains hyperlinks and URLs created and maintained by outside organizations and provided for the audience’s convenience. The Department is not responsible for the accuracy of this information.

A REVIEW OF DEFINITIONS

• Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance (stopbullying.gov).

• Bullying is the chronic infliction of physical hurt and/or psychological distress on another person, usually thru an imbalance or power (www.nea.org,).

UNIFORM DEFINITION OF BULLYING AMONG YOUTHS

Bullying is any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated.

Source: Gladden, R.M., Vivolo-Kantor, A.M., Hamburger, M.E., & Lumpkin, C.D., Bullying Surveillance Among Youths: Uniform Definitions for Public Health and Recommended Data Elements, Version 1.0 Atlanta, GA; National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and U.S. Department of Education; 2013.

KEY TERMSYouth are school-aged individuals 5 to 18 years

of age.Unwanted means that the targeted youth wants

the aggressive behaviors by the perpetrator to stop.

Has occurred multiple times or is likely to be repeated means that the youth experience multiple incidents of aggression perpetrated by a single youth or group of youths over a specified period of time or there is strong concern a single aggressive behavior by a youth or group of youths has high likelihood of being followed by more incidents of aggression.


KEY TERMSA power imbalance is the attempt by the perpetrator(s) to

use observed or perceived personal or situational characteristics to exert control over the targeted youth’s behavior or limit the victim’s ability to respond or stop their aggression.

Harm is a range of negative experiences or injuries and can include a) physical cuts, bruises or pain, b) psychological consequences such as feeling of distress, depression or anxiety, c) social damage to reputation or relationship, and/or d) limits to educational opportunities thru increased absenteeism, dropping out of school, having difficulty concentrating in class, and poor academic performance.


Gladden, R.M., Vivolo-Kantor, A.M., Hamburger, M.E., & Lumpkin, C.D., Bullying Surveillance Among Youths: Uniform Definitions for Public Health and Recommended Data Elements, Version 1.0 Atlanta, GA; National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and U.S. Department of Education; 2013.

MODES OF BULLYING Direct Indirect


TYPES OF BULLYING

Physical Verbal Relational


TYPES OF BULLYING


RESEARCH

Nearly 1 in 3 students (27%) report being bullied during the regular SY (NCEStatistics, 2013).

Students who experience bullying are at risk of depression, anxiety, sleep difficulties, and poor school adjustment (http://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/, Center for Disease Control, 2012).

Bullied students tend to have lower grades and achievement test scores than non-victimized students (http://www.nea.org/assets/docs/PB43bullyingprevention2012.pdf)

LEVERAGING PARTNERSHIPS: TITLE I PART A, SECTION 1118 (HTTP://WWW2.ED.GOV/POLICY/ELSEC/LEG/ESEA02/PG2.HTML#SEC1118 )(HTTP://WWW2.ED.GOV/PROGRAMS/TITLEIPARTA/PARENTINVGUID.PDF)

WARNING SIGNSWatch for Warning Signs of Being Bullied• Withdrawal • A loss of friends • A drop in grades • A loss of interest in activities he /she previously

enjoyed • Torn clothing • Bruises • A need for extra money or supplies Watch for Warning Signs of Bullying Characteristics• Lacks empathy and doesn't sympathize with others • Values aggression • Likes to be in charge • Is an arrogant winner and an extreme sore loser • Often fights with siblings• Is impulsive (Source: National Crime Prevention Council:

http://www.ncpc.org/topics/bullying/what-parents-can-do)

TIPS FOR PARENTS/FAMILIES

Ask questions about your child’s day Listen carefully & attentively Avoid blaming the victim, offer support Avoid criticism Be patient Communicate with parents, students, and

school staff- bus drivers, teachers, counselors…

Become an active partner & seek resources

TIPS FOR PARENTS/FAMILIES

Seek professional help Model examples of positive relationships Demonstrate self-control – avoid

aggressive behavior or threatening situations

Help your child understand the different types of bullying and explain how violence is unacceptable

Seek state resources on bullying laws within your state

ADDITIONAL RESOURCES

To contact the National Center on Safe Supportive Learning Environments, call 1-800-258-8413 or e-mail [email protected], (http://safesupportivelearning.ed.gov/)

Source: http://nces.ed.gov/pubs2011/2011336.pdf

Other Resources Available Online:Walk a Mile in Their Shoes: Bullying and the Child With Special Needs, http://www.abilitypath.org/areas-of-development/learning--schools/bullying/articles/walk-a-mile-in-their-shoes.pdfBullying at School (2004): http://www.cde.ca.gov/ls/ss/se/documents/bullyingatschool.pdf

HELP HOTLINE RESOURCES

1. National Suicide Prevention Hotline: 1-800-273-8255, www.suicidepreventionlifeline.org

2. Crisis Call Center: 1-800-273-8255 or text ANSWER to 839863, http://crisiscallcenter.org/crisisservices.html

3. Trevor Lifeline: 1-866-488-7386, www.trevorproject.org

4. PACER’s National Bullying Prevention Center: 1.800.537.2237, http://www.pacer.org/bullying/about/

Monique M. Chism, PhDU.S. Department of Education

1. Dear Colleague Guidance Letter

2. Guiding Principles

3. Directory of Federal School Climate and Discipline Resources

4. Compendium of School Discipline Laws and Regulations

5. Overview of the Supportive School Discipline Initiative

Source: U.S. Department of Education, Guiding Principles: A Resource Guide for Improving School

Climate and Discipline, Washington, D.C., 2014.

Dear Colleague Guidance Letter

Free Language Assistance: 1-800-USA-LEARN or 1-8800-872-5327 or email: [email protected]

Guiding Principles

1. Climate and prevention2. Clear, appropriate, consistent

expectations and consequences3. Equity and continuous improvement

Directory of Federal School Climate and Discipline Resources

Compendium of School Discipline Laws and Regulations

Overview of the Supportive School Discipline Initiative

VIDEO President Obama & the First

Lady: Conference on Bullying Prevention

March 10, 2011 | 14:22| Public Domain

www.whitehouse.gov/photos-and-video/video/2011/03/10/president-obama-first-lady-conference-bullying-prevention

FOR ADDITIONAL INFORMATION

Danita A. WoodleyU.S. Department of Education

[email protected]

Monique M. ChismU.S. Department of Education

[email protected]

partnering with parents to move our schools beyond bullying

Documents

group of youths

targeted youths behavior

perceived power imbalance

disease control

single youth

department of education

definition of bullying

review of definitions