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Bully presentation family_meeting_final

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  • I hope schools take great actions in resolving so many bullying issues left unheard. I am a parent and I'm worried and I don't want that any kid to experience this.As a way of helping everyone especially the parents, who still find it quite hard to manage issues like this, I found this great application which featured a safety app which gets me connected to a Safety Network or escalate my call to the nearest 911 when needed, it has other cool features that are helpful for your kids with just a press of a Panic Button. #SafekidZone, Check it here: http://bit.ly/ZjYchC
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  • We train our teachers to be conscious of these warning signs. Not all children show these signs
  • Share current or past bullying reports at CCE
  • - Discuss how we have trained our teachers regarding reporting incidents
  • Transcript

    • 1. BULLYINGPreventions and Responsibilities
    • 2. • Defining bullying• Signs and signals of bullying• Statistics• Updated policies and laws• School responsibilities• CCE’s plan and interventions• Links for families & how you can help
    • 3. What isbullying?
    • 4. Bullying is…
    • 5. Types of BullyingVerbal• Teasing• Taunting• Name-calling• Threatening• InappropriatecommentsPhysical• Hitting, kicking, punching• Spitting• Tripping• Taking or breakingbelongings• Rude gesturesSocial• Leaving out of groups• Telling others to notbe friends withsomeone• Spreading rumors• Embarrassing in public
    • 6. Where does bullying happen?• Hallway• Classroom• Cafeteria• Bathroom• Bus• Playground• Neighborhood• Online• Texts
    • 7. Where does bullying happen mostoften?• Hallway• Classroom• Cafeteria• Bathroom• Bus• Playground• Neighborhood• Online• Texts
    • 8. Cyberbullying• Growing trend among all grade levels ofstudents• Can be difficult to monitor
    • 9. Possible forms of Cyber-bullying• Emails• Texts• Instant messages• Chat rooms• Blogs• Social Networking (facebook, twitter)• Personal Websites
    • 10. Warningsigns ofbullying
    • 11. • Unexplainable injuries• Lost or destroyed clothing, books, electronics, or jewelry• Frequent headaches or stomach aches, feeling sick or fakingillness• Changes in eating habits, like suddenly skipping meals or bingeeating.• Difficulty sleeping or frequent nightmares• Declining grades, loss of interest in schoolwork, or not wantingto go to school• Sudden loss of friends or avoidance of social situations• Feelings of helplessness or decreased self esteem• Self-destructive behaviors such as running away fromhome, harming themselves, or talking about suicide
    • 12. How many children are bullied?• 20% of high school students were bullied onschool property at least once in the previous12 months (Centers for Disease Control andPrevention, 2009)• •28% of students ages 12-18 were bullied atschool during the 2008/2009 school year(National Center for Educational Statistics, 2011)
    • 13. How are children bullied?Forms of bullying at school (NCES, 2011)• 19% made fun of, called names, or insulted• 17% subject of rumors• 9% pushed, shoved, tripped, spit on• 6% threatened with harm• 5% excluded from activities on purpose• 4% forced to do things they didn’t want to do• 3% had property destroyed• 6% of students ages 12-18 had been cyberbullied(anywhere)Children are more likely to be bullied in elementarythan in any other school level.(NCVS, 2009)
    • 14. Boys vs. Girls• There are not vastdifferences in thepercentages of boys andgirls who are bullied• Boys are typicallybullied by boys; girls arebullied by boys and girls• Most studies find thatboys are more likelythan girls to bully theirpeers.– On average, boysare:1.7x as likely to bully– 2.5x as likely to bully andalso be bullied (bully-victims)(NCES, 2009)
    • 15. Likelihood to report bullying:
    • 16. Cyberbullying Stats• 42% of students in grades 6-8 report beingbullied online• Cyberbullying incidences nearly doubles everyyear• Girls are twice as likely to engage• 62% of those bullied are bullied by students attheir school
    • 17. NC Laws and I-SS Policies
    • 18. As defined by NC Law:• “Bullying or harassing behavior is any patternof gestures or written, electronic, or verbalcommunications, OR any physical act OR anthreatening communication that takes placeon school property , at any school-sponsoredfunction, or on a school busAND THAT:
    • 19. • Places a student or school employee in actualand reasonable fear of harm to his or herperson OR damage to his or her propertyOR• Creates or is certain to create a hostileenvironment by substantially interfering withor impairing a students educationalperformance, opportunities or benefits
    • 20. What is a hostile environment?• Hostile environment= victim SUBJECTIVELYviews the conduct as bullying or harassingbehaviorAND:• The conduct is objectively severe or pervasiveenough that a reasonable person would agreethat it is bullying or harassing behavior
    • 21. NC Law cont…• Bullying or harassment behavior includes, but is notlimited to, acts reasonably perceived as beingmotivated by actual or perceived differentiatingcharacteristics such as:– Race, color, religion, ancestry, nationalorigin, gender, socioeconomic status, academicstatus, gender identity, physicalappearance, sexual orientation, disability– An association with a person who has or isperceived to have one or more of thesecharacteristic
    • 22. Students’ Criminal Liability forcyber-bullying• G.S14-458.1 – makes it a crime to use a computer todo any of the following “with intent to intimidate ortorment a minor”– Create fake websites/profiles– Post or encourage others to post specific info on a minor– Post a real or doctored image of a minor– Access password protected computer data– Send repeated emails– Make a statement intended to provoke someone else tostalk or harass– Sign up a minor for pornography or junk email
    • 23. Senate Bill 707 – School ViolencePrevention Act• Makes it criminal for a student to use a computer todo any of the following “with intent to intimidate ortorment a school employee”– Create fake websites/profiles– Post or encourage others to post specific info on anemployee– Post a real or doctored image of an employee– Access password protected computer data– Send repeated emails– Make a statement intended to provoke someone else tostalk or harass an employee– Sign up an employee for pornography or junk email
    • 24. Reporting a bullying incident• Students should report bullying• Teachers and school personnel must reportbullying– Employees who have witnessed or has reliableinformation that student or school employee hasbeen subject to any act or bullying or harassingbehavior shall report the incident to anappropriate school official
    • 25. Factors that influence reporting• Assumptions about child behavior based onframework of developmental issues andindividual issues• Intervention based on perception of howupset child is• The perception that adults dont act may leadstudents to conclude that adults dont care, orthat there are different standards for adultsbehavior than for young peoples• Kids often don’t report because they feelashamed or powerless
    • 26. Bystanders• We want to create a culture of students who donot tolerate bullying of others• Bystanders far out-number bullies• Celebrating bystanders reporting of bullying• “Not wanting to get involved” or “Didn’t wantto say anything,” can no longer be okay actions
    • 27. I-SS School BoardBullying Policies• Policy Code: 1710/4021/7230 ProhibitionAgainst Discrimination, Harassment andBullying• Policy Code: 1510/4200/7270 School Safety
    • 28. I-SS Goals• An integrated approach based on clearexpectations and consistent consequences• Followed up by counseling for perpetrators-clear, directed, not just ‘talking to’• Support for Victims• EDUCATION for Silent Majority• Goal is to create culture in which adults stop allbullying immediately• Students learn and become part of anti-bullyingsolution• Distinguish between ‘ratting out’ or ‘snitching’and bullying• Increased adult supervision and vigilance incommon areasOlweus, D. (1997)
    • 29. CCE Goals and Interventions
    • 30. Reporting and Interventions atCoddle Creek• Bully birdhouses & Online survey• Ms. Campbell – reporting, counseling, in-classsessions, student council• School norms and expectations - All• Mr. Foster & Mr. Boula – reporting, educatingstaff, community, & students• Bully Prevention Plan - All
    • 31. What happens when a report isfiled (paper, electronic, or other)?• Every report is taken seriously• Divided up depending on:– Who the child would like to talk to– Prior knowledge or incidences– Relationship with students• Interview the victim and any other studentswho may have been witness or knowledge• Interview with bully• Call parents or guardians
    • 32. Bullying determination• Most reports, luckily, are not bullying• Treated as a teaching moment – going overwhat is bullying• Inform teacher of things to look for• Reports are kept and filed to have in case of apossible reoccurrence• Discipline can range from ‘time out’ to out-of-school suspension – at administration’sdiscretion
    • 33. Some things not to do…• Mediation and Conflict Resolution betweenVictim and Bully- assumes that participants onequal social footing• Interviewing Bully and Victim together• Training Victim to ignore, be assertive- as onlyresponse• Education alone - simple shortterm, piecemeal approaches
    • 34. How it’s working so far• 3-7 bully reports a week on average (mostly inbully box)• 10 offenses this year – accounts that werereported, investigated, and disciplined• Many incidences that were reported weremediated prior to it being considered bullying– and those have not reoccurred
    • 35. Is it Bullying?
    • 36. Scenario 1• Edgar is in 4th grade and is much taller and heavierthan most of his peers. However, because he has atremendous sense of humor, he is very popular andwell-liked by most of his peers. One day duringrecess, during a game of dodge ball, Edgar trips onthe ball and falls down. Steven, a 5th grader, yells,“Look at the beached whale on the playground!”and Steven and the other 5th graders with himlaugh. Edgar turns red but picks himself up andstarts to get ready to play again. Several of Edgar’sfriends get angry and tell Steven and his friends to“shut up.” A shouting match ensues until a teachercomes over to break it up.
    • 37. Scenario 2• Kendra and Alexander are friends in 2nd gradetogether. One day during lunch, Alexander says toKendra, “I know why you like chocolate milk somuch!” Kendra asks, “Why?” and Alexanderresponds, “Because it keeps your skin brown!”Kendra looks at Alexander quizzically and says, “Noit doesn’t!” Alexander says nothing and the two goon eating their lunch together. The next dayKendra’s mother calls the school outraged aboutwhat Alexander said to Kendra at lunch the daybefore.
    • 38. Scenario 3• Cheryl, Candace, and Alicia are friends and in 4thgrade. Cheryl and Alicia live in a trailer park with theirfamilies. All three girls ride the school bus home inthe afternoon. Amanda and Sarah, both 5th graders,also ride the same bus in the afternoon. During thefall, Amanda and Sarah start repeatedly calling Cheryland Alicia “White trailer trash” and make fun of theirclothes and belongings. One day, Candace, frustratedwith the on-going treatment of her friends, shouts atAmanda and Sarah, “Why don’t you two stupid snobsshut up and leave Cheryl and Alicia alone!” Amandagets up and hits Candace and says, “You shut up!You’re just a stupid 4th grader. Why do you hang outwith those two trailer trash idiots anyway?” Severalstudents and the bus driver witness this interaction.
    • 39. WHAT SHOULD PARENTS ANDGUARDIANS DO?
    • 40. Take these steps to help:• If you hear your child discussing what soundslike bullying, ask more about it.• Report it to the teacher, administration, or goonline and fill out the bully report.• The more specific the better.• Talk to your children• Support them in reporting bullying andstanding up for others.
    • 41. For more information• Our Website• http://stopbullying.gov