1. Bully Prevention Project TeamBully Prevention Project Team
Prevention/InterventionPrevention/Intervention
Department Student Support ServicesDepartment Student Support Services
Dekalb County School SystemDekalb County School System
3. No Place for HateNo Place for Hate
Training Objectives:Training Objectives:
• Overview of “No Place for Hate”Overview of “No Place for Hate”
• Understanding of Bullying PreventionUnderstanding of Bullying Prevention
• Review of project benchmarksReview of project benchmarks
5. GOALSGOALS
•Enhance or create a culture of respect.
•Celebrate diversity
•Empower members of the school
community to challenge all forms of
bigotry.
6. WhyWhy
No Place for HateNo Place for Hate®®
??
•Reduce bullying, name-calling and otherReduce bullying, name-calling and other
expressions of biasexpressions of bias
•Create a safer learning environmentCreate a safer learning environment
•Promote unity and pridePromote unity and pride
•Live by the core value of respect for others.Live by the core value of respect for others.
7. Sign the Resolution of RespectSign the Resolution of Respect
STEP ONESTEP ONE
8. We pledge, from this day forward, to do our best to combatWe pledge, from this day forward, to do our best to combat
prejudice and to stop those who violate the civil rights ofprejudice and to stop those who violate the civil rights of
others. We will seek to understand those who are different.others. We will seek to understand those who are different.
We believe that one person can make a difference and that noWe believe that one person can make a difference and that no
person should stand by when it comes to opposing hate. Weperson should stand by when it comes to opposing hate. We
will speak out against prejudice and discrimination. We willwill speak out against prejudice and discrimination. We will
reach out to those who are victims of hate. We know that wereach out to those who are victims of hate. We know that we
must all promote harmony, equality and respect. By signingmust all promote harmony, equality and respect. By signing
the pledge, we commit ourselves to creating a community thatthe pledge, we commit ourselves to creating a community that
is No Place for Hate®.is No Place for Hate®.
Resolution of RespectResolution of Respect
9. •• I promise to do my best to treat everyone fairly.I promise to do my best to treat everyone fairly.
•• I promise to do my best to be kind to everyone—I promise to do my best to be kind to everyone—
even if they are not like me.even if they are not like me.
•• If I see someone being hurt or bullied, I will tell aIf I see someone being hurt or bullied, I will tell a
teacher.teacher.
•• Everyone should be able to feel safe and happy inEveryone should be able to feel safe and happy in
school.school.
•• I want our school to be No Place for Hate®.I want our school to be No Place for Hate®.
No Place for HateNo Place for Hate®®
PromisePromise
10. Form a No Place for Hate Team toForm a No Place for Hate Team to
Oversee Anti-Bias and DiversityOversee Anti-Bias and Diversity
Education ActivitiesEducation Activities
STEP TWOSTEP TWO
Consider including all parts of your community:Consider including all parts of your community:
Teachers/Administrators/StaffTeachers/Administrators/Staff
ParentsParents
StudentsStudents
Community MembersCommunity Members
15. Other ideas for “No Place for
Hate” Projects
• “Mix it Up” day
• No Name Calling Day
• Pen Pals
• Programs for Parents
• Diversity Display
16.
17. What is Bullying?What is Bullying?
Bullying is any ongoing physical orBullying is any ongoing physical or
Verbal mistreatment where there is:Verbal mistreatment where there is:
an imbalance of power and thean imbalance of power and the
victim (target) is exposed repeatedlyvictim (target) is exposed repeatedly
toto negative actionsnegative actions on the part of one oron the part of one or
more other students.more other students.
(Loweu 1986, 1991 and 1993)(Loweu 1986, 1991 and 1993)
18. The average bullying behaviorThe average bullying behavior
lasts only 37 seconds.lasts only 37 seconds.
Teachers notice and intervene inTeachers notice and intervene in
only 1 out of 25 episodes.only 1 out of 25 episodes.
Occurs at least 2 – 3 times perOccurs at least 2 – 3 times per
month.month.
Debra Pepler, Ph.D., York UniversityDebra Pepler, Ph.D., York University
19. Bullying can be:
DIRECTDIRECT
Face to faceFace to face
VerbalVerbal
Insults, putdowns,Insults, putdowns,
teasing,teasing, harassmentharassment
PhysicalPhysical
Shoves, pushes, hitting,Shoves, pushes, hitting,
assaultassault
PsychologicalPsychological
Rolling eyes, dirty looks,Rolling eyes, dirty looks, uttering threatsuttering threats,, extortionextortion
20. Bullying can be:
Relational AggressionRelational Aggression
Telling people not to be friendsTelling people not to be friends
with a victimwith a victim
INDIRECTINDIRECT
Behind someone’s backBehind someone’s back
ExclusionExclusion
Leaving outLeaving out
ShunningShunning
GossipGossip
Lowering people’s opinionLowering people’s opinion
About the victimAbout the victim
21. What is Bullying?
It involves a power imbalance between
Bully and Victim: Number, Size, Status,
Role, Culture, Ethnicity.
22. Characteristics of a bully
High self-esteem
May be popular
More likely to engage in other problem
behaviors later in life, such as criminal
activity or alcohol or other drug abuse
23. Characteristics of Victims
Quiet, anxious & insecure
Tend to “normalize” and no longer are victims upon
entering adulthood, though they may have continued
lower self-esteem and be more prone to depression
PassivePassive
ProvocativeProvocative
Reactive, clumsy, impulsive, irritatingReactive, clumsy, impulsive, irritating
Attempt to fight or answer back when
attacked, but not effectively
Often hyperactive, have difficulty
concentrating and act in ways that irritate
others
24. Bullying is violenceBullying is violence
Violence is any meanViolence is any mean
word, look, sign, or actword, look, sign, or act
that hurts a person’sthat hurts a person’s
body, feelings, orbody, feelings, or
things.things.
26. BullyBully
Starts the bullying and takes
an active part
Follower/HenchmanFollower/Henchman
Takes an active part, but
does not start the bullying
SupporterSupporter
Supports the bullying but
does not take an active part
Passive SupporterPassive Supporter
(Possible Bully)(Possible Bully)
Likes the bullying but does not
display open support
Disengaged Onlooker
Possible Defender
Dislikes the bullying and
thinks he ought to help
but doesn’t
Defender of the
Victim
Dislikes the bullying and
helps or tries to help the
victim
27. Enabling
is unwittingly protecting a person from the consequences
of their actions out of a sense of love, compassion, fear,
or survival instinct
Entitlement
is the belief that it is our right to use violence or threats of
violence to express feelings, meet needs, or satisfy
wants.
occurs when violence is accepted as the norm by adults or
young people who ignore, rationalize, or minimize incidents
of violence.
Tolerance
28. How far should things go before
bullying behavior is addressed?
Bullying behaviors should be
addressed before it interferes
with the health, academics or
learning process of a student.
32. 2007-2008 BENCHMARKS
1st
Semester
1. Attend a two hour “No Place for Hate” training.
2. Form a committee to oversee anti-bias. activities in your school.
3. Deliver “No Place for Hate” training to the faculty of your school.
4. Facilitate the implementation of a minimum of two projects that celebrate
diversity and promote respect.
5. Submit the first semester “No Place for Hate” report form to the
Prevention/Intervention office.
33. 2007-2008 BENCHMARKS
2nd Semester
1. Facilitate at least two meetings of the “No Place for
Hate” school committee.
2. Facilitate the implementation of a minimum of two
additional projects that celebrate diversity and
promote respect.
3. Implement the “No Place for Hate” evaluation survey.
4. Submit the second semester “No Place for Hate”
report form to the Prevention/Intervention office.
Editor's Notes
We talk about the need for this program in terms of four areas:
Academic Achievement
School Safety/Discipline
Workplace Readiness in a Global Society
Teacher/Staff Morale
Below are some “talking points” in each area:
Academic Achievement
Much research now demonstrates, inclusive, safe classrooms improve student performance. This is particularly true for groups who may currently lag behind in academic performance, thus narrowing the achievement gap between groups
Much research shows that at every socioeconomic level, teachers are likely to expect lower performance from black, Latino/a and Native American students.
Diversity education programs correlate with many of the Georgia Performance Standards, our benchmarks for core academic learning requirements.
Low expectations in the classroom can result in lower academic achievement, limited student learning, diminished student self-image, and disproportionate assignment of students of color to remedial classes
Name-calling, teasing, and bullying disrupt classroom teaching in general and the emotional impact on targets increases absenteeism and ability to focus in the classroom.
School Safety/Discipline
When a bias-motivated incident occurs at school, feelings of safety are diminished and many students feel vulnerable, insecure and alienated. Ultimately, these feelings contribute to a school climate where learning is disrupted and instructional time is used for classroom management.
A recent national study cited in the Journal of the American Medical Association indicates that one third of all students regularly experience bullying at school as targets or perpetrators
Studies indicate that teachers ignore these behaviors up to 97 percent of the time, usually because they are not sure how to effectively respond.
According to recent studies conducted by the U.S. Department of Education and U.S. Department of Justice, the educational experience of many students includes
being threatened or injured with a weapon on school property (1 in 11 students in grades 9-12)
carrying a gun or knife themselves (1 in 17 students in grades 9-12)
being the victim of a crime (1 in 20 students ages 12-18
More than a third of all students ages 12-18 report having observed hate-related graffiti
1 in 8 students have had hate-related words used against them, and virtually every student hears insults, put-downs and taunts multiple times each day.
Students feel less safe at school than away from school, and 1 in 14 students report that they are sometimes or most of the time fearful about their safety at school.
An overwhelming majority of students (83% of girls and 79% of boys) report regularly experiencing harassment at school, and 10,000 children stay home from school at least once month due to the fear of being bullied
It is widely known that face-to-face bullying can result in long-term psychological harm to targets. This harm includes low self-esteem, depression, anger, school failure, school avoidance and, in some cases, school violence or suicide.
Statistics on the new phenomenon of cyber-bullying are equally, if not more, alarming because this type of bullying occurs 24-7, can be done anonymously and can spread very quickly to a huge number of people.
It is possible that the harm caused by cyberbullying may be even greater than harm caused by traditional bullying because:
Online communications can be extremely vicious.
There is no escape for those who are being cyberbullied; victimization is ongoing, 24/7.
Cyberbullying material can be distributed worldwide and is often irretrievable.
Cyberbullies can be anonymous and can solicit the involvement of unknown “friends.”
Many teens are reluctant to tell adults what is happening online or through their cell phone because they are emotionally traumatized, think it is their fault, fear greater retribution or fear their online activities or use of a cell phone will be restricted.
Workplace Readiness in a Global/Pluralistic Society
The corporate world increasingly identifies interpersonal skills as one of the most important contributors to workplace success.
Corporations recognize the need to prepare students to live and work successfully in our pluralistic nation and global community and invest resource into workplace readiness.
The skills learned through diversity education include many of these “soft skills”: communication, cross-cultural competency, critical thinking, conflict management, and problem-solving.
Diversity education programs can also develop leadership skills, fostering responsible citizenship and the promotion of democratic values.
Teacher/Staff Morale
Teacher and staff performance improves in an inclusive, collaborative, and respectful work environment.
Morale greatly improves when educators are able to focus more on teaching and less on discipline and classroom management.
An overall school culture of respect creates a more welcoming environment for families and can contribute to greater parental involvement.
No Place For Hate® is a program of the Anti-Defamation League (ADL) that helps schools enhance or create a culture of respect. This program is designed to celebrate diversity and empower members of the school community to challenge all forms of bigotry.
It’s a pledge that starts with self. I am committed to standing up against prejudice, bullying, hatred. Ownership. Some schools have used it as a disciplinary tool—when students mess up, the teacher/principal reminds them of pledge they signed.
Ideally EVERYONE signs
Feel free to tweak the language to make it age-appropriate. As long as the message gets across, that’s the point.
High School/Middle School Version. You can use this text or WRITE YOUR OWN—a great project for students!
Elementary School
Core group for planning and implementing. Can be as large or as small as you’d like. INCLUDE EVERYONE YOU POSSIBLY CAN! Teachers, students, parents/guardians, community members—whoever is committed to making [school name] NPFH
Elementary School in Delaware display their No Place for Hate Promise and have students “sign” with their finger prints!
Diversity Awareness Poster Contest at Riverwood High School
