While civil rights prohibit discrimination based on age, sex, race, disability, the human rights of all children while in the school environment should be protected from the psychological and psychological damage that results from bullying. To reduce incidents of bullying, schools should be mandated to imbed within the academic curriculum a bullying awareness, prevention and intervention program to ensure that children are safe and smart.
The U.S. Department Education reports that twenty-four percent of student reported bullying (i.e., defined) during the 2005-2006 academic year. Since overt and covert forms of bullying occur in the public and private school sector regardless of sex, age, and economics it is the schools responsibility to take address the incident immediately and precautions to prevent future occurrences.
Empirical research and data can be used to aid professionals in evaluating the effectiveness of the TAU, CAPSULE, and SPC protocols which have been tested that address bullying awareness, prevention and intervention programs and treatment strategies used to address aggression in students on nonpublic school campus who display emotional disturbances.
According to the initial study and follow-up study of the “Steps-to-Respect” program conducted by Hirschestein (2005) when teachers and students learn to operational define bullying an awareness and change in perceptions develop. While nationally schools recognize that bullying has increased, in a school in Washington state, trained supervising adults played a critical role in the reduction of bullying episodes after coaching students through “Steps to Respect “curriculum and a positive change in the attitudes of students and school staff.
The NAACP historically advocates for the civil rights of all person residing within the United States, and seeks reduce bullying in the school environment by implementing a bully awareness, prevention and intervention programs on the local, state and national level by adopting a poorly performing school thus reducing the barriers and promoting equal access education.
The community can support the bullying awareness “Rite of Passage” by providing funding, materials, and the expertise of the members of the community to the schools and individual students, so that the community and students both benefit.
The “Rite of Passage” program components will aid communities in reducing the negative effects of bullying, while fostering resiliency and empathy in students and adults, and assist our children in becoming empathetic individuals filled with unique talents and abilities, eager and confident in their ability to face the world as adults.
Bullying Prevention A Rite Of Passage Program
Bullying Awareness, Prevention andIntervention: A “Rite of Passage “ Program Linda Jackson February 22, 2011
Mission StatementWe the parents, educators and members of a community recognize thatbullying and teasing in the school setting, creates a hostile learningenvironment in which children cannot reap the full benefit of their education.That the emotional and psychological damage inflicted as a result of teasingand bullying impedes the healthy social, emotional, and psychologicaldevelopment of children, which may have negative long-term affects for somechildren. We are a multi-ethnic community comprised of parents, communitypartners, students, school district administrators and staff who are committedto ensuring that bullying and teasing in any form does not occur in the schoolsetting, and that each child and adult learns to identify discrete, and open andintentional forms of bullying, know how to prevent it, and what to do when itoccurs. Through the development and implementation of a bully awareness,prevention and intervention “Rite of Passage” program which incorporatespractices skills and an established curriculum in the school setting, we willdevelop young men and women who are assets to the communities. Ourchildren and students and grades K-8, and the adults that support them willlearn to embrace their unique talents and abilities, demonstrate empathy, beintellectually stimulated, develop pride in themselves, and treat others in ahumane, thoughtful and respectful manner at all times, thereby ending thelong-term, social, emotional, and psychological damage caused by bullying.
Few school go beyond establishing district policies to address studentdiscipline problemsBully results in long-term psychological and psychological damageThe right to be treated fairly and free from fear while in the schoolenvironment is a human right, access to a quality and equal education is acivil right.Students cannot learn or benefit from the education if they are fearful ofbeing teased or bulliedA bully awareness “Rite of Passage” program would ensure children areboth safe and educated while in the school environment.
U.S. Department of Education Bureau of Statistic reports between the 83,000 schools they are responsible for, twenty-four percent of the student report being bullied one or more timesduring the 2005-2006 academic year. Bullying can displayed as overt of covert behaviors, regardless of race, sex, age or economics. The Department of Education reports that when free and reduced lunch eligibility are used to indirectly measure poverty, schools which provide fifty-percent of more free lunches have increased bullying episodes and gang related activity.Boys may bully using physical Girls tend to bully by manipulatingbehaviors: others emotionsHit Name callingKick AvoidancePush RumorsPunchVerbal abuseName callingRacial name calling
EMPIRICAL RESEARCH: A COMPARISON OF THREE STRATEGIES• Treatment as usual (TAU)•Creating a Peaceful School Learning Environment (CAPSULE)•School Psychiatric Consultation (SPC) to address mental health issues related toaggression in students in grades 3rd through 4th.The conclusion; Overt and covert forms of bullying are associated withlow empathy. The finding imply that when students are taught to showempathy significant positive behavioral changes occurred as reported bystudents and observed by teachers and training researchers.
The “Steps to Respect,” one year model (Hirschenstein, 2005) andfollow-up study (Hirschenstein, 2007)Teachers play a critical role in implementing the “Step to Respect program components after receivinginstruction which helps them to operationally define bullying , engage students in role play scenarios,supervise and guide students through conflicts with each other, discourage active and passivebystander behavior, and use academic curriculum which has been proven effective in reducingbullying behavior while teaching student’s pro-social skills and empathy.
The SGVNAACP as a Community Member Equal Access to EducationHistorically advocates for the civil rights of all person residing within the United States Seeks to reduce bullying in the school environment by implementing abully awareness, prevention and intervention programs on the local, state and national level. Has a “Rite of Passage” program and the ACT-SO program. Each chapter adopting a poorly performing (R. Jones, & N. Miller, personal communications, January 14, 2011).
• Donate time, money, and materials for the “bullying awareness “Rite of Passage”What can the community programdo to help? Dare to Care • Volunteer at your local school • Write grants, lend expertise in grant writing, and do fundraising • Mentor a child • Establish a committee and advocate for Bullying awareness, prevention and intervention programs in the school and community centers • Advocate for legislation that prohibits bullying, and mandates schools document each reported instance of bullying, immediately address the situation in an unbiased manner, and take steps to prevent it from happening again. • Teach children to understand what bully is, not to be spectators, and encourage them to report it safely.
A “Rite of Passage” program builds strong children andcommunities.Empathy can be taught and incorporated into the school curriculum as abullying awareness, “Rite of Passage” program which is supported by thecommunity.
References Fonagy, P., Twemlow, S.W., Vernberg, E.M., Mize Nelson, J., Dill, E.J., & Little, T.D., & Sargent, J.A.(2009). A cluster randomized controlled trial child-focused psychiatric consultation and a school systems-focusedintervention to reduce aggression. The Journal of Child Psychology and Psychiatry, 50(5), pp 607-616. doi:101111/j.1469-7610.2008.02025.x. Hirschstein, M.K., Van Schoiack Edstrom, L., Frey, K.S., Snell, J.L, MacKenzie, E.P., Committee for Children.(2007). Walking the talk in bullying prevention: Teacher implementation variables related to initial impact of the Stepsto Respect program. School Psychology Review, 36(1), pp. 3-21. Retrieved from Academic Search Premiere. Hirschstein, M.K., Van Schoiack Edstrom, L., Frey, K.S., Snell, J.L, MacKenzie, E.P.. & Committee forChildren. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the Steps to Successprogram. American Psychological Association, Developmental Psychology, 41( 3), pp. 479-491. Retrieved fromAcademic Search Premiere. U.S .Department of Education, National Center for Education Statistics, & U.S. Department of JusticePrograms. (2008). Indicators of school crime and safety: 2007. 2005-06 School Survey on Crime and Safety (SSOCS),2006: Institute for Education Sciences, Bureau of Justice Statistics, NCES 2008-021, NCJ 219553. Retrieved onFebruary 6, 2011, from http://nces.ed.gov/pubs2008/2008021.pdf MS Word Graphic on Cover page, downloaded January 18, 2011 MS Word Excel Graphics, I have to go back and figure out how to credit