School safety project bully prevention at barrett

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  • The key to helping our children avoid bullying is to help our kids develop a strong sense of self. If they have a strong sense of self, they will have the innate ability to stand up for what is right and what is wrong. Others kids will recognize this and respect them for it. It doesn’t mean they will always avoid conflict, but when they do encounter bullies they will be able to stand firm. As a way of helping everyone especially the parents, who find it quite hard to manage time, 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. Check it here: http://safekidzone.com/eMail/Protector/SafeKidZone/
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School safety project bully prevention at barrett

  1. 1.  Bullying creates a climate of fear, callousness and disrespect for everyone involved.
  2. 2.  Bullying begins in the preschool years, is at its peak in early adolescence and continues with less frequency into the high school years. But bullying does NOT have to be a part of growing up.
  3. 3. 1. Deliberate– A bully’s intention is to hurt someone2. Repeated– A bully targets the same victim again and again3. Power Imbalanced– A bully chooses vulnerable victims
  4. 4.  PhysicalPoking, hitting, pushing, kicking VerbalYelling, teasing, insulting, name- calling, threatening IndirectIgnoring, excluding, spreading rumors, telling lies
  5. 5.  Cyber bullying is sending or posting hurtful, embarrassing or threatening text or images using the internet, cell phones or other digital communication devices.
  6. 6.  Effective bullying prevention starts with changing the beliefs and behaviors of individuals and learning effective bullying prevention strategies. Change requires the creation of an environment where everyone understands that bullying is unacceptable, harmful and preventable—and where everyone takes responsibility for stopping it.
  7. 7.  Develop a clear, shared definition of bullying and a strong, positive statement that describes our school’s bullying prevention philosophy and goals for creating an environment that discourages bullying behaviors and encourages positive, supportive actions.
  8. 8.  Change the social climate  Establish and enforce school rules and policies related to bullying Assess bullying: Administer an  Increase adult supervision in "hot spots" anonymous questionnaire to students for bullying. about bullying. Obtain staff and parent buy-in  Intervene consistently and appropriately when you see bullying. Form a group to coordinate the schools  Devote some class time to bullying bullying prevention activities. prevention. Provide training for school staff in  Continue these efforts over time and bullying prevention. weave into the fabric of the school environment.
  9. 9. The word ―discipline‖ comes from the same root as the word ―disciple‖ and means ―to teach.‖ We are more likely to be successful in helping youths change their aggressive behavior when we use the principles of good teaching in our discipline interventions.
  10. 10. A. Respect student Autonomy.B. Maintain students’ sense of Belonging.C. Teach Cause and effect thinking and promote conscience development.
  11. 11.  Create a school bullying  Use a school wide behavior prevention committee to oversee rubric with predictable escalating efforts to reduce aggression. consequences for aggression. Train all staff.  Administer consequences for aggression centrally. Maintain positive feeling tone and strong staff-student  Support reflection and connections. development of empathy after consequences are known. Address gender issues.  Support peer bystanders. Use frequent descriptive praise for positive behavior.  Involve parents. Develop staff-wide consensus  Show parents, students and staff about specific rules. that the program is working and what they are doing to make a Maintain a school wide reporting difference. expectation for verbal and physical aggression.
  12. 12.  I am the person you bullied at school, I am the person who didn’t know how to be cool. I’m the person that you alienated, I’m the person you ridiculed and hated. I am the person, who sat on her own, I am the person who walked home alone. I am the person you scared every day, I am the person who had nothing to say. I am the person with hurt in his eyes, I am the person you never saw cry. I am the person living alone with his fears, I am the person destroyed by his peers. I am the person, who drowned in your scorn, I am the person who wished she hadn’t been born. I am the person you destroyed for fun, I am the person, but not the only one. I’m the person whose name you didn’t know, I’m the person who just can’t let go. I’m the person, who has feelings too, I am the person, just like you.
  13. 13.  To increase our school communityawareness of bullying as a common serious problem of school-age children and to advocate for the implementation of effective bullyingprevention approaches in our school.

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