Bullying: Don't Be a Bystander
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(1) Bystanders witness bullying but are not directly involved. As bystanders, students have the power to stop bullying by paying attention to what happens each day and getting help from adults if needed. (2) The document discusses four choices bystanders can make: stand and watch the bullying, support the bully, get away from the situation, or act as an active bystander by helping the victim, using their voice, mediating, or getting an adult. (3) The best choice is to act as an active bystander and help the victim or get an adult, as long as it can be done safely. Bystanders have a responsibility to stop bullying
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![What is a Bystander? SOME1 huhpns 2 b therwen bullying izhapNn. Az a bystander U R n a unique positN of bnabL 2 do somTIN bout bullying jst by l%kin closely @ wothpns everyday n yor own Lyf. diRct o indirect bullying hrtz d entire skul & evrEbodyhz d responsibility 2 stop it. ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Bullying can negatively impact those affected and cause discrimination, aggression, social isolation, threats, manipulation, intimidation and cyberbullying. If you witness bullying, do not remain silent but rather talk to a trusted adult. The person being bullied needs to know they are not alone and support should be offered with compassion. Seeking professional help may also be necessary if the bullying has been ongoing or is severely impacting the person's well-being. It is important not to confront the bully directly to avoid making the situation worse.
Bullying
Bullying is common in schools, with about 2-3 students feeling afraid in the average classroom and 4.5-6.5 bullying incidents occurring per hour on the playground. Bullying peaks in middle school and includes physical, verbal, relational aggression and intimidation related to race, religion, gender or sexuality. Bullies seek power and control while victims experience lowered self-esteem and academic and physical health issues. Most students witness bullying as bystanders but are afraid to intervene due to fears of retaliation or not knowing what to do. Bystanders play an important role and can choose to assist, reinforce, or defend against bullying.
Suicide Prevention And PTSD: How To Recognize the Signs And What You Can Do T...
Suicide Prevention And PTSD: How To Recognize the Signs And What You Can Do T...Signature HealthCARE Spirituality Pillar
This presentation is designed to promote understanding and recognition of the signs and symptoms present in those who may be suffering from thoughts of suicide or from the effects of PTSD as well as to offer information and resources on how to help.A Girl’s World
Research Question: Will an interactive power point presentation increase student knowledge of Relational Aggression?
Suicide awareness
Suicide is a global public health issue, being the 4th leading cause of death worldwide. An estimated 703,000 people die by suicide each year globally, with India and China accounting for over 40% of the annual total. While more women attempt suicide, men are nearly 4 times more likely to die by suicide. Warning signs of suicide include feelings of hopelessness, being a burden to others, withdrawing from social activities, and speaking of suicide or making preparations like writing a will. World Suicide Prevention Day aims to raise awareness and encourage action to prevent suicide.
Lahc m4 mh_feb 2019-filled out
The document summarizes a workshop on movies for mental health held at LA Harbor College on February 26, 2019. The workshop was facilitated by Leslie Poston and included an introduction to her organization Art With Impact, a discussion of mental health and stigma, screenings of short films about mental illness, and a panel discussion with students and mental health resources. The workshop encouraged open discussion of mental health experiences and how movies and filmmaking can help tell personal stories and start important conversations.
suicide.pptx
The document provides guidance on assessing and managing self-harm and suicide. It outlines risk factors like previous attempts, substance use, mental health conditions and social isolation. Assessment involves asking about thoughts, plans and protective factors. Management includes treating injuries, activating support, addressing concurrent issues and consulting specialists. Follow-up care is emphasized to monitor progress. Role plays demonstrate assessing imminent risk, providing psychosocial support after an attempt, and follow up care.
Dealing with Mental Health on the Front Lines: Part 2
This document provides information and resources for helping those with mental illness or suicidal thoughts, including:
- Calling 911 or local emergency services for immediate help in a crisis.
- Using the ALGEE model for intervention: Assess risk, Listen nonjudgmentally, Give reassurance and information, Encourage professional help, and support strategies.
- Warning signs of suicide and how to directly address risk of suicide.
- National and local resources like the National Suicide Prevention Lifeline for help.
Teen Suicide
Clear warning signs often precede suicide in over 90% of cases. Depression is the leading cause of suicide, and white males have the highest suicide rate increase. Suicide is the third leading cause of death among 15-24 year olds. Relationships, loss, mental constriction, and inability to adjust are common factors. Organizations like AFSP provide support for survivors and work to prevent suicide through education and outreach. Parents should take any suicide talk seriously and seek help from professionals.
Working Towards A Bully-Free Campus
This is a campaign in line with the Anti-Bullying Act of 2012. The references included Cartoon Network, Chris Tiu's blog and advocacy in promoting a bully-free campus and those listed under references. TAKE A STAND, EXTEND A HELPING HAND!
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Dealing with Mental Health on the Front Lines: Part 2
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The document provides a rubric for evaluating a travel brochure for different biomes. The rubric assesses the brochure's content and accuracy, cover, writing mechanics, illustrations, and sources. A well-done brochure would include descriptions of the biome's landforms, plants, animals, climate, activities, and threats, as well as have an informative and visually appealing cover with the biome's name, catchy title, and student's name. It should use complete sentences, proper punctuation and capitalization, colored illustrations, and cite at least three resources. Scores of 18-20 would earn an A, 16-17 a B, 14-15 a C, and 13 or below would be unsatisfactory.
Biome research notes
This document provides a template for students to research and summarize key details about a specific biome such as its location, common plants and animals, climate, landforms, potential activities, dangers or threats, and other interesting facts. Students are to fill in the template with concise yet essential information about the biome they are researching.
6th grade schwab booktalk
This document lists the titles of 16 books along with their authors. It includes novels such as No More Dead Dogs by Gordon Korman, Cryer's Cross by Lisa McMann, and Maze Runner by James Dashner. It also provides a link to a website for summer reading information, bookshelf, and project details.
Grade 7 booktalks no video
This document provides a list of recommended summer reading books for incoming 8th grade students. It includes 17 books across various genres such as science fiction, adventure, mystery and romance. Brief descriptions of each book are also included to help students choose titles of interest for their summer reading.
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Summer reading is recommended for 5th grade students. A booktalk is a short presentation about a book that is meant to encourage others to read it. This document likely contains several booktalks summarizing books that are appropriate for 5th graders to read over their summer break.
4th grade booktalks
This document provides summaries of book recommendations for students entering 5th grade, including fantasy stories about a boy who buys a dragon egg, adventures of a pig named Mercy Watson who loves buttered toast, and four siblings who travel through a wardrobe to an enchanted world. It also summarizes books about a girl who can switch bodies due to magic, time-traveling baseball cards, a mysterious mansion with trapped people and talking cats, and an owl kingdom of good vs evil. Non-fiction and sports fiction books are also summarized.
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Thank you for the photos and results from the 6th Grade Track & Field Days. The students seemed to have a great time competing in running, jumping, throwing, and relay events. I hope they all enjoy their summer!
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This document provides directions for an 8th grade student to research and fill out a graphic organizer about a future job goal. The organizer includes sections to research the classes needed in high school and college, famous people who have held the job, general information about the job such as education needed and costs, average salary, history of the job, tools and technology used, skills and abilities required, related jobs, and other interesting facts. Students are instructed to find this information on provided websites and a given URL, and to create a bibliography using EasyBib.
Research career rubric
This rubric outlines the criteria for evaluating a career project on presentation quality, bibliography, organization, punctuation, grammar, spelling, sentence structure, and word choice. It provides descriptors to assess each element as strong, average, or weak and includes a section for an overall grade and comments. The highest possible score is a 6 for criteria judged to be of superior quality.
Research pamphlet career
This document outlines the steps needed to become an English teacher, including obtaining a high school diploma, pursuing post-secondary education in the form of a degree, and potential costs of training. It also lists examples of successful English teachers such as J. Rolince and Frank McCourt.
March/April Middle School Messenger
This summary provides an overview of the Middle School Messenger newsletter:
- The principal's message discusses the swift passage of time and students' emotional and physical maturation in middle school. It emphasizes the importance of family support systems.
- Upcoming events include a staff development day, interim report availability, and standardized testing dates in April. The spring break schedule is also noted.
- Information is provided about class placements for the next school year and the Citizens of the Quarter award winners.
- The girls' modified basketball teams are recognized for their fundraising efforts for a teammate's mother undergoing cancer treatment.
Cazenovia Middle School Messenger (Jan/Feb 2012)
- The principal's message discusses upcoming testing schedules and report card distribution dates in January and February. Spring state testing will take place in April.
- The science club has been practicing observation skills and building towers/snowmen in preparation for an upcoming competition.
- Two reading classes rewrote "The Twelve Days of Christmas" with holiday themes like dogs, vacations, and mothers' day.
- Sixth graders were selected for the county music festival chorus. The music department performed holiday songs.
- The nurse discusses illness trends and vaccination requirements for fifth and seventh graders. Dental exams are requested for seventh grade.
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This document is an informational brief from the New York Comprehensive Center that summarizes research on the positive impact of school libraries on student achievement. The brief finds that school libraries support student growth in literacy, technology skills, and access to resources, which leads to higher test scores and graduation rates. Specifically, the brief concludes that school libraries help improve teacher effectiveness, develop early literacy skills, support at-risk students, align curriculum to standards, and are correlated with higher assessment results. Maintaining strong school library programs can drive consistent student achievement gains.
November MS Messenger
1. The document discusses updates to school medication policies, including requirements for students to self-carry inhalers and for teachers to carry student medications.
2. It also announces a visit from Broadway artist David Lowenstein, who met with the cast of the upcoming school musical Seussical Jr. and shared advice from his experience in theater.
3. The visit concluded with Mr. Lowenstein applauding the cast's performance of the musical's opening number.
October Messenger
This monthly newsletter from Cazenovia Middle School provides information to parents about upcoming events. It announces that report cards will be posted online on October 14th and parent-teacher conferences will occur on October 20th, with half-day dismissal. It also advertises that the 7th grade dance will be held on October 21st and that the school play, Seussical Jr., will have performances in early November. The principal's message welcomes new students and provides reminders about school policies.
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This monthly newsletter from Cazenovia Middle School provides information to parents about upcoming events. It announces that report cards will be posted online on October 14th and that parent-teacher conferences will occur on October 20th, with half-day dismissal. It also advertises that the 7th grade dance will be held on October 21st and that the school play "Seussical" will have performances in early November. The PTA section reminds about school pictures and yearbook ordering deadlines and encourages parents to follow the PTA Facebook page.
October Messenger
This newsletter provides information to parents about upcoming events at Middle School. It includes the principal's welcome message, reminders about school pictures and yearbook orders. It announces that Google Apps will now be used for sharing homework and information. It also previews the upcoming musical "Seussical", describing the cast and performance dates. The calendar on the last page lists important October dates like parent conferences and a 7th grade dance.
How Not to Be Bullied
The document provides information about bullying and strategies to deal with it. It defines bullying as behavior intended to cause harm or distress that takes place in a relationship with an imbalance of power and is repeated over time. It describes different types of bullying such as physical, verbal, and intimidation. It then lists strategies for staying bully-free such as walking confidently, being assertive, staying calm, using humor, practicing comebacks, walking away, and telling adults if needed.
SES Annual Report 2010-2011
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This document provides instructions for creating a sandwich to represent a book report, with different ingredients standing in for various elements of a story such as the title, author, characters, plot, setting, and favorite part. However, it does not include any actual information about a specific book that was read.
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Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
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Bullying: Don't Be a Bystander
- 1. Bystander: You Can Make A Difference Bullying S behavrdatsintendD 2 cauZmNtL distress n.orfizikL harm, exists ina R/Ship n wich there's an imbalance of pwr n str, n S repEtedovrtym Grade 6 Mrs. Glasgow
- 3. As a bystander you are in a unique position of being able to do something about bullying just by looking closely at what happens everyday in your own life.
- 5. Is intended to cause mental distress and/or physical harm
- 6. Exists in a relationship in which there is an imbalance of power and strength
- 7. Is repeated over timeBullying S behavrdatsintendD 2 cauZmNtL distress n.orfizikL harm, exists ina R/Ship n wich there's an imbalance of pwr n str, n S repEtedovrtym
- 8. Types of Bullying Direct Bullying Indirect Bullying
- 9. Bystander Choices Choice 1 Stand and Watch
- 11. Excited
- 13. Choice 2: Support the Bully People like to feel powerful Why side with a bully? You don’t like the victim Bully is your friend You could be the next victim
- 14. Role Reversal Do not misuse your power! How would you feel as a victim?
- 15. Choice 3: Get Away Normal Thinking: - No Involvement - No Hurt - Victim Deserves It - Keeping Out of Trouble
- 16. Getting away = Safety Bully Wins = Permission to Hurt Victim Do you believe that? What if the victim is you?
- 17. Choice 4: Active Bystander Remember: Be Safe Help the Victim
- 18. Choice 4: Active Bystander Remember: Be Safe Use your Voice
- 19. Choice 4: Active Bystander Remember: Be Safe Mediator
- 20. Choice 4: Active Bystander Remember: Be Safe Pull Bully Away (safely)
- 21. Choice 4: Active Bystander Remember: Be Safe Get Help (Adult/Ask for Help)
- 23. Remember If you find yourself in a bystander situation that is getting out of control and you are uncomfortable that is the point you need to talk to an adult. f u fndyrslfina bystander situ datsgetN OOC +U r uncom4tabl dats d point u nd 2 T2 an XXX.