Bystander Intervention for Middle Schoolers
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Bystander intervention programs aim to prevent bullying and sexual harassment in middle schools. During middle school, students are developing identities, dating, and vulnerable to social pressures. Nearly half report being victims of sexual harassment. Bystander programs teach students to directly intervene, distract from, or delegate responsibility for stopping problematic situations through choices like Green Dot promotes. Successful implementation requires buy-in from the whole school community and engaging student leaders to start shifting social norms.
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This document discusses the problem of declining empathy and rising narcissism among today's youth. Empathy levels among teens are 40% lower than three decades ago, while narcissism has increased 58%. This "empathy gap" hurts students' academic performance and social-emotional development, and can lead to bullying, cheating, and less resilience. The document advocates for comprehensive character education programs in schools to explicitly teach empathy, kindness, and ethics. It provides strategies for developing caring classrooms and schools, including establishing a shared vision or "touchstone," implementing restorative practices, and increasing student and family involvement.
1. middle school transitions
The document discusses how transitions between schools cause anxiety for students and discusses challenges associated with the transition to 9th grade. It notes that poor and minority students are twice as likely to be retained in 9th grade. Effective transition programs can help lower failure and dropout rates by addressing the academic, social, and procedural concerns students face when switching schools. Such programs build community, respond to student needs, and facilitate the transition process in a comprehensive way.
Curwin & Mendler -Dignity
A powerpoint file developed with my classmate Lisa Zargarpur (now a music teacher) about Curwin and Mendler's philosophy of Education
SNHS Problem of Practice
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Measuring Civic Learning: Meaningful Strategies for Educating 21st Century Ci...
Using the recent AAC&U report A Crucible Moment: College Learning and Democracy’s
Future and research arising from the Personal and Social Responsibility Inventory,
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areas for additional research. Discussion of best practices will focus on both indirect
and direct measures of civic learning and campus engagement, including existing and
available measures that can be adapted for use on participants’ campuses.
Robert D. Reason, Associate Professor of Student Affairs and Higher Education, and
Joshua J. Mitchell, doctoral student and Graduate Research Assistant in the Research
Institute for Studies in Education, both at Iowa State University
Social mobility and volunteering: Identifying opportunities that count
Social mobility and volunteering: Identifying opportunities that countNCVO - National Council for Voluntary Organisations
This document discusses research on social mobility through volunteering. It reviews evidence that certain types of volunteering can contribute to mobility for young people by providing work experience, skills, and connections. However, access to high-status, competitive volunteering opportunities tends to be unequal, with more educated, wealthy individuals having greater access. Remaining questions include precisely testing how different types and durations of volunteering impact mobility, and further evaluating schemes to open access to elite volunteering for disadvantaged groups.Degradation of Values.pptx
The document discusses factors contributing to the degradation of values among young people in society. These include influence of nuclear families and materialism, lack of parental control over children, influence of peer groups, gender bias, attraction to modernization, influence of mass media, lack of positive learning environments in schools, lack of values-based extracurricular activities, involvement in dirty politics, and emphasis on material achievement over development of values. Some suggestions are provided to address these issues, such as guidance from parents and teachers from a young age, inclusion of values education in school curriculums, and engaging youth in positive programs and activities.
Education for Social Justice: Issues and Failures
This document provides an overview of a lecture about social justice in education. It discusses key concepts like who benefits from schooling, the unintended consequences of school systems, and challenges to achieving social justice. It also examines issues like the "pedagogy of poverty", differences in social experiences and entitlement between social classes, the role of literacy, and approaches that have led to better social justice outcomes. The lecture argues that achieving social justice requires complex understandings of schools' roles and circumstances, as well as practical tools to help bridge inequities in experiences and opportunities between students.
Peace from within--Finding a treatment for bullying that works in your school
Module 6 (of 6) of the Learning to Get Along course for teachers and school staff. Bullying is a global phenomenon that is on the rise, including through weaponization of social media to harass and humiliate victims. Addressing bullying effectively within the culture of a school community involves stakeholders putting together informed solutions that target local issues. To help guide the process, this module offers a general overview of the causes, impacts and responses to bullying in all its forms.
Capstone presentation
This document summarizes a research study on bullying policies in schools. The study surveyed six schools on their implementation of bullying prevention policies based on Olweus's framework. Key findings include:
1. Schools have an unclear or incomplete definition of bullying that does not adequately address the power imbalance element.
2. Implementation of policies is more reactive than proactive, with stronger compliance on reactive measures like response procedures.
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Recommendations focus on strengthening accountability, training, engagement, resources to support a more proactive approach to prevention.
Advancing school discipline reform
This powerpoint is a comprehensive overview of a June 16 webinar about advancing school discipline reform. The webinar was discussed at this month's GA-CAN! panel discussion on community-based programs. This powerpoint was provided by Brad Bryant, Executive Director, Georgia Foundation for Public Education
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Bystander Intervention for Middle Schoolers
- 1. Bystander Intervention in Middle Schools Juliette Verrengia Futures Without Violence August 4th, 2015
- 2. Overview • Why Middle School? • Bystander Intervention • Green Dot • Implementation • Practical Application
- 3. Why Middle School?: The Importance of Early Education
- 4. Development • Social and psychological development – Erikson’s psychosocial developmental stages • Identity vs. Role Confusion • Time of transition • Brain malleability – Huge amount of growth • Synaptic restructuring • Structure • Good time for new information
- 5. Relevancy • Prevention • Middle schoolers are dating – 75% of students surveyed had a relationship • Harmful attitudes are present – Stereotypes and pressure to conform – Harassment • Almost 49% of students reported being a victim of sexual harassment – Social Media
- 6. Bullying and Sexual Assault • Bullying encompasses many behaviors • Verbal harassment – Social media/anonymous – Rumors – Jokes/comments • Acknowledgement of issue
- 7. Bystander Intervention: A Means of Prevention
- 8. What is Bystander Intervention? • Bystanders are observers/witnesses to a situation • Choice • Why wouldn’t someone intervene? – Fear/insecurity/confusion – Social pressure (conformity) – Diffusion of responsibility – Cost vs. reward – Unsafe climate/not a brave space
- 9. Green Dot
- 10. What’s With the Green Dot? • Green Dot, Etc. • Preventing IPV and GBV – No one has to do everything, but everyone has to do something – The Three D’s: Direct, Distract, Delegate – 50% reduction in sexual violence perpetration (KT)
- 11. “The power of Green Dot is simple: Red dots bad. Green dots good. You decide.”
- 12. Green Dot and Conn Coll • DOJ grant in 2000 • Partnership with athletics – Other connections throughout campus • Academics • Think S.A.F.E. Office – Peer education
- 14. The Challenge • Disconnect between contemplation and action • Intervention rates lessen around 5th and 6th grade • Homophobia as root cause – Efforts to solidify and display heterosexuality – Sexual assault
- 15. How To • Need community buy-in – Parents, teachers, administrators, coaches, etc. – Advertise as a way to prevent bullying and sexual harassment • Community climate • Implement as… – Sexual education/health class – After school program – Elective
- 16. How To (cont’d) • Desire to participate – You can’t force bystander intervention • Engage students with social capital to start – Athletics – Student leaders • Trainer should be internal
- 18. Next Steps • After school programs – High participation rates – Interaction with college students • Incorporating new priorities – Focusing on socio-emotional wellbeing – Build momentum – High school
- 19. Questions?
Editor's Notes
- http://bjspt2014.weebly.com/social--emotional.html psychology.about.com/od/psychosocialtheories/a/psychosocial_2.htm http://www.simplypsychology.org/Erik-Erikson.html http://files.eric.ed.gov/fulltext/EJ981198.pdf http://newsexaminer.net/wp-content/uploads/2015/03/brain-synapses.jpg
- http://www.rwjf.org/en/library/research/2011/01/prevention-in-middle-school-matters.html http://startstrong.futureswithoutviolence.org/why-middle-school-matters/middle-schoolers-are-dating/ http://www.futureswithoutviolence.org/userfiles/file/Teens/The%20Facts%20on%20Tweens%20and%20Teens%20and%20Dating%20Violence.pdf
- http://osapr.harvard.edu/pages/what-bystander-intervention http://psychology.about.com/od/dindex/f/diffusion-of-responsibility.htm
- http://involvement.missouri.edu/wp-content/uploads/2010/08/green-dot1-300x262.jpg
- http://www.cvac.us/uploads/8/0/1/7/8017311/5125904.png http://www.anokatech.edu/~/media/Images/News/Archive%20Summer%202013/green%20dot%203.ashx www.livethegreendot.com https://shs.wustl.edu/HealthAndWellness/PublishingImages/dot.png
- http://jea.sagepub.com/content/early/2011/11/17/0272431611423017
- https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcTbpHwDgrnw9usvbvZGr5UttArYVySRFp48BIkKw2JNuoI2LZg0
- http://static.panoramio.com/photos/large/15297352.jpg