The document discusses conflict, bullying, and aggression among girls. It defines conflict as a natural disagreement between individuals, while bullying involves an imbalance of power and is intended to harm or humiliate others repeatedly. The document outlines different types of aggression like relational, indirect, and social aggression that are more common among girls. It provides tools for conflict resolution, advocating for yourself, responding if you are being targeted or targeting others, and how bystanders can support those being bullied. The goal is to build inclusive communities and handle disputes constructively.
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)?
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Inclusion in the Early Years: Why, What, How (Parents and Guardians)Rosetta Eun Ryong Lee
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Adolescence is a turbulent time of changes, searching for identity. Learn what brain science and educational psychology has to say about raising connected and resilient kids primed to learn and be successful in school. What are some practical tips to help kids maintain healthy developing brains? How do you maintain connections with your kids, even as they draw away from adults? This session will help you empathize with your teens and with yourself, as well as inform how you approach your teens in healthy and productive ways.
Puberty, teen-hood, identity search, relationship drama, and self doubt. Becoming a middle school girl can be fraught with challenges at every corner. How do we keep our girls resilient through this turbulent time? Examine the crossroads of socio-emotional and identity development, gender differences and bias, and adolescent brain and body changes that your girls are entering. What does the research say about best practices toward resilience, excellence, healthy relationships, and self esteem—and how does Seattle Girls’ School specifically apply the practices?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? What are some best practices for getting the right people to the school, leveraging their talents, and supporting them meaningfully? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can build healthier and authentic relationships to progress toward positive success for all.
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Talking about difficult topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)?
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Inclusion in the Early Years: Why, What, How (Parents and Guardians)Rosetta Eun Ryong Lee
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Adolescence is a turbulent time of changes, searching for identity. Learn what brain science and educational psychology has to say about raising connected and resilient kids primed to learn and be successful in school. What are some practical tips to help kids maintain healthy developing brains? How do you maintain connections with your kids, even as they draw away from adults? This session will help you empathize with your teens and with yourself, as well as inform how you approach your teens in healthy and productive ways.
Puberty, teen-hood, identity search, relationship drama, and self doubt. Becoming a middle school girl can be fraught with challenges at every corner. How do we keep our girls resilient through this turbulent time? Examine the crossroads of socio-emotional and identity development, gender differences and bias, and adolescent brain and body changes that your girls are entering. What does the research say about best practices toward resilience, excellence, healthy relationships, and self esteem—and how does Seattle Girls’ School specifically apply the practices?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? What are some best practices for getting the right people to the school, leveraging their talents, and supporting them meaningfully? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can build healthier and authentic relationships to progress toward positive success for all.
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Talking about difficult topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
Hockaday Talking To Youth About Current Events for Parents and GuardiansRosetta Eun Ryong Lee
Young people bear witness to challenging or traumatic events in current events, media, and our local communities. They are often trying to process thoughts, feelings, and reactions without our explicit help and guidance - thereby increasing their confusion and anxiety. We adults have a natural instinct to protect our children from harsh realities and yet prepare them to navigate this complex world - is it possible to do both? What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce your family's values without instilling disrespect for other perspectives? How do you coach them toward authentic and respectful dialogue across difference? Engage in these questions and more through this interactive session.
Generic Inclusion in the Early Years: Why, What, How (Educators)Rosetta Eun Ryong Lee
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
4 hour presentation delivered to Division Heads of ISACS Schools. Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce family values without shutting down perspectives? How do you facilitate authentic and respectful dialogue across difference? How do I support my child in understanding today's polarized society in a time of unprecedented events and contexts? Engage in these questions and more through this interactive session.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
Gone are days when boys are made of "snips and snails and puppy dog tails" and girls are made of "sugar and spice and everything nice"... or are they? We are barraged with messages about gender and heterosexual norms everywhere we go - homes, schools, the media, and more. Do you know what hidden lessons we are learning? How do gender and sexuality affect everything from the way engage in conflict to our very sense of worth? Learn to co-create safe environments for positive self esteem, healthy identity development, and acceptance of differences.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions and navigating microaggressions, and ways to improve cross-cultural communications skills.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
MCRC@ADVIS Cultural Competency Institute 2021RosettaLee2
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
One of our goals as coaches is to create a team culture in which every player feels that their contribution is significant to the success of the team. If we are not aware of how our language, messages, and actions affect every person on our team, we can lose some kids. From managing parents/guardians to thinking about spirit days to being ready to address issues such as micro-aggressions, privilege, or ignorance, what we do as coaches is critical to bringing everyone together. This presentation helps coaches look at policies and practices so that we can be inclusive, proactive in our efforts to build unity, and appropriately responsive when there are issues.
Young people bear witness to challenging or traumatic events in current events, media, and our local communities. Their thoughts, feelings, and reactions affect them whether we introduce conversations or not. We adults have a natural instinct to protect our children from harsh realities and yet prepare them to navigate this complex world - is it possible to do both? What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce school values without shutting down perspectives? How do you facilitate authentic and respectful dialogue across difference? Engage in these questions and more through this interactive session.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Young people bear witness to challenging or traumatic events in current events, media, and our local communities. Their thoughts, feelings, and reactions enter school spaces whether we introduce conversations or not. We adults have a natural instinct to protect our children from harsh realities and yet prepare them to navigate this complex world - is it possible to do both? What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce school values without shutting down perspectives? How do you facilitate authentic and respectful dialogue across difference? Engage in these questions and more through this interactive session.
Odd Girls Out. Queen Bees. Girl Bullying.
Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do to promote healthy relationship among girls and women?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we co-author peers' identity as well as our own, how the cycle of oppression and cycle of bullying pressure us to reinforce stereotypes, and what we can do as allies to break these cycles and work toward inclusion of all.
Sessions for those who are facilitating peers in conversations about identity, difference, and oppression. Part 1 - Identity and Identity Journey. Part 2 - Facilitation Basics and the Groan Zone. Part 3 - Practice with Practitioners.
What is the difference between everyday conflict and bullying? What are the various ways we express aggression in unhealthy ways? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
What is the difference between everyday conflict and bullying? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
Hockaday Talking To Youth About Current Events for Parents and GuardiansRosetta Eun Ryong Lee
Young people bear witness to challenging or traumatic events in current events, media, and our local communities. They are often trying to process thoughts, feelings, and reactions without our explicit help and guidance - thereby increasing their confusion and anxiety. We adults have a natural instinct to protect our children from harsh realities and yet prepare them to navigate this complex world - is it possible to do both? What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce your family's values without instilling disrespect for other perspectives? How do you coach them toward authentic and respectful dialogue across difference? Engage in these questions and more through this interactive session.
Generic Inclusion in the Early Years: Why, What, How (Educators)Rosetta Eun Ryong Lee
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
4 hour presentation delivered to Division Heads of ISACS Schools. Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce family values without shutting down perspectives? How do you facilitate authentic and respectful dialogue across difference? How do I support my child in understanding today's polarized society in a time of unprecedented events and contexts? Engage in these questions and more through this interactive session.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
Gone are days when boys are made of "snips and snails and puppy dog tails" and girls are made of "sugar and spice and everything nice"... or are they? We are barraged with messages about gender and heterosexual norms everywhere we go - homes, schools, the media, and more. Do you know what hidden lessons we are learning? How do gender and sexuality affect everything from the way engage in conflict to our very sense of worth? Learn to co-create safe environments for positive self esteem, healthy identity development, and acceptance of differences.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions and navigating microaggressions, and ways to improve cross-cultural communications skills.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
MCRC@ADVIS Cultural Competency Institute 2021RosettaLee2
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
One of our goals as coaches is to create a team culture in which every player feels that their contribution is significant to the success of the team. If we are not aware of how our language, messages, and actions affect every person on our team, we can lose some kids. From managing parents/guardians to thinking about spirit days to being ready to address issues such as micro-aggressions, privilege, or ignorance, what we do as coaches is critical to bringing everyone together. This presentation helps coaches look at policies and practices so that we can be inclusive, proactive in our efforts to build unity, and appropriately responsive when there are issues.
Young people bear witness to challenging or traumatic events in current events, media, and our local communities. Their thoughts, feelings, and reactions affect them whether we introduce conversations or not. We adults have a natural instinct to protect our children from harsh realities and yet prepare them to navigate this complex world - is it possible to do both? What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce school values without shutting down perspectives? How do you facilitate authentic and respectful dialogue across difference? Engage in these questions and more through this interactive session.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Young people bear witness to challenging or traumatic events in current events, media, and our local communities. Their thoughts, feelings, and reactions enter school spaces whether we introduce conversations or not. We adults have a natural instinct to protect our children from harsh realities and yet prepare them to navigate this complex world - is it possible to do both? What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce school values without shutting down perspectives? How do you facilitate authentic and respectful dialogue across difference? Engage in these questions and more through this interactive session.
Odd Girls Out. Queen Bees. Girl Bullying.
Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do to promote healthy relationship among girls and women?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we co-author peers' identity as well as our own, how the cycle of oppression and cycle of bullying pressure us to reinforce stereotypes, and what we can do as allies to break these cycles and work toward inclusion of all.
Sessions for those who are facilitating peers in conversations about identity, difference, and oppression. Part 1 - Identity and Identity Journey. Part 2 - Facilitation Basics and the Groan Zone. Part 3 - Practice with Practitioners.
What is the difference between everyday conflict and bullying? What are the various ways we express aggression in unhealthy ways? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
What is the difference between everyday conflict and bullying? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
What is the difference between everyday conflict and bullying? What are the various ways we express aggression in unhealthy ways? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
What is the difference between everyday conflict and bullying? What are the various ways we express aggression in unhealthy ways? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
What is the difference between everyday conflict and bullying? How does aggression appear directly and alternatively? Learn the differences between the two and how you can respond to each appropriately.
What is the difference between everyday conflict and bullying? What are the various ways we express aggression in unhealthy ways? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
What is the difference between everyday conflict and bullying? What are the various ways we express aggression in unhealthy ways? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
What is the difference between everyday conflict and bullying? How does aggression appear directly and alternatively? Learn the differences between the two and how you can respond to each appropriately.
What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
60 Minute session delivered to 3-5 grade students. What is conflict? How can you address it in a healthy way? What is bullying, and how is it different than conflict? How can you stop bullying?
Odd Girls Out. Queen Bees. Bullying. What's myth and what's reality? Examine the cross-section of socio-emotional development, gender bias, adolescence, and other factors in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among all young people?
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
Session for Parents and Guardians of the American Turkish Association of Southern California
Building Context
Conflict versus Bullying
Talking to Kids About Complicated and Heated Topics
Getting Connected
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
Watershed School Conflict, Bullying, Relationships, and CommunityRosetta Eun Ryong Lee
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
60 minute session delivered to girls at elementary schools. Conflict is natural and normal, yet girls engage in much more Alternative Aggression. Why does it happen, what could it lead to, and what can we do to have healthy conflict resolution that the situation doesn’t turn into bullying?
1 hour session delivered to 5th-8th grade girls of St. George Parish School in Seattle. How do boys and girls differ in their expression of conflict? Why do these differences exist? Understand how girls express conflict through alternative aggression, what the consequences are, and what tools we can learn to express conflict in healthy and powerful ways.
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
Beyond Sticks and Stones: Helping Youth Navigate Conflict and Bullying
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
Session for parents and other caretakers. "It was only a joke." "I didn't realize what that meant." "My friend told me it was okay." Young people use derogatory language and perpetuate harmful stereotypes as they test boundaries, repeat what they hear in the media, attempt off color humor, and more. How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for when microaggressions happen. Discuss and practice how to “call in” privately, interrupt in the moment publicly, and receive interventions gracefully.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children? [This session addresses the developmental needs of children in grades K-8)
Session for Maret School Families. Identity, Identity Development, School, Affinity Groups, and Conversations at Home in support of positive identity development.
Session for middle school youth on social stages, naturally shifting friendships, and conflicts that may arise. Support for understanding self, understanding others, skills for advocating for what you want, respecting what others want.
Student session, meant for a two day retreat. Part 1: Leading from our Full and Authentic Identities. Part 2: Modeling Allyship and Solidarity. Part 3: Practicing Everday Equity
How do we learn about our various group identities like female, African American, Buddhist, gay, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
Who We Are and As We Are: Identity Based Leadership for Diversity, Equity, and Inclusion
In this day-long session, you will engage in exploring your own identities, the journey that got you here, and how it affects your interactions with students, colleagues, and families. Building on that learning, you will engage in learning and sharing best practices for cultivating leadership in others, ensuring voice in DEI conversations, and institutionalizing DEI as a habit as well as a professed value. Whether you are a DEI leader in school or in another role wanting to make DEI a core part of your practice, this day will provide opportunities to self-reflect, learn from others, and walk away with actionable strategies.
3.5 Hour Session with division leaders and DEI leaders of Spence School. Process for identifying strengths of existent programming and ideating improvements for a K-12 identity development scope and sequence.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Rosetta Eun Ryong Lee
Seattle Girls’ School
Conflict and Bullying:
Their Differences and Your Responsibility
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
3. Definition of Conflict
• A clash between two
individuals or groups
• A disagreement or
argument about
something important
• A natural, normal part
of life
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
4. When It’s Bullying
• Uneven Power
• Harm Intended
• Repetition
• Efforts to hide from
adults
• Advocacy not changing
behaviors
• NOT natural or normal
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
7. Relational Aggression is when your
words/actions hurt relationships (or
threaten to hurt relationships) or make
someone feel not included or accepted.
Relational Aggression
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
8. Indirect Aggression is when your
words/actions hurt someone and but
you deny it somehow.
Indirect Aggression
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
9. Social Aggression
Social Aggression is when your
words/actions make someone feel bad
about themselves or feel like they’re
less popular in a group.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
10. Special Considerations for Girls*
• Harsher Punishment for
Direct Aggression
• More Prevalence of
Alternative Aggression
• Bullying within Social
Circles
• Friends and Frenemies
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
*Those who identify as girls or were socialized as girls
11. Reflection Pause
What is new, interesting,
or thought provoking?
How has conflict,
bullying, and aggression
shown up in your lives?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
12. Unhealthy Conflict and
Bullying Hurts Everyone
• Folks Who Are
Targeted
• Folks who Engage
in Targeting
• Folks Who Stand By
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
13. What CAN You Do?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
17. D.E.A.R. Self Advocacy
• Describe – Describe actions or words without
judgment.
• Explain – Explain the impact of those actions or
words.
• Affirm – Affirm the person or relationship. Assume
positive intent.
• Request – Request different actions, request an
apology, etc.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
19. V.O.M.P. Conflict Tool
• Voice – Each person has the opportunity to VOICE their feelings
and experience of the conflict using “I” statements. The other person
LISTENS before sharing their experience.
• Own – Each person takes ownership of their piece in the conflict.
“Here’s my contribution to the mess.”
• Mile – Each person “walks a mile” in the other person’s shoes
and tries to see the conflict from the other person’s perspective.
• Plan – Both people work together to make a plan for moving
forward. What can we do so this doesn’t happen again? What will we
do differently next time?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
20. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Words of Caution
• Pushing Behavior
• Outside Feelings
vs Inside Feelings
• Threatening with
Relationships
• No Joke Zone
21. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Apologizing and
Accepting Apologies
• Apologize for Real
• Accept for Real
• Don’t Accept Until
You’re Ready
• Move On Once You
Accept
23. Are You Often Targeted?
Don’t Go At It Alone
• Know it’s not right
• You deserve better
• Ask/Tell them to stop
the behavior
• Seek healthy support
• Tell an adult
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
24. Are You Often Targeting?
Don’t Go At It Alone
• Know it’s not right
• You are better than
that
• Stop the behavior
• Seek healthy
support
• Tell an adult
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
25. Bystander to Ally
• Speak up when someone else is being bullied
• Assume positive intentions, but don’t let that
assumption make you silent
• Ask questions
• Don’t make the person who is bullying into
someone who is getting targeted
• Actively include those who are easily left out
• If you know someone is getting bullied, tell an
adult at school or at home
• Keep the climate healthy
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
26. Bystander to Ally
Karen Bradberry, PhD
Active Passive Passive Active
Agent Bystander Ally
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
27. Not Taking it Digital
• No Digital Conflicts!
• The Face Test – would you say it to their face?
• The Headline Test – would you want it broadcast?
• The Digital Self – are you the same person online?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
30. Presenter Information
Rosetta Eun Ryong Lee
6th Faculty and
Professional Outreach
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)