The document provides information for SUNY Geneseo student organization advisors about their responsibilities regarding hazing prevention. It defines hazing, outlines New York state hazing laws, and discusses the college's hazing policy. Advisors are expected to be informed about hazing issues and policies, discuss hazing prevention with student organizations, and notify the college about any unacceptable behaviors. The document provides resources for advisors and organizations to promote a hazing-free environment.
Geneseo Hazing Prevention Student Orgs Spring 2016SUNY Geneseo
SUNY Geneseo values the principles of excellence, community, diversity and integrity. When we take active steps to prevent and stop hazing, we are standing up and assuming the responsibility to live the values of SUNY Geneseo. We are creating an environment that allows each one of us to flourish.
This document provides information about hazing prevention. It defines hazing and outlines New York state hazing laws. It discusses the hidden harms of hazing through an example of a student who experienced trauma from a hazing activity. Statistics on hazing in college are presented. The document also discusses types of hazing along a continuum from subtle to violent. Myths about hazing are debunked with facts. The importance of bystander intervention is emphasized through a video example. Strategies for preventing hazing include committing not to haze others, speaking up when witnessing wrongdoing, seeking help from others, holding each other accountable, and being heroic by standing up for others.
There are several reasons why hazing occurs, including a desire for control, dominance, team cohesion, and identity development. Hazing is often used as an initiation ritual to gain acceptance into a group and provide a sense of belonging. However, hazing can have serious negative consequences, both physical and psychological, and is linked to several deaths over the years. While hazing is seen by some as a team bonding tradition, research shows it is actually negatively related to task cohesion and appropriate team building is more effective.
This document provides information from a presentation on hazing prevention for student organizations at UT Dallas. It defines hazing and lists common hazing behaviors. Survey results show high rates of hazing in various student groups. The university has a zero tolerance hazing policy, and hazing can result in criminal and civil penalties under Texas state law. The presentation aims to educate students on identifying and addressing hazing issues in their organizations through open communication and developing inclusive membership activities.
The document outlines Stetson University's anti-hazing education plan and policies. It discusses (1) how hazing is strictly prohibited and defined, (2) relevant Florida state laws criminalizing hazing, and (3) Stetson's values of personal growth, intellectual development, and global citizenship that the anti-hazing plan supports. The plan aims to educate the university community on the dangers of hazing through facts, myths, self-reflection questions, and suggestions for alternative non-hazing activities.
Hazing refers to activities expected of people joining a group that physically or mentally hurt them. It commonly occurs in high schools, colleges, fraternities, sororities, and the military. Hazing can range from humiliation to death and negatively impact one's self-esteem, personality, and ability to trust others. While some see hazing as a bonding tradition, it is a serious issue that schools aim to address through education to prevent physical and emotional harm.
The document defines hazing as any humiliating or dangerous activity expected of a student in order to join a group, regardless of willingness to participate. It includes activities involving unreasonable risk of physical harm through actions like paddling or branding, as well as activities involving alcohol/drugs, actions of a sexual nature, extreme embarrassment, or illegal behavior. The document advises students who experience hazing to communicate displeasure to the initiator and report the incident to authorities. It suggests preventing hazing by taking it seriously, understanding which activities are considered hazing, and modeling respect for others.
This document discusses the tragic story of Matthew Carrington, a student who died from water intoxication during a hazing ritual at a fraternity. It provides details of the hazing ritual Matthew participated in, in which pledges were forced to drink excessive amounts of water. Several men were charged in connection with his death. The document also discusses the prevalence of hazing on college campuses, describing several other hazing incidents that resulted in injury or death at various fraternities and sports teams. It notes that while hazing has been illegalized in many states, the practice continues due to beliefs around traditions of loyalty and brotherhood/sisterhood.
Geneseo Hazing Prevention Student Orgs Spring 2016SUNY Geneseo
SUNY Geneseo values the principles of excellence, community, diversity and integrity. When we take active steps to prevent and stop hazing, we are standing up and assuming the responsibility to live the values of SUNY Geneseo. We are creating an environment that allows each one of us to flourish.
This document provides information about hazing prevention. It defines hazing and outlines New York state hazing laws. It discusses the hidden harms of hazing through an example of a student who experienced trauma from a hazing activity. Statistics on hazing in college are presented. The document also discusses types of hazing along a continuum from subtle to violent. Myths about hazing are debunked with facts. The importance of bystander intervention is emphasized through a video example. Strategies for preventing hazing include committing not to haze others, speaking up when witnessing wrongdoing, seeking help from others, holding each other accountable, and being heroic by standing up for others.
There are several reasons why hazing occurs, including a desire for control, dominance, team cohesion, and identity development. Hazing is often used as an initiation ritual to gain acceptance into a group and provide a sense of belonging. However, hazing can have serious negative consequences, both physical and psychological, and is linked to several deaths over the years. While hazing is seen by some as a team bonding tradition, research shows it is actually negatively related to task cohesion and appropriate team building is more effective.
This document provides information from a presentation on hazing prevention for student organizations at UT Dallas. It defines hazing and lists common hazing behaviors. Survey results show high rates of hazing in various student groups. The university has a zero tolerance hazing policy, and hazing can result in criminal and civil penalties under Texas state law. The presentation aims to educate students on identifying and addressing hazing issues in their organizations through open communication and developing inclusive membership activities.
The document outlines Stetson University's anti-hazing education plan and policies. It discusses (1) how hazing is strictly prohibited and defined, (2) relevant Florida state laws criminalizing hazing, and (3) Stetson's values of personal growth, intellectual development, and global citizenship that the anti-hazing plan supports. The plan aims to educate the university community on the dangers of hazing through facts, myths, self-reflection questions, and suggestions for alternative non-hazing activities.
Hazing refers to activities expected of people joining a group that physically or mentally hurt them. It commonly occurs in high schools, colleges, fraternities, sororities, and the military. Hazing can range from humiliation to death and negatively impact one's self-esteem, personality, and ability to trust others. While some see hazing as a bonding tradition, it is a serious issue that schools aim to address through education to prevent physical and emotional harm.
The document defines hazing as any humiliating or dangerous activity expected of a student in order to join a group, regardless of willingness to participate. It includes activities involving unreasonable risk of physical harm through actions like paddling or branding, as well as activities involving alcohol/drugs, actions of a sexual nature, extreme embarrassment, or illegal behavior. The document advises students who experience hazing to communicate displeasure to the initiator and report the incident to authorities. It suggests preventing hazing by taking it seriously, understanding which activities are considered hazing, and modeling respect for others.
This document discusses the tragic story of Matthew Carrington, a student who died from water intoxication during a hazing ritual at a fraternity. It provides details of the hazing ritual Matthew participated in, in which pledges were forced to drink excessive amounts of water. Several men were charged in connection with his death. The document also discusses the prevalence of hazing on college campuses, describing several other hazing incidents that resulted in injury or death at various fraternities and sports teams. It notes that while hazing has been illegalized in many states, the practice continues due to beliefs around traditions of loyalty and brotherhood/sisterhood.
This document discusses some of the perceived benefits and drawbacks of joining a fraternity. Potential benefits mentioned include achieving common goals with others, social fellowship, leadership experience, and meeting girls. However, it also notes some potential negative effects such as hazing, high alcohol consumption, social exclusivity that can discourage associating with non-members, and academic and financial consequences when fraternity obligations are prioritized over schoolwork. It provides a brief overview of the legal context around hazing in the Philippines and some biblical perspectives emphasizing the importance of good character and wisdom.
This document discusses teen dating violence and domestic violence. It defines teen dating violence as a pattern of controlling behavior used against a boyfriend or girlfriend. The forms of abuse can be physical, sexual, or emotional. Teen dating violence is as serious as domestic violence between adults. The document also outlines some of the effects of teen dating violence, such as academic and behavioral problems, depression, low self-esteem, and criminal behavior later in life.
This presentation was part of Embody's Safe Healthy Strong 2015 conference on sexuality education (www.ppwi.org/safehealthystrong). Embody is Planned Parenthood of Wisconsin's education and training programs. Learn more: www.ppwi.org/embody
DESCRIPTION
At the root of all abuse is the fact that someone else knows. One out of every three adolescents in the United States is a victim of physical, sexual, emotional, or verbal abuse from a dating partner. That means that everyone knows someone who has or will be abused in some way. This workshop introduces participants to the topics of teen dating and sexual violence. Participants will explore their awareness of abusive behaviors and warning signs common to teen dating relationships, with an emphasis on healthy relationships as well. Learn about power and control, the cycle of violence, characteristics of healthy relationships, and facts about technology abuse.
ABOUT THE PRESENTER
Samantha Collier founded and created TeamTeal365, a small grassroots organization established in 2009 that is dedicated to empowering, educating, advocating, and supporting ALL survivors of sexual assault.
In 2012, TeamTeal365 became an LLC. Abused as a child and raped as an adult, Samantha feels a
personal obligation to serve and be a visible witness to her community about what a sexually abused person looks like. The goal of the organization is to wrap each survivor in compassion and trust starting with the simple words, “I believe you”—words Samantha knows firsthand can help victims move from surviving to thriving. Samantha is a voice of powerful visible change. Because violence and sexual assault leaves victims living in fear, some never get the chance to realize their full potential because their pain outweighs their strengths. Samantha’s goal is to reach out to survivors of sexual violence, as well as their families, partners, and siblings, to move them from merely surviving to thriving.
Matilda: A case study of domestic violence and addictionKatie Winrow
Matilda is a mother of 5 who has experienced extensive domestic violence and addiction issues, having an abusive partner who is also her drug dealer. She suffers from depression, anxiety, agoraphobia and low self-esteem as a result of the abuse and struggles with parenting due to these mental health problems and lack of skills. A decision needs to be made about whether to remove her children from her care or provide treatment and support to address the risks while keeping the family together.
The document provides information about domestic violence, including definitions, types of abuse, signs of an abusive relationship, and resources for victims. It defines domestic violence as a pattern of behaviors used to establish power and control over an intimate partner. The different types of abuse discussed are physical, sexual, emotional/psychological, and economic/financial abuse. Signs of an abusive relationship outlined include the victim feeling afraid of their partner and signs of the partner's controlling and violent behavior. Resources listed provide contact information for emergency services, legal assistance, and support organizations to help victims of domestic violence.
Escalating rates of teen dating violence nationwide is reason for concern and intervention. When Love Hurts is a campaign created by four NC State Graduate students with the intent of empowering teens to become educated so they can end the epidemic.
The document discusses teen dating violence and provides statistics indicating it is a significant issue. Between 12-35% of teens report experiencing some form of violence in a dating relationship. One in five female high school students report being physically or sexually abused by a dating partner and 40% of girls age 14-17 know someone who has been hit or beaten by a boyfriend. The document defines different types of verbal, physical, and sexual abuse and provides resources for teens experiencing dating violence.
This document discusses domestic violence and abuse. It defines domestic violence as a pattern of escalating abusive behavior in an intimate relationship where one partner controls the other. It notes that abuse can be physical, emotional, sexual, or financial. The document discusses facts about domestic violence such as how it increases in severity over time, is about power and control rather than anger, and crosses all demographics. It also discusses why victims may stay in abusive relationships due to fear, dependence, or believing the abuser will change. Finally, it outlines the cycle of violence and additional challenges faced by victims with disabilities.
White ribbon campaign and dash smith ransom 2Brianna Smith
The document discusses dating violence and abuse prevention programs run by the White Ribbon Campaign and DASH. It provides information on the organizations' missions to educate youth and the public on healthy relationships. Statistics are presented on the prevalence of teen dating abuse, including that 1 in 4 teens experience abuse. Warning signs of abusive relationships and tactics of control used by abusers are identified. The importance of believing survivors and supporting organizations that help victims is emphasized.
The document discusses the dynamics of domestic violence and provides information to advocates. It defines domestic violence as a pattern of controlling behavior used to exert power over intimate partners. The summary discusses how (1) domestic violence is purposeful behavior aimed at restricting a victim's independence to control them, (2) abusers believe they are entitled to control victims through threats and intimidation, and (3) the case study of Polly and Roy shows examples of controlling tactics used by Roy to influence Polly's decisions through fear and intimidation.
A Slideshow Presentation on Bullying made for an assignment on AC-1201 UBD,
Ugh some of the font is messed up.
There were 9 slideshow altogether, but I decided to compile all of them in one.
The first slide was suppose to have hyperlinks to the rest of the slides.
Dating violence refers to a pattern of abusive behaviors used to control a dating partner. There are four main types of dating violence: emotional/psychological, physical, sexual, and digital. Early warning signs of an abusive relationship include jealousy, temper issues, isolation from friends/family, and possessiveness. Anyone experiencing dating violence should seek help from trusted individuals like parents, teachers, counselors or local hotlines. Safety should be the top priority for victims of teen dating abuse.
Bullying is an ongoing physical or Verbal mistreatment where there is an imbalance of power and the victim (target) is exposed repeatedly to negative actions on the part of one or more other students.
This document discusses a student organization event about domestic violence and sexual assault. It includes an anonymous survey about experiences with these issues, definitions of terms like sexual assault and domestic violence, shocking statistics, discussions on myths and challenges faced by male victims, and examples from an internship working with victims. It concludes by providing suggestions for how to support victims, such as listening without judgment, encouraging counseling, using good judgment in relationships, and educating others.
Signs of teen dating abuse are not always obvious and can manifest in various ways such as refusing to socialize with family, unexplained anger outbursts, declining school performance, increased sadness or crying, forced behaviors demanded by the abuser, friends stopping visits, emotional shutting down and keeping everything secret. Physical signs of abuse may also be present, and abuse can sometimes lead to self-abuse. People should not ignore these warning signs of dating abuse and should seek help for the victim.
The document discusses domestic violence and the effects it can have on victims and children. It defines domestic violence as a pattern of behaviors used to establish power and control over an intimate partner. Abusers may use physical, sexual, psychological and financial abuse as well as intimidation, isolation and other tactics. It notes that leaving an abusive situation is a process, not an event, and requires safety planning. The document also outlines some of the emotional and behavioral issues children who witness domestic violence are more likely to experience, such as anxiety, depression, aggression and academic problems. Finally, it provides information about protection orders courts can issue to protect victims and prohibit contact by the abuser.
This document discusses bullying and hazing. It defines bullying as unwanted aggressive behavior among children that involves a real or perceived power imbalance. It discusses the three main types of bullying: verbal, social, and physical. It also lists warning signs in children who are bullied or who bully others. Hazing is defined as actions that cause embarrassment, harassment or ridicule and risk harm as part of initiating someone into a group. The document notes the difference between hazing and bullying is that hazing occurs during initiation into a group, while bullying is a means of exclusion. It emphasizes educating others to recognize hazing as a problem and taking action to prevent it.
Managing the Risks - Hazing Prevention - Presentation 5 of 9t_lewis
This document provides an overview of hazing prevention from a presentation for UT Dallas student organizations. It defines hazing as any act that endangers a student's mental or physical health for the purpose of joining an organization. Hazing is common in varsity athletics, Greek life, clubs and other groups. UT Dallas has a zero-tolerance hazing policy in accordance with state law. Hazing can include subtle acts like calisthenics or sleep deprivation as well as violent acts like kidnapping or forced consumption. Students are obligated to report any hazing and face penalties if they do not. The presentation aims to educate students on identifying and preventing hazing in their organizations through open communication and leadership development.
This document discusses some of the perceived benefits and drawbacks of joining a fraternity. Potential benefits mentioned include achieving common goals with others, social fellowship, leadership experience, and meeting girls. However, it also notes some potential negative effects such as hazing, high alcohol consumption, social exclusivity that can discourage associating with non-members, and academic and financial consequences when fraternity obligations are prioritized over schoolwork. It provides a brief overview of the legal context around hazing in the Philippines and some biblical perspectives emphasizing the importance of good character and wisdom.
This document discusses teen dating violence and domestic violence. It defines teen dating violence as a pattern of controlling behavior used against a boyfriend or girlfriend. The forms of abuse can be physical, sexual, or emotional. Teen dating violence is as serious as domestic violence between adults. The document also outlines some of the effects of teen dating violence, such as academic and behavioral problems, depression, low self-esteem, and criminal behavior later in life.
This presentation was part of Embody's Safe Healthy Strong 2015 conference on sexuality education (www.ppwi.org/safehealthystrong). Embody is Planned Parenthood of Wisconsin's education and training programs. Learn more: www.ppwi.org/embody
DESCRIPTION
At the root of all abuse is the fact that someone else knows. One out of every three adolescents in the United States is a victim of physical, sexual, emotional, or verbal abuse from a dating partner. That means that everyone knows someone who has or will be abused in some way. This workshop introduces participants to the topics of teen dating and sexual violence. Participants will explore their awareness of abusive behaviors and warning signs common to teen dating relationships, with an emphasis on healthy relationships as well. Learn about power and control, the cycle of violence, characteristics of healthy relationships, and facts about technology abuse.
ABOUT THE PRESENTER
Samantha Collier founded and created TeamTeal365, a small grassroots organization established in 2009 that is dedicated to empowering, educating, advocating, and supporting ALL survivors of sexual assault.
In 2012, TeamTeal365 became an LLC. Abused as a child and raped as an adult, Samantha feels a
personal obligation to serve and be a visible witness to her community about what a sexually abused person looks like. The goal of the organization is to wrap each survivor in compassion and trust starting with the simple words, “I believe you”—words Samantha knows firsthand can help victims move from surviving to thriving. Samantha is a voice of powerful visible change. Because violence and sexual assault leaves victims living in fear, some never get the chance to realize their full potential because their pain outweighs their strengths. Samantha’s goal is to reach out to survivors of sexual violence, as well as their families, partners, and siblings, to move them from merely surviving to thriving.
Matilda: A case study of domestic violence and addictionKatie Winrow
Matilda is a mother of 5 who has experienced extensive domestic violence and addiction issues, having an abusive partner who is also her drug dealer. She suffers from depression, anxiety, agoraphobia and low self-esteem as a result of the abuse and struggles with parenting due to these mental health problems and lack of skills. A decision needs to be made about whether to remove her children from her care or provide treatment and support to address the risks while keeping the family together.
The document provides information about domestic violence, including definitions, types of abuse, signs of an abusive relationship, and resources for victims. It defines domestic violence as a pattern of behaviors used to establish power and control over an intimate partner. The different types of abuse discussed are physical, sexual, emotional/psychological, and economic/financial abuse. Signs of an abusive relationship outlined include the victim feeling afraid of their partner and signs of the partner's controlling and violent behavior. Resources listed provide contact information for emergency services, legal assistance, and support organizations to help victims of domestic violence.
Escalating rates of teen dating violence nationwide is reason for concern and intervention. When Love Hurts is a campaign created by four NC State Graduate students with the intent of empowering teens to become educated so they can end the epidemic.
The document discusses teen dating violence and provides statistics indicating it is a significant issue. Between 12-35% of teens report experiencing some form of violence in a dating relationship. One in five female high school students report being physically or sexually abused by a dating partner and 40% of girls age 14-17 know someone who has been hit or beaten by a boyfriend. The document defines different types of verbal, physical, and sexual abuse and provides resources for teens experiencing dating violence.
This document discusses domestic violence and abuse. It defines domestic violence as a pattern of escalating abusive behavior in an intimate relationship where one partner controls the other. It notes that abuse can be physical, emotional, sexual, or financial. The document discusses facts about domestic violence such as how it increases in severity over time, is about power and control rather than anger, and crosses all demographics. It also discusses why victims may stay in abusive relationships due to fear, dependence, or believing the abuser will change. Finally, it outlines the cycle of violence and additional challenges faced by victims with disabilities.
White ribbon campaign and dash smith ransom 2Brianna Smith
The document discusses dating violence and abuse prevention programs run by the White Ribbon Campaign and DASH. It provides information on the organizations' missions to educate youth and the public on healthy relationships. Statistics are presented on the prevalence of teen dating abuse, including that 1 in 4 teens experience abuse. Warning signs of abusive relationships and tactics of control used by abusers are identified. The importance of believing survivors and supporting organizations that help victims is emphasized.
The document discusses the dynamics of domestic violence and provides information to advocates. It defines domestic violence as a pattern of controlling behavior used to exert power over intimate partners. The summary discusses how (1) domestic violence is purposeful behavior aimed at restricting a victim's independence to control them, (2) abusers believe they are entitled to control victims through threats and intimidation, and (3) the case study of Polly and Roy shows examples of controlling tactics used by Roy to influence Polly's decisions through fear and intimidation.
A Slideshow Presentation on Bullying made for an assignment on AC-1201 UBD,
Ugh some of the font is messed up.
There were 9 slideshow altogether, but I decided to compile all of them in one.
The first slide was suppose to have hyperlinks to the rest of the slides.
Dating violence refers to a pattern of abusive behaviors used to control a dating partner. There are four main types of dating violence: emotional/psychological, physical, sexual, and digital. Early warning signs of an abusive relationship include jealousy, temper issues, isolation from friends/family, and possessiveness. Anyone experiencing dating violence should seek help from trusted individuals like parents, teachers, counselors or local hotlines. Safety should be the top priority for victims of teen dating abuse.
Bullying is an ongoing physical or Verbal mistreatment where there is an imbalance of power and the victim (target) is exposed repeatedly to negative actions on the part of one or more other students.
This document discusses a student organization event about domestic violence and sexual assault. It includes an anonymous survey about experiences with these issues, definitions of terms like sexual assault and domestic violence, shocking statistics, discussions on myths and challenges faced by male victims, and examples from an internship working with victims. It concludes by providing suggestions for how to support victims, such as listening without judgment, encouraging counseling, using good judgment in relationships, and educating others.
Signs of teen dating abuse are not always obvious and can manifest in various ways such as refusing to socialize with family, unexplained anger outbursts, declining school performance, increased sadness or crying, forced behaviors demanded by the abuser, friends stopping visits, emotional shutting down and keeping everything secret. Physical signs of abuse may also be present, and abuse can sometimes lead to self-abuse. People should not ignore these warning signs of dating abuse and should seek help for the victim.
The document discusses domestic violence and the effects it can have on victims and children. It defines domestic violence as a pattern of behaviors used to establish power and control over an intimate partner. Abusers may use physical, sexual, psychological and financial abuse as well as intimidation, isolation and other tactics. It notes that leaving an abusive situation is a process, not an event, and requires safety planning. The document also outlines some of the emotional and behavioral issues children who witness domestic violence are more likely to experience, such as anxiety, depression, aggression and academic problems. Finally, it provides information about protection orders courts can issue to protect victims and prohibit contact by the abuser.
This document discusses bullying and hazing. It defines bullying as unwanted aggressive behavior among children that involves a real or perceived power imbalance. It discusses the three main types of bullying: verbal, social, and physical. It also lists warning signs in children who are bullied or who bully others. Hazing is defined as actions that cause embarrassment, harassment or ridicule and risk harm as part of initiating someone into a group. The document notes the difference between hazing and bullying is that hazing occurs during initiation into a group, while bullying is a means of exclusion. It emphasizes educating others to recognize hazing as a problem and taking action to prevent it.
Managing the Risks - Hazing Prevention - Presentation 5 of 9t_lewis
This document provides an overview of hazing prevention from a presentation for UT Dallas student organizations. It defines hazing as any act that endangers a student's mental or physical health for the purpose of joining an organization. Hazing is common in varsity athletics, Greek life, clubs and other groups. UT Dallas has a zero-tolerance hazing policy in accordance with state law. Hazing can include subtle acts like calisthenics or sleep deprivation as well as violent acts like kidnapping or forced consumption. Students are obligated to report any hazing and face penalties if they do not. The presentation aims to educate students on identifying and preventing hazing in their organizations through open communication and leadership development.
In recent years, allegations of sexual abuse and harassment have increased in all activities involving young participants. Unfortunately, all organizations are vulnerable to abuse, and it can and does occur in even the most seemingly positive settings. In fact, the opportunity to work with youth may attract potential abusers to leak in highly reputable organizations. Rotary International takes youth protection very seriously. In this workshop we will discuss the definitions, signs, and prevention of abuse and harassment. Facilitator: Serdar Kelahmet
1. The document discusses risk-taking behaviors in adolescents and the influence of peers. Positive peer groups can boost confidence and provide social support, while negative peers may encourage delinquency and undermine family relationships.
2. Common risk-taking behaviors include unsafe driving, fighting, substance abuse, and risky sexual behaviors. Peer influence can either discourage or promote engagement in these high-risk activities.
3. The document provides tips for managing peer relationships and emphasizes seeking out mentors to help address issues like bullying and develop healthy friendships.
- Bullying occurs in all schools and negatively impacts students' learning and ability to feel safe. It is important for teachers, administrators, parents and students to pay attention to bullying, get involved to address it, and never ignore it.
- Bullying includes unwanted behaviors like teasing, threats, violence and exclusion that are intended to harm or distress other students. It can occur in person or online. Bullying often involves an imbalance of power between the students.
- To prevent bullying, schools should create a safe learning environment, clear rules against bullying, train bystanders to support students being bullied, and intervene immediately when bullying occurs. Adults must take reports of bullying seriously and address both the bullies and targets
This document provides information about bullying, including its definition, forms, prevalence, effects, and how to address it. Some key points:
1) Bullying is intentional, repeated harmful acts committed by one or more children against another, and involves an imbalance of power. It can be physical, verbal, emotional, sexual, direct or indirect.
2) Bullying is widespread, with 30% of children reporting being victims and 30% reporting bullying others. It occurs most where adult supervision is lowest.
3) Bullying has serious negative consequences for both victims and bullies, including depression, lower self-esteem, suicidal thoughts, and antisocial behavior.
4) If a parent finds
This document provides information about sexual harassment training for employees. It defines sexual harassment as unwelcome sexual advances, requests for favors, and other verbal or physical harassment. There are two forms: quid pro quo, where favors are exchanged for sexual acts, and creating a hostile work environment through inappropriate behavior. While intent does not matter, impact does. Humor and jokes can often be risky and count as harassment depending on how they are received. Employees should avoid any behaviors they would not want published or that could make others uncomfortable. If experienced, harassment should be reported through the proper channels, and retaliation is illegal.
Avoiding Bullies Through Becoming Prisoners _ 60% Of Bullies Could Have Sente...Theawaster485
- Bullying occurs when a group of children regularly harass, intimidate, hit, or exclude another child who is weaker or has lower social status. 60% of bullies will have a criminal record by age 24 if not prevented from bullying as children.
- Bullying takes many forms, including physical and emotional bullying. Boys tend to use physical violence while girls are more likely to bully in groups using social exclusion.
- Bullying starts in elementary school and is most common in middle school, ending in high school. It often occurs in unsupervised areas like playgrounds and bathrooms. Around 90% of kids report being bullied by 8th grade.
Be SAFE Literacy Program Newsletter_Introduction to SeriesLaura Brumbaugh
The document introduces a bullying prevention program called Be SAFE that will be implemented in a 4th grade class. The program, created by Michigan State University Extension, aims to teach youth how to create a safe, affirming, and fair environment through partnership with adults. It will run from September to November 2016 during library periods and teach concepts related to understanding and addressing bullying. The program is sponsored by Mississippi State University Tate County extension service and will be led by an FCS/4-H agent.
1
2
In earlier times, family violence was largely invisible. In recent In earlier times, family violence was largely invisible. In recent
decades there has been more recognition of the problems and study
of the causes and consequences. Nevertheless, family violence
remains hidden much of the time. The fact that it is hidden reflects the
fact that vulnerable populations do not have the ability to expose the
perpetrator or access effective help from the larger society.
3
As a form of direct violence, family violence involves deliberate injury to the
4
integrity of human life. This injury can be physical and/or psychological.
•Family violence can include restrictions on the activities, and even the
thoughts, of the victims, and actual physical constraints.
•Brutality includes battering and other forms of maltreatment, torture, rape,
etc.
•Homicide involve the illegal taking of a life.
•American society and other industrialized societies are patriarchal. In fact
patriarchy has been the norm for most societies. In earlier societies, the
patriarchal head of the household had tremendous power over the other
members of the family. For example, in British Common Law and in the
American colonies there was a “rule of thumb” which stated that a man could
not beat his wife with a stick whose circumference was larger than that of his
thumb. In fact, homicide was often an option and/or a reality. The
persistence of such practices as “honor killings” and female genital
mutilation reflect the persistence of this level of patriarchy in some societies
and families.
•Power implies inequality. To the extent that power and control form a part
of the self-concept of the head of the household or the breadwinner, we see
a tendency for that power to be abused, especially when the abuser feels
inadequate or when their power is threatened.
•Unequal power relationships reflect the norms and values of a society.
Ideas about the appropriate roles to play and the behaviors associated with
these roles result in the creation and perpetuation of relative powerlessness
in certain categories of the population. In addition, the victimization of such
categories tends to be invisible because they have little or not recourse
against the abusive behavior of the dominant member(s) of the family.
5
This abuse of power and control and the invisibility associated with it create
several particularly vulnerable populations, categories of people. Children several particularly vulnerable populations, categories of people. Children
are, of course, the most vulnerable. Human beings remain dependent upon
their caretakers for many years after their birth. They must have their
physical needs met and learn the skills necessary to function in human
society. They rely upon their caretakers to teach them the skills necessary
to form an identity and to define and explain the world around them. Social
s.
The document discusses various types of intentional injuries including suicide, parasuicide, domestic violence, bullying, stalking, extortion, gang violence, fraternity hazing, kidnapping, terrorism, and different forms of abuse. It provides definitions and descriptions of each topic. Examples of suicide methods in the Philippines are discussed. The document also includes a sample "safety pledge" and questions about who one would seek help from in different dangerous situations.
This document provides information about the Community of Respect Everywhere (C.O.R.E.) initiative in the Birdville Independent School District. It summarizes actions taken by C.O.R.E. to develop protocols for reporting incidents, consult an expert on bullying, and arrange presentations on communication and respect. It also discusses the philosophy of promoting positive learning climates and defining bullying, cyberbullying, teasing vs taunting, and flirting vs sexual bullying. The overall goal of C.O.R.E. is to promote responsibility, accountability, and respect throughout the school district.
These slides cover topics on Rape and its effects, its treatment, laws, types, and some case studies. It also discusses about Consent and Molestation, Sexual Assault.
Similar to Geneseo hazing prevention advisors for slideshare sprg 2015 (14)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
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2. SUNY Geneseo values the principles of
excellence, community, diversity and
integrity. When we take active steps to
prevent and stop hazing, we are standing
up and assuming the responsibility to live
the values of SUNY Geneseo. We are
creating an environment that allows
each one of us to flourish.
3. Advisors are College representatives to the organization
and its activities. As such, advisors are expected to
give reasonable and sound guidance to the
organizations about programs, events, procedures,
etc. All student organizations advisors should be well
informed about the SUNY Geneseo Hazing Policy and
take active steps to prevent hazing.
In addition, all advisors are considered “Campus
Security Authorities” (mandated reporters) and are
expected to notify College administrators of any
unacceptable behavior, violations, or noncompliance on
behalf of the organization.
ADVISOR RESPONSIBILITIES
4. What is HAZING?
HAZING means any act, explicit or implicit,
committed by a person, whether individually or in
concert with others, against a student in connection
with pledging, being initiated into, affiliating with,
holding office in, or maintaining membership in any
organization or team and which is intended to have
the effect of, or should reasonably be expected to
have the effect of, humiliating, intimidating or
demeaning the student or endangering the mental
or physical health of the student, regardless of the
person's willingness to participate. Hazing also
includes soliciting, directing, aiding, or otherwise
participating actively or passively in the above acts.
http://www.geneseo.edu/handbook/policies_procedures#hazingpolicy
5. What We Don’t Know Can Hurt Us Most:
The Hidden Harm of Hazing
by Travis Apgar and Ross Szabo
As Travis placed the empty pistol to his head, he stated, “I will die for
this fraternity,” and pulled the trigger. What he and his fraternity
brothers didn’t know at the time was that this hazing activity triggered a
lifetime of pain and anger for Travis that went much deeper than his
freshman year of college. When Travis was eight years old his father took
his own life with a gun. The flashback to that event was too much for
him. This event was a trigger point for him, and later that night Travis
lost control. He went on a rage, destroying anything he could, and
eventually ended this night in the hospital.
This is an example of the hidden harm in hazing that is rarely discussed.
Today’s fraternity and sorority members need to know that Travis isn’t
alone. He is only one of many members who come to us broken,
entrusting you to make the right decision and not haze in your fraternity.
You can read the complete article at:
http://deanofstudents.arizona.edu/sites/deanofstudents.arizona.edu/files/Hidden_Harm_of_Hazing_article.pdf
6. New York State Hazing Law
§ 120.16 Hazing in the first
degree.
A person is guilty of hazing in the
first degree when, in the course
of another person’s initiation into
or affiliation with any
organization, he intentionally or
recklessly engages in conduct
which creates a substantial risk of
physical injury to such other
person or a third person and
thereby causes such injury.
Hazing in the first degree is a
class A misdemeanor.
§ 120.17 Hazing in the second
degree.
A person is guilty of hazing in the
second degree when, in the course of
another person’s initiation or affiliation
with any organization, he intentionally
or recklessly engages in conduct which
creates a substantial risk of physical
injury to such other person or a third
person.
Hazing in the second degree is a
violation.
7. SUNY Geneseo Hazing Policy
Hazing means any act, explicit or implicit, committed by a person, whether individually or in concert
with others, against a student in connection with pledging, being initiated into, affiliating with,
holding office in, or maintaining membership in any organization or team and which is intended to
have the effect of, or should reasonably be expected to have the effect of, humiliating, intimidating
or demeaning the student or endangering the mental or physical health of the student, regardless of
the person's willingness to participate. Hazing also includes soliciting, directing, aiding, or otherwise
participating actively or passively in the above acts. (Approved by College Council Feb. 17, 2012)
Geneseo's Student Code of Conduct states that all members of the college community are required to
abide by the statutory Rules of Public Order (Section 6450) of the New York State Education Law
which specifically states:
No person, either singly or in concert with others shall...
Take any action, create or participate in the creation of any situation which recklessly or intentionally
endangers mental or physical health or which involves the forced consumption of liquor or drugs for
the purpose of initiation into or affiliation with any organization.
http://www.geneseo.edu/handbookpolicies_procedures#hazingpolicy
8. College Hazing Statistics
http://www.insidehazing.com/statistics_25_high.php
1. More than 250,000 students experienced some sort of hazing to join a college athletic team.1
2. 5% of all college students admit to being hazed.2
3. 40% admit to knowing about hazing activities.2
4. 40% report that a coach or club advisor was aware of the hazing.2
5. 22% report that the coach or advisor was involved in the hazing.2
6. 50% of the female NCAA Division I athletes reported being hazed.3
7. More than 20% of female NCAA athletes were subjected to alcohol-related hazing; however even a higher percentage
admitted to "mental hazing" which ranged from singing to being kidnapped.3
8. 10% of the female NCAA athletes were physically hazed including being branded, tattooed, beaten, thrown in water or
having their head forcibly shaved.3
9. 6-9% of the female NCAA athletes were subjected to sexually related hazing including harassment, actual assault or
being expected to simulate sex activities.3
Key
1. Alfred Univeristy Study, Dr. Norm Pollard,
Dr. Elizabeth Allen, et. al, 1999
2. National Study of Student Hazing (prelim),
Dr. Elizabeth Allen and Dr. Mary Madden 2006
3. Dissertation, Dr. Colleen McGlone, 2005
4. Insidehazing, Dr. Susan Lipkins, 2006
10. SUBTLE HAZING:
http://www.stophazing.org/hazing-information/types/
Termed “Subtle hazing” because these types of hazing are
often taken-for-granted or accepted as “harmless” or
meaningless.
Some Examples:
• Assigning demerits
• Silence periods with implied threats for violation
• Deprivation of privileges granted to other members
• Requiring new members/rookies to perform duties not assigned to other members
• Socially isolating new members/rookies
• Line-ups and Drills/Tests on meaningless information
• Name calling
• Requiring new members/rookies to refer to other members with titles
(e.g. “Mr.,” “Miss”) while they are identified with demeaning terms
• Being singled out
11. HARASSMENT HAZING:
http://www.stophazing.org/hazing-information/types/
Behaviors that cause emotional anguish or physical discomfort
in order to feel like part of the group.
Some Examples:
• Verbal abuse
• Threats or implied threats
• Asking new members to wear embarrassing or humiliating attire
• Stunt or skit nights with degrading, crude, or humiliating acts
• Expecting new members/rookies to perform personal service to other members such
as carrying books, errands, cooking, cleaning etc
12. VIOLENT HAZING:
http://www.stophazing.org/hazing-information/types/
Behaviors that have the potential to cause physical and/or
emotional, or psychological harm.
Some Examples:
• Forced or coerced alcohol or other drug consumption
• Beating, paddling, or other forms of assault
• Forced or coerced ingestion of vile substances or concoctions
• Water intoxication
• Expecting illegal activity
• Exposure to cold weather or extreme heat without appropriate protection
13. Myth #1: Hazing is a problem for fraternities and sororities primarily.
Fact: Hazing is a societal problem. Hazing incidents have been frequently
documented in the military, athletic teams, marching bands, religious cults,
professional schools and other types of clubs and/or, organizations. Reports of
hazing activities in high schools are on the rise.
Myth #2: Hazing is no more than foolish pranks that sometimes go awry.
Fact: Hazing is an act of power and control over others --- it is victimization.
Hazing is pre-meditated and NOT accidental. Hazing is abusive, degrading and
often life-threatening.
Myth #3: As long as there's no malicious intent, a little hazing should be O.K.
Fact: Even if there's no malicious "intent" safety may still be a factor in
traditional hazing activities that are considered to be "all in good fun." For
example, serious accidents have occurred during scavenger hunts and
kidnapping trips. Besides, what purpose do such activities serve in promoting
the growth and development of group team members?
Adapted from Death By Hazing Sigma Alpha Epsilon. 1988.
MYTHS & FACTS ABOUT HAZING:
14. Myth #4: Hazing is an effective way to teach respect and develop discipline.
Fact: First of all, respect must be EARNED--not taught. Victims of hazing rarely
report having respect for those who have hazed them. Just like other forms of
victimization, hazing breeds mistrust, apathy and alienation.
Myth #5: If someone agrees to participate in an activity, it can't be
considered hazing.
Fact: In states that have laws against hazing consent of the victim can't be used
as a defense in a civil suit. This is because even if someone agrees to
participate in a potentially hazardous action it may not be true consent when
considering the peer pressure and desire to belong to the group.
Myth #6: It's difficult to determine whether or not a certain activity is
hazing--it's such a gray area sometimes.
Fact: It's not difficult to decide if an activity is hazing if you use common sense.
Adapted from Death By Hazing Sigma Alpha Epsilon. 1988.
MYTHS & FACTS ABOUT HAZING:
15. As an Advisor, you may be liable for some
of the actions of your organization. You can
reduce some of the risk by:
1. Being aware of the activities the organization is planning. Discuss the
activities and agree that the planned programs are safe and reasonable.
2. Making it clear that you and the College expect that no hazing will occur.
3. Ensuring that all activities are upholding the College mission statement
and all College policies.
4. Checking with the officers of the organization to make sure they are
aware of the SUNY Geneseo Hazing Policy and discussing with them any
risks associated with their activities and are planning accordingly.
5. Continue to discuss possible ways for the organization to prevent hazing.
16. Faculty Adviser, Beware: You May Be Liable
by Nancy E. Tribbensee
. . . Courts may, in fact, be looking for opportunities to send a message to student
advisers to take a more active role. For example, in Kenner v. Kappa Alpha Psi
Fraternity Inc., a student initiate at the University of Pittsburgh sued the national
fraternity and the chapter adviser after he was beaten more than 200 times with a
paddle, causing him to suffer renal failure and seizures. The appellate court applied a
"duty analysis" and concluded that the defendants owed a legal duty of care to the
student. Although the court did not find evidence to support any breach of duty by the
fraternity and its representatives, it did find a breach by the chapter adviser. The
decision focused on testimony that the chapter adviser attended a membership
"interest meeting" but failed to discuss or provide students with information about
hazing or any of the fraternity's policies on hazing. Additionally, expert testimony said
that had the adviser been more involved in the membership process, the student would
not have sustained his injuries.
You can read the complete article at:
https://www.odu.edu/content/dam/odu/offices/student-activities-leadership/docs/tribensee-faculty-adviser-
beware-you-may-be-at-risk.pdf
17. All SUNY Geneseo organization/club
faculty/staff advisors must complete the form
at the link below :
http://go.geneseo.edu/Hazing
PreventionAdvisor
18. SUNY Geneseo Resources
Geneseo Stand Up Webpage http://www.geneseo.edu/standup
Geneseo Hazing Brochure
http://www.geneseo.edu/webfm_send/7454
In an emergency contact: University Police 585-245-5222
Dean of Students: 585-245-5706
Student Conduct and Campus Standards: 585-245-5714
Greek Affairs office: 585-245-5968
Student Life Office: 585-245-5851
Athletics Director: 585-245-5345
You can also discuss hazing related events with a Resident Director,
Faculty, or Staff member.