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.
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.
Town School for Boys Conflict and Bullying Parents and GuardiansRosetta 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.
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.
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.
2 Hour Session delivered to parents, guardians, and teachers at French Immersion School of Washington. 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.
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.
In discussions of racial and ethnic diversity and equity, it is difficult to avoid juxtapositions between Asians and other People of Color groups. Higher test scores, college admissions, income, etc. imply that people of Asian and Pacific Islander heritage are doing better than everyone else, including Whites. And yet, this identity group contains within it a myriad of sub-groups that get lost in the conglomeration, and we fail to serve students if we don't acknowledge this diversity. API people experience the marginalization of invisibility - Southeast Asian, South Asian, and Pacific Islander peoples are often invisible in the equation of API with East Asian; API cultures are often invisible in the pedagogy of individual accomplishments and competition; API experiences are often invisible in conversations of racial opportunity gaps. From the impact of the Model Minority Myth to the Bamboo Ceiling, from the perpetual immigrant narrative to the rise of international API students in our residential programs, from the dance of identities of transracial adoptees to the intersectionality of factors that influence multiracial API identity development, are our schools prepared to be inclusive of all people who identify as Asian and Pacific Islander heritage?
Gone are days when girls are made of "sugar and spice and everything nice"... or are they? We are barraged with messages about gender everywhere - our homes, schools, the media, and more. What hidden lessons are we learning? How do these lessons affect everything - girls' confidence, sense of worth, assertiveness, healthy friendships, and avoiding the "Mean Girl" phenomenon? In this workshop for 3rd through 5th grade girls and their parents and guardians, we will explore girl world, the challenges girls face, and ways that we can all work toward positive self esteem, healthy identity development, and empowerment in action for all 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.
Town School for Boys Conflict and Bullying Parents and GuardiansRosetta 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.
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.
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.
2 Hour Session delivered to parents, guardians, and teachers at French Immersion School of Washington. 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.
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.
In discussions of racial and ethnic diversity and equity, it is difficult to avoid juxtapositions between Asians and other People of Color groups. Higher test scores, college admissions, income, etc. imply that people of Asian and Pacific Islander heritage are doing better than everyone else, including Whites. And yet, this identity group contains within it a myriad of sub-groups that get lost in the conglomeration, and we fail to serve students if we don't acknowledge this diversity. API people experience the marginalization of invisibility - Southeast Asian, South Asian, and Pacific Islander peoples are often invisible in the equation of API with East Asian; API cultures are often invisible in the pedagogy of individual accomplishments and competition; API experiences are often invisible in conversations of racial opportunity gaps. From the impact of the Model Minority Myth to the Bamboo Ceiling, from the perpetual immigrant narrative to the rise of international API students in our residential programs, from the dance of identities of transracial adoptees to the intersectionality of factors that influence multiracial API identity development, are our schools prepared to be inclusive of all people who identify as Asian and Pacific Islander heritage?
Gone are days when girls are made of "sugar and spice and everything nice"... or are they? We are barraged with messages about gender everywhere - our homes, schools, the media, and more. What hidden lessons are we learning? How do these lessons affect everything - girls' confidence, sense of worth, assertiveness, healthy friendships, and avoiding the "Mean Girl" phenomenon? In this workshop for 3rd through 5th grade girls and their parents and guardians, we will explore girl world, the challenges girls face, and ways that we can all work toward positive self esteem, healthy identity development, and empowerment in action for all girls!
The Philadelphia School Board Training on Diversity and LeadershipRosetta Eun Ryong Lee
3 Hour Session delivered to the Board of The Philadelphia School. 90 minutes of information and frameworks for assessing institutions. 60+ minutes of discussion on particular practices at TPS and how meaningful change might occur.
90 Minute session delivered to 5-8 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?
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.
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.
A short look at culture, cultural competency, frameworks, and tools for independent schools looking to approach cultural competency in individual, interpersonal, and institutional ways.
3 Hour Session delivered at the Philadelphia MultiCultural Resource Center New Educator Institute. 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?
Session for newly elected or appointed student leaders. Part 1: Our Authentic Selves - What do our identities inform and strengthen our leadership? Part 2: The Power of Empathy - caucusing around identity to educate others about our experience. Part 3: Allyship in Action - intervening when microaggressive words and actions happen.
We want to create organizations that are inclusive and culturally competent toward all people no matter what their identities or backgrounds. Yet, we know that there are implicit and unconscious biases that gets in the way of our acting in congruence with our beliefs and values. Learn the science of cognitive biases we all have and what we can do to mitigate them.
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.
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.
We want to create organizations that are inclusive and culturally competent toward all people no matter what their identities or backgrounds. Yet, we know that there are implicit and unconscious biases that gets in the way of our acting in congruence with our beliefs and values. Learn the science of cognitive biases we all have and what we can do to mitigate them.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make cultural competency 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.
1 Hour Presentation delivered to parents and guardians of Abington Friends School. Examine the cross section of gender bias and bullying. What are some concrete steps we can take to ensure that our children learn the difference between conflict and bullying? How do we recognize and help young people who are more likely to bully, more likely to be victimized, and who are likely to stand by?
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.
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.
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 organization is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right? What are some best practices for getting the right people to the table and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our organizations become the leading edge of cultural competency, inclusion, and equity.
Bullying affects all children, whether they are perpetrating, receiving, or standing by bullying. Why do kids bully? How do boys and girls experience bullying differently? How does bullying occur along identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status? Learn about different types of bullying, warning signs, and practical tools for youth, parents, and educators in responding to conflicts and 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?
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.
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.
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.
The Philadelphia School Board Training on Diversity and LeadershipRosetta Eun Ryong Lee
3 Hour Session delivered to the Board of The Philadelphia School. 90 minutes of information and frameworks for assessing institutions. 60+ minutes of discussion on particular practices at TPS and how meaningful change might occur.
90 Minute session delivered to 5-8 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?
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.
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.
A short look at culture, cultural competency, frameworks, and tools for independent schools looking to approach cultural competency in individual, interpersonal, and institutional ways.
3 Hour Session delivered at the Philadelphia MultiCultural Resource Center New Educator Institute. 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?
Session for newly elected or appointed student leaders. Part 1: Our Authentic Selves - What do our identities inform and strengthen our leadership? Part 2: The Power of Empathy - caucusing around identity to educate others about our experience. Part 3: Allyship in Action - intervening when microaggressive words and actions happen.
We want to create organizations that are inclusive and culturally competent toward all people no matter what their identities or backgrounds. Yet, we know that there are implicit and unconscious biases that gets in the way of our acting in congruence with our beliefs and values. Learn the science of cognitive biases we all have and what we can do to mitigate them.
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.
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.
We want to create organizations that are inclusive and culturally competent toward all people no matter what their identities or backgrounds. Yet, we know that there are implicit and unconscious biases that gets in the way of our acting in congruence with our beliefs and values. Learn the science of cognitive biases we all have and what we can do to mitigate them.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make cultural competency 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.
1 Hour Presentation delivered to parents and guardians of Abington Friends School. Examine the cross section of gender bias and bullying. What are some concrete steps we can take to ensure that our children learn the difference between conflict and bullying? How do we recognize and help young people who are more likely to bully, more likely to be victimized, and who are likely to stand by?
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.
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.
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 organization is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right? What are some best practices for getting the right people to the table and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our organizations become the leading edge of cultural competency, inclusion, and equity.
Bullying affects all children, whether they are perpetrating, receiving, or standing by bullying. Why do kids bully? How do boys and girls experience bullying differently? How does bullying occur along identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status? Learn about different types of bullying, warning signs, and practical tools for youth, parents, and educators in responding to conflicts and 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?
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.
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.
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.
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.
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 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?
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?
Odd Girls Out. Queen Bees. Girl Bullying. What's truth and what's myth? Discover why and how we engage in unhealthy conflict as girls and women, and - more importantly - learn tools for cultivating healthy relationships that include healthy conflict.
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?
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?
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.
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?
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?
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.
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? Children are barraged with messages about gender and heterosexual norms everywhere they go - their homes, their schools, the media, and more. Do you know what hidden lessons they are learning? How do gender and sexuality affect everything from boys struggling in school to girls dropping out of the STEM pipeline, from sexual harassment to anti-gay bullying, from eating disorders to plastic surgery? How do parents, guardians, teachers, and schools provide safe environments for positive self esteem, healthy identity development, and acceptance of differences?
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.
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
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? Children are barraged with messages about gender and heterosexual norms everywhere they go - their homes, their schools, the media, and more. Do you know what hidden lessons they are learning? How do gender and sexuality affect everything from boys struggling in school to girls dropping out of the STEM pipeline, from sexual harassment to anti-gay bullying, from eating disorders to plastic surgery? How do young people experience the world when they do not fit the gender binary reinforced in US mainstream culture? How do parents, guardians, teachers, and schools provide safe environments for positive self esteem, healthy identity development, and acceptance of differences?
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Mercer Island Parent Edge
Rosetta Eun Ryong Lee
Seattle Girls’ School
Beyond Sticks and Stones:
Helping Youth Navigate Conflict and Bullying
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
3. Agenda
• Conflict versus Bullying
• Gender, Bias, Conflict, and Bullying
• Alternative Aggression
• What Can We Do?
• Questions
• Resources
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
4. Definition of Conflict
• A clash between two
individuals or groups
• A disagreement or
argument about
something important
• Etc.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
5. When It’s Bullying
• Power is uneven
• Intent to harm
• Repeated and
sustained
• Efforts to hide from
adults
• Advocacy not
changing behaviors
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
6. Types of Bullying Behavior:
and common characteristics of their perpetrators
• Traditional Bullying
• Clueless Bullying
• Bully-Victim Alternation
• Popular Bullying
• Being a “Facebook Thug”
The agent generally has less empathy,
patience, caring, and forgiveness for others.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
7. Common Characteristics or Behaviors of
Youth Who Are Bullied
• They are more sensitive, unhappy, cautious,
anxious, quiet and withdrawn than other youth.
• They are generally insecure and non-assertive, and
react by withdrawing when targeted by other students
(rather than retaliating or asserting).
• They exhibit sudden change in behaviors: showing
signs of depression, not eating, cutting, letting
themselves go, losing interest in favorite things,
quitting teams, etc.
• They may be embarrassed to admit being bullied.
They may blame themselves or feel guilty.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
12. Special Considerations for Girls
Sexy --- Slutty
Powerful --- Bitchy
Smart --- Bookish
Cheerful --- Uncool
Confident --- “All That”
Athletic --- Jocky
Close to Friends --- Lesbian
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
13. Special Considerations for Boys
Do Not Be Weak.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Be so, and you will be likened to
a girl or you will be called gay.
14. Gender, Bias, Conflict, and
Bullying
• Source of Power
• Worst Labels
• Who Bullies?
• Who is Bullied?
• Social Collective
• Abuse and Aggression
• Outliers of Victims
• Signs of Cry
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
15. Direct Aggression
• Angry, Hurtful
Words
• Physical
Fights
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
17. Relational Aggression includes acts that
“harm others through damage (or the
threat of damage) to relationships or
feelings of acceptance, friendship, or
group inclusion.”
Relational Aggression
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
18. Indirect Aggression allows the
perpetrator to avoid confronting the
target directly, making it seem as
though there is no intent to harm.
Indirect Aggression
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
19. Social Aggression
Social Aggression is intended
to damage self esteem or social
status within a group.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
20. Process Break
How are your young people
experiencing conflict and
bullying? What are the
greatest pressures facing
them? How do they currently
handle conflicts?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
21. So What? Now What?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
25. 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)
27. 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)
29. Bullying Intervention
• Know when it is
bullying
• Stand up for
yourself
• Ask them to stop
the behavior
• Seek healthy
support
• Tell an adult
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
30. Empowering the Bystander
Many bullying programs center around
agents and targets. Why not address
the 60-70% who are bystanders?
• Keeps the focus away from blaming the
targets or agents.
• Cover backstage spaces where only kids
are allowed.
• Create a mass of empowered allies and
shift the balance of power
• Create a new path of least resistance.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
31. Ally Skills
• Don’t bully
• Speak up when someone else is being bullied
• Assume positive intentions, but don’t let that
assumption make you silent
• Ask questions to clarify and to educate
• 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)
32. Teach Digital Citizenship
• 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)
33. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Instagram photo by talk2spirit
34. Advice for Schools
• Policy - A comprehensive anti-bullying policy that enumerates
sources of bias and that includes alternative aggression.
• Programming - Training for teachers and staff on bullying
and bias. Support for teachers and staff in acting to
combat bullying and bias. Self-esteem, conflict
management, and community building programs and
curricula for students.
• Practice - Consistent and meaningful follow-through in
dealing with acts of bullying and bias. Coverage of
unsupervised spaces where bullying occurs most.
• PEOPLE - Critical mass of people who are supportive AND
active on all levels.
• PECUNIARY- Resources – Time, people, money, etc.
EMPOWER THE BYSTANDERS!
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
37. Resources
• Joshua M. Aronson, Ph.D., “Improving Achievement & Narrowing the Gap,”
Learning and the Brain Conference, Cambridge, MA, November 2003
• Roy Baumeister, Case Western Reserve University, Various Social
Psychology Experiments on the Effects of Social Exclusion
• Emily Bazelon, Sticks and Stones: Defeating the Culture of Bullying and
Rediscovering the Power of Character and Empathy.
• “Cycle of Bullying,” North Central Educational Service District,
http://www.ncesd.org/safe_civil/docs/resources/cycle_of_bullying.pdf
• Joe Feagin, “The Two Faced Racism.” White Privilege Conference.
Springfield, MA. April 2008.
• Kevin Jennings, GLSEN (Gay Lesbian and Straight Education Network)
www.glsen.org
• Allan G. Johnson, Privilege, Power, and Difference.
• Tara Kuther, “Understanding Bullying,” PTA.org,
http://www.pta.org/pr_magazine_article_details_1117637268750.html
• Michael Thompson & Kathy Schultz, “The Psychological Experiences of
Students of Color,” Independent School Magazine,
http://www.nais.org/publications/ismagazinearticle.cfm?Itemnumber=14430
7&sn.ItemNumber=145956&tn.ItemNumber=145958
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
38. Gender Specific Resources
• The Boy Game, short film and interactive website.
• JoAnn Deak, Ph.D., Girls Will Be Girls: Raising Confident and
Courageous Daughters
• Jackson Katz, Tough Guise
• Pooja Makhijani, Under Her Skin: How Girls Experience Race in
America.
• John Medina, Talaris Research Institute, various studies on early
gender differences in competition and play and “Love Lab.”
• Mary Pipher, Ph.D., Reviving Ophelia: Saving the Selves of Adolescent
Girls
• Rachel Simmons, Odd Girl Out, Odd Girl Speaks Out.
• Michael Thompson, Raising Cain.
• Rosalind Wiseman, Queen Bees and Wannabes: Helping Your
Daughter Survive Cliques, Gossip, Boyfriends & Other Realities of
Adolescence
• Naomi Wolf, The Beauty Myth, Promiscuities.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
39. More Resources
• “101 Ways to Combat Prejudice.” Anti-Defamation League
http://www.adl.org/prejudice/default.asp
• Beatbullying Toolkit for Teachers,
http://www.beatbullying.org/images/teachers.pdf
• Hafner, Lauren. “Bullying Report: How are Washington State
Schools Doing?” Safe Schools Coalition. December 2003
http://www.safeschoolscoalition.org/bullyreport/bullyreport12-
03.html
• “House Bill Report - SHB 1444, Washington State” Bully Police
USA http://www.bullypolice.org/wa_law.html
• “Ten Ways to Fight Hate.” Teaching Tolerance
http://www.tolerance.org/10_ways/index.html
• “Washington State School Safety Center.” Office of
Superintendant of Public Education
http://www.k12.wa.us/SafetyCenter/HarassmentBullying/default
.aspx
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
40. 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)