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 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?
90 minute session delivered to parents of Brookside Elementary School. 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.
2 Hour Session delivered as part of the Parent Map Lecture Series. How are bullying and bias related? How does gender bias, sexism, and homophobia affect the ways boys and girls experience bullying/cyberbullying and harassment? How do young people identify bullies and victims around social factors like race, gender, sexual orientation, ethnicity, and class? Gain practical methods and tools which can be used to prevent and combat this growing problem.
2 hour session delivered to parents and guardians of the French Immersion School of Washington. Take an in-depth look at bullying and how it affects all children, whether they are perpetrating, receiving, or standing by bullying. Learn warning signs, boy/girl and cultural differences, and guidance for handling situations at home and at school. Identify different types of bullying, how biases play into bullying, and practical tools for youth, parents, and educators in responding to conflicts and bullying.
90 minute workshop delivered to parents, teachers, etc. of Lake Forest Park Elementary School. What’s the difference between conflict and bullying? How is bullying different for boys and girls? Special focus will be on girl conflicts/bullying Come to an interactive presentation to discuss these questions and more!
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?
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.
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender, and gender bias in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
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?
90 minute session delivered to parents of Brookside Elementary School. 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.
2 Hour Session delivered as part of the Parent Map Lecture Series. How are bullying and bias related? How does gender bias, sexism, and homophobia affect the ways boys and girls experience bullying/cyberbullying and harassment? How do young people identify bullies and victims around social factors like race, gender, sexual orientation, ethnicity, and class? Gain practical methods and tools which can be used to prevent and combat this growing problem.
2 hour session delivered to parents and guardians of the French Immersion School of Washington. Take an in-depth look at bullying and how it affects all children, whether they are perpetrating, receiving, or standing by bullying. Learn warning signs, boy/girl and cultural differences, and guidance for handling situations at home and at school. Identify different types of bullying, how biases play into bullying, and practical tools for youth, parents, and educators in responding to conflicts and bullying.
90 minute workshop delivered to parents, teachers, etc. of Lake Forest Park Elementary School. What’s the difference between conflict and bullying? How is bullying different for boys and girls? Special focus will be on girl conflicts/bullying Come to an interactive presentation to discuss these questions and more!
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?
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.
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender, and gender bias 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.
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.
MKA Framing and Talking Points for Diversity and Social JusticeRosetta Eun Ryong Lee
As we engage in conversations about diversity, inclusion, equity, and justice in our schools, we often run into sticky points or misconceptions about systems of oppression and privilege. What are some useful examples and language we can use to explain concepts clearly and effectively? What are some tools for navigating "ouch" moments like microaggressions, whether we received it, witnessed it, or perpetrated it?
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.
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.
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.
ISACS Administrative Assistants Conference 2020 Cross Cultural CommunicationRosetta Eun Ryong Lee
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.
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.
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?
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.
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?
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.
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?
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.
90 minute session delivered to the Northwest Girls Coalition in Seattle. Sugar and Spice But Not Always Nice: Gender, Bias, and Aggression in Adolescent 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?
Montclair Kimberley Academy Gender and Sexuality for Faculty and StaffRosetta Eun Ryong Lee
3 Hour Session delivered to faculty and staff of Montclair Kimberley Academy Faculty and Staff of the upper division. Gender differences and gender bias - how do they impact students' lives? How does society's conflation of biological sex, gender identity, gender expression, and sexual orientation affect everything from self esteem, intractability, bullying, and peer pressure? What can we do as educators to support healthy gender and sexual identities of out youth?
90 minute session for parents. 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?
Geared toward Youth Grades 4-8. Humans communicate on many levels: spoken language, tone, body language, style and personality. Without understanding and inclusion, we can easily slip into conflict, and, left unchecked, into bullying. This workshop presents major cross-cultural communication theories, ways that cultural values affect the way we communicate, tools for addressing conflict and challenging the cycle of bullying.
Odd Girls Out. Queen Bees. Bullying. What's myth and what's reality? Examine the cross-section of socio-emotional development, gender bias, adolescence, and other factors in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among all young people?
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.
MKA Framing and Talking Points for Diversity and Social JusticeRosetta Eun Ryong Lee
As we engage in conversations about diversity, inclusion, equity, and justice in our schools, we often run into sticky points or misconceptions about systems of oppression and privilege. What are some useful examples and language we can use to explain concepts clearly and effectively? What are some tools for navigating "ouch" moments like microaggressions, whether we received it, witnessed it, or perpetrated it?
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.
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.
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.
ISACS Administrative Assistants Conference 2020 Cross Cultural CommunicationRosetta Eun Ryong Lee
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.
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.
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?
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.
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?
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.
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?
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.
90 minute session delivered to the Northwest Girls Coalition in Seattle. Sugar and Spice But Not Always Nice: Gender, Bias, and Aggression in Adolescent 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?
Montclair Kimberley Academy Gender and Sexuality for Faculty and StaffRosetta Eun Ryong Lee
3 Hour Session delivered to faculty and staff of Montclair Kimberley Academy Faculty and Staff of the upper division. Gender differences and gender bias - how do they impact students' lives? How does society's conflation of biological sex, gender identity, gender expression, and sexual orientation affect everything from self esteem, intractability, bullying, and peer pressure? What can we do as educators to support healthy gender and sexual identities of out youth?
90 minute session for parents. 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?
Geared toward Youth Grades 4-8. Humans communicate on many levels: spoken language, tone, body language, style and personality. Without understanding and inclusion, we can easily slip into conflict, and, left unchecked, into bullying. This workshop presents major cross-cultural communication theories, ways that cultural values affect the way we communicate, tools for addressing conflict and challenging the cycle of bullying.
Odd Girls Out. Queen Bees. Bullying. What's myth and what's reality? Examine the cross-section of socio-emotional development, gender bias, adolescence, and other factors in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among all young people?
Troubled by the menace of bullying in their school, students at the CAS School in Karachi took up the challenge of educating their peers about what bullying is, its harmful effects for everyone as well as how to escape being a victim of bullying. Through powerpoint presentations as well as distribution of flyers and pamphlets to the student body on the subject, the school environment has become much more sensitive to bullying and the importance of eliminating it.
Parenting in itself is a challange, and can be more challangeing if your child suffers from any of the anxiety disorders. This is a part of the fellow lecture series delivered by the author on 3/9/12. This presentation discusses the strategies for parenting an anxious child.
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
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?
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.
75 minute session for faculty: What Boys and Girls Are Made Of - Supporting Healthy Gender and Sexual Identities of Children Gone are days when boys are "snips and snails and puppy dog tails" and girls are "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 teachers provide safe environments for positive self esteem, healthy identity development, and acceptance of differences?
1 Hour Webinar Delivered to the ISACS Webinar platform. 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?
90 Minute Session for Parents and Guardians: What Boys and Girls Are Made Of - Supporting Healthy Gender and Sexual Identities of Children. Gone are days when boys are "snips and snails and puppy dog tails" and girls are "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 can parents and guardians provide safe environments for positive self esteem, healthy identity development, and acceptance of differences?
1 Hour Session delivered to faculty and staff of Montclair Kimberley Coaches (all divisions). Gender differences and gender bias - how do they impact students' lives? How does society's conflation of biological sex, gender identity, gender expression, and sexual orientation affect everything from self esteem, intractability, bullying, and peer pressure? What unique opportunities do coaches have to support healthy gender and sexual identities of out youth - to use sports as a way to redefine what they must be as young men and women?
Gone are days when boys are made of "snips and snails and puppy dog tails" and girls are made of "sugar and spice and everything nice"... or are they? We are barraged with messages about gender and heterosexual norms everywhere we go - our homes, our schools, the media, and more. Do you know what hidden lessons we 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 we achieve positive self esteem, healthy identity development, and acceptance of differences?
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?
Odd Girls Out. Queen Bees. Girl Bullying. When did we lose our sweet little girls? Examine the cross-section of socio-emotional development, gender bias, and adolescence in the emergence of the “Mean Girl” phenomenon. What can we do as parents, educators, and supporters to promote healthy relationship among girls?
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
Beyond Sticks and Stones: Helping Youth Navigate Conflict and Bullying
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
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.
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? 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.
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.
Similar to Orchard School Bullying for Parents (20)
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.
Embracing GenAI - A Strategic ImperativePeter 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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
1. Beyond Sticks and Stones:
Understanding, Preventing, and Addressing Bullying
The Orchard School
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
8. Gender, Bias, 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)
10. Relational Aggression
Relational Aggression includes acts that
“harm others through damage (or the
threat of damage) to relationships or
feelings of acceptance, friendship, or
group inclusion.”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
11. Indirect Aggression
Indirect Aggression allows the
perpetrator to avoid confronting the
target directly, making it seem as
though there is no intent to harm.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
12. Social Aggression
Social Aggression is intended
to damage self esteem or social
status within a group.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
13. It’s Too Big… Why Even Try?
• Health and Safety
• Psychological Pain
• Academic Risk
• Explosive Release
• Long-Term Scars
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
14. Process Break
How are your kids
experiencing bullying? What
are the greatest pressures
facing your kids? What have
you tried so far to talk to your
kids about bullying?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
15. So What? Now What?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
16. 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)
17. 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)
18. Bullying:
Common Characteristics of Kids Who Bully
• Their friends do what they want them to do.
• They aren’t intimidated by other kids.
• Their complaints about other kids are limited to
the lame things they did or said.
• They are often charming to adults.
• They won’t (or are very reluctant to) take
responsibility when they hurt someone’s feelings.
• If they think they’ve been wronged, they feel they
have the right to seek revenge.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
19. Bullying:
Common Characteristics of Kids
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)
20. Advice for Parents:
DON’T
• Think “this is my fault.”
• Belittle the problem.
• Over-empathize.
• Tell them what to do.
• Become the Fix-It Parent.
• Blame the bully OR the victim.
• Tell them that being nice and kind will
always lead to friends and popularity.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
21. What Can We Do for Girls?
• Teach the difference
between self-sacrificing and
good.
• Talk about or compliment
something besides her looks.
• Value the quality of her
relationships, not the
quantity.
• Give her access to diverse
women mentors.
• Role-Play difficult
conversations with her.
Rosetta Eun Ryong Lee Eun Ryong Lee (http://tiny.cc/rosettalee)
Rosetta
22. What Can We Do for Boys?
• Teach the difference
between strong and
tough.
• Talk about feelings and
relationships.
• Make it okay to be
vulnerable.
• Give him access to
diverse male mentors.
• Help him understand
societal homophobia.
Rosetta Eun Ryong Lee Eun Ryong Lee (http://tiny.cc/rosettalee)
Rosetta
23. What Can Parents Do for All?
• Help them develop strong interaction and social skills.
• Provide opportunity/access to kids outside of school.
• Encourage and help them to make informed choices.
• Provide sanctuary, sounding board, and support.
• Teach about all forms of diversity and inclusion.
• Give them healthy outlets for their feelings.
• Respect and nurture their true selves.
• Try Teeter-Totter Parenting.
• Be a listener, not a fixer.
• Share your stories.
• Affirm your kids.
• Model the way.
• Stay Involved.
Rosetta Eun Ryong Lee Eun Ryong Lee (http://tiny.cc/rosettalee)
Rosetta
24. 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)
25. 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)
26. Teach Media Literacy
• Choose media FOR youth whenever possible.
• Engage in media WITH youth.
• Teach them your values.
• Guide how they spend their money.
• Get to know their friends and the media they engage in.
• Talk to other parents/guardians about media literacy.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
27. 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)
30. 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
• “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=14
4307&sn.ItemNumber=145956&tn.ItemNumber=145958
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
31. 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)
32. Gender Specific Resources
• JoAnn Deak, Ph.D., Girls Will Be Girls: Raising Confident and
Courageous Daughters
• 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.
• Rachel Simmons, Odd Girl Speaks Out.
• Harriet R. Tenenbaum, “Gender Achievement Motivation,” Learning
and the Brain Conference, Cambridge, MA, November 2003.
• Rosalind Wiseman, Queen Bees and Wannabes: Helping Your
Daughter Survive Cliques, Gossip, Boyfriends & Other Realities of
Adolescence
• Naomi Wolf, The Beauty Myth.
• Naomi Wolf, Promiscuities.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
33. 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)