Here are the steps I would take if a student told me a nude picture of her was being circulated at school resulting in bullying:
1. Thank the student for trusting me with this sensitive information and reassure her that her privacy and safety are my top priorities.
2. With the student's permission, document the details of what was reported, including who is circulating the picture, how it is being shared, and any acts of bullying that have occurred.
3. Inform an administrator and request that the student's parents/guardians be notified immediately. The student should not have to handle this alone.
4. Work with administrators to conduct a thorough investigation, identify all individuals involved in circulating the picture, and put
This document discusses several issues related to students and cyberspace including sexting, cell phone searches and seizures, bullying and cyberbullying, denial of services to students with disabilities, and disciplining students for cyber-speech. It provides examples of cases involving these issues and offers policy pointers for school districts to address these challenges in a legally compliant manner while protecting students.
This document provides an agenda and overview for a presentation on autism and the law. The presentation discusses trends in autism rates and cases in California, assessment and eligibility requirements, educational methodologies, case law related to these topics, and assistive technology and private providers. It summarizes key points from case law, such as judges considering whether programs are reasonably calculated to provide educational benefit rather than a specific methodology. The document also notes requirements for peer-reviewed research in IEPs and that changing private providers does not necessarily deny FAPE.
This document provides an overview of legal responsibilities and best practices for promoting safe and inclusive schools. It discusses:
- Federal and California laws prohibiting discrimination and harassment in schools based on characteristics like gender, disability, and sexual orientation.
- Examples of prohibited behaviors like name-calling and threats.
- New laws like AB 1266 ensuring transgender students' access to programs and facilities.
- The impact of harassment on students and importance of addressing it promptly.
- Strategies and exercises for schools to comply with laws and support all students.
This document discusses the causes, effects, and possible solutions to bullying in schools. It defines bullying and outlines the different types, including physical, verbal, relational, and cyberbullying. The document explores reasons why students bully, such as seeking power, enjoying causing harm, and being rewarded for their behavior. It also examines the effects of bullying on students' mental health. Finally, the document proposes solutions for schools, parents, and programs to address bullying.
This presentation offers an overview of the legislative and legal landscape of cyber bullying and sexting. It is meant for attorneys involved in these kinds of cases.
The document discusses the importance and purpose of prior written notice (PWN) in special education. PWN must be provided by schools whenever they propose or refuse to initiate or change a student's identification, evaluation, placement, or free appropriate public education. It ensures parents understand proposed changes and allows them to provide input. If PWN requirements are not followed properly it could result in a denial of a student's free and appropriate public education. The document provides guidance on when PWN is required and the level of detail that should be included.
The document provides information about bullying, including definitions, types, statistics, effects, laws, and resources. It defines bullying as intentional harmful acts that physically or emotionally damage a student. Verbal, social, and physical bullying are described in detail. The document aims to educate about the prevalence and serious impacts of bullying.
The document discusses bullying in schools including the types, causes, effects, and potential solutions. It defines bullying and explores the different types - physical, verbal, relational, and cyberbullying. Bullying is caused by students' needs for power, satisfaction in causing harm, and material rewards. The prevalence of bullying has increased in recent years. Potential solutions include anti-bullying programs and education, increasing supervision, and clear policies against bullying. Parents and schools both have important roles to play in addressing the problem.
This document discusses several issues related to students and cyberspace including sexting, cell phone searches and seizures, bullying and cyberbullying, denial of services to students with disabilities, and disciplining students for cyber-speech. It provides examples of cases involving these issues and offers policy pointers for school districts to address these challenges in a legally compliant manner while protecting students.
This document provides an agenda and overview for a presentation on autism and the law. The presentation discusses trends in autism rates and cases in California, assessment and eligibility requirements, educational methodologies, case law related to these topics, and assistive technology and private providers. It summarizes key points from case law, such as judges considering whether programs are reasonably calculated to provide educational benefit rather than a specific methodology. The document also notes requirements for peer-reviewed research in IEPs and that changing private providers does not necessarily deny FAPE.
This document provides an overview of legal responsibilities and best practices for promoting safe and inclusive schools. It discusses:
- Federal and California laws prohibiting discrimination and harassment in schools based on characteristics like gender, disability, and sexual orientation.
- Examples of prohibited behaviors like name-calling and threats.
- New laws like AB 1266 ensuring transgender students' access to programs and facilities.
- The impact of harassment on students and importance of addressing it promptly.
- Strategies and exercises for schools to comply with laws and support all students.
This document discusses the causes, effects, and possible solutions to bullying in schools. It defines bullying and outlines the different types, including physical, verbal, relational, and cyberbullying. The document explores reasons why students bully, such as seeking power, enjoying causing harm, and being rewarded for their behavior. It also examines the effects of bullying on students' mental health. Finally, the document proposes solutions for schools, parents, and programs to address bullying.
This presentation offers an overview of the legislative and legal landscape of cyber bullying and sexting. It is meant for attorneys involved in these kinds of cases.
The document discusses the importance and purpose of prior written notice (PWN) in special education. PWN must be provided by schools whenever they propose or refuse to initiate or change a student's identification, evaluation, placement, or free appropriate public education. It ensures parents understand proposed changes and allows them to provide input. If PWN requirements are not followed properly it could result in a denial of a student's free and appropriate public education. The document provides guidance on when PWN is required and the level of detail that should be included.
The document provides information about bullying, including definitions, types, statistics, effects, laws, and resources. It defines bullying as intentional harmful acts that physically or emotionally damage a student. Verbal, social, and physical bullying are described in detail. The document aims to educate about the prevalence and serious impacts of bullying.
The document discusses bullying in schools including the types, causes, effects, and potential solutions. It defines bullying and explores the different types - physical, verbal, relational, and cyberbullying. Bullying is caused by students' needs for power, satisfaction in causing harm, and material rewards. The prevalence of bullying has increased in recent years. Potential solutions include anti-bullying programs and education, increasing supervision, and clear policies against bullying. Parents and schools both have important roles to play in addressing the problem.
What administrators should_know_about_cyberspace_misconductJim Forde
This document discusses cyberbullying and online safety issues among youth. It notes that most youth are online and on social media. It defines cyberbullying behaviors and notes that over 50% of youth have experienced it. The impacts of cyberbullying include low self-esteem, fear of school, and in some cases suicide. The document discusses sexting among teens and the legal risks. It examines schools' ability to respond to online issues and the need to balance privacy and safety. Overall, the document advocates for education of both youth and parents on safe online practices and increasing parental supervision of technology use.
The document discusses cyber bullying, including definitions, types, prevalence, legal issues, and current anti-bullying programs and responses. It defines cyber bullying as being cruel to others using technology and provides examples of technologies used. It also discusses differences between traditional bullying and cyberbullying, categories of cyber bullies, and types of cyber bullying acts. Statistics on the prevalence of cyber bullying among middle school students are presented from various surveys. The document outlines some of the legal issues around cyber bullying and limitations of current anti-bullying programs. It proposes alternative program elements and responses including education and training resources.
The document provides information on cyber bullying, including definitions, types, prevalence, legal issues, and current programs and responses. It discusses how cyber bullying is different than traditional bullying. The document also outlines an assessment tree called the "PEAS program" which takes a multi-factorial, therapeutic approach to addressing cyber bullying incidents within a school. This includes psychological, educational, and social interventions for both victims and perpetrators.
Bullying and Violence Prevention PresentationSafeAndCaring
The document discusses bullying, violence, and strategies for prevention. It defines bullying as a relationship problem involving an imbalance of power, deliberate and repeated harmful actions. Violence is defined as the actual or threatened use of power to harm others physically, psychologically or socially. The document outlines types of bullying such as physical, verbal, relational and cyberbullying. It also discusses the consequences of bullying and provides a SMART approach for victims and bystanders to address bullying situations safely and effectively. Finally, it introduces the Safe and Caring Schools program which takes a comprehensive, whole-school approach to building respect, self-esteem and preventing bullying through curriculum, teaching, and community engagement.
This document summarizes a presentation on distinguishing between bullying, drama, aggression, and conflict among adolescents. It begins with definitions of these concepts, including relational aggression, mean vs fun teasing, and bullying. It discusses prevalence, gender differences, forms and content of bullying. Signs of being bullied and being a bully are provided. Causes and reasons students bully are explored. The document then defines drama and contrasts it with bullying. It acknowledges drama, aggression, bullying, and conflict exist within a complex social milieu among youth. A case study example is also presented.
A Slideshow Presentation on Bullying made for an assignment on AC-1201 UBD,
Ugh some of the font is messed up.
There were 9 slideshow altogether, but I decided to compile all of them in one.
The first slide was suppose to have hyperlinks to the rest of the slides.
This document discusses bullying and anti-bullying policies in schools. It defines bullying as aggressive behavior directed repeatedly at a victim who is outnumbered, younger, differently abled, less psychologically confident, or otherwise vulnerable. The document outlines Republic Act No. 10627, which requires schools to adopt anti-bullying policies. It describes different forms of bullying, preventive measures schools should take, procedures for handling bullying incidents, disciplinary actions, and reporting requirements for schools. The goal is to create a child-friendly education environment and prevent bullying in schools.
The document discusses cyber bullying, including definitions, types of cyber bullies and cyber bullying, prevalence statistics, legal issues, and current anti-bullying programs. It provides terminology, goals of workshops on the topic, differences between traditional bullying and cyber bullying, categories of cyber bullies and cyber bullying types, statistics on its prevalence from surveys of students, legal limitations of schools and criminal law, and concerns with traditional anti-bullying programs and responses as well as current program offerings.
This document summarizes a research study on bullying conducted with students at the University of Cebu Lapu-lapu and Mandaue. The study aims to understand the reasons for bullying, how it affects victims, and ways to reduce it. It provides background on bullying and reviews literature defining it as a barrier to student development. The methodology section describes the research design, environment, data collection plan, and references used. The study involved surveying 25 high school students to learn about their experiences with bullying and conclusions will be analyzed to further understand bullies and their victims.
This document discusses cyberbullying and the legal responsibilities of schools. It defines cyberbullying and provides statistics on its prevalence. It examines several court cases related to schools disciplining students for off-campus cyberbullying. The courts consider whether the speech caused substantial disruption at school or was reasonably foreseeable to reach the school. The document concludes that schools have a duty to protect students but are limited by students' right to free speech, so anti-bullying policies and educating students are important approaches.
Digital abuse is a form of verbal or emotional abuse that occurs through electronic means such as emails, texts, and social media. There are several types of digital abuse including textual harassment, sexting, digital stalking/spying, and cyber bullying. Research shows that almost a quarter of young people report excessive monitoring by partners through technology. Warning signs of digital abuse include controlling behavior, extreme jealousy, and isolation from friends and family. Educators have a responsibility to address this issue through policy, prevention education, and reporting abuse to administrators.
This document discusses the issue of bullying, providing definitions and statistics about its prevalence in Canada. It notes that bullying has increased significantly with the rise of technology and anonymity online. Bullying can have serious negative impacts on mental health, leading in some cases to suicide. The document then shares several real examples of Canadian adolescents who took their own lives due to severe and prolonged bullying. It analyzes the role of social media and technology in enabling new forms of cyberbullying. Overall, the document aims to raise awareness about the widespread and harmful effects of bullying, especially on youth.
Digital abuse involves using technology like texting and social media to bully, harass or intimidate someone. It is a form of emotional abuse and control. The document discusses different types of digital abuse like stalking, emotional abuse, and financial abuse perpetrated through technology. It provides advice on how to identify signs of digital abuse by looking for changes in victim behavior, and red flags in abuser behavior. The document recommends how to help victims by believing them, focusing on behaviors not people, and creating safety plans. It stresses the importance of having open conversations with teens about digital abuse while addressing their concerns about privacy and blame.
The impact of bullying in adolescents on schoolDenni Domingo
This document is a research paper on the impact of bullying in adolescents at school. It was submitted by 6 students to their professor and discusses several key points about bullying:
1. Bullying is a widespread problem that affects millions of students worldwide and can have both short-term and long-term negative consequences for both bullies and their victims.
2. There are different types of bullying, including physical, verbal, cyber, and emotional bullying. Bullies often target victims due to perceived differences in appearance, race, religion, nationality or other factors.
3. Bullying can seriously impact a person's mental health, self-esteem and academic performance. Both bullies and their victims are more likely to
The Effects Of Bullying On The Gay Persons Self Esteemcw2001
Bullying has long lasting negative effects on the self-esteem of gay individuals. Studies have shown that nearly half of gay people experienced bullying in school, resulting in poor academic performance, truancy, dropping out, and increased rates of suicide attempts. The effects of bullying can continue into adulthood with higher rates of substance abuse, psychological distress, and poor mental health outcomes in those who were bullied. Bullying in any form, whether physical, verbal, or relational, significantly damages the well-being and development of gay youth.
The presentation discussed cyberbullying's impact on students, compared US and Australian anti-cyberbullying programs, and examined approaches taken by two Queensland schools. It recommended being realistic about cyberbullying's prevalence, introducing a targeted anti-bullying program, involving students in defining acceptable behavior, and educating students and parents about technology use and cyberbullying.
Kylie Kenney was cyberbullied by her classmates from middle school through 10th grade. They created websites like "Kill Kylie Incorporated" that featured threatening and insulting comments about her. This caused Kylie serious stress and humiliation, forcing her to change schools twice and be homeschooled for a semester. Cyberbullying allows bullies to harass their victims anonymously any time of day or night, which traditional bullying does not. It can seriously impact children's mental health and has even been linked to suicide in some cases. Speakers at an event on cyberbullying advocated for increased education and awareness about the issue, as well as laws and school policies to properly address cyberbullying incidents.
This is the presentation that Jennifer Rhodes gave at Maitland Grossman High School's term 3 professional development day. She focused on presenting the research of bullying as a global issue. We focused on how this would look like in a school, in other words how schools can make a difference!
This presentation was prepared as part of a group consultation assignment in the psychiatric mental-health nurse practitioner program at University of Tennessee Health Sciences Center.
Here are a few thoughts on your questions:
- Spotting bullying can be challenging since it takes many forms. Paying close attention to how students interact, looking for patterns of exclusion, name-calling, threats or physical aggression can help identify problematic behaviors. Speaking to students individually and making sure they feel safe reporting any issues is also important.
- As awareness increases, many schools are strengthening their anti-bullying policies and providing more staff training on prevention and intervention. Clear definitions, transparent reporting systems, and meaningful consequences when policies are violated can make schools safer and hold bullies more accountable. Ongoing education of students and the community also supports creating a culture where bullying is unacceptable.
- Supporting the social and
The document discusses bullying laws and prevention strategies. It notes that while 49 states have laws against bullying, there is no federal law. Pennsylvania's bullying law covers cyberbullying and bullying off school grounds. Schools are required to address bullying in their conduct policies. Promising prevention strategies include getting the whole school community involved in promoting respect and empowering students to stand up for victims.
This document outlines a presentation on preventing school bullying through comprehensive programs. It describes the prevalence and negative impacts of bullying, including links to depression, suicide, and school shootings. Four main types of bullying are defined: physical, verbal, indirect, and cyber. A comprehensive prevention program should include assessing the school climate, establishing clear policies, staff training, increased supervision of hot spots, and classroom lessons on bullying. The goals are to change social norms, promote bystander intervention, and consistently enforce consequences for bullying behaviors.
What administrators should_know_about_cyberspace_misconductJim Forde
This document discusses cyberbullying and online safety issues among youth. It notes that most youth are online and on social media. It defines cyberbullying behaviors and notes that over 50% of youth have experienced it. The impacts of cyberbullying include low self-esteem, fear of school, and in some cases suicide. The document discusses sexting among teens and the legal risks. It examines schools' ability to respond to online issues and the need to balance privacy and safety. Overall, the document advocates for education of both youth and parents on safe online practices and increasing parental supervision of technology use.
The document discusses cyber bullying, including definitions, types, prevalence, legal issues, and current anti-bullying programs and responses. It defines cyber bullying as being cruel to others using technology and provides examples of technologies used. It also discusses differences between traditional bullying and cyberbullying, categories of cyber bullies, and types of cyber bullying acts. Statistics on the prevalence of cyber bullying among middle school students are presented from various surveys. The document outlines some of the legal issues around cyber bullying and limitations of current anti-bullying programs. It proposes alternative program elements and responses including education and training resources.
The document provides information on cyber bullying, including definitions, types, prevalence, legal issues, and current programs and responses. It discusses how cyber bullying is different than traditional bullying. The document also outlines an assessment tree called the "PEAS program" which takes a multi-factorial, therapeutic approach to addressing cyber bullying incidents within a school. This includes psychological, educational, and social interventions for both victims and perpetrators.
Bullying and Violence Prevention PresentationSafeAndCaring
The document discusses bullying, violence, and strategies for prevention. It defines bullying as a relationship problem involving an imbalance of power, deliberate and repeated harmful actions. Violence is defined as the actual or threatened use of power to harm others physically, psychologically or socially. The document outlines types of bullying such as physical, verbal, relational and cyberbullying. It also discusses the consequences of bullying and provides a SMART approach for victims and bystanders to address bullying situations safely and effectively. Finally, it introduces the Safe and Caring Schools program which takes a comprehensive, whole-school approach to building respect, self-esteem and preventing bullying through curriculum, teaching, and community engagement.
This document summarizes a presentation on distinguishing between bullying, drama, aggression, and conflict among adolescents. It begins with definitions of these concepts, including relational aggression, mean vs fun teasing, and bullying. It discusses prevalence, gender differences, forms and content of bullying. Signs of being bullied and being a bully are provided. Causes and reasons students bully are explored. The document then defines drama and contrasts it with bullying. It acknowledges drama, aggression, bullying, and conflict exist within a complex social milieu among youth. A case study example is also presented.
A Slideshow Presentation on Bullying made for an assignment on AC-1201 UBD,
Ugh some of the font is messed up.
There were 9 slideshow altogether, but I decided to compile all of them in one.
The first slide was suppose to have hyperlinks to the rest of the slides.
This document discusses bullying and anti-bullying policies in schools. It defines bullying as aggressive behavior directed repeatedly at a victim who is outnumbered, younger, differently abled, less psychologically confident, or otherwise vulnerable. The document outlines Republic Act No. 10627, which requires schools to adopt anti-bullying policies. It describes different forms of bullying, preventive measures schools should take, procedures for handling bullying incidents, disciplinary actions, and reporting requirements for schools. The goal is to create a child-friendly education environment and prevent bullying in schools.
The document discusses cyber bullying, including definitions, types of cyber bullies and cyber bullying, prevalence statistics, legal issues, and current anti-bullying programs. It provides terminology, goals of workshops on the topic, differences between traditional bullying and cyber bullying, categories of cyber bullies and cyber bullying types, statistics on its prevalence from surveys of students, legal limitations of schools and criminal law, and concerns with traditional anti-bullying programs and responses as well as current program offerings.
This document summarizes a research study on bullying conducted with students at the University of Cebu Lapu-lapu and Mandaue. The study aims to understand the reasons for bullying, how it affects victims, and ways to reduce it. It provides background on bullying and reviews literature defining it as a barrier to student development. The methodology section describes the research design, environment, data collection plan, and references used. The study involved surveying 25 high school students to learn about their experiences with bullying and conclusions will be analyzed to further understand bullies and their victims.
This document discusses cyberbullying and the legal responsibilities of schools. It defines cyberbullying and provides statistics on its prevalence. It examines several court cases related to schools disciplining students for off-campus cyberbullying. The courts consider whether the speech caused substantial disruption at school or was reasonably foreseeable to reach the school. The document concludes that schools have a duty to protect students but are limited by students' right to free speech, so anti-bullying policies and educating students are important approaches.
Digital abuse is a form of verbal or emotional abuse that occurs through electronic means such as emails, texts, and social media. There are several types of digital abuse including textual harassment, sexting, digital stalking/spying, and cyber bullying. Research shows that almost a quarter of young people report excessive monitoring by partners through technology. Warning signs of digital abuse include controlling behavior, extreme jealousy, and isolation from friends and family. Educators have a responsibility to address this issue through policy, prevention education, and reporting abuse to administrators.
This document discusses the issue of bullying, providing definitions and statistics about its prevalence in Canada. It notes that bullying has increased significantly with the rise of technology and anonymity online. Bullying can have serious negative impacts on mental health, leading in some cases to suicide. The document then shares several real examples of Canadian adolescents who took their own lives due to severe and prolonged bullying. It analyzes the role of social media and technology in enabling new forms of cyberbullying. Overall, the document aims to raise awareness about the widespread and harmful effects of bullying, especially on youth.
Digital abuse involves using technology like texting and social media to bully, harass or intimidate someone. It is a form of emotional abuse and control. The document discusses different types of digital abuse like stalking, emotional abuse, and financial abuse perpetrated through technology. It provides advice on how to identify signs of digital abuse by looking for changes in victim behavior, and red flags in abuser behavior. The document recommends how to help victims by believing them, focusing on behaviors not people, and creating safety plans. It stresses the importance of having open conversations with teens about digital abuse while addressing their concerns about privacy and blame.
The impact of bullying in adolescents on schoolDenni Domingo
This document is a research paper on the impact of bullying in adolescents at school. It was submitted by 6 students to their professor and discusses several key points about bullying:
1. Bullying is a widespread problem that affects millions of students worldwide and can have both short-term and long-term negative consequences for both bullies and their victims.
2. There are different types of bullying, including physical, verbal, cyber, and emotional bullying. Bullies often target victims due to perceived differences in appearance, race, religion, nationality or other factors.
3. Bullying can seriously impact a person's mental health, self-esteem and academic performance. Both bullies and their victims are more likely to
The Effects Of Bullying On The Gay Persons Self Esteemcw2001
Bullying has long lasting negative effects on the self-esteem of gay individuals. Studies have shown that nearly half of gay people experienced bullying in school, resulting in poor academic performance, truancy, dropping out, and increased rates of suicide attempts. The effects of bullying can continue into adulthood with higher rates of substance abuse, psychological distress, and poor mental health outcomes in those who were bullied. Bullying in any form, whether physical, verbal, or relational, significantly damages the well-being and development of gay youth.
The presentation discussed cyberbullying's impact on students, compared US and Australian anti-cyberbullying programs, and examined approaches taken by two Queensland schools. It recommended being realistic about cyberbullying's prevalence, introducing a targeted anti-bullying program, involving students in defining acceptable behavior, and educating students and parents about technology use and cyberbullying.
Kylie Kenney was cyberbullied by her classmates from middle school through 10th grade. They created websites like "Kill Kylie Incorporated" that featured threatening and insulting comments about her. This caused Kylie serious stress and humiliation, forcing her to change schools twice and be homeschooled for a semester. Cyberbullying allows bullies to harass their victims anonymously any time of day or night, which traditional bullying does not. It can seriously impact children's mental health and has even been linked to suicide in some cases. Speakers at an event on cyberbullying advocated for increased education and awareness about the issue, as well as laws and school policies to properly address cyberbullying incidents.
This is the presentation that Jennifer Rhodes gave at Maitland Grossman High School's term 3 professional development day. She focused on presenting the research of bullying as a global issue. We focused on how this would look like in a school, in other words how schools can make a difference!
This presentation was prepared as part of a group consultation assignment in the psychiatric mental-health nurse practitioner program at University of Tennessee Health Sciences Center.
Here are a few thoughts on your questions:
- Spotting bullying can be challenging since it takes many forms. Paying close attention to how students interact, looking for patterns of exclusion, name-calling, threats or physical aggression can help identify problematic behaviors. Speaking to students individually and making sure they feel safe reporting any issues is also important.
- As awareness increases, many schools are strengthening their anti-bullying policies and providing more staff training on prevention and intervention. Clear definitions, transparent reporting systems, and meaningful consequences when policies are violated can make schools safer and hold bullies more accountable. Ongoing education of students and the community also supports creating a culture where bullying is unacceptable.
- Supporting the social and
The document discusses bullying laws and prevention strategies. It notes that while 49 states have laws against bullying, there is no federal law. Pennsylvania's bullying law covers cyberbullying and bullying off school grounds. Schools are required to address bullying in their conduct policies. Promising prevention strategies include getting the whole school community involved in promoting respect and empowering students to stand up for victims.
This document outlines a presentation on preventing school bullying through comprehensive programs. It describes the prevalence and negative impacts of bullying, including links to depression, suicide, and school shootings. Four main types of bullying are defined: physical, verbal, indirect, and cyber. A comprehensive prevention program should include assessing the school climate, establishing clear policies, staff training, increased supervision of hot spots, and classroom lessons on bullying. The goals are to change social norms, promote bystander intervention, and consistently enforce consequences for bullying behaviors.
The document discusses three main issues related to student development:
1) Children's rights to protection, which includes rights to parents, identity, basic needs, education, and freedom from discrimination. Protection of these rights is important for healthy development.
2) Distance from home to school, which can negatively impact students' academic performance if too far, as they may arrive at school tired and lose motivation.
3) Indulging in illegal drug use, which presents challenges for school management by negatively impacting participation, discipline and performance through effects like truancy and poor academics. Schools must address this issue through strategies like counseling and teaching on dangers of drugs.
Harassment is a form of repeated aggression directed at another person. It can take several forms, including physical, verbal, relational, and cyber harassment. Physical harassment involves hurting someone physically, while verbal harassment uses threatening or insulting words. Relational harassment disrupts peer relationships through exclusion and rumors. Cyber harassment uses technology to bully others. Being harassed can negatively impact students' self-esteem, grades, and mental health. Common signs of harassment include a sudden dislike of school and depression. Courts have ruled schools responsible for addressing severe and pervasive harassment to protect students' access to education.
Harassment is a form of repeated aggression directed at another person. It can take several forms, including physical, verbal, relational, and cyber harassment. Physical harassment involves hurting someone physically, while verbal harassment uses threatening or insulting words. Relational harassment disrupts peer relationships through exclusion and rumors. Cyber harassment uses technology to bully others. Being harassed can negatively impact students' self-esteem, grades, and mental health. Common signs of harassment include a sudden dislike of school and depression. Courts have ruled schools responsible for addressing severe and pervasive harassment to protect students' access to education.
Harassment is a form of repeated aggression directed at another person. It can take several forms, including physical, verbal, relational, and cyber harassment. Physical harassment involves hurting someone physically, while verbal harassment uses threatening or insulting words. Relational harassment disrupts peer relationships through social exclusion or rumors. Cyber harassment uses technology to bully others. Being harassed can negatively impact students' self-esteem, grades, and mental health. Common signs of harassment include a sudden dislike of school and depression. Schools should implement anti-harassment programs and interventions for both bullies and victims to address this serious issue.
- Bullying occurs in all schools and negatively impacts students' learning and ability to feel safe. It is important for teachers, administrators, parents and students to pay attention to bullying, get involved to address it, and never ignore it.
- Bullying includes unwanted behaviors like teasing, threats, violence and exclusion that are intended to harm or distress other students. It can occur in person or online. Bullying often involves an imbalance of power between the students.
- To prevent bullying, schools should create a safe learning environment, clear rules against bullying, train bystanders to support students being bullied, and intervene immediately when bullying occurs. Adults must take reports of bullying seriously and address both the bullies and targets
Student harassment bullying - Lecture Notes William Allan Kritsonis, PhDWilliam Kritsonis
This document discusses student harassment in schools. It defines harassment as repeated aggression directed at another person. The main forms of harassment are physical, verbal, relational, and cyber harassment. Physical harassment involves hurting students through actions like hitting or kicking. Verbal harassment uses insults and name-calling to hurt others. Relational harassment isolates students through gossip and rumors. Cyber harassment uses technology to bully others. Harassment can have negative effects on students' self-esteem, grades, and mental health. The document also reviews court cases related to school districts' responsibilities to address harassment.
Student harassment bullying - William Allan Kritsonis, PhDWilliam Kritsonis
This document discusses student harassment in schools. It defines harassment as repeated aggression directed at another person. The main forms of harassment are physical, verbal, relational, and cyber harassment. Physical harassment involves hurting students through actions like hitting or kicking. Verbal harassment uses insults and name-calling to hurt others. Relational harassment isolates students through gossip and rumors. Cyber harassment uses technology to bully others. Harassment can have negative effects on students' self-esteem, grades, and mental health. The document also reviews court cases related to harassment and strategies for addressing the problem in schools.
This document summarizes current laws related to bullying and cyberbullying, and approaches to addressing these issues. It discusses:
1) Most states have laws against bullying, some specific to cyberbullying, while federal laws prohibit discrimination. However, schools' responsibility for off-campus cyberbullying is unclear.
2) A comprehensive approach is needed, involving students, parents, schools, and communities, using a Coordinated School Health model to implement prevention strategies consistently.
3) Prevention and education must target both children and adults to effectively address cyberbullying issues challenging communities.
This document discusses bullying in the digital age and related issues. It covers:
1) The impact of bullying on individuals, families, and schools, including mental health issues and increased tensions.
2) The rise of cyberbullying among youth and its negative health impacts.
3) Issues around youth sexuality, technology, and the law, including sexting and its legal risks. The document aims to raise awareness and identify prevention strategies.
The document discusses bullying and cyberbullying among youth. It covers the impact of bullying on individuals, families, schools and communities. Key points include increased mental health issues for victims, family tensions, pressure on schools to address incidents, and rising cyberbullying rates due to more time online and anonymity. The second half examines youth sexuality issues like sexting and legal ages of consent.
Contents lists available at ScienceDirectChildren and YoutAlleneMcclendon878
Contents lists available at ScienceDirect
Children and Youth Services Review
journal homepage: www.elsevier.com/locate/childyouth
Service needs of children exposed to domestic violence: Qualitative findings
from a statewide survey of domestic violence agencies☆
Kristen A. Berg1, Anna E. Bender, Kylie E. Evans, Megan R. Holmes⁎, Alexis P. Davis2,
Alyssa L. Scaggs, Jennifer A. King
Center on Trauma and Adversity at the Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, United States
A R T I C L E I N F O
Keywords:
Intimate partner violence
Child maltreatment
Family violence
Intervention
Trauma-informed care
A B S T R A C T
Objective: Each year, more than 6% of all U.S. children are exposed to domestic violence and require inter-
vention services from agencies that serve affected families. Previous research has examined detrimental biop-
sychosocial consequences of domestic violence exposure during childhood and the importance of effective
prevention and intervention services for this population. However, less research has explored diverse inter-
vention professionals’ own perspectives on the needs of the domestic violence-exposed children they serve.
Method: This study employed an inductive approach to thematic analysis to investigate intervention profes-
sionals’ reflections and advice regarding the service, policy, and research needs as well as overall strategies to
better protect children exposed to domestic violence.
Results: Respondents articulated four primary themes of (a) building general education and awareness of the
effects of domestic violence exposure on children; (b) the need for trauma-informed care; (c) the salience of
cultural humility in serving affected families; and (d) essential collaboration across service domains.
Respondents discussed these themes in the context of four key systems of care: the clinical or therapy, family,
school, and judicial systems.
Conclusions: Future research should integrate the voices of affected children and families as well as examine
models for effectively implementing these recommendations into practice settings.
1. Introduction
More than a quarter of children are projected to witness domestic
violence (also known as intimate partner violence) in the United States
by the time they reach age 18, with an estimated 6.4% of all children
exposed each year (Finkelhor, Turner, Ormrod, Hamby, & Kracke,
2009). Domestic violence exposure induces substantial economic
burden nationwide, incurring over $55 billion in aggregate lifetime
costs, including increased healthcare spending, increased crime, and
reduced labor market productivity (Holmes, Richter, Votruba, Berg, &
Bender, 2018). Children who have been exposed to domestic violence
are at higher risk for a range of behavioral and mental health problems
compared with non-exposed children (e.g., Fong, Hawes, & Allen, 2019;
Kitzmann, Gaylord, Holt, & Kenny, 2003; Vu, Jouriles, McDonald, &
Rosenfi ...
Dr. William Allan Kritsonis, Public School Law, School Law, School Legal Issues, Educational Laws & Policies
Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 18 doctoral dissertations. He lives in Houston, Texas
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
This document discusses student-on-student sexual harassment. It defines the two types of sexual harassment according to the Department of Education - quid pro quo harassment and hostile environment harassment. It examines what constitutes a hostile environment and lists circumstances to consider. Common reasons students give for sexual harassment are also presented. The document discusses landmark court cases around Title IX and student liability. Statistics on sexual harassment among students are provided.
Anne Gregory, Ph.D. - “Engaging Students in Problem-Solving: A Civil Rights R...youth_nex
Anne Gregory, Ph.D. (Rutgers University)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 5 - RESTORING JUSTICE IN OUR SCHOOLS: POSITIVE YOUTH DEVELOPMENT APPROACHES TO THE DISCIPLINE GAP
Youth of color are disproportionately suspended from school, causing youth to miss critical time of instruction, evoke feelings of hopelessness, and contributing to the “school to prison pipeline.” This panel considered what research and practice tell us about dismantling the pipeline and promoting positive developmental outcomes for youth of color with a focus on youth-centered principles of restorative justice.
Students Against Violence and what causes bullying.docxwrite5
Bullying is a widespread problem that can have serious negative consequences. It is often caused by social factors like an imbalance of power between the bully and victim. Common types of bullying include physical, verbal, and cyber bullying. Effective anti-bullying programs involve creating a supportive environment at home and school, establishing clear rules against bullying, and consistently enforcing negative consequences for bullies. While bullying can never be fully eliminated, well-designed prevention programs have been shown to significantly reduce incidents of bullying.
1) Sexual harassment of students by teachers is prevalent, with 38% of sexually harassed students reporting the abuse was by a teacher. Sexual harassment includes quid pro quo harassment and creating a hostile environment.
2) Title IX and court cases like Franklin v. Gwinnett County have established protections and allowed monetary damages for students sexually harassed by teachers.
3) Prominent cases like Mary Kay Latourneau and Debra Lafave received media attention and resulted in criminal charges for teachers who had sexual relationships with students. Clear policies and teacher training are needed to prevent further abuse.
Similar to Pre-Conference: Relevant Ethics and Court Cases (20)
This document provides an overview of Section 504 including its history, purpose, eligibility criteria, and implementation in Jefferson County Schools. Section 504 originated from the Rehabilitation Act of 1973 and prohibits discrimination against individuals with disabilities. It requires schools to provide appropriate accommodations and services to eligible students so they have equal access to the school's programs and activities. The document reviews key aspects of Section 504 such as comparisons to IDEA, eligibility determination, appropriate services and placements, and the roles and responsibilities of teachers.
Summer 2012 presentation team evaluationtcaconference
The document provides details about a presentation on using livebinders and the TN Model for School Counseling Framework. It discusses how Jefferson County School counselors are applying the ASCA model and TN counseling framework as evidence for comprehensive counseling services during evaluations. Tips are provided for evaluators on the SSP TEAM rubric, including documenting student progress and using personal relationships as positive evidence. The livebinder site containing resources is also shared.
Program ID #46: Ideas for Middle Schooltcaconference
This document provides ideas and materials for counseling programs aimed at middle/high school girls. It addresses issues like bullying, low self-esteem, and negative friend groups. The program involves 10 sessions teaching skills like leadership, communication, anger management, and conflict resolution. Session activities include icebreakers where girls share personal traits and work together to untangle "human knots." The goal is for girls to understand themselves, express emotions positively, and build healthy relationships.
Kuder provides career planning and education solutions to help students and adults navigate their journeys. Their solutions are based on the pioneering work of Dr. Frederic Kuder and have helped millions worldwide. Kuder's mission is to raise student aspirations and provide career options through self-assessment and education. They offer reliable career exploration and planning tools to guide students through education and career transitions.
This document discusses how school counselors can use data to demonstrate the impact and effectiveness of comprehensive school counseling programs. It presents a four-step process for making data work: design, ask, track, and announce. In the design step, counselors determine what question they want to answer to evaluate their program. In the ask step, they identify what data is needed to answer the question. In the track step, they organize and present the data in charts or graphs. In the announce step, they analyze the results, draw conclusions, and make recommendations for how to improve or modify counseling services based on the findings. The document provides examples for each step and emphasizes that data should be used to show how counseling programs increase student achievement and
This document discusses a hybrid approach using team-based learning and traditional learning to address mental illnesses at a historically black college or university (HBCU). It begins with an introduction and definitions of mental illness. It then discusses earlier beliefs about mental illness and provides current mental health statistics. The remainder of the document discusses various mental illnesses through case vignettes and describes common approaches and pitfalls when dealing with students experiencing mental health issues. It concludes with references.
Program ID #28: Assessing Counseling Programstcaconference
This study developed and validated the School Counselor National Model Activity Scale (SCNMAS) to assess implementation of the American School Counselor Association (ASCA) National Model. Data was collected through an online survey of over 1,000 school counselors. Psychometric analysis found the SCNMAS to be reliable and valid. It differentiated levels of implementation based on counselors' experience. The SCNMAS measures three factors: management, delivery, and themes. Researchers conclude it can help evaluate and improve comprehensive developmental school counseling programs.
5. What would you do..
If your client/student told you he had been
threatened and harassed on several occasions
while in school, on the school bus, at sports events,
& at a school dance, & that he had been bumped,
tripped, called names, threatened with beatings and
was threatened to have others beat him up.
He & his parents had already told the director of
schools, the principal, the asst. principal, & several
of his teachers; bully was warned to stop and some
effort made to separate them, but the bullying just
continued.
6. These were the actual
facts in a 2011
Tennessee Court Case re:
Bullying
Moore v. Houston County Board of
Moore v. Houston County Board of
Education, 358 S.W.3d 612 (Tenn. Ct.
App., M.S., Dinkins, 2011)
7. Trevor bullied by Tyler
Threatened and harassed on several
occasions 2006-7 in school, on bus, at
sports events, & at a school dance.
Bumped, tripped, called names,
threatened to beat him up and to have
others beat him up. He & his parents
told the director of schools, principal,
asst. principal, & teachers; bully was
warned to stop and some effort made to
separate them.
8. Tyler paid Bradley to
beat up Trevor
Jan. 2007: Bradley severely
beat Trevor for $5 that Tyler
paid him, resulting in a broken
nose and jaw, surgery, mouth
wired shut, and sustained
trouble breathing and severe
headaches.
9. Student assaulted at
Houston County Middle
School while school
was in session
5 defendants named:
Houston County Board of Education
Bradley who committed the assault;
Tyler who paid for the assault (therefore his agent)
Mothers of the two students (vicarious liability)
10. Bench trial found:
$ 50,578.97 in damages;
The boys & their mothers 75% at fault; and
The school board 25% at fault but
immune under the discretionary function
exception of the Tennessee
Governmental Tort Liability Act
11. On appeal, the school
lost defenses of
Non-responsibility for the non-
governmental, intentional tortfeasors’
financial obligations because there were
more non-governmental, intentional
tortfeasors than there were
governmental, negligent tortfeasors
and
Governmental Immunity
12. Can the school as
merely a NEGLIGENT
tortfeasor be held
responsible for an
INTENTIONAL
tortfeasor? harm arising from the
Yes, because the
attack against Trevor was a foreseeable
risk created by the negligence of the
Board, so the school is jointly and
severally liable, & the school may be
called upon to pay 100% of the
13. Court relied on:
Limbaugh v. Coffee
Medical Center, 59
S.W.3d 73, 85 (Tenn.
2001)
Rule of Law: Where the intentional actor
and the negligent actor are both named
defendants and each is found to be
responsible for the plaintiff’s injuries,
each defendant will be jointly and
severally responsible for the plaintiff’s
total damages.
14. When are schools
denied governmental
immunity?
Negligent hiring
Negligent supervision
Negligent Breach of Duty to Protect when
at school and on notice of foreseeable
harm (applied to PSC in Gammon)
15. 2012 Change in the
law to expand
immunity (=statutory immunity)
Chapter 687, Public Act 2012, amending TCA
49-6-4016 eff. July 1, 2012:
“It is a defense against a civil action for
damages [for assault] under this section that a
teacher, principal, school employee or school
bus driver in the exercise of the person’s lawful
authority used reasonable force under TCA 49-
6-4107 that was necessary to restrain the
student or to prevent bodily harm or death to
another person.”
16. What is cyberbullying?
utilizing any type of electronic device such as
computers and cellular phones to harass
another person, including sending text
messages, utilizing the various social media
web cites, and using video to humiliate other
people (Cyberbullying, 2012).
17. Amanda Todd, the lonely B.C. 12 year old
whose Oct. 10th suicide after “privately”
flashing her breasts at the urging of a stranger
online resulting in the YouTube presentation of
her (with 11 million viewings)
Alexis Pilkington, Long Island, N.Y.
Seth Walsh, California
Phoebe Prince, Massachusetts
Megan Meier, Missouri
Jamey Rodemeyer, Buffalo
Asher Brown, San Antonio, Tex.
James Hubley, Ottawa
18. Precise statistics are
hard to come by
with the number of teens reporting they
were cyberbullied varying wildly from
20 per cent to 75 per cent
in various U.S. and British studies
The Gazette Montreal, October 27, 2012
19. What would you do…
if your middle school principal called you in to
ask what to do regarding a suspension
decision:
Student had created, on a weekend and on her home computer, a
MySpace "profile" making fun of him, with adult language and sexually
explicit content, such as, “HELLO CHILDREN: yes, it’s your oh so
wonderful, hairy, expressionless, sex addict […] PRINCIPAL. I have come to
myspace so I can pervert the minds of other principals to be just like me.”
The site was not viewable at school and had as of yet caused no disruption
in school because the student had limited access to her 22 close friends.
She used the principal's picture from a website, not his name, school, or
location.
20. Ask:
Is it a violation of:
School policy?
State penal code?
State civil code?
(Why not a civil rights issue?)
21. "on-campus" vs.
"off-campus" speech
Today, students commonly carry cell phones with
internet capabilities onto school grounds;
66 % of students receive a cell phone before the
age of 14;
75 % of high school students have cell phones;
23 % of teenagers between the ages of 12 and 17
who own cell phones use them to access social
networking sites like MySpace and Facebook; and
Most students believe their hostile and offensive
online speech directed at school officials will not
reach the school.
Lenhart, et al., (2010).
22. Lenhart, et al, 2011
found:
95% of 12-17 year olds are online;
80% of these use social media;
88% of teens using social media have
witnessed someone being mean or cruel to
someone else;
41% experienced at least one negative
outcome on a social network site; and
15% report being the target of harassment.
23. When offensive and malicious
speech is directed at school
officials and disseminated
online to the student body,
it is reasonable to anticipate
an impact on the classroom
environment.
24. Student’s First
Amendment rights vs.
jeopardizing schools'
ability to maintain an
orderly learning
environment while
protecting teachers and
school officials against
harmful attacks:
.
25. J.S. v. Blue Mountain School Distr.
(2011).
(US Ct of Appeals 3 rd Circuit, USSCt
denied certiorari)
J.S was suspended for creating, on a weekend and on her home
computer, a MySpace "profile" making fun of her middle school principal,
with adult language and sexually explicit content.
But, it indisputably caused no substantial disruption in school and could not
reasonably have led school officials to forecast substantial disruption. The
student limited access to her and her friends. She used the principal's
picture, not his name, school, or location. It was never taken seriously and
was not viewable at school.
J.S. made the profile "private" & limited access to 22 friends from school.
The School District's computers block access to MySpace, so no Blue
Mountain student was ever able to view the profile from school.
The principal learned of it through a student and he included the 2
school counselors in on determining how to handle the situation.
26. Appellate Court
Finding
J.S’s suspension was not upheld because the
school’s undifferentiated fear of disturbance was
insufficient to overcome the student's
First Amendment free speech rights.
The school policy was upheld because her
Fourteenth Amendment claim failed. The student
handbook was explicitly limited to in-school speech,
thus, the policies were not unconstitutionally
overbroad or vague. The policies clearly defined
when and where they applied, with specific
examples, and articulated a comprehensible
normative standard.
27. J.S. used Tinker
Standard for allowing 1 st
amendment deprivation
for a substantial
disruption in school
Standard: Conduct closely akin to pure speech
is entitled to comprehensive protection under
the First Amendment, absent facts that might
reasonably have led school officials to forecast
substantial disruption of or material interference
with school activities.
28. What would you do…
if a student asked for your
assistance when repeatedly
bullied by 8 students and also
denied migraine headache
medicine by teachers and
school nurse?
30. Reyna v. Putman City Schools, 2012.
A victim of bullying at Middle School sued the school superintendent, an assistant
superintendent, the principal, an assistant principal, a school counselor, a nurse, and four
teachers.
8 students bullied K.M.R. at school and at non-school events by subjecting her to taunting,
threats, battery, vandalism, forming a hate club, and other acts of bullying, which caused K.M.R.
to suffer depression and severe migraine headaches. School employees, including the school
counselor, failed in various ways to assist K.M.R. and her mother in efforts to stop the bullying.
Also, three teachers and the nurse allegedly denied K.M.R. timely access to medication for
migraine headaches, a condition to which she was susceptible due to a prior illness, despite two
letters from treating physicians.
Ms. Reyna alleges she was forced to quit a job to care for K.M.R., and abandon her home and
move to a rental house in another school district so that K.M.R. could attend a different school
because a psychotherapist diagnosed K.M.R. with severe depression and recommended that
she be removed from school. Ms. Reyna obtained homebound status for K.M.R. until enrolling
her in a private school for the remainder of the school year.
Plaintiff argued DeShaney v. Winnebago County Dep't of Social Services, (1989), arising under
the Due Process Clause. Specifically, an individual's right to substantive due process may
entitle the individual to governmental protection from third parties or to governmental aid in
limited circumstances.
31. Special Relationship
Plaintiffs claimed K.M.R. was entitled to
assistance with accessing her medications
under the "special relationship" doctrine, so
when prevented from accessing the
medications by school policies that prohibited
self-administration by K.M.R. and required her
to obtain them from the school nurse, they
blocked her access to the medications & limited
K.M.R.'s ability to care for herself.
32. No “special relationship” in
schools
The Court was not persuaded by this argument because
although the special relationship doctrine is not limited to
custodial prisoners and mental patients, "[t]his doctrine applies
'when the state assumes control over an individual sufficient to
trigger an affirmative duty to provide protection to that
individual. There is no legal authority, however, for the
proposition that middle school children attending public school
enjoy a special relationship with their teachers or other school
employees. Instead, federal appellate courts addressing the
issue have found no special relationship between school
officials and students, even elementary school children,
entrusted to their care. (
Maldonado v. Josey, 975 F.2d 727, 733 (10th Cir. 1992) ("the
state does not confine school children in the same way that it
confines prisoners, the institutionalized, or children in foster
homes").
33. § 1983 State Created
Danger
To state a prima facie case, under Civil Action for
Deprivation of Rights (§ 1983), show:
(1) state actors created the danger or increased the
plaintiff's vulnerability to the danger
(2) plaintiff was a member of a limited and specifically
definable group,
(3) defendants' conduct put the plaintiff at substantial risk
of serious, immediate, & proximate harm,
(4) the risk was obvious or known,
(5) the defendants acted recklessly in conscious
disregard of that risk, and
(6) the conduct, when viewed in total, shocks the
conscience.
34. No state created danger in this
case
Plaintiff asserted she was entitled to protection from bullies
under the “danger creation” exception:
State actors (schools) may only be held liable under § 1983
for their own acts, not the acts of third parties (bullies). The
"danger creation" exception to this rule applies only when a
state actor affirmatively acts to create, or increases a
plaintiff's vulnerability to, or danger from private violence.
“The facts don’t support that employee consciously disregarded
a substantial risk of serious harm to K.M.R. Further, Plaintiffs
have failed to present properly-supported facts to establish
conduct by school employees that would satisfy the
conscience-shocking standard established
by existing case law.”
35. No Deliberate
Indifference to Known
Threat
Based on
Sutton v. Utah State School for the Deaf and Blind, 173 F.3d 122
, the court of appeals held that the plaintiff in that case, the
mother of a severely disabled child who was sexually abused
by another student, stated a § 1983 claim against a school
principal under a "danger creation" theory, based on the
principal's failure to adopt a protective policy and his
inadequate training of school employees "so as to enhance the
danger of sexual assault to [the victim]."
The court found that, “Clearly, school officials who were aware
of some incidents described by K.M.R., or who were
subsequently informed by her mother, might have done more
to assist her.” However there are insufficient facts from which
36. What would you do if…
A student/client told you
a nude picture of her
was being circulated at
school resulting in
bullying?
37. Logan v. Sycamore, 2012
May 5th: Jessica Logan & a friend told her PSC Intern that her
nude picture was being circulated at school; PSC intern
referred her to PSC Fisher who referred her to the Resource
Officer Payne. (Fisher did not recall the meeting, but it was
notated on her calendar.); they claim they told RO the names
of the harassing students & he said he’d make them erase
the pictures off their phones. He filed an incident report.
May 6: They approached PSC Canter who was unavailable so
referred them to RO Payne who investigated the bullies
(although he later denied that the bullies had been identified)
and reported the incidents to the principals.
May 7th: They approached PSC Warm who was unavailable that
day.
Later Jessica was interviewed on tv as a victim of sexting turned
into harassment; bullying increased & students even threw
things at her during her graduation. She then committed
suicide.
38. From Sexting to
Harassment to Suicide to
Lawsuit, 2012
Students settled; Resource Officer was granted
Qualified Immunity
No report after trial scheduled for Aug., 2012 re: Title
IX & Section 1983 claim to determine if:
School officials knew that a naked photograph of
plaintiff’s daughter was circulated at the high school;
Whether appropriate persons had actual notice of
the harassment; and
Whether the school board was deliberately
indifferent to the harassment.
39. Court denied Negligent
Infliction of Emotional
Distress claim
Due to school’s immunity as a political
subdivision, and the 5 exceptions do not apply:
negligent operation of a motor vehicle;
negligent performance of a proprietary function;
negligent failure to keep public roads open & in repair;
negligence of employees due to physical defects in
grounds or buildings; and
express imposition of liability by statute.
40. In 2012, Tennessee expanded
Criminal Harassment Law to cover
images
Chapter 992, Public Acts 2012, amending TCA 39-
17-308 eff. July 1, 2012:
“[A person commits an offense who intentionally]
[c]ommunicates with another person or transmits or
displays an image without legitimate purpose with the
intent that the image is viewed by the victim by any
method described in subdivision (a)(1) and the
person:
(A) Maliciously intends the communication to be a threat of
harm to the victim; and
(B) A reasonable person would perceive the
communication to be a threat of harm.”
41. § 39-17-308.
Harassment
(a) A person commits an offense who intentionally:
(1) Threatens, by telephone, in writing or by electronic communication,
including, but not limited to, text messaging, facsimile transmissions,
electronic mail or Internet services, to take action known to be unlawful
against any person and by this action knowingly annoys or alarms the
recipient;
(2) Places one (1) or more telephone calls anonymously, or at an hour or
hours known to be inconvenient to the victim, or in an offensively repetitious
manner, or without a legitimate purpose of communication, and by this
action knowingly annoys or alarms the recipient;
(3) Communicates by telephone to another that a relative or other person
has been injured, killed or is ill when the communication is known to be
false; or
(4) Communicates with another person or transmits or displays an image
without legitimate purpose with the intent that that the image is viewed by
the victim by any method described in subdivision (a)(1) and the person:
(A) Maliciously intends the communication to be a threat of harm to the
victim; and
(B) A reasonable person would perceive the communication to be a threat of
harm.
42. What would you do
differently if…
A child with a
disability reported
being bullied?
43. T.K. & S.K. v. New York City Dept. of Ed.
2011
This case:
Contains a good description of bullying, even cyber
bullying and bullying of students with disabilities;
Presents the largely unresolved issue of the extent to
which bullying by other students inhibits a disabled
child from being educated appropriately, and what her
school must do about it.
Child was diagnosed as autistic, then learning
disabled and was bullied, which her parents claim
made her emotionally unable to learn.
44. Plaintiff’s two
arguments
First, that bullying made L.K.'s educational
environment hostile — a factor not properly
taken into account during the administrative
process.
Second, that the school improperly
predetermined her Individualized Education
Plan ("IEP“)
45. The test for determining if a
school district is liable for
sexual harassment of a
student
Davis v. Monroe County Bd. of Educ., (1999):
Title IX Private damages against a school board for student-
on-student violence only when:;
1) school board acted with deliberate indifference to known acts of
harassment
2) harassment was so severe, pervasive, and objectively offensive
that it effectively barred the victim’s access to an educational
opportunity or benefit
46. In this case, the court found
that
The Plaintiff was subjected to repeated bullying at school as
a result of her disability;
The school was aware of this conduct; and
the school stonewalled her parents' attempts to
address the issue, establishing its deliberate
indifference.
The court found that where bullying reaches a level where a
student is substantially restricted in learning opportunities she
has been deprived a FAPE. Whether bullying rose to this
level is a question for the fact finder (and in this case not
appropriate for a summary judgment.)
48. Second, that the school improperly
predetermined her Individualized
Education Plan ("IEP")
and did not provide a meaningful
opportunity for her parents to participate
by withholding and failing to discuss
bullying as it related to her IEP.
The court found that there was a
meaningful discussion about what was
the best plan for L.K.
49. What actions, if any, is
a school required to
take to stop bullying of
students with
disabilities?
The Due Process Clause forbids the state from itself
depriving citizens of life, liberty, and property rights.
BUT generally, the
Due Process Clause of the Constitution does not
require that the state "protect the life, liberty, and
property of its citizens against invasion by private
actors." Deshaney v. Winnebago County (1989), because its purpose
51. Non-dischargeable
duties
Due to its imminent nature, the Duty to Warn
of the danger your client presents to self or to
others is non-dischargeable, and must result in
the safety of a potentially self-harming client
OR the actual notification to the identifiable
victim (or if a minor, to their responsible
guardian). You may not leave the office until
this is accomplished.
53. WHY DO WE NEED TO
BE AWARE OF THE
RISKS OF SEXUALLY
ACTIVE STUDENTS?
Because of its medical & psychological
implications
Because of its litigious nature
54. What to KNOW before
working with sexually
active values & limitations;
Your own
students…
Litigious nature of sex/reproductive counseling;
Your population’s sexual behavior trends;
Your school’s position on intervention &
parental notification;
Prevailing community standard regarding
sexually active students;
Consultation sources for you;
Referral sources for students;
Your school board policies; and
Tennessee law
55. U.S. has highest rate
of teen pregnancy,
.
birth & abortion
(UNICEF, 2001)
56. Princeton Survey
http://msnbcmedia.msn.com/i/msnbc/Sections/TVNews/Dateline
%20NBC/NBCTeenTopline.pdf
3 in 10 13-16 year olds are sexually active.
68% report being in love before having sex is
very important.
54% believe you can be a virgin if only having
oral sex, but only 30% use protection.
75% of students participate in oral sex because
“the other person wanted to”
57. Relevant ASCA Ethical
Standards
Disclose limits of confidentiality up front
(A.2.a)
Consult before breaching confidentiality
(A.2.b)
Inform parents/authorities when student’s
sexual behavior is danger to self/others
(A.7.a)
58. Sexual activity must
be reported to parents
if
A health risk is present.
Find out if:
Pregnant (always a health risk to minors)
Protection used (if not, std health risk)
Consensual (if not, criminal act)
Age of partner (could indicate a criminal act)
59. What would you do…
Your vice principal asks you for a list of all students in the
school that you know are pregnant. He says he wants to
notify these students about an alternative school for pregnant
and parenting teens and encourage them to go there. The
vice principal tells you the school board doesn’t want
pregnant girls on the school campus, and board members
have adopted a policy of transferring pregnant students out of
the regular school program.
60. These were the facts
in: Holt vs. Bellflower
Unified School
District., CA, 2002
Mary Beth Holt, a school counselor, filed suit
against the Bellflower Unified School District for
wrongful termination after she refused to
disclose the names of pregnant students at her
high school. Holt wasn’t re-hired, and the
district did not make a case for not rehiring her.
61. In appeals court,
Holt’s complaint was remanded back to
the lower court to be heard again. The
results of the lower court’s decision are
not published and the case may have
been settled.
62. How can PSCs avoid such emotional
and monetary cost & still maintain
credibility & ethical obligations to
students?
First, give your opinion & assist in writing the
school policy on referrals to the academic
program provided by the alternative school,
hopefully BEFORE a conflict arises.
Then, tell administrators you will consult with
the students and seek the students’
permission to be included on a list to the
administration & that you will make certain
these students know transferring is not
mandatory but optional and, depending on
the context of the situation.
63. Pregnant teen
counseling must
balance:
A pregnant girl’s reproductive rights
(Supreme Court’s No Undue Burden
Standard)
Parents’ right to control their children’s
upbringing and to have a voice in the
abortion decision
64. Consent for Abortion by
Minors Act
(TCA 37-10-301– 37-10-
307)
Parental consultation is usually desirable and in
the best interests of the minor.
Based on:
(1) Protecting minors against their own immaturity;
(2) Fostering the family structure and preserving it as
a viable social unit; and
(3) Protecting the rights of parents to rear children who
are members of their household.
65. Rationale
(1) Immature minors often lack the ability to make fully
informed choices & grasp short & long-range
consequences;
(2) The medical, emotional & psychological
consequences of abortion are serious and can be
lasting;
(3) The capacity to become pregnant and the capacity
for mature judgment concerning abortion are not
necessarily related;
(4) Parents ordinarily possess information essential to a
physician; and
(5) Parents who are aware that their minor daughter
has had an abortion may better ensure medical
attention after the abortion.
66. Consent of parents or
legal guardian; waiver
37-10-303 (a)(1) (2)
No person shall perform an abortion (Note: includes U-486) on an un-
emancipated minor unless such person or such person's agent first obtains
the written consent of parent or the legal guardian of the minor.
Failure of the person performing the abortion to obtain or retain the
documentation and consent is a Class B misdemeanor, punishable only by a
fine, unless the failure of the person performing the abortion to retain the
required documentation was due to a bona fide, imminent medical
emergency to the minor, in which case there is no violation.
A person commits a Class A misdemeanor who impersonates the parent or
legal guardian of an un-emancipated minor for the purpose of circumventing
the requirements.
67. Bypasses
If neither a parent nor a legal guardian is available to the
person performing the abortion or such person's agent, or the
party from whom consent must be obtained pursuant to this
section refuses to consent to the performance of an abortion, or
the minor elects not to seek consent of the parent or legal
guardian whose consent is required, then the minor may
petition, on the minor's own behalf, or by next friend, the
juvenile court of any county of this state for a waiver of the
consent requirement.
(c) If a criminal charge of incest is pending against a parent, the
written consent of such parent is not required.
68. Ayotte v. Planned Parent
.
U.S. Supreme Court found a law requiring
parent notification for minors seeking an
abortion, that offered judicial bypass and a
narrow life of the mother exception (but no
health exception) unconstitutional
because due process requires…
69. finding a law unconstitutional
when
parental notification is required
without exception for medical
emergencies, remedies,
permanent injunction against
enforcement or injunction
prohibiting unconstitutional
applications.
70. Ohio v. Akron Center for
4 criteria for Parental Consent laws:
Minor’s opportunity to show maturity to
make own decision;
Abortion is in her best interests;
Anonymity is guaranteed; and
Bypass procedure is expeditious.
71. Tennessee & Judicial
Bypass
Judicial bypass of parental consent
requirement to petition juvenile court in
minor's county of residence or in county
in which abortion was sought did not
impose undue burden on minor seeking
judicial bypass in violation of due
process.
Memphis Planned Parenthood, Inc. v. Sundq
72. May school counselors
be held liable for
abortion advice?
Arnold v. Board of Education of Escambia County, 1989
Kay Rose, the PSC Counselor & the
Asst. Principal of the school were
accused of depriving free will, coercing to
get abortion and not tell parents, slavery
(students worked at school to earn
money to pay for abortion) under Section
1983 which creates a private right of
action when: 1) defendant’s conduct
causes a constitutional violation; 2) under
the color of state law.
73. The Court found the
school responsible for:
invasion of familial privacy rights;
violation of female’s privacy
rights; and
violation of both minors’ equal
protection and free exercise
rights.
74. May PSCs (& LPCs) be
held liable for
abstinence only
guidance?
ACLU Foundation of Northern California
filed a lawsuit earlier this year on behalf
of two parents, the American Academy of
Pediatrics California District IX and the
Gay-Straight Alliance Network because
the textbook LIFETIME HEALTH did not
meet the legal requirements of a 2003
law requiring public schools provide
medically accurate AIDS prevention.
75. The adopted textbook
LIFETIME HEALTH
instructs that only abstinence, respecting
yourself, going out in group, and getting
“plenty of rest” can help prevent STDs;
does not mention condoms; and
compares a non-virgin female to a dirty
shoe.
76. Resulting in a $1
Million Settlement
against Clovis Independent School
District.
77. Ethically, evidence-based
treatment is required of
PSCs & LPCs,
& congressionally mandated research
has found that abstinence-only
instruction does nothing to reduce teen
sexual activity, and has resulted in
students who were less likely to believe
that condoms are effective than students
who had no sex education at all.
Burlingham, 2012
78. Duties of LPC vs. PSC
re: pregnant minors
Both should treat according to medical
model as it is an inherently risky
condition & litigious issue
LPCs will counsel
PSCs usually will refer
79. PSCs refer pregnant
teens because:
enlisting other trusted members of the community
to assist pregnant teenagers should:
1) prevent PSC from extending beyond their
scope of practice (Lee & Putman, 2008);
2)“assuage those who want to guarantee that
adolescents consult with an adult in a time of
crisis, while also protecting teenagers who
reasonably fear discussing pregnancy with their
parents” (Manian, 2012).
80. This referral process
is even more critical in
the four states that
allow …
girls to obtain consent from a healthcare
professional in lieu of parental consent or
judicial bypass.
82. Why require licensure?
PROTECTION OF THE PUBLIC
Minimal assurances of provider competency
Malpractice reporting mechanism
PROTECTION OF THE PROFESSION
Identity & status of profession
Economic competitiveness, resulting in
restrictions on the use of a title (title act) or on
the specific practice (practice act)
Policing of colleagues’ unethical actions
83. Licensure Differences:
LPC vs. PSC
Setting
Referral vs. Treatment
Conflict of interest
Ethical Standards (ACA v. ASCA)
Licensure Standards/Licensing Board
(Board of Licensed Professional Counselors, Licensed Marital &
Family Therapists and Licensed Pastoral Therapists v. Board of
Education)
84. Avoid problems with
dual licensure as LPC
and PSC: Avoid
confusing the public
Don’t overlap populations or hang shingle in
your school district;
Adhere to the higher standard; and
Don’t overreach your scope of practice in the
setting in which you are practicing (don’t offer
long-term therapy in the school setting or refer
to your LPC status).
85. What are the limitations of
individual counseling in the
school setting?
Can promote counselor’s caregiver needs rather than
student’s autonomy;
Is not in right setting for complex issues or long-term
intervention;
Requires abbreviated MSE to determine if brief,
solution-oriented intervention or referral is best;
Monopolizes time for a few rather than including all
students;
Must recognize parents’ right to lead their children in
decision-making;
Should avoid counselor’s personal values; and
Allows for little documentation or measure of
effectiveness.
(Lee, J. & Putman, S., 2008)
86. Paradox of PSC’s
training
A Professional School Counselor’s
training prepares them to screen for DSM
IV-TR (soon to be DSM-V) diagnoses for
REFERRAL not TREATMENT;
Our professional observations should
remain IN OUR HEADS as RULE-OUTS,
not as diagnoses and not written.
87. Statutory privileged
communication for LPCs
1. T. C. A. § 63-22-114:
The confidential relations and
communications between licensed
marital and family therapists, licensed
professional counselors or certified
clinical pastoral therapists and clients
are placed upon the same basis as
those provided by law between
attorney...
90. School systems and school
faculty and staff may be legally
responsible for failing to
intervene with students who
are at-risk for suicidal
behaviors (Ward & Odegard,
2011).
Because of this legal liability, the state of
Tennessee has enacted legislation that
requires annual in-service training in
suicide prevention for school personnel.
91. LPC’s vs. PSC’s Role in
suicide & school
violence prevention?
LPCs focus on individual
assessment & treatment,
while the PSCs focus on
screening to identify and
serve the highest risk
students.
92. Ward & Odegaro, 2011
School based suicide assessment &
intervention strategies help ensure school
safety.
All school personnel are responsible to
ensure school safety by assessing the
potential for suicide and responding to
crisis through:
suicide education/prevention programs
crisis management programs, and
coordinating services with community mental
health agencies to address at-risk behaviors.
93. Latzman, et al, 2010
found that the rates of self injurious behaviors
vary greatly as a function of gender,
race/ethnic background and availability of
services.
Recommended:
1) designing & implementing more targeted
prevention & intervention efforts especially in rural
areas or other areas with limited resources; and
2) identifying the highest risk groups to facilitate
the appropriate allocation of resources.
94. Scott, et al, 2009
advocate the use of voluntary universal
screening as a method of early identification of
students at risk for suicide by:
1). Monitoring issues that can be associated
with suicidal behavior such as school
absences, substance abuse and behavioral
problems to bring students to the attention of
school staff; and
2). Implementing universal screening using the
Columbia Suicide Screener so personnel can
identify the students at elevated risk for suicide
even though their symptoms are less overt.
95. Joe & Bryant, 2007
Suicide prevention screening in the schools
must be evidence based
3 main categories of programming:
curriculum programs,
in-service training for teachers and staff,
&
school-wide suicide screening.
Resistance to suicide screenings due to
concerns that suicidal thoughts and
behaviors will increase.
97. 2011 Tennessee Court
Case re: Bullying
Moore v. Houston County Board of
Education, 358 S.W.3d 612 (Tenn. Ct.
App., M.S., Dinkins, 2011)
discussed earlier
98. Re A.M.K., 36 TAM 35-
11 (Tenn. Ct. App.,
E.S., Swiney, Aug. 11,
2011
FACTS: The father filed a petition to establish
parentage and co-parenting time and to have
the child bear his surname.
FINDING: A supportive, unmarried father can
get his surname added to the birth certificate
as a hyphenated name if it is determined by
the court to be in the best interest of the child,
such as affirming his bond to his father.
99. Chapter 811, Public
Acts 2012, amending
T.C.A. § 10-7-504(a) eff.
Apr. 25, 2012
“All records containing the results of individual
teacher evaluations administered pursuant to
the policies, guidelines, and criteria adopted by
the State Board of Education under 49-1-302
shall be treated as confidential and shall not be
open to the public. Nothing in this subdivision shall
be construed to prevent the LEA, public charter
school, State Board of Education, or Department of
Education from accessing and utilizing such records
as required to fulfill their lawful functions.”
100. Chapter 670, Public
Acts 2012, adding
T.C.A. § 49-6-1030 eff
Apr. 10, 2012 “prohibit any
[the school system shall not]
teacher in a public school system of this state
from helping students understand, analyze,
critique, and review in an objective manner the
scientific strengths and weaknesses of existing
scientific theories covered in the course being
taught within the curriculum framework
developed by the state board of education.
(cont.)
101. Cont.
This section only protects the teaching of
scientific information, and shall not be
construed to promote any religious or
non-religious doctrine, promote
discrimination for or against a particular
set of religious beliefs or non-beliefs, or
promote discrimination for or against
religion or non-religion.”
102. Chapter 690, Public
Acts 2012, adding
T.C.A. § 49-6-2907 eff
“Apr. 10, 2012
(a) LEAs and school administrators may not
prohibit personnel from participating in religious
activities on school grounds that are initiated by
students at reasonable times before or after the
instructional day so long as such activities are
voluntary for all parties and do not conflict with
the responsibilities or assignments of such
personnel.
(cont.)
103. (b)
Nothing in this section shall prohibit LEAs and
school administrators from allowing personnel
to participate in other constitutionally
permissible religious activities on school
grounds.”
104. Ethical PSCs recognize
Freedom OF religion:
The student’s freedom of religion
The student’s family’s upbringing right to oversee
religious decision
Freedom FROM religion, which involves the
PSC protecting students from:
All adults’ religious beliefs and
Other students’ religious beliefs that are
proselytizing, sectarian, or coercive
105. Ethical LPCs recognize
Freedom OF religion:
Their minor client’s freedom of religion
Their minor client’s family’s upbringing right to
oversee religious decisions
Freedom FROM religion, which involves the
LPC not imposing personal religious beliefs on
clients
106. Chapter 781, Public
Acts 2012, adding
T.C.A. § 49-6-4018 eff.
July An LEA shall include in its student
“(a) 1, 2012.
discipline code a provision prohibiting
students from wearing, while on the
grounds of a public school during the
regular school day, clothing that exposes
underwear or body parts in an indecent
manner that disrupts the learning
environment.
(cont.)
107. Cont.
(b) an LEA shall specify in its student
discipline code the disciplinary actions
that shall be taken against a student for a
violation of subsection (a).
(c) Subsection (a) shall not be enforced
in a manner that discriminates against a
student on the basis of race, color,
religion, sex, disability, or national origin.”
108. 2012 Change in the
law to expand
immunity (=statutory
immunity)
Chapter 687, Public Act 2012, amending TCA
49-6-4016 eff. July 1, 2012:
Discussed earlier.
109. References
Arnold v. Board of Education of Escambia County , US Court of Appeals 11th Circuit, 880 F. 2d 305; 1989 U.S.
App.
Ayotte v. Planned Parenthood of Northern New England , 2006, 126 S.Ct. 961.
Burlingham, P. (2012). Resources for parents and community members about sex education in California, ACLU
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Chapter 670, Public Acts 2012, adding T.C.A. § 49-6-1030 eff Apr. 10, 2012.
Chapter 690, Public Acts 2012, adding T.C.A. § 49-6-2907 eff Apr. 10, 2012.
Chapter 781, Public Acts 2012, adding T.C.A. § 49-6-4018 eff. July 1, 2012.
Chapter 811, Public Acts 2012, amending T.C.A. § 10-7-504(a) eff. Apr. 25, 2012.
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Joe, S. & Bryant, H. (2007). Evidence Based Suicide Prevention Screening in Schools. Children and Schools,
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111. References, continued
Manian, M. (2012). Functional parenting and dysfunctional abortion policy: Reforming parental involvement legislation. Association
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Moore v. Houston County Board of Education, 358 S.W.3d 612 (Tenn. Ct. App., M.S., Dinkins, 2011).
Education,
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A.M.K.,
Reyna v. Independent School District Number 1 of Oklahoma County, Oklahoma, commonly referred to as PUTNAM CITY
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