This document from Walton County Public Schools provides guidelines for identifying and reporting educator sexual misconduct. It defines sexual harassment and misconduct, including physical, verbal, and visual forms. Educators are warned about grooming behaviors and boundary violations with students. The document outlines students' rights to report misconduct and procedures for staff to respond, including mandatory reporting to administration and authorities. It stresses the importance of professionalism and avoiding behaviors that could be perceived as inappropriate.
Deals with the issue of child sexual abuse, how to identify the signs, how to handle situations related to child sexual abuse and penalties imposed by law, how to help a child who is a victim of sexual abuse and how to protect your child from sexual abuse.
This presentation was part of Embody's Safe Healthy Strong 2015 conference on sexuality education (www.ppwi.org/safehealthystrong). Embody is Planned Parenthood of Wisconsin's education and training programs. Learn more: www.ppwi.org/embody
DESCRIPTION
The issue of consent is often not addressed enough when providing sexuality education, even though it is a critical part of healthy sexual development and relationships. This workshop will explore why it’s important to address consent as part of comprehensive sexuality education. This will include developing a shared language to talk about consent in various situations. Participants will have the opportunity to practice talking about the topic of consent in sex-positive ways that include taking pleasure and various common scenarios into account. Participants will also gain knowledge and tools to make their own lessons, curricula, and workshops with clients more sex-positive.
ABOUT THE PRESENTERS
Margo DeNuccio is the Appleton-based Community Outreach Coordinator for Planned Parenthood of Wisconsin. A graduate of Marquette University, she began working with PPWI through the AmeriCorps program Public Allies, where she helped to create and manage a teen health promoter program that placed trained teen educators in two Milwaukee health centers to provide adolescent patients with one-on-one sexuality and reproductive health education. Currently, Margo provides programming and direct education in the Green Bay and Fox Valley regions. Most recently, she was a contributing author to the Center for Sex Education’s Sex Ed in the Digital Age, a two-volume set that includes structured lesson plans designed to equip educators and parents with skills that are necessary for meeting the challenges of the digital age.
Molly Lancelot is thrilled to be back working for Planned Parenthood of Wisconsin (PPWI) in the role of Community Education Manger. She previously filled the roles of Community-based Educator and School-based Programs Coordinator with PPWI from 2004-2008. In those roles, she grew her knowledge base and formed lasting community relationships as an advocate and educator around the topic of sexuality education and reproductive health. During her previous tenure with PPWI, she served on the community committee to revise the K-12 Human Growth and Development curriculum of Milwaukee Public Schools. For 2008-2015, Molly worked at Children’s Hospital of Wisconsin’s Department of Community Health as a Program Development Specialist creating online health curricula for teachers to use in classrooms, from kindergarten through 8th grades. Additionally, Molly has volunteered as an advocate for survivors of sexual assault for 15 years. She has been an active volunteer with the Sexual Assault Treatment Center (SATC) program at the Milwaukee Aurora Sanai Hospital since 2004.
Deals with the issue of child sexual abuse, how to identify the signs, how to handle situations related to child sexual abuse and penalties imposed by law, how to help a child who is a victim of sexual abuse and how to protect your child from sexual abuse.
This presentation was part of Embody's Safe Healthy Strong 2015 conference on sexuality education (www.ppwi.org/safehealthystrong). Embody is Planned Parenthood of Wisconsin's education and training programs. Learn more: www.ppwi.org/embody
DESCRIPTION
The issue of consent is often not addressed enough when providing sexuality education, even though it is a critical part of healthy sexual development and relationships. This workshop will explore why it’s important to address consent as part of comprehensive sexuality education. This will include developing a shared language to talk about consent in various situations. Participants will have the opportunity to practice talking about the topic of consent in sex-positive ways that include taking pleasure and various common scenarios into account. Participants will also gain knowledge and tools to make their own lessons, curricula, and workshops with clients more sex-positive.
ABOUT THE PRESENTERS
Margo DeNuccio is the Appleton-based Community Outreach Coordinator for Planned Parenthood of Wisconsin. A graduate of Marquette University, she began working with PPWI through the AmeriCorps program Public Allies, where she helped to create and manage a teen health promoter program that placed trained teen educators in two Milwaukee health centers to provide adolescent patients with one-on-one sexuality and reproductive health education. Currently, Margo provides programming and direct education in the Green Bay and Fox Valley regions. Most recently, she was a contributing author to the Center for Sex Education’s Sex Ed in the Digital Age, a two-volume set that includes structured lesson plans designed to equip educators and parents with skills that are necessary for meeting the challenges of the digital age.
Molly Lancelot is thrilled to be back working for Planned Parenthood of Wisconsin (PPWI) in the role of Community Education Manger. She previously filled the roles of Community-based Educator and School-based Programs Coordinator with PPWI from 2004-2008. In those roles, she grew her knowledge base and formed lasting community relationships as an advocate and educator around the topic of sexuality education and reproductive health. During her previous tenure with PPWI, she served on the community committee to revise the K-12 Human Growth and Development curriculum of Milwaukee Public Schools. For 2008-2015, Molly worked at Children’s Hospital of Wisconsin’s Department of Community Health as a Program Development Specialist creating online health curricula for teachers to use in classrooms, from kindergarten through 8th grades. Additionally, Molly has volunteered as an advocate for survivors of sexual assault for 15 years. She has been an active volunteer with the Sexual Assault Treatment Center (SATC) program at the Milwaukee Aurora Sanai Hospital since 2004.
Children and women, college bound and overall as a gender are the most vulnerable members of our societies to sexual abuse. Here are some important guidelines that we should inculcate in our children to help protect them.
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Professor William Allan Kritsonis, PhD - Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington.Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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1. Walton County Public Schools
Identifying and Reporting
Educator Sexual Misconduct
2013-2014
2. Sexual Misconduct
Walton County Public Schools provide
an environment free from sexual
harassment, both for our students
and our employees. This is provided
for in Board Policy GAEB/JCAC.
School System personnel have a duty
to protect students from known or
reasonably foreseeable harm while
under our care.
3. Sexual Harassment
Sexual harassment surfaces as
inappropriate visual, verbal and
physical conduct directed by an adult
to an adult, an adult to a student, a
student to an adult, or a student to a
student.
Sexual harassment is, simply said, a
form of unlawful discrimination based
on sex.
4. Sexual harassment includes but is not limited to the
following behavior directed at an individual.
Unwelcome sexual advances or request for sexual
favors.
Unwelcome leering, staring, sexual flirtation or
propositions.
Unwelcome sexual slurs, epithets, threats, verbal
abuse, derogatory comments or sexually degrading
descriptions.
Unwelcome graphic verbal comments about an
individual’s body, or overly personal conversation.
Unwelcome sexual jokes, stories, drawings, pictures
or gestures.
5. Sexual Harassment
Unwelcome spreading of sexual rumors.
Unwelcome touching of an individual’s body
or clothes in a sexual way.
Cornering or blocking of normal movements
in a sexual manner.
Displaying sexually suggestive objects in
the educational/work environment.
6. Two Forms of Sexual Harassment
Quid pro Quo = “This for that”
Quid pro Quo means “you do
something for me and I’ll do
something for you.” In simplest
terms, it means sex for jobs or
grades.
7. Hostile Environment Sexual
Harassment
Hostile environment sexual harassment is
the most prevalent form of sexual
harassment. It generally involves a course
of conduct rather than a single incident.
For practical purposes, any unwelcome
sexually oriented conduct or atmosphere
that is so severe or pervasive that it is
intimidating or offensive to a “reasonable
person” of the same gender as the victim
can be construed as hostile environment
sexual harassment.
8. Sexual Misconduct
Millions of students endure sexual
misconduct by employees of their
schools, ranging from inappropriate
jokes to forced sex
Charol Shakeshaft
Hofstra University
9. Three Forms of EducatorThree Forms of Educator
Sexual MisconductSexual Misconduct
PhysicalPhysical:: fondling, touching orfondling, touching or
sexual abusesexual abuse
VerbalVerbal:: commenting on a student's bodycommenting on a student's body
parts or making sexually explicit jokesparts or making sexually explicit jokes
VisualVisual:: showing sexually explicitshowing sexually explicit
photographs, or exposing one's genitalsphotographs, or exposing one's genitals
10. Sexual MisconductSexual Misconduct
“includes behavior by an“includes behavior by an
educator that is directed ateducator that is directed at
a student and intended toa student and intended to
sexually arouse or titillatesexually arouse or titillate
the educator or the child.”the educator or the child.”
Mary Jo McGrath
14. • ““trolltroll” for children with a weak” for children with a weak
sense of boundaries, targetingsense of boundaries, targeting
them for abuse,them for abuse,
Mary Jo McGrath
• ““groomgroom” their victims with” their victims with
gifts and attention, andgifts and attention, and
• ““lulllull” them into complacency,” them into complacency,
escalating the level of physicalescalating the level of physical
intimacy over time.intimacy over time.
Habitual Sex OffenderHabitual Sex Offender
ProcessProcess
15. Sexual Misconduct is not
determined by the
perpetrator’s intent, but how
it is perceived by the person
receiving the attention.
Mary Jo McGrath
16. Young people instinctivelyYoung people instinctively
recognize these boundaryrecognize these boundary
violations and often nicknameviolations and often nickname
the employee engaged in suchthe employee engaged in such
violations a “violations a “ pervertpervert,” based,” based
on their perceived sense ofon their perceived sense of
inappropriateness.inappropriateness.
Mary Jo McGrath
17. insists on touching, hugging,insists on touching, hugging,
kissing, wrestling or holding akissing, wrestling or holding a
child even if the child resists,child even if the child resists,
Physical MisconductPhysical Misconduct
IndicatorsIndicators
seeks uninterrupted time aloneseeks uninterrupted time alone
with a child,with a child,
takes children on overnighttakes children on overnight
outings alone,outings alone,
18. spends more time with children than withspends more time with children than with
people his/her own age,people his/her own age,
often volunteers for extra duties involvingoften volunteers for extra duties involving
activities with children,activities with children,
offers to babysit children free ofoffers to babysit children free of
charge, andcharge, and
is too permissive with children and allowsis too permissive with children and allows
misbehavior.misbehavior.
PhysicalPhysical MisconductMisconduct
IndicatorsIndicators
19. Three Forms of EducatorThree Forms of Educator
Sexual HarassmentSexual Harassment
Physical:Physical: fondling, touching or sexualfondling, touching or sexual
abuseabuse
VerbalVerbal:: commenting on a student'scommenting on a student's
body parts or making sexually explicitbody parts or making sexually explicit
jokesjokes
20. talks repeatedly about the sexual activitiestalks repeatedly about the sexual activities
of students,of students,
talks with children about sexual fantasies,talks with children about sexual fantasies,
tells stories and jokes of a sexual nature,tells stories and jokes of a sexual nature,
Verbal Misconduct IndicatorsVerbal Misconduct Indicators
talks about a child’s developing body,talks about a child’s developing body,
sexuality, dating habits,sexuality, dating habits, etc.etc.,,
21. tells children they are his/hertells children they are his/her
“special” friends, and“special” friends, and encouragesencourages
them to keep secrets,them to keep secrets,
calls children sexual names suchcalls children sexual names such
as “stud” or “whore,”as “stud” or “whore,”
talks with children about theirtalks with children about their
personal relationships, datingpersonal relationships, dating
history, or sexual preferences.history, or sexual preferences.
Verbal Misconduct IndicatorsVerbal Misconduct Indicators
22. often walks in on children in the bathroom,often walks in on children in the bathroom,
provides pornography to students,provides pornography to students,
gives sexual drawings to students.gives sexual drawings to students.
exposes students to sexual pictures,exposes students to sexual pictures,
looks at child pornography, andlooks at child pornography, and
Visual Misconduct IndicatorsVisual Misconduct Indicators
23. Walton County Public Schools
Student Reporting
of Acts of Sexual
Abuse or Sexual
Misconduct
24. Reporting Educator Sexual
Misconduct
Any student (or parent or friend of a
student) who has been the victim of
an act of sexual abuse or sexual
misconduct by a teacher,
administrator or other school
system employee is urged to make
an oral report of the act to any
teacher, counselor or administrator
at his/her school.
25. Reporting Educator Sexual Misconduct
Any school principal or principal’s designee
receiving a report of sexual abuse as defined in
O.C.G.A. 19-7-5 shall make an oral report
immediately, but in no case later than 24 hours
from the time there is reasonable cause to
believe a child has been abused. The report
should be made by telephone and followed by a
written report in writing, if requested, to a child
welfare agency providing protective services, as
designated by the Department of Human
Resources, or, in the absence of such agency,
to an appropriate police authority or district
attorney.
26. Reporting Educator Sexual Misconduct
Reports of acts of sexual misconduct
against a student that do not rise to the
legal definition of sexual abuse shall be
investigated immediately by school or
system personnel. If the investigation
provides a reasonable cause to believe
that the report of sexual misconduct is
valid, the school principal or principal’s
designee shall make an immediate
written report to the Superintendent and
the Ethics Division of the Professional
Standards Commission.
27. Student Method of Reporting
Our students are encouraged to
report all forms of harassment to
their Principal, Counselor, or Teacher
that they trust.
Respect that trust and follow up with
your Administrator on all reports of
harassment and abuse.
28. Reporting Educator Sexual Misconduct
Any educator receiving a report of sexual
abuse or sexual misconduct of a student
by a teacher, administrator or other
employee shall make an oral report of the
incident immediately by telephone or
otherwise to the school principal or
principal’s designee, and shall submit a
written report of the incident to the
principal or principal’s designee within 24
hours.
30. Be Friendly Not a Friend
Conversations with students
should be warm, caring and
provide support for their learning
and growth.
Relationships should be
centered on school events and
activities.
31. Choose Appropriate Settings for
Meeting with Students
Schedule student meetings
at regular times and when
other staff members are
present.
Hold meetings with
individual students in rooms
with a door open or with an
unobstructed window view.
32. Choose Appropriate Settings for
Meeting with Students
Do not make a habit of
meeting students outside of
school for a meal, soft drink,
or a cup of coffee.
Do not remain in a classroom
with a student outside of the
regular school day without
informing the principal.
33. Choose Appropriate Settings for
Meeting with Students
Do not transport students
in your own vehicle.
Do not entertain students in
your home.
34. Never use slang or vulgarNever use slang or vulgar
language with studentslanguage with students
Communicating with StudentsCommunicating with Students
Don’t gossip about otherDon’t gossip about other
students or staffstudents or staff
You are the role model!
35. Do Not give students a home orDo Not give students a home or
cell phone number or a personalcell phone number or a personal
e-mail address withoute-mail address without
administrative approvaladministrative approval
Electronic CommunicationsElectronic Communications
Never give a studentNever give a student
a cell phone!!!!a cell phone!!!!
36. You are a private citizen, but youYou are a private citizen, but you
also are an educator! also are an educator!
Electronic CommunicationsElectronic Communications
Your out-of-school conduct can affect your jobYour out-of-school conduct can affect your job
security. What you post on a blog, onsecurity. What you post on a blog, on
MySpaceMySpace, or on, or on FacebookFacebook can be accessed bycan be accessed by
students. students. If you wouldn't want it on theIf you wouldn't want it on the
front page of the local newspaper, don'tfront page of the local newspaper, don't
post it on the web!post it on the web!
37. Present a Professional Image
Educators set an
example and create
expectations with their
choice of clothing and
accessories.
38. Dress Professionally
Clothing and grooming should
reflect the professional status of
the educator and should never be
provocative or distraction to
students.