The document discusses the topic of school violence and provides definitions and examples. It defines school violence broadly as any behavior that violates a school's mission or climate of respect, including aggression, drugs, weapons, disruption and disorder. Examples discussed include bullying, peer pressure, harassment, underage drinking, drug abuse, fights, and shootings. Specific forms of bullying like physical, verbal, social and cyber bullying are explained. Factors that can contribute to school violence like peer pressure, drug and alcohol use are also explored through examples and statistics.
The document discusses various types of school violence including bullying, peer pressure, harassment, underage drinking, drug abuse, fights, and shootings. It provides definitions and examples of each type. Specifically, it examines the Columbine school shooting in 1999 where Eric Harris and Dylan Klebold killed 13 people. The goal is to bring awareness to the broad scope of school violence beyond just shootings.
The following powerpoint was presented to Dr. Baljit Atwal's Forensic Psychology class at Alliant University (Sacramento) by Dr. Nathaniel Mills ( www.NathanielMills.com ) on December 3rd, 2012. The presentation covered findings from the U.S. Secret Service and U.S. Department of Education's Safe Schools Initiative's final findings report.
Violence in schools is a serious problem. According to statistics, about 628,200 students aged 12-18 experience violent crimes like assault and robbery in school each year. Bullying is also common, with 30% of students reporting being bullied. Those who bully are more likely to engage in other risky behaviors. Middle school students experience school violence more than high school students. The document discusses various types of school violence like bullying, gang activity, and assaults. It also debunks common myths about school shooters and profiles of perpetrators. Protecting students is important.
School bullying statistics in the united states, Javier Armendariz CortezJavier Armendariz
The document discusses school bullying statistics in the United States. It reports that about 1 in 4 kids are bullied regularly, 30% of students are involved in bullying as either victims or bullies, and verbal bullying is the most common type affecting 77% of students. Cyberbullying is also increasing, with 80% of high school students experiencing it online. The statistics illustrate bullying is a major problem. However, schools are now taking more active measures like antibullying programs and policies to help address the issue.
The Secret Service is using their expertise in threat assessment to help schools identify students who may carry out attacks. They have found that there is no single profile of a student attacker. Their guidelines recommend schools establish a threat assessment team of diverse staff from different disciplines to monitor concerning behaviors. The team should meet regularly and have procedures for evaluating threats and intervening as needed. Creating centralized reporting systems allows staff and students to flag worrisome behaviors anonymously. Immediate threats of violence should be reported directly to law enforcement. The goal is for schools to prevent violence before an incident occurs.
Polishing our Protective Shields: Exploring Ways to Protect Youth from ViolenceMFLNFamilyDevelopmnt
This 90-minute webinar will focus on three different types of violence impacting youth including bullying, relationship violence in teens, and school shootings. The facilitator will offer information on trauma-informed approaches to polishing the protective shields of parents and youth in the face of danger and violence, using strategies such as identifying problematic situations, utilizing effective communication skills and emotional regulation, and engaging social support networks. Factors that increase the risk of negative consequences of stress and those that promote recovery and resilience will also be explored.
The document discusses various types of school violence including bullying, peer pressure, harassment, underage drinking, drug abuse, fights, and shootings. It provides definitions and examples of each type. Specifically, it examines the Columbine school shooting in 1999 where Eric Harris and Dylan Klebold killed 13 people. The goal is to bring awareness to the broad scope of school violence beyond just shootings.
The following powerpoint was presented to Dr. Baljit Atwal's Forensic Psychology class at Alliant University (Sacramento) by Dr. Nathaniel Mills ( www.NathanielMills.com ) on December 3rd, 2012. The presentation covered findings from the U.S. Secret Service and U.S. Department of Education's Safe Schools Initiative's final findings report.
Violence in schools is a serious problem. According to statistics, about 628,200 students aged 12-18 experience violent crimes like assault and robbery in school each year. Bullying is also common, with 30% of students reporting being bullied. Those who bully are more likely to engage in other risky behaviors. Middle school students experience school violence more than high school students. The document discusses various types of school violence like bullying, gang activity, and assaults. It also debunks common myths about school shooters and profiles of perpetrators. Protecting students is important.
School bullying statistics in the united states, Javier Armendariz CortezJavier Armendariz
The document discusses school bullying statistics in the United States. It reports that about 1 in 4 kids are bullied regularly, 30% of students are involved in bullying as either victims or bullies, and verbal bullying is the most common type affecting 77% of students. Cyberbullying is also increasing, with 80% of high school students experiencing it online. The statistics illustrate bullying is a major problem. However, schools are now taking more active measures like antibullying programs and policies to help address the issue.
The Secret Service is using their expertise in threat assessment to help schools identify students who may carry out attacks. They have found that there is no single profile of a student attacker. Their guidelines recommend schools establish a threat assessment team of diverse staff from different disciplines to monitor concerning behaviors. The team should meet regularly and have procedures for evaluating threats and intervening as needed. Creating centralized reporting systems allows staff and students to flag worrisome behaviors anonymously. Immediate threats of violence should be reported directly to law enforcement. The goal is for schools to prevent violence before an incident occurs.
Polishing our Protective Shields: Exploring Ways to Protect Youth from ViolenceMFLNFamilyDevelopmnt
This 90-minute webinar will focus on three different types of violence impacting youth including bullying, relationship violence in teens, and school shootings. The facilitator will offer information on trauma-informed approaches to polishing the protective shields of parents and youth in the face of danger and violence, using strategies such as identifying problematic situations, utilizing effective communication skills and emotional regulation, and engaging social support networks. Factors that increase the risk of negative consequences of stress and those that promote recovery and resilience will also be explored.
This document discusses various types of violence that can occur in schools and issues to consider when reporting on school violence and youth suicide. It addresses questions like what information would be important to provide if violence happened at a school, the "rules" of reporting on minors, and tips for interviewing children or covering sensitive topics like suicide. The document examines different types of school violence such as weapons, bullying, sexual abuse, and drugs. It also provides examples of real cases of school violence and considers challenges of reporting while being sensitive to victims, their families and the trauma involved.
What Do We Know About Teenage Intimate Partner Abuse?BASPCAN
1) The highest prevalence of intimate partner abuse occurs in teenage relationships, with research finding 33% of girls aged 13-17 experiencing sexual abuse, 25% experiencing physical abuse, and 75% experiencing emotional abuse.
2) Qualitative research identified several dynamics that shape and sustain teenage intimate partner abuse, including gender inequality which socializes girls to be submissive; the centrality of peer groups which increase pressure; and the normalization of subtle forms of abuse and control.
3) Accounts from girls who experienced abuse in relationships emphasized feeling they had no other choice and lacked support, indicating how dynamics of isolation and lack of alternatives can contribute to teenage intimate partner abuse.
This document discusses bullying in schools. It defines bullying as harming or scaring another person repeatedly. Bullying can take various forms, including physical, verbal, social, and cyber bullying. The document provides national statistics on bullying prevalence and effects. It notes that bullying disproportionately impacts LGBT youth. Risk factors for youth suicide are discussed, as bullying is linked to increased suicide rates. Various bullying stories and prevention strategies are also outlined.
Solution Manual for University Physics 13th Edition volumes 1,2 and 3 by Roge...javan8
This document provides a summary of new guidelines from the U.S. Secret Service on enhancing school safety in the wake of mass shootings. The guidelines are based on research analyzing school shootings. Key recommendations include establishing threat assessment teams made up of diverse school staff, implementing central reporting systems, and procedures for evaluating student behavior and threats. The goal is for schools to identify at-risk students and determine appropriate interventions before violence occurs.
The document discusses school shootings from 1997 to the present in various countries including the United States, Argentina, and Russia. It notes that school shootings often involve firearms and the shooters are usually teenagers who have been bullied or have family problems. Specific incidents discussed include a 2015 shooting in Argentina that killed 4 students, the 2004 Beslan school hostage crisis in Russia where over 300 people died, and the 1999 Columbine High School shooting in the United States. The document compares school shooting trends between countries and lists some potential prevention strategies like monitoring at-risk students and improving school security.
Solutions Manual Feedback Control Systems 5/E Charles L. Phillips, John Parrjavan08
The document provides information about new guidelines from the U.S. Secret Service's National Threat Assessment Center on enhancing school safety. The guidelines are based on research analyzing school shooters. Key recommendations include establishing threat assessment teams made up of diverse school staff, creating centralized reporting systems, and procedures for evaluating concerning behaviors and determining appropriate interventions. The goal is for schools to adopt these assessment and prevention strategies to help identify students who may be threats and intervene early.
Solution Manual for Calculus, Early Transcendentals 7th edition by C. Henry E...javan013
This document summarizes guidelines from the U.S. Secret Service on enhancing school safety based on research of past school shootings. The Secret Service recommends that schools establish threat assessment teams made up of different roles to identify students exhibiting concerning behaviors. The teams should create reporting systems and procedures to evaluate threats. If an immediate threat is detected, law enforcement should be notified right away. Overall, the guidelines provide a framework for schools to prevent potential school shootings through threat assessment.
The survey summary is as follows:
1. A survey was conducted of 147 GVSU students to assess awareness and effectiveness of the university's sexual assault prevention campaign.
2. 24 students completed the online survey, most were female between 18-21 years old and sophomores, juniors, or seniors.
3. The survey asked similar questions to a previous focus group and included demographic questions to gather a diverse range of perspectives on the campaign.
The document details the Greensboro Sit-Ins led by the Greensboro Four (Ezell Blair Jr., Franklin McCain, Joseph McNeil, and David Richmond) in 1960. The four African American students staged a sit-in at the segregated Woolworth's lunch counter in Greensboro, North Carolina. Their non-violent protest against racial segregation laws sparked a wave of similar sit-ins across the South and led to the eventual desegregation of Woolworth's and other stores in Greensboro.
Bullying is an undesirable, aggressive behavior that involves an imbalance of power between two or more individuals. It can take various forms such as physical, verbal, social, or cyber bullying. Signs that a child is being bullied include loss of confidence, not wanting to attend school, and physical injuries. Risk factors for being bullied include being perceived as different or weak. Bullying can have long-term mental health impacts like depression and anxiety and is linked to suicidal ideation in some vulnerable groups. Parents and schools play an important role in addressing bullying through open communication, monitoring children's activities, and teaching coping strategies.
The document discusses the issue of cyberbullying among teenagers. Cyberbullying involves using technology like cell phones, social media, and the internet to harass or embarrass others. Approximately 1/3 of teenagers report being victims of cyberbullying. The impacts of cyberbullying can be damaging and include embarrassment, depression, poor academic performance, violence, and in some cases suicide. The goal of the research is to make students aware of cyberbullying and how to prevent it. Educators are encouraged to discuss cyberbullying with students and the consequences, as well as involve parents, teachers, or administrators if a student reports being cyberbullied.
School violence and gangs pose serious problems for students and teachers. Acts of violence include fighting, bullying, sexual harassment, drug and weapons possession, vandalism, and theft. Gangs are groups that engage in delinquent behavior. Statistics show high rates of crimes against students and teachers at school. As educators and parents, it is important to watch for signs that a student may be at risk of engaging in violence, and to teach children how to resolve conflicts non-violently and get help from adults when needed.
The document summarizes reactions to a chant performed by orientation leaders at Saint Mary's University that promoted non-consensual sex and objectification of women. It also discusses racist and sexist tweets by Saint Mary's football players. People debated whether these incidents reflected problems beyond Saint Mary's or were influenced by rape culture, pop culture, and declining influence of religion in society. Students acknowledged peer pressure and lack of speaking out allowed the incidents but felt they did not reflect the character of all Saint Mary's students.
DeMarle- BREAKAWAY game and camp model El Salvador Nov. 2013Ann DeMarle
The document summarizes a presentation given by Ann DeMarle, Associate Dean of the Emergent Media Center at Champlain College. The Emergent Media Center works with around 80-100 students per year on projects to solve "wicked problems", which are problems that seem to have no clear solutions. Some of the projects discussed include educational apps, an emergency response simulator, and a game to help children with cystic fibrosis build breathing techniques. The largest project discussed is Breakaway, an online soccer game developed for the United Nations to address violence against women and girls. The game aims to change attitudes and behaviors through interactive narrative and skill-building gameplay.
The document discusses various types of school violence, including bullying, peer pressure, harassment, underage drinking, drug abuse, fights, and shootings. It provides definitions and examples of each type, noting that school violence encompasses more than just shootings. Specifically, it examines the Columbine High School shooting in 1999 that was carried out by Eric Harris and Dylan Klebold, who killed 12 students and 1 teacher. The document aims to bring awareness to different aspects of school violence in order to improve school safety and eliminate these problems.
- Bullying occurs in all schools and negatively impacts students' learning and ability to feel safe. It is important for teachers, administrators, parents and students to pay attention to bullying, get involved to address it, and never ignore it.
- Bullying includes unwanted behaviors like teasing, threats, violence and exclusion that are intended to harm or distress other students. It can occur in person or online. Bullying often involves an imbalance of power between the students.
- To prevent bullying, schools should create a safe learning environment, clear rules against bullying, train bystanders to support students being bullied, and intervene immediately when bullying occurs. Adults must take reports of bullying seriously and address both the bullies and targets
This document discusses various types of violence that can occur in schools and issues to consider when reporting on school violence and youth suicide. It addresses questions like what information would be important to provide if violence happened at a school, the "rules" of reporting on minors, and tips for interviewing children or covering sensitive topics like suicide. The document examines different types of school violence such as weapons, bullying, sexual abuse, and drugs. It also provides examples of real cases of school violence and considers challenges of reporting while being sensitive to victims, their families and the trauma involved.
What Do We Know About Teenage Intimate Partner Abuse?BASPCAN
1) The highest prevalence of intimate partner abuse occurs in teenage relationships, with research finding 33% of girls aged 13-17 experiencing sexual abuse, 25% experiencing physical abuse, and 75% experiencing emotional abuse.
2) Qualitative research identified several dynamics that shape and sustain teenage intimate partner abuse, including gender inequality which socializes girls to be submissive; the centrality of peer groups which increase pressure; and the normalization of subtle forms of abuse and control.
3) Accounts from girls who experienced abuse in relationships emphasized feeling they had no other choice and lacked support, indicating how dynamics of isolation and lack of alternatives can contribute to teenage intimate partner abuse.
This document discusses bullying in schools. It defines bullying as harming or scaring another person repeatedly. Bullying can take various forms, including physical, verbal, social, and cyber bullying. The document provides national statistics on bullying prevalence and effects. It notes that bullying disproportionately impacts LGBT youth. Risk factors for youth suicide are discussed, as bullying is linked to increased suicide rates. Various bullying stories and prevention strategies are also outlined.
Solution Manual for University Physics 13th Edition volumes 1,2 and 3 by Roge...javan8
This document provides a summary of new guidelines from the U.S. Secret Service on enhancing school safety in the wake of mass shootings. The guidelines are based on research analyzing school shootings. Key recommendations include establishing threat assessment teams made up of diverse school staff, implementing central reporting systems, and procedures for evaluating student behavior and threats. The goal is for schools to identify at-risk students and determine appropriate interventions before violence occurs.
The document discusses school shootings from 1997 to the present in various countries including the United States, Argentina, and Russia. It notes that school shootings often involve firearms and the shooters are usually teenagers who have been bullied or have family problems. Specific incidents discussed include a 2015 shooting in Argentina that killed 4 students, the 2004 Beslan school hostage crisis in Russia where over 300 people died, and the 1999 Columbine High School shooting in the United States. The document compares school shooting trends between countries and lists some potential prevention strategies like monitoring at-risk students and improving school security.
Solutions Manual Feedback Control Systems 5/E Charles L. Phillips, John Parrjavan08
The document provides information about new guidelines from the U.S. Secret Service's National Threat Assessment Center on enhancing school safety. The guidelines are based on research analyzing school shooters. Key recommendations include establishing threat assessment teams made up of diverse school staff, creating centralized reporting systems, and procedures for evaluating concerning behaviors and determining appropriate interventions. The goal is for schools to adopt these assessment and prevention strategies to help identify students who may be threats and intervene early.
Solution Manual for Calculus, Early Transcendentals 7th edition by C. Henry E...javan013
This document summarizes guidelines from the U.S. Secret Service on enhancing school safety based on research of past school shootings. The Secret Service recommends that schools establish threat assessment teams made up of different roles to identify students exhibiting concerning behaviors. The teams should create reporting systems and procedures to evaluate threats. If an immediate threat is detected, law enforcement should be notified right away. Overall, the guidelines provide a framework for schools to prevent potential school shootings through threat assessment.
The survey summary is as follows:
1. A survey was conducted of 147 GVSU students to assess awareness and effectiveness of the university's sexual assault prevention campaign.
2. 24 students completed the online survey, most were female between 18-21 years old and sophomores, juniors, or seniors.
3. The survey asked similar questions to a previous focus group and included demographic questions to gather a diverse range of perspectives on the campaign.
The document details the Greensboro Sit-Ins led by the Greensboro Four (Ezell Blair Jr., Franklin McCain, Joseph McNeil, and David Richmond) in 1960. The four African American students staged a sit-in at the segregated Woolworth's lunch counter in Greensboro, North Carolina. Their non-violent protest against racial segregation laws sparked a wave of similar sit-ins across the South and led to the eventual desegregation of Woolworth's and other stores in Greensboro.
Bullying is an undesirable, aggressive behavior that involves an imbalance of power between two or more individuals. It can take various forms such as physical, verbal, social, or cyber bullying. Signs that a child is being bullied include loss of confidence, not wanting to attend school, and physical injuries. Risk factors for being bullied include being perceived as different or weak. Bullying can have long-term mental health impacts like depression and anxiety and is linked to suicidal ideation in some vulnerable groups. Parents and schools play an important role in addressing bullying through open communication, monitoring children's activities, and teaching coping strategies.
The document discusses the issue of cyberbullying among teenagers. Cyberbullying involves using technology like cell phones, social media, and the internet to harass or embarrass others. Approximately 1/3 of teenagers report being victims of cyberbullying. The impacts of cyberbullying can be damaging and include embarrassment, depression, poor academic performance, violence, and in some cases suicide. The goal of the research is to make students aware of cyberbullying and how to prevent it. Educators are encouraged to discuss cyberbullying with students and the consequences, as well as involve parents, teachers, or administrators if a student reports being cyberbullied.
School violence and gangs pose serious problems for students and teachers. Acts of violence include fighting, bullying, sexual harassment, drug and weapons possession, vandalism, and theft. Gangs are groups that engage in delinquent behavior. Statistics show high rates of crimes against students and teachers at school. As educators and parents, it is important to watch for signs that a student may be at risk of engaging in violence, and to teach children how to resolve conflicts non-violently and get help from adults when needed.
The document summarizes reactions to a chant performed by orientation leaders at Saint Mary's University that promoted non-consensual sex and objectification of women. It also discusses racist and sexist tweets by Saint Mary's football players. People debated whether these incidents reflected problems beyond Saint Mary's or were influenced by rape culture, pop culture, and declining influence of religion in society. Students acknowledged peer pressure and lack of speaking out allowed the incidents but felt they did not reflect the character of all Saint Mary's students.
DeMarle- BREAKAWAY game and camp model El Salvador Nov. 2013Ann DeMarle
The document summarizes a presentation given by Ann DeMarle, Associate Dean of the Emergent Media Center at Champlain College. The Emergent Media Center works with around 80-100 students per year on projects to solve "wicked problems", which are problems that seem to have no clear solutions. Some of the projects discussed include educational apps, an emergency response simulator, and a game to help children with cystic fibrosis build breathing techniques. The largest project discussed is Breakaway, an online soccer game developed for the United Nations to address violence against women and girls. The game aims to change attitudes and behaviors through interactive narrative and skill-building gameplay.
The document discusses various types of school violence, including bullying, peer pressure, harassment, underage drinking, drug abuse, fights, and shootings. It provides definitions and examples of each type, noting that school violence encompasses more than just shootings. Specifically, it examines the Columbine High School shooting in 1999 that was carried out by Eric Harris and Dylan Klebold, who killed 12 students and 1 teacher. The document aims to bring awareness to different aspects of school violence in order to improve school safety and eliminate these problems.
- 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
The document discusses research into whether bullying varies between genders. It presents an argument that boys bully physically while girls bully psychologically. Research included an article distinguishing gender differences in cyber and traditional bullying, and a book on bullies, victims, and bystanders. The evaluation process considered source credibility.
This document discusses bullying among school-aged children. It defines bullying as unwanted aggressive behavior involving a real or perceived power imbalance that is repeated over time. There are three main types of bullying: verbal, physical, and social. Cyberbullying is also discussed. The document outlines the risks of being bullied, effects on both bullies and victims, and what bystanders and those being bullied can do. Bullying statistics in Canada are provided, showing it has the 9th highest bullying rate among 13-year-olds internationally. Pink Shirt Day is an annual anti-bullying event held across Canada.
This document provides information about bullying and its effects. It begins with an agenda that covers bullying facts and statistics, types of bullying, "bullycide" or suicide related to bullying, and a quiz. Some key points include: 1 in 10 students drop out due to bullying, 75% of school shootings are linked to harassment or bullying, and over 19,000 kids attempt suicide each year due to bullying. There are different types of bullying like physical, verbal, indirect, and cyberbullying. The document also discusses bullying of students with disabilities and laws regarding harassment. It concludes with discussion questions about bullying and encouraging students to seek help if being bullied rather than handling it alone.
This document provides information about bullying, including its definition, forms, prevalence, effects, and how to address it. Some key points:
1) Bullying is intentional, repeated harmful acts committed by one or more children against another, and involves an imbalance of power. It can be physical, verbal, emotional, sexual, direct or indirect.
2) Bullying is widespread, with 30% of children reporting being victims and 30% reporting bullying others. It occurs most where adult supervision is lowest.
3) Bullying has serious negative consequences for both victims and bullies, including depression, lower self-esteem, suicidal thoughts, and antisocial behavior.
4) If a parent finds
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.
This document discusses children witnessing domestic abuse, including several related myths and facts. It notes that young children are often exposed to witnessing violence, especially involving family members. Children do not easily forget traumatic events they witness. The document also discusses the prevalence of children witnessing domestic abuse locally and globally, signs and symptoms children may exhibit, the impact of witnessing abuse, causal factors, and strategies for prevention.
This document discusses child abuse and provides information on its history, types, signs, and how to help abused children. It covers the four main types of abuse: physical, emotional, sexual, and neglect. For each type, it describes what constitutes that abuse and provides examples of signs to look for in an abused child. It also discusses who is more likely to abuse children and be abused. The document encourages reporting any suspicions of abuse to the proper authorities and provides resources to help abused children.
The document discusses cyberbullying, including statistics from a 2004 survey that found 42% of kids had been bullied online and 35% had been threatened online. It provides definitions of cyberbullying and examples of bullying behaviors. Tips are given for parents on educating children about bullying, fostering empathy, managing stress, setting technology limits, and establishing rules. Links are included to websites and resources on cyberbullying prevention.
This document discusses bullying prevention and provides resources from MCARES of USA. It defines different types of bullying, shares bullying statistics, and describes how bullies operate. Songs and chants are included to encourage positive behavior. Steps are outlined for how to handle a bullying situation, including walking away, ignoring, talking it out, getting help from others, and building confidence. An anti-bullying pledge is presented to empower youth to stop bullying. Overall, the document aims to bring awareness and solutions to bullying so children can succeed in life.
The document discusses the prevalence and negative impacts of bullying in schools. It provides statistics showing that bullying affects millions of students annually and is linked to increased absenteeism, depression, suicidal thoughts or attempts, and lower academic performance. It defines different types of bullying such as verbal, social, physical, and cyberbullying. The document urges students to speak up if they are being bullied and provides tips for how to get help and work to stop bullying.
The document discusses the prevalence and negative impacts of bullying in schools. It provides statistics showing that bullying affects millions of students annually and is linked to increased absenteeism, depression, suicidal thoughts or attempts, and lower academic performance. It defines different types of bullying such as verbal, social, physical, and cyberbullying. The document urges students to speak up if they are being bullied and provides tips for how to get help and work to stop bullying.
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.
This document provides information on cyber bullying, including definitions, statistics, types of cyber bullying, legal issues, and current programs and responses. Some key points include:
- Cyber bullying is cruel behavior using technology to deliberately harass or threaten others repeatedly. It can take various forms like emails, texts, social media.
- Surveys find around half of students have experienced cyber bullying directly or indirectly. It most commonly affects children ages 9-14.
- There are different types of cyber bullies with varying motivations from inadvertent to seeking power or revenge.
- Schools have some authority over off-campus cyber bullying if it substantially disrupts school or targets staff. Criminal charges are possible for
This document discusses strategies for preventing cyberbullying in schools. It begins by defining bullying as repeated harmful acts with an imbalance of power. It then notes that verbal abuse is the most common form of bullying. The document discusses how bullying peaks in 6th grade and 9th graders do the most bullying. It also notes that conflict resolution and zero tolerance policies are ineffective at addressing the root causes of bullying. The document advocates approaches that address all parties involved. It discusses why cyberbullying is particularly detrimental and notes cell phones are a common tool for elementary school bullying. It provides examples of effective school and peer responses to cyberbullying.
The document discusses gang violence in Cleveland and the motivations for joining gangs. It then outlines the efforts of an 8th grade class at St. Adalbert Catholic School to address this issue. The class brought in a former gang member to speak about his experience and how to avoid gangs. A survey found that students felt gangs were a major problem in their neighborhoods but did not feel responsible for helping others. The class was recognized for their work at a youth justice summit.
2. What is School Violence?
Source: http://www.ncdjjdp.org/cpsv/pdf_files/newsbrief5_02.pdf
3. What is School Violence?
What do you think “School Violence” is?
Source: http://www.ncdjjdp.org/cpsv/pdf_files/newsbrief5_02.pdf
4. What is School Violence?
What do you think “School Violence” is?
One of the biggest challenges about “school
violence” may be defining what it actually is.
Source: http://www.ncdjjdp.org/cpsv/pdf_files/newsbrief5_02.pdf
5. What is School Violence?
What do you think “School Violence” is?
One of the biggest challenges about “school
violence” may be defining what it actually is.
“A problem well defined is half solved; one
that is not, is destined to linger”
Source: http://www.ncdjjdp.org/cpsv/pdf_files/newsbrief5_02.pdf
6. Definition of School Violence
Source:http://www.ncdjjdp.org/cpsv/pdf_files/newsbrief5_02.pdf
7. Definition of School Violence
According to the Center for the Prevention of
School Violence in the North Carolina Department
of Juvenile Justice and Delinquency Prevention
“School Violence” is “any behavior that violates a
school’s educational mission or climate of respect
or jeopardizes the intent of the school to be free of
aggression against persons or property, drugs,
weapons, disruptions, and disorder.”
Source:http://www.ncdjjdp.org/cpsv/pdf_files/newsbrief5_02.pdf
8. In English Please!
Source:http://www.ncdjjdp.org/cpsv/pdf_files/newsbrief5_02.pdf
9. In English Please!
The definition attempts to capture the idea
that school violence takes many forms.
Defining “school violence” only in terms of
shootings, is not defining all the aspects that
school violence consists of.
Source:http://www.ncdjjdp.org/cpsv/pdf_files/newsbrief5_02.pdf
11. Thesis
• School violence is a more encompassing
topic than many people think,
including subjects such as bullying,
peer pressure, and underage drinking.
It is my purpose to bring awareness of
these situations to improve the quality
of our schools and ultimately eliminate
these problems.
12. Types Of School Violence
Source:http://www.ncdjjdp.org/cpsv/pdf_files/newsbrief5_02.pdf
13. Types Of School Violence
Bullying
Peer Pressure
Harassment
Underage Drinking
Drug Abuse
School Fights
School Shootings
Source:http://www.ncdjjdp.org/cpsv/pdf_files/newsbrief5_02.pdf
15. Bullying
the use of one’s strength or status, to
intimidate, injure, or humiliate
another person.
Bullying can be categorized as
physical, verbal, and social.
source:http://youthviolence.edschool.virginia.edu/bullying/what-is-bullying.html
17. Physical Bullying
This form of bullying involves physical injury or threat to
injure someone
source:http://youthviolence.edschool.virginia.edu/bullying/what-is-bullying.html
19. Social Bullying
Refers to the use of peer rejection or exclusion to
humiliate or isolate an individual.
source:http://youthviolence.edschool.virginia.edu/bullying/what-is-bullying.html
24. Percentage of Students
Being Bullied
• Source: U.S. Department of
Justice, Bureau of Justice
Statistics, School Crime
Supplement (SCS) to the
National Crime Victimization
Survey. Cited in Figure 12.2
in Indicators of School Crime
and Safety: 2005; National
Center for Education
Statistics, Bureau of Justice
Statistics.
26. Cyber Bullying
Cyber Bullying is bullying through a computer or other
communication device.
Source: http://www.stopcyberbullying.org/what_is_cyberbullying_exactly.html
27. Different Types
http://www.stopcyberbullying.org/how_it_works/index.html
28. Different Types
Direct attackers: Bullies who send
messages directly to the victim
Proxy attackers: Who attack using
others to help cyber bully the victim.
http://www.stopcyberbullying.org/how_it_works/index.html
29. Why Kids Do It
Source:http://www.stopcyberbullying.org/why_do_kids_cyberbully_each_other.html
30. Why Kids Do It
Most students do it for laughs.
Others out of boredom.
Some are motivated by anger, revenge or
frustration.
Source:http://www.stopcyberbullying.org/why_do_kids_cyberbully_each_other.html
31. Why Kids Do It
Most students do it for laughs.
Others out of boredom.
Some are motivated by anger, revenge or
frustration.
Source:http://www.stopcyberbullying.org/why_do_kids_cyberbully_each_other.html
33. PEER PRESSURE
Peer pressure is when friends (peers) persuade
(pressure) you to doing something
Peer Pressure can be broken down into two groups.
“Bad Peer Pressure” and “Good Peer Pressure”
source:http://library.thinkquest.org/3354/Resource_Center/Virtual_Library/Peer_Pressure/peer.htm
35. Bad Peer Pressure
• Bad peer pressure is being coerced by
“friends” into doing something that
you didn't want to do.
• Source:http://library.thinkquest.org/3354/Resource_Center/Virtual_Library/Peer_Pressure/peer.htm
37. Good Peer Pressure
Good Peer Pressure is being pushed toward
something that you would not have done
willingly.
source:http://library.thinkquest.org/3354/Resource_Center/Virtual_Library/Peer_Pressure/peer.htm
39. Harassment
Harassment is words, conduct, or actions directed at a
person that annoys, alarms, or causes emotional
distress.
Source: www.mc3edsupport.org/community/glossary/H-page-1.html
41. Sexual Harassment
Sexual advances or sexual comments that are
not wanted or appropriate
Source: http://www.harassment.uottawa.ca/sexual/annrep2002.html
42. Won’t Happen To Me
Source: http://www.harassment.uottawa.ca/sexual/annrep2002.html
47. drinking in College
"60 percent of college women who have acquired sexually transmitted
diseases, including AIDS and genital herpes, were under the influence
of alcohol at the time they had intercourse"
"95 percent of violent crime on campus is alcohol-related"
"90 percent of all reported campus rapes occur when alcohol is being
used by either the assailant or the victim"
Source:http://www2.potsdam.edu/hansondj/underagedrinking.html
54. SCHOOL FIGHTS
School fights occur for a number of reasons
Mainly due to the different types of school violence.
Source: SafeYouth.org - Physical Fighting Facts and Statistics
58. Columbine
Columbine High School in Columbine Colorado
April 20, 1999
Eric Harris and Dylan Klebold
Killed 12 students and 1 teacher
Source: Columbine by Dave Cullen
59. Columbine
Columbine High School in Columbine Colorado
April 20, 1999
Eric Harris and Dylan Klebold
Killed 12 students and 1 teacher
Source: Columbine by Dave Cullen
61. Eric Harris
• Born and raised in Wichita Kansas
• Born April 9, 1981
• He was sweet-faced and well spoken
• Wrote in journals all about hate
• Seen as homicidal
Source: http://www.slate.com/id/2099203/
62. Eric Harris
• Born and raised in Wichita Kansas
• Born April 9, 1981
• He was sweet-faced and well spoken
• Wrote in journals all about hate
• Seen as homicidal
Source: http://www.slate.com/id/2099203/
64. DYLAN KLEBOLD
Born and raised in Lakewood Colorado
Born September 11, 1981
Wrote in journals about love
Seen as depressed and suicidal
Source: http://www.dylanklebold.net/biography.html
65. DYLAN KLEBOLD
Born and raised in Lakewood Colorado
Born September 11, 1981
Wrote in journals about love
Seen as depressed and suicidal
Source: http://www.dylanklebold.net/biography.html
72. Conclusion
• Basically “School Violence” consists
of many aspects that most people are
not aware of. My goal is to spread
awareness of this and ultimately
eliminate violence in schools.
Hi everybody, My name is Montrez and I did my senior grad project on school violence.
When you hear school violence, what do you think of? The truth is that many people classify “School Violence” as a shooting or fight, but in reality there are a plethora of aspects that fall into what “School Violence” actually is. One quote that I came across when dealing with problems that have a tough answer is. “A problem well defined is half solved; however one that is not, is destined to linger.” And thats is with School Violence, since it is not well defined, it will be destined to linger.
When you hear school violence, what do you think of? The truth is that many people classify “School Violence” as a shooting or fight, but in reality there are a plethora of aspects that fall into what “School Violence” actually is. One quote that I came across when dealing with problems that have a tough answer is. “A problem well defined is half solved; however one that is not, is destined to linger.” And thats is with School Violence, since it is not well defined, it will be destined to linger.
When you hear school violence, what do you think of? The truth is that many people classify “School Violence” as a shooting or fight, but in reality there are a plethora of aspects that fall into what “School Violence” actually is. One quote that I came across when dealing with problems that have a tough answer is. “A problem well defined is half solved; however one that is not, is destined to linger.” And thats is with School Violence, since it is not well defined, it will be destined to linger.
After looking all around for definitions of what School Violence actually is, the one that I believe best defines it is the CPSV in the NC Department of Juvenile Justice and Delinquency Prevention. They said that School violence is any behavior that violates a school’s educational mission or climate of respect or jeopardizes the intent of the school to be free of aggression against persons or property, drugs, weapons, and disruptions, and disorder. This is a big definition and may be difficult for some to understand.
The definition is very complex and hits on a lot of key issues. It tries to capture the idea that school violence takes many forms and is not simply one thing. And that when people define it as just shootings, gangs, or fighting are simply ignorant to the fact that there is a lot more behind it.
My thesis is School violence is a more encompassing topic than many people think, including subjects such as bullying, peer pressure, and underage drinking. It is my purpose to bring awareness of these situations to improve the quality of our schools and ultimately eliminate these problems.
There are many types of school violence. A few major ones that I see going on in our school as well as schools in our are are as followed. Bullying, Peer Pressure, Underage Drinking, Drug Abuse, Sexual Harassment, and Fights. Throughout this presentation I will be going over all the types as followed and going into detail about each subject.
The first form of school violence that I will talk about is bullying. This is something that most if us have come into contact with in our school years. Whether its being the bully or the person being bullied. It is when one person uses their strengths and/or status in order to intimidate or injure another person of a less strength or status. This subject can be broken down into three types. Physical bullying, verbal bullying, and social bullying.
Physical bullying is pretty much self explanatory. It is when you physically injure or threat to injure another person who is weaker than you. An example of this is a big kid beating up a kid and taking his or her money everyday. This would be classified as physical bullying since the kid is getting physically hurt.
Social bullying is a tricky form of bullying. Not many people are aware that they are actually socially bullying someone. This type of bullying refers to rejection or exclusion in order to humiliate or isolate a certain individual. An example of this is not letting a person sit with your group of friends at lunch as a way to isolate and humiliate them in any way. Some people do this not knowing that they are indeed socially bullying a person, which is why this is a tricky form of bullying.
The last form of bullying is called verbal bullying. This type of bullying is referred to as teasing or insulting another person. Name calling and putdowns are also considered verbal bullying. This is more common amongst younger kids. The verbal bullying is more popular in elementary and middle school, and dies out in the higher levels of education.
This is a chart that shows the percentage of students bullied at least once a week in grades 6-12. As you can see, the number of kids being bullied have been going down drastically since the year 1999. Another fact that is shown in the chart that the number of students getting bullied decrease as the grades get higher. This could be because as students become more mature, the bullying seems to go away and other things come about.
This is a chart that shows the percentage of students bullied at least once a week in grades 6-12. As you can see, the number of kids being bullied have been going down drastically since the year 1999. Another fact that is shown in the chart that the number of students getting bullied decrease as the grades get higher. This could be because as students become more mature, the bullying seems to go away and other things come about.
One recent form of bullying that has hit the scene due to the technology is cyber bullying. This is bullying through a computer or other communication device. This type of bullying is the most popular in chat rooms, instant messaging, emails, discussion groups like facebook, myspace, and twitter. and even cell phones. Students go on these things and bully other students.
When dealing with cyber bullying, there are two kinds. We have the direct attackers who send messages directly to the victim and proxy attackers who attack using others to help bully the victim. The proxy attacker basically gets other people to do all the dirty work while they sit back and watch.
Students use cyber bullying for a number of reasons. Most kids do it as a form of entertainment and want to get laughs out of it. Some people do it out of boredom and simply have too much time on their hands with too much technology. And lastly some are just motivated by anger and they do it for revenge out of frustration.
Students use cyber bullying for a number of reasons. Most kids do it as a form of entertainment and want to get laughs out of it. Some people do it out of boredom and simply have too much time on their hands with too much technology. And lastly some are just motivated by anger and they do it for revenge out of frustration.
Peer Pressure. This is something that most of us deal with almost regularly. Its when your friends try and persuade you to do something that you dont really want to do. In my research I found that there are two kinds of peer pressure. Good and Bad.
The bad peer pressure is when you are being pressured by your friends into doing something that you normally wouldn't do. This can be anything from trying a drug, to skipping a class. For instance, if one of your friends offered you a cigarette, you might say "No, im not into that." But being able to say no may not be the problem; the real problem arises when your friends repeatedly ask you to do something. This is where you have to be able to say to yourself, "I made a decision and I truly feel that my decision was the correct one", and then be able to express that repeatedly to all of your friends, and have enough respect for yourself to stand up and not give in. This seems like a difficult task, doesn't it? It takes a tremendous amount of will power to be able to stand up to the people that you know, trust, and respect ... your friends.
However, just as there is bad peer pressure, good peer pressure exists as well. Although sad to say, it is not as common as bad peer pressure. Good peer pressure is when you are being pushed to do that you wouldn’t have the courage to do willingly by yourself. It can also be a situation when you friends convince you not to do something bad, that you were not so sure of at first.
The next thing that Im going to talk about is harassment. Harassment can sometimes be associated with bullying. Its a form of bullying that goes on for a long period of time and literally breaks down an individual. This is when the offender mentally breaks down another person by words, conduct, or actions. These things will annoy the victim and basically drive him/her crazy. Basically harassment causes a lot of distress on a person.
Another form of harassment is sexual harassment. This is sexual advances or comments that are not wanted and are not appropriate. What some people would say are jokes can be taken as sexual harassment. People do not realize that it is not about what was said, its more about how it was taken by the individual. This is something that happens in the schools as well as when we go into the work force.
This chart shows that the number of people who are sexual harassed. Whether it be in the work force, schools or in some other place. The chart shows that students are amongst the highest people that are subjected to sexual harassment. 73% of students, 16% of staff (such as employees), 5% of college professors, and about 6% of others. Basically what this chart shows is that majority of sexual harassment occurs in schools.
Underage Drinking. As it has been stated many of times. “Alcohol is the drug of choice among teenagers”. This statement seems to hold true. In this day and age, getting drunk is a choice that many students are making. This decision has many downsides to it, and not much good comes at all. Most adults strongly believe that the days of good old clean fun are long gone. And some students believe that the only way for us to have fun or a good time is for us to get drunk.
Here is a bar graph that shows the drinking patterns of students in grades 8th, 10th, and 12th. As you can see, the higher the grade level, the higher the percentage is for drinking. The highest numbers are those who have drank n the past month. The chart shows that about half of seniors have drank in the past month. The lower percentages start to show up where students were asked if they have been drunk in the past 30 days or have been binge drinking. In this chart “Binge Drinking” is classified as five or more drinks in a row in the past two weeks. 25% of seniors have said they have. Which is one out of every four students. Only about 3% have said that they drink daily. I think this chart is somewhat accurate with under age drinking.
Here are a few statistics dealing with drinking in college. It says that 60 precent of women who have got an STD including Aids and Herpes were drink at the time of intercourse. 95 percent of violent crime on campus have been alcohol related. And 90 percent of all reported campus rapes occur when alcohol is being used by either the assailant or the victim.
The picture here says a phrase that I always here. “Its only a beer...” Although many people do not believe so, alcohol is actually a drug.
In the beginning of high school, we all try to fit in and find our identities. This is the time when we are experimenting with new things and people. During this time period, when many of us are trying to fit in an find ourselves. Things such as drugs come into play. Curiosity is what gets most teenagers in high school to try something. High school students are not into much of the hardcore drugs like heroin and cocaine. However the more popular ones are marijuana, and different types of pills.
This chart shows the percentage of seniors that reported that they could obtain drugs fairly easy. The one drug that was reported to be the easiest to get was marijuana. This would explain why this is the most used drug in high schools today. about 85% of the students reported that they could get marijuana pretty easy and nearly doubled all the other drugs listed.
When we look at the reasons that students tend to fight in school, most of the causes are connected to some forms of school violence. A school fight could happen due to a student being bullied, harassed, pressured by peers to do so, or even over drugs and alcohol. Its clear to see that school violence plays a major part in school fights. This year we have had a good number of fights this year. Most of them were caused by one of the forms of school violence.
The term school shooting most commonly describes acts committed by either a student or intruders from outside the school. This is a rare event that doesn’t occur that often, but when it does it seems to put the country in a shock. School violence plays a major role in school shootings, which could be why many people classify “School Violence” as a shooting in a school. And when looking at one of the most iconic school shootings in American history, one could see that there was a lot of concepts dealing with “School Violence” that led to that tragedy.
The Columbine High School massacre occurred on Tuesday, April 20, 1999, at Columbine High School in Columbine, an unincorporated area of Jefferson County, Colorado, United States, near Denver and Littleton. Two senior students, Eric Harris and Dylan Klebold, embarked on a massacre, killing 12 students and one teacher. They also injured 21 other students directly, and three people were injured while attempting to escape. Many people are ignorant to what they think the two killers really are. After reading the book “Columbine” by Dave Cullen, I came up with a better understanding of why they did what they did. The book was very powerful and had lots of information. It answered the questions that many people have about the massacre, such as what drove the “killers” .
The Columbine High School massacre occurred on Tuesday, April 20, 1999, at Columbine High School in Columbine, an unincorporated area of Jefferson County, Colorado, United States, near Denver and Littleton. Two senior students, Eric Harris and Dylan Klebold, embarked on a massacre, killing 12 students and one teacher. They also injured 21 other students directly, and three people were injured while attempting to escape. Many people are ignorant to what they think the two killers really are. After reading the book “Columbine” by Dave Cullen, I came up with a better understanding of why they did what they did. The book was very powerful and had lots of information. It answered the questions that many people have about the massacre, such as what drove the “killers” .
The two students were very different. Eric Harris was born and raised in Wichita Kansas. He was born on April 9th 1981. He was described as sweet-faced and well-spoken. Adults, and even some other kids, described him as "nice." He was seen as manipulative and could persuade people to do things. On the outside eric was a nice looking well spoken teenage kid. But in the inside Harris was cold and homicidal. He wrote in journals about hate and killing others. "Klebold was hurting inside while Harris wanted to hurt people," Fuselier says. Harris was not merely a troubled kid, the psychiatrists say, he was a psychopath
The two students were very different. Eric Harris was born and raised in Wichita Kansas. He was born on April 9th 1981. He was described as sweet-faced and well-spoken. Adults, and even some other kids, described him as "nice." He was seen as manipulative and could persuade people to do things. On the outside eric was a nice looking well spoken teenage kid. But in the inside Harris was cold and homicidal. He wrote in journals about hate and killing others. "Klebold was hurting inside while Harris wanted to hurt people," Fuselier says. Harris was not merely a troubled kid, the psychiatrists say, he was a psychopath
Dylan Klebold is the pretty much opposite of Eric Harris. He was born and raised in Lakewood Colorado on September 11th 1981. He and Eric were good friends and could be looked at as a microcosm of the yin-yang. Unlike Eric, Dylan was shy and not really a people person. He wrote a lot in his journals about love. Its safe to say that Eric was a big influence on some of the decisions made because of how manipulative Eric was.
Dylan Klebold is the pretty much opposite of Eric Harris. He was born and raised in Lakewood Colorado on September 11th 1981. He and Eric were good friends and could be looked at as a microcosm of the yin-yang. Unlike Eric, Dylan was shy and not really a people person. He wrote a lot in his journals about love. Its safe to say that Eric was a big influence on some of the decisions made because of how manipulative Eric was.
Here is a short video about the tragedy of columbine. It may be hard for some to watch due to the graphic sounds and some images.
My application component was a little different from other people. Instead of having one big event, I did smaller things throughout the year to try and show progress. In the beginning of the year I attended the first “UM challenge”. Here I presented them information about my SGP and what my purpose was about preventing school violence in our school. hyperlink Another thing that I have been apart of this year is the UMHS Action Team. This is a year long program that targets on making our school district a better place for students. We try to focus on three different components that help make each and every student unique. School, Community, and Home. In this Action Team we think of ways to help strengthen each group in order to make the school a better place. We have meetings about twice a month and we tackle issues that are going on in our school today. One big problem that we had to hit on was underage drinking. We came up with a few good ideas that will decrease the rate of underage drinking. Another thing that I have done was spoke at the “Cyber Ethics Forum” At this forum, I presented a slide show about cyber bullying and using technology for good. I showed them ways to prevent Cyber bullying to decrease the number of incidents dealing with bullying online. Lastly, for “diversity day”, I spent majority of my day in the “Mini UM Challenge” This was a smaller form of the real one. Here we basically talked about subjects such as bullying, peer pressure, and underage drinking. The students who came left with a greater understanding of what the “UM challenge was all about. So basically my application was a year long thing. When this project is over I will still be apart of the “Community of Caring” Homeroom, which I have been in for 4 years. As well as the UMAHS Action Team to help make our school a better place and ultimately free of school violence.
This activity is called cross the line. Its pretty much self explanatory, basically I will read off a statement and if it pertains to you I will ask you to cross the line. We will start off with some easy questions and then move on to some more difficult ones.
The challenge, In this point of the presentation I present you all with a challenge. The class of 2010 right now is known as the class who may have made a few bad decisions. Im sure every single one of us in here wishes we can go back and change something we have done. Since there is no time machine that we can go back and change what has happened, we have to just deal with it. One of my favorite quotes is “We cant change the past, but we can learn from it and use it as a foundation for the future.” And with this quote, I bring the challenge to you class of 2010. Even though we made some bad decisions in the past, lets use those experiences to help make our future that much better. For instance, if one of the bad decisions you made in the past was getting high in the bathroom stalls. I challenge you to make every effort from now on not to make that same mistake again. In no time we all will be off to college where most of these aspects of school violence still exists. And I challenge you all to learn from the mistakes made in the past and use it as a foundation for the future.
To sum up my presentation, Basically school violence takes on many different forms and should not be classified as one thing. Rather it should be described as many different types of things that make up school violence. In doing this project, it was my goal to spread awareness of all these aspects and ultimately put an end to violence in schools. Thank you for your time and attention.