anti-bullying policy

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					              2008 EMERALD SHS PAUL WOOD




Reviewed January 2008, Paul Wood
                                                                               2008 EMERALD SHS PAUL WOOD


ANTI-BULLYING POLICY

This policy outlines how the Emerald State High School community is going about
creating a more supportive, respectful, safe, disciplined, tolerant and inclusive
environment for everyone.

BULLYING




                     HARASSMENT                    DISCRIMINATION




                                     BULLYING
                VIOLENCE
                                                       TARGETING

                                   INTIMIDATION




EMERALD SHS’s THREE-LEVEL STRATEGY



                 STRATEGIES TO ELIMINATE BULLYING


                                     BUILDING
       safe, tolerant, disciplined, supportive, challenging and inclusive school.


                                     KNOWING
     when bullying is happening, acting to stop it, and supporting those involved.


                                    MANAGING
      all incidents as they have serious impacts on individuals and the school.
                                                                          2008 EMERALD SHS PAUL WOOD



    BACKGROUND AND RATIONALE:

    The vision for Emerald State High School with regard to bullying is to have
     schooling and working environments where behaviours, interactions and
     relationships demonstrated by all the people are exemplary, and act as an
     excellence “role-model” for the community at large.

    The mission for Emerald State High School in 2008 is to work toward a
     school-wide positive behaviour platform, on which all other productive
     relationships and activities can be built.

    This policy is pursuant of our adoption of a “Health Promoting Schools”
     approach to schooling and education.


     At Emerald SHS bullying is taken to be any actions, behaviours, or
      relationships that are about the inappropriate exercise of power by one
      person(s) over another(s). It may be one instance of, or longstanding violation:
      emotional, mental or physical, conducted by an individual or a group and
      directed against individuals who are not able to defend themselves adequately
      in the actual situation. It may also be directed at a persons friends or property.

     Bullying does not require “intention” from the doer to be a reality for the target.

     Bullying does not have to be direct from one person to another it may indirect
      through intermediaries, though orchestrated by the bully.

     Bullying may be adult to child, child to adult, adult to adult, child to child, staff
      to student, student to staff, staff to staff, student to student, and any other
      combination that may be described.

    This school is intent on preventing harassment, intimidation, discrimination,
     targeting, violence and bullying wherever and whenever it occurs.

    This policy is our clear “anti-bullying” policy to which we expect all staff,
     students, parents and the community to be committed, and actively involved.

    Definitions of harassment, intimidation, discrimination, targeting, violence
     and bullying are presented. They are open to discussion and modification as
     the need arises.

    Bullying takes many forms and may be one or more of the following:

    HARASSMENT:
                                                                       2008 EMERALD SHS PAUL WOOD


     Is about troubling othe      rs through repeated attacks, verbal, physical,
      emotional or psychological. It is about persistently disturbing others.
      Tormenting others comes into this part of bullying.



    INTIMIDATION:

     Is about forcing someone else to do something they may not otherwise do
      through the induction of fear in that person. It is about making someone else
      feel timid.

    DISCRIMINATION:

     Is about negative and depriving behaviours directed towards someone on the
      basis of difference.

    TARGETING:

     Is about making another person a target by imposing unusual, unfair, or unjust
      treatment, punishment and discipline on them.

    VIOLENCE:

     Is about inflicting damage and pain: emotional, mental or physical, through
      rough force, injurious action or treatment, or any unjust or unwarranted
      exertion of force or power. It may include immoderate vehemence of language.


       For the whole school community to be involved in this policy is an important
        action – silence and secrecy nurture harassment, intimidation, discrimination,
        targeting, violence and bullying.

       This policy is complementary to overall social education, good discipline, and
        behaviour management policies we already have in place.

    Bullying includes:

          physical actions
          verbal attacks
          psychological intimidation
          extortion
          harassment and discriminatory behaviours that are directed toward someone
           on the basis of differences such as:

           •   gender
           •   ability and disability
                                                                 2008 EMERALD SHS PAUL WOOD


    •    racial background
    •    socio-economic status
    •    religious or cultural beliefs
    •    sexual orientation
        where you live

Aims

The aim of this anti-bullying policy is:

   to ensure a more supportive, respectful, safe, disciplined, tolerant and
    inclusive environment for all at the school.
   to protect students and staff from any bullying behaviour and to empower
    them to deal with it successfully.
   to educate students, staff and the wider school community about bullying in
    all its forms and the effects it has on people and morale.
   to discourage (and potentially eliminate) bullying behaviours through clearly
    set out consequences, including education, training and discipline.
   to reduce associated stress and reduce subsequent lost school time.

This policy upholds the beliefs that the individual

   has a right to a sense of security for self and property.
   should act in a socially and culturally acceptable manner.
   should demonstrate respect, courtesy and fairness to others.
   should act in a manner that does not endanger others or their property.
   has a right to express appropriate individual views that are tolerated and
    accepted by others.

Bullying is real and serious.

Bullying is not something to be ignored.

Bullies and their targets will not necessarily fit any stereotype.

Bullying cannot be tackled in one way only.

Different approaches need to be taken for different situations and types of
bullying.

This school must take positive action to eliminate bullying, with a vision to
having no bullying in the school.

Proactive and reactive methods have been identified for inclusion
into the anti-bullying policy at Emerald State High School.
                                                           2008 EMERALD SHS PAUL WOOD




       What we all can do about
          bullying issues?
1.   Disseminate information to the total school community and
     workplace about the nature of all types of harassment, intimidation,
     discrimination and bullying, and their causes and effects in the
     working and learning environment.

2.   Make it clear that these behaviours will not be accepted in the
     school or workplace through information, interventions and by
     taking the issue seriously at all times.

3.   Ensure that there is a high level of awareness about these
     issues.

4.   Take immediate action on complaints in accordance with relevant
     procedures.

5.   Respond supportively to any student or staff member who makes
     a complaint.

6.   Arrange appropriate education and training for staff, students
     and others.

7.   Ensure that the issues relating to the nature and prevention of
     these behaviours are addressed in the curriculum.
                                                                                     2008 EMERALD SHS PAUL WOOD



     STRATEGIC AND PRACTICAL APPROACHES
  The anti-bullying policy of Emerald State High School is about taking both strategic and very practical
  approaches designed to eliminate all forms of bullying from the school and workplace.

  DEALING WITH BULLYING AT A STRATEGIC LEVEL
  (To support our anti-bullying policy at the strategic level we will use the “Bullying – No Way!
  Strategies Map” to establish our strategic directions. In this part of the policy we have used
  materials from the “Bullying – No Way!” website. The materials have been slightly modified to
  suit our particular circumstances. I would like to acknowledge and thank the authors of the
  “Bullying – No Way!” website, for allowing us access to their excellent work and resources.)


  Strategies    map
                            BULLYING – NO WAY!


                                                   ROLES AND CONTRIBUTIONS
  THINGS THAT WORK



WHOLE SCHOOL
                                                       STAFF         STUDENTS           CARERS


                        IN AND OUT OF
                        CLASS




               ADMINISTRATION                    TEACHERS                ALL STAFF




                 There are three levels of action for each of these –
                     BUILDING       KNOWING         MANAGING


                                 At Emerald State High School we use:

                         MOUTHS OFF HANDS OFF
                                MOHO
                  As our proactive policy to communicate with students and parents
                                                                      2008 EMERALD SHS PAUL WOOD




Bullying, harassment, discrimination, intimidation, targeting and violence in
schools are worldwide problems that can interfere significantly with the right of
students to learn, and teachers to teach, in a safe, supportive and fear-free
environment.
To be successful in developing a safer, more supportive and fear-free school
environment, action needs to occur at the whole school community level and
across the full range of school activities. To assist this process, the strategies
map identifies:


Things that work
Evidence based whole school approaches for the Whole school community
and the subset, In and out of class.


Roles and contributions
Ways that staff, students and carers can each contribute to safer, more
inclusive school communities where everyone is safe, supported and respected.


Levels of action
Things that work and Roles and contributions are organised into three levels of
action:

      Building safe and supportive schools and preventing bullying
      To deal with bullying, we need to do more than merely make a statement or
      stop the behaviour when it occurs.
      Building means creating the sort of school and wider community that we
      want in the long term.
      This takes time and the active inclusion of all groups. It means building
      safety, trust, inclusiveness and connectedness with those who are like us as
      well as with those we see as different.
      This “MAP” coordinates actions across all domains of school community life
      to achieve these long-term goals. Without such a guide, we may do no
      better than react continually to crises or teach undesired messages.
                                                                  2008 EMERALD SHS PAUL WOOD


     Knowing when bullying is happening, acting to stop it and supporting
     those involved.



     In a school community that focuses strongly on Building, it is easier to work
     together to identify potential issues as they arise, do something about them
     and support others to do the same.
     The focus is on addressing the behaviour, repairing the harm and restoring
     relationships and the environment, and in ensuring a cycle of deep
     continuous improvement.

     Managing incidents that have serious impact on individuals and/or the
     school.

     Incidents do happen. Informed by the school community’s focus on
     Building and Knowing, guidelines and procedures ensure that strategies
     are in place to repair the harm and restore well being for all groups.


The Bullying. No way! web site’s Ideas box provides further information and
examples of Building, Knowing and Managing actions for the whole school
community, and for in and out of class.
                                                                      2008 EMERALD SHS PAUL WOOD




Things that work –               evidence based whole-school approaches:


LEVEL 1 - BUILDING
Building safe and supportive schools and preventing bullying.
Whole school community:
Develop active, trusting relationships among all school community groups.

 Value the varying contributions, skills and knowledge of all school community
   groups.
 Identify trust gaps.

Foster an inclusive school culture and ethos that supports all students and
values the diversity of the student, staff and community population
including culture, ethnicity, gender, place of living, mental ability, emotional
ability, behavioural ability, sexual orientation, physical ability and socio-
economic status.

 Recognise and represent this diversity in all practices.
 Enhance opportunities for connectedness with learning for students at
  educational risk.
 Empower the school community to challenge discriminatory behaviour.

Involve staff, parents and students in collaboratively developing and
implementing an active whole-school plan to address bullying, harassment,
discrimination, intimidation, targeting and violence.

 Engage the school community through forums, meetings and surveys.
 Clarify the school ethos.
 Establish shared understandings and identification of bullying, harassment,
  discrimination, intimidation, targeting and violence issues specific to the
  school community.
 Develop shared responses that address bullying, harassment, violence,
  intimidation, targeting and discrimination as socially, culturally and historically
  constructed practices.
 Develop effective whole-school plan and procedures related to bullying,
  harassment, intimidation, targeting, violence and discrimination, guided by the
  school community.
 Maximise current resources to respond.
 Raise awareness about the policy and practices across the whole-school
  community through assemblies, posters and other communication channels.
                                                                   2008 EMERALD SHS PAUL WOOD


Provide opportunities through the curriculum for the diversity of students
(and staff) to develop relevant knowledge and skills in positive
communication.
 Develop insights into and understandings of the destructive effects of bullying,
   harassment, discrimination, intimidation, targeting and violence, and ways to
   respond effectively.
 Reinforce good examples of communication.
 Teach conflict resolution skills.
 Encourage active citizenship.
 Develop and promote informal and formal peer support networks, e.g. peer
 mediation.

Maintain pastoral care/student welfare systems that enable all students to
feel safe and to feel valued.
 Develop community understanding of links between student welfare issues and
   curriculum practice.
 Provide students at risk of being targeted or who are demonstrating
   discriminatory behaviour with access to specialist/pastoral care staff.

Engage the whole school community in a cycle of continuous improvement.

 Explore ways of monitoring, evaluating and informing progress that respond to
  school community needs.

In and out of class:
Create teaching and learning experiences that promote positive peer
relations, social skills and resiliency.

   Construct cooperative learning experiences that build bridges between the
    interests, experiences, abilities and aspirations of students from diverse
    backgrounds.
   Demonstrate, and encourage students to demonstrate, understanding,
    respect and valuing of themselves and others.
   Empower students by teaching, practising and supporting constructive
    communication and conflict resolution skills.

Build capacity of the full diversity of students to actively participate in
democratic decision-making that affects them at all levels of society.
Involve students in developing:
    Structured opportunities to engage as powerful participants rather than
     passive consumers.
    Class meetings.
    Student representative councils.
    Codes of behaviour and values informing shared statements of rights and
     responsibilities.
                                                                   2008 EMERALD SHS PAUL WOOD


Adopt curriculum and pedagogy to enhance inclusion and ensure
authenticity to the diversity of the student population.
   Ensure that all curriculum areas value, include and build on the personal,
    cultural and linguistic knowledge, skills and experiences of students from
    diverse backgrounds.
   Provide opportunities through all curriculum areas to:
–   critically examine forms of advantage and disadvantage, e.g. dominant
    cultures, peer relations, culturally preferred ways of being
–   question how disadvantage occurs
–   challenge abuses of power based on sex, poverty, disability and other factors
–   develop and practise more equitable behaviours.
   Equip students to recognise, critique and advocate for changes to features of
    the society, the school and their own culture that support bullying, e.g.
–   media, sports, recreation, culture
–   different school cultures
–   risk areas within and beyond the school site
–   risks associated with particular learning activities.
   Regularly review curriculum and pedagogy for focus, appropriate targeting of
    strategies, and outcomes.

Treat the time in the playground and between classes as an important part
of the curriculum and also a time when students can be more vulnerable to
bullying, harassment, discrimination, intimidation, targeting and violence.
    Reinforce playground behaviour guidelines and positive social relationships.
    Develop opportunities and skills for social interaction (through play, games
     and ‘hanging out’), which contribute to positive peer relations and networks.
    Review bullying and safety issues by surveys and observations.
    Provide safe places for students.
                                                                   2008 EMERALD SHS PAUL WOOD




Roles we can play and contributions we can
make:
Staff
Administrators
  Provide leadership in the development of whole school policies and
   strategies.
  Encourage school community members to see themselves as valued
   members working collaboratively towards shared goals.
  Include all staff in the planning and implementation of school policy.
  Provide staff with professional development to ensure that expertise is
   developed in the school.
  Develop procedures for carers to inform school protocols.
  Manage resources to enable implementation of policies and strategies.
  Develop interagency protocols. Review where necessary.
  Link strategies for students to broader welfare programs.

Teachers
 Manage classes in ways that enhance peer relations and demonstrate respect
   and valuing of all students within a supportive environment. Integrate
   supportive, inclusive problem-solving strategies into all curriculum activities.
 Incorporate teaching practices that support students in identifying, analysing
   and resolving immediate and long-term challenges to their own and others’
   safety and rights.

All staff
 Take responsibility for establishing close relationships between school staff
    and the full diversity of carers and students.
 Build a community of learners responsible for student learning outcomes.
 Modify and monitor practices to achieve social justice.
 Encourage students to develop values and ethics in their relationships with
    others.
 Identify improvements to student–staff and student–student relations.
 Include young people in decision-making about policies and programs
    designed to assist them.
 Regularly review class and playground cultures to improve peer relations and
    reduce bullying, harassment, discrimination, intimidation, targeting and
    violence through early intervention responses involving teachers,
    administrators and/or specialist staff.
 Identify and address signs of bullying behaviour. Never turn a blind eye.
 Know how to respond effectively to bullying incidents.
 Work proactively in a team to assist students at risk.
                                                                     2008 EMERALD SHS PAUL WOOD


 Maintain a duty of care in class, in the playground and between classes.

Students
    Develop and encourage understanding, respect and valuing of self and
     others.
    Recognise potential bullying, harassment, discrimination, intimidation,
     targeting and violence issues and advocate for changes to:
                      – risk areas within and beyond the school site
                      – risks associated with particular learning activities
                      – school practices that may, inadvertently, encourage
                         bullying, harassment, discrimination, intimidation, targeting
                         and violence.
    Be active in the development of school policies, strategies and peer response
     systems, e.g. peer support, peer counselling or buddy systems.
    Support school community policies and expectations and encourage other
     students to do so.
    Identify trustworthy adults and student leaders who are in a position to deal
     with or report the issues.
    Encourage effective peer support networks.
    Support other students to use problem-solving strategies.
    Learn and use effective bystander responses.
    Encourage student leaders and representative councils to give issues of
     bullying, harassment, violence and discrimination a priority.
    Share concerns and suggestions to contribute to a cycle of continuous
     improvement

Carers
   Participate actively as members of the school community.
   Contribute to recognition and valuing of diversity in the school community.
   Foster awareness among staff, carers and students about the diverse needs
    and viewpoints of the school community, e.g. culturally, linguistically, socio-
    economically.
   Contribute understandings of how diverse needs and viewpoints can be
    recognised and addressed.
   Engage in whole-school planning processes.
   Support students in identifying and responding to issues.
   Talk with and listen to your students on the issue.
   Model problem-solving behaviours and avoid using blame.
   Promote self-protective behaviours and encourage students to talk about a
    problem and not hide it.
   Maintain ongoing cooperative and open communication with the school.
   Work collectively with the staff to resolve problems and conflicts.
   Share concerns and suggestions to contribute to a cycle of continuous
    improvement.
                                                                     2008 EMERALD SHS PAUL WOOD




LEVEL 2 - KNOWING
Knowing when bullying is happening, acting to stop it and
supporting those involved.
Whole school community
Encourage and explicitly teach effective bystander behaviour for staff,
students and community members.

   Develop options and skills for students to challenge bullying and support
    targeted students.
   Implement a range of strategies to become a ‘telling school’.


Provide support for students involved in bullying or at risk of becoming
involved in bullying.

   Provide support to all groups (students, staff and carers) who are at risk of or
    are involved in the experience of bullying.

Handle potentially serious incidents proactively and create opportunities for
the whole school community to respond effectively to carer concerns.

   Establish procedures for carers to inform school protocols.
   Enlist support from carers, students, staff and other community members as
    appropriate.


In and out of class
Involve a wide range of students in identifying where bullying occurs.

   Develop and maintain peer, help and formal networks and support systems for
    early response, e.g. peer support, peer mediation.

Follow school guidelines on incident response and ensure understanding of
the consequences and goals of reinforcing everyone’s right to be safe at
school.

   Ensure that everyone — staff, students and parents — understands the
    agreed expectations.
                                                                  2008 EMERALD SHS PAUL WOOD




Roles we can play and contributions we can
make:
Staff
Administrators
 Develop procedures to encourage early identification of and responses to
  incidents.
 Arrange support for students, carers and teachers involved in bullying
  incidents.

Teachers
 Respond proactively to signs and symptoms of bullying, harassment,
   discrimination, intimidation, targeting and violence.
 Create opportunities for students to share concerns.
 Create opportunities for early intervention to take place in class and
   playground.

Specialist/support staff
 Provide effective incident responses, e.g. shared concern method.
 Develop specialised support groups for and through collaboration with staff,
  carers and students.
 Be aware of and refer at appropriate times vulnerable students and students
  who use abusive behaviours.

All staff
 Model conciliatory responses to incidents that restore relationships and avoid
    dwelling on revenge or punishment.
 Respond proactively to incidents.
 Empower students to participate in solving their bullying issues.
 Respect the role of carers and enlist their support.


Students
 Seek immediate help when bullying is witnessed or experienced.
 Access support from key people and negotiate support of others, e.g. buddy or
   staff mentor.
                                                                    2008 EMERALD SHS PAUL WOOD


Carers
 Support other carers who indicate that their student is having a hard time.
 Identify and report bullying issues that have been observed or discussed by
   students to staff.
 Provide advice and support to students in the following ways:
                      – Listen to their concerns.
                      – Talk about bullying, harassment, discrimination,
                        intimidation, targeting and violence with your students.
                        Explain that these are inappropriate behaviours, which
                        may happen to anyone.
                      – Discuss and encourage the notion of fair play.
                      – Provide opportunities to enhance students’ self-esteem
                        and resiliency.
                      – Help students to look at the situation in depth.
                      – Foster alternative ways for students to handle situations.
                      – Try different approaches in dealing with each student.
 Support the collaborative whole school plan.
 Work collaboratively and collectively with the school to resolve problems and
   conflicts.
                                                                      2008 EMERALD SHS PAUL WOOD



LEVEL 3 - MANAGING
Managing incidents that have serious impact on individuals and/or
the school
Whole school community
Develop and implement agreed policies, strategies and procedures in
handling serious incidents.

   Ensure that the level of response is appropriate to the incident. Avoid
    secondary problems arising from not dealing with incidents or dealing with
    them ineffectively.
   Provide debriefing and support for those involved.

Use restorative justice principles to resolve issues and restore the sense of
well-being for all involved.

   Utilise evidence-based responses to incidents such as the method of shared
    concern, no blame approach and social problem-solving methods.
   Support the rights of those involved while acknowledging the needs of the
    particular situation.

Review incidents and implement improvements to school responses and
policies.

 Inform and involve staff in an action plan for serious incidents.

In and out of class

Effectively handle incidents according to policies and school plan within
classrooms and during out of class activities.

   Understand and be able to use a range of evidenced based responses to
    incidents within restorative justice principles.
   Review policies regularly in relation to incidents.

Ensure that all staff are confident to support students affected by serious
incidents.

   Activate consequences in accordance with the school plan in a matter-of-fact
    way.
   Inform students of serious incidents and the school response where
    appropriate.
   Be able to refer students to appropriate specialist support staff. Assist in
    repairing and rebuilding trust and relationships between students and all
    groups.
                                                                 2008 EMERALD SHS PAUL WOOD




Roles we can play and contributions we can
make:
Staff
Administrators:
 Implement an action plan for the more serious incidents involving violence.
 Respond effectively to match the incident, e.g. use shared concern or
   community conferencing.
 Involve other agencies as appropriate, e.g. police.
 Brief staff on the response action plans to serious incidents.
 Coordinate media responses within agreed arrangements if necessary.

Students
 Seek immediate help when bullying is witnessed or experienced.
 Access support from key people, e.g. staff member.

Carers
   Enlist the support of family/friends/staff.
   Communicate concerns with teachers and principals/administrators.
   Keep a record of events.
   Seek professional help if necessary.
   Increase knowledge of strategies, options and ideas by attending parenting
    courses.
                                                                                     2008 EMERALD SHS PAUL WOOD




                DEALING WITH BULLYING AT A VERY PRACTICAL LEVEL IN 2007

The following actions are indicative of those that will be undertaken during 2007 to help bring
the above strategies into action.


                   PROACTIVE                                    REACTIVE
Seek the commitment of the School Council        Implementation of the Student Protection
and the P&C in the full implementation of this   Policy.
anti-bullying policy.
Whole school approaches including: Bully          Close observation and recording of overt and
Busters, Health Promoting Schools, Mind           covert bullying, wherever and whenever it
Matters.                                          occurs.
Targeted Professional Development and             Analysis of the data gathered. Information
Training for all staff.                           gained through this analysis will inform
                                                  continuous improvement management of the
                                                  anti-bullying policy.
Extra Curricular Activities including: Year Level New actions will be identified and implemented
Camps and Leadership and Teamwork Days.           in response to knowledge gained through data
                                                  analysis.
Modelling, practise and recognition and Behaviour Management Policy consequences.
reinforcement of appropriate behaviours.

Establishment of     peer support, peer Implement peer support, peer counselling,
counselling, buddy systems, and appropriate buddy systems (staff and student buddies),
bystander protocols.                           and appropriate bystander protocols.
Establish appropriate information gathering
mechanisms so that continuous improvement
processes can be applied to the elimination of
bullying.



Responsibilities

    Administration will ensure all staff members are aware of the current policies.
    All staff are responsible for recognising and responding to bullying incidents.
    Teachers will communicate to students that bullying behaviours are not acceptable at Emerald
     State High School, and that there are clear consequences for involvement in such behaviours.
    Teachers will listen to complaints/reports of bullying. They will record these complaints/reports and
     follow the directions of our policies.
    Students will be educated to recognise that their own behaviour may contribute to bullying
     incidents at school.
    Parents should support their students by encouraging them to report bullying incidents.
    Other school staff need to record and report bullying incidents that come to their attention.
                                                                                  2008 EMERALD SHS PAUL WOOD


The following information has been included to help all staff, students and parents to recognise overt
and covert bullying, and to give some indication of what appropriate actions may be taken.

Verbal bullying – is any attack that can be heard. It may only be heard by the target

Examples of identifying behaviour                Examples of teacher responses
Bully   Name calling                             Bully     Identify behaviour to bully “I heard
        Put down                                           you.”
        Teasing                                            Insist behaviour stops
        Family insults                                     Separate students
                                                           Give rule reminder
                                                           Restate rights of others
                                                           Document on PMO
                                                           Report on concerns
Target Emotional stress                    Target          Let them talk about incident/how
       Unable to defend self over repeated                 feeling
       attempts                                            Listen to student/be sympathetic
                                                           Support student
                                                           Suggested coping strategies
                                                           Separate students
                                                           Peer support
                                                           Peer Counselling
                                                           Buddy system


Physical Bullying – is an act of physical contact or force towards another.

Examples of identifying behaviour              Examples of teacher responses
Bully  Spitting upon                          Bully        Identify behaviour to bully “I saw
       Hitting / punching                                  you”
       Kicking                                             Insist behaviour stops
       Pushing                                             Separate students
       Throwing things at                                  Document behaviour on PMO
       Bumping into directly or indirectly                 Report on concerns
       Pulling chairs from under another
Target Retaliatory behaviour eg hitting back  Target       Give time to calm self
       Avoidance of others                                 Withdraw student if necessary
       Withdrawal                                          Talk about what’s happened
       Inability to defend self over repeated              Listen to student
       attacks                                             Be sympathetic
       Reporting to sick bay                               Suggest coping strategies or refer
       School avoidance                                    to GO/SBYHN/Ch
       Reporting acts of violence                          Identify frequency of bullying


Extortion – is the act of forcing someone to give up something they don’t wish to either with or
without an implied, or actual, threat.

Examples of identifying behaviour              Examples of teacher responses
Bully  Demanding or taking                     Bully  Identify behaviour “I saw you ..”
       - equipment                                    Insist property is returned
       - belongings                                   Separate students
       - food                                         Document on PMO
       - money                                        Report concerns
Target Reported loss of equipment              Target Let student talk about incident(s)
       Absence of money, equipment, food              Listen to student
                                                                                      2008 EMERALD SHS PAUL WOOD


          Obvious fear of another student                   Ensure replacement of student’s
          Refusal to join a particular group                belongings etc if necessary
                                                            Encourage student to report incidents
                                                            to administration or parents

Psychological bullying – is an attack that undermines the target’s self-confidence and feelings of
self worth.

Examples of identifying behaviour                Examples of teacher responses
Bully  Knocking belongings from desk             Bully      Monitor behaviour/document
       Excluding from group                                 incidents on PMO
       Note passing                                         Challenge behaviour
       Insulting diagrams, messages                         Discuss behaviour with student(s)
       Hiding belongings                                    concerned “I observed…. this…. if
       Ganging-up / group attacks                           had this effect on …”
       Following                                            Refer on concerns
       Intimidation
Target Withdrawal                                Target Listen to student
       Ongoing sickness                                 Encourage student to talk
       School refusal                                   Document concerns
       Emotional distress                               Talk with other staff (informally)
       Escaping behaviours                              Encourage student to document
       Deterioration of school performance              incidents egg frequency, type,
                                                        duration, place
                                                        Refer for counselling



Harassment – behaviour is directed towards someone on the basis of differences.

Examples of identifying behaviour                Examples of teacher response
Bullying       – discriminatory remarks or       Bullying     – identifying behaviour to the
                 actions based on                               bully. “I heard/saw you ……”
       gender          sexual orientation        -            insist the behaviour stops
       race            ability & disability      -            restate rights of others
       religion        socio-economic status     -            document on PMO
       geography                                  -            report on concerns

Target       - hurt                              Target – let them talk about incident/how
             - embarrassment                              feeling
             - humiliation                              - suggest coping strategies
                                                        - support student
                                                        - separate students if      covert
                                                          behaviour is obvious
                                                                                 2008 EMERALD SHS PAUL WOOD


Consequences for bullying behaviours:


Zone 0:
INITIAL AWARENESS OF BULLYING BEHAVIOUR

Teacher chooses appropriate action from BMP.
Teacher documents observed/reported bullying behaviour/s on PMO.mdb
           note both “SA – Safety, Bully” and “SA – Safety, Target” need to be recorded.
           include all mandatory aspects of data base
           include a brief description of the context


Zone 1:
FURTHER AWARENESS OF BULLYING BEHAVIOUR
Or
AN INCIDENT OF SUCH SERIOUSNESS THAT IT WARRANTS CASE MANAGEMENT BY THE
TEACHER

Teacher confronts any additional/continuing/serious bullying behaviour and intervenes
appropriately
           This zone requires the completion of both student and teacher case management notes.
              Copies of this paper work must be placed in the Student Central File for
              Behaviour Management, which is located under the students name in the strong
              room in the Administration Building.
           The teacher may use an “appropriate social behaviour” rubric to help the students know
              and understand where they stand now in regard to bullying behaviours, and where the
              school would like them to be.
           The teacher may use restorative justice strategies at this stage.

Teacher documents observed/reported bullying behaviour/s on PMO.mdb
           Note both “SA – Safety, Bully” and “SA – Safety, Target” need to be recorded.
           Include all mandatory aspects of data base
           Include a brief description of the context



Zone 2:
PERSISTENT BULLYING DESPITE ZONE 0 AND 1 INTERVENTION BY THE TEACHER
Or
AN INCIDENT OF SUCH SERIOUSNESS THAT IT WARRANTS CASE MANAGEMENT BY HOD,
YEAR COORDINATOR, OR MEMBER OF STUDENT SERVICES TEAM

Teacher refers students to the relevant HOD, Year Coordinator (or Administration contact if Year
Coordinator is absent), and a member of Student Services Team if required.

HOD, Year Coordinator, Student Services Team, and Carer Case Management forms must be
completed. Copies of this paper work must be placed in the Student Central File for Behaviour
Management, which is located under the students name in the strong room in the Administration
Building.

HOD, Year Coordinator, Student Services Team, enter all relevant information on PMO.mdb
                                                                                   2008 EMERALD SHS PAUL WOOD


HOD, Year Coordinator, Student Services Team advise all staff of the bullying issue through staff
notices on the intranet.

Student will be held for detentions during which they will be required to work through education
and/or training materials on “Bullying”.




Zone 3:
BULLYING PERSISTS DESPITE ZONE 0,1, AND 2 INTERVENTIONS
Or
AN INCIDENT OF SUCH SERIOUSNESS THAT IT WARRANTS CASE MANAGEMENT BY A DEPUTY
PRINCIPAL

Administration and Carer Case Management forms must be completed. Copies of this paper
work must be placed in the Student Central File for Behaviour Management, which is located
under the students name in the strong room in the Administration Building.

Deputy Principal will arrange conflict resolution or accountability conferencing as required.

Deputy Principal to enter all associated information into PMO.mdb

Deputy Principal will analyse data on PMO.mdb to ascertain in the issue brought to them is
broader than initial report.

Deputy Principal advises all staff of the bullying issue through staff notices on the intranet.

Students will be withdrawn from classes and breaks while they are taken through appropriate
social skills development programs. Students will not be allowed back into “general schooling”
until they have demonstrated they can sustain appropriate social behaviours.



Zone 4:
BULLYING PERSISTS DESPITE ZONE 0,1, 2, AND 3 INTERVENTIONS
Or
AN INCIDENT OF SUCH SERIOUSNESS THAT IT WARRANTS CASE MANAGEMENT BY
PRINCIPAL

Administration and Carer Case Management forms must be completed. Copies of this paper
work must be placed in the Student Central File for Behaviour Management, which is located
under the students name in the strong room in the Administration Building.

Principal will arrange conflict resolution or accountability conferencing as required.

Principal to enter all associated information into PMO.mdb

Principal advises all staff of the bullying issue through staff notices on the intranet.

Students will be suspended from school (internally or externally at the discretion of the
Principal).
                                                                            2008 EMERALD SHS PAUL WOOD


Students will be expected to undertake an appropriate social skills development program, which
may involve some external counselling. Students will not be allowed back into “general
schooling” until they have demonstrated they can sustain appropriate social behaviours.
                                               2008 EMERALD SHS PAUL WOOD


                             BULLYING/TARGET
                             INTERVIEW SHEET

Staff Name(s):
Date:
Appellant(s):


Respondent(s):

Verbal Bullying
Psychological Bullying
Physical Bullying
Extortion
Harassment


Description:




Was a stop message given?      Yes / No


Recommendations/ Course of Action:




Implemented?        Yes/No
                                                                        2008 EMERALD SHS PAUL WOOD




                              BULLYING/TARGET
                               FEEDBACK SHEET

Staff Name(s):
Date:
Appellant(s):


Respondent(s):

Verbal Bullying
Psychological Bullying
Physical Bullying
Extortion
Harassment


Description of how the planned actions/interventions have been applied:




Do you believe we have been effective in changing behaviour? Yes / No


What would you like to see happen from here?
                                                                                                           2008 EMERALD SHS PAUL WOOD




                                                  Behaviour Monitoring Sheet
Student:                                                                                  Staff:

This student monitored for the following behaviour:

Time       Date   General Behaviour       Language used to others   Affect/Influence on      On/Off task      Comments
                                                                           others           performance
Roles for 2008
Principal

   Ensure continuous improvement in regard to the elimination of bullying from the school
    and workplace.

   Is responsible for taking all reasonable steps to prevent harassment, intimidation,
    discrimination, targeting, violence and bullying from occurring in the school or workplace.

   Respond to all reports of harassment, intimidation, discrimination, targeting, violence or
    bullying.

   Keep records of details of these behaviours including those involved, and the outcomes
    or action taken. These records must be kept on the school’s behaviour management
    database and in the appropriate files.

Deputy Principals

   Collect statistical information for the purpose of monitoring and reporting trends.

   Respond to all reports of harassment, intimidation, discrimination, targeting, violence or
    bullying.

   Keep records of details of these behaviours including those involved, and the outcomes
    or action taken. These records must be kept on the school’s behaviour management
    database and in the appropriate files.


Student Services Team: SBYHN, GO, Chaplain

   Provide counselling to bully and target, and when necessary the parents.

   Provide assistance with the programming of values, social and behavioural education.

   Life-skills training for students in terms of “personal resource bricks”:

       Assertiveness
       Protective behaviours
       Conflict resolution
       Forming and maintaining friendships
       Mediation (including peer-mediation

   Respond to all reports of harassment, intimidation, discrimination, targeting, violence or
    bullying.

   Keep records of details of these behaviours including those involved, and the outcomes
    or action taken. These records must be kept on the school’s behaviour management
    database and in the appropriate paper files.
Emerald State High School     In-School Student Protection Policy               February 2004
HOD/Year Coordinators

   Be identifiable and accessible.

   Provide information to staff, students and parents about each person’s role in regard to
    anti-bullying issues.

   Provide support to students, parents and staff who approach them with a complaint,
    concern or query.

   Ascertain what outcome/s a complainant wants, and give information on options
    available to resolve the complaint.

   Respond to all reports of harassment, intimidation, discrimination, targeting, violence or
    bullying.

   Keep records of details of these behaviours including those involved, and the outcomes
    or action taken. These records must be kept on the school’s behaviour management
    database and in the appropriate paper files.

   Promote the collection of statistical information on complaints for the
    purpose of monitoring and reporting trends.

Teachers/Support Staff
   Address all observed/reported incidents, when they occur, in classroom/school grounds
    and associated school activities.

   Support students who want to make a complaint.

   Include appropriate material with regard to these issues within the curriculum.

   Respond to all reports of harassment, intimidation, discrimination, targeting, violence or
    bullying.

   Keep records of details of these behaviours including those involved, and the outcomes
    or action taken. These records must be kept on the school’s behaviour management
    database and in the appropriate paper files.


Students
   Need to know what each of these behaviours is.

   Need to know what to do if they are subjected to any of these behaviours.

   Need to know what to do if they observe any of these behaviours.

   Need to know that it is unacceptable for them to employ these behaviours
    with others. They have a right to feel safe and they have a responsibility to
    ensue that others feel safe.




PAUL WOOD                                                                               PAGE 30
Emerald State High School     In-School Student Protection Policy              February 2004
To be proactive in preventing harassment, intimidation,
discrimination, targeting, violence and bullying:
Know your school

Try to look at the school afresh. Where might these behaviours occur? Consider:

           A spot check
           A survey
           Getting pupils to write about the school
           Getting pupils to draw a plan of the school, with ‘danger’ areas marked
           Get students to fill in a timetable showing when these behaviours occur.

Keep full records of all incidents, discussion and any resolution.

Create behaviour maps, which clearly show who is involved and what is their type of
involvement.

Support your students

   Do all students know that the school cares about these issues?
   Do all students know they should speak out and up?
   What messages do we give new intakes about the activities?
   What are our procedures for integrating a new student to the school?


Think ahead about supporting both targets and bullies. Consider:

   Can the targets be trained to be more assertive and more socially skilled? Who can do
    this, how and when?
   Can the bullies learn to control their aggression or be more empathetic?
   Can other students be drawn in to help targets and bullies?
   Can we give both targets and bullies personal resource bricks, which will allow them to
    operate in the school without these behaviours?

Communicate

   Keep publicising our policy to all students and all staff.
   Keep parents informed, let them know that the school acts to prevent these activities,
    not just deal with incidents.
   Examine the hidden curriculum; what kinds of messages do the school documents,
    school staff, and students give out?
   Build on what our school really values, which is a good education for all of our students
    and a good working environment for us all.




PAUL WOOD                                                                              PAGE 31
Emerald State High School    In-School Student Protection Policy        February 2004

SOME MORE SUGGESTIONS OF DEFINITIONS (These would be good for
discussions and impositions with students.):

Bullying:

This often involves a blustering, quarrelsome, bad-tempered, ill-natured, overbearing
person intimidating smaller or weaker people with looks, words or actions, so that
the target is incapacitated to some extent. It may involve a seeming meek and well-
mannered person who behaves subversively to another.

It may be:

   Direct or indirect.
   Physical or emotional or mental.
   One-off or repeated.
   Violent or non-violent.

Harassment:

This involves one person continuing to trouble another through repeated verbal, non-
verbal or physical attacks, after a clear “STOP” message has been given. Other
descriptors that could represent harassment include; persistent disturbance,
torment, repeated nuisance, continual bothering, aggravation, continual annoyance.

Intimidation:

This involves one person forcing another into or to deter from some action by
inducing fear. Other descriptors that could represent intimidation include; making
timid by fear, to overawe with fear, coercion, duress, and constraint.

Discrimination:

This involves one person making a distinction against another person on the basis of
some attribute such as gender, race, religion, wealth, friends or associates,
perceived intelligence, behaviour, where they live and so on, so that the person
discriminated against loses some advantage that may otherwise have been
available.

Targeting:

This involves one person (alone or in a group) making another person a target by
imposing unusual, unfair, or unjust, treatment on them.

Violence

This involves one person (alone or in a group) inflicting damage and pain on another
person. This damage or pain may be emotional, mental or physical. It may be
caused by rough force, injurious action or treatment, or any unjust or unwarranted
exertion of force or power. It may be physical treatment, but could also be
immoderate vehemence or language (verbal or non-verbal).




PAUL WOOD                                                                      PAGE 32

				
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