Indiana Traumatic Head Injury Attorney - PowerPoint

							    Rob Fowler, Detective
Ada County Sheriff’s Office
  School Resource Officer
       Eagle High School
Course Objectives
 Gain better understanding of what
  bullying is and what drives it.
 Learn to identify & address bullying
 Identify common traits of bullies
 Identify common traits of victims
 Develop personal strategies to address
  bullying within your sphere of influence
Course Objectives (continued)
 Learn positive ways to deal with bullies
 Learn supportive ways to deal with
  bullying victims
 Learn positive ways to deal with parents
     Victim
     Bully
Course Objectives (continued)
   Learn what the four “P”’s are and how to
    use them:

     Prepare
     Plan
     Practice
     Proficiency
What’s going on in our
Community?
   Significant growth in Idaho
     4th fastest growing state in nation
 Population boom
 Children have less quality time with
  adult role models as financial need
  requires longer work commitments
 Larger population brings larger crime
  statistics
 Juvenile crime is on the increase
What’s going on in our
schools?
 Schools cannot be built fast enough to
  accommodate the large number of
  students moving into the area
 New populations of juveniles bring
  different social and cultural values
  with them
 New populations of juveniles have a
  need to fit in
What’s going on in our
schools?
   Violence is a reality in our nation
     1998 35 students killed in school violence
     2004/2005 school year
      ○ 28 students killed
      ○ 250,000 injured

 Fear of violence is up
 Fear of gangs is up
 Emulation of gang style is back on the rise
What’s going on in our
schools?
How many children have died from fires in
  schools in the last 25 years?

Why?

Why aren’t we doing the same prevention for
 gangs and violence in our schools?

Because we don’t want to be labeled as
  paranoid.
What about Violence Prevention?

 Standardized codes to prevent violence in
  schools
 Through architectural design
     Example: The strategic use of windows that look out
      on the school entrance so that students can see into
      the school and know that others can see them.
   Surveillance technology
     GPS tracking of School Busses
     minimizing opportunities for out-of-sight activities
      ○ Including School busses
   Access control
     managing access to all school areas
Our Culture of Violence
MEDIA VIOLENCE: EXPOSURE
AND CONTENT
American children and youths spend, on
 average, more than 4 hours a day with
 television, computers, videotaped
 movies, and video games (Roberts et
 al., 1999; Woodard, 2000).

-Surgeon General’s report on youth
  violence
Indiana University Brain Scan Research




Adolescent’s Brain with Low Video Media Exposure is the left
image and Adolescent’s Brain with High Video Media
Exposure is the image on the right.
Indiana University Brain Scan Research

 Media Violence stunts or “retards” kids’ brain
  development: Children with violent TV, movie
  and video game exposure had reduced
  cognitive brain function.
 Media violence makes violent brains, Violent
  TV, movies and video game exposure had an
  affect on normal kids that made their brain
  scans the same as children with diagnosed
  Aggressive Behavior Disorder.
Indiana University Brain Scan Research

For more information on this study visit
           www.sosparents.org
"I don't know why it's a shock to
  us that these kids would try to
  find a way to turn violence into
  entertainment. It's all around
  them.“

 Dr. Ken Druck, Psychologist
Music and Violence
Make no mistake about it, music can
 summon a range of emotions, most of
 which are wonderful. Yet there is some
 music that communicates potentially
 harmful health messages, especially
 when it reaches a vulnerable audience.
Music and Violence
For example, Nine Inch Nails released “Big Man
  with a Gun,” with the following lyrics: I am a
  big man (yes I am) and I have a big gun; got
  me a big old dick and I like to have fun; held
  against your forehead, I’ll make you suck it,
  maybe I’ll put a hole in your head; you know,
  just for the fuck of it...I’m every inch a man,
  and I’ll show you somehow; me and my f--king
  gun; nothing can stop me now; shoot shoot
  shoot shoot shoot...
Music and Violence
Marilyn Manson has quite the way with a
 lyric: “Who said date rape isn’t kind,”
 “The housewife I will beat” and “I slit my
 teenage wrist” are just a sample from
 two songs.

Frank Palumbo, M.D., FAAP, American
  Academy of Pediatrics
Music and Violence
We believe something can and should be done. Poll after poll
  laments the belief that our country, including its youth, is losing
  its moral center. Responsibility, respect and discipline are
  thought to be a thing of the past. Crime and violence have
  escalated to the point where it is a public health problem.
  Although there is no one solution, awareness of, and sensitivity
  to, the potential impact of music lyrics and videos by
  consumers, the media and the music industry is one important
  piece of the puzzle. It is in the children’s best interest to listen to
  lyrics or to watch videos that are not violent, sexist, drug-
  oriented, or antisocial.

Frank Palumbo, M.D., FAAP, American Academy of Pediatrics
What is our kids music telling us?
When this began
  I had nothing to say
  And I'd get lost in the nothingness inside of me
  I was confused
  And I'd let it all out to find
  That I'm not the only person with these things in mind
  Inside of me
  When all the vacancy the words revealed
  Is the only real thing that I've got left to feel
  Nothing to lose
  Just stuck, hollow and alone
  And the fault is my own and the fault is my own
   I wanna heal
   I wanna feel
   What I thought was never real
   I want to let go of the pain I felt so long
   Erase all the pain till its gone
   I wanna heal
   I wanna feel
   Like Im close to something real
   I want to find something I've wanted all along
   Somewhere I belong
Snoop Dogg Lyrics
Every time I come around they like "Oh No"
     I get to trippin; slap the clip up in my 44
     Shit I been thru in my hood made my heart cold
     I get to poppin off that thang like I'm loco
     No sense in coppin pleas when you see my knife out (knife out)
     Motherfuckers light out (lights out)
     Here comes Snoop, uh (oh shit) (Oh No)
     Sup Nigga, sup now, huh? (Oh No)
     [Snoop:]
     Ricky Ticky Timble, C's is the symbol
     Courdoroy khakis, stacies & brimmed up
     Straight razors just to keep you trimmed up
     1-8-7, oh yeah, now you remember
     He's electrifyin & original
     So gangster, Snoop Dogg the criminal
     The one you hate to love, in the club, in the cut
     Hugged up wit yo bitch, nigga I don't give a shit
     You betta check dat ho, that's what wreckin G
     Now step your game down, cause ain't no checkin me
     You'll be respectin me until you leave this room
     Or my gat'll go boom, bullets go zoom
     Now your names on a tomb
     They pourin out liquor wit no room to consume, you silly buffoon
     I pop niggas like balloons, I ain't feeling em
     Walkin in my big blue chucks cause I'm killin em
Superchic[k] HERO
 No one sits with him, he doesn't fit in
 But we feel like we do when we make fun of him
 Cause you want to belong do you go along?
 Cause his pain is the price paid for you to belong
 It's not like you hate him or want him to die
 But maybe he goes home and thinks suicide
 Or he comes back to school with a gun at his side
 Any kindness from you might have saved his life

 Heroes are made when you make a choice
 You could be a hero
 Heroes do what's right
 You could be a hero
 You might save a life
 You could be a hero, You could join the fight
 For what's right for what's right for what's right
 No one talks to her, she feels so alone
 She's in too much pain to survive on her own
 The hurt she can't handle overflows to a knife
 She writes on her arm, wants to give up her life
 Each day she goes on is a day that she's brave,
 Fighting the lie that giving up is the way,
 Each moment of courage her own life she saves
 When she throws the pills out a hero is made
What Can I Do?
 Accept the fact that violence is a real
  problem in our community
 Accept the fact that violence affects
  everyone regardless of sex, race or
  financial status
 Accept the fact that it could happen to
  you, your children or your students
What Can I Do?
 Prepare yourself now for the possibility that
  your child may be lured into the world of
  violence
 Remove the following phrases from your
  vocabulary
     “Not my child”
     “Not him / her
     “It’s just a phase”
     “He / She just likes that _______”
       (music, clothing, video game, etc.)
What Can I Do?
What does that mean to me?

It means you can’t engage in consuming
   movies, music, video games, clothing,
   etc. that promotes or glorifies gang life
   styles and / or violence.
This means you can’t buy these things for
   them either!
What Can I Do?
Understand that because you can filter
  between reality and fantasy, that does
  not mean your child can, particularly if
  they have high media exposure to
  violence.

Because we can filter, we can self regulate
     what we watch and participate in.
           CHILDREN CAN’T !
“When parenting decreases,
  the need for policing
  increases”
- Stephen Covey
Tears on the Highway DVD
Bullying
Statistics
   According to the National Association of
    School Psychologists, about 160,000
    children in the United States miss school
    every day for fear of being bullied.
Statistics
   In Canada, Toronto's Board of Education
    has documented that in Grades 4 to 8,
    one child in five is victimized periodically,
    while one in 12 is bullied weekly or daily.
    Many people, not in the industry, are
    unaware that bullying often begins on
    the bus ride to and from school. Experts
    say that school buses generate a great
    opportunity for bullies.
Statistics
ACCORDING TO THE BUREAU OF JUSTICE STATISTICS - School Crime and Safety:



Teenagers say revenge is the strongest motivation for
school shootings
   — 87% said shootings are motivated by a desire to
   "get back at those who have hurt them."
   — 86% said, "other kids picking on them, making fun
   of them or bullying them" causes teenagers to turn
   to lethal violence in the schools.
 Statistics

RECENT STATISTICS SHOW THAT:
   •1 out of 4 kids is Bullied.
   •The American Justice Department says
   that this month 1 out of every 4 kids will be
   abused by another youth.
   •Surveys Show That 77% of students are
   bullied mentally, verbally, & physically.
Statistics
 43% fear harassment in the bathroom
  at school.
 100,000 students carry a gun to school.
 28% of youths who carry weapons have
  witnessed violence at home.
 A poll of teens ages 12-17 proved that
  they think violence increased at their
  schools.
Statistics

   Playground statistics - Every 7 minutes
    a child is bullied.
     Adult intervention - 4%.
     Peer intervention - 11%.
     No intervention - 85%.
Statistics
   Both bullies and those on the receiving end of bullying were
    more likely to have difficulty adjusting to their environment
    both socially and psychologically.

   Students who were bullied reported having greater difficulty
    making friends and poorer relationships with their
    classmates. They were also much more likely than other
    students to report feelings of loneliness.

   "It's likely that kids who are socially isolated and have trouble
    making friends are more likely to be targets of bullying," Dr.
    Nansel said. "In turn, other kids may avoid children who are
    bullied, for fear of being bullied themselves."
So What is Bullying?
Bullying
 Researchers generally accept that
  bullying contains three essential
  elements:
 1. The behavior is aggressive and negative.


   2. The bully carries out the behavior
    repeatedly.

    3. The behavior occurs in a relationship
    where there is an imbalance of power
    between the parties involved.
What is Cyber Bullying?
   In short, cyber bullying is "willful and
    repeated harm inflicted through the
    medium of electronic text.“

   Cyber bullies are malicious aggressors who
    seek implicit or explicit pleasure or profit
    through the mistreatment of another individual.
Why do kids often behave
inappropriately online?
 Because technology often provides
 1) a perceived buffer from regular consequences
  and
 2) a real buffer from traditional social cues, people
  will say and do things through technology that they
  would not do face-to-face. (The scientific term for
  this is "dis-inhibition.") If this is apparent with email,
  instant messaging, and text messaging on cell
  phones, it seems even more glaring on social
  networking sites.
What is a Bully
   A bully is an individual who torments
    others through verbal harassment,
    physical assault, or other more subtle
    methods of coercion.

   The behavior engaged in by bullies:
    bullying. In colloquial speech, "bullying"
    most often describes a form of
    harassment perpetrated by someone
    who is in some way more powerful,
    physically or socially, than a weaker
    peer.
            Types of Bullying


Verbal               Sarcasm, persistent teasing,
                     spreading rumors, name calling,
                     harassment

Physical             Pushing, kicking, hitting, pinching, any
                     form of violence and intimidation



Emotional            Humiliation, tormenting, threatening
                     ridicule, exclusion from groups and
                     activities

Racist               Taunts, jokes, gestures, graffiti


Sexual               Comments, physical contact,
                     gestures, threats

Other                Theft, vandalism
Did You Know?
 By age 24, 60% of identified bullies have
  a criminal conviction.
 Children, repeatedly victimized,
  sometimes see suicide as their only
  escape.
 Bullying is one of the most underrated
  and enduring problems in schools today.
 Schools are a prime location for bullying.
 Bullies lose their popularity as they get
  older and eventually the majority of
  students come to dislike them.
Did You Know?
 Many adults do not know how to
  intervene in bullying situations;
  therefore, they often overlook bullying.
 On average, bullying episodes are brief,
  approximately 37 seconds long.
 The emotional scars from bullying can
  last a lifetime.
Did You Know?
   Bullying is broken into two
    categories:
    1. Direct bullying.
    2. Indirect bullying (also known as social
    aggression).
Did You Know?
   Direct bullying is the form most common to male
    bullies.
    Social aggression, or indirect bullying, is most
    common to female bullies and young children and
    characterized by forcing the victim into social
    isolation. Bullies achieve this isolation of their
    victims through a wide variety of techniques,
    which include:
   Spreading gossip.
   Refusing to socialize with the victims.
Did You Know?
 Bullying other people who wish to socialize with the
  victims.
 Criticizing the victim's manner of dress and other socially
  significant markers (including the victim's race, religion,
  disability, etc).
 Bullying can occur in situations including school or
  college/university, workplace, contact with neighbors, and
  between countries (see Jingoism). Whatever the situation,
  the power structure is typically evident between bully and
  victim. To those outside the conflict, it seems that the
  bully's power depends only upon the perception of the
  victim, with the victim being too intimidated to put up
  effective resistance. However, the victim usually has just
  cause to be afraid of the bully due to threats.
Examples
 Text messaging mean or harassing
  things about someone.
 Posting mean or harassing things about
  someone online, including videos.
 Crank calling someone or calling
  someone and hanging up on them
 Posting, texting or calling someone
  claiming to be someone else as a joke.
Violence Continuum
1.      Eye rolling                   9.    Damaging Property
2.      Starting Rumors               10.   Intimidation
3.      Gesturing                     11.   Shoving / Punching / Spitting
4.      Writing graffiti              12.   Hitting / Kicking
5.      Threatening                   13.   Flashing a weapon
6.      Name Calling                  14.   Stabbing someone
7.      Taunting / Name Calling       15.   Shooting someone
8.      Stealing



     Source: Kamaron Institute 2006
Reasons
   Reasons why some people bully
   people think it will make them popular or cool
   people think it makes them look tough
   people want to be in charge
   people want attention
   people want people to be afraid of them
   people are jealous of the person they are
    bullying
   people are being bullied themselves
   people don't understand that it is wrong
Reasons
 Reasons why some young people are
  bullied
 some people are bullied for no reason
  whatsoever
 because they are different in some way,
  their skin color, their size, their name,
  their nature, their intelligence
 because they look like they cannot stand
  up for themselves
Common Characteristics of
Children Who Bully
 Impulsive, hot-headed, dominant;
 Easily frustrated;
 Lack empathy;
 Have difficulty following rules; and
 View violence in a positive way.
 Boys who bully tend to be physically
  stronger than other children.
Family Risk Factors for
Bullying
 A lack of warmth and involvement on the
  part of parents;
 Overly permissive parenting (including a
  lack of limits for children's behavior);
 A lack of supervision by parents;
 Harsh, physical discipline; and
 Bullying incidences at home.
Why Students Do Not Intervene
   Fear

   Lack of strategies and skills

   Group dynamics

   Lack of understanding their role

   Status management
School Staff Response
School staff is generally unaware of the extent of bullying and victimization
problems.

•42% of bullies and 46% of victims report that they have talked to teachers about
problem.

•71% of teachers and 25% of students say that teachers almost always intervene.


Source: REPORT #60 APRIL 2000 Making a Difference in Bullying Debra J. Pepler & Wendy Craig
School Staff’s Involvement in Bullying
and Victimization?

•     Observations indicate that teachers intervene in 14%
      of classroom episodes and only 4% of playground
      episodes of bullying.

•     Low staff intervention may occur because:
      - the majority of episodes are verbal
      - episodes are brief
      - bullying occurs when monitoring is low


Source: REPORT #60 APRIL 2000 Making a Difference in Bullying Debra J. Pepler & Wendy Craig
Signs of Victimization
   Fear of going to school
   School work problems
   Missing possessions
   Injuries
   Withdrawal (quiet, sullen, daydreaming)
   Depressed
   Being difficult and argumentative
     (Message: Everyone is picking on me)
   Nightmare and disturbed
Principles
 Trust your instincts, if you think a child is
  being victimized they probably are
 Find a private opportunity to raise your
  concerns with the student
 Ensure safety of the victim
 Support the child who is being victimized
 Record the event and follow through
  with actions
 Inform the parents
Types of Victims
         Passive Victims
 Avoid aggression and confrontation
 Do not elicit help from peers
 Cry easily
 Will not fight back
 Are not assertive
 Are anxious in social situations
Types of Victims
       Aggressive Victims
 May behave in ways that may irritate
  others
 May tease and taunt others
 Lack social skills
 Tend to be aggressive
 Will often respond to others aggressively
Children who frequently bully their peers
are more likely than others to
 Get into frequent fights;
 Be injured in a fight;
 Vandalize or steal property;
 Drink alcohol;
 Smoke;
 Be truant from school;
 Drop out of school; and
 Carry a weapon
Did You Know?
   It’s illegal to bully or harass someone in
    the State of Idaho? Particularly in a
    school.
18-917A. STUDENT HARASSMENT --
INTIMIDATION -- BULLYING
   1) No student shall intentionally commit, or conspire to commit, an act
    of harassment, intimidation or bullying against another student. (2) As
    used in this section, "harassment, intimidation or bullying" means any
    intentional gesture, or any intentional written, verbal or physical act or
    threat by a student that: (a) A reasonable person under the
    circumstances should know will have the effect of: (i) Harming a
    student; or (ii) Damaging a student's property; or (iii) Placing a student
    in reasonable fear of harm to his or her person; or (iv) Placing a
    student in reasonable fear of damage to his or her property; or (b) Is
    sufficiently severe, persistent or pervasive that it creates an
    intimidating, threatening or abusive educational environment for a
    student. An act of harassment, intimidation or bullying may also be
    committed through the use of a land line, car phone or wireless
    telephone or through the use of data or computer software that is
    accessed through a computer, computer system, or computer network.
    (3) A student who personally violates any provision of this section may
    be guilty of an infraction.
Idaho Law
 18-6710. USE OF TELEPHONE TO ANNOY, TERRIFY,
  THREATEN, INTIMIDATE, HARASS OR OFFEND BY LEWD
  OR PROFANE LANGUAGE, REQUESTS, SUGGESTIONS
  OR PROPOSALS -- THREATS OF PHYSICAL HARM --
  DISTURBING THE PEACE BY REPEATED CALLS
 (1) Every person who, with intent to annoy, terrify, threaten,
  intimidate, harass or offend, telephones another and
 a) addresses to or about such person any obscene, lewd or
  profane language, or makes any request, suggestion or
  proposal which is obscene, lewd, lascivious or indecent; or
 (b) addresses to such other person any threat to inflict injury or
  physical harm to the person or property of the person
  addressed or any member of his family, or any other person; or
Idaho Law
   (c) by repeated anonymous or identified telephone calls
    whether or not conversation ensues, disturbs the peace or
    attempts to disturb the peace, quiet, or right of privacy of
    any person at the place where the telephone call or calls are
    received, is guilty of a misdemeanor and upon conviction
    thereof, shall be sentenced to a term of not to exceed one
    (1) year in the county jail. Upon a second or subsequent
    conviction, the defendant shall be guilty of a felony and shall
    be sentenced to a term of not to exceed five (5) years in the
    state penitentiary.
   (2) The use of obscene, lewd or profane language or the
    making of a threat or obscene proposal, or the making of
    repeated anonymous telephone calls as set forth in this
    section may be prima facie evidence of intent to annoy,
    terrify, threaten, intimidate, harass or offend.
   (3) For the purposes of this section, the term "telephone"
    shall mean any device which provides transmission of
    messages, signals, facsimiles, video images or other
    communication between persons who are physically
    separated from each other by means of telephone,
    telegraph, cable, wire or the projection of energy without
    physical connection.
     Idaho Law
   18-7906. STALKING IN THE SECOND DEGREE.
   (1) A person commits the crime of stalking in the second degree if the
    person knowingly and maliciously:
   (a) Engages in a course of conduct that seriously alarms, annoys or
    harasses the victim and is such as would cause a reasonable person
    substantial emotional distress; or
   (b) Engages in a course of conduct such as would cause a reasonable
    person to be in fear of death or physical injury, or in fear of the death or
    physical injury of a family or household member.
   (2) As used in this section: (a) "Course of conduct" means repeated acts
    of nonconsensual contact involving the victim or a family or household
    member of the victim, provided however, that constitutionally protected
    activity is not included within the meaning of this definition.
Remember,
Bullying is a crime in Idaho.
How Do I effect Change?
   Attitudinal change precedes behavioral
    change
   The process of change is slow and gradual
    and needs constant nourishment and never
    ends.
   Often when you introduce an anti-bullying
    intervention and sensitize the school
    community to the problem, it appears to get
    worse.
     Remember denial / image concerns
     Paradigm Change
How Do I effect Change?
   Are you ready to fight the good fight?
    Why do you do what you do.
     How important is your role?


“I long to accomplish a great deal and
   noble task, but it is my chief duty to
   accomplish humble tasks as though
   they were great and noble.”
             - Helen Keller
Strategies to increase staff
awareness
   Educate school staff about the definition of
    bullying, the nature of bullying, the secrecy
    surrounding bullying, children’s reluctance
    to report bullying
   Help staff to develop strategies to detect
    and intervene in bullying.
   Differentiate between rough-and-tumble
    play and bullying or teasing and bullying.
   Learn how to recognize power imbalance,
    which is sometimes subtle in bullying.
Responding to aggression
Here are many possible responses, depending on the
  situation.


- If equal power, then both parties receive
    equal consequence and opportunity for
    mediation to solve their dispute.
- If unequal power, bullying, then bully
    receives formative consequences and
    victim receives supportive consequences.
- When a group of children is involved, even
    as an audience, focus consequences on
    the group
Intervention Strategies
   Watch for Early Signs!
   Interventions for mild forms of bullying can be less
    intensive than those for fully developed problems.
   A clear direction about no teasing, no name-
    calling, or no exclusion may avoid later problems
    of verbal aggression, social aggression and
    harassment.
   Don’t Wait Until it’s Full Blown!
   Interventions when a problem starts to emerge
    are more effective than interventions applied once
    the behavior has become frequent and severe.
Intervention Strategies
       HESITATION
           What causes it
             Not using the 4 “P’s”


       Result
           Problem becomes worse
           You become ineffective
           You job is harder / more stressful
           Performance issues
           You no longer enjoy your work
Intervention Strategies
   Have you asked for;
     Guidance
     Support
     Help
     Training
     Assistance
     Reassignment
   It is equally your (driver) responsibility to
    report and document problems
Consequences and Responsibilities
 Consequences and responsibilities for
  aggressive behaviors must be immediate and
  consistently applied.
 Effective consequences and responsibilities
  are formative: they help develop behaviors,
  skills, insights, and empathy.
 Responsibilities with some form of retribution
  promote understanding of impact of bullying.
 Consequences and responsibilities must be
  delivered non-aggressively -- hostile adults
  inadvertently provide lessons on bullying.
Specific Interventions for Bullying

1. Record the problem behavior and provide consequences.
2. Educate the child about what bullying is and why it is not
    acceptable.
3. Withdraw privileges (recess, lunch) and provide formative
    replacement activities
 letter of apology
 reading and reporting on bullying story
 A caring act
 role playing victim with teacher to develop empathy
4. Determine ways in which this student can develop positive
    forms of leadership and experience power in a pro-social
    way.
5. Assess the complexity of the bully’s problem.
What if Interventions Do Not
Work?
 If you haven’t contacted the student’s parents
  before this, now is the time to bring them in to
  help support the child. Carefully assess the
  parents’ abilities to be supportive.
 Children who bully repeatedly, seriously, and in
  different contexts, require a behavior
  management program developed in
  consultation with a mental health professional.
 Given the systemic nature of the problem (i.e.,
  it isn’t just a problem with the child), the family
  may need help to support the student and to
  deal with bullying within the home context.
Principles and Strategies for
Dealing with Parents
    Always contact parent or guardian and inform
    of problem
    Convey your concern
    Work together to gain understanding
    Be supportive
    Recognize differences in family / social
    values
    Use a problem solving approach
    Provide the district’s perspective and school
    plans for monitoring the problem
    Invite future communication and collaboration
    in supporting the children at risk.
Family Factors Related to Bullying
  Experience a number of family
  stressors (i.e., financial, single parent,
  illness)
 Family may lack social support
 High levels of parental conflict
 Lack of monitoring child’s activities
 Inconsistent and harsh punishment
 Low levels of communication and
  intimacy
Family Factors related to
Victimization
   Overly protective parents
   Lack of independence in family
   Non assertive parents
   Family Stressors (e.g., divorce)
   Over involvement by parents
Challenges of Dealing with
Parents of Bullies
   Encountering myths:
     Denial
      ○ Not my child
      ○ Children need to stand up for themselves
      ○ Not a real problem
Challenges of Dealing with
Parents of Bullies
   Listen and do not argue with parent
   State District’s position and goal of creating safe
    and caring environment
   Educate concerning why this may be a problem
   Problem solve how can work together for solutions
   Inform of District’s response and monitoring
   Be prepared not to change their perspective
     Don’t take it personally
   Set clear expectations and consequences of
    bullying
     Be prepared to follow though
     Follow through
     Never threaten
What Can I Do?
You have to recognize the bully’s greatest ally.

               DENIAL
                   School
                   Police
                 Community
                  Parents
Denial
   Bullies thrive on denial, and lack of
    awareness by school staff. The bully
    whose actions go unaddressed today
    may likely be involved more significant
    criminal activity in the near future.
Denial
   The condition that makes the school
    environment most ripe for bullying and lack
    of awareness. We have to make sure that
    we respond immediately and appropriately
    to bullying and not focus on image
    concerns for our organizations. If there is a
    problem, call it a problem and deal with it.
   The longer we deny, the more entrenched
    the problem becomes and in the end, the
    worse our image / and problem will be.
Denial
   Denial gets you twice
     Denial will
      ○ Allow someone / something else to influence
        our children into negative behaviors (including
        the media)

      ○ Prevent you from working with police, school
        officials and the community to help your own
        child
         Rescuing and / or enabling
Denial
The longer we deny or even minimize the
  problem, the more entrenched it
  becomes resulting in tragedy.

We have to fix the “Broken Windows”
What Denial?
Challenges of Dealing with
Parents of Bullies
 Unsupportive to school’s concerns
 Aggressive and challenging
 Lack the personal resources to deal
  with problem
 Helpless
 Dismissive
Challenges of Interviewing Parents of
Victims
    Heightened emotion
      Use active listening
    Anger
      Calming techniques
      Diffuse anger
    Frustration
      Try and understand
    Anxiety
    Need for Retribution / Revenge
      pound of flesh
Challenges of Interviewing
Parents of Victims
   Sense of helplessness about the problem
     Empowerment through educational programs
     Referral
     MDT approach
   Wanting the school to do more
     reasonableness
   Dismissive
     Especially dangerous
     Possible H & W referral (failure to protect)
Responses to Challenging
Parents of Victim
   Acknowledge parents concerns and
    worries
   Healthy to advocate for child
   Inform them of what the consequences
    were for the bully
     Within district policies (FERPA)
    Educate concerning the importance of
    making amends and having formative
    consequences
     Participate in own healing
Responses to Challenging
Parents of Victim
   Indicate measures taken to support and
    protect their child
     Careful with release of information
   Ask for their input
     Partnership
     Don’t make promises
   Offer to update parents the following week
     Reasonable and prudent
   Educate on effects and how parents can
    help
P.O.W.E.R
P.O.W.E.R.
 P.O.W.E.R. is an acronym, in other
  words it’s a word formed by the first
  letter of a series of word.
 For example, WAC stands for Western
  Athletic Conference
P.O.W.E.R.
   The acronym P.O.W.E.R. is designed to
    help you remember that YOU have the
    power to help stop bullying whether you
    are the bully, the person being bullied or
    are just bystander or someone who
    knows that bullying is going on
P”
“



   “P” stands for PRIDE. You have to have
    pride in yourself! This is the first tool we’ll
    talk about. Being proud of yourself and of
    who you are is the first step to not participate
    in or tolerate bullying.
“O”
   “O” stands for “OPEN MINDEDNESS”. You
    have to be open minded and accepting of
    others. Being accepting of others makes it
    easier for others to accept you. As an adult, is
    this the message you convey to your students?




    ARE YOU OPEN MINDED?
“W”
   “W” is for WILLPOWER. Do you have the willpower to
    not follow the crowd or be influenced by
    predispositions?

   Do you have the willpower to be nice to someone who
    your friends may want to make fun of or tease?

   Do you have the will power to say no thanks to your
    friends who want to engage in negative behaviors?

   Do you have the willpower to not passively participate
    in bullying? (including observation with no action)
“E”
   “E” stands for EMPATHY.

   Empathy is the ability to place yourself in
    someone else’s shoes.

   How does what is happening to someone else
    make you feel?


   WHY IS IT IMPORTATNT TO PUT YOURSELF
    IN SOMEONE ELSE’S SHOES?
“R”stands for RESPECT. What is
“R”
    respect to you? Why is it important?
   Respect is treating others as well as you
    would like to be treated.
 Respect    is understanding and
    acknowledging the rights of someone else
    to have their beliefs.
 Respect,    you have to give it to get it!
 That   includes adults! (modeling)
H.E.R.O.
H.E.R.O.
 H.E.R.O. is also an acronym, in other
  words it’s a word formed by the first
  letter of a series of word.
 The acronym H.E.R.O. is designed to
  help you remember that YOU can be a
  HERO to someone by taking a stand
  and making the decision not to tolerate
  bullying.
“H”
 “H” stands for HELP. Don’t be afraid to
  help someone.
 Make a decision and take a stand!
“E”
 “E” Stands for Everyone
 Don’t compartmentalize your help.
 Be willing to help anyone
“R” & “O”
 “R” & “O” stands for REGARDLESS OF
 Be willing to help regardless of your own
  prejudices, preconceptions,
  assumptions, etc.
 Race, color, creed, gender, religion,
  nationality, etc.
H.E.R.O.




 HELPEVERYONE REGARDLESS
 OF __________________
           (fill in)
H.E.R.O.


 Useyour P.O.W.E.R. and be a
 H.E.R.O. __________
Conflict Resolution
Basic Tenets for Empowerment of
Students
   It is easier to awaken empathy and reduce
    tolerance of bullying among the silent majority
    than it is to change the behavior of individual.
   Aggressive students are more likely to respond
    to peer censure than to adult censure. Therefore,
    by working with a group of students to help them
    understand the dynamics of power, the abuse of
    power, the experience of victimization, and the
    strategies for positive power, significant change can
    occur within student peer groups.

   It can be done with all the students in a class or bus
    or with a specific group of students, depending on
    situation.
Strategies for Staff

 Communicate a respectful attitude,
  rather than a punitive or blaming one.
 Create a working alliance with students
  to engage them productively.
 Communicate an accepting and non
  judgmental attitude about personal
  worth of all the students (POWER) and
  not condone bullying behavior.
STEPS TO RESOLVE A CONFLICT
   Define the conflict.
    If defined objectively, rather than subjectively, which is how most of us do it,
    conflict means only this: We need a new way of doing things, the old way has
    failed. If two sides can define what they are fighting about, the chances increase
    that misperceptions will he clarified.

   It is not you against me; it is you and me against the problem.
    The problem is the problem. In a battle, even if one side does win, the first
    reaction of the loser is, I want a rematch: I will come back with meaner words,
    harder fists and bigger bombs. Then the enemy will learn, then they will be good
    and then we will have peace forever. This is an illusion, hut few can give it up. By
    focusing on the problem, and not the person with the problem, a climate of
    cooperation, not competition, is enhanced.

   List the relationship's many shared concerns and needs, as against one
    shared separation.
    In Ernest Hemingway's novel, "A farewell to Arms," a character is described in a
    hauntingly beautiful phrase, "He was strong in the broken places." All of us have
    been, are being or will be broken by life. If we are strong in the broken places,
    chances for mending increase. They will increase if the strengths of the
    relationship -- the shared concerns and needs -- are given more attention than
    the lone unshared separation.
STEPS TO RESOLVE A CONFLICT
   When people have fought, do not ask what happened.
    This is an irrelevant question. They will answer with their version of
    what happened, almost always self-justifying. The better question is,
    "What did you do?" This elicits facts, not opinions. Misperceptions are
    clarified, not prolonged.

   Work on active listening, not passive hearing.
    Conflicts escalate when partners try to talk more than listen and then
    only listen as a time-out for verbal rearming. Listening well is an act of
    caring. If you are a good listener, you have many friends. If you are a
    poor listener, you have many acquaintances.

    Choose a place to resolve the conflict, not the battleground itself.
    Armies tend to sign peace treaties far from war zones. Too many
    emotions are there. In some schools around the country, peace rooms
    are in place. Anyone who was fighting -- in the schoolyard, the halls,
    the bus -- automatically knows to go to the peace room at the time set.
    Who will be there? Mediators: classmates who have been trained in
    nonviolent conflict resolution. Principals and psychologists in schools
    that have peace rooms see the results in lower rates of violence.
STEPS TO RESOLVE A CONFLICT
   Start with what's doable.
    Restoration of peace cannot be done quickly. If it took a long time for the dispute to begin, it
    will take time to end it. Work, on one small doable rather than many large undoables. Almost
    always, it is a laughably small wound that causes the first hurt in relationship. But then,
    ignoring the smallness lakes on a size of its own. Ignoring the problem becomes larger than
    the original problem.

   Develop forgiveness skills.
    Many people of large minds are willing to say after the conflict, "I'm going to bury the hatchet."
    To themselves, they - add: "But I'm going to mark exactly where I bury it, just in case I need to
    dig it up for the next fight." Forgiveness looks forward, vengeance looks backward. Again, it's
    anatomy: we have eyes in the front of our heads, not the back.

   Purify our hearts.
    This is merely an elegant way of telling ourselves, "I need to get my own messy life in order
    before I can instruct others how to live." Do these nine steps of nonviolent conflict resolution
    always work? No. Sometimes the conflict partners are so emotionally wounded or
    ideologically hidebound, that nothing con stop the violence. But large numbers of conflicts can
    be resolved without killing or wounding the other side, provided the strategies for
    peacemaking are known.

   source: Peaceful Conflict Resolution is Teachable nine steps provide the key to resolving disputes peacefully -Colman McCarthy
Positive Presence
Use of force continuum
   Presence (using the effect of the presence of
    an authority figure on a subject)
   Verbalization (commanding a subject)
   Empty hand control (using empty hands to
    search, relieve weapons, immobilize, or
    otherwise control a subject)
   Intermediate weapons (using non-lethal
    chemical, electronic or impact weapons on a
    subject)
   Deadly Force (using any force likely to cause
    permanent injury or death to a subject)
use of force
 The term use of force refers to the right
  of an individual or authority to settle
  conflicts or prevent certain actions by
  applying measures to either:
 a) dissuade another party from a
  particular course of action, or
 b) physically intervene to stop them.
The reasonable person
standard
   In general, the law imposes a duty on everyone to
    behave at least as carefully as a reasonable,
    ordinary, prudent person in the same or similar
    situation.
   This is known as the reasonable person standard.
   If a court establishes that the defendant acted
    reasonably, even though his or her actions caused
    the injury to another, the defendant is not negligent
    and not liable for damages.
   Children and the mentally disabled are typically held
    to a lower standard than adults; professionals, such
    as doctors and attorneys, are held to a higher
    standard
Use of force
   A. Perceptions:

    As previously outlined, the first step in the PEDA model involves the driver’s
    perceptions. Another way of describing this step is by reference to the subject's
    actions. The driver observes these actions and this basic information becomes
    "input" to the following steps. In some agencies, this is the first step in the
    "threat assessment" process.
   Just as the driver has a range of actions open to him/her, so does the subject of
    the encounter. It is also possible to consider those actions as part of a
    "resistance" or "threat continuum". For example, subjects may exhibit any or all
    of the following behaviors:
   Intimidation (hard stares)
   Non-compliance/Passive Resistance
   Defensive actions (run, push, shove)
   Active aggression (actions to harm the driver)
   Aggravated aggression (use of a weapon)

    Observations of the subject's actions and the ability to articulate each perception
    is an important part of an driver’s explanation if he/she is called upon to explain
    a particular use of force.
Use of Force
   B. Evaluation.

    The evaluation phase of the encounter requires the driver to
    consider three important elements regarding the subject: ability,
    opportunity, and jeopardy. For each element, there are indicators
    useful to the driver’s evaluation:
   1: Ability: did the subject have the means to do bodily harm to
    another person? Indicators are: age, size, weapon(s), mental
    status, drug or alcohol use, threatening gestures, known prior
    history, apparent skill level.
   2: Opportunity: Did the subject have the opportunity to seriously
    injure or kill the driver or another person? Some indicators are:
    positioning, timing, proximity, action.
   3: Jeopardy: Did the subject's action expose the driver to a
    perceived danger or was there a reasonable perception that the
    person would seriously injure or kill the driver or other
    persons? Indicators include: imminent harm, fear of death or
    bodily injury.
Use of Force
   Once the driver has "collected" the facts (through
    perception) and evaluated the situation, he/she must
    move to a decision. At this point, it is useful to revue
    an driver’s obligations or priorities in making the
    decision to act:
   1st priority -- To protect all innocent students in your
    care.
   2nd priority -- To protect yourself and fellow drivers.
   3rd priority -- To protect the subject student.
   Given these priorities, the driver decides on a course
    of action that:
   1: Selects the level of force that is reasonable and
    apparently necessary at the moment it is used.
   2: Is based on the totality of circumstances.
   3: Responds to the perceived levels of resistance.
Use of force in Self Defense

   1) An person may use only the
    degree of force which is reasonably
    necessary to protect him / herself.
Decision Risk Factors
   When we face a situation involving a possible use of force, we must recognize
    the factors that could effect performance in facing this complex and difficult task.
    Understanding the forces of stress and inner conflict that can effect performance
    in the encounter is essential to mastering this situation. Some of the most
    common sources of stress and conflict in this type of performance environment
    include:
   1: Long term stress: divorce, ill child.
   2: Short term stress: last call for service, hunger.
   3: Anger: created by loss of control or loss of self esteem>
   4: Fear: created by real or exaggerated threats.
   5: Prior mind-sets: racial, gender, political, economic.
   6: Health considerations: weight, blood pressure, etc.
   Each of these "risk factors" present unique issues which may have a profound
    impact but are hard to recognize. Stress can be incremental and often
    unobserved. Also the combination of small hassles with a spouse, child or
    supervisor can raise stress levels. Anger can be targeted at others who are not
    the source of anger. Fear is often a hidden dimension. Fear of injury, humiliation
    or generalized danger may be directed at types of persons, neighborhoods or
    situations. Mind-sets about fear or danger can change one's perception of a
    situation. Believing that a particular housing area is dangerous may influence the
    approach that an officer takes toward the encounter. Health concerns may effect
    body positioning, gait, mobility, and sense of competence.
Decision Risk Factors
Recognizing these risk factors and learning to control oneself are
important components in any approach to a possible use of force
encounter. What will help you subdue these performance inhibitors is
your ability to deal with a force encounter and your rapid response to
correcting these inhibiting factors. Specific steps include your ability to:
1: Recognize and control your emotions prior to being able to control
others:
2: Balance your mind and body while anticipating your approach to the
encounter:
3: Avoid impulsive words or trigger terms:
4: Reaffirm your sense of dignity in approaching the situation:
5: Have a realistic sense of what one may encounter; verbal abuse,
oppositional behavior, blood, etc:
6: Avoid the need to be right. Focus on resolving the encounter rather
than affirming your authority or sense of false honor:
7: Avoid tunnel vision caused by anger, loss of control or esteem:
Assault
   18-901. ASSAULT DEFINED. An assault is:
   (a) An unlawful attempt, coupled with
    apparent ability, to commit a violent injury
    on the person of another; or
   (b) An intentional, unlawful threat by word
    or act to do violence to the person of
    another, coupled with an apparent ability to
    do so, and doing some act which creates a
    well-founded fear in such other person that
    such violence is imminent.
Battery
 18-903. BATTERY DEFINED. A battery
  is any:
 a) Willful and unlawful use of force or
  violence upon the person of another; or
 (b) Actual, intentional and unlawful
  touching or striking of another person
  against the will of the other; or
 (c) Unlawfully and intentionally causing
  bodily harm to an individual.
ABUSE OF SCHOOL
TEACHERS
 18-916. ABUSE OF SCHOOL
  TEACHERS.
 Every parent, guardian or other person
  who upbraids, insults or abuses any
  teacher of the public schools, in the
  presence and hearing of a pupil thereof,
  is guilty of a misdemeanor.
AGGRAVATED ASSAULT
   18-905. AGGRAVATED ASSAULT DEFINED.
    An aggravated assault is an assault:
   (a) With a deadly weapon or instrument
    without intent to kill; or
   (b) By any means or force likely to produce
    great bodily harm.[; or]
   (c) With any vitriol, corrosive acid, or a caustic
    chemical of any kind.
   (d) "Deadly weapon or instrument" as used in
    this chapter is defined to include any firearm,
    though unloaded or so defective that it can not
    be fired.
AGGRAVATED BATTERY
   18-907. AGGRAVATED BATTERY
    DEFINED. (1) A person commits
    aggravated battery who, in committing
    battery:
   (a) Causes great bodily harm, permanent
    disability or permanent disfigurement; or
   (b) Uses a deadly weapon or instrument; or
   (c) Uses any vitriol, corrosive acid, or a
    caustic chemical of any nature; or
   (d) Uses any poison or other noxious or
    destructive substance or liquid; or
Positive Presence
 Who is in charge of your bus or busses?
 Do your students agree with you?
 What about your supervisors &
  Coworkers?
 What about the teachers and
  administrators you work with?
 What about your student’s parents?
Positive Presence
 Plainly explained, positive presence is
  the first level of control or force.
 Your positive presence is what can
  determine the outcome of a given
  incident
 Your positive presence can prevent a
  given incident
Positive Presence
   Appearance
     Look the part, dress professional.
     Look like you know what you are doing.
     Professional yet approachable.
   Do you look the part?
Positive Presence
   BODY LANGUAGE
     Walk with your head up, eyes alert and expression
      intent.
     You do not want to appear weak or vulnerable. You
      want to project the image of someone who knows why
      they are where they are and who is trained and knows
      what they are doing and competent.
     Walk with intent. Move like you know where you are
      going and that you have a purpose in going there.
     You need to portray an “I am confident and know what
      I am doing in this situation" image. The key is to be
      outwardly confident - even if on the inside you are
      scared out of your wits. You want your body language
      to convey confidence.
     Do you carry yourself with confidence?
Positive Presence
   SPEECH
     How you speak, really sets the tone as to
     how your encounter will go. If you do not
     have a “positive presence” in your voice
     and speech, your chances for a
     successful outcome are greatly
     diminished.
    Positive Presence
     SPEECH (continued)
     Voice Control
       Calm
       Confident
       Reassuring voice
      ○   Example: Air traffic controller / Pilot
     Respectful communication
       Golden rule
       You must give to receive
       Would you be comfortable saying that on the 6
        o’clock news
       What would grandma think?
       There is more than one way to say “Yes Sir” or “yes
        mam”
Positive Presence
       SPEECH (continued)
       Which voice are you using?
            Child
         ○       Defensive
         ○       Victimized
         ○       Emotional
         ○       Whiny
         ○       Losing attitude
         ○       Strongly negative non-verbal
            Parent
         ○       Authoritative
         ○       Directive
         ○       Judgmental
         ○       Evaluative
         ○       A win-lose mentality
                     No win-win
         ○       Demanding
         ○       Punitive
         ○       Sometimes threatening
            Adult
         ○       Non-judgmental
         ○       Free of negative non verbal
         ○       Factual
         ○       Often in question format
         ○       Win-win attitude
Positive Presence
   WHAT DO PEOPLE SEE YOU DOING?
     If someone was watching you, what would they
      think?
     Do you walk around with your hands in your
      pockets?
     Do you avoid eye contact?
     Do you look at the ground all the time?
   Do you look bored and inattentive?
     Do people think you care about what you do?
 Do you carry yourself with confidence?
 Do you look, act and speak the part.
Higley 911 School Bus Call:
"Our Bus Driver's Insane"
    February 26th, 2008 @ 7:56am
by KTAR Newsroom
"Our bus driver's insane," a student tells a 911 dispatcher as he reports a brawl on a
    school bus in the Higley Unified School District on Feb. 15. The tape, released
    by Gilbert police on Tuesday, shows the student continued, "She (the driver) just
    got in a fist fight. The kid is bleeding, she just got her hair ripped out." The caller
    also said, "She's bawling. I'm pretty sure there were some fists thrown." The
    police report said the fight involved Samantha Taylor, 15, a student at Williams
    Field High School, and the bus driver, Kim Sullivan, 54. Police have
    recommended that both Taylor and Sullivan be charged with aggravated assault
    and disorderly conduct. They also want two other girls who were on the bus
    charged with disorderly conduct. The fight began when Sullivan refused to let
    Taylor get off the bus after she scolded her for being too loud, police said. Taylor
    called her mother from her cell phone and handed the phone to Sullivan to have
    her speak with her mother, the report said. The driver reportedly turned off the
    phone and threw it to the floor. The report adds that after the fight, Sullivan
    would not let any students off the bus and that they got out through the
    emergency exit while Taylor's mother was banging on the bus. The whole
    incident was captured on surveillance tape, which showed Taylor screaming,
    "Drive this bus," and Sullivan responding, "You are crazy." Maricopa County
    Attorney Andrew Thomas will decide whether charges will be filed.
Teen Charged In School Bus Brawl

Driver Does Not Face Prosecution, County Attorney Says
 POSTED: 5:16 pm MST March 31, 2008
 UPDATED: 7:44 am MST April 1, 2008
PHOENIX -- A Gilbert teenager has been charged with one
   count of disorderly conduct after fighting with a Higley
   Unified School District bus driver on Feb. 15. Maricopa
   County Attorney Andrew Thomas said he decided not
   to prosecute the bus driver because she was well
   within her right to restrain the student. The teen, 15-
   year-old Samantha Taylor, a student at Williams Field
   High School, faces a maximum of six months in juvenile
   detention. Taylor's mother had claimed the driver
   instigated the fight.
Teen Charged In School Bus Brawl
"From the very beginning at the school, this bus
   driver was just unhooked," Paula Bigler said
   shortly after the incident occurred. Bigler
   blamed Kim Sullivan, 54, for the scuffle caught
   on tape with her daughter. "Oh, I would say
   the bus driver is the instigator," Bigler told CBS
   5 News. The incident made national headlines
   when bus video captured Sullivan in the brawl
   involving three students. "I should have sat
   back down and sucked it up and acted more
   mature about it," Taylor said. "I was really
   immature."
WINNING MINDSET
WINNING MINDSET

Weakness of attitude becomes weakness
 of character.
                         Albert Einstein
WINNING MINDSET
 What is a winning mindset and what
  does it have to do with me?
 The winning mindset is simply preparing
  yourself physically, mentally and
  spiritually to survive and prevail not only
  traumatic events but every day
  situations that occur.
WINNING MINDSET
   How do we accomplish this?



   We have to address the three
    components of a winning mindset.
WINNING MINDSET
       Physical
           Be rested
           Get some exercise
        ○    Stress relief
        ○    Overall health
           Illness
        ○    Honest self assessment
        ○    Call in sick
WINNING MINDSET
       Mental
           Clear the clutter
           Distractions
           Deal with problems immediately
           Visualization
        ○    Not WHAT IF? But WHAT WILL I do WHEN?
        ○    Always visualize winning or prevailing
        ○    Mentally rehearse being successful
       Mentally rehearse successful confrontations /
        conflicts with students
WINNING MINDSET
           Professional Knowledge (discussion)
        ○       Hesitation
        ○       Know your student population
        ○       Know your area
                Problems
                Special needs
     Put on your mental armor. Bullet proof you mind if you
      will.
        Get distractions out of your head
        Telephone calls
        Conflicts
        Things you cannot control while you are at work
        Deal with problems immediately (attend to the now)
        Why? (So they don’t clog the thinking process)
WINNING MINDSET
   Spiritual
       Not necessarily applicable to everyone
       Not based in any particular faith
       Helps you deal with moral and ethical
        choices you must make every day
   Pre-Game Preparation
       Put me in coach, I’m ready! (Discussion)
WINNING MINDSET
   Much strategy prevails over little
    strategy, so those with no strategy,
    cannot but be defeated. Therefore it is
    said that victorious warriors win first and
    then go to war, while defeated warriors
    go to war first and then seek to win.
                              Sun-Tzu
                              The Art of War
                              Chapter 1 “On assessments”
WINNING MINDSET
   Mustang Mindset
       How many of you believe you are a
        warrior?
       What does that mean to you?
       What is a Warrior?
   Warrior in its literal definition means...
       One engaged aggressively or
        energetically in an activity or cause.
WINNING MINDSET
       Attitude / Leadership
           Attitude is a choice
        ○    Progression / Regression of attitude

           People can be divided into three groups
ATTITUDE
   Personal life outside of work
     Unresolved conflicts
     Relationships
     Finances
     Obligations and commitments
     Perspective, Do you have it?
     Do you really appreciate what it is you do for the community?
      ○ We already know everyone else doesn’t, but do you?




   Personal feelings based on sex (gender) and race
     Can you separate your personal beliefs and be a professional
ATTITUDE
   Examine your attitudes
     Class discussion
     Progression / Regression of Attitude
     How does your attitude affect your
      performance?
     How does your attitude affect others?
     Choosing your attitude skills
ON SHEEP, SHEEPDOGS, AND WOLVES

   ON SHEEP, SHEEPDOGS, AND
    WOLVES

    By LTC (RET) Dave Grossman,
    RANGER, Ph.D., author of “stop
    teaching our kids to kill."
ON SHEEP, SHEEPDOGS, AND WOLVES

We may well be in the most violent times in history, but
  violence is still remarkably rare. This is because most
  citizens are kind, decent people who are not capable of
  hurting each other, except by accident or under extreme
  provocation. They are sheep.

I mean nothing negative by calling them sheep. To me it is like
   the pretty, blue robin's egg. Inside it is soft and gooey but
   someday it will grow into something wonderful. But the egg
   cannot survive without its hard blue shell. Police officers,
   soldiers, and other warriors are like that shell, and someday
   the civilization they protect will grow into something
   wonderful? For now, though, they need warriors to protect
   them from the predators.
ON SHEEP, SHEEPDOGS, AND WOLVES

   "Then there are the wolves," the old war
    veteran said, "and the wolves feed on the
    sheep without mercy." Do you believe there
    are wolves out there who will feed on the
    flock without mercy? You better believe it.
    There are evil men in this world and they
    are capable of evil deeds. The moment you
    forget that or pretend it is not so, you
    become a sheep. There is no safety in
    denial.
ON SHEEP, SHEEPDOGS, AND WOLVES

   "Then there are sheepdogs," he went
    on, "and I'm a sheepdog. I live to
    protect the flock and confront the
    wolf."
ON SHEEP, SHEEPDOGS, AND WOLVES

   Let me expand on this old soldier's
    excellent model of the sheep, wolves, and
    sheepdogs. We know that the sheep live in
    denial that is what makes them sheep.
    They do not want to believe that there is
    evil in the world. They can accept the fact
    that fires can happen, which is why they
    want fire extinguishers, fire sprinklers, fire
    alarms and fire exits throughout their kids'
    schools.
ON SHEEP, SHEEPDOGS, AND WOLVES

   If you want to be a sheep, then you can be a sheep
    and that is okay, but you must understand the price
    you pay. When the wolf comes, you and your loved
    ones are going to die if there is not a sheepdog there
    to protect you. If you want to be a wolf, you can be
    one, but the sheepdogs are going to hunt you down
    and you will never have rest, safety, trust or love. But
    if you want to be a sheepdog and walk the warrior's
    path, then you must make a conscious and moral
    decision every day to dedicate, equip and prepare
    yourself to thrive in that toxic, corrosive moment
    when the wolf comes knocking at the door.
ON SHEEP, SHEEPDOGS, AND WOLVES

   This business of being a sheep or a
    sheep dog is not a yes-no dichotomy.
    It is not an all-or-nothing, either-or
    choice. It is a matter of degrees, a
    continuum. On one end is an abject,
    head-in-the- sand-sheep and on the
    other end is the ultimate warrior. Few
    people exist completely on one end
    or the other.
WINNING MINDSET
    ○       Inactive
            May be former leader
            May be unmotivated, uncaring, frustrated or burned
             out
            Thinks only of self
            There is no I in team but there is a “me”
            Most dangerous to new employees
            Negative influence

   How do you handle interaction with this
    person?
WINNING MINDSET
  ○       Reactive
          Still enforces rules and regulations
          Does what is required
          Waits for problem to become significant before
           taking action
          Inconsistent
          Will tout team concept as long as he/she benefits
WINNING MINDSET

    Proactive
      Make things happen
      Thinks in terms of a team
      - Support and resource for others
      - Problem Solver
      - Part of the solution

   Open minded
        Takes action
        Possesses natural Leadership
WINNING MINDSET
 Which group do you see yourself in?
 What group do your peers see you in?
 Which group would your students see
  you in?
 Which group would your parents see
  you in?
Closing Thoughts
 Be Safe
 Be Well
   Remember how important what you do is.
 Remember attitude is your choice.
 Choose to be a sheepdog.
    AND FINALLY;
    THANK YOU FOR WHAT YOU DO!
Questions & Answers
    Thank You!
       Rob Fowler
Ada County Sheriff’s Office
  rfowler@adaweb.net