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Discipline and Anti Bullying Policy - DISCIPLINE _ ANTI-BULLYING

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Discipline and Anti Bullying Policy - DISCIPLINE _ ANTI-BULLYING Powered By Docstoc
					              DISCIPLINE & ANTI-BULLYING POLICY
                  Sacred Heart Primary School
                          Cabramatta


Policies and practices at Sacred Heart Primary School are based on procedural
fairness.
 Corporal punishment is strictly prohibited by school and non-school
persons.

Discipline Policy
Sacred Heart’s discipline policy and practice are closely linked with our pastoral care policy. Our
aim is to facilitate the development of responsible self-discipline among students, and to promote
the well-being and good order of the community.
Our discipline policy reflects:
   • gospel values and a Christian vision of pastoral care
   • a commitment to justice
   • an expectation of forgiveness
   • opportunity to learn from mistakes
   • anti-bullying strategies

Disciplinary Practices
Our disciplinary practices are not merely punitive action. They are real attempts to foster
responsibility for actions. They offer the possibility to change and heal destructive behaviours. Our
practices are based on Pastoral Care Guidelines for Catholic Schools and our Pastoral Care
Policy.

Harassment
Sacred Heart is committed to the development of the school as a faith and educating community
which:
    • takes as its foundation the person and Gospel of Jesus Christ
    • integrates faith with life and contemporary culture
    • fosters the dignity and development of each person
In the light of this commitment, we work together to create a culture and environment
characterised by safety, trust, mutual respect and life-giving relationships. In our communities
there is no place for harassment in any form. Harassment is both unlawful and unacceptable in
schools in the Archdiocese of Sydney. However, harassment may occur from time to time. On
these occasions, our response will be based on the vision and mission of Catholic schools and will
follow the pastoral care practices of our school.
The desired outcome of the process will be the resolution of the complaint while maintaining the
dignity and self worth of the individuals involved.
Defining Harassment
Harassment is any behaviour which is not invited and not welcome and which may occur because
of a person’s sex, race, religion, age, marital status, disability or sexuality. Harassment may be
explicitly directed at an individual or group or occur through the creation of a hostile environment.
Harassment offends, upsets, humiliates or scares another person. It makes the school
uncomfortable and unpleasant.
Harassment often occurs when power is used inappropriately.
Harassment is not always intended – acts or behaviour which some see as amusing or trivial may
hurt or offend another. It is sufficient to have felt offended, humiliated or intimidated by the
behaviour.
Harassment can include:
    • personally offensive verbal comments
    • unwelcome notes, drawings or emails
    • derogatory comments about a person’s appearance
    • breaking the ‘hands off’ rule
    • the malicious spreading of rumours
    • a pattern of deliberately ignoring or excluding a person
    • racist or homophobic comments

Bullying
Definition: Bullying behaviours are about an imbalance of power where there is deliberate intent to
cause harm or distress. It is not considered to be bullying if people of equal power have a
difference of opinion.
Bullying behaviours impact on the person being bullied; those doing the bullying and those looking
on.
Bullying incidents can be isolated or repeated.
Peer Support Foundation (2006)

How do we prevent bullying at Sacred Heart?
Ultimately, strategies to prevent bullying will only be effective when placed within the context of a
culture in which respect for others is consistently taught and demonstrated across all facets of
school life. The Christian values, which represent the antithesis of bullying, must be continually
affirmed in words and actions.
Strategies to prevent bullying will fall within the following broad categories:
    • ‘Moral education’ in the context of Religious Education, liturgies and assemblies where the
       value of the individual is affirmed and the importance of qualities such as compassion,
       kindness, reconciliation, tolerance, respect and justice are encouraged.
    • ‘Across the curriculum’ values teaching (eg looking at the problem of prejudice within the
       context of a text or a lesson).
    • Clear statements from staff about the nature and non-acceptance of bullying.
    • Teaching specifically related to bullying in the PDHPE curriculum.
    • Teaching more positive ways of resolving conflict, such as working co-operatively within the
       classroom and playground.
    • Provision of activities, which develop a culture of caring for one another and acknowledging
       the worth and contribution of others and which help to develop compassion.
    • Appropriate provision of counselling or other support services.
    • Provision of support for parents through information seminars, support networks etc.
The Role of Teachers:
   • Act as role models of caring and tolerant behaviour
   • Listen to reports of bullying
   • Protect the victim from further harm
   • Act to stop the behaviour recurring
   • Raising awareness through the curriculum

The Role of Students:
    • Students who are being bullied must speak to their teacher and give him/her full details of
        the event
    • Students who witness the bullying will intervene if they are able or immediately seek
        teacher assistance if they can’t intervene
    • Students can take the three step assertiveness strategy to deter bullies:
1. “Stop it I don’t like it!”
2. “Stop it or I’ll tell the teacher!”
3. Tell the teacher.

The Role of Parents:
Parents play a key role in the support of both the victims and the perpetrators of bullying.
The school must work in partnership with parents in the disciplinary process. Parents can assist in
the following ways:
   • Let your child know that bullying in any form is never acceptable. Listen to your child and
        take their feelings and fears seriously.
   • Make sure your child knows that being bullied is not their fault.
   • Avoid calling your child names.
   • Avoid bullying tactics around your child, so they don’t get mixed messages.
   • If the bullying is verbal, help your child develop the skills to ignore it so that the bully does
        not get the satisfaction of a reaction. Practise the way to walk past looking confident with
        head up. Practise a variety of quick (not insulting) responses – for example ‘that’s your
        opinion’.
   • Avoid the urge to take everything into your own hands unless absolutely necessary, as this
        will make your child feel less in control.
   • Help your child feel good about the other things in his/her life. Nurture their self-esteem.
   • When it is clear that your own child is the bully, recognise the seriousness of the issue and
        support the school in implementing this policy.
Action:
   • The school will keep adequate records of all bullying incidents.
   • The school will work with the parents of the victim to assist their son/daughter to avoid
        being bullied in the future.
   • The school will initially assist the bully to change his/her behaviour.
   • Resistance to behaviour change and repeated offending will lead to consequences ranging
        from detention to missing out on special events (e.g. excursions).
   • The school will work with the parents of the bully to establish joint strategies for behaviour
Responding to Inappropriate Behaviour and Serious Offences
Teachers are to ensure that students know and understand the Rights and Responsibilities as
indicated in the Pastoral Care Policy and understand the consequences for acceptable and
unacceptable behaviour. During the annual review of the Pastoral Care and Discipline Policy staff
will discuss the Right and Responsibilities and develop playground rules and positive and negative
consequences to help children keep the Right and Responsibilities. At the beginning of each year
grade teachers and students will meet to agree upon classroom rules based on the Right and
Responsibilities and consequences for classroom behaviour. These will be approved by the
Principal/Assistant Principal and displayed in the classrooms. Class meetings and grade meetings
will be held when needed. Reminders and affirmations will be given and children will be given the
opportunity to discuss rules and reflect upon the reason for a rule.
Constant disregard for classroom rules should always be brought to the attention of the Principal
or Assistant Principal so that appropriate action can be taken. The teacher should also arrange to
meet with the parent/carer and work with them to affect change. If the inappropriate behaviour
continues a further meeting would be scheduled with the Principal/Assistant Principal present. A
behavioural plan would be developed followed by ongoing communication between teacher and
parent/carer. In some cases professional counselling may be recommended as a suitable option.


Cyberbullying
Defining Cyberbullying
Cyberbullying can include, but is not limited to, the items listed below. This list outlines the types
of cyber behaviour that is not consistent with the Schools’ ICT Acceptable Usage Agreement
Form.

   •   The use of any electronic form, e.g. email, text message, chat room and or website to use
       obscene language, mock, tease or harass another person directly or anonymously.
   •    The use of another person’s email address to use obscene language, mock, tease or
       harass another person directly or anonymously.
   •   To impersonate another person in order to use obscene language, mock, tease or harass
       another person directly or anonymously.
   •    To publish anything true or untrue about another person directly or anonymously on the
       world wide web.


The document ‘Strategies for Dealing with Cyberbullying’ is to be used when dealing with
cyberbullying. (CEO Website).

				
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