Docstoc

Las Cruces Public Schools Anti-Bullying Policy and Curriculum

Document Sample
Las Cruces Public Schools Anti-Bullying Policy and Curriculum Powered By Docstoc
					  Las Cruces Public Schools
   Anti-Bullying Policy and
      Curriculum Plan




                           Presented by:
  Dennis Zamora- Las Cruces Public Schools Title I/IV Coordinator
Dr. Martin Greer- Las Cruces Public Schools Lead School Psychologist
2
      Model Policy Prohibiting Bullying
Intimidation, and Hostile or Offensive Conduct

The effective education of our students
requires a school environment in which
students feel safe and secure. The Board of
Education is committed to maintaining an
environment conducive to learning in which
students are safe from bullying, violence,
threats, name-calling, intimidation, and
unlawful harassment.


                                                 3
    JICK-Model Policy Prohibiting Bullying
Intimidation, and Hostile or Offensive Conduct
                  Definition:
1.“Unlawful harassment” means verbal or physical conduct based
on a student’s actual or perceived race, color, national origin,
gender, religion, or disability and which has the purpose or effect of
substantially interfering with a student’s educational performance or
creating an intimidating, hostile or offensive environment. Sexual
harassment of students and hazing are addressed by separate Board
policies.
2. “Bullying” means intimidating or offensive verbal or physical
conduct toward a student when such conduct is habitual or
recurring, including, but not limited to, threats and name-calling.
3. “Name-calling,” means the chronic, habitual, or recurring use of
names or comments to or about a student regarding the student’s
actual or perceived physical or personal characteristics when the
student has indicated by his or her conduct, that the names or
comments are unwelcome, or when the names or comments are
clearly unwelcome, inappropriate, or offensive by their nature.
                                                                    4
             JICK-MODEL POLICY
PROHIBITION OF STUDENT HARASSMENT BASED ON
 RACE, COLOR, RELIGION, NATIONAL ORIGIN, OR
                 DISABILITY

 The Board forbids discrimination against any
 student on the basis of race, color, religion,
 national origin, age, or disability (referred to
 herein as “protected characteristics”), on
 school premises, at any school sponsored
 activities, or during any school supplied
 transportation, by any students, employees,
 non-employee volunteers, or any other persons
 who are subject to the control of school
 authorities.
                                                    5
                 JICK-MODEL POLICY
PROHIBITION OF STUDENT HARASSMENT BASED ON
 RACE, COLOR, RELIGION, NATIONAL ORIGIN, OR
                     DISABILITY
   Definition of Harassment on the Basis of Protected
                     Characteristics
  For purposes of this Policy, “harassment on the basis of
  protected characteristics” is verbal or physical conduct that
  denigrates or shows hostility or aversion toward an individual
  because of his or her race, color, religion, national origin, or
  disability, and that:
  A. Has the purpose or effect of creating an intimidating,
  hostile, or offensive work environment;
  B. Has the purpose or effect of unreasonably interfering with
  the student’s ability to benefit from any educational program
  or service provided by the School District; and
  C. Is so offensive or pervasive as to adversely effect the
  educational performance of the student.
                                                                     6
                    PROPOSED POLICY
      JICK-SEXUAL HARASSMENT OF STUDENTS



• The effective education of our students requires a school
  environment in which students feel safe and secure. Sexual
  harassment of students, whether by employees or by other
  students, impairs the proper atmosphere for education, and
  often creates an inequitable climate for learning.




                                                               7
       JICK-SEXUAL HARASSMENT OF STUDENTS
               Definitions and Standards of Conduct

• Between an employee and a student, sexual harassment is any conduct of a
  sexual nature. Between students, sexual harassment is unwelcome conduct
  of a sexual nature. Specific definitions follow.
  1.Conduct of a Sexual Nature
• Conduct of a sexual nature may include, but is not limited to:
• verbal or physical sexual advances, including subtle pressure for sexual
  activity;
• repeated or persistent requests for dates, meetings, and other social
  interactions;
• sexually oriented touching, pinching, patting, staring, pulling at clothing, or
  intentionally brushing against another;
• showing or giving sexual pictures, photographs, illustrations, messages, or
  notes;
• writing graffiti of a sexual nature on school property;
• comments or name-calling to or about a student regarding alleged physical
  or personal characteristics of a sexual nature;
• sexually-oriented "kidding," "teasing," double-entendres, and jokes; and
• any harassing conduct to which a student is subjected because of or
  regarding the student's sex.                                                   8
  JICK- MODEL POLICY PROHIBITING HAZING




The Board of Education finds that practices known under the
term “hazing” are dangerous to the physical and psychological
welfare of students, and should be prohibited in connection
with all school activities.




                                                                9
     JICK- MODEL POLICY PROHIBITING HAZING
                          Definition
Hazing includes, but is not limited to,
• engaging in any offensive or dangerous physical contact,
  restraint, abduction, or isolation of a student, or
• requiring or encouraging a student to perform any dangerous,
  painful, offensive, or demeaning physical or verbal act,
  including the ingestion of any substance, exposure to the
  elements, deprivation of sleep or rest, or extensive isolation, or
• subjecting a student to any dangerous, painful, harmful,
  offensive, or demeaning conduct, or to conduct reasonably
  likely to create extreme mental distress,
• as a condition of membership in, or initiation into, any class,
  team, group, or organization sponsored by, or permitted to
  operate under, the auspices of, a school of the School District,
  or for similar or related purposes, provided, that such conduct
  shall not be considered hazing when it is a recognized and
  integral part of the particular sport or activity.
                                                                   10
11
“Training Manuals”




                     12
                          Bullying Facts and Statistics
                                  Prevalence
 •        Almost 30% of youth in the United States (or over
          5.7 million) are estimated to be involved in bullying
          as either a bully, a target of bullying, or both. In a
          recent national survey of students in grades 6-10,
          13% reported bullying others, 11% reported being
          the target of bullies, and another 6% said that they
          bullied others and were bullied themselves.*

* Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., & Scheidt, P. (2001). Bullying Behaviors Among US Youth:
      Prevalence and Association With Psychosocial Adjustment., 285(16), 2094-2100.Journal of the American Medical Association,
                                                            285(16), 2094-2100.



                                                                                                                              13
         Bullying Facts and Statistics

• More than 50% of teens (ages 12 to 17) witness at
  least one bullying or taunting incident in school each
  week (NCPC, 2005).

• Students in grades 7 to 12 say revenge is the strongest
  motivation for school shootings; 86% said, “other
  kids picking on them, making fun of them, or
  bullying them” can cause teenagers to turn to lethal
  violence in schools (Cerio, 2001).

                                                           14
                                               Male vs. Female

       Bullying takes on different forms in male and female
       youth. While both male and female youth say that others
       bully them by making fun of the way they look or talk,
       males are more likely to report being hit, slapped, or
       pushed. Female youth are more likely than males to report
       being the targets of rumors and sexual comments.[*]
       While male youth target both boys and girls, female youth
       most often bully other girls, using more subtle and
       indirect forms of aggression than boys. For example,
       instead of physically harming others, they are more likely
       to spread gossip or encourage others to reject or exclude
       another girl.
* Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., & Scheidt, P. (2001). Bullying Behaviors Among US Youth:
  Prevalence and Association With Psychosocial Adjustment., 285(16), 2094-2100.Journal of the American Medical Association, 285(16),
                                                               2094-2100.

                                                                                                                              15
                 Mean Girls
          Relational Aggression-RA

      Relational (or Alternative) Aggression
• Behavior that aims to manipulate the web of 3rd party
  relationships in order to hurt a particular individual.
  Spreading rumors, gossip, lies,-- telling secrets; eye-
  rolling, exclusion, and 'the silent treatment' all aim to
  promote cruelty through the social networks.



                                                         16
17
                 Risk Factors for Bullying Behavior
        While many people believe that bullies act tough in order
        to hide feelings of insecurity and self-loathing, in fact,
        bullies tend to be confident, with high self-esteem.[*],
        They are generally physically aggressive, with pro-
        violence attitudes, and are typically hot-tempered, easily
        angered, and impulsive, with a low tolerance for
        frustration. Bullies have a strong need to dominate others
        and usually have little empathy for their targets. Male
        bullies are often physically bigger and stronger than their
        peers.[*] Bullies tend to get in trouble more often, and to
        dislike and do more poorly in school, than teens who do
        not bully others. They are also more likely to fight, drink
        and smoke than their peers.[*]

* Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., & Scheidt, P. (2001). Bullying Behaviors Among US Youth:
  Prevalence and Association With Psychosocial Adjustment., 285(16), 2094-2100. Journal of the American Medical Association, 285(16),
                                                               2094-2100.


                                                                                                                               18
  Risk Factors for Being Targeted by Bullies
• Children and youth who are bullied are typically anxious,
  insecure, and cautious and suffer from low self-esteem, rarely
  defending themselves or retaliating when confronted by
  students who bully them.[*] They are often socially isolated
  and lack social skills. One study found that the most frequent
  reason cited by youth for persons being bullied is that they
  "didn't fit in."[*] Males who are bullied tend to be physically
  weaker than their peers. Long-term Impact on Youth
• There appears to be a strong relationship between bullying
  other students and experiencing later legal and criminal
  problems as an adult. In one study, 60% of those characterized
  as bullies in grades 6-9 had at least one criminal conviction by
  age 24.Chronic bullies seem to maintain their behaviors into
  adulthood, negatively influencing their ability to develop and
  maintain positive relationships.[*]


                                                                 19
• “In a nutshell: Don't Feed the Bully is an important self-help
  book for pre-teens that is cleverly disguised as a hilarious,
  fictional novel. Don't Feed the Bully provides practical advice
  to children on the extremely important topic of bullying. Yet it
  delivers that advice in a humorous, captivating plot that makes
  putting the book down nearly impossible. I urge educators to
  adopt this as required reading for your middle-school children.
  Doing so would be a major step forward in tackling the serious
  problem of bullying, which continues to lead to escalating
  violence in our schools.” Barnes and Noble.com reviewer,
  5/12/2007 *****
• “'Don’t Feed the Bully' has been critically acclaimed for helping
  kids become aware of bullying behavior and solve situations
  before they become violent. It has won the Top Choice Award
  for best teen novel from Flamingnet.com." Amie Slevin,            20
        Risk Factors for Being Targeted by Bullies
   • Bullying can lead the children and youth that are the target of
     bullying to feel tense, anxious, and afraid. It can affect their
     concentration in school, and can lead them to avoid school in
     some cases. If bullying continues for some time, it can begin to
     affect children and youth's self-esteem and feelings of self-
     worth. It also can increase their social isolation, leading them
     to become withdrawn and depressed, anxious and insecure. In
     extreme cases, bullying can be devastating for children and
     youth, with long-term consequences. Researchers have found
     that years later, long after the bullying has stopped, adults who
     were bullied as youth have higher levels of depression and
     poorer self-esteem than other adults
* Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., & Scheidt, P. (2001). Bullying Behaviors Among US Youth:
  Prevalence and Association With Psychosocial Adjustment., 285(16), 2094-2100. Journal of the American Medical Association, 285(16),
                                                               2094-2100.



                                                                                                                               21
Make a Stand and Take the Lead




                                 22
                                           Effective Programs


        Effective programs have been developed to reduce bullying in
        schools. Research has found that bullying is most likely to
        occur in schools where there is a lack of adult supervision
        during breaks, where teachers and students are indifferent to or
        accept bullying behavior, and where rules against bullying are
        not consistently enforced.[*]




* Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., & Scheidt, P. (2001). Bullying Behaviors Among US Youth:
  Prevalence and Association With Psychosocial Adjustment., 285(16), 2094-2100. Journal of the American Medical Association, 285(16),
                                                               2094-2100.


                                                                                                                               23
                 Effective Programs
While approaches that simply crack down on individual
bullies are seldom effective, when there is a school-wide
commitment to end bullying, it can be reduced by up to
50%. One approach that has been shown to be effective
focuses on changing school and classroom climates by:
raising awareness about bullying, increasing teacher and
parent involvement and supervision, forming clear rules
and strong social norms against bullying, and providing
support and protection for all students. This approach
involves teachers, principals, students, and everyone
associated with the school, including janitors, cafeteria
workers, and crossing guards. Adults become aware of the
extent of bullying at the school, and they involve
themselves in changing the situation, rather than looking
the other way. Students pledge not to bully other students,
to help students who are bullied, and to make a point to
include students who are left out.
                                                         24
Bullying Warning Signs




                         25
             Bullying Warning Signs
The following may be signs that your child is being bullied:
• Avoiding certain situations, people, or places, such as
  pretending to be sick so that he or she does not have to
  go to school
• Changes in behavior, such as being withdrawn and
  passive, being overly active and aggressive, or being self-
  destructive
• Frequent crying or feeling sad
• Signs of low self-esteem
• Being unwilling to speak or showing signs of fear when
  asked about certain situations, people, or places
• Signs of injuries
• Suddenly receiving lower grades or showing signs of
  learning problems
• Recurrent unexplained physical symptoms such as
  stomach pains and fatigue                                 26
      Helping a Youth Who Bullies Others
• When evaluating a child or adolescent who has been
  bullying others, it is helpful to understand the context in
  which the child or adolescent acted. It is also important to
  screen children who bully for ADHD, depression,
  suicidality, bipolar disorder, child maltreatment, and
  substance abuse disorders. Ask the child or adolescent
  about exposure to violence in his/her home, neighborhood,
  and school, and through the media.
• Talk to family members whenever possible, in order to
  assess family functioning and any parental symptoms and
  distress (e.g., substance/alcohol abuse problems, mood
  disorders, and/or marital conflict). If parents are having
  difficulties, encourage them to seek outside support (e.g.,
  from relatives, parent support groups, faith-based
  communities, mental health services) and make
  appropriate referrals.
                                                           27
     Helping a Youth Who Bullies Others
• Discuss the seriousness of bullying behavior.
• Help parents or caregivers to develop reasonable
  expectations for their child or adolescent.
• Educate them about the negative effects of physical
  punishment.
• Help them to develop strategies to set limits, to
  monitor and closely supervise their child's behavior,
  and to effectively discipline their child or adolescent.
• Encourage parents and other caregivers to
  communicate and collaborate with staff at their school
  in order to develop a consistent approach to their
  child's bullying behavior.

                                                        28
Bully by Definition




                      29
      Helping a Youth Who Bullies Others

• When the bullying problem is severe, a combined
  intervention with both the child or adolescent and the
  family may be required, addressing the child's or
  adolescent's functioning in the areas of family life,
  relationship with peers, and school. Primary care
  health professionals need to determine when mental
  health referrals for the child or adolescent and/or the
  family are appropriate and when social service and/or
  legal agencies should be involved.


                                                        30
          Parent Response to Bullying
         If Your Child Is Being Bullied

• First, listen to your child. Just talking about the
  problem and knowing that you care can be helpful and
  comforting. Make sure that your child knows that you
  do not blame or feel disappointed in him or her. Ask
  your child what he or she thinks should be done. What
  has your child tried? What worked and what didn’t?




                                                     31
           Parent Response to Bullying
          If Your Child Is Being Bullied

• Encourage your child not to retaliate against the bully or
  to let the bully see how much he or she has upset your
  child. Getting a response just reinforces the bullying
  behavior. Tell your child that if at all possible, he or she
  should stay calm and respond evenly or firmly (e.g., "I
  don't like your teasing and I want you to stop right now"
  or "Stop doing that now. If you keep on, I'm going to
  report you to the principal."). Some children find it works
  to just say nothing and walk away. At other times, it can
  be more effective to make a joke, laugh at oneself, or to
  use humor to defuse the situation. Brainstorm with your
  child to develop some effective responses. Then role-play
  different approaches and responses with your child so that
  he or she will be prepared the next time.
                                                             32
          Parent Response to Bullying
         If Your Child Is Being Bullied

• Encourage your child to go immediately to a teacher,
  principal, or other nearby adult if he or she feels
  seriously threatened.
• You may also want to help your child to develop
  strategies to avoid situations where bullying can
  happen and to avoid being alone with bullies. If
  bullying occurs on the way to or from school, your
  child may want to take a different route, leave at a
  different time, or find others to walk to and from
  school with. If bullying occurs at school, your child
  may want to avoid areas that are isolated or
  unsupervised by adults, and stick with friends as
  much as possible.
                                                          33
           Parent Response to Bullying
          If Your Child Is Being Bullied
• Encourage your child to form strong friendships. A
  child or teen who has loyal friends is less likely to be
  singled out by a bully, and they can be valuable allies
  if your child is targeted. If your child lacks friends,
  help him or her to develop more friendships.
  Encourage your child to participate in positive social
  groups that meet his or her interests, such as after-
  school groups, church groups, extra-curricular
  activities, or teams. In addition to helping your child
  make friends, these activities can help to develop
  your child’s special skills and rebuild his or her self-
  confidence.

                                                             34
Learned behavior from their “Masters”???




                                           35
          Parent Response to Bullying
         If Your Child Is Being Bullied
• In many cases, bullying won’t require your
  involvement. If the bullying is persistent and is
  harming your child’s emotional health, you need to
  intervene by talking to your child’s teacher, school
  counselor, or principal about the problem in order to
  make sure your child is safe, that effective
  consequences are applied toward the bully, and that
  monitoring at school is adequate. Advocate for the
  involvement of the bully’s parents. Suggest that the
  school implement a comprehensive anti-bullying
  program.

                                                          36
            Parent Response to Bullying
         If Your Child Is Bullying Others
• If you learn that your child is bullying others, sit down and
  talk with your child immediately. It is important to take the
  problem seriously, because children and youth who bully
  others are at a greater risk for serious problems later in life.
  Give your child an opportunity to explain his/her behavior,
  but do not accept any excuses or justifications. Make it
  clear that bullying will not be tolerated and outline the
  consequences for further unacceptable behavior. If the
  problem is occurring at school, tell your child you support
  the school’s right to punish him/her if the behavior
  persists.
• Encourage your child to try to understand how the bullying
  feels to his/her victim. Bullies often have trouble
  empathizing with their victims so it is important to discuss
  with your child how bullying feels. How would your child
  feel if it happened to him/her? If you or someone close to
  you has been bullied in the past, you might want to share
  the story with your child, discussing the emotional impact.   37
           Parent Response to Bullying
        If Your Child Is Bullying Others
• Increase your supervision of your child’s activities and
  whereabouts, and know who your child is spending time
  with. Make an effort to observe your child in one-on-one
  interactions. Stop any show of aggression immediately
  and help your child find other, nonviolent ways of reacting
  to certain situations. Praise your child for appropriate
  behaviors.
• If the bullying continues, you need to seek help for your
  child. Without intervention, bullying can lead to serious
  academic, social, emotional and legal difficulties. Talk to
  your child's pediatrician, teacher, principal, school
  counselor, or your family physician. If the bullying
  continues, a comprehensive evaluation by a child and
  adolescent psychiatrist or other mental health professional
  should be arranged. The evaluation can help you and your
  child understand what is causing the bullying and help you
  develop a plan to stop the destructive behavior
                                                           38
Pitched Arm Wrestling Match




                              39
             Treating a Bullying Victim
• Tell the child or adolescent that you care and are concerned.
  Ask the child to tell you what is going on and provide an
  opportunity for the child to talk to you openly. Explain that
  telling is not tattling and that you need the information in order
  to help. When the child begins to talk, respond in an accepting
  and positive way. Make it clear that the bullying is not the
  child's fault, and that telling you was the right thing to do.
• Gather a complete violence history from the child or adolescent
  that addresses exposure to violence, safety issues, stressors in
  school, family, and community.




                                                                 40
             Treating a Bullying Victim

• Talk to the child's parents/caregivers about bullying and its
  seriousness. Address any myths they might hold about
  bullying. Some parents may believe that bullying is a normal
  part of childhood and that children are best left to work it out
  among themselves. Some believe that fighting back is the best
  way to stop bullying.
• Provide the child's parents with information about bullying and
  how to help their child respond to bullying.
• Provide the child or adolescent with information on bullying.
• Encourage the child's school to implement a comprehensive
  violence prevention plan that includes an anti-bullying
  component.



                                                                 41
             School Bullying Prevention

• Effective programs have been developed to reduce bullying in
  schools. Research has found that bullying is most likely to
  occur in schools where there is a lack of adult supervision
  during breaks, where teachers and students are indifferent to or
  accept bullying behavior, and where rules against bullying are
  not consistently enforced.




                                                                 42
             School Bullying Prevention
• While approaches that simply crack down on individual bullies
  are seldom effective, when there is a school-wide commitment
  to end bullying, it can be reduced by up to 50%. One approach
  that has been shown to be effective focuses on changing
  school and classroom climates by: raising awareness about
  bullying, increasing teacher and parent involvement and
  supervision, forming clear rules and strong social norms
  against bullying, and providing support and protection for all
  students. This approach involves teachers, principals, students,
  and everyone associated with the school, including janitors,
  cafeteria workers, and crossing guards. Adults become aware
  of the extent of bullying at the school, and they involve
  themselves in changing the situation, rather than looking the
  other way. Students pledge not to bully other students, to help
  students who are bullied, and to make a point to include
  students who are left out

                                                                 43
44
                Reacting to Bullying
                   Complied by Dennis Zamora-
         Title IV Coordinator- Las Cruces Public Schools

         The way schools react is important-

• The most effective thing that a school can do to reduce
  bullying is to have a policy outlining how the issue is
  raised within the curriculum, and how incidents are
  dealt with after they have happened i.e. the policy must
  acknowledge the need for both pro-active and re-active
  strategies. But no school has the answer to every
  problem, and no single method can be used to deal with
  all bullying incidents.


                                                           45
                Reacting to Bullying
         The way schools react is important-

• The way in which adults react to bullying contributes
  to the ethos of the school and can help to make it
  more or less likely that bullying will happen in future.
  Ignoring the problem encourages it to flourish. A
  heavy-handed approach can drive it underground.
  However, a positive, open response will encourage
  young people to speak up about matters that concern
  them and will improve the learning environment by
  promoting more caring and responsible patterns of
  behaviors.

                                                         46
“To Teach and Protect”




                         47
               Reacting to Bullying
              How should schools react?
                This will depend upon:
• The circumstances - always assess the true nature of
  an incident before applying any strategy. Group
  bullying or "mobbing" needs to be handled differently
  from problems created by an individual who
  persistently bullies others. Such a person's bullying
  may be merely one manifestation of a plethora of
  problems.
• The existing practices and resources of the school -
  for example, there is no point trying to encourage a
  counseling approach if potential counselors are not
  given the training, time and support needed to fulfill
  the task.
                                                       48
49
            Which strategies are best?
• Schools are getting better at dealing with bullying but
  it will be some time before a quick resolution of all
  incidents can be guaranteed. Sometimes all that is
  needed is a simple word or two from a teacher to
  make children realize that what they are doing is
  wrong. At the other extreme some bullying remains
  intractable. The development of new ideas continues
  and all it is possible to do at the moment is to list
  some of the strategies for which success has been
  claimed and to provide a few words of commentary
  on each.


                                                        50
              Which strategies are best?
• Punishments such as suspension or expulsion can mark the
  seriousness with which an episode of bullying is viewed and
  can also help to provide a safer environment for victims. It
  also has to be recognized that some types of bullying are
  crimes. Schools are subject to the law of the land so the
  possibility of punishment in response to very serious incidents
  cannot be denied. However, the great majority of bullying goes
  unpunished so some new ways of helping the thousands of
  hidden victims of bullying are needed.

• Assertive discipline - a method developed the United States
  which involves a rigid system of rewards and sanctions
  consistently applied by all teachers in a school. It is claimed
  that this method helps to motivate learning and to reduce the
  level of classroom indiscipline, but its effectiveness in coping
  with bullying is not clear.

                                                                     51
              Which strategies are best?
• Bully boxes - a simple method whereby students can put their
  concerns on paper and place them in a "bully box". What
  happens to these notes is the key to the success or failure of
  this technique. Can genuine comments be distinguished from
  frivolous or malicious ones?

• Bully courts - the idea that young people should play a part in
  making school rules and in deciding what should happen to
  those who break them is not new. Some progressive schools
  introduced councils to do this over fifty years ago. More
  recently a few schools have tried to establish courts or councils
  solely to deal with cases of bullying. However, the principle
  that young people should sit in judgment on their peers, and
  punish wrongdoers remains controversial. What is clear is that
  adults must play an active and guiding role in such
  proceedings in order to protect the welfare of all the young
  people involved. ( sole adult?)
                                                                   52
              Which strategies are best?
• Advisement - a teacher or another adult may have the skills
  and time to offer support to young people involved in bullying.
  Both bullies and victims can benefit from this process. The
  main problems are that it is time consuming, the youngsters
  must take part voluntarily and there is a lack of trained
  counselors in schools.

• Mediation - some schools have introduced schemes where
  two parties to a relationship problem agree that a third person,
  who may be either an adult or another young person, helps to
  negotiate a solution. This seems to be helpful in many
  situations, especially where there is not too large an imbalance
  of power between the protagonists - but not in all cases of
  bullying. A bully may refuse to take part because he or she has
  no interest in ending the bullying. A victim may feel that a
  negotiated solution is not appropriate when it is the other
  person who is entirely in the wrong. (“Let’s Say We Can Work It
  Out” and “We Can Work It Out”)
                                                                 53
             Which strategies are best?
• Peer counseling - a small number of elementary and
  secondary schools have used older teenagers as peer
  counselors. Good training and continuing support is vital
  if these young volunteers are to be able to help victims
  who may be quite seriously distressed. (“Let’s Say We
  Can Work It Out” and “We Can Work It Out”)

• The 'no blame' approach - a step by step technique
  which allows early intervention because it does not
  require that anyone should be proved to be at fault. A
  group of young people, which includes bystanders as well
  as possible bullies, is made aware of a victim's distress
  and is asked to suggest solutions. This approach is
  particularly useful in dealing with group bullying and
  name-calling, when it may be difficult to use more
  traditional remedies.
                                                              54
55
              Which strategies are best?
• The 'shared concern' method - a Swedish technique which
  has much in common with the "No blame" approach, although
  it has not been widely used in Britain, perhaps because it is
  more elaborate and time consuming. Both of these methods
  have been criticized for failing to allocate blame but both aim
  to encourage bullies to accept responsibility for their actions as
  well as bringing the bullying to an end.

• "Solution focused approaches" share much of the philosophy
  of the previous two strategies but can be applied to problems
  other than bullying. This is helpful because the task of finding
  out the facts of an incident and then of making a judgment
  about whether it should be called bullying or not is sometimes
  impossible. Relationship problems amongst a group of children
  can be very complicated indeed. They can also be very
  damaging to the personal development and education of some
  of the individuals involved. Being able to intervene without
  wasting too much time trying to untangle emotional knots has
  obvious attractions for busy teachers.                           56
            Which strategies are best?
• Reporting systems - it is most important that schools
  should have efficient ways of recording reports of
  serious bullying so that a check can be kept of patterns
  of behavior. This can also help to ensure that incidents
  are not overlooked.

• "Safe rooms" have been set up in some schools at
  break and lunch times as a refuge for bullied children.
  Although this may provide safety in the short term, it
  could have the effect of making the rest of the school
  seem even more hostile to the children who use it.

                                                        57
             Which strategies are best?
• Telephone help lines - services such as ChildLine provide
  valuable support to children who are afraid to speak out
  about bullying. However, the fact that they exist is a signal
  that some schools are failing to provide conditions in
  which children are able to discuss their problems openly.
  One or two schools have set up their own internal help
  lines in an attempt to increase the opportunities for
  worried children to seek help.

• Talk - no strategy will be effective unless all members of
  the school community, pupils, parents, teachers and
  others, are prepared to talk about bullying openly and
  seriously

                                                             58
       Which strategies are best?

• When peers intervene, bullying stops
  within 10 seconds, 57% of the time.




                                         59
60
  Las Cruces Public Schools
   Anti-Bullying Policy and
      Curriculum Plan




                           Presented by:
  Dennis Zamora- Las Cruces Public Schools Title I/IV Coordinator
Dr. Martin Greer- Las Cruces Public Schools Lead School Psychologist

				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:4
posted:3/19/2011
language:Spanish
pages:61