Policy Against Bullying and Harassment

Presentación del tema: "Policy Against Bullying and Harassment"— Transcripción de la presentación:

1 Policy Against Bullying and Harassment
Hillsborough County Public Schools

2 Política contra tiranizar y el acoso
Hillsborough County Public Schools

3 What is Bullying? “Bullying is when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending himself or herself” (Olweus, 2007). Components: Involves an aggressive behavior Typically involves a pattern of behavior repeated over time Imbalance of power or strength Bullying is characterized by 3 key components: Bullying is a form of intentional aggression Behavior is often repeated—though adults often are not aware of patterns until a serious event occurs. (Don’t wait for a pattern before responding.) Unlike other forms of aggression, there is an imbalance of power or strength between child who is bullying & child who is being bullied. Imbalance can be physical, but often is emotional or verbal & can be quite subtle. Result: child who is being bullied is likely to have a difficult time defending himself or herself physically, verbally, emotionally… Olweus Bullying Prevention Program, 2007

4 ¿Qué está tiranizando? El “tiranizar es cuando alguien en varias ocasiones y en propósito dice o significa o las cosas que hace daño a otra persona que tenga una dificultad el defenderse” (Olweus, 2007). Componentes: Implica un comportamiento agresivo Implica típicamente un patrón del desequilibrio del comportamiento en un cierto plazo repetido de la energía o de la fuerza

5 BPCC Training BULLYING = PEER ABUSE Bullying is a form of victimization (or peer abuse) & shares some characteristics (repetitive, power imbalance) with other forms of victimization: domestic violence & child maltreatment We are mandatory abuse reporters. This is not solved with conflict or peer mediation. Reminder: Bullying isn’t a form of conflict, which implies two parties who are on more equal footing; responding to bullying as if it were conflict can be damaging as it may send inappropriate messages to the children involved or re-victimize the child who was bullied. We’ll discuss this more a bit later when we address common mis-directions in bullying prevention and intervention. Olweus Bullying Prevention Program, 2007 Tab 2: Doc 1

6 EL TIRANIZAR = ABUSO DEL PAR

7 Direct Bullying Hitting, kicking, shoving, spitting
Taunting, name-calling, using degrading comments Threatening or obscene gestures Olweus Bullying Prevention Program, 2007

8 El tiranizar directo Golpe, golpeando con el pie, el empujar, escupiendo Taunting, los insultos, usando la degradación comentan el amenazar o los gestos obscenos

9 Indirect Bullying Getting another person to bully someone
Spreading rumors Causing another person to be socially isolated Cyber bullying Olweus Bullying Prevention Program, 2007

10 El tiranizar indirecto
Conseguir a otra persona tiranizar alguien Rumores de extensión Haciendo a otra persona ser el tiranizar social aislado del Cyber

11 Why is it important to address bullying in schools?
For students and their futures For a healthy school climate For the larger community For the purposes of risk management for schools It’s a wise investment Many reasons why it’s critical to address school bullying. Perhaps most important: for students & their futures. 2. Healthy school climates can improve achievement (Buhs et al. 2006; Fleming et al., 2005) 3. Community: benefits when students like school & have a variety of settings where they feel they belong. Risk management: The # of civil suits brought by students & parents against schools has appeared to have grown...Issue: school personnel failed to provide a safe learning environment. 5. Wise investment: Research-based bullying prevention programs could save the country between $1.7 million & $2.3 million by keeping an at-risk youth out of the justice system. Olweus Bullying Prevention Program, 2007

12 ¿Por qué es importante tratar tiranizar en escuelas?
Para los estudiantes y sus futuros Para un clima sano de la escuela Para la comunidad más grande Para los propósitos de la gestión de riesgos para las escuelas es una inversión sabia

13 Effects of Being Bullied
Lower self-esteem Depression and anxiety Absenteeism and lowered school achievement Thoughts of suicide Illness Bullying may seriously affect (1) psychosocial functioning, (2) academic work, and (3) the health of children who are targeted. Effects can be both short- and long-term. Being bullied is related to lower self-esteem, higher rates of depression, loneliness, and anxiety. Children who are bullied are more likely to report wanting to avoid school, and they have higher absenteeism rates.1 Children who are bullied are more likely to report disliking school and receive lower grades.2 Early peer exclusion (during kindergarten) leads to decreased classroom participation and, in turn, to lowered academic achievement in 5th grade.3 Children who are bullied are more likely to report more suicidal ideation than non-bullied peers. Though relatively rare, suicide has been linked to persistent bullying. Children who are bullied are more likely to develop physical ailments such as stomach pains, sleeping problems, headaches, tension, bedwetting, fatigue, and poor appetite. 1. Rigby, K., Bullying in Schools: And What To Do About It (Briston, PA: Jessica Kingsley Publishers, 1996). 2. Eisenberg, M. E., D. Neumark-Sztainer, and C. Perry, “Peer Harassment, School Connectedness and School Success,” Journal of School Health 73 (2003): 311–16. 3. Buhs, E. S., G. W. Ladd, and S. L. Herald, “Peer Exclusion and Victimization: Processes That Mediate the Relation between Peer Group Rejection and Children’s Classroom Engagement and Achievement,” Journal of Educational Psychology 98 (2006): 1–13. Olweus Bullying Prevention Program, 2007

14 Efectos de ser tiranizado
Baje el amor propio Depresión y ansiedad Ausentismo y pensamientos bajados del logro de la escuela del suicidio Enfermedad

15 Concerns about Children Who Bully
Children who bully are more likely to: get into frequent fights be injured in a fight steal or vandalize property drink alcohol and smoke cigarettes be truant or drop out of school report poor academic achievement perceive a negative climate at school carry a weapon There is also reason to be concerned about children who bully their peers. Researchers have found bullying behavior to be related to other antisocial, violent, or troubling behaviors. Olweus Bullying Prevention Program, 2007

16 Preocupaciones por los niños que tiranizan
Los niños que tiranizan son más probables: consiga en luchas frecuentes dáñese en una lucha robe o destroce la característica beba el alcohol y los cigarrillos del humo sean truant o gota extraescolar divulgue el logro académico pobre perciba un clima negativo en la escuela llevan un arma

17 Health Consequences of Bullying (Fekkes et al., 2004)
BPCC Training Health Consequences of Bullying (Fekkes et al., 2004) Bullied Not bullied Headache 16% 6% Sleep problems 42% 23% Abdominal pain 17% 9% Feeling tense 20% 9% Anxiety 28% 10% Feeling unhappy 23% 5% Depression scale moderate indication 49% 16% strong indication 16% 2% Children who are frequently bullied report a variety health problems Example: In recent study of Dutch school children (ages 9-12), found that bullied children (i.e., bullied a few times a month or more), were more likely than peers to experience a variety of physical ailments: 3x as likely as peers to have headaches, 2x as likely to have problems sleeping, abdominal pain, & to be tense 3x as likely to be anxious 5x as likely to be unhappy & MUCH more depressed Tab 2: Doc 1

18 Consecuencias de la salud de tiranizar (Fekkes y otros, 2004)
Tiranizado No tiranizado Dolor de cabeza 16% 6% Problemas del sueño 42% 23% Dolor abdominal 17% 9% Sensación tenso 20% 9% Ansiedad % 10% Sensación infeliz 23% 5% Escala de la depresión indicación moderada 49% 16% indicación fuerte 16% 2%

19 Effects of Bullying on Bystanders
Bystanders may feel: Afraid Powerless to change the situation Guilty for not acting A diminished empathy for victims over time Returning to the question “Why is it important to address bullying in school?” we’ve already discussed: How bullying affects children who are bullied Concerns for children who bully Why else should we be concerned? One other compelling reason is the effect that bullying may have on bystanders or witnesses to bullying, who make up a much larger proportion of students in a school. [NOTE: Reduced empathy can result in bystanders joining in or siding with the child who bullies, rather than intervening to help or support bullied students.] Olweus Bullying Prevention Program, 2007

20 Efectos de tiranizar sobre personas presentes
Las personas presentes pueden sentir: Asustado Impotente para cambiar la situación Culpable para no actuar Una empatía disminuida para las víctimas en un cierto plazo

21 Effects of Bullying on School Climate
Bullying creates a climate of fear and disrespect. Bullying interferes with student learning. Students may feel insecure and not like school as well. Students may perceive a lack of control or caring. Bullying may also affect the climate of the entire school (or a segment of a school) if it is prevalent. Olweus Bullying Prevention Program, 2007

22 En español Efectos de tiranizar sobre clima de la escuela
El tiranizar crea un clima del miedo y de la falta de respeto. El tiranizar interfiere con el aprendizaje del estudiante. Los estudiantes pueden sentir inseguros y no tener gusto de la escuela también. Los estudiantes pueden percibir una carencia del control o de cuidar.

23 Bullying Prevention Parents Classroom School Community Individual
BPCC Training Bullying Prevention Classroom School Parents Research shows bullying prevention needs to happen on multiple levels to be effective. + school-level component + classroom-level component + individual-level component (working w/ individual students & their parents), + community-level component CLICK MOUSE so that “parents” flies in. Parents are very important for success are involved at all 4 levels. Each of these components will be discussed later in detail. Community Individual Olweus Bullying Prevention Program, 2007 Tab 2: Doc 1

24 Prevención que tiraniza
Sala de clase Escuela Padres Comunidad Individual

25 School-Level Components
Know your school’s data. Train faculty and staff. Develop of a coordinated system of supervision . Adopt school-wide rules against bullying . Develop appropriate positive and negative consequences for students' behavior. Hold staff discussion groups related to anti-bullying efforts. Involve parents . Olweus Bullying Prevention Program, 2007

26 Componentes del Escuela-Nivel
Sepa los datos de su escuela. Entrene a la facultad y al personal. Conviértase de un sistema coordinado de supervisión. Adopte las reglas escuela-anchas contra tiranizar. Desarrolle las consecuencias positivas y negativas apropiadas para students' comportamiento. Lleve a cabo a los grupos de discusión del personal relacionados con esfuerzos anti-que tiranizan. Implique a los padres.

27 Classroom-Level Components
Reinforcement of school-wide rules against bullying. Holding regular classroom meetings with students to increase knowledge and empathy. Informational meetings with parents. Olweus Bullying Prevention Program, 2007

28 Componentes del Sala de clase-Nivel
Refuerzo de reglas escuela-anchas contra tiranizar. Celebrar reuniones regulares de la sala de clase con los estudiantes para aumentar conocimiento y empatía. Reuniones informativas con los padres

29 Individual-Level Components
Interventions with children who bully. Interventions with children who are bullied. Interventions with bystanders. Discussions with parents of involved students . Olweus Bullying Prevention Program, 2007

30 Componentes del Individual-Nivel
Intervenciones con los niños que tiranizan. Intervenciones con los niños se tiranizan que. Intervenciones con las personas presentes. Discusiones con los padres de estudiantes implicados.

31 On the Spot Intervention: When you see or hear bullying:
Immediate stop the bullying. Refer to the bullying behavior and to the relevant school rules against bullying. Support the bullied child in a way that allows him or her to regain self-control, to “save face,” and to feel supported and safe from retaliation.

32 Sobre el terreno intervención: Cuando usted ve u oye tiranizar:
Parada inmediata el tiranizar. Refiera al comportamiento que tiraniza y a las reglas relevantes de la escuela contra tiranizar. Apoye al niño tiranizado de una manera que permita que él recupere autodominio, “excepto cara,” y a la sensación apoyada y a la caja fuerte de la venganza.

33 On the Spot Intervention: When you see or hear bullying:
Include bystanders in the conversation and give them guidance about how they might appropriately intervene or get help next time. If appropriate, impose immediate consequences for students who bully others. Do not require the students to meet and “work things out.”

34 Sobre el terreno intervención: Cuando usted ve u oye tiranizar:
Incluya a las personas presentes en la conversación y déles la dirección sobre cómo puede ser que apropiadamente intervengan o consigan a ayuda la vez próxima. Si es apropiado, imponga las consecuencias inmediatas para los estudiantes que tiranizan otros. No requiera a los estudiantes resolver y “elaborar cosas.”

35 Jeffrey Johnston Stand Up for All Students Act
Legislative intent that school districts take every reasonable precaution to protect students and school employees from the irreparable physiological, physical, emotional, mental, and social harm of bullying and harassment. 2008 Florida Statute   Bullying and harassment prohibited.--

36 Jeffrey Johnston representa para arriba todo el acto de los estudiantes
Intento legislativo que los distritos escolares toman cada precaución razonable para proteger estudiantes y a empleados de la escuela contra el daño fisiológico, físico, emocional, mental, y social irremediable de tiranizar y del acoso. Estatuto 2008 de la Florida   El tiranizar y el acoso prohibieron. --

37 Policy Overview Prohibits bullying and harassment of any student or employee. Provides definition. Provides description of expected behaviors (student/employee). Provides consequences (student/employee). Provides consequences for wrongful and intentional accusations. Procedures for reporting. Procedures for prompt investigation and referrals to appropriate jurisdiction.

38 Descripción de la política
Prohíbe el tiranizar y acoso de cualquier estudiante o empleado. Proporciona la definición. Proporciona la descripción de los comportamientos previstos (estudiante/empleado). Proporciona las consecuencias (estudiante/empleado). Proporciona las consecuencias para las acusaciones ilícitas e intencionales. Procedimientos para la información. Procedimientos para que investigación pronto y remisiones se apropien de la jurisdicción.

39 Policy Overview Procedure for immediate notification to parents.
Procedure for referring to counseling. Procedure for recording incidences. Procedure for providing instruction. Procedure for providing actions taken. Procedures for publicizing policy. Incorporation of violence prevention components.

40 Descripción de la política
Procedimiento para la notificación inmediata a los padres. Procedimiento para referir al asesoramiento. Procedimiento para registrar incidencias. Procedimiento para proporcionar la instrucción. Procedimiento para proporcionar medidas tomadas. Procedimientos para publicar la política. Incorporación de los componentes de la prevención de la violencia.

41 Expected Behaviors from Students and Employees
Proper regard for the rights and welfare of others Development of a positive school climate that requires: Respect for self. Respect for others. Respect for district and community and property. Adults will demonstrate appropriate modeling behavior BULLYING AND HARASSMENT WILL NOT BE TOLERATED

42 Comportamientos previstos de estudiantes y de empleados
Respeto apropiado para las derechas y el bienestar de otros Desarrollo de un clima positivo de la escuela que requiere: Respecto por uno mismo. Respecto por otros. Respecto por districto y comunidad y característica Los adultos demostrarán comportamiento de modelado apropiado EL TIRANIZAR Y EL ACOSO NO SERÁN TOLERADOS

43 Expected Behavior from Students and Employees
Bullying and/or harassment of any student or school employee is prohibited: During an education program or activity conducted at a HCPS institution. During HCPS school related/sponsored program or activity. On a school bus. Through the use of data or computer software that is accessed through a computer, computer system, or computer network of HCPS.

44 Comportamiento previsto de estudiantes y de empleados
El tiranizar y/o el acoso de cualquier estudiante o empleado de la escuela se prohíbe: Durante un programa educativo o una actividad conducida en una institución de HCPS. Durante HCPS la escuela se relacionó/programa o actividad patrocinado. En un autobús escolar. Con el uso de datos o de los programas informáticos que están alcanzados a través de una computadora, de un sistema informático, o de una red de ordenadores de HCPS.

45 Procedures for Reporting
Principal/designee is responsible for receiving complaints. All district faculty and staff are required to report any allegations of bullying or harassment. Member of the school community who has credible information may file a report. Victims/bystanders are strongly encouraged to report incidents in writing (see Bullying Complaint/ Witness form). Coming soon: on-line reporting.

46 Procedimientos para la información
El principal/el designee es responsables de recibir quejas. Requieren a toda la facultad y personal del districto divulgar cualquier alegación de tiranizar o del acoso. El miembro de la comunidad de la escuela que tiene información creíble puede archivar un informe. Animan a las víctimas/a las personas presentes fuertemente a divulgar incidentes en la escritura (véase la forma del testigo de la queja que tiraniza). El venir pronto: información en línea.

47 Publicizing the Policy
Principal shall establish and prominently publicize how reports are made and how reported will be acted on. Publicized to: Students Staff Parents Volunteers

48 Publicación de la política
El director establecerá y publicará prominente cómo se hacen los informes y cómo está divulgado será actuado encendido. ---Publicado a: Estudiantes Personal Padres Voluntarios

49 Allegation outside scope of district*
*If abuse is suspected, file a mandatory report with ABUSE. Informal Reporting Only used with alleged incidents among students. At the voluntary request of all parties, facilitate mediation process within 3 school/work days. No Yes Formal Reporting Complainant, Accused, and parents (if applicable) notified of formal written complaint, and interviewed within 3 days. If allegations involve employee misconduct, contact Professional Standards. Consider the nature of the allegation and contact school security/SRO/SRD if deemed necessary. Resolution? Document all interviews using the Bullying Complaint/Witness Form. Finding of Bullying Document all evidence related to the investigation and actions taken. Notify parents. For cases involving adults, actions are taken pursuant to any applicable bargaining agreements and school board policies. No Finding of Bullying Document all evidence related to investigation. Monitor and provide any needed supports. Notify parents. Allegation outside scope of district* If deemed outside the scope of HCPS and deemed a criminal act, consult school security/SRO/SRD and/or determine need for referral to law enforcement. Notify all parties in writing of the decision and their right to appear. Enter data into SESIR. Make notation on Bullying Investigation Form. Notify parents immediately of status. No further action is needed. Complaint Received: Response to complaint shall not exceed 3 days Hillsborough County Public Schools Bullying/Harassment Investigation Process Make notation on Bullying Investigation Form. Notify parents immediately of status. Refer bully and victim to Student Services staff for consideration of individual counseling.

50 (Check which applies to you) Student Parent Employee Community
Bullying Complaint/Witness Form Date YOUR NAME (Optional) Phone Number VICTIM ACCUSED SCHOOL/DEPARTMENT SITE ADMINISTRATOR/SCHOOL PRINCIPAL INCIDENT DATE INCIDENT LOCATION What happened? I agree that all of the information on this form is accurate and true to the best of my knowledge. Signature (Optional) Date GIVE THIS FORM TO THE ADMINISTRATOR AT YOUR SCHOOL Thank you for your help. The highest level of confidentiality possible will be upheld regarding the submission of a complaint or a report of bullying and/or harassment, and the investigative procedures that follow. If you wish to be contacted, please include contact information.

51 Bullying Investigation Form
This report MUST be completed to document the investigation of an incident of alleged bullying and turned in to the school Administrator or the appropriate Area Director. COMPLAINANT NAME (Last, First, Middle) SCHOOL/SITE VICTIM NAME (Last, First, Middle) ACCUSED NAME (Last, First, Middle) SITE and LOCATION WHERE INCIDENT OCCURRED SITE ADMINISTRATOR/SCHOOL PRINCIPAL INCIDENT DATE / / Be sure to attach any supporting documentation/evidence/investigation (e.g., witness statements). Name of Person Investigating the Bullying Complaint (Please Print) Signature Title Date(s) of Investigation Disposition (Check One): Bullying Not Found Bullying Found Outside Scope of District Outcome (describe): Notify parents of the investigation outcome. This confidential form (and attachments) will be maintained by the site administrator.

52 Bottom Line We must work together to have a climate of tolerance and acceptance. We must lead by example. We can do this by: Building meaningful relationships with our students. Protecting victim(s). Helping offender(s). Supporting witness(es) to do the right thing.

53 Fondo Debemos trabajar juntos para tener un clima de la tolerancia y de la aceptación. Debemos llevar por ejemplo. Podemos hacer esto cerca: Relaciones significativas constructivas con nuestros estudiantes. Víctimas de protección. Delincuentes de ayuda. Testigo favorable para hacer la cosa correcta.