OHIO ANTI -HARASSMENT, INTIMIDATION, AND BULLYING INITIATIVE

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1 OHIO ANTI -HARASSMENT, INTIMIDATION, AND BULLYING INITIATIVE The Ohio Department of Education The Ohio Office of the Attorney General The Ohio Commission on Dispute Resolution and Conflict Resolution

2 Overview of today s talk: The bullying problem nationally, how Ohio is responding and locally strategies. Ohio s Law and school responsibilities Resources for addressing bullying, cyber bullying, internet safety, digital citizenship

3 Lets take a Look

4 Schools on the front line Because schools hold a prominent place in the lives of school aged children, it is likely that the school will serve as the front line institution as interpersonal conflict move from the real world (face to face harassment, intimidation and bullying) to the virtual (cyber bullying/ sexting). Source: Offline Consequences of Online Victimizations: School Violence and Delinquency, Hinduja and Patchin, 2007.

5 Bullying by the numbers: 2 million children in the United States are involved yearly in bullying either as victims or as bullies 80% of adolescents said they have been bullied at some time during their school years 1/3 of students between the ages of 11 and 18 have experienced some form of bullying 160,000 students skip school every day because they are anxious and fearful of being bullied

6 National School Shooting Stats U. S. Secret Service Report on School Shootings (2002) (Studied 41 school shooters involved in 37 school attacks since 1974) Key Finding: In two-thirds of the cases, the attacker had felt persecuted, bullied, threatened, attacked, or injured before the incident; many experienced longstanding and severe bullying and harassment, some attackers describe as torment. According to the National Institute of Justice, in a number of cases, bullying played a key role in the decision to attack.

7 Predicting Criminal Behavior: Bullying Can Be a Factor

8

9 Who is responsible? In a recent survey- Teachers say that parents are responsible for teaching kids how to handle issues such as HIB. Parents say that teachers are responsible..

10 Safe & Supported at School?

11 What Kids in Ohio Say When shown a video about a boy who committed bullycide a fifth grader tells me that he has felt that way too but never acted on it

12 What Kids in Ohio Say A fifth grade girl said that she is receiving creepy s and it scares her so much that her mom has to sleep in her room

13 What Kids in Ohio Say A group of students disclosed that a boy has been sending naked pictures of himself for a year and no one had told an adult

14 More What Kids in Ohio Say Kids want to debate what is wrong with sexing and virtual sex

15 They want to know: What to say / do if they receive a weird, creepy, mean, inappropriate text or pictures

16 They want to know: What to do if they are asked to send inappropriate sexual text or pictures

17 They want to know: What to do if they receive an inappropriate sext or picture

18 More What Kids in Ohio Say Many students believe that harassment intimidation and bullying are normal issues in schools

19 Only a few In reality only a handful of students in our schools are actual instigators of HIB, while the bystanders play a large, supporting role

20 WE CAN MAKE A DIFFERENCE! To Reduce & Prevent Violence BEGIN HERE BULLYING INSULTS PUT DOWNS PUSHING THREATS TRASH TALK SEXUAL HARASSMENT FIGHTING DRINKING & DRUGS STEALING VANDALISM WEAPONS HOSTAGES GANGS HATE CRIMES VIOLENCE CONTINUUM

21 WHY WE CARE. Higher achievement for all students Students receive high quality instruction aligned with academic content standards Students have the right conditions and motivation for learning

22 Critical Components of Positive School Climate and Violence Prevention Keeping students and staff safe from both internal and external threats; Helping students learn to behave in nonviolent ways; Identifying students early on who exhibit warning signs that may lead to violent behaviors; and Ensuring that those students who are identified get the help they need.

23

24 Making the Conditions Right Safe and Drug Free Schools and Communities Title IV, Part A The purpose of the SDFSCA was to support programs that: Prevent violence in and around schools. Prevent the illegal use of alcohol, tobacco and drugs. Involve parents and communities. Foster a safe and drug-free learning environment that promotes student academic achievement.

25 A Focus on School Climate Elimination of SDFS Funds (June 30, 2009) Safe and Supportive Schools Grant (August 9, 2010) Race to the Top (August 24, 2010) School Climate Guidelines (2004) Comprehensive System of Learning Supports (2007) Ohio Improvement Process (2008)

26 Ohio s Solution The Office of the Ohio Attorney General has partnered with the Ohio Department of Education, the Ohio Commission on Dispute Resolution and Conflict Management and isafe to form the Ohio Anti Bullying Initiative to provide education and information in the areas of bullying, cyber bullying, internet safety and digital citizenship.

27 Timeline of Policy Development for Ohio Anti HIB Law May 5, 2005 HB 276 (Ohio Anti HIB) Introduced requires schools, by 12/30/07 to adopt policy prohibiting harassment, intimidation, and bullying March 30, 2007 (effective) Amended Substitute House Bill 276 July 10, 2007 Dec. 30, 2007 January 2007 State Board of Education adopts Anti-Harassment, Anti- Intimidation or Anti-Bullying Model Policy School district/community school policies to be in effect Ohio Anti HIB Initiative is formed *Educated over 12,000 students and adults in 2008

28 2.0 Responsibilities of all Public School Districts Policy must include the following (ORC Section ): Policy Statement (ORC (B)) Create in consultation with parents, school employees, school volunteers, students and community members; Prohibit harassment, intimidation or bullying of any student on school property or school sponsored events; Include definition. (ORC Section (B)(2))

29 Bullying definition from Ohio Department of Education Model School Policy re: Ohio HIB Law Bullying is any intentional written, verbal, graphic, or physical act that a student or group of students exhibited toward another particular student more than once and the behavior both: Causes mental or physical harm to the other student; and Is sufficiently severe, persistent or pervasive that it creates an intimidating, threatening or abusive educational environment for the other student. Electronically transmitted acts (i.e., through the Internet, a cell phone, personal digital assistance (PDA) or wireless hand-held device) that a student has exhibited toward another particular student more than once, and the behavior both: Causes mental or physical harm to the other student/school personnel; and Is sufficiently severe, persistent or pervasive that it creates an intimidating, threatening or abusive educational environment for the other student/school personnel.

30 2.0 Responsibilities of all Public School Districts Policy must include the following (ORC Section ): Procedure to Report Incidents (ORC ORC (B)(3) Students, parents or guardians are to report prohibited incidents to teachers and school administrators Report of Incidents by School Personnel (ORC (B)(4)) Report prohibited incidents they witness and/or receive reports on from students to the school principal or other administrator designated by the principal Procedure for Documenting Incidents (ORC (B)(6)) Document any prohibited incident that is reported.

31 2.0 Responsibilities of all Public School Districts Policy must include the following (ORC Section ): Response and Investigation (ORC (B)(7) and (B)8)) AND To any reported incident including providing intervention strategies for protecting a victim from additional harassment or retaliation Disciplinary Procedure (ORC (B)(9)) Disciplinary procedures for any guilty students; No infringement on student s 1 st Amendment Rights; District commitment to addressing prohibited behaviors (education and promotion of a non-tolerant school atmosphere).

32 2.0 Responsibilities of all Public School Districts Policy must include the following (ORC Section ): 2.2.8Parent or Guardian Notification (ORC (B)(5)) Notify parents or guardians of any student involved in a prohibited incident; and Have access to any written reports pertaining to the prohibited incident. ** Semiannual Written Summary of Incidents (ORC (B)(10)) Submit semiannual written summary of all reported incidents to district Board president and post the summary on the district Web site (if district has Web site)** ** To the extent permitted by Section of the Ohio Revised Code and the Family Education Rights and Privacy Act of Stat U.S.C. 1232g, as amended.

33 2.0 Responsibilities of all Public School Districts Policy must include the following (ORC Section ): Policy Publication (ORC (C)) Include the policy in student publications and employee training materials Immune from Liability (ORC (D)) Communicate that school district employees, students or volunteers: Shall be individually immune from liability in a civil action for damages arising from reporting an incident in accordance with the policy 3.0 Amended House Bill 276 Definition Amended House Bill 276 Definition (provided in section 2 where referenced)

34 5.0 Complaint Process Policy and procedures in: Student handbooks; Any comprehensive publication of the district that sets forth procedures and standards for schools and students in the district; Employee handbook; See Policy, through

35 6.0 Complaints: Formal or Informal Students and/or their parents or guardians may file reports formally (in writing) or verbally; Reports should include person(s) involved, number of times and places of alleged conduct, names of potential witnesses; Reports may be given to any school staff member.

36 6.0 Complaints: Formal or Informal Anonymous Complaints Students making informal complaints may request confidentiality; Building staff will review anonymous complaints and take reasonable action, to the extent that such action: Does not disclose the source of the complaint; Is consistent with due process rights of alleged perpetrator.

37 7.0 School Personnel Responsibilities and Intervention Strategies Teachers and other school staff who witness or receive student or parent reports of bullying, harassment or intimidation are to: Promptly notify the building principal or designee (hereafter known as the principal); Give principal any formal reports submitted by parent or student by the next day; For informal complaints, file a written incident report by the next day, including witness statements when appropriate.

38 7.0 School Personnel Responsibilities and Intervention Strategies Remedial actions for verified incidents Non-disciplinary interventions: School administrators or teachers can counsel students about the definition of bullying, harassment and intimidation and potential consequences of such behavior.

39 8.0 Reporting Obligations District Reports After Investigation: To the parent or guardian of the victim, while respecting the statutory privacy rights of the perpetrator; ( (b)(5) To the president of the district School Board and the district Web site, semiannually, including: Number of verified acts; Locations of such incidents (classroom; to or from school; at school-sponsored events).

40 9.0 Police and Child Protective Services Allegations of criminal misconduct will be reported to law enforcement, and suspected child abuse will be reported to Child Protective Services (CPS), per [designated timelines]. Concurrent with such investigations above, [District] also will determine whether there has been a violation of district policy or procedure. All [District] personnel must cooperate with investigations by outside agencies. thing prohibits a complainant from seeking redress under any other provision of the Revised Code or common law that may apply.

41 7.0 School Personnel Responsibilities and Intervention Strategies Interventions: General Approaches Schedule training programs; Collect and analyze data. Enlist peers to help victims and include them in activities; Avoid sex role stereotyping; Encourage communication, friendship, assertiveness skills and character education;

42 7.0 School Personnel Responsibilities and Intervention Strategies Intervention Strategies: Protecting Victims Supervise and discipline offending students fairly and consistently; Provide adult supervision during recess, lunch time, bathroom breaks and in the hallways during times of transition; Maintain contact with parents and guardians of all involved parties; Provide counseling for the victim if needed; Instruct school personnel to monitor parties involved in previous bullying incidents and instruct them to intervene if problem recurs; Check with victim daily to ensure that there is no further bullying or retaliation.

43 10.0 Training ORC District may hold Training programs when the new policy is completed; and During annual orientation sessions; with information about this policy and related procedures, along with other school rules and Information about the policy will be included in district employee training materials.

44 Bullying Myths: Quiz

45 True or False? Bullying is a normal fact of growing up, mostly it is just teasing, just kids being kids. False

46 True or False? Bullies come from families representing all socio-economic levels. True

47 True or False? Discipline is the only way to address Bullying Incidents. False

48 True or False? Some kids just bring bullying on themselves it is their own fault. False

49 True or False? Bullying at school will not go away without adult intervention. True

50 True or False? You change a bully s behavior by focusing on what happens at home. False

51 True or False? Zero Tolerance policies are effective in eliminating bullying behavior. False

52 True or False? Bullies are insecure and have low self-esteem. False

53 True or False? Fighting back against a bully will stop the behavior. False

54 True or False? Bringing together the parents of the victim and the bully does not help. True

55 Identifying Bullying TYPES Physical Emotional Social LEVELS Level One Level Two Level Three

56 Playing, Fighting or Bullying??? Rough Play Usually friends; often repeated, same players Balance of power No intent to harm Affect is friendly, positive, mutual Real Fighting Usually not friends; typically not repeated Power relatively equal Intent to harm Affect is negative, hostile, mutual Bullying Typically not friends, generally repeated Unequal power Intent to harm and disempower Affect is negative, hostile, differs for aggressor and target Madeleine Trichel: CRETE Project

57 From: New Jersey Cares About Bullying, Office of Bias Crime and Community Relations; Adapted from Atlantic Prevention Resources

58 Warning Signs that a child may be the target of bullies Frequently teased, taunted belittled, ridiculed, intimidated threatened, dominated or subdued Has a derogatory nickname Regularly has bruises or injuries that can t be explained Belongings are taken or damaged Few or no close friends at school

59 Electronically Transmitted Acts Cyber Bullying Cyber bullying: Repetitive, hostile behavior with the intent to harm others through the use of information and communication technologies Posting slurs on Web sites or on personal Web logs; Sending abusive or threatening instant messages; Using camera phones to take embarrassing photographs of students and posting them online; and, Using Web sites to circulate gossip and rumors to other students; Excluding others from an online group by falsely reporting them for inappropriate language to Internet service providers.

60 Bullying is Performance Art

61 The Cycle of Bullying B. Follower or Henchman may even carry out the acts A. Bully B A Victim Social Culture G G. Defender dislikes the bullying and tries to help the victim C. Supporter - takes part in the bullying C D. Passive Supporter seems to like the bullying but does not take an active part D E F E. Disengaged Onlooker F. Passive Defender dislikes the bullying but does not show open defense Olweus, D., Limber, S., and Mihalic, S.F. (1999)

62 Breaking the Cycle A. Bully A Victim G G. Defender helps the victim B. Follower or Henchman may not be as ready to act B C. Disengaged Onlooker Social Culture C D F E D. Passive Defender F. Defender s Supporter E. Possible Defender Olweus, D., Limber, S., and Mihalic, S.F. (1999)

63 Internet Landscape Student Online Behavior* 30% of students say , chat rooms, or instant messaging is the main way they stay in contact with their friends. 38% of students feel freer to do what they want on the Internet. 31% of students say it is easier to talk with people on the Internet than in real life

64 Internet Landscape Risky Student Online Behavior* 55% of students admitted giving their personal information (name, sex, age, etc.) over the Internet. 25% of students believed there was nothing wrong with chatting with strangers online. 10% of students had met someone face-to-face that they previously met on the Internet.

65 Cyberbullying

66 Remedies If adults do not provide the interventions students need, then students will take matters into their own hands. Garbarino,J & delara E., (2003). Words can hurt forever, Educational Leadership,(60)6, 18-21

67 Remedies What does not work: Zero tolerance Peer mediation Groups treatment for offenders Simple, short term solutions

68 Process Recommendations for school staff if you suspect a child is being bullied Talk with a child about what they would like to see happen-if a child is being bullied, they need to have a voice in how the situation is handled. Report to the designated person at your building Develop a plan for keeping the child safe, particularly during vulnerable times (class breaks, lunch, recess). If needed, find and out make recommendation / referrals regarding activities or counseling options are available for the child. Contact police or school resource officer if the actions are criminal (assault, theft, serious threats, vandalism)

69 Recommendations for school staff if you suspect a child is being bullied Listen to the child, do not ignore the child s plea for help. Do not encourage the child to fight back two wrongs do not make a right! Do not confront the parents or the other child directly. Avoid bringing the child and the bully together to elicit an apology or resolve the issue. Avoid blaming anyone, especially the victim. Document, Document, Document

70 What to do if you suspect a child may be bullying others Talk with the child Never condone bullying behavior; speak up and tell the child that the behavior they are engaging in is considered bullying. Encourage empathy for others Remind the child that everyone has a right to be themselves, to choose their own friends and to feel safe at school. Review consequences of bullying behavior Both discipline consequences and relationship consequences Intervene consistently and appropriately Encourage and support the reinforcement respectful behaviors with parents Help the child deal with feelings in positive ways Develop a plan for change. If bullying escalates despite interventions Watch for signs of escalation of bullying behavior and document Talk with counselor, SRO or community agency about course of action

71 Bystanders Enlisting Bystanders to be upstanders School Climate

72 Successful Remedies Prevention Identify stakeholders who can partner in youth violence prevention initiatives in your community Assess bullying in your community Cross train non school staff ( law enforcement, mental health) about school climate Seek / provide funding for pilot programs utilizing evidenced based programs Identify national, state and local resources Intervention Advocate for consistent and appropriate interventions in bullying situations Identify best practices / model programs Continue efforts over time Work with law enforcement /SRO s, PTA and community members on forming group to coordinate activities

73 Some Ideas to Ponder Establish an Anti Bullying Week Encourage mentoring programs which address bullying, cyber bullying, internet safety or digital citizenship with younger children Form literary groups and encourage students to process what they have read in focus groups or in writing / blogs Resources to access free curriculum Insert Your Ideas Here

74 More ideas. Approach HIB with proactive, educational responses. Model consistent district / community wide response Work with a diverse group of students to create an anti- bullying website Develop or institute a district program to encourage responsible Internet use Familiarize and become competent with Web culture and the way kids communicate online

75 To Assist you: Digital Citizenship: is defined as the norms of behavior with regard to technology use. digitalcitizenship.net

76 To Assist You Using epals to communicate with classrooms all over the world engages students are never engaged.

77 To Assist You They have had only 2 instances of cell phone misuse.

78 Resources Federal Anti-Bullying website. Has PSAs and other free resources. Internet safety site from National Center for Exploited and Missing Children Founded in 1998 and endorsed by the U.S. Congress, i-safe is a non-profit foundation dedicated to protecting the online experiences of youth everywhere. Kid-Tech News for Parents National Youth Violence Prevention Resource Center FindYouthInfo.gov was created by the Interagency Working Group on Youth Programs (IWGYP), which is composed of representatives from 12 Federal agencies that support programs and services focusing on youth. Family online safety institute

79

80 Fable Feather Video

81 Thank you for attending! For additional information please contact: OHIO ATTORNEY GENERAL'S OFFICE Kathleen Nichols OHIO COMMISSION FOR DISPUTE RESOLUTION AND CONFLICT MANAGEMENT Sarah Wallis OHIO DEPARTMENT OF EDUCATION Jill Jackson Christine Kane

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