las cruces public schools anti-bullying policy and curriculum plan presented by: dennis zamora- las...

Las Cruces Public Schools Las Cruces Public Schools Anti-Bullying Policy and Anti-Bullying Policy and

Curriculum PlanCurriculum Plan

Presented by:

Dennis Zamora- Las Cruces Public Schools Title I/IV Coordinator

Dr. Martin Greer- Las Cruces Public Schools Lead School Psychologist

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Model Policy Prohibiting BullyingModel Policy Prohibiting BullyingIntimidation, and Hostile or Offensive ConductIntimidation, and Hostile or Offensive Conduct

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

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JICK-Model Policy Prohibiting BullyingJICK-Model Policy Prohibiting Bullying

Intimidation, and Hostile or Offensive ConductIntimidation, and Hostile or Offensive Conduct Definition:Definition:

1.“Unlawful harassment” means verbal or physical conduct based 1.“Unlawful harassment” means verbal or physical conduct based on a student’s actual or perceived race, color, national origin, on a student’s actual or perceived race, color, national origin, gender, religion, or disability and which has the purpose or effect of gender, religion, or disability and which has the purpose or effect of substantially interfering with a student’s educational performance or substantially interfering with a student’s educational performance or creating an intimidating, hostile or offensive environment. Sexual creating an intimidating, hostile or offensive environment. Sexual harassment of students and hazing are addressed by separate Board harassment of students and hazing are addressed by separate Board policies. policies. 2.2. “Bullying” means intimidating or offensive verbal or “Bullying” means intimidating or offensive verbal or physical conduct toward a student when such conduct is habitual or physical conduct toward a student when such conduct is habitual or recurring, including, but not limited to, threats and name-calling.recurring, including, but not limited to, threats and name-calling.3.3. “Name-calling,” means the chronic, habitual, or recurring “Name-calling,” means the chronic, habitual, or recurring use of names or comments to or about a student regarding the use of names or comments to or about a student regarding the student’s actual or perceived physical or personal characteristics student’s actual or perceived physical or personal characteristics when the student has indicated by his or her conduct, that the names when the student has indicated by his or her conduct, that the names or comments are unwelcome, or when the names or comments are or comments are unwelcome, or when the names or comments are clearly unwelcome, inappropriate, or offensive by their nature. clearly unwelcome, inappropriate, or offensive by their nature.

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JICK-MODEL POLICYJICK-MODEL POLICYPROHIBITION OF STUDENT HARASSMENT BASED ON PROHIBITION OF STUDENT HARASSMENT BASED ON

RACE, COLOR, RELIGION, NATIONAL ORIGIN, OR RACE, COLOR, RELIGION, NATIONAL ORIGIN, OR DISABILITYDISABILITY

The Board forbids discrimination against any The Board forbids discrimination against any student on the basis of race, color, religion, student on the basis of race, color, religion, national origin, age, or disability (referred to national origin, age, or disability (referred to herein as “protected characteristics”), on herein as “protected characteristics”), on school premises, at any school sponsored school premises, at any school sponsored activities, or during any school supplied activities, or during any school supplied transportation, by any students, employees, transportation, by any students, employees, non-employee volunteers, or any other persons non-employee volunteers, or any other persons who are subject to the control of school who are subject to the control of school authorities. authorities.

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JICK-MODEL POLICYJICK-MODEL POLICYPROHIBITION OF STUDENT HARASSMENT BASED ON PROHIBITION OF STUDENT HARASSMENT BASED ON

RACE, COLOR, RELIGION, NATIONAL ORIGIN, OR RACE, COLOR, RELIGION, NATIONAL ORIGIN, OR DISABILITY DISABILITY

Definition of Harassment on the Basis of Protected Definition of Harassment on the Basis of Protected CharacteristicsCharacteristics

For purposes of this Policy, “harassment on the basis of For purposes of this Policy, “harassment on the basis of protected characteristics” is verbal or physical conduct that protected characteristics” is verbal or physical conduct that denigrates or shows hostility or aversion toward an individual denigrates or shows hostility or aversion toward an individual because of his or her race, color, religion, national origin, or because of his or her race, color, religion, national origin, or disability, disability, andand that: that:A. Has the purpose or effect of creating an intimidating, A. Has the purpose or effect of creating an intimidating, hostile, or offensive work environment;hostile, or offensive work environment;B. Has the purpose or effect of unreasonably interfering with B. Has the purpose or effect of unreasonably interfering with the student’s ability to benefit from any educational program the student’s ability to benefit from any educational program or service provided by the School District; andor service provided by the School District; andC. Is so offensive or pervasive as to adversely effect the C. Is so offensive or pervasive as to adversely effect the educational performance of the student.educational performance of the student.

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PROPOSED POLICY PROPOSED POLICY

JICK-SEXUAL HARASSMENT OF STUDENTSJICK-SEXUAL HARASSMENT OF STUDENTS

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

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JICK-SEXUAL HARASSMENT OF STUDENTSJICK-SEXUAL HARASSMENT OF STUDENTS

Definitions and Standards of ConductDefinitions and Standards of Conduct • Between an employee and a student, sexual harassment is Between an employee and a student, sexual harassment is anyany conduct of a conduct of a

sexual nature. Between students, sexual harassment is sexual nature. Between students, sexual harassment is unwelcomeunwelcome conduct conduct of a sexual nature. Specific definitions follow. of a sexual nature. Specific definitions follow. 1.1.Conduct of a Sexual NatureConduct of a Sexual Nature

• Conduct of a sexual nature may include, but is not limited to:Conduct of a sexual nature may include, but is not limited to:• verbal or physical sexual advances, including subtle pressure for sexual verbal or physical sexual advances, including subtle pressure for sexual

activity;activity;• repeated or persistent requests for dates, meetings, and other social repeated or persistent requests for dates, meetings, and other social

interactions;interactions;• sexually oriented touching, pinching, patting, staring, pulling at clothing, sexually oriented touching, pinching, patting, staring, pulling at clothing,

or intentionally brushing against another;or intentionally brushing against another;• showing or giving sexual pictures, photographs, illustrations, messages, or showing or giving sexual pictures, photographs, illustrations, messages, or

notes;notes;• writing graffiti of a sexual nature on school property;writing graffiti of a sexual nature on school property;• comments or name-calling to or about a student regarding alleged physical comments or name-calling to or about a student regarding alleged physical

or personal characteristics of a sexual nature;or personal characteristics of a sexual nature;• sexually-oriented "kidding," "teasing," double-entendres, and jokes; andsexually-oriented "kidding," "teasing," double-entendres, and jokes; and• any harassing conduct to which a student is subjected because of or any harassing conduct to which a student is subjected because of or

regarding the student's sex.regarding the student's sex.

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JICK- MODEL POLICY PROHIBITING HAZINGJICK- MODEL POLICY PROHIBITING HAZING

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

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JICK- MODEL POLICY PROHIBITING HAZING JICK- MODEL POLICY PROHIBITING HAZING

DefinitionDefinition Hazing includes, but is not limited to, Hazing includes, but is not limited to, • engaging in any offensive or dangerous physical contact, engaging in any offensive or dangerous physical contact,

restraint, abduction, or isolation of a student, or restraint, abduction, or isolation of a student, or • requiring or encouraging a student to perform any dangerous, requiring or encouraging a student to perform any dangerous,

painful, offensive, or demeaning physical or verbal act, painful, offensive, or demeaning physical or verbal act, including the ingestion of any substance, exposure to the including the ingestion of any substance, exposure to the elements, deprivation of sleep or rest, or extensive isolation, orelements, deprivation of sleep or rest, or extensive isolation, or

• subjecting a student to any dangerous, painful, harmful, subjecting a student to any dangerous, painful, harmful, offensive, or demeaning conduct, or to conduct reasonably offensive, or demeaning conduct, or to conduct reasonably likely to create extreme mental distress,likely to create extreme mental distress,

• as a condition of membership in, or initiation into, any class, as a condition of membership in, or initiation into, any class, team, group, or organization sponsored by, or permitted to team, group, or organization sponsored by, or permitted to operate under, the auspices of, a school of the School District, operate under, the auspices of, a school of the School District, or for similar or related purposes, or for similar or related purposes, providedprovided, that such conduct , that such conduct shall not be considered hazing when it is a recognized and shall not be considered hazing when it is a recognized and integral part of the particular sport or activity.integral part of the particular sport or activity.

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““Training Manuals”Training Manuals”

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Bullying Facts and Statistics Bullying Facts and Statistics

PrevalencePrevalence • Almost 30% of youth in the United States (or over Almost 30% of youth in the United States (or over

5.7 million) are estimated to be involved in bullying 5.7 million) are estimated to be involved in bullying as either a bully, a target of bullying, or both. In a as either a bully, a target of bullying, or both. In a recent national survey of students in grades 6-10, recent national survey of students in grades 6-10, 13% reported bullying others, 11% reported being 13% reported bullying others, 11% reported being the target of bullies, and another 6% said that they the target of bullies, and another 6% said that they bullied others and were bullied themselves.* 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.

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Bullying Facts and StatisticsBullying Facts and Statistics

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

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

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Male vs. FemaleMale vs. Female

Bullying takes on different forms in male and female youth. Bullying takes on different forms in male and female youth. While both male and female youth say that others bully While both male and female youth say that others bully them by making fun of the way they look or talk, males are them by making fun of the way they look or talk, males are more likely to report being hit, slapped, or pushed. Female more likely to report being hit, slapped, or pushed. Female youth are more likely than males to report being the targets youth are more likely than males to report being the targets of rumors and sexual comments.[*] While male youth of rumors and sexual comments.[*] While male youth target both boys and girls, female youth most often bully target both boys and girls, female youth most often bully other girls, using more subtle and indirect forms of other girls, using more subtle and indirect forms of aggression than boys. For example, instead of physically aggression than boys. For example, instead of physically harming others, they are more likely to spread gossip or harming others, they are more likely to spread gossip or encourage others to reject or exclude another girl.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.

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Mean Girls Mean Girls Relational Aggression-RARelational Aggression-RA

Relational (or Alternative) AggressionRelational (or Alternative) Aggression • Behavior that aims to manipulate the web of 3rd party Behavior that aims to manipulate the web of 3rd party

relationships in order to hurt a particular individual. relationships in order to hurt a particular individual. Spreading rumors, gossip, lies,-- telling secrets; eye-Spreading rumors, gossip, lies,-- telling secrets; eye-rolling, exclusion, and 'the silent treatment' all aim to rolling, exclusion, and 'the silent treatment' all aim to promote cruelty through the social networks.promote cruelty through the social networks.

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

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Risk Factors for Being Targeted by BulliesRisk Factors for Being Targeted by Bullies • Children and youth who are bullied are typically anxious, Children and youth who are bullied are typically anxious,

insecure, and cautious and suffer from low self-esteem, rarely insecure, and cautious and suffer from low self-esteem, rarely defending themselves or retaliating when confronted by defending themselves or retaliating when confronted by students who bully them.[*] They are often socially isolated students who bully them.[*] They are often socially isolated and lack social skills. One study found that the most frequent and lack social skills. One study found that the most frequent reason cited by youth for persons being bullied is that they reason cited by youth for persons being bullied is that they "didn't fit in."[*] Males who are bullied tend to be physically "didn't fit in."[*] Males who are bullied tend to be physically weaker than their peers. Long-term Impact on Youthweaker than their peers. Long-term Impact on Youth

• There appears to be a strong relationship between bullying There appears to be a strong relationship between bullying other students and experiencing later legal and criminal other students and experiencing later legal and criminal problems as an adult. In one study, 60% of those characterized problems as an adult. In one study, 60% of those characterized as bullies in grades 6-9 had at least one criminal conviction by as bullies in grades 6-9 had at least one criminal conviction by age 24.Chronic bullies seem to maintain their behaviors into age 24.Chronic bullies seem to maintain their behaviors into adulthood, negatively influencing their ability to develop and adulthood, negatively influencing their ability to develop and maintain positive relationships.[*] maintain positive relationships.[*]

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• ““In a nutshell: Don't Feed the Bully is an important self-help book 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 for pre-teens that is cleverly disguised as a hilarious, fictional novel. Don't Feed the Bully provides practical advice to children novel. Don't Feed the Bully provides practical advice to children on the extremely important topic of bullying. Yet it delivers that on the extremely important topic of bullying. Yet it delivers that advice in a humorous, captivating plot that makes putting the book advice in a humorous, captivating plot that makes putting the book down nearly impossible. I urge educators to adopt this as required down nearly impossible. I urge educators to adopt this as required reading for your middle-school children. Doing so would be a reading for your middle-school children. Doing so would be a major step forward in tackling the serious problem of bullying, major step forward in tackling the serious problem of bullying, which continues to lead to escalating violence in our schools.” which continues to lead to escalating violence in our schools.” Barnes and Noble.com reviewer, 5/12/2007 *****Barnes and Noble.com reviewer, 5/12/2007 *****

• ““'Don’t Feed the Bully' has been critically acclaimed for helping 'Don’t Feed the Bully' has been critically acclaimed for helping kids become aware of bullying behavior and solve situations before kids become aware of bullying behavior and solve situations before they become violent. It has won the Top Choice Award for best they become violent. It has won the Top Choice Award for best teen novel from Flamingnet.com."teen novel from Flamingnet.com." Amie Slevin, Noblesville Ledger Amie Slevin, Noblesville Ledger

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Risk Factors for Being Targeted by BulliesRisk Factors for Being Targeted by Bullies

• Bullying can lead the children and youth that are the target of Bullying can lead the children and youth that are the target of bullying to feel tense, anxious, and afraid. It can affect their bullying to feel tense, anxious, and afraid. It can affect their concentration in school, and can lead them to avoid school in concentration in school, and can lead them to avoid school in some cases. If bullying continues for some time, it can begin some cases. If bullying continues for some time, it can begin to affect children and youth's self-esteem and feelings of self-to affect children and youth's self-esteem and feelings of self-worth. It also can increase their social isolation, leading them worth. It also can increase their social isolation, leading them to become withdrawn and depressed, anxious and insecure. In to become withdrawn and depressed, anxious and insecure. In extreme cases, bullying can be devastating for children and extreme cases, bullying can be devastating for children and youth, with long-term consequences. Researchers have found youth, with long-term consequences. Researchers have found that years later, long after the bullying has stopped, adults who that years later, long after the bullying has stopped, adults who were bullied as youth have higher levels of depression and were bullied as youth have higher levels of depression and poorer self-esteem than other adults poorer self-esteem than other adults


2094-2100.

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Make a Stand and Take the LeadMake a Stand and Take the Lead

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Effective ProgramsEffective Programs

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


2094-2100.

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Effective ProgramsEffective Programs

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

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Bullying Warning SignsBullying Warning Signs

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Bullying Warning Signs Bullying Warning Signs The following may be signs that your child is The following may be signs that your child is

being bullied: being bullied: • Avoiding certain situations, people, or places, such as Avoiding certain situations, people, or places, such as

pretending to be sick so that he or she does not have to pretending to be sick so that he or she does not have to go to school go to school

• Changes in behavior, such as being withdrawn and Changes in behavior, such as being withdrawn and passive, being overly active and aggressive, or being passive, being overly active and aggressive, or being self-destructive self-destructive

• Frequent crying or feeling sad Frequent crying or feeling sad • Signs of low self-esteem Signs of low self-esteem • Being unwilling to speak or showing signs of fear when Being unwilling to speak or showing signs of fear when

asked about certain situations, people, or places asked about certain situations, people, or places • Signs of injuries Signs of injuries • Suddenly receiving lower grades or showing signs of Suddenly receiving lower grades or showing signs of

learning problems learning problems • Recurrent unexplained physical symptoms such as Recurrent unexplained physical symptoms such as

stomach pains and fatigue stomach pains and fatigue

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Helping a Youth Who Bullies OthersHelping a Youth Who Bullies Others • When evaluating a child or adolescent who has been When evaluating a child or adolescent who has been

bullying others, it is helpful to understand the context in bullying others, it is helpful to understand the context in which the child or adolescent acted. It is also important to which the child or adolescent acted. It is also important to screen children who bully for ADHD, depression, screen children who bully for ADHD, depression, suicidality, bipolar disorder, child maltreatment, and suicidality, bipolar disorder, child maltreatment, and substance abuse disorders. Ask the child or adolescent substance abuse disorders. Ask the child or adolescent about exposure to violence in his/her home, about exposure to violence in his/her home, neighborhood, and school, and through the media.neighborhood, and school, and through the media.

• Talk to family members whenever possible, in order to Talk to family members whenever possible, in order to assess family functioning and any parental symptoms and assess family functioning and any parental symptoms and distress (e.g., substance/alcohol abuse problems, mood distress (e.g., substance/alcohol abuse problems, mood disorders, and/or marital conflict). If parents are having disorders, and/or marital conflict). If parents are having difficulties, encourage them to seek outside support (e.g., difficulties, encourage them to seek outside support (e.g., from relatives, parent support groups, faith-based from relatives, parent support groups, faith-based communities, mental health services) and make communities, mental health services) and make appropriate referrals.appropriate referrals.

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Helping a Youth Who Bullies OthersHelping a Youth Who Bullies Others• Discuss the seriousness of bullying behavior. Discuss the seriousness of bullying behavior. • Help parents or caregivers to develop reasonable Help parents or caregivers to develop reasonable

expectations for their child or adolescent. expectations for their child or adolescent. • Educate them about the negative effects of physical Educate them about the negative effects of physical

punishment. punishment. • Help them to develop strategies to set limits, to Help them to develop strategies to set limits, to

monitor and closely supervise their child's behavior, monitor and closely supervise their child's behavior, and to effectively discipline their child or adolescent. and to effectively discipline their child or adolescent.

• Encourage parents and other caregivers to Encourage parents and other caregivers to communicate and collaborate with staff at their school communicate and collaborate with staff at their school in order to develop a consistent approach to their in order to develop a consistent approach to their child's bullying behavior. child's bullying behavior.

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Bully by DefinitionBully by Definition

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Helping a Youth Who Bullies OthersHelping a Youth Who Bullies Others

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

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Parent Response to BullyingParent Response to Bullying If Your Child Is Being BulliedIf Your Child Is Being Bullied

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

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

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• Encourage your child to go immediately to a teacher, Encourage your child to go immediately to a teacher, principal, or other nearby adult if he or she feels principal, or other nearby adult if he or she feels seriously threatened.seriously threatened.

• You may also want to help your child to develop You may also want to help your child to develop strategies to avoid situations where bullying can strategies to avoid situations where bullying can happen and to avoid being alone with bullies. If happen and to avoid being alone with bullies. If bullying occurs on the way to or from school, your bullying occurs on the way to or from school, your child may want to take a different route, leave at a child may want to take a different route, leave at a different time, or find others to walk to and from different time, or find others to walk to and from school with. If bullying occurs at school, your child school with. If bullying occurs at school, your child may want to avoid areas that are isolated or may want to avoid areas that are isolated or unsupervised by adults, and stick with friends as unsupervised by adults, and stick with friends as much as possible. much as possible.

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• Encourage your child to form strong friendships. A Encourage your child to form strong friendships. A child or teen who has loyal friends is less likely to be child or teen who has loyal friends is less likely to be singled out by a bully, and they can be valuable allies singled out by a bully, and they can be valuable allies if your child is targeted. If your child lacks friends, if your child is targeted. If your child lacks friends, help him or her to develop more friendships. help him or her to develop more friendships. Encourage your child to participate in positive social Encourage your child to participate in positive social groups that meet his or her interests, such as after-groups that meet his or her interests, such as after-school groups, church groups, extra-curricular school groups, church groups, extra-curricular activities, or teams. In addition to helping your child activities, or teams. In addition to helping your child make friends, these activities can help to develop make friends, these activities can help to develop your child’s special skills and rebuild his or her self-your child’s special skills and rebuild his or her self-confidence. confidence.

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Learned behavior from their “Masters”???Learned behavior from their “Masters”???

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

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Parent Response to BullyingParent Response to Bullying If Your Child Is Bullying OthersIf Your Child Is Bullying Others

• If you learn that your child is bullying others, sit down and If you learn that your child is bullying others, sit down and talk with your child immediately. It is important to take the talk with your child immediately. It is important to take the problem seriously, because children and youth who bully problem seriously, because children and youth who bully others are at a greater risk for serious problems later in life. others are at a greater risk for serious problems later in life. Give your child an opportunity to explain his/her behavior, Give your child an opportunity to explain his/her behavior, but do not accept any excuses or justifications. Make it but do not accept any excuses or justifications. Make it clear that bullying will not be tolerated and outline the clear that bullying will not be tolerated and outline the consequences for further unacceptable behavior. If the consequences for further unacceptable behavior. If the problem is occurring at school, tell your child you support problem is occurring at school, tell your child you support the school’s right to punish him/her if the behavior the school’s right to punish him/her if the behavior persists. persists.

• Encourage your child to try to understand how the bullying Encourage your child to try to understand how the bullying feels to his/her victim. Bullies often have trouble feels to his/her victim. Bullies often have trouble empathizing with their victims so it is important to discuss empathizing with their victims so it is important to discuss with your child how bullying feels. How would your child with your child how bullying feels. How would your child feel if it happened to him/her? If you or someone close to 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 you has been bullied in the past, you might want to share the story with your child, discussing the emotional impact.the story with your child, discussing the emotional impact.

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Parent Response to BullyingParent Response to Bullying If Your Child Is Bullying OthersIf Your Child Is Bullying Others

• Increase your supervision of your child’s activities and Increase your supervision of your child’s activities and whereabouts, and know who your child is spending time whereabouts, and know who your child is spending time with. Make an effort to observe your child in one-on-one with. Make an effort to observe your child in one-on-one interactions. Stop any show of aggression immediately interactions. Stop any show of aggression immediately and help your child find other, nonviolent ways of and help your child find other, nonviolent ways of reacting to certain situations. Praise your child for reacting to certain situations. Praise your child for appropriate behaviors. appropriate behaviors.

• If the bullying continues, you need to seek help for your If the bullying continues, you need to seek help for your child. Without intervention, bullying can lead to serious child. Without intervention, bullying can lead to serious academic, social, emotional and legal difficulties. Talk to academic, social, emotional and legal difficulties. Talk to your child's pediatrician, teacher, principal, school your child's pediatrician, teacher, principal, school counselor, or your family physician. If the bullying counselor, or your family physician. If the bullying continues, a comprehensive evaluation by a child and continues, a comprehensive evaluation by a child and adolescent psychiatrist or other mental health professional adolescent psychiatrist or other mental health professional should be arranged. The evaluation can help you and your should be arranged. The evaluation can help you and your child understand what is causing the bullying and help child understand what is causing the bullying and help you develop a plan to stop the destructive behavior you develop a plan to stop the destructive behavior

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Pitched Arm Wrestling MatchPitched Arm Wrestling Match

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Treating a Bullying VictimTreating a Bullying Victim

• Tell the child or adolescent that you care and are concerned. Tell the child or adolescent that you care and are concerned. Ask the child to tell you what is going on and provide an Ask the child to tell you what is going on and provide an opportunity for the child to talk to you openly. Explain that opportunity for the child to talk to you openly. Explain that telling is not tattling and that you need the information in order telling is not tattling and that you need the information in order to help. When the child begins to talk, respond in an accepting to help. When the child begins to talk, respond in an accepting and positive way. Make it clear that the bullying is not the 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. child's fault, and that telling you was the right thing to do.

• Gather a complete violence history from the child or adolescent Gather a complete violence history from the child or adolescent that addresses exposure to violence, safety issues, stressors in that addresses exposure to violence, safety issues, stressors in school, family, and community. school, family, and community.

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Treating a Bullying VictimTreating a Bullying Victim

• Talk to the child's parents/caregivers about bullying and its Talk to the child's parents/caregivers about bullying and its seriousness. Address any myths they might hold about seriousness. Address any myths they might hold about bullying. Some parents may believe that bullying is a normal bullying. Some parents may believe that bullying is a normal part of childhood and that children are best left to work it out part of childhood and that children are best left to work it out among themselves. Some believe that fighting back is the best among themselves. Some believe that fighting back is the best way to stop bullying. way to stop bullying.

• Provide the child's parents with information about bullying Provide the child's parents with information about bullying and how to help their child respond to bullying. and how to help their child respond to bullying.

• Provide the child or adolescent with information on bullying. Provide the child or adolescent with information on bullying. • Encourage the child's school to implement a comprehensive Encourage the child's school to implement a comprehensive

violence prevention plan that includes an anti-bullying violence prevention plan that includes an anti-bullying component. component.

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School Bullying PreventionSchool Bullying Prevention

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

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School Bullying PreventionSchool Bullying Prevention • While approaches that simply crack down on individual bullies While approaches that simply crack down on individual bullies

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

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Reacting to BullyingReacting to BullyingComplied by Dennis Zamora- Complied by Dennis Zamora-

Title IV Coordinator- Las Cruces Public SchoolsTitle IV Coordinator- Las Cruces Public Schools

The way schools react is importantThe way schools react is important--

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

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Reacting to BullyingReacting to Bullying

The way schools react is importantThe way schools react is important--

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

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““To Teach and Protect”To Teach and Protect”

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Reacting to BullyingReacting to Bullying

How should schools react? How should schools react?

This will depend upon:This will depend upon: • The circumstances - always assess the true nature of The circumstances - always assess the true nature of

an incident before applying any strategy. Group an incident before applying any strategy. Group bullying or "mobbing" needs to be handled bullying or "mobbing" needs to be handled differently from problems created by an individual differently from problems created by an individual who persistently bullies others. Such a person's who persistently bullies others. Such a person's bullying may be merely one manifestation of a bullying may be merely one manifestation of a plethora of problems. plethora of problems.

• The existing practices and resources of the school - The existing practices and resources of the school - for example, there is no point trying to encourage a for example, there is no point trying to encourage a counseling approach if potential counselors are not counseling approach if potential counselors are not given the training, time and support needed to fulfill given the training, time and support needed to fulfill the task. the task.

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Which strategies are best?Which strategies are best? • Schools are getting better at dealing with bullying but Schools are getting better at dealing with bullying but

it will be some time before a quick resolution of all it will be some time before a quick resolution of all incidents can be guaranteed. Sometimes all that is incidents can be guaranteed. Sometimes all that is needed is a simple word or two from a teacher to needed is a simple word or two from a teacher to make children realize that what they are doing is make children realize that what they are doing is wrong. At the other extreme some bullying remains wrong. At the other extreme some bullying remains intractable. The development of new ideas continues intractable. The development of new ideas continues and all it is possible to do at the moment is to list and all it is possible to do at the moment is to list some of the strategies for which success has been some of the strategies for which success has been claimed and to provide a few words of commentary claimed and to provide a few words of commentary on each.on each.

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Which strategies are best?Which strategies are best?• PunishmentsPunishments such as suspension or expulsion can mark the such as suspension or expulsion can mark the

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

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

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Which strategies are best?Which strategies are best?

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

• Bully courtsBully courts - the idea that young people should play a part in - the idea that young people should play a part in making school rules and in deciding what should happen to making school rules and in deciding what should happen to those who break them is not new. Some progressive schools those who break them is not new. Some progressive schools introduced councils to do this over fifty years ago. More introduced councils to do this over fifty years ago. More recently a few schools have tried to establish courts or recently a few schools have tried to establish courts or councils solely to deal with cases of bullying. However, the councils solely to deal with cases of bullying. However, the principle that young people should sit in judgment on their principle that young people should sit in judgment on their peers, and punish wrongdoers remains controversial. What is peers, and punish wrongdoers remains controversial. What is clear is that adults must play an active and guiding role in such clear is that adults must play an active and guiding role in such proceedings in order to protect the welfare of all the young proceedings in order to protect the welfare of all the young people involved. ( sole adult?)people involved. ( sole adult?)

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Which strategies are best?Which strategies are best?• Advisement - a teacher or another adult may have the skills Advisement - a teacher or another adult may have the skills

and time to offer support to young people involved in and time to offer support to young people involved in bullying. Both bullies and victims can benefit from this bullying. Both bullies and victims can benefit from this process. The main problems are that it is time consuming, the process. The main problems are that it is time consuming, the youngsters must take part voluntarily and there is a lack of youngsters must take part voluntarily and there is a lack of trained counselors in schools.trained counselors in schools.

• MediationMediation - some schools have introduced schemes where - some schools have introduced schemes where two parties to a relationship problem agree that a third person, two parties to a relationship problem agree that a third person, who may be either an adult or another young person, helps to who may be either an adult or another young person, helps to negotiate a solution. This seems to be helpful in many negotiate a solution. This seems to be helpful in many situations, especially where there is not too large an imbalance situations, especially where there is not too large an imbalance of power between the protagonists - but not in all cases of of power between the protagonists - but not in all cases of bullying. A bully may refuse to take part because he or she has 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 no interest in ending the bullying. A victim may feel that a negotiated solution is not appropriate when it is the other negotiated solution is not appropriate when it is the other person who is entirely in the wrong. person who is entirely in the wrong. (“Let’s Say We Can Work It (“Let’s Say We Can Work It Out” and “We Can Work It Out”)Out” and “We Can Work It Out”)

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Which strategies are best?Which strategies are best?• Peer counselingPeer counseling - a small number of elementary and - a small number of elementary and

secondary schools have used older teenagers as peer secondary schools have used older teenagers as peer counselors. Good training and continuing support is vital counselors. Good training and continuing support is vital if these young volunteers are to be able to help victims if these young volunteers are to be able to help victims who may be quite seriously distressed. (“Let’s Say We who may be quite seriously distressed. (“Let’s Say We Can Work It Out” and “We Can Work It Out”)Can Work It Out” and “We Can Work It Out”)

• The The 'no blame' approach'no blame' approach - a step by step technique - a step by step technique

which allows early intervention because it does not which allows early intervention because it does not require that anyone should be proved to be at fault. A require that anyone should be proved to be at fault. A group of young people, which includes bystanders as well group of young people, which includes bystanders as well as possible bullies, is made aware of a victim's distress as possible bullies, is made aware of a victim's distress and is asked to suggest solutions. This approach is and is asked to suggest solutions. This approach is particularly useful in dealing with group bullying and particularly useful in dealing with group bullying and name-calling, when it may be difficult to use more name-calling, when it may be difficult to use more traditional remedies.traditional remedies.

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Which strategies are best?Which strategies are best?• The The 'shared concern' method'shared concern' method - a Swedish technique which - a Swedish technique which

has much in common with the "No blame" approach, although has much in common with the "No blame" approach, although it has not been widely used in Britain, perhaps because it is it has not been widely used in Britain, perhaps because it is more elaborate and time consuming. Both of these methods more elaborate and time consuming. Both of these methods have been criticized for failing to allocate blame but both aim have been criticized for failing to allocate blame but both aim to encourage bullies to accept responsibility for their actions as to encourage bullies to accept responsibility for their actions as well as bringing the bullying to an end.well as bringing the bullying to an end.

• "Solution focused approaches""Solution focused approaches" share much of the philosophy share much of the philosophy

of the previous two strategies but can be applied to problems of the previous two strategies but can be applied to problems other than bullying. This is helpful because the task of finding other than bullying. This is helpful because the task of finding out the facts of an incident and then of making a judgment out the facts of an incident and then of making a judgment about whether it should be called bullying or not is sometimes about whether it should be called bullying or not is sometimes impossible. Relationship problems amongst a group of children impossible. Relationship problems amongst a group of children can be very complicated indeed. They can also be very can be very complicated indeed. They can also be very damaging to the personal development and education of some damaging to the personal development and education of some of the individuals involved. Being able to intervene without of the individuals involved. Being able to intervene without wasting too much time trying to untangle emotional knots has wasting too much time trying to untangle emotional knots has obvious attractions for busy teachers. obvious attractions for busy teachers.

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• Reporting systemsReporting systems - it is most important that schools - it is most important that schools should have efficient ways of recording reports of should have efficient ways of recording reports of serious bullying so that a check can be kept of patterns serious bullying so that a check can be kept of patterns of behavior. This can also help to ensure that incidents of behavior. This can also help to ensure that incidents are not overlooked.are not overlooked.

• "Safe rooms""Safe rooms" have been set up in some schools at have been set up in some schools at

break and lunch times as a refuge for bullied children. break and lunch times as a refuge for bullied children. Although this may provide safety in the short term, it Although this may provide safety in the short term, it could have the effect of making the rest of the school could have the effect of making the rest of the school seem even more hostile to the children who use it. seem even more hostile to the children who use it.

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

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

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

Las Cruces Public Schools Las Cruces Public Schools Anti-Bullying Policy and Anti-Bullying Policy and

Curriculum PlanCurriculum Plan

Presented by:

Dennis Zamora- Las Cruces Public Schools Title I/IV Coordinator

Dr. Martin Greer- Las Cruces Public Schools Lead School Psychologist

las cruces public schools anti-bullying policy and curriculum plan presented by: dennis zamora- las...

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