Harassment, Intimidation, and Bullying: N.J.S.A.18A:37-15

ACTVerbal Gesture

Physical GestureWrittenPhysical

TAKES PLACE•On School Property•At any School-Sponsored Function•On a School Bus

MOTIVATED BY•Actual Characteristic•Perceived Characteristic

Back-to-School/In-Service, Edgewater Park, NJ

09/04/2007

John Lestino

Cross-Content New Jersey Core-Curriculum Standards

It’s the Law…

What are the ‘characteristics’…

…in your school and/or class?

How much…off-task, underdeveloped social-skills, attention getting and/or obnoxious behavior is

occurring?

Social & Emotional CPIs

Character Development and Ethics - STANDARD 9.2D

Character Development STANDARD 2.2D

Communication -

STANDARD 2.2A

Interpersonal Communication - STANDARD 9.2C

Critical Thinking - Standard 9.2A

Decision Making  - STANDARD 2.2B  

 Dependency & Addiction

- STANDARD

2.3C 

Leadership & Advocacy - STANDARD 2.2E

Planning and Goal Setting  - STANDARD 2.2C 

Pregnancy & Parenting STANDARD 2.4C

Relationships - Standard - 2.4A

Self Management - STANDARD 9.2B 

Sexuality - STANDARD 2.4B

Social & Emotional Health -

STANDARD 2.1F

  Sportsmanship

- STANDARD

2.5C  

Strategy - STANDARD 2.5C  

New Jersey's Core Curriculum Content Standards (CCCS) & Challenging Behavior

• The New Jersey's Core Curriculum Content Standards (CCCS) require that students learn an array of skills in the various standards, which can prevent &/or address a number of social, emotional, and behavioral challenges. A number of these resources can be accessed by stakeholders through the CPI hyperlinks below.

• These CPIs can provide guidance to stakeholders in assessing a student's knowledge and skills and addressing weaknesses with precursor or prerequisite skills. Many of these CPIs also have Framework activities, Vignettes, and Vignettes with adaptations, which can assist stakeholders in addressing many of the social & emotional needs, as well as challenging behaviors our students experience.

• The below hyperlinked activities can be utilized by stakeholders, including parents, teachers, administrators, counselors, CSTs, school-based intervention teams, and IEP teams to assess student's needs and delineate them in the Present Levels of Academic Achievement and Functional Performance (PLAAFP) Statements and prevent and address challenging behaviors.

Social and Emotional Health - STANDARD 2.1F

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

•

• 1. Examine how personal assets, (e.g., self esteem, positive peer relationships) and protective factors (e.g., parental involvement) support healthy social and emotional development.

•

• 2. Choose and justify appropriate strategies to deal with conflict, violence, harassment, vandalism, and bullying.

•

• 3. Describe home, school, and community efforts to prevent conflict, vandalism, bullying, harassment, and violence.

•

• 4. Describe the physical and emotional signs of stress and the short-and long-term impacts of stress on the human body.

•

• 5. Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation.

•

• 6. Discuss how stereotyping might influence one’s goals, choices, and behaviors.

•

Character Development and Ethics - STANDARD 9.2D

By the end of Grade 4, students will: • • 1. Demonstrate character traits that are important in day-to-day activities in the home, school, and

community such as trust, responsibility, respect, fairness, caring, and citizenship.• • 2. Conduct a cooperative activity or project that addresses a character trait.• • 3. Identify ethical behaviors in the home, school, and community.• • 4. Explain a person’s responsibility to obey the laws and rules.• Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:•

• 1. Explain and demonstrate how character and behavior affects and influences the actions of others in the home, school, and community.

• • 2. Describe and demonstrate appropriate character traits, social skills, and positive attitudes needed for

the home, school, community, and workplace.• • 3. List problems and their causes, effects, and solutions that are faced in the home, school, and/or

community.

By the end of Grade 4, students will: •

• 1. Recognize and define a problem. • • 2. Plan and follow steps to make choices and decisions. • • 3. Identify and access print and non-print resources that can be used to help solve problems. • • 4. Demonstrate brainstorming skills. • Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:• • 1. Communicate, analyze data, apply technology, and problem solve.•

• 2. Describe how personal beliefs and attitudes affect decision-making.• • 3. Identify and assess problems that interfere with attaining goals.• • 4. Recognize bias, vested interest, stereotyping, and the manipulation and misuse of information.• • 5. Practice goal setting and decision-making in areas relative to life skills.• Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:• • 1. Apply communications and data analysis to the problem-solving and decision making processes in a variety of life situations.• • 2. Describe and apply constructive responses to criticism.

Critical Thinking STANDARD 9.2A

Interpersonal Communication - STANDARD 9.2C

By the end of Grade 4, students will:• • 1. Develop positive social skills to interact with others. • • 2. Select and use language appropriate to the situation.• • 3. Develop skills for accepting self and others through awareness of different cultures, lifestyles, and attitudes.

• • 4. Practice steps for effective conflict resolution.• • 5. Work cooperatively with others to accomplish a task.• Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:• • 1. Demonstrate respect and flexibility in interpersonal and group situations.• • 2. Organize thoughts to reflect logical thinking and speaking.• • 3. Work cooperatively with others to solve a problem.• • 4. Demonstrate appropriate social skills within group activities.• • 5. Practice the skills necessary to avoid physical and verbal confrontation in individual and group settings. • • 6. Participate as a member of a team and contribute to group effort.• •

Self Management - STANDARD 9.2B

By the end of Grade 4, students will: • • 1. Demonstrate an understanding of the relationship between personal behavior and self-image. • • 2. Recognize and build upon personal strengths.•

• 3. Accept criticism and respond constructively.• • 4. Recognize personal likes and dislikes.•

• 5. Demonstrate steps to deal with stress and conflict. • Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:• • 1. Develop and implement a personal growth plan that includes short- and long-term goals to enhance

development.• • 2. Demonstrate responsibility for personal actions and contributions to group activities.• • 3. Explain the need for, and advantages of, lifelong learning.• Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:• • 1. Revise and update the personal growth plan to address multiple life roles.• • 2. Apply project planning and management skills in academic and/or occupational settings.• • 3. Compare and contrast methods for maximizing personal productivity. •

Relationships - STANDARD 2.4A

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

• 1. Describe different kinds of families and discuss how families can share love, values, and traditions, provide emotional support, and set boundaries and limits.

•

• 2. Compare the roles, rights, and responsibilities of various family members.

•

• 3. Discuss ways that families adjust to changes in the nature or structure of the family.

•

• 4. Discuss how culture and tradition influence personal and family development.

•

• 5. Discuss factors that support healthy relationships with friends and family.

•

• 6. Describe the characteristics of a friend.

• 7. Describe appropriate ways to show affection and caring.

Bad behavior in school…

•

And other places, too!

                                                                                                                                             

“Wow! This place reeks of education”

New Jersey Cares About Bullying

Office of Bias Crime and Community RelationsPO Box 094, Trenton, NJ 08625

609/896-8967

Randy Ross, Coordinator, New Jersey Cares About Bullying Email: rossr@njdcj.org; 609/896-8783 or 1-877/NOBULLY

Michael Greene, DirectorYCS Center for the Prevention of Violence Email: mgreene@ycs.org; 973/854-3649

School-based policies that support bullying prevention and intervention; a pictorial account…excerpted from,

NJSA: 18A, 37-15 (3)(b)(3)…

1. Statutory Requirement::

The policy contains a statement prohibiting harassment, intimidation, and bullying.

2. Statutory Requirement: from N.J.S.A. 18A…on H.I.B.

“The policy shall contain a definition of harassment, intimidation or bullying…”

11. Establishment of Bullying Prevention ProgramsStatutory Provisions:

Pursuant to N.J.S.A.: 37-17(5)(c), information regarding the district’s policy against harassment, intimidation and bullying shall be incorporated into a school’s employee training program.

No Taunting Pledge

I will pledge to be part of the solution.

I will eliminate taunting from my own behavior.

I will encourage others to do the same.

I will do my part to make the community a safe place by being more

sensitive to others.

I will set the example of a caring individual.

I will eliminate profanity toward others from my language.

I will not let my words or actions hurt others.

And if others won't become part of the solution, I will.

SUBCHAPTER 7. INTERVENTION AND REFERRAL SERVICES; 6A:16-7.1 … ‘IR&S’

SUBCHAPTER 7. INTERVENTION AND REFERRAL SERVICES

6A:16-7.1 Establishment of intervention and referral services…

District boards of education shall choose the appropriate multidisciplinary team approach for planning and delivering the services required under this subchapter.

1. The intervention and referral services shall be provided to aid students in the general education program; and…etc.

•

                                          

• The core mission of the New Jersey Commission on Holocaust Education is to promote Holocaust education in the State of New Jersey. On a continual basis, the Commission shall survey the status of Holocaust Education; design, encourage and promote the implementation of Holocaust and genocide education and awareness; provide programs in New Jersey; and coordinate designated events that will provide appropriate memorialization of the Holocaust on a regular basis throughout the state.

• The Commission will provide assistance and advice to the public and private schools and will meet with county and local school officials, and other interested public and private organizations, to assist with planning courses of study on the Holocaust. The core mission will be accomplished through implementing and evaluating the following committees:

Skills and Academic Outcomes

Social & Emotional Learning and SWPBS

Evidence-Based Practices in SEL Programming…

Safe, Caring, Well-Managed Learning Environments

Opportunities and Rewards for Positive Behavior

Greater Attachment, Engagement, and Commitment to School

Less Risky behaviors

More Positive Social Development

[Elias, et al re: SPR]

Factors Associated with Successful & Enduring Implementation for Evidence-Based Intervention for SEL/SWPBS Skills [Elias, et al & Martin]

Presence of Program Coordinator or Committee

Individual's involvement with high morale & ownership

Ongoing process of formal and informal training

High inclusiveness of all school personnel

High visibility in the school and community

Components that explicitly foster mutual respect and support'

Varied and engaging instructional activities

Linkage to stated goals of the school and/or districts and state

Consistent support from school principals

Additional support from new and seasoned administrators

Additional collegial support

http://images.google.com/imgres?imgurl=teachergifts.com/lgwood_pins/classroom.gif&imgrefurl=http://teachergifts.com/lgwoodpins.htm&h=150&w=218&prev=/images%3Fq%3Dclassroom%26svnum%3D10%26hl%3Den%26lr%3D%26ie%3DUTF-8%26sa%3DG

Teacher-Managed vs. Administrator-Managed Rule Violations

Clear Distinction—Consistent, Staff Support, Efficient Communication

Managed Behavior—Low Intensity, Low Frequency, Less Serious Rule Violations

Teacher Strategies—Teach desired behavior, positive reinforcement, behavior contracts, modify curriculum,

collaboration with parents and other staff

Major Rule Violations—Repeated minor violations and/or more intense and serious…

Consider and review for a specific behavior support plan

Sustaining Classroom Systems

Align with School-wide System

Establish Classroom Rules and Expectations

Teach Expectations

Directly

Establish Clear Discriminations

Support School-wide Initiatives

Effective Classroom Management Practices, PBIS.org

Provide Advance Organizers/Precorrections

Keep Students Engaged

Provide A Positive Focus

Effective Classroom Management Practices, cont.

Consistently Enforce School/Class Rules

Correct Rule Violations and Social Behavior Errors Proactively

Teach and Plan for Smooth Transitions

Supporting Classroom PBS/SEL Systems

Total management packages appear more effective than separate

components.

The most important components of management systems are the application

of contingent extrinsic consequences.

Group contingencies seem as effective as individual

contingencies.

The optimum management package

appears to be a combination of group and individual contingencies.

Have behavioral expectations for students and teachers been expressed?

Do empirically sound instructional strategies occur at high levels for all students?

Effective Classroom Management Practices

Class meetings Primacy of relationships

PBS Team Responsibilities (Universal Interventions)

– Conduct school wide self assessments of behavior problems and patterns

– Develop and facilitate the implementation of a universal intervention that teaches and recognizes appropriate social behavior

– Use data-based decision-making to monitor and evaluate universal intervention

– Implement intervention for identified problem areas and routines

HIB ‘consultation’ : “To share…is to care…”

– Confirm discussion with your building principal and/or designee.

– Be prompt.– Relay your perspective of why you are requesting a HIB

consultation.– Discuss your concerns with the parent(s).– Report on-going progress or concerns.– Review appropriate procedures, discussion, and/or

consultation strategies, interventions, and/or techniques.– Always inform other appropriate school staff in a timely

fashion….e.g. Grade-level colleague(s), counselor(s), school nurse, CST, and other staff…

– IR & S…etc.

“Unless you do something beyond your control… you will never mature”

BILL COSBY

Losing Control

Having Responsibility without Authority

Loss of Personal and Professional Identity Being seen as

Incompetent

Isolation Child getting Hurt

ROCKING AT RIDGWAY M.S.*Parenting Support & Outreach*

Parents…Are You Feeling Stretched?

___________________________________________________________________6:30 pm "My Kid is Driving Me Crazy!"9:00 am "The Homework Wars"6:30 pm “ The Battle Between Siblings and Friends"9:00 am "Sounding Like Mom and Dad"

The effects of The effects of school climateschool climate on changes in on changes in aggressive and other behaviors related to aggressive and other behaviors related to bullying… bullying… (Kasen, Berenson, Cohen, & Johnson)(Kasen, Berenson, Cohen, & Johnson)

• Schools function as a socializing agent for children

• Successful school bonding relates to enhanced student motivation and achievement

• Schools are accountable for…more than academic distinction

• School policies…and the overall atmosphere or school ethos determine the internal life or social, emotional and motivational climate of the school

• Schools…may [be] an indispensable force [toward] eliminating or reducing the threat of victimization…

From: Bullying in American Schools - D. Espelage & S. Swearer, 2004

School ClimateSchool ClimatePlayground & Lunchrooms FactorsPlayground & Lunchrooms Factors

(Power, Costigan & Manz et al. SPR, 2003, No. 3) (Power, Costigan & Manz et al. SPR, 2003, No. 3)

• The development of violence prevention programs demand greater study of recess, playground and lunchtime environments of student's. [RPL]

• RPL environmental characteristics can have a substantial impact on children’s behavior in school and classrooms.

School Playground & Recess ActivitiesSchool Playground & Recess ActivitiesPositive EffectsPositive Effects

• Playground experience may promote social competence

• PRA’s [playground & recess activities]develop fine and gross-motor skills

• Rough and tumble play ( e.g. chase, play fights) can help

• children learn social-problem solving and social norms

• PRA’s help allow for the development of friendship experiences

• Recess may have direct positive impact for improving attention and learning…

• Greater ‘B.T.U.’s’ [energy] available for academic work

• PRA’s cultivate skills that are transferable to classroom setting, e.g. turn-taking & problem-solving

School Climate: Implications for School Climate: Implications for Playgrounds & LunchroomsPlaygrounds & Lunchrooms

• When school climate [SC] is positive…social interactions are less problematic

• Feelings of trust and mutual respect are more reciprocal

• Interpersonal relations show more caring interactions

• Student and teacher relations are also more collaborative

• SC has a positive impact on student ‘behavior’

• SC has a positive impact on academic achievement

Classroom Instruction >>>>Professional Development >>>>>Leadership Development >>>>>>>>Improved ___________________________?

Who can help?

BRYSTANDERS…We all make a difference!

Four Skills for Optimism: Molony & Michael: Adapted from M. Seligman…”The Optimistic Child”

Learn to recognize thoughts that come across your mind (automatic thoughts). These thoughts affect mood and behavior.

Evaluate these automatic thoughts for accuracy.

Generate more accurate explanations De-catastrophize [ from: Seligman]

Working Positively Together

It gets the job done…Who knows where you’ll land…So enjoy the ride…When you can!

Remember

“A teacher affects eternity...they can never tell where their influence stops...” Henry Broke Adams, 1838-1918

The Central Premise: Beth Doll

• “[the]developmental competence of children will be more evident and the impact of emotional distress lessened when [school] contexts support strong interpersonal relationships and foster self-regulated learning…”

• “Resilient Classrooms”, 2004; @Guilford Pub. Authors: Doll, Zucker, & Brehm

Addendum

The eleven components of H.I.B. policy mandated by NJPL#18A….

Wording

and

Pictures

NJSA: 18A, 37-15 (3)(b)(3) [or]

“The 10 Command[ment]splus, 1…”

1.   Prohibition2.   Definition

3.   Description4.   Consequences5.   Procedure(s)6.   Principal-Promptness7.   Range of Responses8.   Prohibition of Reprisals9.   Falsely Accusation

10. Policy Publication11. Employee Training

School-based requirements supporting bullying prevention and intervention;

a pictorial account with abridged excerpts from NJSA: 18A, 37-15 (3)(b)(3)

1. Statutory Requirement::

“The policy contains a statement prohibiting harassment, intimidation, and bullying…”

2. Statutory Requirement:

“The policy shall contain a definition of harassment, intimidation or bullying…”

3. Statutory Requirement:

“The policy shall include a description of the type of behavior expected from each student. N.J.S.A. 18A: 37-15 (3)(b)(3)…”

4. Statutory Requirement:

The policy shall include the consequences and appropriate remedial actions for a person who commits an act of harassment, intimidation or bullying…”

5. Statutory Requirement:

“The policy shall include a procedure for reporting an act of harassment; intimidation or bullying, including a provision that permits a person to report an act of harassment intimidation or bullying anonymously; however, this shall not be construed to permit formal disciplinary action solely on the basis of an anonymous report. N.J.S.A. 18A:37-15 (3)(b)(5)…”

6. Statutory Requirement:

“The policy shall include a procedure for prompt investigation of reports of violations and complaints, identifying either the principal or the principal’s designee as the person responsible for the investigation…”

7. Statutory Requirement:

“The policy shall contain the range of ways in which a school will respond once an incident of harassment, intimidation or bullying is identified…”

8 Statutory Requirements:

The policy shall contain a statement that prohibits reprisal or retaliation against any person who reports a…

9 Statutory Requirements:

The policy shall contain the consequences and appropriate remedial action

for a person found to have falsely accused another as a means of harassment, intimidation or bullying…

10. Statutory Requirement:

The policy shall contain a statement of how the policy is to be publicized, including notice that the policy applies to participation in school-sponsored functions…

11. Establishment of Bullying Prevention ProgramsStatutory Provisions:

Pursuant to N.J.S.A.: 37-17(5)(c), information regarding the district’s policy against harassment, intimidation and bullying shall be incorporated into a school’s employee training program…

Addendum, II

Restorative justice is a theory of justice that emphasizes repairing the harm caused or

revealed by [bad] behavior. It is best accomplished through cooperative

processes that include all stakeholders.

More R.J.• Three principles form the foundation for

restorative justice:

• Justice requires that we work to restore those who have been injured [or harmed]..

• Those most directly involved… should have

the opportunity to participate fully in the response if they wish.

• Government's role is to preserve a just public order, and the community's is to build and maintain a just peace.

• Restorative programmes are characterized by four key values:

• Encounter:  Create opportunities for victims, offenders and community members who want to do so to meet to discuss the crime and its aftermath

• Amends:  Expect offenders to take steps to repair the harm they have caused

• Reintegration:  Seek to restore victims and offenders  to whole, contributing members of society

• Inclusion:  Provide opportunities for parties with a stake in a specific crime to participate in its resolution

http://www.restorativejustice.org/intro

“The risk of a wrong decision is preferable to the terror of indecision”

Maimonides

?

“working with pencils means the erasure is always available…”

H.I.B. Resources: some favorites…

  

  

“And Words Can Hurt Forever” J. Garbarino “Best Friends Worst Enemies” M. Thompson“Bully-Busters: A Teachers Manual” Horne, et al“Bully Proofing Your School” C. Garrity“Bully Proofing Your Child” M. Barris“The Bully, the Bullied, the Bystander” B. Coloroso“Bullying At School, What We Know” D. Olweus“Bullying in Schools” K. Rigby“Talking to Children about Violence” L. Lanteri“Connections of SEL to Literacy; CASEL” L. EspinosaCharacter Education: NJCCENJDOE/NJCEP“Coping with Crisis” S. Poland“Nobody Left To Hate” E. AronsonResolving Conflict Creatively ESRNJ Cares About Bullying Office of Bias CrimesPrinceton Center for Leadership Training http://www.hbo.com/films/laramie/synopsis/index.html“Bullying in American Schools” S. Swearer“Queen Bees and Wanna Bees” R. Wiseman“Mean Girl” Film