Harassment, Intimidation and Bullying

Harassment, Intimidation Harassment, Intimidation and Bullyingand Bullying

Neal DicksteinNeal Dickstein

Kathryn BruinsKathryn Bruins

Kimberly FitzpatrickKimberly Fitzpatrick

Legal Definition of Bullying in Legal Definition of Bullying in New JerseyNew Jersey

Reasonably perceived as being motivated by either any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental, physical or sensory disability, OR

By any other distinguishing characteristic; AND THAT


Takes place on school property, at any school-sponsored function, on a school bus, or off school grounds, as provided for in N.J.S.A. 18A:37-15.3, that substantially disrupts or interferes with the orderly operation of the school or the rights of other pupils; AND THAT

A reasonable person should know under the circumstances will have the effect of physically or emotionally harming a pupil or damaging the pupil’s property, or placing a pupil in reasonable fear of physical or emotional harm to his/her person or damage to his/her property; OR


Has the effect of insulting or demeaning any pupil or group of pupils; OR

Creates a hostile educational environment for the pupil by interfering with a pupil’s education or by severely or pervasively causing physical or emotional harm to the pupil.

HIB Off School GroundsHIB Off School Grounds The alleged harassment, intimidation, or bullying has substantially

disrupted or interfered with the orderly operation of the school or the rights of other pupils; AND EITHER

A reasonable person should know, under the circumstances, that the alleged behavior will have the effect of physically or emotionally harming a pupil or damaging the pupil’s property, or placing a pupil in reasonable fear of physical or emotional harm to his/her person or damage to his/her property; OR

3. The alleged behavior has the effect of insulting or demeaning any pupil or group of pupils; OR

4. The alleged behavior creates a hostile educational environment for the pupil by interfering with a pupil’s education or by severely or pervasively causing physical or emotional harm to the pupil.

The ProcessThe ProcessWhat: Verbal ReportWhen: Same Day as Witnessed or Receipt of Reliable Information

What: Written ReportWhen: Within Two School Days from Verbal Report

What: Parent NotificationWhen: Same Day as Written Report

What: Initiation of InvestigationWhen: Within One School Day from Receipt of Written Report

The ProcessThe Process

What: Completion of InvestigationWhen: No Later than Ten Days from Receipt of Written

Report

What: Report to SuperintendentWhen: Within Two School Days of Completion of

Investigation

What: Report to Board of EducationWhen: No Later than the Date of the Next Board

Meeting Following Investigation

The ProcessThe Process

What: Parent NotificationWhen: Within Five School Days After Board Report--------------------------------------------------------------If an appeal is made by the parents,

What: Board of Education HearingWhen: Within Ten Days of the Request

What: Board of Education DecisionWhen: Following Board Meeting

Factors in Determining Factors in Determining ConsequencesConsequences

1. Age, developmental and maturity levels of the parties involved and their relationship to the school district;

2. Degrees of harm;3. Surrounding circumstances;4. Nature and severity of the behavior(s);5. Incidences of past or continuing patterns of

behavior;6. Relationships between the parties involved;

and7. Context in which the alleged incidents occurred.

Examples of ConsequencesExamples of Consequences Admonishment; Temporary removal from the classroom; Deprivation of privileges; Classroom or administrative detention; Referral to disciplinarian; In-school suspension After-school programs; Out-of-school suspension (short-term or long-term); Reports to law enforcement or other legal action; Expulsion; and Bans from providing services, participating in school-district-

sponsored programs, or being in school buildings or on school grounds.

Factors for Determining Factors for Determining Remedial Measures - PersonalRemedial Measures - Personal

1. Life skill deficiencies;2. Social relationships;3. Strengths;4. Talents;5. Traits;6. Interests;7. Hobbies;8. Extra-curricular activities;9. Classroom participation;10. Academic performance; and11. Relationship to pupils and the school district.

Factors for Determining Remedial Factors for Determining Remedial Measures - EnvironmentalMeasures - Environmental

1. School culture;2. School climate;3. Pupil-staff relationships and staff behavior toward the pupil;4. General staff management of classrooms or other educational environments;5. Staff ability to prevent and manage difficult or

inflammatory situations;6. Social-emotional and behavioral supports;7. Social relationships;8. Community activities;9. Neighborhood situation; and10. Family situation.

Examples of Remedial Examples of Remedial MeasuresMeasures

Independent Study/ProjectIndependent Study/Project Reflective ActivityReflective Activity Individual CounselingIndividual Counseling Group CounselingGroup Counseling Intervention and Referral ServicesIntervention and Referral Services Functional Behavioral AssessmentFunctional Behavioral Assessment Parent ConferencesParent Conferences Student ConferencesStudent Conferences

Proactive StrategiesProactive Strategies

Positive Behavioral SupportPositive Behavioral Support• Explicit teaching of behavioral expectationsExplicit teaching of behavioral expectations• Core team of teachersCore team of teachers

Anti Bullying LessonsAnti Bullying Lessons• Formal program and schedule 2012-2013Formal program and schedule 2012-2013

Climate SurveysClimate Surveys

School Safety TeamsSchool Safety Teams

Parental support for Parental support for students who are the students who are the

victim of bullyingvictim of bullying

Questions to ask yourself if you think Questions to ask yourself if you think your child is a victim of bullying:your child is a victim of bullying:

Is he/she afraid to walk or ride the bus to/from school?Is he/she afraid to walk or ride the bus to/from school? Is he/she apprehensive about going to school, complain Is he/she apprehensive about going to school, complain

of headaches or feeling ill prior to leaving for school in of headaches or feeling ill prior to leaving for school in the morning?the morning?

Does he/she come home with damaged clothing or Does he/she come home with damaged clothing or personal items?personal items?

Does he/she appear sad or depressed about going to Does he/she appear sad or depressed about going to school?school?

Does he/she come home with physical injuries such as Does he/she come home with physical injuries such as bruises, cuts or scratches?bruises, cuts or scratches?

Does he/she appear socially isolated with few, if any, Does he/she appear socially isolated with few, if any, friends?friends?

Does he/she appear to be sleeping more than usual or Does he/she appear to be sleeping more than usual or appear tired as if they have not gotten enough sleep?appear tired as if they have not gotten enough sleep?

Ways to support your child when Ways to support your child when he/she has been the victim of bullying:he/she has been the victim of bullying:

Discuss the difference between normal conflict and bullying with Discuss the difference between normal conflict and bullying with your child. your child.

Do not over-react or under-react when your child tells you he/she Do not over-react or under-react when your child tells you he/she has been bullied. has been bullied.

Praise your child for telling you and let him/her know you will work Praise your child for telling you and let him/her know you will work with him/her to find a solutionwith him/her to find a solution

Do not place blame for the incident on your child. Be ready to Do not place blame for the incident on your child. Be ready to brainstorm and practice solutions.brainstorm and practice solutions.

Expect your child to have a difficult time dealing with being the Expect your child to have a difficult time dealing with being the target of bullying. target of bullying.

Continue to discuss the issue as well as how school is going with Continue to discuss the issue as well as how school is going with him/her.him/her.

Encourage your child to talk about the issue with a trusted adult at Encourage your child to talk about the issue with a trusted adult at school. If he/she cannot do that, be willing to call his/her teacher school. If he/she cannot do that, be willing to call his/her teacher to discuss the issue.to discuss the issue.

Encourage him/her to stay away from the alleged bully and let the Encourage him/her to stay away from the alleged bully and let the school investigate and remedy the problem.school investigate and remedy the problem.

Supporting your child if he/she is a victim of Supporting your child if he/she is a victim of bullyingbullying

• Help your child understand bullying. • Keep open lines of communication

with your child.

• Encourage your child to pursue their interests.

Supporting your child if he/she Supporting your child if he/she is a victim of bullyingis a victim of bullying

• Teach your child to take a stand against bullying.

• Talk to your child about seeking help from a trusted adult when feeling threatened by a bully.

• Know what is going on in your child's school.

Tips to teach your child if he/she is Tips to teach your child if he/she is being bulliedbeing bullied

•Write down what happened

•Telling is not tattling

•Be brave

•Stay calm and don't act upset or angry

•Ignore the people who bully

•If ignoring them won't work, tell the people who are bullying to stop

Tips to teach your child if he/she is Tips to teach your child if he/she is being bulliedbeing bullied

•Join a club, a team, or a group

•Don't fight back

•Sit or walk near an adult or friend

•Take a different path

•Leave at different time

•Don't bring expensive items to school

Parental Support for Parental Support for Students Accused of Students Accused of Bullying BehaviorsBullying Behaviors

RECOGNIZING THE DIFFERENCE BETWEENRECOGNIZING THE DIFFERENCE BETWEEN

NORMAL PEER CONFLICT AND BULLYINGNORMAL PEER CONFLICT AND BULLYING

Warning Signs Your Child Warning Signs Your Child Might Be BullyingMight Be Bullying

Becomes physically or verbally violent with othersBecomes physically or verbally violent with others

Sent to the principal’s office or detention a lotSent to the principal’s office or detention a lot

Has extra money or new belongings that cannot be Has extra money or new belongings that cannot be explainedexplained

Is quick to blame othersIs quick to blame others

Will not accept responsibility for their actionsWill not accept responsibility for their actions

Has friends who bully othersHas friends who bully others

Needs to win or be best at everythingNeeds to win or be best at everythingwww.stopbullying.govwww.stopbullying.gov

What should I do if What should I do if my child is bullying others?my child is bullying others?

Talk with your child. Talk with your child.

Make it clear to your child that you take bullying seriously. Make it clear to your child that you take bullying seriously.

Develop clear and consistent rules for your child's behavior. Develop clear and consistent rules for your child's behavior.

Spend more time with your child. Spend more time with your child.

Be aware of who your child's friends are. Be aware of who your child's friends are.

Build on your child's talents and positive attributes. Build on your child's talents and positive attributes.

Work with your child’s school to ensure the bullying does Work with your child’s school to ensure the bullying does not happen again. not happen again.

People Who Bully Others…People Who Bully Others…

Have a higher risk of abusing alcohol and other drugs in Have a higher risk of abusing alcohol and other drugs in adolescence and as adults.adolescence and as adults.

Are more likely to get into fights, vandalize property, and Are more likely to get into fights, vandalize property, and drop out of school.drop out of school.

Are more likely to engage in early sexual activity.Are more likely to engage in early sexual activity.

Are more likely to have criminal convictions and traffic Are more likely to have criminal convictions and traffic citations as adults. In one study, 60% of boys who bullied citations as adults. In one study, 60% of boys who bullied others in middle school had a criminal conviction by age 24.others in middle school had a criminal conviction by age 24.

Are more likely to be abusive toward their romantic Are more likely to be abusive toward their romantic partners, spouses or children as adults.partners, spouses or children as adults.

Teaching EmpathyTeaching Empathy Address your child’s own needs, and teach him how to Address your child’s own needs, and teach him how to

“bounce back” from distress “bounce back” from distress

Seize everyday opportunities to model—and induce—Seize everyday opportunities to model—and induce—sympathetic feelings for other people sympathetic feelings for other people

Help kids discover what they have in common with Help kids discover what they have in common with other people other people

Help kids develop a sense of morality that depends on Help kids develop a sense of morality that depends on internal self-control, internal self-control, notnot on rewards or punishments on rewards or punishments

Inspire good feelings (and boost oxytocin levels) Inspire good feelings (and boost oxytocin levels) through pleasant social interactions and physical through pleasant social interactions and physical affection affection

Civil Right ViolationsCivil Right Violations Title VI of the Civil Rights Act of 1964 (Title VI), which Title VI of the Civil Rights Act of 1964 (Title VI), which

prohibits discrimination on the basis of prohibits discrimination on the basis of race, color, or race, color, or national originnational origin;;

Title IX of the Education Amendments of 1972 (Title IX), Title IX of the Education Amendments of 1972 (Title IX), which prohibits discrimination on the basis of which prohibits discrimination on the basis of sexsex; ;

Section 504 of the Rehabilitation Act of 1973 (Section 504); Section 504 of the Rehabilitation Act of 1973 (Section 504); and Title II of the Americans with Disabilities Act of 1990 and Title II of the Americans with Disabilities Act of 1990 (Title II). Section 504 and Title II prohibit discrimination on (Title II). Section 504 and Title II prohibit discrimination on the basis of the basis of disabilitydisability..

Parental support for students who are the bystanders of

bullying

• Encourage them to tell adults

• Make it safe to tell

• Recognize courage, appreciate telling

• Eliminate the concept of “tattling” from our teaching

• Tell aggressive youth to stop (?)

• Reach out in friendship

• Teach to support in the moment and later.

• School and parents encourage inclusion

• Promote tolerance

• Build friendship teams

• Recognize those who reach out.

Ways of Supporting BystandersWays of Supporting Bystanders

Empowering bystandersEmpowering bystanders• Train and support bystanders

• Role play situations with your child for practice• Teach social problem solving skills

•Stand up, don't stand back Kids can stand up for each other by telling a people who bully to stop teasing or hurting someone else. Walk up to the person being bullied, talk with them and then walk away together.

•Refuse to join in and don't just sit back and watch. The bully wants an audience. You give bullies power when you watch. If you aren't part of the solution, you are part of the problem.

•Be a friend. Kids who are being bullied can sure use a friend. Walk with a friend or two on the way to school or recess or lunch or wherever you think you might meet the bully. Offer to do the same for someone else who's having trouble with a bully. Look out for kids who are new to school, or those kids who always seem to be alone.

Did you know?Did you know?

1. Peers are present 85% of the time when bullying occurs.

2. Bullying will stop within 10 seconds most of the time when someone else steps in to be a friend to the victim.

Anti Bullying ResourcesAnti Bullying Resources

District Anti Bullying CoordinatorDistrict Anti Bullying Coordinator• Neal Dickstein, Assistant SuperintendentNeal Dickstein, Assistant Superintendent

School Anti Bullying SpecialistsSchool Anti Bullying Specialists• Guidance CounselorsGuidance Counselors

Resources

• www.stopbullying.gov

• www.how-to-stop-bullying.com/bullyingstatistics.html

• http://xblock.isafe.org/

• www.cyberbullying.us/research.php

• www.bullyingstatistics.org

• www.olweus.org/public/bullied_child.page

• www.njbullying.org/

Documents

Harassment, Intimidation and Bullying