The New York State Dignity Act School Training Presented by: Dr. Karen Siris bullyinterventionexperts@gmail.com Before the presentation begins Distribute the hand-outs Check projector and sound equipment Determine the lighting so audience can see the slides and movie clips Set up room for pair/share or small group sharing (if auditorium use turn and talk) Leave slide on as participants get settled Greet participants as they enter the venue Facilitator introduces him/herself Say: The New York State Dignity Act requires that every person in a school setting be trained in awareness about bullying prevention and intervention. The law requires that each school building in the state assign a Dignity Act Coordinator. ___________________________ is the Dignity Act Coordinator at our school. We have a two part presentation for you, presented by Karen Siris, principal of WS Boardman Elementary School in Oceanside, and a member of the New York State Dignity Act Task Force as the School Administrators’ of New York (SAANYS) representative. There will be some participation from the group and we will pause the film at those times. We will see Part I today and Part II at our next meeting.

WELCOME PART I WHY DO WE NEED A LAW? DIGNITY ACT OVERVIEW WHAT IS BULLYING? CAUSES THE PLAYERS LONG TERM EFFECTS THE ROLE OF THE BYSTANDER SCHOOL FACTORS

VOICES – MAKE A PERSONAL CONNECTION Before this video, the audience is asked to make a personal connection to bullying and harassment. The connection can be through their own experiences in elementary, middle or high school the experiences of their own children the experiences of children in their school setting Optional…. A turn and talk can take place after viewing the clip, or volunteers may want to share their own stories with the group.

Why have 48 states passed anti-bullying/harassment laws? (GLSEN, 2010) 39% of students reported that bullying, name calling, and harassment pose a serious problem at school 66% reported that people at school were harassed at least “sometimes” because of their looks or body size 57% reported that students were bullied or harassed “sometimes” because of the way they expressed their gender No Law in South Dakota and New Mexico

What the kids say…. (Josephson School of Ethics, 2010 43,000 students surveyed) 50% of high school students (2010) admit they bullied someone in the past year 47% admit that they were bullied or teased of taunted in a way that seriously upset them in the past year

CYBERBULLYING (Stomp Out Bullying, 2010) 58% of kids say someone has said mean or hurtful things to them online 53% of kids admit saying something mean or hurtful to another person online

STUDENTS WITH SPECIAL NEEDS (Stomp Out Bullying, 2010) 71% were bullied at least once a week Who are these kids? With learning disabilities With Attention Deficit Hyperactivity Disorder (ADHD) With medical conditions that affect their appearance With obesity, particularly girls, With paralysis of one side of their body Who stutter

LGBT TEEN STATISTICS (GLSEN, 2010) LGBT students that attend schools with comprehensive policies on bullying/harassment are much more likely to report harassment to school authorities LGBT students are twice as likely to admit that they were not planning to complete high school

New York Law THE LAW Requires districts and schools to prevent, monitor, and address bullying through: (July, 2012) Designation of a Dignity Act Coordinator to be trained in non-discriminatory instructional and counseling methods and in handling human relationships Staff training to raise awareness and sensitivity of school employees to issues of harassment and discrimination Sensitivity and tolerance curricula for students Revising the code of conduct to create a school environment free from harassment and discrimination Reporting of bullying incidents to the state through designated reporting system

to the school principal or superintendent New York State Assembly CYBERBULLYING LAW SIGNED by Governor Cuomo on July 9, 2012 GOES INTO EFFECT 7/2013 Requires all school staff to report any incident of bullying and CYBERBULLYING to the school principal or superintendent “Cyberbullying has become a dangerous trend and this legislation gives parents and students the tools needed to overcome it,” said Zebrowski. “Standardized policies and procedures will guide teachers and school staff so that they are better equipped to respond to harassment and bullying within the classroom and beyond.” Assemblyman Kenneth Zebrowski (D- New City, NY)

The New York Law The Dignity Act The Dignity for All Students Act prohibits harassment with respect to certain non-exclusive protected classes including, but not limited to: actual or perceived race color weight (physical characteristics) national origin ethnic group religion religious practice disability sexual orientation perceived sexual orientation sex (N.Y. Educ. Law §§10-18, 801-a)

Respect for all people even if they are different from you What is Tolerance? Respect for all people even if they are different from you

Circles of My Multicultural Self 5 minute activity This activity helps makes us aware of the stereotypes we unconsciously develop throughout our lives. Think about how we can make our students aware of this and help them understand its consequences. EXP: NAME in center of circle - Karen Descriptors: female, principal, golfer, step-mother #3 I am a step-mother, but I am not MEAN. Hand out Multicultural Self Activity ( 5 minute activity) Monitor the room while the participants are completing the sheet Facilitate a discussion Say: Who would like to share what they put in their circles?” V olunteers share Say: Let’s look at #3 together. (if comfortable share your own response) Who would like to share their responses to #3? If possible, share your own response.

Requires classroom instruction in: Personal Responsibility Dignity Act and Student Instruction Requires classroom instruction in: Civility Citizenship Character Honesty Tolerance Personal Responsibility Respect for Others Dignity for All Say: We have many of these traits and attributes in our curriculum now. We do not have to reinvent the wheel, but we do need to make sure that what we are doing now through literature , social studies, health, character education, assembly programs, are identified as supporting the DIGNITY ACT. Turn and talk about what comes to mind that is in our curriculum. Do we need to supplement any aspect of this list?

Bullying is a type of harassment an intentional act of aggression, based on an imbalance of power, that is meant to harm a victim either physically or psychologically. usually occurs repeatedly and over time, however sometimes can be identified in a single event.

TYPES OF BULLYING BEHAVIORS SOCIAL/EMOTIONAL/RELATION AL Excluding or threatening to exclude Spreading rumors, gossiping Ostracizing, alienating Using threatening looks or gestures Extortion CYBERBULLYING Use of the internet or cell phone to harass and intimidate PHYSICAL Hitting, punching, tripping Kicking, pushing, scratching Damaging/stealing property VERBAL Name calling, teasing, taunting Making offensive remark Making discriminatory remarks Verbally threatening, intimidating

Familial Aspects Mirroring - how we learn Child is observing mom, dad or siblings as the bully and identifying with them Child is being bullied at home by siblings or parents Child is victim of bullying at home and becomes the perpetrator of bullying in school

Psychological Aspects Bullies have average levels of self esteem Bullies have a strong need for power and dominance Bullies enjoy being in control and like to subdue others Bullies see slights and hostilities when none are meant

The Players THE BULLY THE TARGET/VICTIM THE BYSTANDER

Characteristics of Bullies Lack Empathy Display Verbally Aggressive Behavior Display Physically Aggressive Behavior Intimidate Classmates Seek Power in Relationships Provoke Fights

After video discussion (turn and talk or volunteers from full group) Say: What did you notice about these students?” Do you think Jacob is a reformed bully? Answers will vary – (getting pleasure from other’s pain, lack of empathy, smiling when talking about how they bullied others) Say: It is apparent, that empathy has not developed in the young man who smiles throughout the interview. It is important that these students be identified early so that they can get the help they need. Empathy normally develops by the age of eight… These children need counseling, both in school, and probably out of school

Spotting “the bully” Bully may possess a superior trait Attractive Athletic Sociable Bully leads by intimidation: Others follow to avoid becoming the next Bully gains power by the amount of followers: MORE FOLLOWERS = MORE POWER

Long Term Effects on the Bully Nearly 60 percent of boys who researchers classified as bullies in grades six through nine were convicted of at least one crime by the age of 24. Even more dramatic, 40 percent of them had three or more convictions by age 24.

Victim/Target Person who is the target of Intolerance

Passive Victims May have social anxiety Cry Easily Have few friends Lack Social Skills (socially awkward) Anxious/insecure Pleasers Compliant Fear of Confrontation

Provocative Victims Restless Irritating to others Seen teasing and don’t know when to stop Prolong a conflict, even when losing Emotionally aroused easily Often diagnosed with Attention Deficit Disorder

Effects on the Victim Anxiety Loss of self-esteem into adulthood Decrease in attention/grades Decrease in attendance/involvement Decreased socialization/increased isolation Physical Symptoms: headaches, fatigue, stomach problems Increase in acting out behavior Suicide/Homicide

The Bystanders DEFINITION: those who watch bullying happen or hear about it.  

Some Bystanders: PASSIVELY accept bullying by watching and doing nothing PROVIDE the audience a bully craves and the silent acceptance that allows bullies to continue their hurtful behavior                INSTIGATE the bullying by prodding the bully to begin ENCOURAGE the bullying by laughing, cheering, or making comments that further stimulate the bully  

Other bystanders . . . directly intervene, by discouraging the bully, defending the victim, or redirecting the situation away from bullying. . . .  get help, by rallying support from peers to stand up against bullying or by reporting the bullying to adults. 

Why don’t more bystanders intervene?   They fear getting hurt or fear retribution (becoming the next victim) They feel powerless to stop the bully.     They think that telling adults won’t help or it may make things worse. They don’t know what to do

School Aspects Bullying incidents are too often unnoticed or ignored No clear rules and consequences Culture of “tattling” rather than “telling” or “ratting” rather than “reporting” Little principal involvement with students Poor cohesiveness and communication among staff members and between the staff and the principal Lack of respect among all constituents

School Risk Factors Lack of clear expectations, both Academic And Behavioral Lack of commitment or sense of belonging at school High levels of academic failure Parents and community members not actively involved

School Protective Factors Communicates High Academic And Behavioral Expectations Encourages Goal-Setting, Academic Achievement And Positive Social Development Positive Attitudes Toward School Fosters Active Involvement Of Students, Parents And Community Members

PART II Prevention Intervention Reporting Investigation Consequences Upstanders “ Today we are going to continue to discuss bullying and harassment in our schools, and talk about important aspects of prevention and intervention. Finally, we are going to talk about how the majority of our students, with support and role modeling from our staff, both professional and non- professional, as well as our parents can help to solve the problem.”

WHAT Your What Your School Can Do Implement bullying prevention and intervention strategies that fit your school culture Implement your district policy that prevents and intervenes in all forms of bullying, cyberbullying and harassment

Dignity Act Team Who: Principal, mental health professionals, school counselors, teachers, non-teaching staff (aides, bus drivers, custodians) What: Create a bully intervention plan that includes methods for prevention and intervention.

HOW? Commit to training all constituents of the school community in prevention and intervention strategies Establish a Dignity Act Team at the school building level to insure adherence to the district policy

Dignity Act Team Goals To prevent bullying/harassment through creating a positive and caring school culture To develop intervention strategies for all constituents in a school community: adults/students To implement district’s reporting systems To establish clear consequences that make sense in your school building Provide support services for students (bullies, victims, by-standers) To rewards pro-social behaviors that support the policy Say: Our code of conduct has been revised to reflect our district policy regarding the Dignity Act. If this had not been reviewed previously and distributed to the staff, be sure it is available to each staff member after the presentation.

Prevention Create Positive Climate and Culture All adults should: display warmth, positive interest and involvement talk to each other and students with respect and understanding alert other staff members if they are displaying unacceptable behavior toward a student

All adults in school should: Create environments in which students feel: competent, autonomous, related maintain positive attitude with students throughout the day structure activities to minimize opportunities for exclusion

Reward bystanders for intervening or reporting bullying. Establish a system of rewards that positively reinforces Pro-Social Behaviors Reward bystanders for intervening or reporting bullying. Reward teachers for establishing bully- free classrooms. Reward support staff for reporting appropriate information

Develop Culture of Telling NOT Tattling “When you tell on someone to get them in trouble.” Telling - Reporting “When you are telling an adult because you are trying to keep yourself safe, someone else safe or keep the school safe.”

Social and Emotional Learning Emerging scientific evidence indicates that helping children to become emotionally literate – developing the skills of recognizing, understanding, labeling, expressing, and regulating emotion – is possible and beneficial. It requires support from all the adults involved in the education of children (teachers, school leaders, and parents), evidence-based practices, and continuous skill-building opportunities from preschool through high school. Dr. Marc Brackett, Yale University, 2011

Intervention Identify, monitor and track the health and well being of victims or students at risk Identify students with leadership skills and re-direct them to become more positive leaders Establish a mentor system in which adults mentor students who are likely to be victimized Encourage the community to connect to school personnel with their concerns

Victim-Intervention Give victims a VOICE through appropriate social skills groups Teach victims to say NO!-verbally and with appropriate body language Facilitate victims traveling with a buddy

How Can We Help Victims? Promote positive relationships by pairing victim with other students for academic as well as social activities (reports, recess activities, etc.) Establish buddies Create circles of support and peer mentors Identify a point person for support and for reporting of incidents Highlight the victimized child’s talents for others to see

Bully-Intervention change the dynamics of power so that the bully is not overtly or covertly reinforced by the teacher, coach or other authority figures identify the bully as having anti-social behaviors which will lead to trouble listen to the bully and give him/her a point person to speak with whose role is to help the bully use their leadership skills in a positive manner, emphasizing cooperation, collaboration and equality. develop empathy in bully

Teacher Intervention Strategies Be aware of student friendship and create working partnerships and groups for students that promote positive interactions Hold class meetings that air student’s concerns and feelings (group guidance, advisory) Be on the alert for bullying behaviors and step in Follow established guidelines for hierarchal consequences that have been established for bullying behaviors (physical, social, emotional)

Training to Report – WHO? students administration, security personnel, teachers coaches, bus drivers aides custodial staff parents

Develop Specific Systems To Report Primary goal is to create a culture where students feel comfortable reporting to a responsible adult Say… “We have developed a reporting system that is being used district wide.” Review district reporting system.

Telling vs. Tattling Tattling “When you tell on someone to get them in trouble.” Telling - Reporting “When you are telling an adult because you are trying to keep yourself safe, someone else safe or keep the school safe.”

Investigation Procedures Evaluate the incident/threat Is threat transient or substantive? Get specifics by interviewing the victim, bully and bystanders, individually. Write down the exact content of the event and statements made by each. Consider the circumstances and intent. Take appropriate action/resolution

Disciplinary Consequences/Supports Consequences should be hierarchal… should correspond to severity of offense as well as repeated offenses Restorative Justice strategies to rehabilitate the bully, support counseling for the target/victim Can range from verbal warning all the way to suspension, alternate school placement, and if severe enough report to law enforcement What is your district’s discipline plan when an incident involves bullying behaviors? Be prepared to discuss the district’s discipline plan in accordance with the code of conduct. Review specific procedures in your school building. Review procedures including the teacher’s role in giving consequences, when a report is made to the principal, etc.

“The whole drama is supported by the bystander “The whole drama is supported by the bystander. The theater can’t take place if there’s no audience.” (Labi, N. “Let Bullies Beware.” Time online, March 25, 2001.)

The Bystanders Hold the Key “The whole drama is supported by the bystander. The theater can’t take place if there’s no audience.” (Labi, N. “Let Bullies Beware.” Time online, March 25, 2001.)

Why don’t more bystanders intervene? They fear getting hurt or fear retribution (becoming the next victim) They feel powerless to stop the bully.    They don’t like the victim or believe the victim “deserves” it. They think that telling adults won’t help or it may make things worse. They don’t know what to do.

Empower the Bystander ENCOURAGE bystanders to: Speak up to bullies if it is safe to do so Band together as a group against bullies Avoid joining in Ask adults for help Reach out as friends to isolated peers, be an ally, offer support Continue to offer victim support at future time

BYSTANDER VIDEO

Upstander A person who intervenes when s/he witnesses intolerance; someone who makes a stand against bullying

Turning Bystanders into Upstanders Help the students understand the power they have to make a difference – that THEY are the solution Help students understand the dynamics of bullying situations – 80% of students stand by and watch Train interested students in teaching the strategies of upstanding behaviors

Turning Bystanders into Upstanders Insure that bystanders understand that adults will support their actions Teach all children about the reporting system that is in place in your school Reward “upstanding” behaviors and make them the norm.

Caring Majority Ambassadors Seek the help of students to spread the word about the dangers of bullying - can be done at various ways at all levels Caring Majority Ambassadors – Elementary Caring Allies – Middle School Natural Helpers – High School Training given by principal with support of social worker/psychologist Students train the classmates on the importance of inclusion, empathy and caring about each other On-going partnerships/mentoring established between older and younger students

Thank-you for your attention and help in ending bullying and harassment in our schools. For further information and support contact: Pat Koehler pkoehler@nasboces.org Karen Siris bullyinterventionexperts@gmail.com