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In This Together: A Look At Preventing Sexual Harassment, Bullying, and Teasing Carol Abnathy, MSW, MPH, LCSW Jennifer Wild, Ed.D.

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Presentation on theme: "In This Together: A Look At Preventing Sexual Harassment, Bullying, and Teasing Carol Abnathy, MSW, MPH, LCSW Jennifer Wild, Ed.D."— Presentation transcript:

1 In This Together: A Look At Preventing Sexual Harassment, Bullying, and Teasing Carol Abnathy, MSW, MPH, LCSW ( Jennifer Wild, Ed.D. Valerie R. Cherry, Ph.D.

2 2 Objectives Learn definitions of sexual harassment, bullying, and teasing Assess knowledge of the statistics regarding these concepts Learn about solutions in dealing with these issues Discuss the Career Success Standards as an initiative to help prevent sexual harassment, bullying, and teasing behaviors on center

3 3 Definitions Teasingthe act of playfully or maliciously disturbing another person (especially by ridicule); provoking someone with persistent annoyances Bullying an ongoing pattern of physical or psychological aggression that is threatening, coercive, relentless, and leaves the victim feeling powerless

4 4 Types of Bullying Physical Emotional Relational Bystander victimization Cyber bullyinga relatively new phenomenon

5 5 Definitions Sexual Harassment unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature in which submission to or rejection of such conduct explicitly or implicitly affects an individual's work or school

6 6 Sexual HarassmentTwo Types Quid pro quooccurs when a school employee causes a student to believe that he or she must submit to unwelcome sexual conduct in order to participate in a school program or activity. It can also occur when an employee causes a student to believe that the employee will make an educational decision based on whether or not the student submits to unwelcome sexual conduct. Hostile environmentoccurs when unwelcome sexually harassing conduct is so severe, persistent, or pervasive that it affects a student's ability to participate in or benefit from an education program or activity, or creates an intimidating, threatening or abusive educational environment.

7 7 Examples of Sexual Harassment sexual advances touching of a sexual nature graffiti of a sexual nature displaying or distributing of sexually explicit drawings, pictures and written materials sexual gestures sexual or "dirty" jokes pressure for sexual favors touching oneself sexually or talking about one's sexual activity in front of others spreading rumors about or rating other students as to sexual activity or performance.

8 8 True or False? Bullies act tough in order to hide feelings of insecurity and self- loathing. In schools, there is one incident of bullying every 7 minutes. Lesbian, gay, bisexual and transgender (LGBT) youth are equally likely as heterosexual students to be targets of harassment. When teasing becomes cruel and causes someone distress and/or it becomes one-sided and prolonged, then teasing has become bullying. Sexual conduct must be unwelcomed in order to be sexual harassment. It is estimated that 45% of American females will experience some form of sexual harassment during their academic or working lives. Yet, just 25% ever tell anyone.

9 9 True or False? Complaints filed by men have tripled since 1994 and are primarily due to harassment by female supervisors. Studies estimate 1 woman in 8 will experience sexual harassment on the job. Only the individual being sexually harassed is considered the victim. Sexual harassment leads to lost productivity, sick leave, and worker replacement.

10 10 Perception Can this be sexual harassment?

11 11 Job Corps Significant Incident Reporting System (SIRS) Data SIRS DEFINITIONS Sexual Assault: Sexual assault includes any alleged non-consenting sexual act involving forceful physical contact including attempted rape, rape, sodomy, and other. If forceful physical contact is not used, the incident should be reported as a Sexual Misconduct. Sexual Misconduct: Sexual misconduct includes the intentional touching, mauling, or feeling of the body or private parts of any person without the consent of that person. Sexual harassment or unsolicited offensive behavior such as unwelcome sexual advances, requests for sexual favors, and other verbal or physical contact of a sexual nature is also included.

12 12 Alleged Sexual Assault/Misconduct Incidents (PY05-PY06) Primary IncidentPY05PY06 Total Number of Incidents158163 Sexual Assault by Student5962 Sexual Assault by Staff02 Sexual Assault by Unknown4753 Subtotal Sexual Assault106117 Sexual Misconduct by Student36 Sexual Misconduct by Staff87 Sexual Misconduct by Unknown83 Subtotal Sexual Misconduct5246

13 13 Job Corps SIRS Report by Primary/Secondary Incident Code: Sexual Misconduct (PY05-PY06) PY05 (7/1/2005 - 6/30/2006)PY06 (7/1/2006 - 6/30/2007) Primary/Secondary Incident Code Off Center On Center Total Off Center On Center Total Totals124052113546 Sexual Misconduct124052113546 Inappropriate Touching 517224 26 Other411156612 Sexual Harassment044044 Unwelcome Sexual Advances 3811134

14 14 Job Corps vs. National Data Alleged Sexual Assault Incidents There were 117 incidents of sexual assault by Job Corps students in PY06, which is a rate of 1.8 incidents per 1,000 separated students. The 2005 National Crime Victimization Survey (NCVS) reported a sexual assault rate of 2.0 incidents per 1,000 youth ages 16-24* *Retrieved from the World Wide Web:

15 15 What we have learned: It is often hard for students to verbalize what makes them feel unsafe Many students do not realize that harassment, teasing, or bullying are inappropriate…they think its cool Students really appreciate staff who address inappropriate behavior but many staff feel uncomfortable with this responsibility The best centers help students learn how to deal with inappropriate behavior and do not just handle it for them

16 16 What we have learned: Female students can be uncomfortable when PDA is common and not addressed by staff Females feel more comfortable when the population on center is close to 50/50 in terms of male/ female Many centers have been successful in incorporating harassment, discrimination and impropriate behavior issues into their diversity activities When harassment, teasing, and bullying are common, the culture is negative

17 17 Lets Try a Scenario

18 18 Scenario Questions What could happen to the individual in the scenario? How does this behavior impact the group? Does this behavior have any influence on the organizational culture?

19 19 What has Job Corps done? Violence, Suicide, and Bullying Prevention Project SafetyNet – New website with a focus on prevention of bullying, suicide, and violence (which includes sexual assault and rape). Toolkits Center self-assessment Policy development On-line training Fact sheets and brochures Resources Evaluation

20 20 Bullying Prevention Program Core Components Planning Training Promotional Activities Environmental Safe Guards Center-wide Prevention Activities

21 21 What has Job Corps done? To decrease negative behaviors and develop employability and independent living skills, Job Corps has developed Career Success Standards (CSS) CSS helps create a constructive (positive normative) culture

22 22 The Career Success Standards (CSS) are a set of student behavioral expectations in the areas of: Social Development Employability Independent Living W hat are the Career Success Standards? CSS aims to create a constructive culture (positive normative culture) on each Job Corps center supported by indigenous proven practices and proven instructional methods and materials

23 23 The Career Success Standards are: Workplace Relationships and Ethics Personal Growth and Development Communications Interpersonal Skills Information Management Multicultural Awareness Career and Personal Planning Independent Living

24 24 Each Standard has a Profile that includes: Standard Statement: EXPECTED OUTCOME Competencies: WHAT BEHAVIORS? Performance Levels: HOW WELL? Staff Responsibilities: REINFORCEMENT

25 25 What does a profile look like?

26 26 Standard Profile: Statement and Competencies EXPECTED OUTCOME WHAT BEHAVIORS? Standard: Workplace Relationships and Ethics The student will leave Job Corps with the ability to productively interact with co-workers and deal with problems and situations with honesty, integrity and responsibility. Competencies: Follows and promotes workplace policies and procedures including: good attendance, being on time and dressing appropriately for the job. Understands and supports organizational goals and structure and follows the chain-of-command. Observes and practices safety standards. Develops and practices safety standards. Develops productive relationships with members of his/her team. Maintains confidentiality and personal trustworthiness.

27 27 Standard Profile: Performance Levels HOW WELL? NEEDS IMPROVEMENT (1-2) Student may lack knowledge of appropriate workplace standards of conduct and workplace relationships. Student struggles to conform to regulations and is reluctant to improve his/her demeanor. MEETS STANDARD (3-4) Student follows directions and is respectful of his/her peers, subordinates and supervisors. Student deals with problems discreetly, and demonstrates honesty at all times, seeking guidance as appropriate. EXCELS (5) Student exhibits extraordinary professionalism and personal accountability. Student maintains amicable relationships and uses sound judgment when confronted with low group morale.

28 28 Staff Responsibilities REINFORCEMENT MODEL Staff demonstrate honesty, integrity and responsibility. Staff develop healthy relationships with other staff and students and follow the chain-of-command. MENTOR Staff engage students in conversations about confidentiality, responsibility and proper workplace relationships. Staff explain the process of decision- making and resulting consequences. MONITOR Staff objectively observe student behavior and readily acknowledge tardiness, unsafe practices, or dishonesty. Staff take proactive measures to educate and address such behaviors. STAFF RESPONSIBILITIES

29 29 What CSS IS & IS NOT… CSS IS NOT… A curriculum A program of facilitated sessions Focused on the process A one-size-fits-all for ALL centers and ALL students CSS IS… Behavioral STANDARDS Supported by PROVEN PRACTICES Focused on OUTCOMES Chosen by center

30 30 Results of CSS thus far… Pilots report…. Increase in performance measures Increase in staff and student relationships Decrease in negative behaviors such as harassment, bullying, and teasing Increase in staff involvement and ability to model, mentor, and monitor Self removal of negative staff and students

31 31 How can you use this information? Develop office and/or program norms of behavior like CSS to improve your culture Investigate the statistics relating to your office or program Hold focus groups with staff and/or program participants to explore their perceptions of these issues Hold staff training and include behavior expectations in performance reviews Others?

32 32 Resources GLSEN's 2005 National School Climate Survey TAG-I Health and Wellness Approach to (1) Family Planning and (2) Sexual Assault and Prevention

33 33 Video Clips Q and A

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