1. 1 JANUARY 9, 2013 Dansville Community Presentation

2. 2 Definition of Bullying REPEATED teasing, threatening, physical violence, leaving someone out on purpose, gossiping, taunting, spreading rumors, hitting, taking or breaking someone’s things, discrimination or harassment based on race, sex, religion, ethnicity; usually involving an imbalance of power. Is the term over used? Common misconceptions…

3. 3 Implications of Bullying Violence Depression Fear Academic Failure Hopelessness Helplessness Feelings of Disconnectedness Familial Dysfunction Mental Illness and Trauma

4. 4 Statistics 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 50% of high school students (2010) admit they bullied someone in the past year 47% admit that they were bullied, teased or taunted in a way that seriously upset them in the past year Josephson School of Ethics, 2010- 43,000 students surveyed) (GLSEN, 2010)

5. 5 THE DIGNITY ACT WAS SIGNED INTO LAW ON SEPTEMBER 13, 2010 AND TOOK EFFECT ON JULY 1, 2012. Dignity for All Students Act (DASA)

6. 6 No student shall be subjected to discrimination based on their:  actual or perceived race  color  weight  national origin  ethnic group  religion  religious practice  disability  sexual orientation  gender

7. 7 DASA In New York State, the Dignity for All Students Act (DASA) holds schools accountable to respond to bullying in accordance with these guidelines: 1. Maintain a climate of mutual respect and dignity for all students regardless of actual or perceived race, color, weight, national origin, ethnic group, religion, disability, gender, sexual orientation; which will strengthen students’ confidence and promote learning; 2. Schools must train their teachers to confront any issues of discrimination or harassment that threatens the emotional or physical health and safety of any student; 3. Address personal biases that may prevent equal treatment of all students in the school or classroom setting; 4. Report incidents of discrimination and harassment that are witnessed or otherwise brought to a teacher’s attention in a timely manner. 5. Requires one staff member at every school to be the Dignity Act Coordinator. 6. The Dignity Act emphasizes the creation and maintenance of a positive learning environment for all students; code of conduct compliance. 7. The Dignity Act requires the development of measured, balanced, and age-appropriate responses to harassment and discrimination of students by students and staff.

8. 8 What works to help combat Bullying? Healthy, Happy Child How can parents help? How can schools help? How can kids help? How can communities help?

9. 9 10 Best Practices in Bullying Prevention 1. Create a positive school climate/school connectedness 2. Community wide bullying assessments 3. Seek out support from professionals 4. Coordinate and integrate efforts 5. Provide training in bullying prevention and response 6. Set policies and rules 7. Increase adult supervision 8. Respond consistently and appropriately 9. Spend time talking with children and youth about bullying 10. Continue efforts over time and renew community interest

10. 10 What can you do to help your child? Model respect Teach diversity & compassion Keep communication open Practice coping mechanisms Create independence and confidence Set limits Get involved

11. 11 What are local schools doing? Restorative Practices Second Step Steps to Respect Olweus Bully Prevention Program Tribes Character Education PBIS

12. 12 Specific steps to help your child with bullying: Listen Ask Determine whether this is a TRUE bullying situation. Work collaboratively with your child on the specific solutions to the problem. Create a plan and follow up, as often as needed. Do not give up, it will get better!

13. 13 Restorative Questions I - To respond to challenging behavior What happened? What were you thinking of at the time? What have you thought about since? Who has been affected by what you have done? In what way? What do you think you need to do to make it right? -Courtesy IIRP

14. 14 Restorative Questions II - To help those harmed by other’s actions What did you think when you realized what had happened? What impact has this incident had on you and others? What has been the hardest thing for you? What do you think needs to happen to make things right? -Courtesy IIRP

15. 15 Resources http://www.p12.nysed.gov/dignityact/ http://bullyingstatistics.blogspot.com/ http://www.nyclu.org/files/OnePager_DASA.pdf http://www.stopbullying.gov/resources/results?utf8=%E2%9C%93&qr y=&commit=Search http://www.stopbullying.gov/resources/results?utf8=%E2%9C%93&qr y=&commit=Search http://www.ellentv.com/2010/10/06/resources-to-help-stop-bullying/ http://www.doe.mass.edu/bullying/#7 www.GVHP.org Liz Griswold; egriswold@gvhp.org – Violence Prevention Coordinator, GVHPegriswold@gvhp.org Parent toolkit to End Bullying

16. 16 Questions?