Title: In This Together: A Look At Preventing Sexual Harassment, Bullying, and Teasing
1In This Together A Look At Preventing Sexual
Harassment, Bullying, and Teasing
- Dr. Jennifer Wild
- Dr. Valerie R. Cherry
2Objectives
- 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
3Definitions
- Teasingthe act of playfully or maliciously
disturbing another person (especially by
ridicule) provoking someone with persistent
annoyances - Bullyingan ongoing pattern of physical or
psychological aggression that is threatening,
coercive, relentless, and leaves the victim
feeling powerless
4Types of Bullying
- Physical
- Emotional
- Relational
- Bystander victimization
- Cyber bullyinga relatively new phenomenon
5Definitions
- Sexual Harassmentunwelcome 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
6Sexual 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.
7Examples 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.
8True or False?
- 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.
- 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.
9True or False?
- Only the individual being sexually harassed is
considered the victim. - Sexual harassment leads to lost productivity,
sick leave, and worker replacement.
- 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.
10PerceptionCan this be sexual harassment?
11Job 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/Battery. - Sexual Misconduct/Battery Sexual
misconduct/battery 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.
12Alleged Sexual Assault/Misconduct Incidents
(PY04-PY05)
13Job Corps SIRS Report by Primary Incident Code
Sexual Misconduct (7/1/2005-6/30/2006 and
7/1/2004-6/30/2005)
14Job Corps vs. National Data Alleged Sexual
Assault/Misconduct Incidents
- There were 190 incidents of sexual assault and
misconduct by Job Corps students in PY04, which
is a rate of 3.0 incidents per 1,000 separated
students. - The 2003 National Crime Victimization Survey
(NCVS) reported a sexual assault and misconduct
rate of 4.2 incidents per 1,000 youth ages
16-241 - 1 Retrieved from the World Wide
Webhttp//www.ojp.usdoj.gov/bjs/pub/pdf/cv03.pdf
15What 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 inappropriatethey 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
16What 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
17Lets Try a Scenario
18Scenario 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?
19Scenario 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?
20What 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
21What are the Career Success Standards?
- The Career Success Standards (CSS) are a set of
student behavioral expectations in the areas of - Social Development
- Employability
- Independent Living
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
22The 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
23Each Standard has a Profile that includes
- Standard Statement EXPECTED OUTCOME
- Competencies WHAT BEHAVIORS?
- Performance Levels HOW WELL?
- Staff Responsibilities REINFORCEMENT
24What does a profile look like?
25Standard Profile Statement and Competencies
WHAT BEHAVIORS?
26Standard Profile Performance Levels
HOW WELL?
27Staff Responsibilities
REINFORCEMENT
28What 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
29Results of CSS thus farPilots 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
30How 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?
31Resources
- http//www.eeoc.gov/
- http//www.safeyouth.org
- GLSEN's 2005 National School Climate Survey
http//www.glsen.org - TAG-I Health and Wellness Approach to (1) Family
Planning and (2) Sexual Assault and Prevention
http//jchealth.jobcorps.gov - http//jccdrc.jobcorps.gov/CSS
32Q and A