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Dignity for All Students Act

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Effective July 1, 2012 Introduction Phil Beaney CTE Outreach Coordinator and Dignity Act Coordinator for the South End Lorraine Childs Special Education ... – PowerPoint PPT presentation

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Title: Dignity for All Students Act


1
Dignity for All Students Act
  • Effective July 1, 2012

2
Why are we here today?
3
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

4
Why have 48 states passed anti-bullying/harassment
laws?
  • 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 or teased or
    taunted in a way that seriously upset them in the
    past year.
  • (Glsen, 2010) No Law in South Dakota and New
    Mexico

5
Bullying of children with disabilities/special
needs
  • 71 were bullied at least once a week
  • Who are these kids?
  • With learning disabilities
  • With Attention Deficit Hyperactivity Disorder
  • With medical conditions that affect appearance
  • With obesity, particularly girls
  • Who stutter or have paralysis of one side of
    their body

6
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 (size)
  • National origin
  • Ethnic group
  • Religion
  • Religious practice
  • Disability
  • Sexual orientation
  • Gender identity or
  • Sex
    (N.Y. Educ. Law 10-18. 801-a)

7
June 22, 2012, New York State Assembly passed
Legislation Requiring Cyberbullying Reporting
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. 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)

8
The Dignity Act New York Law
  • Requires districts and schools to prevent,
    monitor, and address bullying through
  • 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 a designated reporting system

9
Types of Bullying Behavior
  • PHYSICAL
  • Hitting, punching, tripping
  • Kicking, pushing, scratching
  • Damaging/stealing property
  • VERBAL
  • Name calling, teasing, taunting
  • Making offensive remark
  • Making discriminatory remarks
  • Verbally threatening, intimidating
  • SOCIAL/EMOTIONAL/RELATIONAL
  • 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

10
Gender Differences
  • MALES
  • Use physical aggression such as hitting, pushing,
    slapping and elbowing each other
  • FEMALES
  • Use social alienation tactics and intimidation,
    such as exclusion, manipulation, malicious
    gossip, or spiteful notes
  • Uses extortion
  • Uses extortion

11
Family Factors
  • A bully at school is often victimized at home
  • Child is observing mom, dad or siblings as the
    bully and identifying
  • with them
  • The bully frequently comes from a home void of
    warmth
  • The bullys primary caretaker is often premissive
    and allows aggressive
  • behavior towards peers, siblings and adults
  • A bully is often subjected to physical punishment
    and exposed to
  • violent outbursts by his/her caretaker

12
Psychological Factors
  • Bullying is classified as a conduct disorder by
    the American Psychiatric Association
  • 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 hostility even when it is not present

13
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

14
The Players
  • The Bully
  • The Target/Victim
  • The Bystander

15
Spotting the Bully
  • Bully may possess a superior trait
  • Attractive
  • Athletic
  • Sociable
  • Bully leads by intimidating others to follow to
    avoid becoming the next target
  • Bully gains power by the amount of followers
  • MORE FOLLOWERSMORE POWER

16
Children with bullying behaviors
  • Lack Empathy
  • Display Verbally Aggressive Behavior
  • Display Physically Aggressive Behavior
  • Possess average levels of self-esteem
  • Intimidate Classmates
  • Seek Power in Relationships
  • Provoke Fights

17
Bully-Intervention
  • Change the dynamic of power so that the bully is
    not overtly or covertly reinforced by the
    teacher, coach or other authority figures
  • 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,
    cooperative and collaborative manner

18
Victims
  • PASSIVE
  • PROACTIVE
  • Social Anxiety Disorder
  • Lack Social Skills
  • (socially awkward)
  • Pleasers
  • Compliant
  • Fear of Confrontation
  • Restless
  • Irritating to others
  • Seen teasing and doesnt know when to stop
  • Likely to fight back, but lose
  • Emotional
  • Often diagnosed with Attention Deficit Disorder

19
Cyber Victims
  • Can be anyone
  • Reported higher rates of depression than cyber
    bullies or bully victims
  • May not be able to identify their harasser and
    are more likely to feel isolated, dehumanized or
    helpless at the time of the attack

20
Effects on the Victim
  • Anxiety
  • Loss of self-esteem into adulthood
  • Lower grades
  • Lower attendance/involvement
  • Decreased socialization/increased isolation
  • Physical Symptoms headache, fatigue, stomach
    problems
  • Increase in acting out behavior
  • Suicide/Homicide

21
Victim- Intervention
  • Provide class experiences where victim is paired
    with other students to increase pool of
    relationships and desensitize others to victim
  • Encourage independent thinking for victim and
    class, in order to resist bully
  • Give victims a point person to go to for support
    and to report incidences.

22
The Bystanders- those who watch bullying happen
or hear about it
  • PASSIVELY accept bullying by watching and doing
    nothing
  • PROVIDE the audience that a bully craves and the
    silent acceptance that allow bullies to continue
    bullying behavior
  • INSTIGATE the bullying by provoking the bully
  • ENCOURAGE the bullying by laughing, cheering or
    making comments that further stimulate the bully

23
The Bully/Victim Cycle
  • Identification with the Aggressor
  • Victims who have been repeatedly bullied often
    have an increase in aggression
  • When they are put in a position of control or
    power they identify with the bully and do onto
    others what has been done to them
  • Thus the victim becomes the bully

24
What can WE do?
  • Display warmth, positive tone, interest and
    involvement
  • Talk to each other and students with respect and
    understanding
  • Alert other staff members if they are displaying
    unacceptable behavior towards a student
  • Structure activities to minimize opportunities
    for exclusion

25
Classroom Intervention Strategies
  • Be aware of student friendships and create
    working partnerships and groups for students that
    promote positive interactions
  • Hold class meetings that allow students to air
    concerns and feelings (group guidance, advisory)
  • Watch out for bullying behavior and intervene...
  • Follow established guidelines for hierarchal
    consequences that have been established for
    bullying behavior (physical, social, emotional)

26
Forms you will find in your packet
  • This slide will consist on forms that the Dignity
    Act Coordinators decide on and may include
  • Reporting form
  • Class Survey
  • Interview procedure forms for bully, victim and
    bystanders

27
Your Dignity Act Coordinators
  • Adirondack Educational Center
  • Philip Beaney CTE Outreach Coordinator
  • E-mail pbeaney_at_mail.fehb.org
  • Phone (518) 891-1330 ext. 2012
  • North Franklin Educational Center
  • Lorraine Childs Principal
  • E-mail lchilds_at_mail.fehb.org
  • Phone (518) 483-5230 ext. 3011

28
  • Thank you for your time and attention.
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