GRHS HIB Training

Gateway Regional High Gateway Regional High SchoolSchool

Harassment, Intimidation, and Harassment, Intimidation, and Bullying Prevention ProgramBullying Prevention Program

2013-20142013-2014Support Staff, Coaches, Volunteers, SubstitutesSupport Staff, Coaches, Volunteers, Substitutes

and Contracted Service Providersand Contracted Service Providers

Strauss Esmay Associates, LLPStrauss Esmay Associates, LLPSchool Policy & Regulation ConsultantsSchool Policy & Regulation Consultants

1886 Hinds Road – Suite 11886 Hinds Road – Suite 1Toms River, New Jersey 08753Toms River, New Jersey 08753

732-255-1500732-255-1500www.straussesmay.comwww.straussesmay.com

Gateway Regional High Gateway Regional High SchoolSchool

Harassment, Intimidation, and Harassment, Intimidation, and Bullying Prevention ProgramBullying Prevention Program

QuizQuiz

Facts and MythsFacts and Myths

Strauss Esmay AssociatesStrauss Esmay Associates’’2011-2012 HIB Prevention Training 2011-2012 HIB Prevention Training

ProgramProgram 2011-2012 Training Program is based 2011-2012 Training Program is based

on: on:

– Anti-Bullying Bill of Rights Act signed Anti-Bullying Bill of Rights Act signed into law on January 5, 2011 into law on January 5, 2011

– New Jersey Department of Education New Jersey Department of Education Guidance published on April 11, 2011Guidance published on April 11, 2011

IntroductionIntroduction

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HIB Prevention Training ProgramHIB Prevention Training ProgramDefinition of HIBDefinition of HIB

““Harassment, intimidation, or bullyingHarassment, intimidation, or bullying”” means any means any gesture, any written, verbal or physical act or any gesture, any written, verbal or physical act or any electronic communication, whether it is a single electronic communication, whether it is a single incident or a series of incidents,incident or a series of incidents, that is: that is:

– reasonably perceived as being motivated by either any reasonably perceived as being motivated by either any actual or perceived actual or perceived characteristic, such as race, color, characteristic, such as race, color, religion, ancestry, national origin, gender, sexual religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental, orientation, gender identity and expression, or a mental, physical or sensory disabilityphysical or sensory disability; or; or

– by by any other distinguishing characteristicany other distinguishing characteristic; and that; and that

– takes place on takes place on school property, at any school-sponsored school property, at any school-sponsored function, on a school bus, or off school grounds, as function, on a school bus, or off school grounds, as provided forprovided for in N.J.S.A. 18A:37-15.3, that substantially in N.J.S.A. 18A:37-15.3, that substantially disrupts or interferes with the orderly operation of the disrupts or interferes with the orderly operation of the school or the rights of other pupils; and thatschool or the rights of other pupils; and that

HIB Prevention Training ProgramHIB Prevention Training ProgramDefinition of HIBDefinition of HIB

– a a reasonable personreasonable person should know under the should know under the circumstances will have the circumstances will have the effect of physically or effect of physically or emotionally harming a pupil or damaging the pupilemotionally harming a pupil or damaging the pupil’’s s property, or placing a pupil in reasonable fear of physical property, or placing a pupil in reasonable fear of physical or emotional harm to his/her person or damage to or emotional harm to his/her person or damage to his/her property, or his/her property, or

– has the effect of has the effect of insulting or demeaninginsulting or demeaning any pupil or any pupil or group of pupils, orgroup of pupils, or

– creates a hostile educational environmentcreates a hostile educational environment for the pupil for the pupil by interfering with a pupilby interfering with a pupil’’s education or by severely or s education or by severely or pervasively causing physical or emotional harm to the pervasively causing physical or emotional harm to the pupil.pupil.

HIB Prevention Training ProgramHIB Prevention Training ProgramHIB Reporting ProcedureHIB Reporting Procedure

All Board members, school employees, All Board members, school employees, volunteers, and contracted service providers volunteers, and contracted service providers who have contact with students who have contact with students are required are required toto::

– verbally report alleged violations to the Principal verbally report alleged violations to the Principal oror designee on the same day the individual designee on the same day the individual witnessed or received reliable information witnessed or received reliable information regarding any such incident; andregarding any such incident; and

– must submit a report in writingmust submit a report in writing to the Principal to the Principal within two days of the verbal report.within two days of the verbal report.

HIB Prevention Training ProgramHIB Prevention Training ProgramHIB Reporting ProcedureHIB Reporting Procedure

Students, parents, and visitors Students, parents, and visitors are are encouraged toencouraged to report alleged violations of report alleged violations of the HIB Policy to the Principal when they the HIB Policy to the Principal when they have witnessed or received reliable have witnessed or received reliable information regarding any such incident.information regarding any such incident.

A HIB act can be reported A HIB act can be reported anonymouslyanonymously..

– However, However, formal action for a violationformal action for a violation of the of the Student Code of Conduct Student Code of Conduct may not be taken solelymay not be taken solely on the basis of an anonymous report. on the basis of an anonymous report.

HIB Reporting ProcedureHIB Reporting Procedure

You must report an incident verbally and in You must report an incident verbally and in written form to the principal.written form to the principal.

Students can Students can – use the electronic reporting systems on the use the electronic reporting systems on the

Gateway websiteGateway website– complete a report at the main or guidance officescomplete a report at the main or guidance offices– tell an adulttell an adult– use the hotline at 848-3420 x 690use the hotline at 848-3420 x 690

Forms of BullyingForms of Bullying& &

Bullies, Targets, and BystandersBullies, Targets, and Bystanders

35:15-46:2035:15-46:20

Characteristics of Individuals Who Characteristics of Individuals Who BullyBully

Have a need to Have a need to control and dominatecontrol and dominate others others Are quick Are quick tempered and impulsivetempered and impulsive Take Take pleasurepleasure in seeing in seeing someone or an animalsomeone or an animal in in

distressdistress Find it difficult to see a situation from Find it difficult to see a situation from another another

personperson’’ss point of viewpoint of view Refuse to take responsibilityRefuse to take responsibility or deny wrong doing or deny wrong doing Blame the targetBlame the target or say they deserved what they or say they deserved what they

gotgot Good at Good at talking their way out of situationstalking their way out of situations Intolerant Intolerant of differencesof differences Feel Feel superiorsuperior InsensitiveInsensitive to the feelings or needs of others--a to the feelings or needs of others--a

lack of empathy lack of empathy

Characteristics of TargetsCharacteristics of Targets

Low self-esteemLow self-esteem AnxietyAnxiety FearfulnessFearfulness SubmissivenessSubmissiveness Depression or sad appearanceDepression or sad appearance Limited sense of humorLimited sense of humor Poor social skillsPoor social skills Low popularityLow popularity Few or no friendsFew or no friends Excessive dependence on adultsExcessive dependence on adults Or them may be someone who is different in physical or Or them may be someone who is different in physical or

cultural characteristics who is envied by the bully or who is cultural characteristics who is envied by the bully or who is competing with the bully for dominance in the social groupcompeting with the bully for dominance in the social group

HIB Prevention Training ProgramHIB Prevention Training ProgramBystandersBystanders

Bystanders are important because:Bystanders are important because:

– Bullying most often Bullying most often takes place in front of peerstakes place in front of peers..– Bullying Bullying almost neveralmost never happens when adults are watching. happens when adults are watching.– Most bystandersMost bystanders want to do something want to do something to stop theto stop the bully. bully.– Bullies like an audienceBullies like an audience. If the audience shows disapproval, the . If the audience shows disapproval, the

bullies are discouraged from continuing.bullies are discouraged from continuing.

Bystanders can make a situation even worse by:Bystanders can make a situation even worse by:

– iinstigating nstigating the bullying by prodding the bully to begin;the bullying by prodding the bully to begin;– encouraging the bullyingencouraging the bullying by laughing, cheering, or making by laughing, cheering, or making

comments that further stimulate the bully;comments that further stimulate the bully;– joining in the bullyingjoining in the bullying once it has begun; once it has begun;– passively accepting bullyingpassively accepting bullying by watching and doing nothing; or by watching and doing nothing; or – providing the audienceproviding the audience a bully craves. a bully craves.

HIB Prevention Training Program HIB Prevention Training Program BystandersBystanders

Silence encouragesSilence encourages bullying bullying– The best way to break the silence is to empower kids to The best way to break the silence is to empower kids to

feel safe and supported when they stand up to the feel safe and supported when they stand up to the bullies on behalf of other kids, or tell an adult about the bullies on behalf of other kids, or tell an adult about the bullying.bullying.

– We need to remind children that this is not tattling; itWe need to remind children that this is not tattling; it’’s s doing the right thing.doing the right thing.

Why is it bystanders donWhy is it bystanders don’’t intervenet intervene more often? more often?– None of my businessNone of my business– Fear of becoming a targetFear of becoming a target– Feel powerlessFeel powerless– DonDon’’t like the targett like the target– Fear retributionFear retribution– Telling adults wonTelling adults won’’t help or may even make it worset help or may even make it worse– DonDon’’t know what to dot know what to do

HIB Prevention Training ProgramHIB Prevention Training ProgramSupport Staff MembersSupport Staff Members

Bullying is more likely to occur in Bullying is more likely to occur in less structured less structured settingssettings often those with limited adult supervision, often those with limited adult supervision, such as hallways, playgrounds, locker rooms, such as hallways, playgrounds, locker rooms, cafeterias, and on school buses.cafeterias, and on school buses.

At times, school At times, school support staff memberssupport staff members are more are more likely to be present in these locations than teaching likely to be present in these locations than teaching staff.staff.

Support staff members also interactSupport staff members also interact with students with students on a different level and can have of insight and on a different level and can have of insight and provide feedback into a studentprovide feedback into a student’’s behavior or into s behavior or into an incident that has occurred.an incident that has occurred.

Some students may be more inclined to reportSome students may be more inclined to report incidents of bullying to support staff membersincidents of bullying to support staff members..

HIB Prevention Training Program HIB Prevention Training Program Appropriate and Effective Intervention Appropriate and Effective Intervention

StrategiesStrategies

Appropriate and effective interventions Appropriate and effective interventions alwaysalways include:include:

Immediately responding to the incident using a Immediately responding to the incident using a calm, calm, rational, but firm tone of voicerational, but firm tone of voice

Using body language that communicates authorityUsing body language that communicates authority, , but does not invade the personal space of any student but does not invade the personal space of any student involved in the incidentinvolved in the incident

Actions or verbal responses that do not cause Actions or verbal responses that do not cause embarrassment or a loss of emotion, or provoke embarrassment or a loss of emotion, or provoke vulnerable and/or overly sensitive reactionsvulnerable and/or overly sensitive reactions


StrategiesStrategiesAppropriate and effective interventions Appropriate and effective interventions alwaysalways

includeinclude:: Positioning yourself between the studentsPositioning yourself between the students using bullying using bullying

behavior and the student being bullied, so that you can behavior and the student being bullied, so that you can block eye contact between the two to prevent gestures block eye contact between the two to prevent gestures that would allow continued victimization or escalation of that would allow continued victimization or escalation of the incident.the incident.

Taking the Taking the attention offattention off the student(s) who was being the student(s) who was being targeted.targeted.

Paying close attention to the student or students who Paying close attention to the student or students who were being targeted: taking notice of their actions and were being targeted: taking notice of their actions and reactions, words, body language, and any behavior or reactions, words, body language, and any behavior or expression that communicates fear for their own safety expression that communicates fear for their own safety and/or verbalizes a retaliation plan towards the bully.and/or verbalizes a retaliation plan towards the bully.


StrategiesStrategiesAppropriate and effective interventions Appropriate and effective interventions alwaysalways

include:include:

Addressing the students who were in the area and may Addressing the students who were in the area and may have witnessed the incident, as well as those involvedhave witnessed the incident, as well as those involved

Informing all students involved in the incident of what Informing all students involved in the incident of what steps you will take next, and that you will be reporting steps you will take next, and that you will be reporting this incident to the administrationthis incident to the administration

Supporting and following up with all students involved Supporting and following up with all students involved in the incidentin the incident

Monitoring future behaviorsMonitoring future behaviors

Verbalizing future behavioral expectations that will not Verbalizing future behavioral expectations that will not permit retaliation of any kindpermit retaliation of any kind


StrategiesStrategies

Appropriate and effective interventions Appropriate and effective interventions nevernever include:include:

Removing or separating the student or students who Removing or separating the student or students who are being targeted from the initial interventionare being targeted from the initial intervention

Doubting the fact that you have the responsibility to Doubting the fact that you have the responsibility to interveneintervene

Ignoring the incidentIgnoring the incident

Accepting the attitudes of Accepting the attitudes of ““just teasingjust teasing””, , ““just kiddingjust kidding””, , ““boys will be boysboys will be boys””, , ““youyou’’re friends, you can work it outre friends, you can work it out””

Engaging in verbal or physical arguments/disputesEngaging in verbal or physical arguments/disputes


StrategiesStrategiesAppropriate and effective interventions Appropriate and effective interventions nevernever

include:include:

Displaying your angerDisplaying your anger

Making accusations or excuse bullying, teasing, Making accusations or excuse bullying, teasing, threatening or intimidating behaviorthreatening or intimidating behavior

Leaving the incident with the student(s) who is being Leaving the incident with the student(s) who is being victimized alone with the student(s) who is using the victimized alone with the student(s) who is using the bullying/harassing behaviorbullying/harassing behavior

Relying on or assigning a student to report a Relying on or assigning a student to report a bullying/harassment incident to administration. It is your bullying/harassment incident to administration. It is your responsibility to report the incident!responsibility to report the incident!

Q & A Workshop SessionQ & A Workshop Session

1:08:58 – 1:21:111:08:58 – 1:21:11

Affirmative Action

Joan MattsonAffirmative Action Officer

Information from GCJIFF

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The LawTwo Major Sources

Title VII of the Civil Rights Act of 1964-”discrimination based on race, color, creed, national origin, and sex is illegal.”

NJ LAD (Law Against Discrimination) N.J.S.A. 10:5-1

1:08:58 – 1:21:111:08:58 – 1:21:11

2 Types of Sexual Harassment

“Quid Pro Quo.” This for that.E.g. a supervisor wants to date you, and in return you will get the promotion.

Hostile Environment (Work or Learning)The behavior is severe, repeated, or widespread; a reasonable person of the same sex would agree that the behavior changed the conditions of employment.E.g. repeated unwelcome sexual comments make you so uncomfortable, it affects your job.

1:08:58 – 1:21:111:08:58 – 1:21:11

Examples of Sexual Harassment

Constantly invites you for drinks, dinners, dates;

Invades your personal space;

Makes obvious sexual gestures at you;

Asks questions about your personal & sexual life;

Writes, draws, and or sends pictures, cartoons, cards, etc., which are sexually offensive to you;

1:08:58 – 1:21:111:08:58 – 1:21:11

District LiabilityDistrict LiabilityGateway Regional must:Gateway Regional must:Have a written policy stating sexual Have a written policy stating sexual harassment in the workplace and educational harassment in the workplace and educational environment will not be tolerated.environment will not be tolerated.Have a Complaint Procedure.Have a Complaint Procedure.Distribute the Policy as widely as possible.Distribute the Policy as widely as possible.Key Role for Affirmative Action Officer.Key Role for Affirmative Action Officer.

Work Place Harassment

Harassment any unwelcome verbal, written or physical conduct that either denigrates or shows hostility or aversion towards a person on the basis of race, sex, color, national origin, religion, sexual orientation, age, veteran status, political affiliation, or disability, that: (1) has the purpose or effect of creating an intimidating, hostile or offensive work environment; (2) has the purpose or effect of unreasonably interfering with an employee's work performance; or (3) affects an employee's employment opportunities or compensation.