Harassment, Intimidation
and Bullying
Neal Dickstein
Kathryn Bruins
Kimberly Fitzpatrick
Legal Definition of Bullying in
New Jersey
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Reasonably perceived as being motivated
by either any actual or perceived
characteristic, such as race, color, religion,
ancestry, national origin, gender, sexual
orientation, gender identity and
expression, or a mental, physical or
sensory disability, OR
By any other distinguishing characteristic;
AND THAT
Legal Definition of Bullying in
New Jersey
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Takes place on school property, at any schoolsponsored function, on a school bus, or off school
grounds, as provided for in N.J.S.A. 18A:37-15.3,
that substantially disrupts or interferes with the
orderly operation of the school or the rights of
other pupils; AND THAT
A reasonable person should know under the
circumstances will have the effect of physically or
emotionally harming a pupil or damaging the
pupil’s property, or placing a pupil in reasonable
fear of physical or emotional harm to his/her
person or damage to his/her property; OR
Legal Definition of Bullying in
New Jersey
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Has the effect of insulting or demeaning
any pupil or group of pupils; OR
Creates a hostile educational environment
for the pupil by interfering with a pupil’s
education or by severely or pervasively
causing physical or emotional harm to the
pupil.
HIB Off School Grounds
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The alleged harassment, intimidation, or bullying has
substantially disrupted or interfered with the orderly operation of
the school or the rights of other pupils; AND EITHER
A reasonable person should know, under the circumstances, that
the alleged behavior will have the effect of physically or
emotionally harming a pupil or damaging the pupil’s property, or
placing a pupil in reasonable fear of physical or emotional harm
to his/her person or damage to his/her property; OR
3. The alleged behavior has the effect of insulting or demeaning
any pupil or group of pupils; OR
4. The alleged behavior creates a hostile educational
environment for the pupil by interfering with a pupil’s education
or by severely or pervasively causing physical or emotional harm
to the pupil.
The Process
What: Verbal Report
When: Same Day as Witnessed or Receipt of
Reliable Information
What: Written Report
When: Within Two School Days from Verbal Report
What: Parent Notification
When: Same Day as Written Report
What: Initiation of Investigation
When: Within One School Day from Receipt of Written
Report
The Process
What: Completion of Investigation
When: No Later than Ten Days from Receipt of Written
Report
What: Report to Superintendent
When: Within Two School Days of Completion of
Investigation
What: Report to Board of Education
When: No Later than the Date of the Next Board
Meeting Following Investigation
The Process
What: Parent Notification
When: Within Five School Days After Board Report
-------------------------------------------------------------If an appeal is made by the parents,
What: Board of Education Hearing
When: Within Ten Days of the Request
What: Board of Education Decision
When: Following Board Meeting
Factors in Determining
Consequences
1.
2.
3.
4.
5.
6.
7.
Age, developmental and maturity levels of the
parties involved and their relationship to the
school district;
Degrees of harm;
Surrounding circumstances;
Nature and severity of the behavior(s);
Incidences of past or continuing patterns of
behavior;
Relationships between the parties involved;
and
Context in which the alleged incidents
occurred.
Examples of Consequences
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Admonishment;
Temporary removal from the classroom;
Deprivation of privileges;
Classroom or administrative detention;
Referral to disciplinarian;
In-school suspension
After-school programs;
Out-of-school suspension (short-term or long-term);
Reports to law enforcement or other legal action;
Expulsion; and
Bans from providing services, participating in schooldistrict-sponsored programs, or being in school
buildings or on school grounds.
Factors for Determining
Remedial Measures - Personal
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Life skill deficiencies;
Social relationships;
Strengths;
Talents;
Traits;
Interests;
Hobbies;
Extra-curricular activities;
Classroom participation;
Academic performance; and
Relationship to pupils and the school district.
Factors for Determining Remedial
Measures - Environmental
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
School culture;
School climate;
Pupil-staff relationships and staff behavior
toward the pupil;
General staff management of classrooms or
other educational environments;
Staff ability to prevent and manage difficult or
inflammatory situations;
Social-emotional and behavioral supports;
Social relationships;
Community activities;
Neighborhood situation; and
Family situation.
Examples of Remedial
Measures
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Independent Study/Project
Reflective Activity
Individual Counseling
Group Counseling
Intervention and Referral Services
Functional Behavioral Assessment
Parent Conferences
Student Conferences
Proactive Strategies
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Positive Behavioral Support
• Explicit teaching of behavioral expectations
• Core team of teachers
Anti Bullying Lessons
• Formal program and schedule 2012-2013
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Climate Surveys
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School Safety Teams
Parental support for
students who are the
victim of bullying
Questions to ask yourself if you think
your child is a victim of bullying:
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Is he/she afraid to walk or ride the bus to/from
school?
Is he/she apprehensive about going to school,
complain of headaches or feeling ill prior to
leaving for school in the morning?
Does he/she come home with damaged clothing
or personal items?
Does he/she appear sad or depressed about
going to school?
Does he/she come home with physical injuries
such as bruises, cuts or scratches?
Does he/she appear socially isolated with few, if
any, friends?
Does he/she appear to be sleeping more than
usual or appear tired as if they have not gotten
enough sleep?
Ways to support your child when
he/she has been the victim of bullying:
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Discuss the difference between normal conflict and bullying with
your child.
Do not over-react or under-react when your child tells you he/she
has been bullied.
Praise your child for telling you and let him/her know you will
work with him/her to find a solution
Do not place blame for the incident on your child. Be ready to
brainstorm and practice solutions.
Expect your child to have a difficult time dealing with being the
target of bullying.
Continue to discuss the issue as well as how school is going with
him/her.
Encourage your child to talk about the issue with a trusted adult
at school. If he/she cannot do that, be willing to call his/her
teacher to discuss the issue.
Encourage him/her to stay away from the alleged bully and let the
school investigate and remedy the problem.
Supporting your child if he/she is a victim of
bullying
• Help your child understand bullying.
• Keep open lines of communication
with your child.
• Encourage your child to pursue their
interests.
Supporting your child if he/she
is a victim of bullying
• Teach your child to take a stand against
bullying.
• Talk to your child about seeking help from a
trusted adult when feeling threatened by a
bully.
• Know what is going on in your child's school.
Tips to teach your child if he/she is
being bullied
•Write down what happened
•Telling is not tattling
•Be brave
•Stay calm and don't act upset or angry
•Ignore the people who bully
•If ignoring them won't work, tell the people who are
bullying to stop
Tips to teach your child if he/she is
being bullied
•Join a club, a team, or a group
•Don't fight back
•Sit or walk near an adult or friend
•Take a different path
•Leave at different time
•Don't bring expensive items to school
Parental Support for
Students Accused of
Bullying Behaviors
RECOGNIZING THE DIFFERENCE BETWEEN
NORMAL PEER CONFLICT AND BULLYING
Warning Signs Your Child
Might Be Bullying
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Becomes physically or verbally violent with others
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Sent to the principal’s office or detention a lot
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Has extra money or new belongings that cannot be
explained
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Is quick to blame others
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Will not accept responsibility for their actions
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Has friends who bully others
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Needs to win or be best at everything
www.stopbullying.gov
What should I do if
my child is bullying others?
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Talk with your child.
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Make it clear to your child that you take bullying seriously.
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Develop clear and consistent rules for your child's behavior.
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Spend more time with your child.
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Be aware of who your child's friends are.
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Build on your child's talents and positive attributes.
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Work with your child’s school to ensure the bullying does
not happen again.
People Who Bully Others…
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Have a higher risk of abusing alcohol and other drugs in
adolescence and as adults.
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Are more likely to get into fights, vandalize property, and
drop out of school.
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Are more likely to engage in early sexual activity.
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Are more likely to have criminal convictions and traffic
citations as adults. In one study, 60% of boys who bullied
others in middle school had a criminal conviction by age 24.
Are more likely to be abusive toward their romantic
partners, spouses or children as adults.
Teaching Empathy
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Address your child’s own needs, and teach him how to
“bounce back” from distress
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Seize everyday opportunities to model—and induce—
sympathetic feelings for other people
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Help kids discover what they have in common with
other people
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Help kids develop a sense of morality that depends on
internal self-control, not on rewards or punishments
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Inspire good feelings (and boost oxytocin levels)
through pleasant social interactions and physical
affection
Civil Right Violations
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Title VI of the Civil Rights Act of 1964 (Title VI), which
prohibits discrimination on the basis of race, color, or
national origin;
Title IX of the Education Amendments of 1972 (Title IX),
which prohibits discrimination on the basis of sex;
Section 504 of the Rehabilitation Act of 1973 (Section 504);
and Title II of the Americans with Disabilities Act of 1990
(Title II). Section 504 and Title II prohibit discrimination on
the basis of disability.
Parental support for students
who are the bystanders of
bullying
Ways of Supporting Bystanders
• Encourage them to tell adults
• Make it safe to tell
• Recognize courage, appreciate telling
• Eliminate the concept of “tattling” from our teaching
• Tell aggressive youth to stop (?)
• Reach out in friendship
• Teach to support in the moment and later.
• School and parents encourage inclusion
• Promote tolerance
•
Build friendship teams
• Recognize those who reach out.
Empowering bystanders
• Train and support bystanders
•
Role play situations with your child for practice
•
Teach social problem solving skills
•Stand up, don't stand back Kids can stand up for each other by
telling a people who bully to stop teasing or hurting someone else.
Walk up to the person being bullied, talk with them and then walk
away together.
•Refuse to join in and don't just sit back and watch. The bully wants
an audience. You give bullies power when you watch. If you aren't
part of the solution, you are part of the problem.
•Be a friend. Kids who are being bullied can sure use a friend. Walk
with a friend or two on the way to school or recess or lunch or
wherever you think you might meet the bully. Offer to do the same for
someone else who's having trouble with a bully. Look out for kids
who are new to school, or those kids who always seem to be alone.
Did you know?
1. Peers are present 85% of the time when bullying
occurs.
2. Bullying will stop within 10 seconds most of the
time when someone else steps in to be a friend to
the victim.
Anti Bullying Resources
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District Anti Bullying Coordinator
• Neal Dickstein, Assistant Superintendent
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School Anti Bullying Specialists
• Guidance Counselors
Resources
• www.stopbullying.gov
• www.how-to-stop-bullying.com/bullyingstatistics.html
• http://xblock.isafe.org/
• www.cyberbullying.us/research.php
• www.bullyingstatistics.org
• www.olweus.org/public/bullied_child.page
• www.njbullying.org/