Harassment, Intimidation, and
Bullying: N.J.S.A.18A:37-15
ACT
Verbal Gesture
Physical Gesture
Written
Physical
TAKES PLACE
•On School Property
•At any School-Sponsored
Function
•On a School Bus
MOTIVATED BY
•Actual Characteristic
•Perceived
Characteristic
Back-to-School/In-Service, Edgewater Park, NJ
09/04/2007
John Lestino
Cross-Content New Jersey
Core-Curriculum Standards
It’s the Law…
What are the ‘characteristics’…
…in your school and/or class?
How much…off-task, underdeveloped social-skills,
attention getting and/or obnoxious behavior is occurring?
Social & Emotional CPIs
Character Development
STANDARD 2.2D
Communication
STANDARD
2.2A
Interpersonal Communication
- STANDARD 9.2C
Critical Thinking Standard 9.2A
Decision Making STANDARD 2.2B
Dependency &
Addiction STANDARD
2.3C
Leadership & Advocacy STANDARD 2.2E
Planning and Goal Setting STANDARD 2.2C
Pregnancy & Parenting
STANDARD 2.4C
Relationships Standard - 2.4A
Self Management STANDARD 9.2B
Sexuality STANDARD 2.4B
Social & Emotional Health
STANDARD 2.1F
Sportsmanship
STANDARD
2.5C
Character Development and
Ethics - STANDARD 9.2D
Strategy STANDARD 2.5C
New Jersey's Core Curriculum Content Standards
(CCCS) & Challenging Behavior
•
The New Jersey's Core Curriculum Content Standards (CCCS) require that students learn an array of skills in
the various standards, which can prevent &/or address a number of social, emotional, and behavioral
challenges. A number of these resources can be accessed by stakeholders through the CPI hyperlinks below.
•
These CPIs can provide guidance to stakeholders in assessing a student's knowledge and skills and addressing
weaknesses with precursor or prerequisite skills. Many of these CPIs also have Framework activities, Vignettes,
and Vignettes with adaptations, which can assist stakeholders in addressing many of the social & emotional
needs, as well as challenging behaviors our students experience.
•
The below hyperlinked activities can be utilized by stakeholders, including parents, teachers, administrators,
counselors, CSTs, school-based intervention teams, and IEP teams to assess student's needs and delineate them
in the Present Levels of Academic Achievement and Functional Performance (PLAAFP) Statements and
prevent and address challenging behaviors.
Social and Emotional Health - STANDARD 2.1F
Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
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1. Examine how personal assets, (e.g., self esteem, positive peer relationships) and protective factors (e.g.,
parental involvement) support healthy social and emotional development.
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2. Choose and justify appropriate strategies to deal with conflict, violence, harassment,
vandalism, and bullying.
3. Describe home, school, and community efforts to prevent conflict, vandalism, bullying, harassment, and
violence.
4. Describe the physical and emotional signs of stress and the short-and long-term impacts of stress on the
human body.
5. Compare and contrast ways that individuals, families, and communities cope with change, crisis,
rejection, loss, and separation.
6.
Discuss how stereotyping might influence one’s goals, choices, and behaviors.
Character Development and Ethics - STANDARD 9.2D
By the end of Grade 4, students will:
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1.
Demonstrate character traits that are important in day-to-day activities in the home, school, and
community such as trust, responsibility, respect, fairness, caring, and citizenship.
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2.
Conduct a cooperative activity or project that addresses a character trait.
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3.
Identify ethical behaviors in the home, school, and community.
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4.
Explain a person’s responsibility to obey the laws and rules.
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Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
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1.
Explain and demonstrate how character and behavior affects and influences the
actions of others in the home, school, and community.
2.
Describe and demonstrate appropriate character traits, social skills, and positive attitudes needed for
the home, school, community, and workplace.
3.
List problems and their causes, effects, and solutions that are faced in the home, school, and/or
community.
Critical Thinking STANDARD 9.2A
By the end of Grade 4, students will:
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1.
Recognize and define a problem.
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2.
Plan and follow steps to make choices and decisions.
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3.
Identify and access print and non-print resources that can be used to help solve problems.
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4.
Demonstrate brainstorming skills.
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Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
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1.
Communicate, analyze data, apply technology, and problem solve.
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2.
Describe how personal beliefs and attitudes affect decision-making.
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3.
Identify and assess problems that interfere with attaining goals.
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4.
Recognize bias, vested interest, stereotyping, and the manipulation and misuse of information.
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5.
Practice goal setting and decision-making in areas relative to life skills.
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Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
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•
1.
Apply communications and data analysis to the problem-solving and decision making processes in a
variety of life situations.
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•
2.
Describe and apply constructive responses to criticism.
Interpersonal Communication - STANDARD 9.2C
By the end of Grade 4, students will:
•
•
1.
Develop positive social skills to interact with others.
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2.
Select and use language appropriate to the situation.
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3.
Develop skills for accepting self and others through awareness of different cultures, lifestyles, and
attitudes.
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4.
5.
Practice steps for effective conflict resolution.
Work cooperatively with others to accomplish a task.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
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1.
Demonstrate respect and flexibility in interpersonal and group situations.
2.
Organize thoughts to reflect logical thinking and speaking.
3.
Work cooperatively with others to solve a problem.
4.
Demonstrate appropriate social skills within group activities.
5.
Practice the skills necessary to avoid physical and verbal confrontation in individual and group
settings.
6.
Participate as a member of a team and contribute to group effort.
Self Management - STANDARD 9.2B
By the end of Grade 4, students will:
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1.
Demonstrate an understanding of the relationship between personal behavior and self-image.
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2.
Recognize and build upon personal strengths.
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3.
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4.
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5.
Accept criticism and respond constructively.
Recognize personal likes and dislikes.
Demonstrate steps to deal with stress and conflict.
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Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
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1.
Develop and implement a personal growth plan that includes short- and long-term goals to enhance
development.
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2.
Demonstrate responsibility for personal actions and contributions to group activities.
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3.
Explain the need for, and advantages of, lifelong learning.
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Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
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1.
Revise and update the personal growth plan to address multiple life roles.
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2.
Apply project planning and management skills in academic and/or occupational settings.
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3.
Compare and contrast methods for maximizing personal productivity.
Relationships - STANDARD 2.4A
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
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1. Describe different kinds of families and discuss how families can share love, values, and traditions,
provide emotional support, and set boundaries and limits.
2.
Compare the roles, rights, and responsibilities of various family members.
3.
Discuss ways that families adjust to changes in the nature or structure of the family.
4.
Discuss how culture and tradition influence personal and family development.
5.
Discuss factors that support healthy relationships with friends and family.
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6. Describe the characteristics of a friend.
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7.
Describe appropriate ways to show affection and caring.
Bad behavior in school…
•
And other places, too!
“Wow! This place reeks of education”
New Jersey Cares
About Bullying
Office of Bias Crime and Community Relations
PO Box 094, Trenton, NJ 08625
609/896-8967
Randy Ross, Coordinator, New Jersey Cares About Bullying
Email: rossr@njdcj.org; 609/896-8783 or 1-877/NOBULLY
Michael Greene, Director
YCS Center for the Prevention of Violence
Email: mgreene@ycs.org; 973/854-3649
School-based policies that support bullying prevention and
intervention; a pictorial account…excerpted from,
NJSA: 18A, 37-15 (3)(b)(3)…
1. Statutory Requirement::
The policy contains a statement
prohibiting harassment,
intimidation, and bullying.
2. Statutory Requirement: from N.J.S.A. 18A…on H.I.B.
“The policy shall contain a definition of harassment, intimidation or bullying…”
11. Establishment of Bullying Prevention Programs
Statutory Provisions:
Pursuant to N.J.S.A.: 37-17(5)(c), information regarding the district’s policy
against harassment, intimidation and bullying shall be incorporated into a
school’s employee training program.
No Taunting Pledge
I will pledge to be part of the solution.
I will eliminate taunting from my own behavior.
I will encourage others to do the same.
I will do my part to make the community a safe place by being more
sensitive to others.
I will set the example of a caring individual.
I will eliminate profanity toward others from my language.
I will not let my words or actions hurt others.
And if others won't become part of the solution, I will.
SUBCHAPTER 7. INTERVENTION AND
REFERRAL SERVICES; 6A:16-7.1 … ‘IR&S’
SUBCHAPTER 7.
INTERVENTION
AND REFERRAL
SERVICES
6A:16-7.1
Establishment of
intervention and
referral services…
District boards of education
shall choose the
appropriate
multidisciplinary team
approach for planning and
delivering the services
required under this
subchapter.
1. The intervention and
referral services shall be
provided to aid students in
the general education
program; and…etc.
•
•
The core mission of the New Jersey Commission on Holocaust Education is to promote Holocaust
education in the State of New Jersey. On a continual basis, the Commission shall survey the status of
Holocaust Education; design, encourage and promote the implementation of Holocaust and genocide
education and awareness; provide programs in New Jersey; and coordinate designated events that will
provide appropriate memorialization of the Holocaust on a regular basis throughout the state.
•
The Commission will provide assistance and advice to the public and private schools and will meet with
county and local school officials, and other interested public and private organizations, to assist with
planning courses of study on the Holocaust. The core mission will be accomplished through implementing
and evaluating the following committees:
Skills and Academic Outcomes
Social & Emotional Learning and SWPBS
 Evidence-Based Practices in SEL Programming…
 Safe, Caring, Well-Managed Learning Environments
 Opportunities and Rewards for Positive Behavior
 Greater Attachment, Engagement, and Commitment to School
 Less Risky behaviors
 More Positive Social Development
[Elias, et al re: SPR]
Factors Associated with Successful & Enduring Implementation for EvidenceBased Intervention for SEL/SWPBS Skills
[Elias, et al & Martin]
 Presence of Program Coordinator or Committee
 Individual's involvement with high morale & ownership
 Ongoing process of formal and informal training
 High inclusiveness of all school personnel
 High visibility in the school and community
 Components that explicitly foster mutual respect and support'
 Varied and engaging instructional activities
 Linkage to stated goals of the school and/or districts and state
 Consistent support from school principals
 Additional support from new and seasoned administrators
 Additional collegial support
Teacher-Managed vs. Administrator-Managed Rule Violations
Clear Distinction—Consistent, Staff Support, Efficient
Communication
Managed Behavior—Low Intensity, Low Frequency,
Less Serious Rule Violations
Teacher Strategies—Teach desired behavior, positive
reinforcement, behavior contracts, modify curriculum,
collaboration with parents and other staff
Major Rule Violations—Repeated minor violations
and/or more intense and serious…
Consider and review for a specific behavior support plan
Sustaining Classroom Systems
Align with School-wide
System
Establish Classroom
Rules and Expectations
Establish Clear
Discriminations
Teach
Expectations
Directly
Support School-wide
Initiatives
Effective Classroom
Management Practices,
Provide Advance
Organizers/Precorrections
Keep Students Engaged
Provide A Positive Focus
PBIS.org
Effective Classroom Management
Practices, cont.
Consistently Enforce School/Class
Rules
Correct Rule Violations and Social Behavior
Errors Proactively
Teach and Plan for Smooth
Transitions
Supporting Classroom
PBS/SEL Systems
Total management
packages appear more
effective than separate
components.
The most important
components of management
systems are the application
of contingent extrinsic
consequences.
The optimum
management package
appears to be a
combination of group and
individual contingencies.
Group contingencies seem
as effective as individual
contingencies.
Have behavioral expectations for students and
teachers been expressed?
Do empirically sound instructional strategies occur
at high levels for all students?
Effective Classroom
Management Practices
Class meetings
Primacy of relationships
PBS Team Responsibilities
(Universal Interventions)
– Conduct school wide self assessments of behavior
problems and patterns
– Develop and facilitate the implementation of a
universal intervention that teaches and recognizes
appropriate social behavior
– Use data-based decision-making to monitor and
evaluate universal intervention
– Implement intervention for identified problem
areas and routines
HIB ‘consultation’ :
“To share…is to care…”
– Confirm discussion with your building principal and/or
designee.
– Be prompt.
– Relay your perspective of why you are requesting a
HIB consultation.
– Discuss your concerns with the parent(s).
– Report on-going progress or concerns.
– Review appropriate procedures, discussion, and/or
consultation strategies, interventions, and/or techniques.
– Always inform other appropriate school staff in a
timely fashion….e.g. Grade-level colleague(s),
counselor(s), school nurse, CST, and other staff…
– IR & S…etc.
“Unless you do something beyond your control… you
will never mature”
BILL COSBY
Losing
Control
Loss of Personal and
Professional Identity
Isolation
Having Responsibility
without Authority
Being seen as
Incompetent
Child getting Hurt
ROCKING AT RIDGWAY M.S.
*Parenting Support & Outreach*
Parents…Are You Feeling Stretched?
___________________________________________________________________
6:30 pm
"My Kid is Driving Me Crazy!"
9:00 am
"The Homework Wars"
6:30 pm
“ The Battle Between Siblings and Friends"
9:00 am
"Sounding Like Mom and Dad"
The effects of school climate on changes in
aggressive and other behaviors related to
bullying…
(Kasen, Berenson, Cohen, & Johnson)
• Schools function as a socializing agent for children
• Successful school bonding relates to enhanced student
motivation and achievement
• Schools are accountable for…more than academic
distinction
• School policies…and the overall atmosphere or school
ethos determine the internal life or social, emotional
and motivational climate of the school
• Schools…may [be] an indispensable force [toward]
eliminating or reducing the threat of victimization…
From: Bullying in American Schools - D. Espelage & S. Swearer, 2004
School Climate
Playground & Lunchrooms Factors
(Power, Costigan & Manz et al. SPR, 2003, No. 3)
• The development of violence prevention
programs demand greater study of recess,
playground and lunchtime environments of
student's. [RPL]
• RPL environmental characteristics can have a
substantial impact on children’s behavior in
school and classrooms.
School Playground & Recess Activities
Positive Effects
• Playground experience may promote social competence
• PRA’s [playground & recess activities]develop fine and grossmotor skills
• Rough and tumble play ( e.g. chase, play fights) can help
•
children learn social-problem solving and social norms
• PRA’s help allow for the development of friendship
experiences
• Recess may have direct positive impact for improving
attention and learning…
• Greater ‘B.T.U.’s’ [energy] available for academic work
• PRA’s cultivate skills that are transferable to classroom
setting, e.g. turn-taking & problem-solving
School Climate: Implications for
Playgrounds & Lunchrooms
• When school climate [SC] is positive…social
interactions are less problematic
• Feelings of trust and mutual respect are more
reciprocal
• Interpersonal relations show more caring interactions
• Student and teacher relations are also more
collaborative
• SC has a positive impact on student ‘behavior’
• SC has a positive impact on academic achievement
Classroom Instruction >>>>
Professional Development >>>>>
Leadership Development >>>>>>>>
Improved ___________________________?
Who can help?
BRYSTANDERS…
We all make a difference!
Four Skills for Optimism:
Molony & Michael: Adapted from M. Seligman…”The Optimistic Child”
 Learn to recognize thoughts that come
across your mind (automatic thoughts).
These thoughts affect mood and behavior.
 Evaluate these automatic thoughts for
accuracy.
 Generate more accurate explanations
 De-catastrophize [ from: Seligman]
Working Positively Together
It gets the job done…Who knows where you’ll
land…So enjoy the ride…When you can!
Remember
“A teacher affects eternity...they
can never tell where their influence
stops...” Henry Broke Adams, 1838-1918
The Central Premise: Beth Doll
• “[the]developmental competence of children will be
more evident and the impact of emotional distress
lessened when [school] contexts support strong
interpersonal relationships and foster self-regulated
learning…”
• “Resilient Classrooms”, 2004; @Guilford Pub.
Authors: Doll, Zucker, & Brehm
Addendum
The eleven components of H.I.B. policy
mandated by NJPL#18A….
Wording
and
Pictures
NJSA: 18A, 37-15 (3)(b)(3) [or]
“The 10 Command[ment]s
plus, 1…”
1. Prohibition
2. Definition
3.
4.
5.
6.
7.
8.
9.
Description
Consequences
Procedure(s)
Principal-Promptness
Range of Responses
Prohibition of Reprisals
Falsely Accusation
10. Policy Publication
11. Employee Training
School-based requirements supporting bullying prevention and intervention;
a pictorial account with abridged excerpts from NJSA: 18A, 37-15 (3)(b)(3)
1. Statutory Requirement::
“The policy contains a statement
bullying…”
prohibiting harassment, intimidation, and
2. Statutory Requirement:
“The policy shall contain a
definition of harassment, intimidation or bullying…”
3. Statutory Requirement:
“The policy shall include a description of the type of behavior expected from
each student. N.J.S.A. 18A: 37-15 (3)(b)(3)…”
4. Statutory Requirement:
The policy shall include the consequences and appropriate remedial
actions for a person who commits an act of harassment, intimidation or
bullying…”
5. Statutory Requirement:
“The policy shall include a procedure for reporting an act of harassment;
intimidation or bullying, including a provision that permits a person to report
an act of harassment intimidation or bullying anonymously; however, this
shall not be construed to permit formal disciplinary action solely on the
basis of an anonymous report. N.J.S.A. 18A:37-15 (3)(b)(5)…”
6. Statutory Requirement:
“The policy shall include a procedure for prompt investigation of reports of
violations and complaints, identifying either the principal or the principal’s designee
as the person responsible for the investigation…”
7. Statutory Requirement:
The policy shall contain the range
“
of ways in which a school will
respond once an incident of harassment, intimidation or bullying is identified…”
8 Statutory Requirements:
The policy shall contain a statement that prohibits reprisal or retaliation
against any person who reports a…
9 Statutory Requirements:
The policy shall contain the consequences and appropriate remedial action
for a person found to have falsely accused another as a means of harassment,
intimidation or bullying…
10. Statutory Requirement:
The policy shall contain a statement of how the policy is to be publicized,
including notice that the policy applies to participation in school-sponsored
functions…
11. Establishment of Bullying Prevention Programs
Statutory Provisions:
Pursuant to N.J.S.A.: 37-17(5)(c), information regarding the district’s policy
against harassment, intimidation and bullying shall be incorporated into a
school’s employee training program…
Addendum, II
Restorative justice is a theory of justice that
emphasizes repairing the harm caused or
revealed by [bad] behavior. It is best
accomplished through cooperative
processes that include all stakeholders.
More R.J.
•
Three principles form the foundation for
restorative justice:
•
Restorative programmes are characterized
by four key values:
•
Justice requires that we work to restore those
who have been injured [or harmed]..
•
•
Those most directly involved… should have
the opportunity to participate fully in the
response if they wish.
Encounter: Create opportunities for victims,
offenders and community members who want
to do so to meet to discuss the crime and its
aftermath
•
Amends: Expect offenders to take steps to
repair the harm they have caused
•
Reintegration: Seek to restore victims and
offenders to whole, contributing members of
society
•
Inclusion: Provide opportunities for parties
with a stake in a specific crime to participate
in its resolution
•
Government's role is to preserve a just public
order, and the community's is to build and
maintain a just peace.
http://www.restorativejustice.org/intro
“The risk of a wrong decision is preferable to the terror of indecision”
Maimonides
?
“working with pencils means the erasure is always available…”
H.I.B. Resources: some favorites…
“And Words Can Hurt Forever”
J. Garbarino
“Best Friends Worst Enemies”
M. Thompson
“Bully-Busters: A Teachers Manual”
Horne, et al
“Bully Proofing Your School”
C. Garrity
“Bully Proofing Your Child”
M. Barris
“The Bully, the Bullied, the Bystander”
B. Coloroso
“Bullying At School, What We Know”
D. Olweus
“Bullying in Schools”
K. Rigby
“Talking to Children about Violence”
L. Lanteri
“Connections of SEL to Literacy; CASEL” L. Espinosa
Character Education:
NJCCE
NJDOE/NJCEP
“Coping with Crisis”
S. Poland
“Nobody Left To Hate”
E. Aronson
Resolving Conflict Creatively
ESR
NJ Cares About Bullying
Office of Bias Crimes
Princeton Center for Leadership Training
http://www.hbo.com/films/laramie/synopsis/index.html
“Bullying in American Schools”
S. Swearer
“Queen Bees and Wanna Bees”
R. Wiseman
“Mean Girl”
Film