Anti bullying speakers nj

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• I Choose Me: Anti-Bullying and Mindset Workshop - Hammonton, NJ
• Paterson Arts & Science Charter School
• Mean Girls: The Reality of Bullying
• Lenape Regional High School District
• Second Chance for New Jersey to Protect Free Speech in Anti-Bullying Law
• Public speaks out on Wall, NJ high school football hazing, sex assault accusations

WATCH RELATED VIDEO: Anti-Bullying Speech

I Choose Me: Anti-Bullying and Mindset Workshop - Hammonton, NJ

The National Crime Prevention Strategy was established as the Government of Canada's action plan to reduce crime and victimization primarily using crime prevention through social development CPSD approach. It is a proactive approach that addresses underlying social, cultural and economic risk factors that can contribute to crime and victimization. As the focal point of the Strategy, the National Crime Prevention Centre NCPC , part of Public Safety and Emergency Preparedness Canada, supports organizations and communities by providing the knowledge and resources they need to facilitate and sustain their crime prevention efforts.

One of the priorities selected was school-based anti-bullying programs due to the growing awareness of bullying as an issue among young people and the capacity of the NCPC to provide useful insights from its support for anti-bullying projects across Canada. The NCPC would like to thank all its community sponsors, academic partners, practitioners in the field of bullying, and NCPC staff who were involved in this study.

The informed and passionate efforts of all involved are a testament to the dedication that exists across Canada to working toward the prevention of bullying through the development and sharing of knowledge. Bullying Prevention in Schools is a study undertaken by the NCPC on the subject of school-based anti-bullying programs. The goals of the study were to:. Both parts of the study will inform future NCPC funding and knowledge development in the area of school-based anti-bullying projects.

A second document entitled Bullying Prevention in Schools: Executive Summary provides an overview of the entire study from promising practices, to results and recommendations. It is available in hard copy by contacting the NCPC at Every child has the right to feel safe at home, at school and in the community UN Convention on the Rights of the Child, Bullying is not a normal part of growing up. Research indicates that bullying behaviour doesn't usually go away on its own and often gets worse with time—it needs to be dealt with directly.

To stop the hurtful behaviour, adults need to support children who seek their help. They need to respond immediately and take preventative steps to stop the behaviour from happening in the future. The first step is recognizing when a bullying problem has occurred. The term "bullying" once referred only to physical actions such as hitting, kicking and punching. Not surprisingly, the definition of bullying has evolved over time as research has revealed that other types of non-physical behaviour can have similar impacts on the victim.

The damaging effects of psychological and verbal bullying as well as social exclusion are now being recognized, although not everyone incorporates these behaviours into their definition or their action plans. Aggressive actions such as roughhousing or fighting may be part of a bullying interaction, but they constitute bullying only when they take place within a relationship where the children involved perceive that there is a power differential.

Bullying actions are targeted at the victim in a purposive manner and are intended to reduce the perceived power the victim has over the situation or to intentionally harm the victim Olweus, In this report, bullying includes actions within a relationship between a dominant and a less dominant person or group see Chart 1 , where:. Communication and information technology allows for bullying to occur anywhere — while youth are at school, at home or in the community.

Cyberbullying refers to the use of information and communication technologies email, cell phones, pager text messages, internet sites, instant messaging to physically threaten, verbally harass or socially exclude an individual or group. Using these technologies to distribute damaging messages and pictures allows bullying to remain anonymous and become widespread.

For additional information on cyberbullying, visit the Canadian website: Cyberbullying. As bullying is repetitive by definition, the effects of victimization on children and youth can be quite traumatic and long-lasting. Generally, boys and girls who are victimized report symptoms of depression such as sadness, loss of interest in activities , symptoms of anxiety such as tenseness, fears, and worries , loss of self-esteem and sometimes, increased levels of aggressive behaviour.

Contrary to popular opinion, bullying does not begin and end at school. Left unchecked, a five-year-old who displays bullying behaviours will likely exhibit similar behaviours later in life. Olweus found that children who bullied in grade 6 to 9 are six times more likely to have a criminal record by the age of As adults, children who bully may display harassment in the workplace or may commit spousal, child, or senior abuse Craig and Pepler, ; Rigby, Children who bully have not learned pro-social ways to resolve their interpersonal conflicts and frustrations.

The public tends to get information on social issues from media sources rather than academic journals or research documents. The news media, both television and print, have drawn public attention to incidents of bullying.

However, the coverage can sensationalize an issue, with unintended consequences. Concern felt by parents as a result of tragic media reports can have positive effects in that it can encourage members of the community to work together to find solutions. However, public pressure can sometimes lead to quick fixes that can be harmful. For example, solutions that emphasize control over cooperation, such as school zero tolerance policies e.

In a national conference in the United States, children indicated that while popular media, such as videogames and movies, does not cause violence, it does play a role in promoting such behaviour and desensitizing its audience National Association of Attorneys General, The role of the media in educating and engaging the public on the issue of bullying is undeniable. Techniques for reporting bullying incidents, such as investigative journalism, can provide the public with a critical analysis of the issue that incorporates expert opinion and discussion.

The public needs accurate knowledge and the media is well positioned to explain the issues surrounding youth violence and bullying to the public.

Canadian researchers began collecting data in the earlys to determine the prevalence of bullying in Canadian schools. Other Canadian studies have identified bullying and victimization rates and the impact on these rates of peers and adults. As part of the NCPC study on school-based anti-bullying programs, external sources of knowledge were used including articles in academic journals, interviews with academic experts in the field, attendance at conferences on school violence and information from anti-bullying websites.

From this review, it was found that research experts both within Canada and internationally identified similar success factors for designing, implementing and evaluating school-based anti-bullying initiatives. These success factors provide context for assessing the lessons learned from NCPC project investment in this area. There is less consensus, however, on the degree of success that can be expected from an anti-bullying intervention.

Smith found that bullying is noticeably reduced within the first year of implementation in primary schools and within two or three years after implementation in secondary schools. However, not all interventions, despite their good intentions, have been effective in reducing bullying activities in school.

Research has shown that narrowly focused programs directed solely at bullies or their victims; situational deterrents e. The promising practices identified in the research provide process and how-to guidelines for successful school-based interventions; however, less information is available regarding specific content or materials Rigby, These guidelines called for a whole school approach, which is explained in detail below.

The idea behind this approach, first proposed by Olweus , is that the policy and the program reinforce each other and help communicate behavioural expectations for everyone involved in the daily activities of a school. Until now, a whole school approach has not been widely implemented in Canada Shaw, To date, the more frequent approach is to deal with individuals, primarily those who bully and those who are victimized. While this approach addresses the immediate bullying incident and the primary individuals involved, it ignores the impact of environmental factors such as the school's culture, peer and bystander influence, and family dynamics that can have a huge effect on bullying incidents.

Support and commitment must start with school board directors and continue through the entire school system to include administrators, principals, secretaries, teachers, coaches and students. The following are the two main components of a whole school approach:. The first step in a whole school approach to bullying is the creation of an anti-bullying policy or more recently a broad school safety policy.

The best anti-bullying policies also outline formative consequences that can be adapted to fit the circumstances of particular incidents that have taken place at the school. Successful implementation of a whole school policy requires the leadership of the principal and the support of teachers, students, and parents. Development of a policy typically follows four steps as described below Pellegini, ;Smith, :.

The first step in creating a policy involves conducting a school needs assessment. The main purpose of the needs assessment is to determine the basics of the issue: the who, what, when, where, why, and how. This can be accomplished through various measurement tools including surveys, questionnaires, interviews, mapping hotspots for bullying, and teacher ratings of student behaviour Lumsden, ; Sampson, For more information on, and examples of, needs assessments, please see Appendix A.

By including staff, students, and parents in the creation and implementation of anti-bullying policies, the school administrators receive valuable input from all those directly affected Pellegrini, When students feel they have contributed to the policy, they feel empowered to respect and implement it. Pepler and Craig emphasize the importance of involving students in the intervention in the early stages of developing a whole school anti-bullying policy. Inclusion of students in developing the policy can help foster a feeling of belonging and school pride.

The approved policy should be formally introduced to students, staff, and parents to ensure universal awareness of its existence and its key components. It can be launched in various ways including presentations, newsletters or poster campaigns. To help integrate the policy into regular school activities and culture, the policy requires continued promotion, support and commitment from staff, students and their parents throughout the school year. Once implemented, key groups involved in the development of the policy should provide their assessment of the policy's progress using brief surveys, questionnaires, interviews or other means to collect their comments.

This is an essential step, as a policy that has been forgotten or applied haphazardly will quickly become ineffective. A formal evaluation process conducted by a third party not directly responsible for the implementation can provide objective evidence of the effectiveness of an anti-bullying policy Smith, This evidence can provide additional incentive to continue the policy beyond the initial implementation period or to expand its application to other schools.

A whole-school initiative requires the continuous support and dedication of all involved. This includes the support of school administrators, principals, teachers, other school staff and students. The following are the main components of a wholeschool approach to school-based anti-bullying initiatives:. Once a policy has been implemented, an anti-bullying initiative designed to increase awareness, educate and ultimately change students' attitudes and behaviours, can be introduced.

Typically, approaches include both situational elements e. It is important to note that what is effective in one community will not necessarily be effective in another; the sponsors of the initiative need to ensure it addresses the local school and community needs. Deciding on the type of programming takes time and involves a number of decisions. The first decision is whether to buy an off-the-shelf program or design a customized approach to fit the school's needs and culture Footnote 4.

Pre-packaged programs often cost money and may involve ongoing costs. While they usually provide evidence of effectiveness, success in one location may not translate to another location. No matter how effective a pre-packaged program may appear, all programs require tailoring to address the particular issues and needs of a school.

The process of tailoring an intervention serves to strengthen the commitment of school staff, students, parents and other community volunteers. They can take more ownership of the process. As needs evolve, they understand when and how to change the program so it response appropriately.

Developing a new approach ensures local concerns are addressed more closely and creates a strong sense of ownership and commitment.

A customized initiative is more likely than a pre-packaged one to fit the cultural and idiosyncratic needs of the school. However, it takes more time to develop and this lead time needs to be built into the planning process. In addition, a new program will not have evidence of success prior to implementation, so evaluation of its effectiveness is essential. Interventions, unless carefully developed, can be ineffective or increase the problem.

Paterson Arts & Science Charter School

Someone does understand. That someone is me. Take my hand. I also address bullying in the workplace, hazing and university bullying , and I keynote events and speak at conferences and conventions.

Mean Girls: The Reality of Bullying

She is an award winning documentary film-maker who uses her talents to highlight the need for laws against bullying in the workplace. Guest presenter Catherine Mattice, founder and president of Civility Partners, LLC is a former human resource specialist who helps organizations end workplace bullying. She gave a mini-workshop on workplace bullying, offering practical solutions for restoring dignity in the workplace. With the support of CWA Local , the women prevailed and a complaint against the judge was issued. Click here to read the complaint. Opponents of the workplace anti- bullying legislation gave their reasons why they believe legislation is unnecessary. Friend to New Jersey public higher education and the labor community, Senator Linda Greenstein D was the special guest speaker in the late afternoon plenary session. She also is the sponsor of the Healthy Workplace Act, S and spoke about her efforts, both past and present, to get anti-bullying legislation passed in New Jersey. All anti-bullying advocates claim that defining the problem is the first step to stopping the problem.

Lenape Regional High School District

Christie in January The law was challenged several months later by two school districts before the Council on Local Mandates, claiming the law is an unfunded mandate. The revision will be posted below, shortly. The complete text of the new law is at www. The website address above provides expert, very well written and therefore very clear summaries of legal developments in all school-related areas, including bullying.

Second Chance for New Jersey to Protect Free Speech in Anti-Bullying Law

He will address the requirements of the new Anti-Bullying Law, and its impact as it pertains to school districts and their service providers. Attendees will also learn and discuss evidence-based strategies and solutions for preventing bullying while building safe, caring school communities. Some of the scheduled speakers include: Stan Davis; Christa M. Tinari, director, Peace Praxis; Dr. Margo R.

Public speaks out on Wall, NJ high school football hazing, sex assault accusations

School 9 Governors Educator of the Year Letter- Welcome Back Letter to the School Year. Schools Close at p. Thanksgiving — Schools and District Closed. Thanksgiving Recess — Schools and District Closed.

The resources identified below are presented only as a representation, and not as an exhaustive selection or review of materials available on the subject of harassment, intimidation and bullying HIB. Inclusion of these resources is not an explicit or implied endorsement of the materials or the organizations identified below, nor does it signify verification or agreement with the information contained in the materials or the positions or practices of the organizations. These resources are presented only to provide school officials with perspectives, options and contacts to assist with local decision making.

Bring unity to schools, families and communities! Suicide, Bullying, and Abuse… Make it Stop! You can be that light in someones darkness. You can be the one who partners with us to save and change lives! You can make a difference in the lives of students and families!

New Jersey has some of the toughest anti-bullying legislation in the country. Among its many provisions is the requirement that every certified educator must complete two hours of training in each PD cycle. This workshop fulfills the state requirement for 2 hours of training in each professional development cycle. David Shaman, an engaging and enthusiastic speaker, has been leading Bullying Prevention workshops since as part of his acclaimed School Peacemaker Program. He presented the new state statute, gave examples of how other schools are dealing with this problem and then engaged my staff in meaningful dialogue on ideas that we can try here in our schools. This was an in-service that was relevant and engaging, and the response from staff members was overwhelmingly positive. It offered many ideas to create a positive environment in a school setting.

Dan Occhiogrosso took a simple challenge in the seventh grade from a successful college basketball coach that changed his life forever: practice your dribbling for five minutes a day. Accepting that challenge not only helped him become an incredible ball-handler, it also led him see that he could play basketball for something bigger than himself. Through both great success and failure he simply continued to dream about using basketball to accomplish something big in the world.