Addressing Bullying & Social Aggression Student Support Services Humble ISD

1. Addressing Bullying & Social Aggression Student Support Services Humble ISD

2. Maintaining a Positive School Climate100% of the students, 100% of the time Humble ISD utilizes a 3 tiered approach in addressing social aggression on campuses. The following pyramid outlines specific interventions used to address bullying & social aggression.

3. Bullying & Social Aggression Intervention Pyramid Level 3 Interventions Classroom change, EBSP/DAEP, Campus Transfer, Behavior Facilitators • Level 2 Interventions • 1. Investigation • Disciplinary Action for Perpetrator • Personal Counseling for both the perpetrator and the victim Level 1 Interventions Making Connections Why Try Guidance Lessons Campus PBIS Be The Change Level 1 Interventions Making Connections Why Try Guidance Lessons Campus PBIS Be The Change

4. Making Connections “Life is not a destination. Life is a journey. As long as you continue the journey, you will always be a success.” ~Albert Camus

5. Humble ISD’s Guidance and Counseling Program • The guidance curriculum teaches students the skills they need to prevent, to identify, to respond to, and to seek help for acts of social aggression. • To meet this goal, every counselor will present 1 guidance lesson per grade level in each grading period.

6. Why Try? Connecting Students to opportunity, Freedom, and self-respect

7. Positive Behavior Intervention Support

8. Be the Change Addressing Bullying & Social Aggression Student Support Services Humble ISD

9. Bullying Defined Texas Education Code Definition – Section 37.0832 Bullying occurs when a student or group of students engages in written or verbal expression, expression through electronic means, or physical conduct that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated by the District that: Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property ; OR

10. Bullying Defined Is sufficiently severe, persistent, and pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student. The conduct is considered bullying if it: Exploits an imbalance of power between the student perpetrator and the student victim through written or verbal expression or physical conduct; AND Interferes with a student’s education or substantially disrupts the operation of school. -Humble ISD Board Policy

11. Humble ISD Any student who believes that he or she has experienced bullying or believes that another student has experienced bullying should immediately report the alleged acts to a teacher, counselor, principal, or other district employee. A report may be made orally or in writing.

12. How we can make a difference By working together, we can create a place that is free of relational violence. Commit to Be the Change

13. The Social Majority While some individuals bully, and others are the target of bullying, approximately 84% of a student population is in neither of these two groups. These students are the Social Majority. Data from “Gray’s Guide to Bullying”

14. Bullying • One or more individuals inflicting physical, verbal or emotional abuse on another • Types of Bullying • Physical • Verbal • Relational • Cyber Reducing Bullying & Social Aggression

15. The average bullying episode is 28 seconds If a bystander intervenes, the average drops to 7 seconds Not knowing how to respond is a common deterrent to intervening Did you know? Adapted from Michael Dreiblatt Balance Educational Services

16. “I was just kidding . . .” • Playful Teasing • Teaser and person being teased can easily swap roles • Maintain dignity • Pokes fun in lighthearted manner, meant to entertain both parties • Stops when the other person objects or becomes upset • Bullying Behavior • Imbalanced, one person has the power during the interaction • Intended to harm • Involves humiliating or cruel comments thinly disguised as jokes • Repeated and continues when the target becomes upset or says, “Stop” Adapted from Michael Dreiblatt--Balance Educational Services

17. Kids notice what adults do (response vs. no response) • Bystanders will often not respond unless they see others routinely respond • Create a school culture of collective concern and empower bystanders in 3 easy steps: 1. Stop the interaction 2. Name the behavior 3. Remind students of school expectation: Treat others with Respect! What Can We Do? Adapted from Michael Dreiblatt--Balance Educational Services

18. Non-Confrontational Communication: • “Stop that. It looked like you were trying to trip your friend. We want you to be kind to each other here at school.” • “I don’t think Matt likes having his backpack pulled. Remember we treat each other with Respect.” 3 Steps in Action • Stop the interaction • Name the behavior • Reminder of school expectation

19. Non-Confrontational Communication • Words should be…. • Short • Sweet • To the point • Serve as a reminder • Tone should be…. • Neutral • Calm • No sarcasm • Not a reprimand Adapted from Michael Dreiblatt--Balance Educational Services

20. 3 Step approach • Simple and easy to use • Could make a big difference in how our students treat each other • Utilize the 3 Steps daily in the halls, classrooms and duty stations to address hurtful taunting Be The Change • Stop the interaction • Name the behavior • Reminder of school expectation

21. Be the Change Any staff member who learns that a student may be experiencing bullying should immediately report the situation to the principal or counselor.

22. In Closing…… Encourage others to Be the Change Look for the good in others and within ourselves “Kindness is soft and subtle. It permeates everything it comes in contact with, and remains as a permanent reminder of what could and should be.” -Daphne Rose Kingma