Tag Archives: bullying

Is your school ready for Bill 56, Quebec’s anti-bullying legislation?

From zero-tolerance rules to restorative justice mediation circles, today’s schools handle bullying incidents in a variety of ways, not all of them effective. Some issues get resolved and some don`t. Sometimes parents, students and teachers are satisfied with outcomes, and sometimes there are lingering bad feelings, continued harassment or staff members without the appropriate resources to make a difference over the long-term.

Bill 56, Quebec’s newly adopted anti-bullying and anti-violence legislation for schools, aims to focus school anti-violence and anti-bullying plans on effective and accountable measures. Administrators are charged with preparing a detailed policy document for each school by December 31st, 2012 to describe how they will handle future bullying incidents. These documents must be shared with parents and students, and be written in accessible language. Prevention initiatives must be undertaken, school stakeholders involved. Linkages must be made with local police force and community health organizations.  And at the end of every year, an evaluation of all incidents needs to be undertaken in a report to be sent to parents.

It’s a lot of work, and many school administrators are seeking the resources and background knowledge to take this on. Since the policy documents require a detailed discussion of how different kinds of bullying incidents, involving kids at different ages and school levels, will be handled, it also presumes knowledge of best practices on this subject.

To that end, McGill University’s Office of Leadership in Community and International Initiatives (LCII, formerly CEL), in collaboration with MELS has invited me to facilitate a November 14th working session with principals and school coordinators designated with preparing these documents. Participants are invited to bring any existing policy documents, templates or working drafts and prepare to roll up their sleeves for a day of drafting, writing and rewriting the required materials. A MELS representative will be on hand to assist with the process, provide information and answer any questions.

We are looking forward to a day of collaboration and efficient, focused work on the tasks at hand. Principals or school administrators can sign up here.

Anti-bullying workshop flyer

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Sticks & Stones: Practical Strategies for Communicating with Parents About Bullying Issues

Workshop posterTeachers and school administrators consistently tell me that one of the most challenging aspects of dealing with bullying issues is communicating with parents. Parents of the bullies, for sure, but also parents of the kids who are targeted, and the kids who witness bullying events in the schoolyard, the playground or online.

Parents want what’s best for their children, of course. But sometimes this concern — and the emotions bound up with it — can interfere with proactive attempts to educate students about bullying, to give them the tools to protect themselves and stand up for others, and stop doing or saying things that are upsetting or harmful to others. Parents of kids who are aggressive to others are sometimes unable to admit to themselves that their child is being hurtful, and they tend to be very defensive and resistant when principals or teachers call them in to discuss this.

Students quickly pick up on the tension between their parents and the school, and this tends to muddy or render ineffective any anti-bullying messages that might otherwise sensitize kids to this important issue.

This one-day workshop is oriented towards developing practical strategies for school personnel involved in this kind of communication with parents. We will look at proactive, preventative communication (before anything occurs, to establish school policies and protocols, and to involve them as stakeholders), at developing sample scripts for phone calls and written communication, at negotiation strategies to get past defensiveness, anger and confusion and move everyone to consensus or acceptance. Clearly defined policies can go a long way to lessening stress and aggravation for all concerned.

Email donna.wilkinson@mcgill.ca or call her at 514-398-6961 for more information and registration forms.

 

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Sites that Misuse Bullying Facts and Figures In Lots of Wrong Ways (For the Wrong Reasons)

Sad phoneIce cream sales rise dramatically in warmer months. So do incidents of sexual assault. Therefore, we can argue that eating ice cream causes assaults, right?

Wrong. We can’t make this connection because correlation (when two variables appear to relate) doesn’t imply causation.

In this case, there’s clearly a third variable at play. In this case, that would be hot weather. We know people eat more ice cream in the summer. And we know that the rate of sexual assaults (and of domestic violence and other kinds assaults as well)  also rises during warmer weather. But there is no other plausible linkage between frozen treats and rape.

Statistics for dummies. This is covered in the first class of every intro course on statistics. And yet we regularly see numbers being twisted to prove all sorts of theories. The correlation fallacy is just one of the many ways that can happen.

What am I so worked up about? This infographic, featured on Mashable July 8th. Some of the information (such as the suicide statistics) seems quite frankly out of whack with what we know about the subject. In other cases, the information is twisted to imply causation where none can be scientifically established (such as the claim that rising Internet use has caused a rise in teen suicides when CDC data actually shows a drop since 1995). It doesn’t say anything about the ways kids have used the Internet to reach out to others in danger of attempting suicide or self-harm, or even to save someone in imminent danger.

On the whole, the infographic builds an alarming argument about bullying and teen Internet use based on spurious / or unproven connections. And like many oversimplified arguments, this one omits a lot of positive connections as well, such as the ways technology can build online support communities for isolated LGBT youth or others or offer sound, non-judgmental information about teen sexuality, mental health issues and more. There is no mention of how kids can use technology to learn animation, advocate for causes they support, or connect to others in positive ways.

A highly respected member of an online group of youth risk experts reached out to the marketing team behind this infographic and expressed her concern. Happily, she was reassured that the errors were unintentional and the infographic would be revised. We are waiting to see if and when they do this, but at the time of writing it was still featured on Mashable and almost certainly going viral. I will post the revised infographic when it is released.

Whenever someone offers inaccurate information like this, you need to wonder why. In this case, the infographic was sponsored by an online educational organization unconnected to bullying. It seems they want to benefit from click-throughs to their site by using hot search terms like cyberbullying and teens. This could be a genuinely socially responsible move if well-researched and handled in a responsible way. But it’s so frustrating to watch those with unrelated motives and social agendas trying to profit from the genuine concern parents, kids and educators have with the issue of bullying.

Another site (whose URL I refuse to post, because I don’t want to drive any traffic their way) fills their site with all sorts of ambiguous anti-bullying talk as a way to sell anti-bullying “powerbands” and concert tickets at $20 a pop. No mention is made of how the money collected will contribute to bullying prevention or awareness.

It’s so dispiriting to see how a hot social issue like bullying gets subverted to the marketing of unrelated things or gets used as a money-making initiative. This kind of profiteering goes beyond bad judgement — it also fans the flames of hysteria when clear-headed thinking is most needed.

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