Soft Skills and Civility Additional Training Proposal
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Bystander Intervention Handout
WHAT IS HAZING? Based on the definition provided, when does an activity cross the line into hazing? The following three components of the hazing IS... definition of hazing are key to understanding hazing: “Hazing is any activity 1. Group context | Hazing is associated with the process of joining expected of someone and maintaining membership in a group. joining or participating 2. Abusive behavior | Hazing involves behaviors and activities that in a group that are potentially humiliating and degrading, with potential to cause humiliates, degrades, physical, psychological and/or emotional harm. abuses, or endangers 3. Regardless of an individual’s willingness to participate | The “choice” to participate in a hazing activity is deceptive because it’s them regardless of a person’s willingness to usually paired with peer pressure and coercive power dynamics that (Allan & Madden, 2008) are common in the process of gaining membership in some groups. participate.” Circumstances in which pressure or coercion exist can prevent true (Allan & Madden, 2008) consent. WHAT MIGHT HAZING LOOK LIKE? • Ingestion of vile substances or concoctions • Being awakened during the night by other members • Singing or chanting by yourself or with other members of a group in public in a situation that is not a related to an event, game, or practice • Demeaning skits • Associating with specific people and not others • Enduring harsh weather conditions without appropriate clothing • Being screamed, yelled, or cursed at by other • Drinking large amounts of alcohol to the point of members getting sick or passing out • Wearing clothing that is humiliating and not part • Sexual simulations or sex acts of a uniform • Sleep deprivation • Paddling or whipping • Water intoxication • Forced swimming REMEMBER: Hazing is not necessarily defined by a list of behaviors or activities. -
Assessing the Efficacy of Analytical Definitions in Hazing Education
Assessing the Efficacy of Analytical Definitions in Hazing Education by Paul Robert Kittle, Jr. A dissertation submitted to the Graduate Faculty of Auburn University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Auburn, Alabama December 8, 2012 Keywords: hazing, definition, cognitive, extensional, analytical, bystander Copyright 2012 by Paul Robert Kittle, Jr. Approved by David C. DiRamio, Chair, Associate Professor of Educational Foundations, Leadership and Technology James E. Witte, Professor of Educational Foundations, Leadership and Technology Maria Witte, Associate Professor of Educational Foundations, Leadership and Technology Abstract Hazing is a problem that persists on college campuses and in high schools. According to Nuwer (2011) between 1970 and 2006, there was at least one hazing-related death each year on a college campus. Hazing education and prevention programs, such as speaker series, anti-hazing marketing campaigns, policy enforcement efforts, and sanctioning, which are frequently grounded in an extensional definition of hazing, have been present on college campuses for the past 20 years, yet the incidents of hazing are on the rise (Ellsworth, 2006; Nuwer, 2004). The literature repeatedly states that, due to the lack of a common definition, awareness and prevention efforts are often unsuccessful at increasing students’ awareness of hazing activities or reducing the likelihood that hazing activities will occur (Allan & Madden, 2008; Ellsworth, 2006; Hollmann, 2002; Shaw, 1992; Smith, 2009). Allan and Madden (2008) found that 91 percent of students who have experienced hazing do not identify themselves as being hazed. The purpose of this study was to investigate whether or not there were differences in students’ ability to identify hazing activities after treatment which consisted of reading either an extensional or analytical definition of hazing. -
January 16, 1989
tressing: Classes, activities get to students 14 THURSDAY, JANUARY 19, 1989 JAMES MADISON UNIVERSITY VOL. 66 NO. 30 Sprint splash 'Scream' JMU population is getting too big By Wendy Warren staff writer A group of JMU students, angry about what they say is a threat to the university's identity, plans to fight what they consider uncontrolled enrollment growth. The Student Committee to Review Enrollment at Madison (Scream) wants to keep enrollment at a level JMU can handle, said founder Stephan Fogleman, who also is secretary of the Student Government Association. "The reason I chose JMU was that it was not too big and not too small," Fogleman said. "But [JMU] is real close to losing that attractive feature." The overcrowded conditions have made JMU impersonal, and "almost like a corporation now," he said. Scream's members consist of JMU sophomores and freshmen who are active in the Student Government Association, since "these arc the people who will Staff photo by LAWRENCE JACKSON have to deal with the enrollment issues," Fogleman A runner treks along JMU's rain-streaked track Sunday afternoon. said. Most seniors who are active in campus politics are too busy to solve JMU's long-term problems, he said. "It's what will happen over the next four years Students vary on hazing views that worries me." Within the next week, the group will circulate a petition against increasing JMU's current enrollment, By Rob Morano presented to about 45 greek organizations nationwide, assistant editorial editor he attempts to define hazing and its dangers. Fogleman said. -
Toxic Leadership and Voluntary Employee Turnover: a Critical Incident Study
Toxic Leadership and Voluntary Employee Turnover: A Critical Incident Study By Richard P. March III B.A. in German, May 2002, Franklin & Marshall College M.A. in German and Second Language Acquisition, May, 2005, Georgetown University A Dissertation Submitted to The Faculty of The Graduate School of Education and Human Development of The George Washington University in partial fulfillment of the requirements for the degree of Doctor of Education May 17, 2015 Dissertation Directed by Neal Chalofsky Associate Professor of Human and Organizational Learning The Graduate School of Education and Human Development of The George Washington University certifies that Richard P. March III has passed the Final Examination for the degree of Doctor of Education as of February 24, 2015. This is the final and approved form of the dissertation. Toxic Leadership and Voluntary Employee Turnover: A Critical Incident Study Richard P. March III Dissertation Research Committee Neal Chalofsky, Associate Professor of Human and Organizational Learning, Dissertation Director Maria Cseh, Associate Professor of Human and Organizational Learning, Committee Member Thomas Reio, Professor of Adult Education and Human Resource Development, Florida International University, Committee Member ii © Copyright 2015 by Richard P. March III. All rights reserved. iii Abstract of Dissertation Toxic Leadership and Voluntary Employee Turnover: A Critical Incident Study Contributing to the burgeoning corpus of literature examining the deleterious impacts of toxic leadership upon employees and organizations, the present study utilizes 15 study participants’ reported critical incidents of toxic leader targeting to conceptualize and to narrate the relationship between toxic targeting and voluntary employee turnover. The study found evidence to support a direct link between toxic targeting and voluntary employee turnover and reports the categories of leader characteristics study participants’ identified as toxic. -
PRESENTATION at TOWN HALL MEETING May 29, 2019 What
PRESENTATION AT TOWN HALL MEETING May 29, 2019 What follows are notes of the presentation made by Mr. Sandler on behalf of the SMCS Respect and Culture Review Committee at the opening of the town hall meeting on May 29, 2019. My name is Mark Sandler. I am the Chair of the SMCS Respect and Culture Review Committee. The other committee members are also here tonight. Dr. Debra Pepler is a Distinguished Research Professor of Psychology at York University, best known for her ongoing research on aggression, bullying and victimization involving children and adolescents. Priti Sachdeva is former legal counsel at the Office of the Children’s Lawyer whose practice focused on areas of law affecting children and other vulnerable people. Bruce Rodrigues is a former Deputy Minister of Education who has experience as a Director of Education for the Toronto Catholic District School Board, a teacher, principal and coach at the secondary school and university level I have been a lawyer for almost 40 years, serving as counsel on over 20 systemic reviews or public inquiries including two involving misconduct at schools and the development of best practices in the public and private school systems. Scott Bergman, counsel to the Committee, a highly experienced lawyer, and Naz Jaswal, our firm’s articling student are also present. Naz has contacted a number of you in connection with interviews we have conducted. 1 Thank you all for joining us tonight. It shows a deep commitment on the part of the St Michael’s community to the school and its success. And most importantly, to the undeniable goal of ensuring that students thrive in a safe and nurturing environment. -
The Workplace Bullying Institute Guide to American Union Action on Abusive Conduct Gary Namie, Phd Member UAW Local 1981, AFL-CIO
1 The Workplace Bullying Institute Guide to American Union Action on Abusive Conduct Gary Namie, PhD Member UAW Local 1981, AFL-CIO December 2015 WBI defines workplace bullying as: Repeated, health-harming mistreatment by one or more people of an employee: abusive conduct which takes the form of verbal abuse, threats, intimidation, humiliation, sabotage of work, or some combination of one or more forms. According to the scientific 2014 WBI U.S. Workplace Bullying Survey, 27% of all adult Americans have directly experienced bullying (7% currently), 21% witness it. Thus 48% are affected by it – 65 million workers! It’s an epidemic. Abusive conduct is also known as workplace bullying, mobbing, psychological violence, psychological harassment, lateral violence, emotional abuse, social misery and psychological terrorization. Employers prefer the euphemisms incivility and disrespect. Only one in five cases of bullying are eligible for complaints based on anti-discrimination laws or employer policies. At this time, no U.S. state has enacted legislation to make abusive conduct actionable. Bullying is the dominant stressor in a toxic workplace. Bullying, a personalized form of assault, causes: twice the rate of suicidal ideation compared to rate in non-bullied members, debilitating anxiety, clinical depression, PTSD or trauma-like symptoms, life-threatening cardiovascular and gastrointestinal diseases, compromise to the immune system, musculoskeletal problems, chemical brain changes that impair memory and regulation of emotions, and accelerated aging from chromosomal damage. Bullying/abusive conduct is an occupational health hazard. Because of bullying’s adverse impact on worker health and safety, personal dignity, well being, and right to perform without oppression by others, it is a Union concern. -
Federal Disability Discrimination Law and the Toxic Workplace
Santa Clara Law Review Volume 51 | Number 2 Article 3 1-1-2011 Federal Disability Discrimination Law and the Toxic Workplace: A Critique of ADA and Section 504 Case Law Addressing Impairments Caused or Exacerbated by the Work Environment John E. Rumel Follow this and additional works at: http://digitalcommons.law.scu.edu/lawreview Part of the Law Commons Recommended Citation John E. Rumel, Federal Disability Discrimination Law and the Toxic Workplace: A Critique of ADA and Section 504 Case Law Addressing Impairments Caused or Exacerbated by the Work Environment, 51 Santa Clara L. Rev. 515 (2011). Available at: http://digitalcommons.law.scu.edu/lawreview/vol51/iss2/3 This Article is brought to you for free and open access by the Journals at Santa Clara Law Digital Commons. It has been accepted for inclusion in Santa Clara Law Review by an authorized administrator of Santa Clara Law Digital Commons. For more information, please contact [email protected]. FEDERAL DISABILITY DISCRIMINATION LAW AND THE TOXIC WORKPLACE: A CRITIQUE OF ADA AND SECTION 504 CASE LAW ADDRESSING IMPAIRMENTS CAUSED OR EXACERBATED BY THE WORK ENVIRONMENT John E. Rumel* INTRODUCTION Work and the workplace itself have long been recognized as conferring important benefits on workers and society at large.' For workers, work provides a source of income and may provide a sense of self-worth and fulfillment, and the workplace itself may be a source of community.2 For society, full or maximized employment provides a source of social stability and control, and also fuels the economy.3 Congress * Adjunct Professor of Law, University of Idaho College of Law, and General Counsel, Idaho Education Association; formerly Visiting Assistant and Visiting Associate Professor of Law, Santa Clara University School of Law; J.D., 1981, University of California, Hastings College of the Law; B.A., 1977, University of California, Santa Cruz. -
Kindness Is Powerful. It Is More Powerful Than Hazing…It Is the Very Essence of Inclusion. and It Will Defeat Anti-Greek Se
“Kindness is powerful. It is more powerful than hazing…it is the very essence of inclusion. And it will defeat anti-greek sentiment.” - Fraternity President Kimberlee Di Fede Sullivan, Pepperdine OUR KIND OF KIND DOES NOT HAZE This resource was created to promote dialogue and encourage action in the area of hazing prevention. Collegiate members and advisors can review this document and use it to analyze the actions and behaviors in their chapter. Chapters are encouraged to share this resource with members before or after implementing a hazing prevention peer-led module to enhance their conversations about hazing. DEFINING HAZING In our policies, kindness is clear. Tri Delta has a zero-tolerance policy against hazing. Hazing may be the least kind thing you can do to another human being – let alone a brother or sister. Hazing is defined by the Fraternity as any action which may be interpreted as producing, in any member, new member or other individual, mental or physical discomfort, embarrassment, harassment or ridicule; or as any activity which sets members, new members or any other individuals apart from other members or from the chapter without a constructive purpose. Encouraging, coordinating and/or participating in a hazing activity, being a bystander and/or being subjected to hazing is prohibited regardless of location (on or off campus) and regardless of timing (e.g., during an academic term, during host institution closure for holiday or recess, etc.). RECOGNIZING HAZING We often hear hazing defined as extreme behaviors that we would not want to be associated with such as: • Physical violence • Binge drinking • Emotional or psychological abuse • Pranks • Illegal or harmful activities However, hazing is more than just a list of harmful behaviors. -
Workplace Bullying and Harassment
Law and Policy Remedies for Workplace Bullying in Higher Education: An Update and Further Developments in the Law and Policy John Dayton, J.D., Ed. D.* A dark and not so well kept secret lurks the halls of higher education institutions. Even among people who should certainly know better than to tolerate such abuse, personnel misconduct in the form of workplace bullying remains a serious but largely neglected problem.1 A problem so serious it can devastate academic programs and the people in them. If allowed to maraud unchecked, workplace bullies can poison the office culture; shut down progress and productivity; drive off the most promising and productive people; and make the workplace increasingly toxic for everyone who remains in the bully dominated environment.2 A toxic workplace can even turn deadly when stress begins to take its all too predictable toll on victims’ mental and physical health, or interpersonal stress leads to acts of violence.3 Higher education institutions are especially vulnerable to some of the most toxic forms of workplace bullying. When workplace bullies are tenured professors they can become like bullying zombies seemingly invulnerable to efforts to stop them while faculty, staff, students, and even university administrators run for cover apparently unable or unwilling to do anything about the loose-cannons that threaten to sink them all. This article examines the problem of workplace bullying in higher education; reviews possible remedies; and makes suggestions for law and policy reforms to more effectively address this very serious but too often tolerated problem in higher education. * This article is dedicated to the memory of Anne Proffitt Dupre, Co-Director of the Education Law Consortium, Professor of Law, Law Clerk for the U.S. -
Examples of Hazing Divided Into Three Categories: Subtle, Harassment, and Violent
The following are some examples of hazing divided into three categories: subtle, harassment, and violent. It is impossible to list all possible hazing behaviors because many are context-specific. While this is not an all-inclusive list, it provides some common examples of hazing traditions. More Examples. A. SUBTLE HAZING : Behaviors that emphasize a power imbalance between new members/rookies and other members of the group or team. Termed “subtle hazing” because these types of hazing are often taken-for-granted or accepted as “harmless” or meaningless. Subtle hazing typically involves activities or attitudes that breach reasonable standards of mutual respect and place new members/rookies on the receiving end of ridicule, embarrassment, and/or humiliation tactics. New members/rookies often feel the need to endure subtle hazing to feel like part of the group or team. (Some types of subtle hazing may also be considered harassment hazing). Some Examples: • Deception • Assigning demerits • Silence periods with implied threats for violation • Deprivation of privileges granted to other members • Requiring new members/rookies to perform duties not assigned to other members • Socially isolating new members/rookies • Line-ups and Drills/Tests on meaningless information • Name calling • Requiring new members/rookies to refer to other members with titles (e.g. “Mr.,” “Miss”) while they are identified with demeaning terms • Expecting certain items to always be in one's possession B. HARASSMENT HAZING : Behaviors that cause emotional anguish or physical discomfort in order to feel like part of the group. Harassment hazing confuses, frustrates, and causes undue stress for new members/rookies. (Some types of harassment hazing can also be considered violent hazing). -
Code of Virginia § 18.2-56. Hazing Unlawful; Civil and Criminal Liability; Duty of School, Etc., Officials; Penalty
Code of Virginia § 18.2-56. Hazing unlawful; civil and criminal liability; duty of school, etc., officials; penalty. 1. “It shall be unlawful to haze so as to cause bodily injury, any student at any school, college, or university. Any person found guilty thereof shall be guilty of a Class 1 misdemeanor. Any person receiving bodily injury by hazing shall have a right to sue, civilly, the person or persons guilty thereof, whether adults or infants. The president or other presiding official of any school, college or university receiving appropriations from the state treasury shall, upon satisfactory proof of the guilt of any student hazing another student, sanction and discipline such student in accordance with the institution's policies and procedures. The institution's policies and procedures shall provide for expulsions or other appropriate discipline based on the facts and circumstances of each case and shall be consistent with the model policies established by the Department of Education or the State Council of Higher Education for Virginia, as applicable. The president or other presiding official of any school, college or university receiving appropriations from the state treasury shall report hazing which causes bodily injury to the attorney for the Commonwealth of the county or city in which such school, college or university is, who shall take such action as he deems appropriate. For the purposes of this section, ‘hazing’ means to recklessly or intentionally endanger the health or safety of a student or students or to inflict bodily injury on a student or students in connection with or for the purpose of initiation, admission into or affiliation with or as a condition for continued membership in a club, organization, association, Model Policy Regarding the Prevention of and Appropriate Disciplinary Action for Hazing at Virginia’s Institutions of Higher Education fraternity, sorority, or student body regardless of whether the student or students so endangered or injured participated voluntarily in the relevant activity.” 2. -
2019-20 New Student Handbook
2019-20 New Student Handbook Welcome to TU! First-year TU students, welcome Our goal as True Blue TU community members is foster to The University of Tulsa! We acceptance and inclusion and empower each student to are thrilled to have you on succeed. The TU faculty and staff are committed to our campus. Your first year at TU is campus, our community and our world. We can’t wait a time to explore the exciting to see a how your talent and determination improve opportunities available to new these spaces. students. Engagement is a huge part of your college experience, I invite you to find your own True Blue identity as a and I encourage you to find your fit among our diverse valued member of the TU family. I look forward to student body. seeing you around campus. Have a great year! Now is the time to engage in the university community Sincerely, to discover the true you. Participate in campus activities and make sure to care for yourself – both physically and mentally – and watch out for your friends, too. With new freedoms come new responsibilities, so make good Gerard P. Clancy, M.D. choices and support one another. President 1 Student handbook TU19155.indd 1 7/23/19 10:28 AM Founded in 1894, The University of Tulsa is a private, independent, support and psychological counseling. First-year students will be doctoral-degree-granting institution whose mission reflects these matched with student success coaches, and upperclassmen can core values: excellence in scholarship, dedication to free inquiry, enjoy mentoring and networking opportunities thanks to our integrity of character and commitment to humanity.