What Is 'Workplace Bullying'

Total Page:16

File Type:pdf, Size:1020Kb

What Is 'Workplace Bullying' ‘The Boy In The Photograph’ ANTI-BULLYING PRESENTATION PERFORMED BY ROB HIGGS ‘The Boy In The Photograph’ is inspired by my own experiences... AM I BEING BULLIED? Several Times On Purpose The ‘Victim State’ FEAR SHAME SELF- BULLYING Strategies To Help Yourself If You Are Ever Bullied… Smash The Silence: Tell Someone & Report It Immediately. Allow Others To Support You. Keep A Diary. Collect Evidence. Build Confidence & Self-Esteem through Personal Challenge. Acknowledge your emotions. It’s OK To Feel Angry or Scared. Release the energy in a therapeutic way: Writing Performing Creating https://www.childline.org.u k/toolbox/art-box/ ‘BANTER’ vs ‘BULLYING’ http://www.telegraph.c o.uk/news/uknews/defe nce/11844639/Army- must-not-lose-banter-in- harassment- crackdown.html ROLEPLAY LOSER YOUR MUM.. UGLY WEIRDO THICK FREAK FAT I DON’T LIKE YOU. Creative Exercise Idea 1: Deflect With Humour Idea 2: Broken Record: “I don’t lose all the time” “Whatever, whatever, whatever” “Clearly not” or “That’s not true” “Thanks!..Thanks!..Thanks!..” “I’m pretty clever actually” “Blah, blah, blah..” “Thanks so much for telling me that.” Idea 3: Direct Question: “Everyone’s a bit weird. It’s a weird world.” “Is this banter or bullying?” “Great banter” “Why are you saying that?” “#Drama” or “#Banter” “What do you mean by that?” “Oh well” or “I don’t need you to like me” Idea 4: Use an ‘I Feel..’ Statement: “My Mum’s great, thanks for asking.” “You can’t talk to me like that.” “I’m just going to write that “You keep saying that…..and it down…and then not care.” makes me feel like…….” Top Tips.. Find ‘Presence’ Retain Composure. TCUP! Prepare & Practise Answers Until They Become Automatic. Practise With ‘Trigger’ words To Remove Their Power. RE-FRAME & TAKE POSITIVE ACTION. #DontSayDontSend Kidscape Campaign Would I say it to someone’s face? Will I feel differently later? – Don’t post when you are emotional! Will my post reflect positively on me? Can this be interpreted differently? Am I being kind? Is it really private? Do I have permission to share? Would I like me? Is it legal? Download a copy from https://www.kidscape.org.uk/w hat-we-do/resources/ If You Feel YOU Are Bullying Someone.. Identify the Reason: The • Make a genuine apology first step is admitting that Delete upsetting posts, what you are doing is tweets or retract hurting another person. It comments you’ve made. could help to talk to someone. • Learn and Move on • Find a new way to gain • Don’t dwell on mistakes or respect and feel good be defined by them. about yourself. Get people • Work on: Empathy, to like you for who you are. Respect, Impulse Control. Not because of bullying. • Source: Childline. • Be the one to make a stand Talk to others involved and encourage them to stop. It only takes one person to start making a big change. The Bystander Revolution What is ‘Workplace Bullying’ ? “Offensive, intimidating, malicious or insulting behaviour, an abuse or misuse of power through means that undermine, humiliate, denigrate or injure the person being bullied” Acas, [Advisory, Conciliation & Arbitration Service.] Workplace Bullying Being constantly criticised, having duties and responsibility taken away without good reason. Shouting, aggressive behaviour or threats. Being put down or made to feel like the butt of the jokes. Being persistently picked on in front of others or in private. Being constantly ignored, victimised and excluded regularly. Constantly mocking and attacking members of staff. Spreading malicious rumours about members of staff. Misuse of power or position to make someone feel uncomfortable or victimised. Making threats about job security without any basis or substance. Blocking promotion or progress within the workplace. TACKLING WORKPLACE BULLYING Regain Control – “Recognise what is happening to you as bullying - it is the bully who has the problem, which he or she is projecting on to you. Criticisms and allegations, which are ostensibly about you or your performance and which sometimes contain a grain (but only a grain) of truth, are not about you or your performance. Do not be fooled by that grain of truth into believing the criticisms and allegations have any validity - they do not. The purpose of criticism is control; it has nothing to do with performance enhancement.” Tim Field, BullyOnline.org TACKLING WORKPLACE BULLYING Take Action: “Keep a log (journal, diary) of everything - it's not each incident that counts, it's the number, regularity and especially the patterns that reveal bullying. The bully can explain individual incidents but cannot explain away the pattern. It's the pattern which reveals intent.” Tim Field, BullyOnline.org • Taking action means speaking out, but not necessarily confronting the bully directly. • Seek advice and support from your HR department, your health and safety or welfare officers, or your union representative. • Find out if your employer has a policy on bullying and harassment, and what their grievance procedure is. • Protect your Mental Health: Seek support from friends and colleagues. • Avoid situations where you are alone with the bully. • Leave Your Job Support For Workplace Bullying https://www.theguardian.com/careers/2017/mar/ 29/bullying-at-work-your-legal-rights Free Advice from BullyingUK www.bullying.co.uk Twitter: @bullyinguk www.mind.org.uk The Tim Field Foundation: http://timfieldfoundation.org/ www.BullyOnline.org www.acas.org.uk Bystanders Are Powerful “In schools where it is perceived that it is solely the teachers’ responsibility to stop bullying, pupils expected each other to do nothing. Unfortunately ‘doing nothing’ is seen as supporting bullying by the bully and the bullied.” Anti-Bullying Alliance Bystander Behaviours ASSISTANTS – actively support the bully. RE-INFORCERS – do not attack but support the bully by laughing along & providing an audience. OUTSIDERS – passive bystanders. DEFENDERS – actively support those targeted and challenge bullying. Things You Can Do As A Bystander Tell the person or people doing the Be a Defender! bullying to stop doing it (but only if Choose not to watch or laugh this feels safe to do.) along or provide an audience. Speak up for someone if they are Empower the person being struggling or teach them the skills bullied. Be friendly to them. you’ve learned. Tell the person being bullied that Acknowledge what you have seen. you don’t like the bullying. Ask Write supportive comments them if you can do anything (e.g This may help them feel like they tell someone or go with them to aren't so alone when other people tell someone.) • are posting negative messages. Report what you have seen to School. “I believe entire organizations can be brought down by just one energy sapper who is not confronted and sorted out soon as you are aware of the problem.” Sir Clive Woodward Energy Sappers Sap. Deplete, devitalize, drain, erode, exhaust, undermine, weaken, wear down. Energisers Energy. Drive, efficiency, exertion, fire, force, intensity, power, spirit, stamina, strength. Where To Find Support… www.childnet.com – ‘Childnet Hub’ – videos and guides that teach you to stay safe online. www.thinkuknow.co.uk – Advice plus ‘Report Abuse’ button. Twitter: @CEOPUK www.kidscape.org.uk – Training courses and free advice online or Twitter: @Kidscape. www.childline.org.uk - Advice online, phone 0800 1111 (open 24/7) or use Childline App. www.anti-bullyingalliance.org.uk – Advice, Current Research and Case Studies. Twitter: @ABAonline. Thank you! Follow on Twitter @Higgs_Rob or visit online at www.roberthiggs.co.uk .
Recommended publications
  • Why My Child? a Guide for Parents of Children Who Have Been Sexually Abused
    Why my child? A guide for parents of children who have been sexually abused CONTENTS Introduction 4 What is Child Sexual Abuse? 4 Children’s Reactions 5 Behaviour Changes 6 Dealing With The Police 6 Parents’ Feelings 7 Incest 8 What If You Were Sexually Abused? 9 Your Feelings Are Natural 9 What About Your Family? 9 Whose Fault Is It? 10 Why Didn’t My Child Tell? 11 When a Child Tells - 12 Ways to Respond What Should We Say to Everyone? 13 How Can I Help My Child? 14 Take Care of Yourself 16 Teaching Personal Safety Skills 17 What if my Child is Sexually 18 Provocative with another Child? Commonly Asked Questions 20-21 Questions That Children Ask 21-22 Helpful Organisations 23 INTRODUCTION challenges, but with the help of this guide, other resources, and the support of those The sexual abuse of your child can unleash you turn to - family, professionals, self-help one of the most difficult crises you and groups - you will survive. What is more, your your family will ever encounter. Besides the child can go on to lead a happy, productive stress of negotiating the criminal justice life. It will take time and effort, but the work system, helping your child, and supporting is worth it. your family, can create nearly unbearable pressure, and you may feel you don’t know WHat IS CHILD SEXUAL ABUSE? where to turn. Your child could be displaying Child sexual abuse is any sexual exploitation a bundle of contradictory behaviours, and of a child under the age of sixteen for the be full of confused emotions - angry one sexual pleasure or profit of an adult or much moment, withdrawn the next.
    [Show full text]
  • A Sheffield Hallam University Thesis
    Taboo : why are real-life British serial killers rarely represented on film? EARNSHAW, Antony Robert Available from the Sheffield Hallam University Research Archive (SHURA) at: http://shura.shu.ac.uk/20984/ A Sheffield Hallam University thesis This thesis is protected by copyright which belongs to the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. Please visit http://shura.shu.ac.uk/20984/ and http://shura.shu.ac.uk/information.html for further details about copyright and re-use permissions. Taboo: Why are Real-Life British Serial Killers Rarely Represented on Film? Antony Robert Earnshaw Sheffield Hallam University MA English by Research September 2017 1 Abstract This thesis assesses changing British attitudes to the dramatisation of crimes committed by domestic serial killers and highlights the dearth of films made in this country on this subject. It discusses the notion of taboos and, using empirical and historical research, illustrates how filmmakers’ attempts to initiate productions have been vetoed by social, cultural and political sensitivities. Comparisons are drawn between the prevalence of such product in the United States and its uncommonness in Britain, emphasising the issues around the importing of similar foreign material for exhibition on British cinema screens and the importance of geographic distance to notions of appropriateness. The influence of the British Board of Film Classification (BBFC) is evaluated. This includes a focus on how a central BBFC policy – the so- called 30-year rule of refusing to classify dramatisations of ‘recent’ cases of factual crime – was scrapped and replaced with a case-by-case consideration that allowed for the accommodation of a specific film championing a message of tolerance.
    [Show full text]
  • Helping Bullied Children to Thrive
    Annual Review 2013 Helping bullied children to thrive We all need the right conditions to thrive Every one of the past four years that I have been Director of Kidscape has brought its challenges and successes, as well as It’s hard to flourish in an environment that feels unsafe or inspiring and humbling examples of young people transforming threatening. That’s why Kidscape helps children and young people their lives and growing into the people that they want to be. It has to challenge abuse and bullying in all its forms. been heartening to see so many parents developing new skills to We champion the anti-bullying message in the media and with help their children with issues around bullying, and taking these government, and we train teachers and other professionals who skills back into their own communities. We have also seen a work with children all over the UK and around the world to spot significant number of professionals not only passing on Kidscape the warning signs and help prevent abuse and bullying. Most strategies, but also hope, courage and determination, which form importantly of all, we work directly with families who have been the real seeds of change. affected by bullying. By offering them support, expert advice and practical life-skills, we give them the tools they need to grow and thrive. It’s vital work that can save lives. Read on to find out how we do it, why we need more funding and what you can do to help. Kidscape trainers also delivered ! ! ! ! ! ! ! ! ! ! ! ! a range of anti-bullying and ! ! ! ! ! ! ! ! ! ! ! ! child protection sessions to ! ! ! ! ! ! ! ! ! ! ! ! over 17,000 professionals and ! ! ! ! ! ! ! ! ! ! ! ! approximately 3000 young people during the year under ! ! ! ! ! ! ! ! ! ! ! ! review.
    [Show full text]
  • Effects of Bullying on the Individual.Pdf
    BULLYING: A TEACHER’S PERSPECTIVE YVES LOYER SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION NIPISSING UNIVERSITY SCHULICH SCHOOL OF EDUCATION NORTH BAY, ONTARIO ÓYves Loyer June 2017 Abstract The purpose of this qualitative research study was to explore the effects of bullying in the classroom from a teacher perspective. Based on a sampling of 5 teachers from across experience levels and genders, in-depth interviews were conducted with a General Schedule of Interview Questions to obtain these teacher perspectives about bullying. While analyzing the data, 5 key themes and 3 subthemes were discovered and exposited. The study concludes with some suggestions from myself and the researcher data about how principals, parents, teachers and students can help address the topic of bullying from an open and understanding perspective. v Acknowledgements THE LORD JESUS CHRIST For giving me the grace, skills, and patience to do this work. MY LOVELY WIFE For being with me and supporting me through this difficult process. MY MOTHER For giving me life and nurturing me all these years. MY FATHER For giving me a good work ethic and strong values. TO MY RESEARCH SUPERVISOR For your unabated wisdom and patience within this process. TO MY STUDY PARTICIPANTS JANET, STEWART, NELLY, SARA, AND REBECCA Thanks for the time that you put aside for this study. TO MY FUTURE LITTLE GIRL This was for you my little one. “There is nothing impossible to him who will try.” Alexander the Great vi Table of Contents Page Abstract iv
    [Show full text]
  • By ALLAN L. BEANE, PH.D. Author, the Bully Free Classroom™ Website
    by ALLAN L. BEANE, PH.D. Author, The Bully Free Classroomä Website: www.bullyfree.com Copyright October 29, 2003, Allan L. Beane, Ph.D. DEDICATION This book is dedicated to our son, Curtis Allan Beane, who was bullied in seventh grade and high school. It is also dedicated to our granddaughters, Emily Grace Turner and Sarah Gail Turner. Emily was born on the first anniversary of Curtis’ death. She and Sarah have brought light into our darkness. I hope this book, and those who use it, will bring light into the darkness of children who are mistreated. ACKNOWLEDGMENTS Grateful thanks are offered to everyone who has helped by providing advice, information, and comments during the preparation of this book. Special acknowledgement and thanks are due to Linda Beane for her desktop publishing knowledge and skills. Special acknowledgement and thanks are due to Darlene Gibson for her editing knowledge and skills. Some of the material in this book is reproduced from and/or based on The Bully Free Classroomä: Over 100 Tips and Strategies for Teachers K8 by Allan L. Beane, Ph.D. Ó 1999. Material is used with permission from Free Spirit Publishing Inc., Minneapolis, MN; 1­866­703­7322; www.freespirit.com. All rights reserved. TABLE OF CONTENTS Dedication Acknowledgements Preface INTRODUCTION AND PURPOSE...............................................................................................4 WHAT IS THE NATURE OF BULLYING? .................................................................................5 Fact Sheet # 1: What is bullying? Fact
    [Show full text]
  • Anti-Bullying Programmes 1
    • Anti -bullying Programmes Toolkit technical report Hannah Gaffney, David P. Farrington and Howard White June 2021 YEF Toolkit Technical Report | Anti-bullying Programmes 1 This report is produced in collaboration with staff from the Campbell Collaboration Secretariat. It is a derivative product, which summarises information from Campbell systematic reviews, and other reviews, to support evidence-informed decision making’. 2 InsertYEF Toolkit project Technical title | Pilot Report study | Anti -bullying Programmes Abstract/Plain Language summary In England and Wales, bullying is defined as: “Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally” (DFE, 2017) and occurs where there is a distinct power imbalance between bullies and victims. This report focuses on knowledge about preventing bullying perpetration, because of the link between perpetration and later offending. Bullying is a serious problem. The prevalence of bullying varies according to its definition, the sample, the time period enquired about, etc. According to the DFE (2018), 17% of young people aged 10-15 in England were bullied in a way that made them frightened or upset, in the previous 12 months. Most anti-bullying programmes include several intervention components that are implemented across the school system, targeting the individuals involved in bullying, the peer group, teachers, school staff, parents and the wider community. The most widely used programmes are the Olweus Bullying Prevention programme (OBPP) from Norway, KiVa from Finland, ViSC from Austria and NoTrap! from Italy (Gaffney et al., 2019b). In general, anti-bullying interventions reduce bullying. The observed effect size of 0.153 corresponds to an approximate 19% reduction in bullying.
    [Show full text]
  • Bullying and Victimization: Cause for Concern for Both Families and Schools
    Social Psychology of Education 7: 35–54, 2004. 35 © 2004 Kluwer Academic Publishers. Printed in the Netherlands. Bullying and victimization: cause for concern for both families and schools ELIZA AHMED∗ and VALERIE BRAITHWAITE Research School of Social Sciences, Australian National University, Canberra, ACT 0200, Australia Abstract. This study examines the roles of family variables (authoritarian and authoritative parent- ing, family disharmony) and school variables (liking school, perceived control of bullying and school hassles) in discriminating non-bully/non-victims, victims and bullies. Participants were parents and their children aged 9–12 years (N = 610). Data were analyzed using ANOVA and discriminant function analysis (DFA). Two significant functions emerged, both of which appeared important in discriminating children according to their bullying status. Together they allowed for the correct classification of 76% of the non-bully/non-victims, 57% of victims, and 61% of bullies. The main conclusion is that family and school systems working together may provide the most effective means of intervention for bullying problems. 1. Introduction School bullying is widely regarded as a serious personal, social and educational problem which affects a substantial portion of school children. Not only does bullying cause harm and distress to the children who are bullied (Besag, 1989; Farrington, 1993; Rigby, 1996), it also inflicts emotional and developmental scars that can persist into adolescence and beyond (Kochenderfer & Ladd, 1996). Vic- tims of bullying are not the only ones who are adversely affected. Children who bully others enjoy exercising power and status over victims (Besag, 1989) and fail to develop empathy for others (Rigby, 1996).
    [Show full text]
  • Useful Anti-Bullying Websites and Organisations
    Useful Anti-Bullying Websites and Organisations Actionwork Actionwork organises anti-bullying tours and events all over the UK including the Annual National anti www.actionwork.com Bullying Roadshow and anti-bullying creative sessions throughout the UK Anti-Bullying The new Network will have the following objectives: to support anti-bullying work in schools; to operate www.antibullying.net Network a website providing information about bullying and how it can be tackled; to research and develop effective strategies to address the verbal, psychological and physical harassment and violence called bullying; to promote research into bullying and support work seeking to reduce bullying; and to operate an anti-bullying service which will include the provision of training, publications and consultancy services. Anti-Bullying The Anti-Bullying Alliance (ABA) was founded by NSPCC and National Children's Bureau in 2002. The www.anti- Alliance Alliance brings together 65 organisations into one network with the aim of reducing bullying and bullyingalliance.org creating safer environments in which children and young people can live, grow, play and learn. Beatbullying Beatbullying is the UK first children's charity to devise anti-bullying strategies for young people by www.beatbullying.org young people. They strongly believe that young people have the ability to shape society - a society in which bullying is unacceptable. BullyingUK Bullying UK is the new name for the award-winning charity Bullying Online which was founded in 1999 www.bullying.co.uk by journalist Liz Carnell from Harrogate and her son John, as a direct result of their experience of dealing with school bullying, which included taking successful legal action against an education authority.
    [Show full text]
  • Students) Protocol
    ANTI-BULLYING (STUDENTS) PROTOCOL Purpose of Protocol The intention of the school is to develop a culture where bullying of any form is not tolerated, and where it occurs, it is dealt with swiftly and effectively. The key principles and values underpinning this intent is that all staff and students have a right to feel safe and secure within our community, and that we meet the expectations of other stakeholders, including parents and carers, in ensuring that the school effectively deals with bullying situations. The designated member of staff with overall responsibility for ‘Freedom from Bullying’ will be the Assistant Principal (Attendance and Behaviour), although all staff have a role to play in ensuring that students feel safe and secure. Definition of Bullying Bullying is repeated behaviour which makes other people feel uncomfortable or threatened whether this is intended or not. There are different sorts of bullying, but the seven main types are: Emotional – being unfriendly, excluding, tormenting, spreading rumours, looks and gestures. Physical – hitting, kicking, taking or hiding belongings, including money. Sexual – unwanted physical contact or unwelcome gender-related comments. Verbal – name calling, teasing, insulting, writing unkind notes or graffiti Homophobic – name calling, teasing, taunts in relation to sexual orientation Racial – name calling, teasing, taunts in relation to ethnic background gestures, taunts, graffiti, physical violence, mocking in relation to ethnic background; this can also be of a religious or cultural nature. Cyber Bullying – texting, sexting, social networking harassment and unwelcome comments, alarm, distress or humiliation that uses internet-related and telephone technology. Stakeholders should also be acutely aware of individual circumstances such as disabilities, SEN, appearance or health conditions, and home circumstances which may lead to issues of bullying.
    [Show full text]
  • No Fear – Growing up in a Risk Averse Society
    No Fear Growing up in a risk averse society TIM GILL No Fear Growing up in a risk averse society No Fear Growing up in a risk averse society TIM GILL Published by Calouste Gulbenkian Foundation United Kingdom Branch 98 Portland Place London W1B 1ET Tel: 020 7908 7604 E-mail: [email protected] Website: www.gulbenkian.org.uk © 2007 Calouste Gulbenkian Foundation All rights reserved; unauthorised reproduction of any part of this work in any medium is strictly prohibited. The right of Tim Gill to be identified as the author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988. The views expressed in this book are those of the author, not necessarily those of the Calouste Gulbenkian Foundation. ISBN 978 1 903080 08 5 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Designed by Helen Swansbourne Printed by Expression Printers Ltd, IP23 8HH Distributed by Central Books Ltd, 99 Wallis Road, London E9 5LN Tel: 0845 458 9911, Fax: 0845 458 9912 E-mail: [email protected] Website: www.centralbooks.com Cover: Lucas Kimber by Nils Norman, 2006. Title page: Tunstall Forest, Suffolk, 2006. Photo: Virginia Sullivan. Contents 6 Preface by Andrew Barnett 9 Acknowledgements 10 CHAPTER 1 Introduction Context: the shrinking horizons of childhood The role of risk in childhood Risk in childhood: children’s behaviour and attitudes Causes of risk aversion Legal and public policy context The book’s focus 24 CHAPTER 2 Playgrounds A brief history
    [Show full text]
  • Multidisciplinary Approaches to Research on Bullying in Adolescence
    Adolescent Res Rev (2017) 2:1–10 DOI 10.1007/s40894-016-0041-0 NARRATIVE REVIEW Multidisciplinary Approaches to Research on Bullying in Adolescence 1 1 2 3 Melissa K. Holt • Jennifer Greif Green • Mina Tsay-Vogel • Joanna Davidson • Claire Brown1 Received: 7 July 2016 / Accepted: 10 September 2016 / Published online: 15 September 2016 Ó Springer International Publishing 2016 Abstract Bullying is a significant public health problem in Keywords Bullying Á Adolescence Á Multidisciplinary the United States that affects youth functioning in multiple domains. Much of the research on bullying to date has focused on children, however, leaving gaps in the literature Introduction with respect to understanding bullying among adolescents. In particular, less is known about how adolescents con- Bullying remains a pressing public health problem in the ceptualize bullying, what predicts and is associated with United States. Increasingly, scholars have considered pre- bullying involvement among adolescents, and how pre- cursors, predictors, and consequences of bullying involve- vention programs might address the unique needs of mid- ment, as well as examined how to bolster the effectiveness dle and high school students. This special issue proposes of bullying prevention programs. Coupled with the research that a multidisciplinary perspective might be particularly attention to bullying in the last few decades, there has been useful in better understanding bullying among adolescents a significant expansion of states with laws mandating K-12 and determining how to design more effective interven- schools address bullying; whereas in 1999 only one state tions and prevention programs for this age-group. The had enacted legislation (Georgia), as of 2015 all 50 states current article introduces the special issue by briefly dis- passed anti-bullying legislation.
    [Show full text]
  • Harmful Online Communications: the Criminal Offences a Consultation
    Harmful Online Communications: The Criminal Offences A Consultation paper Consultation Paper 248 Law Commission Consultation Paper 248 Harmful Online Communications: The Criminal Offences A Consultation Paper 11 September 2020 I © Crown copyright 2020 This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/version/3/. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. This publication is available at https://www.lawcom.gov.uk/project/reform-of-the- communications-offences/ II The Law Commission – How we consult About the Law Commission: The Law Commission was set up by section 1 of the Law Commissions Act 1965 for the purpose of promoting the reform of the law. The Law Commissioners are: The Rt Hon Lord Justice Green, Chair, Professor Sarah Green, Professor Nicholas Hopkins, Professor Penney Lewis, and Nicholas Paines QC. The Chief Executive is Phillip Golding. Topic of this consultation: We are consulting on reform of the communications offences (Malicious Communications Act 1988 and Communications Act 2003) in light of developments in online communication. We are also consulting on specific behaviours such as cyberflashing, pile-on harassment, and the glorification of both self-harm and violent crime. Geographical scope: This consultation applies to the law of England and Wales. Duration of the consultation: We invite responses from 11 September 2020 to 18 December 2020. Responses to the consultation may be sent: By email to [email protected] OR By post to Online Communications Team, Law Commission, 1st Floor, Tower, 52 Queen Anne’s Gate, London, SW1H 9AG.
    [Show full text]