Preventing Classroom Bullying: What Teachers Can Do
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Referring Youth in Juvenile Justice Settings to Mentoring Programs
Referring Youth in Juvenile Justice Settings to Mentoring Programs: Effective Strategies and Practices to Improving the Mentoring Experience for At-Risk and High-Risk Youth A RESOURCE COMPENDIUM CONTRIBUTING AUTHORS J. Mitchell Miller, Ph.D. Holly Ventura Miller, Ph.D. J.C. Barnes, Ph.D. Pamela A. Clark, National Partnership for Juvenile Services Michael A. Jones, National Partnership for Juvenile Services Ronald J. Quiros, National Partnership for Juvenile Services September 2012 Scott Bernard Peterson, Global Youth Justice A Findings and Implications of the Research A new study supported by the Office of Juvenile Justice and Delinquency Prevention (OJJDP), U.S. Department of Justice, identifies effective practices and strategies to improve the mentoring experience for at-risk and high-risk youth who are involved in the juvenile justice system. Researching the Referral Stage of Youth Mentoring in Six Juvenile Justice Settings: An Exploratory Analysis examines best practices for referring youth to mentoring when they are in certain juvenile justice system settings, including Juvenile Detention, Juvenile Corrections, Juvenile Probation, Delinquency Court, Youth/Teen Court and Dependency Court. As a low-cost delinquency prevention and intervention option that capitalizes on the resources of local communities and caring individuals, mentoring has emerged as a promising delinquency reduction strategy for at-risk or high-risk youth. This research study, which used multiple methods to capture data from mentoring and juvenile justice settings, provides a deeper understanding of how youth are referred to mentoring, challenges faced during the referral process, examples of effective strategies to face the challenges and action steps. The research was conducted by a team that included Global Youth Justice, National Partnership for Juvenile Services, MENTOR: The National Mentoring Partnership and criminal justice researchers from the University of Texas at San Antonio. -
The Effects of Bullying Behaviours on Student Nurses in the Clinical Setting
University of Windsor Scholarship at UWindsor Electronic Theses and Dissertations Theses, Dissertations, and Major Papers 2009 The Effects of Bullying Behaviours on Student Nurses in the Clinical Setting Colette Clarke University of Windsor Follow this and additional works at: https://scholar.uwindsor.ca/etd Recommended Citation Clarke, Colette, "The Effects of Bullying Behaviours on Student Nurses in the Clinical Setting" (2009). Electronic Theses and Dissertations. 372. https://scholar.uwindsor.ca/etd/372 This online database contains the full-text of PhD dissertations and Masters’ theses of University of Windsor students from 1954 forward. These documents are made available for personal study and research purposes only, in accordance with the Canadian Copyright Act and the Creative Commons license—CC BY-NC-ND (Attribution, Non-Commercial, No Derivative Works). Under this license, works must always be attributed to the copyright holder (original author), cannot be used for any commercial purposes, and may not be altered. Any other use would require the permission of the copyright holder. Students may inquire about withdrawing their dissertation and/or thesis from this database. For additional inquiries, please contact the repository administrator via email ([email protected]) or by telephone at 519-253-3000ext. 3208. THE EFFECTS OF BULLYING BEHAVIOURS ON STUDENT NURSES IN THE CLINICAL SETTING by Colette Clarke A Thesis Submitted to the Faculty of Graduate Studies through Nursing in Partial Fulfillment of the Requirements for the Degree of Master of Science at the University of Windsor Windsor, Ontario, Canada 2009 © 2009 Colette Clarke iii AUTHOR’S DECLARATION OF ORIGINALITY I hereby certify that I am the sole author of this thesis and that no part of this thesis has been published or submitted for publication. -
2021 North Carolina Public School Salary Schedules
Fiscal Year 2020 - 2021 North Carolina Public School Salary Schedules Available online: www.dpi.nc.gov/districts-schools/district-operations/financial-and-business-services/compensation-public-school-employees Financial & Business Services NC Department of Public Instruction 2020-2021 BACHELOR'S DEGREE CERTIFIED TEACHER SALARY SCHEDULE Effective July 1, 2020 Years Bachelor's Teacher Bachelor's w/ NBPTS Certification of Monthly 12 Monthly Annual Salary Monthly 12 Monthly Annual Salary Exp Salary Installments (10 months) Salary Installments (10 months) 0 $3,500 $2,916.67 $35,000 N/A N/A N/A 1 $3,600 $3,000.00 $36,000 N/A N/A N/A 2 $3,700 $3,083.33 $37,000 N/A N/A N/A 3 $3,800 $3,166.67 $38,000 $4,256 $3,546.67 $42,560 4 $3,900 $3,250.00 $39,000 $4,368 $3,640.00 $43,680 5 $4,000 $3,333.33 $40,000 $4,480 $3,733.33 $44,800 6 $4,100 $3,416.67 $41,000 $4,592 $3,826.67 $45,920 7 $4,200 $3,500.00 $42,000 $4,704 $3,920.00 $47,040 8 $4,300 $3,583.33 $43,000 $4,816 $4,013.33 $48,160 9 $4,400 $3,666.67 $44,000 $4,928 $4,106.67 $49,280 10 $4,500 $3,750.00 $45,000 $5,040 $4,200.00 $50,400 11 $4,600 $3,833.33 $46,000 $5,152 $4,293.33 $51,520 12 $4,700 $3,916.67 $47,000 $5,264 $4,386.67 $52,640 13 $4,800 $4,000.00 $48,000 $5,376 $4,480.00 $53,760 14 $4,900 $4,083.33 $49,000 $5,488 $4,573.33 $54,880 15 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 16 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 17 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 18 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 19 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 20 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 21 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 22 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 23 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 24 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 25+ $5,200 $4,333.33 $52,000 $5,824 $4,853.33 $58,240 NOTE: "NBPTS" stands for National Board for Professional Teacher Standards. -
Frequently Asked Questions About Bullying
Safety and Respect for All Frequently Asked Questions About Bullying 1-What is school bullying? 2-What are the consequences of school bullying? 3-What can a school community do about bullying? 4-What can teachers do about classroom bullying? 5-What can students do about school bullying? 6-What can parents of young children do about school bullying? 7-What can parents of teens do about school bullying? 8-What can community partners do about school bullying? 9-How can a caring adult work with a bully? 10-How can a school community promote an anti-bullying climate? 11-What is cyber bullying? 12-Resources 1-What is school bullying? Bullying is exposing a person to abusive actions repeatedly over time. Being aware of children's teasing and acknowledging injured feelings are always important. Bullying becomes a concern when hurtful or aggressive behavior toward an individual or group appears to be unprovoked, intentional, and (usually) repeated. Bullying is a form of violence. It involves a real or perceived imbalance of power, with the more powerful child or group attacking those who are less powerful. Bullying may be physical (hitting, kicking, spitting, pushing), verbal (taunting, malicious teasing, name calling, threatening), or emotional (spreading rumors, manipulating social relationships, extorting, or intimidating). Bullying can occur face-to-face or in the online world. What do bullies do? Bullying actions may be direct or indirect. Direct bullying or identifiable bullying actions may include: • Hitting, tripping, shoving, pinching, -
PS-79: Flexible Work Hours and Staffing
Flexible Work Hours and Staffing PS-79 PURPOSE: The purpose of this policy is to describe the campus policy on flexible work hours and flexible staffing. FLEXTIME POLICY: The University's regular business hours are 8:00 a.m. to 4:30 p.m. Monday through Friday. However, campus departments may have official hours which differ in order to provide necessary services, including multiple shifts. Departments are encouraged to consider flexible schedules when in the best interest of employees and the department. LSU recognizes that flexible schedules can improve morale, productivity and recognize the contributions made before and after normal work hours, particularly by professional staff. Flextime is a work schedule equal to 40 hours per week but differing from the regular business hours. A flextime schedule is appropriate only when the work schedule is beneficial to the University. Working a flextime schedule is a privilege, not an employee right and flexible schedules are not appropriate for all job situations. Flextime schedules may be considered using the following guidelines: A. Service - The level of service provided by the department may not decrease. Normally, flextime provides a wider span of service and provide staff with an opportunity to modify their work schedule to fit individual needs. Department heads must also consider the workload, flow of work, impact on quality and schedules as they relate to the mission and objectives of the department. B. Coverage - Implementation is contingent on ensuring at least minimal coverage (i.e., office front desk and phones) from 8:00 a.m. to 4:30 p.m. including the lunch period as appropriate. -
The Revolving Door: Rehired Employees
The Revolving Door: Rehired Employees Robert M. Richter, Esq., APM Vice President SunGard Relius 1 What Will Be Covered • Counting service • Break in service rules including the “rule of parity” • Entry requirements for rehires • Buy-back rights • Returning from military leave 2 Robert’s Rules of Rehires • Don’t rehire former employees • If the person was good enough to rehire, then why go to all this effort to keep the person out of the plan • In 95 percent of the cases, the person will be eligible on the date of rehire 3 Eligibility Requirements 4 410(a) Maximum • Code §410(a) limits maximum age and service condition plan can impose – Generally one year of service – Age 21 • Plan can’t impose higher service requirement – Even if plan would pass coverage 5 Two Years of Service • The law allows a plan to use a two-year eligibility condition • But pay the price – Full and immediate vesting • Exception: Can’t use two-year rule for elective deferrals • Can be years of service without an intervening break in service (first exception to rule that all service counts) 6 Entry Date • EE generally enters plan on entry date after satisfying eligibility requirements • Maximum entry date is earlier of: – First day of the first plan year beginning after the date requirements are met, or – Date that is six months after the date requirements are met • Roughly 182 entry dates – but January 1st and July 1st meet the maximum 7 Employment on Entry Date • Plan can require employment on entry date as condition to enter • If EE comes back after entry date, -
Rules for Shared Parental Leave
FEATURE Rules for shared parental leave By Alan Pitcaithley, practice management consultant arents will soon be legally their child’s first year. This will have an impact Written notice entitled to share statutory on employers and there are, therefore, precise To use these rights, eligible parents (Table leave following the birth procedures to be followed. 1) must give their employer proper written or adoption of a child. This The mother would normally be able to notice; in fact, three different notices. ‘shared parental leave’ will take up to 52 weeks’ maternity leave. Shared First, the mother must give notice to end apply to eligible parents of parental leave allows a mother to turn her her maternity leave and change over to shared Pbabies due, or children placed for adoption, maternity leave into shared parental leave. parental leave. Second, both parents must give on or after 5 April 2015. It allows employees The actual amount of shared parental leave their employers a notice of entitlement letter to break their absence from work into available depends on how much maternity that sets out their basic eligibility (Table 2). separate blocks and to share some of the leave is taken. Finally, each must provide a notice of leave leave with their spouse or partner. Potentially, Since a mother must take at least two letter that specifies the actual dates that the eligible parents, in the first year of a child’s weeks’ compulsory maternity leave following employee wishes to take as shared parental birth or adoption, will be able to dip in and the birth of their child, there could be up to leave. -
Session 4 Personal Safety: Handling Taunting
Session 4 Personal Safety: Handling taunting/ bullying Rationale Children are often taunted and bullied by their peers, older children and at times by adults. They have a few ways of handling such incidents, ranging from retaliation, complaining to someone in authority, ignoring the taunts and at times, internalizing the damaging message. This can reduce a child’s self- esteem. We need to help children understand that words, like the deeds of a person, describe and tell others about the character and personality of the person doing the taunting. Materials required - Marker pen - Any sticking substance (Blu Tac / double sided sticking tape / cello tape / board pins) - Session 4- worksheets Objectives of session 4 To impart and help children internalize the following messages: Core message 1: The way a person talks and acts tells us about the character of that person. Core Message 2: My qualities and abilities are more important what people say about my looks. Core Message 3: We can help each other be safe Core message 4: It is okay to discuss embarrassing feelings with people who care for me. Core message 1: The way person talks and acts tells us about Material Required the character of that person. Marker pen, Blu Tac / Board pins / Double sided sticking tape / Cello tape Tell a story: Marker pen, Chalk, Duster, Blackboard Ashtavakra’s body was bent in eight places and hence he came to be known as ‘Ashtavakra’. His grandfather Uddalaka took up Tips for Trainers the responsibility of his education. Ashtavakra was brilliant and by the time he was 11 years old, he was a complete scholar. -
INDIANA STATE BOARD of NURSING Will Meet On
INDIANA STATE BOARD OF NURSING Will meet on Thursday, February 18, 2016 at 8:30 a.m. in the Auditorium of the Indiana Government Center-South 302 West Washington Street Indianapolis, Indiana 46204 I. CALL TO ORDER AND ESTABLISHMENT OF QUORUM 8:30 a.m. II. ADOPTION OF THE AGENDA III. ADOPTION OF THE MINUTES FROM THE JANUARY 21, 2016 MEETING OF THE BOARD IV. INDIANA STATE NURSES ASSISTANCE PROGRAM A. ISNAP Monthly Report –January 2016- V. EDUCATION A MJS School of Nursing quarterly in person and site visit report/ response (Annette Murray MSN, RN) B. Brown Mackie South Bend Systematic Plan of Evaluation, January monthly written and February quarterly in person report (Ellen Noll MSN/Ed., RN) C. V,R, Ashwood quarterly in person report ( Dr. Nellie Smith EdD, MSN.) D. Fortis School of Nursing quarterly in person report ( Laura Darnell MSN, RN, Dr. James Cox) E. St. Elizabeth School of Nursing quarterly in person report (Deacon John Jezierski MSN, RN) F. ITT Indianapolis quarterly in person report (Alice Marie Holder MSN, RN) G. ITT Merrillville monthly in person report (Karen Helmecy MSN, RN, Mariah Wood MSN, RN, Myra Selby J.D ) H. ITT South Bend quarterly in person report (Linda Newton MSN, RN) I. ITT Newburgh NLCEX review ( Sarah Seaton MSN, RN) J. Brown Mackie Ft. Wayne NCLEX review (Susan Holm MSN, RN) K. Brightwood College ( Kaplan) NCLEX review – (Robin Nelson MSN, RN) L. FYI only – Fortis College dean Katheryn Plankenhorn MSN, RN resigns effective Jan. 13, 2016 and Laura Darnell MSN, RN named interim dean effective Jan. -
Workplace Bullying Made Simple Employee Quiz
Workplace Bullying Prevention Made Simple Facilitator’s Guide © TrainingABC 2011 Getting Started: Workplace bullying has been around for generations, however only just recently has the cost of this unfortunate tradition been quantified. Some experts estimate the cost of downtime and employee turnover as a result of bullying to run into the billions. In fact, most studies show that 50% of employees have either witnessed or been a victim of bullying at work. Workplace bullying of any type is truly unacceptable. Psychologists have compared the effects of bullying on victims as similar to post-traumatic stress disorder. The stress of bullying manifests into real physical and mental health issues. It destroys creativity by robbing some of the brightest employees of a voice in the organization. It increases employee turnover - bullied employees are three times more likely to leave a job than non-bullied employees. Lastly, it spreads like wildfire through organizations - destroying them from within. Bullying is like a virus – it spreads exponentially when it’s allowed to flourish. Stress the seriousness! The participants will key off you and decide if the organization is serious about stopping bullying. Put the participants at ease. Stress the seriousness of the topic. Be firm and don’t laugh or smile at jokes. Participants will key off of you! The Effects of Workplace Bullying Employee turnover Lost productivity Low company-wide morale Destroys creativity Cost to employee health Destroys organizational reputation Question: Ask the participant’s to list some of the effects of workplace bullying. What is Workplace Bullying? Bullying is hostile, aggressive or unreasonable behavior perpetrated against a co-worker. -
Effectiveness of Juvenile Mentoring Programs on Recidivism Author(S): Stephanie A
OFFICE OF JUSTICE PROGRAMS ~ BJS N/J OJJ[F OVC SMART The author(s) shown below used Federal funding provided by the U.S. Department of Justice to prepare the following resource: Document Title: Mentoring Best Practices Research: Effectiveness of Juvenile Mentoring Programs on Recidivism Author(s): Stephanie A. Duriez, M.S., Carrie Sullivan, M.A., Christopher J. Sullivan, Ph.D., Sarah M. Manchak, Ph.D., Edward J. Latessa, Ph.D. Document Number: 251378 Date Received: November 2017 Award Number: 2013-JU-FX-0004 This resource has not been published by the U.S. Department of Justice. This resource is being made publically available through the Office of Justice Programs’ National Criminal Justice Reference Service. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Final Report Mentoring Best Practices Research: Effectiveness of Juvenile Mentoring Programs on Recidivism Stephanie A. Duriez, M.S. Research Assistant [email protected] Carrie Sullivan, M.A. Project Director [email protected] Christopher J. Sullivan, Ph.D. Consultant [email protected] Sarah M. Manchak, Ph.D. Consultant [email protected] Edward J. Latessa, Ph.D. Principal Investigator [email protected] November 2017 Center for Criminal Justice Research University of Cincinnati School of Criminal Justice PO Box 210389 Cincinnati, OH 45221 This project was supported by Grant No. 2013-JU-FX-0004 awarded by the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. Points of view or opinions in this document are those of the author and do not necessarily represent the official position or policies of the U.S. -
Joking, Teasing Or Bullying? • a Kid Who Isn’T Very Nice to You Trips You in the Hall for the Third Time This Week
LESSON 2 It Takes One Unit Joking, Teasing Grade 2 • Ages 7-8 TIME FRAME or Bullying? Preparation: 15 minutes Instruction: 30-60 minutes Students will distinguish the difference MATERIALS between joking, teasing and bullying and Large white poster sheet divided understand how joking, teasing and bullying into three columns with the following headings: Joking, Teasing, Bullying can strengthen or weaken relationships. Create three signs, one that says “JOKING”, another that Lesson Background for Teachers says, “TEASING”, third that says “BULLYING”; post on different walls This lesson builds on previous lessons in this unit. before class For more information on bullying visit PrevNet, an anti-bullying organization that RAK journals provides research, information and resources. www.prevnet.ca Kindness Concept Posters for Assertiveness, Respect Key Terms for Students LEARNING STANDARDS Consider writing key terms on the board before class to introduce vocabulary and increase understanding. Common Core: CCSS.ELA-Literacy. SL.2.1, 1a-c, 2, 3 Colorado: Compre- JOKING To say funny things or play tricks on people to make them hensive Health S.4, GLE.3, EO.a-c; laugh. Joking is between friends, makes all people laugh, Reading, Writing and Communicating isn’t meant to be mean, cruel or unkind, doesn’t make S.1, GLE.1, EO.b-f; S.1, GLE.2, EO.a-c people feel bad and stops before someone gets upset. Learning standards key TEASING Teasing doesn’t happen often. It means to make fun of someone by playfully saying unkind and hurtful things to the person; it can be friendly, but can turn unkind quickly.