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Promueva

Respeto

Edición para padres

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Objetivos

Identificar las expectativas de nuestra escuela
Identificar qué es un ambiente escolar respetuoso
Entender qué es el acoso y cómo responder/ informar eficazmente
Explorar el papel de los padres en un ambiente escolar respetuoso

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Nuestras expectativas

Insert your school’s expectation for respect

PBIS SCHOOLS INSERT ACRONYM

Personalize for your school

Key Point - Share your school’s expectation for Respect. Insert your school’s expectation for respectful behavior to be exhibited by all participants. Expectations should be clear and easy for staff students and parents to repeat. Be sure to inform stakeholders of the need to model, teach and practice these expectations with our students.

State your school’s expectation for respectful behavior and discuss what it looks like and sounds like.

Example: Our school expectation is you will have respect for self, respect for others, peers and adults and respect for property.

Include specific objective behaviors to describe each expectation.

PBIS Schools Insert Acronym here for Promote Respect. (ex: ROAR, SOAR)

example: Respect - Speak with kind words

Organization - Include others in conversations and activities

Appropriate Behavior -

Responsibility - Report concerns to an adult

If someone were to ask you “What is your expectation for respect?” - how would you respond with simple, repeatable language?

If you do not know what the expectations are (if you cannot define them with clear, simple language) - they are not going to be effective

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Expectativas de un ambiente escolar respetuoso

Auto respeto

Respeto hacia la propiedad

Respeto hacia las relaciones entre estudiantes/adultos

Respeto hacia los compañeros

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Auto respeto

Cómo demostrarlo

Auto abogacía
Autoestima
Ropa apropiada

Cómo responsabilizar a los estudiantes

Llevar a cabo charlas lideradas por estudiantes
Fomentar la firmeza y seguridad apropiada
Hacer cumplir el código de vestimenta/no decir groserías

Edit list for your school’s specific concerns

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Respeto hacia la propiedad

Cómo demostrarlo

Limpiar instalaciones
Reconocer al dueño (preguntar primero)
Cuidar y devolver artículos prestados
Sentir orgullo de nuestra escuela

Cómo responsabilizar a los estudiantes

Responsabilizar a los estudiantes de la limpieza de sus áreas
Asignar “supervisor de basura” para limpiar las mesas del comedor
Animar a los estudiantes a que pidan permiso para usar algo
Informar la malversación o vandalismo

Edit list for your school’s specific concerns

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��Respeto hacia las relaciones entre estudiantes/adultos

Cómo demostrarlo

Comunicación mutua y respetuosa
Seguir reglas y expectativas del salón de clase

(guardar teléfonos, mantener la cabeza alta)

Llegar a tiempo
Escuchar activamente

Cómo responsabilizar a los estudiantes

Hacer cumplir las expectativas de la escuela y salón de clase constantemente (p. ej.: sin groserías, sin sombreros, etc...)
Monitorear/llevar control de llegadas tarde y asignar consecuencias

Edit list for your school’s specific concerns

Key Point - Identify what Respect for student/staff relationships looks like in your school community and how you will encourage and teach those skills and hold members accountable.

**Important** - Be sure to emphasize the important role that adults (both parents and staff) have in MODELING and RECIPROCATING respectful communication when working with students.

Respectful communication is a “two-way” practice.

It is important for parents to establish - and encourage - respectful communication with teachers and other adults

Address the question: What does “respect for student/staff relationships” look like in our building? Share examples of appropriate behaviors and what does the school do to hold students accountable?

Steps to develop expectations:

Think about your specific issues at school with this - what would you enforce that could improve the climate?

Use your data or staff surveys to understand where your biggest areas for improvement are.

Develop examples (using data that your school has) with your school-specific concerns.

.

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Respeto hacia los compañeros

Cómo demostrarlo

Hablar con amabilidad y buena educación
Practicar no juzgar
Ser tolerante y abierto
Pensar antes de actuar (las acciones pueden traer consecuencias a otros)

Cómo responsabilizar a los estudiantes

Reconocer comportamientos positivos
Manejar los comportamientos irrespetuosos con constancia
Manejar todo comportamiento irrespetuoso y desagradable (sea de acoso o no) ya que empobrece el clima escolar
Informar y documentar comportamientos de acoso

Edit list for your school’s specific concerns

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Qué es acoso – Definición de CCPS

Cualquier comportamiento agresivo y no deseado cuya intención es de herir, intimidar o humillar a la víctima; involucra un desequilibrio de poder real o percibido entre el agresor(es) y la víctima; y se repite con el tiempo o causa trauma emocional severo.

Key Point - Share the CCPS definition of bullying. This is the guide used by all of the CCPS schools. Highlighted are key parts of the definition (intention, power imbalance and repetition)

Bullying is when one person or a group of students repeatedly hurts another student through words or actions. It may involve physical aggression such as fighting, shoving, kicking; verbal aggression such as name calling; or subtle acts of social isolation. Bullying involves physical and emotional behaviors that are intentional, controlling and hurtful creating an intimidating hostile offensive educational environment.

Imbalance of power - Children who bully use their power - such as physical traits, strength, perceived popularity or access to information to control, embarrass or harm others.

Repetition - Behaviors that happen more than once or have the potential to happen repeatedly (Bob?)

Possible imbalance of power examples where one party has difficulty defending themselves:

Physical size/appearance...not necessarily larger to smaller
Age….not necessarily older to younger
Peer or social status
Economic level
Position of authority
Intelligence

Bullying can be between :

Student/student
Adult/student
Adult/adult

What differentiates bullying from unkind behavior is the repetition AND intent!

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Qué es acoso

Diferencia entre acoso y comportamiento descortés

Comportamiento agresivo y no deseado con la intención de herir
Un desequilibrio de poder real o percibido entre el estudiante(s) que acosa y el estudiante(s) acosado
Comportamiento que se repite o tiende a repetirse con el tiempo

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Qué NO es acoso

Conflicto entre compañeros con igual poder
Bromas o juegos agresivos SIN intento de herir
Un acto aislado de agresión
Parte “normal” del crecimiento

Como escuela, nos esforzamos en promover el respeto de muchas maneras y manejaremos todo comportamiento irrespetuoso – clasificados como “acoso” o no.

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Tipos de acoso

Verbal – Decir o escribir cosas crueles
Social – Herir la reputación o relaciones
Físico – Herir el cuerpo o posesiones de una persona
Cibernético – Uso de correo electrónico, redes sociales, teléfonos celulares, mensajes de texto, etc.

Key Point - Identify and explain the four types of bullying and share examples that might be typical of the students within your building. Encourage parents to continue to stay involved and be observant of their child’s activities and interactions.

There are four types of bullying and physical bullying is actually the LEAST common.

1. Verbal bullying is saying or writing mean things. Verbal bullying includes:

Teasing with intent to harm or embarrass
Name calling
Inappropriate sexual comments
Taunting
Threatening to cause harm

2. Emotional bullying, sometimes referred to as relational bullying, involves hurting

someone’s reputation or relationships. Social bullying includes:

Leaving someone out on purpose
Telling other children not to be friends with someone
Spreading rumors about someone
Embarrassing someone in public

3. Physical bullying involves harming a person’s body or possessions.

Physical bullying includes:

Hitting, kicking, or pinching
Spitting
Tripping or pushing
Taking or breaking someone’s things
Making mean or rude hand gestures

4. Cyberbullying involves the use of email, social network sites, cell phones,

webcams, text messages, Internet sites, etc., to send mean messages, spread

rumors, and post embarrassing pictures or videos and fake websites or profiles.

Cyberbullying messages can:

Happen 24 hours a day, 7 days a week
Be posted anonymously and distributed quickly to a wide audience
Be extremely difficult to delete

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Papeles

Agresor(es) – aquel que inicia o continúa/anima el comportamiento acosador
Blanco(s)- aquel que es acosado
Espectador(s) – aquel que observa y está consciente del acoso pero no participa negativa ni positivamente
Defensor(es) – aquel que interviene/sigue procedimientos para reportar con la intención de detener los comportamientos

Key Point - Identify the four possible roles of involved participants. Note the change of terms from “bully” to “aggressor” and “victim” to “target”difference between bystander and upstander. It is important to avoid labeling children but to focus our attention on the behavior and then work on replacement behaviors.

Common language among stakeholders is important. These are the terms that will be used in all presentations at all schools to develop consistency throughout the division to support students as they transition from elementary, middle and high schools or transfer from one location to another within CCPS.

Example:

The aggressor sends an inappropriate picture of the target to her friends. More aggressors forward the picture on to other students. Those who ignore the picture and just delete it are bystanders. Those who report the picture to a responsible adult (and do not forward it around) are upstanders.

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Señas que un niño podría estar acosando a otros

Se involucra en peleas físicas o verbales Gets into
Se asocia con otros que acosan
Es demasiado agresivo
Ve la violencia como algo aceptable
Parece dominar o manipular a otros
Tiene dinero adicional o nuevas pertenencias sin explicación
Parece en particular competir o preocupado acerca de estatus/imagen
No se responsabiliza de sus actos – culpa a otros

Key Point - It is important to identify (and possibly report) students who show these signs - they could also point to other issues or problems, such as depression or substance

abuse and the students could be part of the school’s at-risk population.

It is important to identify (and possibly report) children who show these signs - they could also point to other issues or problems, such as depression or substance

abuse and the students could be part of the school’s at-risk population.

Parent/child relationships play an important role in noticing changes in students’ behaviors/moods. They could be signs of many different types of concerns, including bullying.

It is important to identify and address children who show these signs - they could also point to other issues or problems, such as depression or substance

abuse. Kids who bully are also at risk and need support. Students who develop a pattern of aggressive behavior are at risk for long-term consequences.

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Mitos comunes acerca de estudiantes que acosan

Son solitarios con pocas destrezas sociales
Son inseguros y tienen baja autoestima
Solo quieren atención
Solo actúan “como niños”

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Señas comunes de un estudiante que está siendo acosado

Evita la escuela o ciertas clases/áreas
Ansiedad
Quejas físicas
Sentimiento de impotencia, baja autoestima
Cambios en hábitos alimenticios/sueño
Cambios drásticos en sus calificaciones
Comportamientos autodestructivos
Pérdida repentina de amigos o aislamiento

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Por qué los estudiantes no piden ayuda

Tratan de manejar la situación por su cuenta
Temen ser vistos como débiles o chismosos
Temen represalia o reacción violenta
Vergüenza
Temen aislamiento o rechazo
No quieren involucrarse (espectadores)
No existe un sistema seguro y confiable para reportar el acoso

Key Point - Statistics from the 2008–2009 School Crime Supplement show that an adult was notified in only about one third of bullying cases. The number one reason why students do not report is because they do not feel as though there is a safe and reliable reporting system and they are afraid of information not being handled in a confidential manner.

Statistics from the 2008–2009 School Crime Supplement show that an adult was notified in only about one third of bullying cases.

As a parent, you can encourage your child to report concerns. You are also that trusted adult - you can report concerns in an appropriate, confidential way.

It is important to be a calm, supportive listener for your child - try to help him/her put the situation into perspective and talk about possible appropriate solutions that are in line with the school’s expectations. There are resources available to help you have these conversations.

One thing we can control is our reporting system to build trust and encourage students to report concerns.

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Cómo respondemos ante el comportamiento acosador

Enfoque

Intervención

Seguimiento

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¿Sospecha acosamiento?

Contacte al maestro, consejero o administrador si sospecha que existe comportamiento acosador en propiedad escolar entre estudiantes.

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¿Cuál es el sistema seguro y confiable para reportar en nuestra escuela?

Add school procedure here

Inform parents about the disclaimer

Personalize for your school

Key Point - Explain the reporting procedures for parents to communicate a concern. Reporting steps should be clear, simple and confidential. Identify the process of how to report, who to report to and the timeframe for reporting. Stress the timeliness of reporting concerns and the need to remain confidential and discreet when reporting concerns for investigation. Inform parents about the disclaimer and suggestion of who to contact when students are not at school.

Use specific names/reporting examples to give parents a clear, direct method.

Parents should be encouraged to be as specific as possible when describing the behaviors.

Reporting information should include the following:

Who is reporting
Date of incident
Location of incident
Time of incident
Aggressor's name
Target’s name
Name(s) of Bystanders
Description of behavior observed

Reminder- it is not helpful to use outlets like social media to gain attention about a situation

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Exención de responsabilidad

Esta cuenta se monitoreará ÚNICAMENTE durante horas escolares normales los días en que los estudiantes asistan a clase. Mientras que el tiempo de respuesta promedio es un día escolar, por favor sepan que puede tomar hasta dos días escolares para que un administrador escolar los contacte.

La seguridad y bienestar de los estudiantes es una preocupación de la comunidad y existen varios apoyos comunitarios:

Si sufre de un emergencia con respecto a salud mental o de vida o muerte, llame al 911.
Si tiene conocimiento que se ha cometido un crimen, contacte a la policía del Condado de Chesterfield al 804-748-1251.
Si tiene información acerca de un asunto severo relacionado con salud mental, contacte a la línea directa de crisis del Condado de Chesterfield al 804-748-6356.

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Cómo apoyar a su hijo

Si es el blanco del acosamiento – provea consuelo, anime la auto abogacía apropiada, asegúrese de reportarlo (ignorar la situación no siempre es recomendable)

Si es el espectador – anímelo a que lo reporte

Si es un defensor – valide la decisión de defender; verifique que se haya reportado; promueva la discreción

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¿Y si su hijo acosa a otros?

Calmadamente intervenga para parar el comportamiento
Hable directamente acerca del comportamiento y refuerce sus expectativas

“Este comportamiento no es aceptable porque ____.” “Esperamos que usted ____”

Responsabilice a su hijo por sus decisiones y acciones (No discuta ni acepte excusas)
Aumente el monitoreo y supervisión
Sea un buen ejemplo

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El papel de los padres en un clima escolar respetuoso

Demuestre y anime comportamientos respetuosos ante sus hijos
Notifique al maestro, consejero o administrador acerca de dudas con respecto al acoso
Involúcrese en la vida de su hijo y conozca sus pasatiempos, amigos, comunicaciones electrónicas e intereses
Responsabilice a su hijo de sus decisiones
Reconozca comportamientos positivos y respetuosos para fomentar la autoconfianza

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Un clima escolar positivo y respetuoso ayuda a construir una comunidad positiva y respetuosa.

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Recursos

http://safesupportivelearning.ed.gov/
http://www.stopbullying.gov/
http://www.pbis.org/
http://www.vdh.state.va.us/ofhs/prevention/preventbullyingva/
http://www.violencepreventionworks.org/public/index.page
www.bullyfreeva.org
www.samhsa.gov
http://stopcyberbullying.org/
http://www.pacer.org/bullying/
http://www.casel.org/
http://empowerment.unl.edu/