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March 11, 2015 By Rodger Dinwiddie Leave a Comment

Distinguishing Between Bullying and Discriminatory Harassment

In 1999, there were exactly 0 (zero) state laws in the United States dealing with bullying. Post Columbine, state legislatures began to develop laws and school districts began to implement polices to address the issue of bullying that was now on the public’s radar screen. Now, 16 years later, there are 49 states with laws; all but Montana have anti-bullying laws. More than half of these laws also address cyberbullying.

Bullying_STARSFor the last 7 years the Tennessee Department of Education through the Office of Safe and Supportive Schools, has provided training for school leaders on Tennessee’s laws and best practices to deal with bullying and harassment. I’ve always been interested in the legal complexities schools face in dealing with these tough issues. As a part of my work, I’ve had the privilege of working with some tremendous attorney’s with the Department of Education in joining them as a co-presenter in these sessions entitled From Policy to Practice. The attorneys have covered the law and I have attempted to help school personnel understand and implement best practices to improve school climate and prevent bullying. Under the leadership of General Counsel, Christy Ballard, they have helped schools understand the legal complexities of these challenging issues.

Earlier this year I had the opportunity to participate in additional training designed to help schools address issues to determine appropriate responses to bullying. To start, defining bullying is complex in and of itself. When the issue of legal harassment is added to the conversation the complexity increases.

The Bullying and Harassment Solutions for Schools: A Comprehensive System to Educate, Investigate and Remediate, developed by legal expert, Mary Jo McGrath, is a powerful system for investigating bullying incidences. The system is designed to help schools drill down to the key issues of whether the issue at hand is conflict, bullying and/or harassment.

Throughout the training, Mary Jo reiterated that the same behavior(s) in question may actually violate one or more areas of law:

  1. School administrative law prohibiting bullying or harassment and justifying action under the student code of conduct and board of policy and regulations;
  2. Criminal law (e.g., hate crimes); and
  3. State civil statutes relating to anti-bullying provisions or even negligence; or under civil rights action if protected classification is involved and discrimination is found.

In short, a bullying complaint may come under any or all of these areas of law.

The McGrath system also helps schools understand when they are responsible for addressing bullying situations. Simply, a school is responsible for addressing bullying and harassment incidents about which it knows or reasonably should have known.

Mary Jo quotes Secretary of Education Arne Duncan, “Every adult in the school from principals to custodians, cafeteria workers to teachers must intervene and act when they see bullying for whatever reason.” This is something that the Tennessee Department of Education has been stressing through the Policy to Practice workshops for many years. Everyone in the school must address bullying and harassment.

Schools face some formidable challenges when an act of bullying is reported. Not only does the school need to determine the context in which the act may have occurred, they also must determine if the act is more serious and is a potential civil rights violation, or discriminatory harassment.

Perhaps one of the most important distinctions discussed during the McGrath training is the primary distinguishing factor between bullying and bullying that is discriminatory harassment. If the behavior was targeted toward a member of a protected classification, other issues must be considered. Federally protected classifications include:

  • Title VI of the Civil Rights Act of 1964 which prohibits discrimination based on race, color, or national origin as well as including English Language Learners.
  • Title IX of the Education Amendments of 1972 prohibits discrimination based on sex, which covers sexual harassment, gender-based harassment, pregnant and parenting students, and athletics. Finally,
  • Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 prohibits discrimination based on disability.

STARS is now able to offer training for individual school(s) and school districts that would like to go deeper in this challenging conversation. We will be able to offer the McGrath Systems approach to help schools be certain that they are doing all that they can to address the issue of bullying and harassment, implement clear investigative protocols resulting in a more positive school climate for both students, parents and school personnel. For more information about how your school/district can take advantage of this opportunity, contact STARS at 615-279-0058 or email Teresa Whitaker to discuss the possibility.

Filed Under: Awareness, Bullying Prevention, Kids on the Block, MOVE2STAND, Services for Students who are Deaf or Hard of Hearing, Student Assistance Program, What's Happening Now, Youth Overcoming Drug Abuse (YODA)

March 4, 2015 By Andee Rudloff Leave a Comment

Why Do I Think Art Is Important

Why do I think art is important in the lives of our youth?

PeaceJam_STARSI truly believe art creates points of connection. I’m talking about creative choices leading to experiences and relationships. As a kid, you have the ability to absorb so much in the right environment. As you grow, your mind wanders to so many other things but if you have developed your creative side, that part of your brain will always comfort you. Colors, textures, mark-making and molding shapes help to communicate your senses in a way nothing else can do and can bring you focus even in the toughest times.

When I see a young person create something, whether is has beauty or seems to show a collective series of risks, the work almost always inspires me and gives me an understanding of their senses. Receptions and people viewing youth art is a very important part of the creative process for any young artist. Young artists and their work say so much about their lives. I always ask young artists, “what is it about?” The stories, their reasons for colors and stylistic ideas transcend what you may initially experience visually until you know what it all means.STARSI remember my first day of school.  I proudly wore a painting smock. I didn’t know any famous artists, but I knew I was an artist. I kept my big red pencil in my hand all day taking moments to draw, doodle and sketch what I experienced at school. At the end of the day, I showed my mom all of the drawings I did at school and she smiled and let me know how exciting my view of the world was to her. I remember thinking art was my chance to participate in a conversation about what it means to be alive, to be interacting with people outside of my family and in my community. It was amazing. I felt really lucky. I still do.

STARS

“The idea is to give the children opportunities, a vaster sense of life.” –Jeff Koons

I realize we all have a history to share and for young people, art gives them the freedom to interpret, experience and reflect. Art is not just about imagination, expression and creativity but it also develops self-confidence and self-discipline. Youth who have access to the arts as a communication tool think critically, appreciate other points of view and are open to new approaches for learning all subjects. If you consider young people learn through doing, the act of making something new and combining things in a new way reinforces their memories; reminds them their thoughts are valuable, and will serve as a personal resource for them to use every day of their lives.

Andee Rudloff_STARSAndee Rudloff is a professional artist, consultant and educator living and working in Tennessee and Kentucky.  You can find some of her work at: chicNhair.com Andee is honored to serve as a guest blogger for STARS Nashville in March for Youth Art Month. Youth Art Month is an annual observance each March to emphasize the value of art and art education for all youth and to encourage support for quality school art programs.

 

Filed Under: Awareness, What's Happening Now

February 26, 2015 By STARS Leave a Comment

What We Can Do – Eating Disorders Awareness

Eating Disorder Awareness_STARSBy age 6, the majority of girls start to express concerns about their weight or shape. Between forty and sixty percent of elementary girls are concerned about their weight or becoming too fat. This anxiety carries into their adult lives, and can manifest into an eating disorder (NEDA).

What We Know About Eating Disorders

The potential cause of eating disorders is complex, and occur for a variety of reasons and conditions. Once started, they can create a self-perpetuating cycle of physical and emotional destruction. Common perceptions of eating disorders rely heavily on the fixation of food and weight. However individuals who suffer from eating disorders often try to use food and the control of food to cope with feelings and emotions. Often, dieting, bingeing, and purging begin as a way to cope with painful emotions and to have a sense of control in their own life. Ultimately, these behaviors are damaging not only physically but to their emotional health, self-esteem, and sense of ability and control.

Factors of Eating Disorders

In the United States, 20 million women and 10 million men suffer from a clinically significant eating disorder. A variety of factors can contribute to eating disorder; anything from psychological to biological factors can be the cause. For example, cultural pressures that glorify “skinny” and place value on obtaining the “perfect body” are social factors that contribute to eating disorders. There are interpersonal factors as well, such as history of being teased about size or weight, history of physical or sexual abuse, or difficulty expressing emotions and feelings can influence eating disorders. Although there are many attributing factors, the most well-known is body dissatisfaction.

What We Can Do

One of the best ways to help change the prevalence of eating disorders is to reduce the negative risk factors that lead to eating disorders. The best-known contributor for eating disorders is body dissatisfaction. A way we can help improve our body dissatisfaction is through positive self-talk and positive body image. Instead of reinforcing negative media messages through the ways we talk about ourselves (and to the mirror) we must focus on the “positives,” whether that is what we like about our bodies or the powerful things our bodies do for us (walk, run, write, dance, laugh!). Once we change how we talk about ourselves, we can encourage others around us to do the same. It is important for us to quit the cycle of “body-shamming” not only for our own well-being but for the next generation to come. The young people around us absorb our actions – if we are consistently and constantly talking negatively about our bodies, they too will start to analyze and participate in “body-shamming.”

Treatment

Eating disorders can become chronic and even cause life-threatening conditions, which is why it is important for people with eating disorders to seek professional help immediately (early diagnosis and intervention may enhance recovery). Here is an excellent resource to help find the best treatment for you or someone you care for.

In light of Eating Disorders Awareness week (February 23rd– 28th) we want to encourage our readers to engage in positive self-talk and spread body positivity to the people around us. We want you to refuse to talk negatively about your body (or others) and to encourage you to highlight all of the wonderful and amazing things your body does for you (running, dancing, laughing, and so much more!)! If you need some help check out this great article, “10 Steps to Positive Body Image.” 

Resources

National Eating Disorders Association (NEDA)

Martin, J. B. (2010). The Development of Ideal Body Image Perceptions in the United States.Nutrition Today,45(3), 98-100. Retrieved from nursingcenter.com/pdf.asp?AID=1023485

Filed Under: Awareness, What's Happening Now

February 9, 2015 By STARS Leave a Comment

Rock Random Acts of Kindness Week – #STARSRAK

Rock Random Acts of Kindness Week

Hey, you rock!

Monday, February 9th is the opening day of Random Acts of Kindness season! Established in 1995, the Random Acts of Kindness Foundation, inspires people to practice kindness and to pass it on to others. They are dedicated to providing resources and tools to encourage acts of kindness worldwide.

This week is a great way for you to take a moment and step out of your normal routine (or comfort zone) and task yourself with doing a random act of kindness each day. Whether it’s smiling at a stranger when you make eye contact (smiling increases your own happiness as well as others!) or paying it forward with a cup of coffee to the person behind you in line at your local coffee shop you’re spreading kindness to someone else! There isn’t much to it!

STARS is spreading kindness through notes of kindness! We will be leaving sticky notes of encouragement, happiness, and love to our fellow co-workers and building companions for the week! We would love if you joined us! Use the hashtag #STARSRAK to join the fun!

We would love to see what you are doing for those around you during this celebratory week. Share your stories, photos, videos and ideas with us on our social media channels.

Twitter @STARSNASH

Facebook /STARSNASH

Filed Under: Awareness, What's Happening Now Tagged With: random acts of kindness week

February 4, 2015 By STARS Leave a Comment

National School Counseling Week – Guest Post #2

How are you celebrating National School Counseling Week? We are celebrating by hearing from some of the influential school counselors we partner with through programs like Kids on the Block, MOVE2STAND, Youth Overcoming Drug Abuse, Services for Students who are Deaf or Hard of Hearing, and our Student Assistance Program! Here are some words from a school counselor at Woodland Middle School.


Woodland Middle School is fortunate to be able to offer the STARS program to its students and to have Erin Schroeder as its STARS Counselor.  While there are many ways that Woodland benefits from the STARS program and Erin, perhaps the one I value the most is the sense of community that Erin helps to promote.

As the STARS Counselor, Erin leads our STARS Student Leadership Team (STARS Team), a group of students that are involved in creating programs and activities focusing on creating a safe school environment, participate in community service and enrichment projects and provide positive role models for their peer students.  In my two years at Woodland (including a year as an intern and now as a school counselor), I have watched Erin empowered the members of the STARS Team to create and organize Red Ribbon Week.  Members suggested and voted on dress-up themes for the week, promoted these themes through school announcements, newsletters and flyers, and decked themselves out in some fabulous costumes during Red Ribbon Week.  Both the facility and the other students took notice and enjoyed participating in the Red Ribbon Week activities.  But to the members of the STARS Team, Red Ribbon Week is about more than a few days of dressing up.  The member initiated a fundraising component.  On the Friday of Red Ribbon Week, the STARS Team hosted a successful bake sale during lunch and contributed the funds to local agencies that help children with addictions.

Another example of Erin promoting school connectedness is our new program aimed at helping students who transfer to Woodland.  Similar to other schools in the area, Woodland receives a lot of transfer students throughout the school year.   As all of us are aware, middle school can be challenging for any student, but it is especially challenging for a new transfer student.  One day this fall, Erin and I were discussing how difficult this transition can be and decided to create a “New Student Welcoming Group” to ensure each new student has a “designated friend” to sit with at lunch and help navigate the new environment.

Erin introduced the idea to her STARS Group.  Many of the members agreed to participate in the New Student Welcoming Group and filled out surveys about themselves.  I organized the survey information and created a data base of students by gender, grade, classes and interests.  Now when a new transfer student arrives as Woodland, my co-counselor, Kim Ezell, Erin and I can easily and quickly identify current students, with similar interests, who will help welcome the new transfer student and be their “designated friend”.

I personally find that partnering with Erin and the STARS Group has helped me better serve our students and our Woodland Community.  Erin is always available for collaboration and consultation.  This is extremely valuable since her training in social work provides a different point of view of students than my counseling training.

Woodland would not be the same without Erin or STARS.


Did you read our last guest blog post for National School Counseling Week?

Filed Under: Awareness, Student Assistance Program, What's Happening Now Tagged With: Student Assistance Program

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STARS does not discriminate on the basis of race, color, gender, culture, religion or creed, socioeconomic status, language, age, sexual orientation, or national origin. No one shall be excluded from the participation in, be denied the benefits of, or be subject to discrimination under any of STARS’ programs or activities. STARS is an Equal Opportunity Employer.

This agency is funded, in part, by the Tennessee Department of Mental Health and Substance Abuse Services, the Tennessee Department of Education and by the Tennessee Commission on Children and Youth. This project is funded under a grant contract with the State of Tennessee.
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