BULLYING, TRASHTALKING: IT’S NO JOKE!

Shari K. Lamb, Esq. Western Area Chair, National Trends and Services

41st Western Area Conference

Westin Galleria June 19-22, 2013

Houston, TX

Link Constance Fitzpatrick Smith Link Margot James Copeland Western Area Director National President Stockton (CA) Chapter Cleveland (OH) Chapter Seize The Moment To Strengthen The Chain Of Friendship and Service

WESTERN AREA PROGRAM TEAM

Link Diane Scott Western Area Program Coordinator Pasadena-Altadena (CA) Chapter

Link Katie Allen Link Jackie Kimbrough Western Area Chair, The Arts Western Area Chair, International Trends Services Oakland Bay Area (CA) Chapter Inglewood-Pacific (CA) Chapter Link Charlotte Ned Link Michele Halyard Western Area Chair, Services to Youth Western Area Chair, Health and Human Services Tucson (AZ) Chapter Phoenix (AZ) Chapter

Link Shari K. Lamb Link Charlotte Ned Western Area Chair, National Trends and Services Western Area Chair, Education Linkage Plano North Metroplex (TX) Chapter Tucson (AZ) Chapter

ANTI-BULLYING INITIATIVE Na#onal  Trends  and  Services  Commi3ee  

Link Wendy D. Thomas, Director National Trends and Services

Huntington (WV) Chapter

Link Alma Stokes, Co-Director National Trends and Services

Greensboro (NC) Chapter

Link Monica Allen Link Shari K. Lamb Link Denise Cooper Central Area Chair Western Area Chair Southern Area Chair Windy City (IL) Chapter Plano North Metroplex (TX)Chapter Savannah (GA) Chapter Link Patricia Patterson Lee Link Kim Mumby Green Link Gail Francis Johnson Eastern Area Chair AARP Partnership Chair Wallet Wise Program Chair Harrisburg (PA) Chapter Fairfield County (CT) Chapter Dayton (OH) Chapter Link Roslyn Brock Link Jacqueline Ellis, Esq. Link Yvonne Presha Columbia (MD) Chapter Prince George’s Co (MD) Chapter Brooklyn (NY) Chapter

NATIONAL TRENDS AND SERVICES 41ST WESTERN AREA CONFERENCE WORKSHOP

Trash Talking with Sheila Jackson Lee, U.S. Representative, D-TX (18)

Advocacy & Moving The Public Agenda

WORKSHOP PANEL

Link Shari K. Lamb, Esq., Plano North Metroplex (TX) Chapter Link Theresa Brewton Lyons, Esq., Fort Worth (TX) Chapter

Link Sheila Jackson Lee, Esq., Houston (TX) Chapter Link Sonya Simril, Alameda Contra Costa (CA) Chapter

Link Elaine Needham, Alameda Contra Costa (CA) Chapter

CONTRIBUTORS

Link Lorna Hankins, Gulf Coast Apollo (TX) Chapter, Western Area Chair, Communications Link Melanie Lawson, Houston (TX) Chapter

KEY DEFINITIONS* •   Bullying – Any willful attempt or threat to inflict injury on another person,

accompanied by an apparent present ability to do so; or any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm.

•   Cyber-bullying – Refers to occurrences wherein a student is tormented, threatened, harassed, humiliated, embarrassed, or otherwise targeted by another student(s) using the internet, interactive and digital technologies or mobile phones.

•   Digital Abuse – Includes sexting, cyber-bullying and textual harassment using the internet or other digital technology to inflict harm on others. When a student sexts or cyber-bullies, he/she is guilty of digital abuse that has social, ethical, and legal consequences.

(Definitions From B4USend Teacher Guide, www.OhioAttorneyGeneral.gov and Savannah-Chatham County Public

School System, Pupil Personnel Services)

KEY DEFINITIONS, CONT’D •   Sexting – The sending or receiving of sexually revealing pictures of oneself

and/or others. Sexting also covers the sending and receiving of sexually oriented messages. Typically, pictures and texts are sent by cell phone although use of the internet is also included in the definition.

•   Telephone or telecommunications Harassment – Using the phone to harass or abuse someone else. State laws exist to punish those who use cell phones to bully others.

(Definitions From B4USend Teacher Guide, www.OhioAttorneyGeneral.gov and Savannah-Chatham County Public

School System, Pupil Personnel Services)

Things that make you say uummm…

Just a thought… Inspire….

GOAL OF ANTI-BULLYING INITIATIVE

•   To  develop  an  an+-­‐bullying  program  for  chapters  to  implement  in  their  communi+es.  

•   Ra#onale:    “Research  shows  that  bullying  adversely  affects  children’s  mental  health,  academic  success  and  ability  to  relate  to  other  kids.    It  has  las+ng  emo+onal  consequences.”    

Mary Wakefield, Director

Health Resources & Services Administration

U.S. Department of Health & Human Services

OVERALL PROGRAMMATIC GOALS

•   To enhance a child's ability to avoid victimization; •   To enhance a child's self-esteem; •   To reduce the feelings of guilt and blame associated with victimization; •   To promote disclosure of abuse and victimization; •   To enhance and coordinate community response; •   To enhance communication between parents and children about personal safety; •   To reinforce adult supervision and protection; and •   To deter offender behavior

Anti-Bullying Toolkit Accessed at www.linksinc.org; www.walinks.org

•   Table of Contents •   I. Introduction and Statistics

•   II. Goals and Purpose •   III. Program Sessions

•   a. Sessions 1-3 •   b. 7th-12th Grade Evaluations & Data Sheets •   c. Grade School Evaluations & Data Sheets

•   IV. Session Materials and Resources •   a. Terminology – Definitions and Characteristics

•   b. Sample Exercises, Activities and Discussion Questions •   c. Anti-Bullying Contract and Pledge

•   d. Legal and Ethical Issues •   e. Anti-Bullying Tips

•   f. References and Additional Sources •   g. Participant Sign-In Sheet, General Sign-In Sheet

•   h. Parental Consent Form •   i. Adult and Minor Release Forms

•   j. PSA Information •   k. Icebreaker  

OVERVIEW OF PROGRAM TOOLKIT •   The purpose of the anti-bullying toolkit is to assist chapters of The

Links, Incorporated with implementing an anti-bullying program and/or incorporating anti-bullying awareness into their existing programming.

•   Chapters are encouraged to use the toolkit only as guide and are free to be as creative as possible.

•   Must use measuring tools (pre-evaluation and post-evaluation) in order to ensure measurable data collection.

•   Recommended workshops conducted in a three (3) part series •   May combine the workshops into one (1) workshop based upon

current chapter programming. •   Target Group: Elementary age students through high school age

students.

SAMPLE WORKSHOP SESSION SESSION #2

IT’S NO JOKE IF IT HURTS •   Recommended Time: 1 - 2 hours •   Introduction •   Icebreaker •   Presenters (address the effects bullying has

on an individual) •   Presenter(s)/Panel Discussion – teachers,

counselors, school officials, law •   enforcement, psychologists or other

health care professionals, etc. •   Discuss the psychological effects of bullying •   Discuss Cyber-Bullying and Sexting •   Role Play •   Feedback and Wrap-Up •   Administer Session 2 Evaluation

SUGGESTIONS FOR SESSION #2 •   Interactive session and a facilitator who can

engage the participants. •   General sign-in sheet and evaluation for

each session for all attendees, including participants.

•   Sign-in sheet for participants by “participant number.”

•   Prizes for participants who volunteer and share their stories. (This will encourage participation.)

•   Set aside time in this session for participants to discuss and work on their PSA/short films.

•   Adult and minor release forms. •   Chapters should expand and tailor the

Session 2 Evaluation to their specific program.

The Links Incorporated Service Delivery Model "Seizing the Opportunity to Provide World Class Leadership, Friendship and Service” "Signature Service Provides Substantive Solutions"

Situation: (The Problem) Priorities: Mission-Vision: What drives the outcome?

What do you want to know?

Evaluation How will you know it?

External Factors: 1. 2.

Assumptions: 1. 2.

In order to accomplish our set of activities we will need the following:

In order to address our problem or asset, we will accomplish the following activities:

We must clearly identify the clients who we are serving.

We expect that if accomplished, these activities will lead to the following changes in 1-2 years:

We expect that if accomplished, these activities will lead to the following changes in 3-4 years:

We expect that if accomplished these activities will lead to long term societal changes.

Participation: Medium-Term: Activities: Impact/Long-Term: Short-Term: Outputs: Outcomes: Inputs/Resources:

S.M.A.R.T. GOALS

Ø Specific Ø Measurable Ø Attainable Ø Realistic Ø Timely

TRANSFORMATIONAL PROGRAMMING

•   A process of profound and radical change that is irreversible intended to cause positive change in the community. It orients an organization in a new direction and takes it to an entirely different level of effectiveness.

(Definitions From Programming Glossary, September 2012, A Tool

Developed By Diane Scott, Western Area Program Coordinator)

ALIGNMENT AND INTEGRATION

ALIGNMENT •   The integration of multiple

goals within an organization to achieve an overarching mission or priority of the parent organization.

INTEGRATION

•   An integrated program is

a program comprised of more than one facet that works together with a core theme and engages the membership.

(Definitions From Programming Glossary, September 2012, A Tool

Developed By Diane Scott, Western Area Program Coordinator)

EXAMPLES OF ALIGNMENT AND INTEGRATION

Services to Youth •   S.T.E.M.—Workshops giving guidelines in the

use of social media to avoid the destructiveness of online postings and comments.

The Arts •   Offer multimedia workshops where target group

develops, writes, and produces a short video or public service announcement or poster art contests.

EXAMPLES OF ALIGNMENT AND INTEGRATION International Trends and Services •   Hold forums to discuss the bullying of African

immigrants and refugees due to lack of knowledge of cultural differences.

National Trends and Services •   Forums to discuss inequalities in consequences

and punishment of students of African American descent, the role of teacher/principal management of incidents, and the prevalence of bullying within the African American community.

EXAMPLES OF ALIGNMENT AND INTEGRATION Health and Human Services •   Community forums and panel discussions with

professionals such as physicians, psychiatrists, psychologists, nurses, educators, and social workers to explore matters such as the mental and emotional trauma associated with bullying, the decrease in academic performance, and loss of self-esteem experienced by bullying.

BRANDING

To fulfill the Western Area Strategic Plan goal of promoting the Links brand and increasing visual branding in the communities we serve, a public service announcement (PSA) on bullying was developed by the Western Area National Trends and Services Facet in collaboration with the Western Area Legislative Issues and Public Affairs Committee and the Western Area Communications Committee. The PSA was shot and produced by veteran news anchor, Link Melanie Lawson, KTRK-TV ABC-13, Houston, Texas. It is anticipated that the PSA will run in the Houston-area markets, television and/or radio, during the Western Area Conference.

EXPECTATIONS OF INITIATIVE

•   Participation in this initiative is open to all chapters. •   Participating chapters should establish an anti-bullying

program within its service area. •   Chapters should use the anti-bullying toolkit supplied by

the National Trends and Services Facet as a guide for the implementation of this initiative.

•   Chapters must establish a program that demonstrates the ability to support transformational programming by committing to at least two (2) years of participation with the anti-bullying initiative.

EXPECTATIONS OF PARTICIPANTS

•   Learn the definition of

bullying •   Learn bullying behaviors •   Learn what it is to bully

vs. What it is to be bullied •   Learn responses to

bullying •   Learn ways to reduce

incidences of bullying

Sticks and

stones may break my bones,

but words can hurt

me!

CHAPTER RESPONSIBILITIES

•   Select appropriate target group.

•   Complete the service delivery model (SDM).

•   Identify funding sources and/or budget for self-funding.

•   Find potential funding sources for the initiative.

•   Assist the target group in producing a public service announcement (PSA) or short video/film

•   Integrate across all five (5) facets.

•   Seek collaborative partnerships.

PROGRAM EVALUATION Pre-test evaluations vs. Post-test evaluations

(Sample data reported, pilot chapters, “yes” responses)

•   12.5% increase in ability to define bullying and recognize bullying behaviors.

•   22.5% increase in awareness and knowledge that they had been the victim of bullying.

•   57.7% increase in respondents reporting they are bullies and will stop bullying others.

•   55.7% increase in respondents admitting they had been bullied and would report future incidences of bullying to a responsible adult.

•   57.5% increase in respondents reporting they have been bullied by an adult.

•   27.5% increase in respondents reporting that cyber-bullying should be against the law.

•   30.0% increase in respondents reporting their activities while on the internet or telephone are monitored by an adult.

•   78.4% decrease in respondents reporting that they, themselves, are bullies.

PILOT CHAPTERS •   Alameda Contra Costa

(CA) Chapter •   Bradenton/Sarasota (FL)

Chapter •   Gainesville (FL) Chapter •   Greenville (SC) Chapter •   Louisville (KY) Chapter •   New Orleans (LA)

Chapter •   Omaha (NE) Chapter •   Philadelphia (PA) Chapter

GREAT JOB – YOU

ROCKED IT!

RESOURCES

•   Anti-Bullying Toolkit, The Links, Incorporated, www.linksinc.org •   A T& T Social Media Awareness Workshop

•   No More Bullies!, Andre’ A. Lewis, Author, an Anti-Bullying Children’s Book •   National Center for Missing and Exploited Children http://www.missingkids.com

•   Teaching Tolerance http://www.tolerance.org/bullied •   Stop Bullyinghttp://www.stopbullying.gov/

•   ABCs of Bullying: Addressing, Blocking and Curbing School Aggression http://pathwayscourses.samhsa.gov/bully/bully_intro_pg1.htm

•   www.safeyouth.org (1-866-safeyouth) •   HRSA’s Take a Stand! Lend a Hand. Stop Bullying Now! www.stopbullyingnow.hrsa.gov

•   In the Mix www.inthemix.org/bullying •   It’s My Life www.pbskids.org/itsmylife

•   Center for Safe and Responsible Internet Use www.cyberbully.org •   i-Safe www.isafe.org

•   Use these anti-bullying sites to help you evaluate bullying at your school and plan anti-bullying programs: www.onthenet.com.au/~townsend/anti-bullying.htm,

www.creatingcaringcommunities.org

See that girl right there? The one you just called fat?

She's been starving herself, and she's lost over 30 pounds. The one you just called stupid?

She has a learning disability; she studies 6 hours per night. The one you just called ugly?

She spends over 3 hours putting makeup on. The one you just called baby?

You would be crying too if your mother was dead. The one you just tripped?

I think she's abused enough at home. There's a lot more to a person than you think.

- Unknown

Let’s Talk It Over..…

Q&A