1 / 33

In This Together: A Look At Preventing Sexual Harassment, Bullying, and Teasing

In This Together: A Look At Preventing Sexual Harassment, Bullying, and Teasing. Carol Abnathy, MSW, MPH, LCSW (abnathy.carol@dol.gov) Jennifer Wild, Ed.D. Valerie R. Cherry, Ph.D. Objectives. Learn definitions of sexual harassment, bullying, and teasing

garnet
Download Presentation

In This Together: A Look At Preventing Sexual Harassment, Bullying, and Teasing

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. In This Together: A Look At Preventing Sexual Harassment, Bullying, and Teasing Carol Abnathy, MSW, MPH, LCSW (abnathy.carol@dol.gov) Jennifer Wild, Ed.D. Valerie R. Cherry, Ph.D.

  2. Objectives • Learn definitions of sexual harassment, bullying, and teasing • Assess knowledge of the statistics regarding these concepts • Learn about solutions in dealing with these issues • Discuss the Career Success Standards as an initiative to help prevent sexual harassment, bullying, and teasing behaviors on center

  3. Definitions • Teasing—the act of playfully or maliciously disturbing another person (especially by ridicule); provoking someone with persistent annoyances • Bullying—anongoing pattern of physical or psychological aggression that is threatening, coercive, relentless, and leaves the victim feeling powerless

  4. Types of Bullying • Physical • Emotional • Relational • Bystander victimization • Cyber bullying—a relatively new phenomenon

  5. Definitions • Sexual Harassment—unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature in which submission to or rejection of such conduct explicitly or implicitly affects an individual's work or school

  6. Sexual Harassment—Two Types • Quid pro quo—occurs when a school employee causes a student to believe that he or she must submit to unwelcome sexual conduct in order to participate in a school program or activity. It can also occur when an employee causes a student to believe that the employee will make an educational decision based on whether or not the student submits to unwelcome sexual conduct. • Hostile environment—occurs when unwelcome sexually harassing conduct is so severe, persistent, or pervasive that it affects a student's ability to participate in or benefit from an education program or activity, or creates an intimidating, threatening or abusive educational environment.

  7. sexual advances touching of a sexual nature graffiti of a sexual nature displaying or distributing of sexually explicit drawings, pictures and written materials sexual gestures sexual or "dirty" jokes pressure for sexual favors touching oneself sexually or talking about one's sexual activity in front of others spreading rumors about or rating other students as to sexual activity or performance. Examples of Sexual Harassment

  8. Bullies act tough in order to hide feelings of insecurity and self-loathing. In schools, there is one incident of bullying every 7 minutes.  Lesbian, gay, bisexual and transgender (LGBT) youth are equally likely as heterosexual students to be targets of harassment. When teasing becomes cruel and causes someone distress and/or it becomes one-sided and prolonged, then teasing has become bullying. Sexual conduct must be unwelcomed in order to be sexual harassment. It is estimated that 45% of American females will experience some form of sexual harassment during their academic or working lives. Yet, just 25% ever tell anyone. True or False?

  9. Complaints filed by men have tripled since 1994 and are primarily due to harassment by female supervisors. Studies estimate 1 woman in 8 will experience sexual harassment on the job. Only the individual being sexually harassed is considered the victim. Sexual harassment leads to lost productivity, sick leave, and worker replacement. True or False?

  10. PerceptionCan this be sexual harassment?

  11. Job Corps Significant Incident Reporting System (SIRS) Data SIRS DEFINITIONS • Sexual Assault:Sexual assault includes any alleged non-consenting sexual act involving forceful physical contact including attempted rape, rape, sodomy, and other. If forceful physical contact is not used, the incident should be reported as a Sexual Misconduct. • Sexual Misconduct:Sexual misconduct includes the intentional touching, mauling, or feeling of the body or private parts of any person without the consent of that person. Sexual harassment or unsolicited offensive behavior such as unwelcome sexual advances, requests for sexual favors, and other verbal or physical contact of a sexual nature is also included.

  12. Alleged Sexual Assault/Misconduct Incidents (PY05-PY06)

  13. Job Corps SIRS Report by Primary/Secondary Incident Code: Sexual Misconduct (PY05-PY06)

  14. Job Corps vs. National DataAlleged Sexual Assault Incidents • There were 117 incidents of sexual assault by Job Corps students in PY06, which is a rate of 1.8 incidents per 1,000 separated students. • The 2005 National Crime Victimization Survey (NCVS) reported a sexual assault rate of 2.0 incidents per 1,000 youth ages 16-24* *Retrieved from the World Wide Web: http://www.ojp.usdoj.gov/bjs/pub/pdf/cv05.pdf

  15. What we have learned: • It is often hard for students to verbalize what makes them feel unsafe • Many students do not realize that harassment, teasing, or bullying are inappropriate…they think it’s cool • Students really appreciate staff who address inappropriate behavior but many staff feel uncomfortable with this responsibility • The best centers help students learn how to deal with inappropriate behavior and do not just “handle it for them”

  16. What we have learned: • Female students can be uncomfortable when PDA is common and not addressed by staff • Females feel more comfortable when the population on center is close to 50/50 in terms of male/ female • Many centers have been successful in incorporating harassment, discrimination and impropriate behavior issues into their diversity activities • When harassment, teasing, and bullying are common, the culture is negative

  17. Lets Try a Scenario

  18. Scenario Questions • What could happen to the individual in the scenario? • How does this behavior impact the group? • Does this behavior have any influence on the organizational culture?

  19. What has Job Corps done? • Violence, Suicide, and Bullying Prevention Project • SafetyNet– New website with a focus on prevention of bullying, suicide, and violence (which includes sexual assault and rape). • Toolkits • Center self-assessment • Policy development • On-line training • Fact sheets and brochures • Resources • Evaluation

  20. Bullying Prevention Program Core Components • Planning • Training • Promotional Activities • Environmental Safe Guards • Center-wide Prevention Activities

  21. What has Job Corps done? • To decrease negative behaviors and develop employability and independent living skills, Job Corps has developed Career Success Standards (CSS) • CSS helps create a constructive (positive normative) culture

  22. What are the Career Success Standards? The Career Success Standards (CSS) are a set of student behavioral expectations in the areas of: • Social Development • Employability • Independent Living CSS aims to create a constructive culture (positive normative culture) on each Job Corps center supported by indigenous proven practices and proven instructional methods and materials

  23. The Career Success Standards are: • Workplace Relationships and Ethics • Personal Growth and Development • Communications • Interpersonal Skills • Information Management • Multicultural Awareness • Career and Personal Planning • Independent Living

  24. Each Standard has a Profile that includes: • Standard Statement: EXPECTED OUTCOME • Competencies: WHAT BEHAVIORS? • Performance Levels: HOW WELL? • Staff Responsibilities: REINFORCEMENT

  25. What does a profile look like?

  26. Standard Profile: Statement and Competencies EXPECTED OUTCOME Standard: Workplace Relationships and Ethics The student will leave Job Corps with the ability to productively interact with co-workers and deal with problems and situations with honesty, integrity and responsibility. WHAT BEHAVIORS? • Competencies: • Follows and promotes workplace policies and procedures including: good attendance, being on time and dressing appropriately for the job. • Understands and supports organizational goals and structure and follows the chain-of-command. • Observes and practices safety standards. • Develops and practices safety standards. • Develops productive relationships with members of his/her team. • Maintains confidentiality and personal trustworthiness.

  27. Standard Profile: Performance Levels HOW WELL?

  28. Staff Responsibilities REINFORCEMENT STAFF RESPONSIBILITIES

  29. CSS IS NOT… A curriculum A program of facilitated sessions Focused on the process A one-size-fits-all for ALL centers and ALL students CSS IS… Behavioral STANDARDS Supported by PROVEN PRACTICES Focused on OUTCOMES Chosen by center What CSS IS & IS NOT…

  30. Results of CSS thus far…Pilots report…. • Increase in performance measures • Increase in staff and student relationships • Decrease in negative behaviors such as harassment, bullying, and teasing • Increase in staff involvement and ability to model, mentor, and monitor • Self removal of negative staff and students

  31. How can you use this information? • Develop office and/or program norms of behavior like CSS to improve your culture • Investigate the statistics relating to your office or program • Hold focus groups with staff and/or program participants to explore their perceptions of these issues • Hold staff training and include behavior expectations in performance reviews • Others?

  32. Resources • http://www.eeoc.gov/ • http://www.safeyouth.org • GLSEN's 2005 National School Climate Survey http://www.glsen.org • TAG-I Health and Wellness Approach to (1) Family Planning and (2) Sexual Assault and Prevention http://jchealth.jobcorps.gov • http://jccdrc.jobcorps.gov/CSS

  33. Video ClipsQ and A

More Related