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Dignity for All Students Act. Effective July 1, 2012. Why are we here today?. Bullying is a type of harassment:. An intentional act of aggression, based on an imbalance of power, that is meant to harm a victim either physically or psychologically

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dignity for all students act

Dignity for All Students Act

Effective July 1, 2012

bullying is a type of harassment
Bullying is a type of harassment:
  • An intentional act of aggression, based on an imbalance of power, that is meant to harm a victim either physically or psychologically
  • Usually occurs repeatedly and over time, however sometimes can be identified in a single event
why have 48 states passed anti bullying harassment laws
Why have 48 states passed anti-bullying/harassment laws?
  • 39% of students reported that bullying, name calling and harassment pose a serious problem at school.
  • 66% reported that people at school were harassed at least “sometimes” because of their looks or body size
  • 57% reported that students were bullied or harassed “sometimes” because of the way they expressed their gender
  • 50% of high school students (2010) admit they bullied someone in the past year
  • 47% admit that they were bullied or teased or taunted in a way that seriously upset them in the past year.

(Glsen, 2010) No Law in South Dakota and New Mexico

bullying of children with disabilities special needs
Bullying of children with disabilities/special needs

71% were bullied at least once a week

Who are these kids?

  • With learning disabilities
  • With Attention Deficit Hyperactivity Disorder
  • With medical conditions that affect appearance
  • With obesity, particularly girls
  • Who stutter or have paralysis of one side of their body
the new york law the dignity act
The New York Law The Dignity Act

The Dignity for All Students Act prohibits harassment with respect to certain non-exclusive protected classes including, but not limited to:

  • Actual or perceived race
  • Color
  • Weight (size)
  • National origin
  • Ethnic group
  • Religion
  • Religious practice
  • Disability
  • Sexual orientation
  • Gender identity or
  • Sex (N.Y. Educ. Law§§ 10-18. 801-a)
June 22, 2012, New York State Assembly passed Legislation Requiring Cyberbullying Reporting goes into effect 7/2013
  • Requires all school staff to report any incident of bullying and CYBERBULLYING to the school principal or superintendent

“Cyberbullying has become a dangerous trend and this legislation gives parents and students the tools needed to overcome it. Standardized policies and procedures will guide teachers and school staff so that they are better equipped to respond to harassment and bullying within the classroom and beyond.”

Assemblyman Kenneth Zebrowski (D- New City, NY)

the dignity act new york law
The Dignity Act New York Law

Requires districts and schools to prevent, monitor, and address bullying through:

  • Designation of a Dignity Act Coordinator to be trained in non-discriminatory instructional and counseling methods and in handling human relationships
  • Staff training to raise awareness and sensitivity of school employees to issues of harassment and discrimination
  • Sensitivity and tolerance curricula for students
  • Revising the Code of Conduct to create a school environment free from harassment and discrimination
  • Reporting of bullying incidents to the State through a designated reporting system
types of bullying behavior
Types of Bullying Behavior
  • Hitting, punching, tripping
  • Kicking, pushing, scratching
  • Damaging/stealing property
  • Name calling, teasing, taunting
  • Making offensive remark
  • Making discriminatory remarks
  • Verbally threatening, intimidating
  • Excluding or threatening to exclude
  • Spreading rumors, gossiping
  • Ostracizing, alienating
  • Using threatening looks or gestures
  • Extortion
  • Use of the Internet or cell phone to
  • harass and intimidate
gender differences
Gender Differences


Use physical aggression such as hitting, pushing, slapping and elbowing each other


Use social alienation tactics and intimidation, such as exclusion, manipulation, malicious gossip, or spiteful notes

Uses extortion

Uses extortion

family factors
Family Factors
  • A bully at school is often victimized at home
  • Child is observing mom, dad or siblings as the bully and identifying
  • with them
  • The bully frequently comes from a home void of warmth
  • The bully’s primary caretaker is often premissive and allows aggressive
  • behavior towards peers, siblings and adults
  • A bully is often subjected to physical punishment and exposed to
  • violent outbursts by his/her caretaker
psychological factors
Psychological Factors
  • Bullying is classified as a “conduct disorder” by the American Psychiatric Association
  • Bullies have average levels of self esteem
  • Bullies have a strong need for power and dominance
  • Bullies enjoy being in control and like to subdue others
  • Bullies see hostility even when it is not present
school aspects
School Aspects
  • Bullying incidents are too often unnoticed or ignored
  • No clear rules and consequences
  • Culture of “tattling” rather than “telling” or “ratting” rather than reporting
  • Little Principal involvement with students
  • Poor cohesiveness and communication among staff members and between the staff and the Principal
  • Lack of respect among all constituents
the players
The Players
  • The Bully
  • The Target/Victim
  • The Bystander
spotting the bully
Spotting “the Bully”

Bully may possess a superior trait




Bully leads by intimidating others to follow to avoid becoming the next target

Bully gains power by the amount of followers –


children with bullying behaviors
Children with bullying behaviors:
  • Lack Empathy
  • Display Verbally Aggressive Behavior
  • Display Physically Aggressive Behavior
  • Possess average levels of self-esteem
  • Intimidate Classmates
  • Seek Power in Relationships
  • Provoke Fights
bully intervention
  • Change the dynamic of power so that the bully is not overtly or covertly reinforced by the teacher, coach or other authority figures
  • Listen to the bully and give him/her a point person to speak with whose role is to help the bully use their leadership skills in a positive, cooperative and collaborative manner


  • Social Anxiety Disorder
  • Lack Social Skills

(socially awkward)

  • Pleasers
  • Compliant
  • Fear of Confrontation
  • Restless
  • Irritating to others
  • Seen teasing and doesn’t know when to stop
  • Likely to fight back, but lose
  • Emotional
  • Often diagnosed with Attention Deficit Disorder
cyber victims
Cyber Victims
  • Can be anyone
  • Reported higher rates of depression than cyber bullies or bully victims
  • May not be able to identify their harasser and are more likely to feel isolated, dehumanized or helpless at the time of the attack
effects on the victim
Effects on the Victim
  • Anxiety
  • Loss of self-esteem into adulthood
  • Lower grades
  • Lower attendance/involvement
  • Decreased socialization/increased isolation
  • Physical Symptoms: headache, fatigue, stomach problems
  • Increase in acting out behavior
  • Suicide/Homicide
victim intervention
Victim- Intervention
  • Provide class experiences where victim is paired with other students to increase pool of relationships and desensitize others to victim
  • Encourage independent thinking for victim and class, in order to resist bully
  • Give victims a point person to go to for support and to report incidences.
the bystanders those who watch bullying happen or hear about it
The Bystanders- those who watch bullying happen or hear about it
  • PASSIVELY accept bullying by watching and doing nothing
  • PROVIDE the audience that a bully craves and the silent acceptance that allow bullies to continue bullying behavior
  • INSTIGATE the bullying by provoking the bully
  • ENCOURAGE the bullying by laughing, cheering or making comments that further stimulate the bully
the bully victim cycle
The Bully/Victim Cycle
  • Identification with the Aggressor
  • Victims who have been repeatedly bullied often have an increase in aggression
  • When they are put in a position of control or power they identify with the bully and do onto others what has been done to them
  • Thus the victim becomes the bully
what can we do
What can WE do?
  • Display warmth, positive tone, interest and involvement
  • Talk to each other and students with respect and understanding
  • Alert other staff members if they are displaying unacceptable behavior towards a student
  • Structure activities to minimize opportunities for exclusion
classroom intervention strategies
Classroom Intervention Strategies
  • Be aware of student friendships and create working partnerships and groups for students that promote positive interactions
  • Hold class meetings that allow students to air concerns and feelings (group guidance, advisory)
  • Watch out for bullying behavior and intervene...
  • Follow established guidelines for hierarchal consequences that have been established for bullying behavior (physical, social, emotional)
forms you will find in your packet
Forms you will find in your packet:
  • This slide will consist on forms that the Dignity Act Coordinators decide on and may include:

Reporting form

Class Survey

Interview procedure forms for bully, victim and bystanders

your dignity act coordinators
Your Dignity Act Coordinators

Adirondack Educational Center

Philip Beaney – CTE Outreach Coordinator

E-mail: pbeaney@mail.fehb.org

Phone: (518) 891-1330 ext. 2012

North Franklin Educational Center

Lorraine Childs – Principal

E-mail: lchilds@mail.fehb.org

Phone: (518) 483-5230 ext. 3011