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9781412915724
School Bullying: Tools for Avoiding Harm and Liability / Edition 1 available in Hardcover, Paperback
![School Bullying: Tools for Avoiding Harm and Liability / Edition 1](http://img.images-bn.com/static/redesign/srcs/images/grey-box.png?v11.9.4)
School Bullying: Tools for Avoiding Harm and Liability / Edition 1
by Mary Jo McGrath
Mary Jo McGrath
- ISBN-10:
- 1412915724
- ISBN-13:
- 9781412915724
- Pub. Date:
- 08/18/2006
- Publisher:
- SAGE Publications
- ISBN-10:
- 1412915724
- ISBN-13:
- 9781412915724
- Pub. Date:
- 08/18/2006
- Publisher:
- SAGE Publications
![School Bullying: Tools for Avoiding Harm and Liability / Edition 1](http://img.images-bn.com/static/redesign/srcs/images/grey-box.png?v11.9.4)
School Bullying: Tools for Avoiding Harm and Liability / Edition 1
by Mary Jo McGrath
Mary Jo McGrath
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Overview
The author offers leaders practical tools and strategies to create legally based and ethically sound approaches to dealing with and preventing bullying in schools.
Product Details
ISBN-13: | 9781412915724 |
---|---|
Publisher: | SAGE Publications |
Publication date: | 08/18/2006 |
Edition description: | New Edition |
Pages: | 248 |
Product dimensions: | 7.00(w) x 10.00(h) x (d) |
Table of Contents
PrefaceAbout the AuthorPart I: FACT, MYTH AND IMPACT1. What Bullying Is and What it Is NotSpotting the BullyHow Bullies ActIntent to HarmAn Imbalance of PowerThe Perpetrator Enjoys BullyingRepeated, Systematic BehaviorBullying HurtsThree Types of BullyingPiercing the Myths About Bullies and BullyingMyth #1: Our School Doesn’t Have BulliesMyth #2: Other Safety Issues are a Bigger Concern for KidsMyth #3: Schools Should Not Encourage ComplaintsMyth #4: Teachers See Everything and Respond When Bullying Takes PlaceMyth #5: It’s the Outcasts Who Bully OthersMyth #6: Bullies Appear Tough, but They Are All Actually Anxious and InsecureMyth #7: The “Class Bully” Is Easy to IdentifyMyth #8: It Is Impossible to Catch the Early Warning SignsMyth #9: There Is No Correlation Between Bullying and Cases of Extreme ViolenceMyth #10: Bullying Is Not a Legal Issue, It’s a Character IssueSummary2. Through the Eyes of the VictimThe Impact of Bullying on VictimsImpacted for LifeThe Effects of Chronic TraumaPost-Traumatic StressBlaming the VictimSigns and Symptoms That May Indicate a Child Is Being BulliedSix Powerful Practices for Detecting Bullying and Harassment in SchoolsSafe, Responsive Adults Are the KeyBeing a Safe AdultBeing a Responsive AdultGetting Everyone InvolvedThe Nature and Scope of Anti-Bullying InterventionsBut Is It Legally Fit?Legal Avenues for Effecting ChangeSummary3. Social Scheming and Techno BullyingMean GirlsWhat Does Relational Bullying Look Like?What’s the Harm?The Marvels of Modern TechnologyThree-Way Calling AttacksInstant MessagingBloggingNo Privacy on the InternetOnline ImpersonationWhat Can Schools Do?Why Kids Don’t ReportThe CodeChanging the Adult ResponseThe Complex Role of the BystanderGroup DynamicsThe Role of the DefenderShifting the Dynamic: Training Bystanders“I’m Afraid to Walk in That Corridor”Is Your Discipline Code Adequate?What Does Retaliation Look Like?Handling GraffitiSummaryPart II: THE LEGAL CONTEXT OF BULLYING4. Bullying Through a Legal LensIn Loco ParentisThree Bodies of LawWhat Is a Civil Action?What Is Criminal Law?What Is Administrative Law?What Is Liability?What Is Governmental Immunity?What Is Negligence?Where Does Negligence Fit Under the Law?What Is a Duty of Care?What Is the Standard of Care in Civil Actions for Negligence?Under What Conditions May an Individual Be Found Individually Liable?What Qualifies As “Notice”?How Does a School Receive Notice?What Are Deliberate Indifference and Reckless Disregard?What Is Discrimination?What Is the Difference Between Bias, Prejudice, and Discrimination?What About Students’ First Amendment Rights?The First Amendment and Retaliation: A Case in PointResponsibility for the Behavior of Third PartiesWho Is Considered a Third Party?Public School Students in Employment SettingsEnactment of State LawSummary5. When Bullying Is Legally ActionableThe Criterion: Point by PointPoint 1: Is a Protected Classification Involved or Is There Intent to Harm?Point 2: Is the Behavior Unwelcome or Unwanted?Point 3: Is the Behavior Severe or Persistent or Pervasive?Point 4: Does the Behavior Substantially Interfere With the Student's Education?Point 5: Does the Behavior Meet Both Subjective and Objective Tests Related to Its Level of Interference With Student Education?Quid Pro Quo Sexual Harassment: An Exception to the Five-Point CriterionIn ReviewFollow Your PolicyBullying Policy HighlightsA Cautionary Note: The Importance of Being StrategicYour Duty to Provide a Save Environment: The Courts Are SpeakingEstablished Guidelines for Protecting StudentsFour Responsibilities Under the Duty to Provide a Safe Learning EnvironmentCovering All the BasesSummaryPART III: LEGALLY SOUND AND PRINCIPLED-BASED ACTION6. Daily Practices to Conquer BullyingAnd the Complaints Keep Coming…Power Tools That Build a Positive School CultureA Legally Sound ResponseBullying: Three Levels of ResponseLevel I Response: Training the Front LineLevel I Response: DocumentationLevel II ResponseLevel III ResponseThe Mc Grath SUCCEED SystemThe Mc Grath FICA Standard: The Basic ToolHow to Evaluate Facts and Make DecisionsThe Mc Grath FICA StandardThe FACTS: What Happened?IMPACT: The Harm of What HappenedWhen Facts and Impact Do Not CorrelateCONTEXT: The Other Factors Surrounding the SituationContext: The Supreme Court SpeaksMiss Jones Interviews BeckyACTION: Taking the Logical Next StepSpiraling ForwardBack to Mr. PogueMc Grath FICA in ReviewImplementing the FICA Chat InfrastructureSummary7. Powered By PrinciplesThe "Be" and the "Do" of Conquering BullyingWhy Trust, Respect, Understanding, and Growth?Facts With TrustImpact With RespectContext With UnderstandingAction With GrowthFour Lenses: Structure, Quality, Tone, and BalanceStructure CountsQuality: Be Specific and FactualTone: The Relationship FactorBalance: Working the FICA Formula With IntegrityIt’s All About RelationshipThe Mc Grath SUCCEED Levels of MasteryA Transformational ApproachThe Heart of the MatterWhat It Takes To Be a PartnerTurning the Mirror InwardThe Mc Grath SUCCEED System as a Guide for Self-ReflectionThe Internal “Imposter”The Personal Awareness ParadoxThe Questing PersonBeing a Partner: Shared VisionThe Sociopath Next Door: A Notable ExceptionNo Matter How Mean the StreetsYou Can SUCCEEDLead With Your HeartSummary8. A Legally Sound "To Do" ListThe Content of Bullying Through the Legal LensInitial Intake of Complaints: Preliminary StepsThe Role of the Complaint ManagerProcessing Incident Reports From Third PartiesIf the Complainant Cannot Read and/or Write English ProficientlyComplaint Intake With Very Young StudentsInforming the ParentsShould You Audiotape the Child’s Answers?Completing the Conversation With the ComplainantDon’t Be Afraid of DocumentationDeciding Who InvestigatesHanding Off a Complaint to an InvestigatorFirst Things First: Eight Preliminary Considerations1. Take Action on the Complaint Within 24 Hours2. If Sexual Harassment is Suspected, Use Two Investigators3. Create a Confidential File4. Conduct Interviews in a Private Room5. Review All Pertinent Records6. Review and Follow All Aplicable Policies, Rules, and Regulations7. Talk to the Teachers With Whom the Parties Attend Classes8. Do Not Limit the Investigation to Interviews of the Complainant and Alleged PerpetratorInformal Versus Formal ResolutionA Working Definition of “Informal”“Talking It Out”AnonymityInformal Does Not Mean UnwrittenWhat Is an Inquiry?An Example of a Level II MatterWhen Is Informal Resolution Clearly Inappropriate?Innocent Until Proven GuiltyBut I Know the Kid Is GuiltySummary9. Creating and Following a Game Plan: Level III InvestigationKnow the “Players”The Complaint Manager’s RoleThe Response Team’s RoleTraits of an InvestigatorThe Title IX CoordinatorThe Role of CounselInclude All Players in the Game PlanThe Five Phases of an InvestigationPhase One: Gather the FactsPhase Two: Check for Records of ConcernPhase Three: Evaluate the Testimony and EvidencePhase Four: Write the ReportPhase Five: Follow-Up Actions By School OfficialsCorroborative EvidenceHearsay EvidenceCreating a Mc Grath Case and Report Organizer to Guide the Investigation From Start to FinishOrganize the Case FileThe Mc Grath Case Report OrganizerSynopsisFactsImpactContextActionSummary10. ConclusionPart IV: RESOURCESResource A: FormsMc Grath Incident ReportComplaint of Alleged Bullying or Illegal HarassmentMc Grath Investigation ChecklistMc Grath Template IIIResource B: Laws and PoliciesLaw Case Digest: A SamplerModel Bullying PolicySample State Anti-Bullying LegislationResource C: Suggested 360-Degree Anti-Bullying Training PlanResource D: GlossaryResource E: Useful Web SitesBibliographyIndexFrom the B&N Reads Blog
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