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Prevention of Harassment and Bullying Policy

Version: November 2021

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Purpose

  • Foster a safe, caring, and orderly school environment
  • Promote students’ physical safety, social connectedness, and inclusiveness 
  • Describe acceptable and unacceptable behaviour
  • Protect students from all forms of bullying, regardless of their gender, race, culture, religion, sexual orientation, or gender identity

The Policy

Students who knowingly commit acts of harassment, intimidation, bullying, cyberbullying or violent behaviours will be subject to disciplinary action up to, and including, suspension or expulsion from school. All members of the school community have the responsibility of monitoring, reporting, and addressing harassment, intimidation, and bullying. The School’s commitment is to take all reasonable steps to prevent retaliation by a person against a student who has made a complaint of a breach of the policy.

Acceptable Behaviours 

Students are encouraged to be courageous and speak up when they see any behaviour that negatively impacts a safe, caring, and orderly school environment. Students who are disciplined for unacceptable behaviour are encouraged to take steps to “put right” or repair the damage caused by their actions or behaviour. Connected to this idea, the community demonstrates commendable behaviour when we allow the disciplined individual/s who remain in the community to re-establish a positive character.

Unacceptable Behaviours

Within this policy, there are four types of behaviour which, if found to be taking place, will be addressed as a disciplinary issue:

  • Harassment: Any unwelcome or unwanted act or comment that is hurtful, degrading, humiliating, or offensive to another person
  • Intimidation: The act of instilling fear in someone as a means of controlling that person
  • Bullying: A pattern of repeated aggressive behaviour with negative intent directed from one person to another where there is a power imbalance. Bullying can take many forms: verbal, physical, social, or electronic (cyberbullying). It can focus on disability, sexual orientation, and sexuality, gender identity, race, ethnicity, religion, or other issues.
  • Violent behaviours: Any behaviour by an individual that threatens or harms or injures the individual or others or destroys property. Violent behaviour often begins with verbal threats but over time escalates to involve physical harm.

The Importance of Speaking Up

Crofton House School is committed to providing a safe, caring, and orderly school environment that is respectful of everyone. The school teaches social and executive functioning (i.e. self-regulation) skills that will serve its students throughout their lives.

If a student has been harassed, intimidated, or bullied, or has witnessed such behaviour, she needs to confide in an adult at the School. It is part of her responsibility as a Crofton House School student. 

If the School is not aware of an incident, it cannot act. A student is not tattling by contacting an adult; she is, in fact, upholding CHS’s core values and demonstrating courage by appropriately standing up for herself. No one has the right to harass, intimidate or bully another person. It takes courage to stop such behaviour maturely and responsibly.

An Important Distinction Between Conflict, Mean Behaviour and Bullying

It’s important to know the difference between bullying and single acts of aggression or conflict. Not all mean or rude behaviour or conflict is bullying. 

Understanding the difference helps when it comes to knowing how to intervene.

Conflict is

A disagreement or difference between peers who have equal power

Conflict is an inevitable part of a group dynamic. Conflict generally happens between girls who usually hang out together and have equal power (size, age, social status). They are equally upset by the conflict and are interested in the outcome. They can work things out with adult help.

Conflict would be considered bullying if one of the girls continued an intentional campaign of blame against the other to hurt her feelings or alienate her from her friends. This could include several actions over a few days or weeks – doing things like calling her names, taunting her, or getting others to gang up on her or alienate her.

Mean behaviour is

Saying or doing something on purpose to hurt someone without consistency

Mean behaviour aims to hurt someone. This includes making fun of someone, using a hurtful name, physically pushing or shoving, taking someone’s belongings, or deliberately excluding someone. Usually, mean things are said impulsively and then often regretted later. Adults responding quickly and firmly can stop girls from developing a pattern of behaviour that can escalate into bullying behaviour.

Bullying is

A persistent pattern of unwelcome or aggressive behaviour that hurts others physically and/or emotionally.

For a situation to be considered a bullying incident, three indicators are usually present: 

  • Power – individuals who bully acquire their power through physical size and strength, by status within the peer group, and by recruiting support of the group
  • Frequency – bullying is not a random act. It is this factor that brings about the anticipatory terror in the mind of the child being bullied that can be so detrimental and have the most debilitating long-term effects
  • Intent to harm – individuals who bully generally do so with the intent to either physically or emotionally harm the other child

A person who shows bullying behaviour says or does something intentionally hurtful to others and they keep doing it, with no sense of regret or remorse – even when it’s obvious that they’ve hurt a person or when they’re asked to stop. Bullying behaviour requires adult intervention at all stages of investigation, intervention and follow up.

Consequences of Harassment, Intimidation,  Bullying, or Violent Behaviour

If harassment, intimidation, bullying or violent behaviour is witnessed by a student or becomes known to a student through conversation or social media, the student is encouraged to report the conduct to a teacher or the Director of the School. The situation will be thoroughly investigated and an appropriate sanction will be determined. 

The Crofton House School Code of Conduct describes the procedures related to reporting, investigation, documentation, and communication as well as potential sanctions for unacceptable behaviour. It also outlines mitigating factors which will be considered during the investigation including, but not limited to, a student’s age and maturity. 

 

预防骚扰和欺凌制度


校规

Harassment and Prevention of Bullying Prevention Order 预防骚扰和欺凌令……………………..…..  3月5日 ,2021


目的

  • 营造安全、关爱、有序的学校环境
  • 促进学生的人身安全、社会联系和包容性
  • 描述可接受和不可接受的行为
  • 保护学生免受各种形式的欺凌,无论他们的性别、种族、文化、宗教、性取向或性别认同如何

制度

故意实施骚扰、恐吓、欺凌、网络欺凌或暴力行为的学生将受到纪律处分,包括停学或开除学籍。学校社区的所有成员都有责任监控、报告和解决骚扰、恐吓和欺凌。学校承诺采取一切合理措施,防止有人对投诉违反制度的学生进行报复。

 

可接受行为

当学生看到任何对安全、关爱和有序的学校环境产生负面影响的行为时,我们鼓励她们勇敢地直言不讳。鼓励因不可接受行为受到纪律处分的学生采取措施“纠正”或修复由其行为或行为造成的损害。与这个相关的是,当我们允许受纪律严明的个人留在社区中重新树立积极品格时,社区将展现其修正行为举止。

 

不可接受行为

在本制度中,有四种行为,一经发现将作为纪律问题处理:

  • 骚扰:对他人造成伤害、有辱人格、侮辱或冒犯他人的任何不受欢迎或不受欢迎的行为或评论
  • 恐吓:向某人灌输恐惧作为控制该人的一种手段
  • 欺凌:一种反复攻击行为的模式,带有负面意图,从一个人指向另一个人,存在权力的不平衡。欺凌可以采取多种形式:口头、身体、社交或电子(网络欺凌)。它可以关注残疾、性取向、性别认同、种族、民族、宗教或其他问题。
  • 暴力行为:个人威胁或实际伤害或伤害个人或他人或破坏财产的任何行为。暴力行为通常始于口头威胁,但随着时间的推移升级为涉及身体伤害。

 

说出来的重要性

Crofton House School 致力于提供一个维护每个人安全、尊重关怀和有序的学校环境。学校教授社会和执行(即自我调节)技能,这将使学生终身受益。

如果学生受到骚扰、恐吓或欺凌,或目睹此类行为,她需要向学校的成年人倾诉。这是她作为 Crofton House School 学生的一部分责任。

如果学校不知道事件发生,则无法采取行动。学生联系成年人不是属于八卦;事实上,她是在维护 CHS 的核心价值观,并通过适当为自己站出来展示自身的勇气。任何人都无权骚扰、恐吓或欺负他人,成熟和负责任地制止此类行为需要勇气。

 

冲突、粗鲁刻薄行为和欺凌之间的重要区别

了解欺凌与单一的侵略或冲突行为之间的区别很重要。并非所有刻薄或粗鲁的行为或冲突都是欺凌。

了解差异有助于了解如何进行干预。 

 

冲突是

拥有同等权力的同龄人之间的分歧或差异

冲突是群体动态中不可避免的一部分。冲突通常发生在通常一起出去玩并且拥有同等权力(大小、年龄、社会地位)的女孩之间。但她们同样对冲突感到不安,并希望有结果,这样她们可以在成人的帮助下解决问题。

如果其中一个女孩继续故意指责另一个女孩以伤害她的感情或疏远她的朋友,则冲突将被视为欺凌。这可能包括几天或几周内的多项行动:比如取外号,嘲笑她,甚至联手鼓动对付她。

 

粗鲁刻薄行为是

故意说或做没有一致性的某事来伤害某人

刻薄粗鲁行为旨在伤害某人。这包括取笑某人、使用具有伤害性的名字、用力推或推拿走某人的财物或故意排斥某人。通常,刻薄的行为是冲动时说或做出来的,事后会后悔。成年人迅速而坚定地回应可以阻止女孩可能升级为欺凌的行为模式。

 

欺凌是

一种不受欢迎或具有攻击性的持续性行为模式,在身体和/或情感上伤害他人。

判断是否为欺凌,通常存在三个维度 :

  1. 权力——通过身体大小和力量、在同龄群体中的地位以及通过招募群体的支持来获得权力的个人
  2. 频率——欺凌不是随机行为。正是这个因素导致了被欺负的孩子心中的预期恐惧,这种恐惧可能是有害的,并且具有弱化人的长期影响
  3. 意图伤害 - 欺负人的个体通常这样做的目的是在身体或情感上伤害另一个孩子

一个具有欺凌行为的人说或做了一些故意伤害他人的事情,他们会继续这样做,即使他们很明显已经伤害了一个人,或者当他们被要求停止时,没有任何遗憾或自责。欺凌行为需要成人调查、干预和跟进的所有过程中进行干预。

骚扰、恐吓或欺凌的后果

如果学生目睹欺凌行为,我们鼓励学生向老师或学校主管报告该行为。学校将对这种情况进行彻底调查,并确定适当的制裁措施。 Crofton House 学校行为准则描述了报告、调查、记录和沟通相关的程序,以及对不可接受行为的潜在制裁。它还概述了在调查期间将考虑的缓解因素,包括但不限于学生的年龄和成熟度。