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Bullying Prevention

Goals

While the overall goal of bullying prevention and intervention is to provide every student with a safe and supportive school and social environment, at least three educational programs from the Utah State Office of Education provide standards and objectives relevant to bullying prevention and intervention: the Utah Comprehensive Counseling and Guidance Program (CCGP), the Utah Prevention Dimensions curriculum, and the USOE Life Skills Document.

The Utah Comprehensive Counseling and Guidance Program (CCGP) Student Outcomes include the following competencies http://schools.utah.gov/cte/documents/guidance/model/UtahModel.pdf (Appendix F):

Multicultural/Global Citizen Development

MG:A Students will develop the ability to evaluate and to approach life as a contributing citizen in the global community.

  • MG:A1 Demonstrate a deep regard for self and others
  • MG:A2 Demonstrate a personal commitment to basic democratic principles
  • MG:A3 Demonstrate a civil and considerate spirit while participating in society

All of these competencies are conducive to reducing or eliminating bullying and relational aggression in Utah public schools. Many local schools and districts have developed or acquired guidance curriculum to teach these competencies for elementary, middle/junior high school, and high school students.

The Utah Prevention Dimension Curriculum

Prevention Dimensions (PD) is a collection of age-appropriate lessons by the Utah State Office of Education provided free of charge to Utah pre-kindergarten through twelfth grade teachers. http://schools.utah.gov/utahpd/ PD provides students with a foundation of effective skills based on risk and protective factor research. Students and teachers who apply PD objectives reduce risk factors associated with violence, substance abuse and other antisocial skills. Embracing PD objectives enhances protective factors of peer support and positive relationships, appropriate and smart decision making, and healthy living.

The PD lessons have been designed to decrease risk factors and promote protective factors. The USOE conducts teacher trainings on the use of the PD resource lessons to enhance and develop teacher skills to teach proven prevention strategies, provide current evidence of effectiveness, and help teachers create a positive teaching climate in their classrooms. Recent revisions and five foundation lessons at the K-6 grade levels, provide a strong emphasis on the 3 C’s: “I Care about myself, I Care about others and I Care about my Community.” This effort aims to strengthen the Safe component of Safe and Drug Free Schools, and gives support to the following Utah State Health Core Standards and Objectives:

Standards:

1. Improve mental health and manage stress
2. Adopt health-promoting and risk-reducing behaviors
3. Understand and respect self and others related to human development and relationships.
4. Adopt behaviors to maintain personal health and safety and dev3elop appropriate strategies to resolve conflict.

Objectives:

1. Recognize why acceptance of self and others is important for the development of positive attitudes.
2. Explore how relationships can contribute to self-worth
3. Demonstrate qualities that help form healthy interpersonal relationships.
4. Develop vocabulary that show respect for self and others.

The USOE Life Skills Document provides a state-wide focus on the knowledge, skills and dispositions of Utah students. See http://www.schools.utah.gov/CURR/lifeskills/Life-Skills/LifeSkillsHandbook.aspx The Social and Civic Responsibility and the Personal Growth and Character sections of the document emphasize student learning in ways that would prevent or intervene in bullying and relational aggression as indicated by the following competencies:

Indicators of Social and Civic Responsibility

  • Assumes responsibility for personal actions and acts ethically (e.g. demonstrates honesty, fairness and integrity
  • Demonstrates responsible Civic Engagement
  • Demonstrates an appreciation of diversity and interdependence of all people
  • Demonstrates social and environmental responsibility

The following competencies provide evidence for the indicators listed above:

Knowledge—understands that appropriate social interaction is critical for productive civic engagement; understands general aspects of one’s own culture, the cultures of others and how cultures differ.

Skills—demonstrates responsibility for personal actions by acting ethically; demonstrates the importance of cooperation among individuals to accomplish a tack.

Dispositions—embraces fairness, honesty, integrity, and personal efficacy; willingly chooses to effectively work as a member of a team; willingly recognizes different points of view in a positive manner.

Indicators of Personal Growth and Character Development

  • Exhibits empathy and self-discipline
  • Exhibits self-control and leadership
  • Demonstrates understanding, friendliness, adaptability, empathy, and politeness
  • Identifies appropriate course of action by working toward agreements with others
  • Demonstrates an ability to identify, avoid, escape or manage potential risk situations

The following competencies provide evidence for the indicators listed above:

Knowledge—understands the rules of friendly, social behavior; understands how to access, analyze, and use resources to promote physical, social and emotional wellness.

Skills—demonstrates consideration of and empathy for the experience and perspective of others; recognizes how character and behavior affect and influence the actions of others; manages conflict effectively.

Dispositions—willingly and appropriately responds to the needs of others; believes in own self-worth and maintains a positive view of self.