The paper was written as the final assignment which was to determine our adeptness at educational policies and concerned the topic of bullying.
Bullying is defined by the Wis. Dept. of Public Instruction as behavior that is aggressive, not wanted, and occurring in conjunction with school age students. Bullying/harassment is caused by non-harmonious perception or realization of power. Bullying is often repetitive and may cause “serious, lasting problems” (A comprehensive approach to bullying prevention, Retrieved from: https://dpi.wi.gov/sspw/safe-schools/bullying-prevention). “These behaviors are normative occurrences in schools, they are not considered socially acceptable in the context of democratic societies” (United Nations, 1989). I posit, bullying/harassment, may occur as a result of the intent to control another person’s behavior, attitudes, beliefs, and culture in general, for the acquisition of resources and the resultant power to achieve a goal that is not entirely ethical.
Table of Contents
1. Introduction
2. Wisconsin’s model bullying policy
3. Policy language
4. Procedural steps and reporting components
5. Appropriateness
6. Effectiveness
7. Communication of policy
8. Addressing Bullying
9. Addition to knowledge base
10. Addressing bullying prevention
Research Objectives and Topics
This study provides a comparative analysis of bullying policies in educational settings, specifically examining the alignment between state statutes in Wisconsin and Florida and the practical application of these policies within a specific school district and a staffing organization (Teachers on Call). The research aims to evaluate how policy language, reporting procedures, and organizational recognition programs influence the management and prevention of bullying.
- Comparative review of state statutes and local school district bullying policies.
- Analysis of procedural reporting mechanisms for bullying incidents.
- Evaluation of the effectiveness and appropriateness of anti-harassment policy components.
- Assessment of communication strategies and training regarding bullying policies.
- Exploration of the role of positive reinforcement in promoting student conduct.
Excerpt from the Book
Policy language
The policy language at Middleton High School (MHS), in the District where I work in my vocation as a substitute teacher/special ed para, as an on-call employee in the educational business entity of the field of education, has similar bullying policy to the Walton County School District (WCSD) in Florida. Both are developed from State Statutes and Laws. Wisconsin has two Statutes concerning bullying that I could find: 1.) 118.46, policy on bullying/harassment; 2.) 948.51- policy on hazing. Florida, the state where the sample Walton School District is located, also has two statutes:1.) 1001.41; 2.) 1001.42. Florida has nine laws concerning bullying/harassment: 1.) 1001.43; 2.) 1003.04; 3.) 1003.31; 4.) 1003.32; 5.) 1006. 7; 6.) 1006.8; 7.) 1006.8; 8.) 1006.9; 9.) 1006.147 (Walton-policy-5-301, pdf., p.12, Retrieved from: https://blackboard.cuchicago.edu/)..
A difference I did note, regarding definition, stems from my construct about relatedness of the word environment to bullying. Definition of the word stemming from environmental history reading of Wisconsin which includes works and philosophies of environmentalists’ such as Aldo Leopold, Sigurd Olson, and John Muir. In the MHS dialogue concerning bullying, reference is made to adverse effects on the environment of the school relating to bullying, while the WCSD discussion of environment is stated as “social climate and norms.” The words social climate and social norms, although an adequate description of environment, do not express the total meaning of the word. The word “environment,” encompasses more than social climate and social norms when considering the relation to habitat, and ecology, which basically means “house, or home,” What is missing is the fulfillment of human needs of identity, meaning, and security inherent in the word home. “Be it ever so humble there is no place like home” (Payne, 1823). The policy statement “no disruption to learning environment” carries more weight, linguistic connotation, and inclusivity with the realities of being (Student bullying reporting, Retrieved from: https://www.publicschoolworks.com/SHL/bullyingMgr.asp?di=793&dia=mszmy).
Summary of Chapters
Introduction: Provides a definition of bullying and discusses the author's personal perspective on power imbalances and the necessity of controlling environments.
Wisconsin’s model bullying policy: Outlines the historical context of bullying legislation in Wisconsin, including the evolution of statutes and the integration of cyberbullying.
Policy language: Compares the legal framework and terminology used in Wisconsin and Florida policies, specifically focusing on the conceptual difference between social norms and the broader environmental context.
Procedural steps and reporting components: Describes the mechanisms for reporting bullying incidents through online systems and telephone hotlines.
Appropriateness: Evaluates the value of incorporating systematic methods of student and staff recognition as a positive reinforcement tool for good conduct.
Effectiveness: Analyzes the implementation challenges of current anti-harassment policies, noting that some organizations lack the authority to enforce direct consequences.
Communication of policy: Discusses the accessibility of policy training for direct-hire personnel, substitutes, and paraprofessionals.
Addressing Bullying: Highlights the importance of professional development modules in improving teacher awareness and decision-making regarding bullying behaviors.
Addition to knowledge base: Reflects on how the research assignment has influenced the author's understanding of ethics, forgiveness, and the long-term impact of bullying.
Addressing bullying prevention: Concludes with an observation on the successful prevention of bullying through clear consequences and positive student behavior.
Keywords
Bullying, Harassment, Policy Analysis, Wisconsin Statutes, Florida Statutes, Cyberbullying, School Environment, Social Climate, Reporting Procedures, Positive Reinforcement, Student Conduct, Educational Policy, Prevention, Paraprofessional Training, Conflict Resolution
Frequently Asked Questions
What is the primary focus of this study?
This study examines and compares bullying and anti-harassment policies in public school systems, focusing on the legal frameworks in Wisconsin and Florida and their practical implementation.
What are the central thematic areas?
The work covers legislative requirements, reporting mechanisms, the role of organizational culture, and the importance of positive reinforcement in shaping student behavior.
What is the core research objective?
The objective is to analyze how policy language and procedural structure influence the effectiveness of bullying prevention and whether these policies are adequately communicated to all school personnel.
What methodology is employed in this research?
The author employs a comparative analysis approach, reviewing state statutes and district-level policy documents alongside personal reflective insights based on their professional experience as a substitute teacher.
What does the main body of the text cover?
It covers the history of Wisconsin bullying laws, a side-by-side comparison of policy language in Wisconsin and Florida, procedural reporting steps, and the effectiveness of current training and recognition practices.
Which keywords best characterize this work?
The work is best characterized by terms such as bullying prevention, policy analysis, educational statutes, school climate, and student conduct management.
How does the author define the "environment" in a school setting?
The author argues that the term "environment" should go beyond simple "social climate" and include human needs for identity, meaning, and security, drawing on historical and ecological perspectives.
What role does "Teachers on Call" (TOC) play in the discussion?
TOC serves as the author's employer, highlighting a gap between district-level policy expectations and the actual training or recognition provided to substitute staff regarding bullying incidents.
- Quote paper
- Stephen Grams (Author), 2019, The Bullying Policy. A Comparative Study, Munich, GRIN Verlag, https://www.grin.com/document/454950
