AMERICAN SCHOOL OF QUITO INTERNATIONAL SECTION ANTI-BULLYING POLICY BACKGROUND
To educate with excellence, in an environment of liberty, responsibility, and democracy, well-rounded human beings with integrity, committed to their wellbeing, that of society and the environment. The American School of Quito promotes the development of individuals who are aware of their value as human beings, who are respectful of their own uniqueness and that of others, who are aware of the value of living in a peaceful and harmonious environment and who understand the significance of living in a multicultural and universal world. The American School of Quito is aware that bullying may occur within any educational institution. Our goal is not only to take a proactive role by making public our anti-bullying policy, but to also intervene with resolutions, strategies and consequences whenever a bullying incident occurs. POLICY The American School of Quito is an institution with zero tolerance toward any form of bullying. The American School of Quito is committed to providing an environment in which every student feels safe, recognized and valued. Immediate action will be taken when an act of bullying occurs. DEFINITION Bullying is any action, attitude or behavior that harms and/or provokes annoyance, humiliation, physical or moral suffering to a student. These actions may range from passive acts, such a social exclusion to violent and aggressive behavior. A bullying episode has the following characteristics: • • •
A power inequality between the aggressor and the victim. A negative intention on the part of the aggressor to hurt, embarrass or humiliate others. Repetitive behavior against the same person or others.
1
TYPES OF BULLYING Physical Aggression. The following behaviors are examples of this type of aggression: • • • • • • • • • • • •
Pushing Spitting Kicking Hitting Pinching Punching Mean looks Making obscene gestures Destroying games, homework or any personal possessions Bodily harm Use of a weapon Unwanted physical contact
Cognitive/Emotional Aggression. The following behaviors are examples this type of aggression: • • • • • • • • • • • • • • • • • • •
Name calling Persistent teasing Spreading rumors Mimicking or making fun of another Insulting Ordering someone around Exclusion Ridicule Humiliation Taunting Telling lies about a person or their friends/relatives Sending derogatory notes Ignoring Embarrassing Making sarcastic, racist or sexual remarks: (making fun of clothes, music, accent, color of skin, abusive comments and/or gestures) Making derogatory noises Swearing Using ethnic/racial slurs Aggression through technology 2
• • • •
Homophobic accusations (sexual preference) Verbal threats Coercion Extortion (forcing someone to give money, food, or values)
Social Aggression. The following behaviors are examples this type of aggression: • • • • •
Social exclusion Making a person the object of group jokes Setting up a student to look foolish in front of a group Daring another person to do something dangerous Setting up someone to take the blame
A VICTIM OF BULLYING MAY START TO DEMONSTRATE THE FOLLOWING SIGNS AND BEHAVIORS: • • • • • • • • • • • • • • • • • • • • •
Unwillingness to go to school Does not want to take the school bus Changes in routines Becomes withdrawn, anxious, or lacks self confidence Starts stammering Attempts or threatens suicide Runs away Cries Feels ill in the morning Decline in the quality of work Comes home with torn clothes Comes home with damaged possessions Asks for money or starts stealing money Has unexplained cuts or bruises Change in his/her appearance Comes home hungry Becomes aggressive, disruptive, or unreasonable Change in his/her manners Starts bullying other students or siblings Stops eating Gives excuses
Possible emotional and/or physical consequences a victim of bullying may experience: • •
Fear Anger
3
• • • • •
Anger Denial Desire for revenge Loss of spirit Physical Symptoms (headaches, stomachaches, nausea, etc.)
PROCEDURES TO FOLLOW IN A BULLYING SITUATION Teachers: • • •
Identify and stop bullying immediately. Immediately report the incident to authorities. Talk and reflect with the group about the bullying situation and review the antipolicy bullying with them.
Counselors: • • • • •
Work with bullies, victims and bystanders. Talk with the group about bullying situations, conflict resolution, values, and decision-making. Provide support to the victim (never give the impression to the victim that she/he might be responsible) Use peer mediation if necessary. Contact parents if necessary.
Administrators: • • • • •
Immediate intervention is crucial. Treat each bullying situation on a case-by-case basis. Take into account all pertinent reports. Consequences will be based on the Disciplinary Aspect in the Student Handbook. Record the incident in the student file.
SHORT-TERM INTERVENTIONS TO PREVENT BULLYING For Teachers: • • • •
Present the Anti-Bullying Policy. Develop strategies that will help identify high-risk situations. Develop strategies to handle bullying situations. Include the topic of bullying across the curriculum. 4
• •
Promote the Tribes Program in order to foster a respectful community. Provide bibliographies and internet resources to the community.
For Parents: • • •
Present the Anti-Bullying Policy. Involve parents in workshops on topics related to bullying and conflict resolution. Invite parents to be part of the schools effort against bullying on a daily basis.
For Students: • • • • • • •
Present the Anti-Bullying Policy. Set expectations at the beginning of the school year and review the Student Handbook. Develop and practice strategies for conflict resolution and decision-making. Maintain the Peer Mediation Program as a means to prevent escalating conflict. Make sure students understand the difference between solidarity and complicity. Define the roles of aggressor, victim and bystander. Promote among students a proactive attitude against bullying behaviors.
LONG-TERM ACTION • • •
Proactively involve every member in the school community against bullying. Carry out ongoing Bullying Surveys. Evaluate programs regularly.
5