Instructor Name: Dr. Candyce Reynolds
Phone: 509-891-7219
Email: candyce_reynolds@virtualeduc.com
Address: Virtual Education Software
23403 E Mission Avenue, Suite 220F
Liberty Lake,
WA 99019
Technical Support: support@virtualeduc.com
Introduction
Harassment, Bullying & Cyber-Intimidation in
Schools will discuss definitions and
the personal, social, and legal ramifications associated with sexual
harassment, bullying, and cyber-intimidation. The course will address what we
know about these troubling areas. We will then explore preventative strategies
as well as how school staff can address these issues when they occur. A clear
understanding of what constitutes harassment and the harmful effects of
harassment on people and institutions is essential to providing a safe and
inclusive school environment for all.
This
computer-based instruction course is a self-supporting program that provides
instruction, structured practice, and evaluation all on your home or school
computer. Technical support information
can be found in the Help section of your course.
Course Materials (Online)
Title: Harassment,
Bullying & Cyber-Intimidation in Schools
Instructor: Dr.
Candyce Reynolds, Ph.D.
Publisher: Virtual
Education Software, inc. 2009, Revised 2013, Revised 2016, Revised 2019
Academic Work
Academic
work submitted by the individual (such as papers, assignments, reports, tests)
shall be the student’s own work or appropriately attributed, in part or in
whole, to its correct source. Submission of commercially prepared (or group
prepared) materials as if they are one’s own work is unacceptable.
Aiding Honesty in Others
The individual will encourage honesty in others
by refraining from providing materials or information to another person with
knowledge that these materials or information will be used improperly.
Violations of these academic
standards will result in the assignment of a failing grade and subsequent loss
of credit for the course.
This course is designed to be an
informational course that deepens your understanding of the laws and issues
surrounding harassment, bullying and cyber-intimidation while providing assistance to victims who seek help. In addition, you will have increased
awareness of the conditions that lend themselves to the creation and support of
harassment and of the impact of harassment on individuals, schools, and the
workplace. Finally, you will learn
specific steps that individuals and organizations can take in order to prevent
and respond to incidents of harassment.
At the conclusion of this
course students will be able to:
·
To trace the recent history and development of harassment and its
relationship to discrimination, thereby increasing knowledge and understanding
of its impact on individuals and the workplace
·
To increase awareness and understanding of social and cultural factors
contributing to harassment, and the response to and perception of harassment
·
To know and understand the legal and operational definitions of
harassment
·
To know and understand the forms of sexual harassment and its
relationship to prejudice, discrimination, and power differentials
·
To know and understand the concepts behind the term “reasonable woman”
as it pertains to sexual harassment issues
·
To know and understand the problematic legal issues surrounding
workplace romances
·
To provide guidelines for the development and implementation of a
sexual harassment policy applicable to the school or work site
·
To increase knowledge of the extent and impact of sexual harassment on
the victim and in the workplace
·
To understand the steps that can be taken if someone is sexually harassed
·
To identify strategies/behaviors to stop sexual harassment
·
To increase knowledge of the responsibilities of supervisors and
organizations in preventing and responding to harassment
·
To know about gender harassment on the Internet and preventative steps
to take
·
To identify the dynamics of bullying in general
·
To know the impact of bullying on the individuals involved
·
To comprehend the impact of bullying on the school environment
·
To understand the definition of cyber-bullying and intimidation
·
To understand the methods used in cyber-bullying
·
To be aware of the types of cyber-bullying that can occur
·
To identify prevention strategies for bullying and cyber-bullying that
schools can implement
·
To offer ways that schools can support parents in preventing
cyber-bullying
·
To know and understand remediation possibilities for bullying and
cyber-bullying
Course
Description
Our educational institutions are, ideally, places
where faculty and students are able to work and learn
in a setting that is free from intimidation and offensive, hostile
behavior. Unfortunately, this is not
always the case. Harassment,
specifically sexual harassment, bullying, and cyber-intimidation,
effectively prevents this type of environment.
As a result, all members of the academic community have a constant and
meaningful interest in eliminating all forms of harassment. Schools have a de facto obligation to provide all
persons with the promise of being able to develop professionally,
intellectually, personally, and socially in egalitarian and humane surroundings.
Sadly, harassment in schools is more prevalent than we
would like to imagine. A nationally representative survey of 1,965 7-12 grade
students conducted in 2011 (AAUW, 2011) found that 48% of students experienced
some form of sexual harassment with 87% saying it had a negative effect on
them. Only 27% reported they talked with parents and family and only 23% talked
with friends. About 1/2 of the students reported they did nothing afterward in
response to the harassment. Project PAVE (2008)
in Denver, CO reports that 5 million elementary and junior high students are
impacted by bullying in the U.S. With the advent of social networking sites on
the internet, sexual harassment and bullying have also moved into cyberspace.
An i-SAFE America survey of more than 20,700 5th
to 8th graders found that 37% reported that someone had said or done
mean or hateful things to them online. A
study of teenagers found that 70% of those who reported being a victim of
sexually harassing behavior experienced it over the internet (Kelsey,
2007).
The risk that all public and private school
environments face is high in terms of diminished productivity, lost time, and
profound legal ramifications and financial liability for both the harasser and
the administration. The increasing
prevalence of all forms of harassment has generated increased awareness and
involvement of courts, legislatures, society, school districts, students,
parents, and staff. This increased
awareness has lowered tolerance for harassment and inappropriate behavior in
schools. It is essential that
institutions and workplaces confront and address harassment, as it constitutes
a violation of an individual’s legal rights.
Harassment also threatens the physical and emotional well-being and performance
of staff and interferes with the learning experience of students.
This class will discuss definitions and the personal,
social, and legal ramifications associated with sexual harassment, bullying,
and cyber-intimidation. The following sections will address what we know about
these troubling areas. The final section will explore preventative strategies
as well as how school staff can address these issues when they occur. A clear
understanding of what constitutes harassment and the harmful effects of
harassment on people and institutions is essential to providing a safe and
inclusive school environment for all.
As
a student you will be expected to:
·
Complete all three
information sections showing a competent understanding of the material
presented in each section.
·
Complete all three section
examinations, showing a competent understanding of the material presented. You must obtain an overall score of 70% or higher, with no individual exam score below 50%, and successfully complete
ALL writing assignments to pass this course. *Please
note: Minimum exam score requirements may vary by college or university;
therefore, you should refer to your course addendum to determine what your
minimum exam score requirements are.
·
Complete a review of any section on which your examination score was
below 50%.
·
Retake any examination, after completing an
information review, to increase that examination score to a minimum of 50%,
making sure to also be achieving an overall exam score of a minimum 70% (maximum
of three attempts). *Please note: Minimum exam score
requirements may vary by college or university; therefore, you should refer to
your course addendum to determine what your minimum exam score requirements
are.
·
Complete all course journal article and essay writing assignments with
the minimum word count shown for each writing assignment.
·
Complete a course evaluation form at the end of the course.
Chapter Topics
Chapter 1 - Sexual
Harassment
Introduction
Sexual Harassment
Definition of Sexual
Harassment
Sexual Nature
Quid Pro Quo
Hostile Environment
Scenario
Recognizing Harassment
Workplace Components
Impact of Sexual Harassment
Effects of Sexual Harassment
Scenario
Chapter 2 - Bullying &
Cyber-Intimidation
Overview
Definitions
Scenario
Cyber-Bullying Behaviors
Scenario
Cyber-Bullying Technologies
Face-to-Face Bullying vs.
Cyber-Bullying
Understanding the Dynamics of
Bullying
Chapter 3 - Prevention
& Intervention
The Need
Developing a Safe Organizational
Culture
The Law & Sexual
Harassment
Preventive Measures for
Sexual Harassment
Sexual Harassment Policy
Internet Use
Workplace Environment
Scenario
Bullying at School
Cyber-Intimidation
Responding to Bullying
Parents Managing
Cyber-Bullying
Scenario
The Internet & Sexting
At
the end of each chapter, you will be expected to complete an examination
designed to assess your knowledge. You may take these exams a total of three
times. Your last score will save, not the highest score. After your third
attempt, each examination will lock and not allow further access. The average from your exam scores will be printed on
your certificate. However, this is not
your final grade since your required writing assignments have not been
reviewed. Exceptionally written or
poorly written required writing assignments, or violation of the academic
integrity policy in the course syllabus, will affect your grade. As this is a self-paced computerized instruction
program, you may review course information as often as necessary. You will not
be able to exit any examinations until you have answered all questions. If you
try to exit the exam section before you complete all questions, your
information will be lost. You are expected to complete the entire exam in one
sitting.
Writing
Assignments
All assignments
are reviewed and may impact your final grade.
Exceptionally
or poorly written assignments, or violation of the Academic Integrity Policy
(see course syllabus for policy), will affect your grade. Fifty percent of your
grade is determined by your writing assignments, and your overall exam score
determines the other fifty percent.
Refer to the Essay Grading Guidelines which were sent as
an attachment with your original course link. You should also refer to the Course Syllabus Addendum which was sent as
an attachment with your original course link, to determine if you have any
writing assignments in addition to the Critical Thinking Questions (CTQ) and
Journal Article Summations (JAS). If you
do, the Essay Grading Guidelines will
also apply.
Your writing assignments must
meet the minimum word count and are not to include the question or your final
citations as part of your word count. In
other words, the question and citations are not to be used as
a means to meet the minimum word count.
Critical Thinking
Questions
There
are four CTQs that you are required to complete. You will need to write a minimum of 500
words (maximum 1,000) per essay. You should explain how the information
that you gained from the course will be applied and clearly convey a strong
understanding of the course content as it relates to each CTQ. To view the questions, click on REQUIRED
ESSAY and choose the CTQ that you are ready to complete; this will bring up a
screen where you may enter your essay.
Prior to course submission, you may go back at any point to edit your
essay, but you must be certain to click SAVE once you are done with your edits.
You must click
SAVE before you write another essay or move on to another part of the course.
Journal Article
Summations
You
are required to write, in your own words, a summary on a total of three
peer-reviewed or scholarly journal articles (one article per JAS), written by
an author with a Ph.D., Ed.D. or similar, on the topic outlined within each JAS
section in the “Required Essays” portion of the course (blogs, abstracts,
news articles or similar are not acceptable). Your article choice must relate
specifically to the discussion topic listed in each individual JAS. You will
choose a total of three relevant articles (one article per JAS) and write a thorough summary of the information presented in
each article (you must write a minimum of 200 words with a 400 word maximum per
JAS). Be sure to provide the URL or the journal name, volume, date, and any
other critical information to allow the facilitator to access and review each
article.
To
write your summary, click on REQUIRED ESSAYS and choose the JAS that you would
like to complete. A writing program will
automatically launch where you can write your summary. When you are ready to
stop, click SAVE. Prior to course submission you may go back at
any point to edit your summaries but you must be
certain to click SAVE once you are done with your edits. For more information on
the features of this assignment, please consult the HELP menu.
You must click SAVE before you write another summary
or move on to another part of the course.
Candyce Reynolds is Professor of Post Secondary
Adult and Continuing Education in the Graduate School of Education at Portland
State University and the chair of the Educational Leadership and Policy
department. Her current scholarship
focuses on developing inclusive classrooms and the role of a supportive environment
on student learning. She has served at
Portland State University as the Director of Affirmative Action where she
spearheaded the development of the Sexual Harassment Training Program as well
as the development of the university’s sexual harassment and consensual
relationship policy. She holds an AB in Psychology and Social Welfare from UC
Berkeley and a MS and PhD in Counseling Psychology
from the University of Oregon. Dr.
Reynolds is a past board member of Open Adoption and Family Services and the
Leadership and Entrepreneurial Public Charter High School in Portland, Oregon.
If you
have questions or problems related to the operation of this course, please try
everything twice. If the problem persists please check our support pages for
FAQs and known issues at www.virtualeduc.com
and also the Help section of your course.
If you
need personal assistance then email support@virtualeduc.com
or call (509) 891-7219. When contacting
technical support, please know your course version number (it is located at the
bottom left side of the Welcome Screen) and your operating
system, and be seated in front of the computer at the time of your
call.
Minimum Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com
or contact VESi if you have further questions about the compatibility of your
operating system.
Refer to the
addendum regarding Grading Criteria, Course Completion Information, Items to be
Submitted and how to submit your completed information. The addendum will also
note any additional course assignments that you may be required to complete
that are not listed in this syllabus.
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