Safe Schools & Communities Resources and Research
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Safe Schools & Communities Resources and Research
This collection includes resources for strengthening school climate, and improving health, safety, connectedness, and student engagement.  Readers are encouraged to explore related links for further information.  For upcoming events and community resources specific to Santa Clara County, check out: http://bit.ly/community_connections. For other education related updates visit www.eduresearcher.com [Links to external site]
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Healing Together: Community-Level Trauma. Its Causes, Consequences, and Solutions // Johns Hopkins Urban Health Institute

Click here to download pdf of document: http://urbanhealth.jhu.edu/_PDFs/SDH_2015_Brief_2.pdf

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Creatrixi54's curator insight, August 21, 2015 6:46 PM

This is how #hiphopbasededu #hiphoptherapy will pave the way for new ways to engage and heal the people. 

Fleur Harding's curator insight, November 16, 2017 12:35 AM
This Scoop perhaps best explains why I chose to do this OCHS unit as an elective for my social work degree. As a support worker for young people at risk of homelessness, I am very aware of the mental strain and emotional turmoil that comes from working with people who have experienced trauma. The article discusses the vicarious trauma that human service workers in the justice system can experience through exposure to dangerous and distressing events and situations. This all ties in with the mental disorders discussed during the lecture and my other scoops for mental health OHS and is something I am keen to learn more about in the future.
 
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Restorative Practices Guide and Toolkit // Chicago Public Schools

https://drive.google.com/file/d/0B18g5ywbF84_bk1nWU96OFdadE0/view 

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From 'At-Risk' to 'At-Promise': Supporting Teens to Overcome Adversity: Dr. Victor Rios at TEDxUCSB

"Dr. Victor Rios- UCSB Professor of Sociology

Professor Rios' 2011 book, Punished: Policing the Lives of Black and Latino Boys (NYU Press), analyzes how juvenile crime policies and criminalization affect the everyday lives of urban youth. He has published on juvenile justice, masculinity, and race and crime in scholarly journals such as The Annals of the Academy of Political and Social Sciences, Latino Studies, and Critical Criminology. In 2011 Professor Rios received the Harold J. Plous award at UCSB and In 2010 he received the Chancellor's Award for Excellence in Mentoring Undergraduate Research."...
 

For video of TEDTalk, view above or here: https://www.youtube.com/watch?v=JZ5D_Je8tvo&nbsp

 

For Dr. Rios' website: http://drvictorrios.com/

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Racial Equity Resource Guide 

Racial Equity Resource Guide  | Safe Schools & Communities Resources and Research | Scoop.it
These resources focused on racial equity include journal entries, books, magazines, videos and more. Using the filters below, you can view the resources based on areas of focus, related issues and/or types.

 

http://www.racialequityresourceguide.org/resources/resources/&sectionFilter=Racial%20Healing 

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Safe Schools Planning // Violence Prevention CA Department of Education

Safe Schools Planning // Violence Prevention CA Department of Education | Safe Schools & Communities Resources and Research | Scoop.it

Safe Schools Planning
Information intended to help schools identify elements and resources important in improving school climate and safety.

School Safety Plan Compliance Checklist (PDF)
All California public schools kindergarten and grades one through twelve must develop a comprehensive school safety plan, per California Education Code sections 32280-32289 . This tool provides a list of required contents to assist schools in creating a compliant plan.

 

School Safety Elements and Resources
Information intended to help schools identify elements and resources important in improving school climate and safety.

 

Improving Collaboration on School Safety Issues
Suggestions for working with students, parents, community residents, and law enforcement personnel.

 

Questions: Coordinated School Health and Safety Office | 916-319-0914
 
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The Web of Violence: Exploring Connections Among Different Forms of Interpersonal Violence and Abuse // Hamby and Grych (2013) Springer

The Web of Violence: Exploring Connections Among Different Forms of Interpersonal Violence and Abuse // Hamby and Grych (2013) Springer | Safe Schools & Communities Resources and Research | Scoop.it

http://www.springer.com/us/book/9789400755956 

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How Facebook's Tentacles Reach Further Than You Think // BBC News

How Facebook's Tentacles Reach Further Than You Think // BBC News | Safe Schools & Communities Resources and Research | Scoop.it

By Joe Miller

"Facebook's collection of data makes it one of the most influential organizations in the world. Share Lab wanted to look "under the bonnet" at the tech giant's algorithms and connections to better understand the social structure and power relations within the company.

 

A couple of years ago, Vladan Joler and his brainy friends in Belgrade began investigating the inner workings of one of the world's most powerful corporations.

 

The team, which includes experts in cyber-forensic analysis and data visualization, had already looked into what he calls "different forms of invisible infrastructures" behind Serbia's internet service providers.

 

But Mr Joler and his friends, now working under a project called Share Lab, had their sights set on a bigger target.

 

"If Facebook were a country, it would be bigger than China," says Mr Joler, whose day job is as a professor at Serbia's Novi Sad University.

 

He reels off the familiar, but still staggering, numbers: the barely teenage Silicon Valley firm stores some 300 petabytes of data, boasts almost two billion users, and raked in almost $28bn (£22bn) in revenues in 2016 alone.

 

And yet, Mr Joler argues, we know next to nothing about what goes on under the bonnet - despite the fact that we, as users, are providing most of the fuel - for free.

 

"All of us, when we are uploading something, when we are tagging people, when we are commenting, we are basically working for Facebook," he says."...

 

For full post, see here: 

http://www.bbc.com/news/business-39947942 

 

For more on the Share Lab, see:  

https://labs.rs/en/ 

 


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Bullying Prevention and School Safety // American Educational Research Association 

Bullying Prevention and School Safety // American Educational Research Association  | Safe Schools & Communities Resources and Research | Scoop.it

"Bullying presents one of the greatest health risks to children, youth, and young adults in U.S. society today. School safety, including the prevention is bullying, is a top national priority and a key area of academic research.

 

AERA has a longstanding commitment to raising awareness of research around this issue. Since 2010, AERA has produced information and resources necessary in combatting bullying throughout the nation. The AERA report Prevention of Bullying in Schools, Colleges, and Universities: Research Report and Recommendations presents practical short-term and long-term recommendations to address bullying of children and youth. Released in April 2013, the report stems from the work of a blue-ribbon AERA task force. 

 

 Learn more 

 

Through advocating for our students and conducting further education research, AERA remains steadfast in advancing solutions and examining ways to prevent bullying, promote safety, and encourage inclusion throughout the country."

 

http://ow.ly/L7HS30fNYfd   

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High School Safety Includes Protecting Teens' Data // US News & World Report

High School Safety Includes Protecting Teens' Data // US News & World Report | Safe Schools & Communities Resources and Research | Scoop.it

By Alexandra Panoni

The Department of Education warned school districts last month of cybercriminals threatening violence and to release sensitive student records.

 

Education data are becoming significant and valuable targets for hackers, says Rachael Stickland, co-founder and co-chair of the Parent Coalition for Student Privacy, a nonprofit advocacy group that is working to educate parents on this issue.

 

High schools collect all sorts of data, including transcript information, disciplinary reports, health records and special education plans, Stickland says. The data could include student's social security numbers.

 

And schools no longer store records in a file cabinet. Usually, they keep electronic records – often through third-party organizations that schools trust will keep the information secure, she says.

For instance, to help with college and career planning, many school districts use a software program called Naviance, which logs information students use to apply to college.

 

But schools aren't held to the same data security standards as other industries because, historically, education data didn't include information that hackers valued, Stickland says.

That has now changed.

 

Here are four steps families can take to ensure their student's data are protected.


Step 1. Ask how the school is securing data:
 School districts are responsible for ensuring student data are protected, Stickland says. But parents should talk to school officials to ensure they are taking appropriate steps.

Parents could ask how third-party organizations are using and securing the data they are storing. They can also ask for copies of the contracts for these agreements, among other things, Stickland says.

She notes that just asking for these documents and information can help school officials think more critically about student privacy.

Step 2. Provide less data: Parents should advise teens to minimize the amount of data they give out, advises Stickland.

The Parent Coalition for Student Privacy created a toolkit for parents that includes guidance on student privacy laws and information on how parents can opt out of allowing schools to provide directory information to third parties.

In year's past, directory information may have included names, photos and addresses and was mostly used for yearbooks or school directories. Today, one way companies can use this information is to advertise to students.

If parents don't opt out of allowing schools to share this information, Stickland says the schools "can give it to anybody at any time for any purpose; there are no limitations whatsoever." Some schools might tell families that if they opt out, their child can't be included in the yearbook, she says.

Families with teens at one-to-one schools, which use electronic devices for educational purposes, may want to consider using their own tools, rather than those the school issues.

Step 3. Monitor student's credit history: Students typically have clean credit histories, so their social security numbers are very vulnerable to hackers who want to take advantage, Stickland says.

Parents can go to the Federal Trade Commission's website for instructions on how to monitor their child's credit.

"It could be years before they try to take out a loan or try to access credit and find out that their identity has been stolen," Stickland says. 

Step 4. Consider graduation: Families may not be able to get school districts to expunge old data, Stickland says, but they can ask to see records and fix incorrect information.

 

They should also consider what happens to old electronic accounts. Many districts use Google's education products, she says. As teens prepare to leave, they can transfer data from their school Google account to a private version.

However, teens can also download all their data – something families may want to consider doing before teens graduate if they don't want Google to have an account with the student's childhood information, she says.

Stickland notes that students – with their parents' help – should become their own best advocates when it comes to data security.

"They are living in a surveillance culture right now, so it’s really important for them to understand that the data they are generating could potentially affect them and their future."...

 

For full post, see: 

https://www.usnews.com/high-schools/blogs/high-school-notes/articles/2017-11-06/high-school-safety-includes-protecting-teens-data 

 
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Books to Help Kids Understand the Fight for Racial Equality // Brightly

Books to Help Kids Understand the Fight for Racial Equality // Brightly | Safe Schools & Communities Resources and Research | Scoop.it
By Olugbemisola Rhuday-Perkovich
http://www.readbrightly.com/books-to-help-kids-understand-the-fight-for-racial-equality/ 
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FBI Sting 'Unmasks' US Cyber-Extortionist Targeting Girls // BBC.com

FBI Sting 'Unmasks' US Cyber-Extortionist Targeting Girls // BBC.com | Safe Schools & Communities Resources and Research | Scoop.it

http://www.bbc.com/news/technology-40874918 

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Are We Allowing Strangers Into Our Lounge Rooms Through Our Children's Technology? // Julie Inman Grant, Australian eSafety Commissioner 

Are We Allowing Strangers Into Our Lounge Rooms Through Our Children's Technology? // Julie Inman Grant, Australian eSafety Commissioner  | Safe Schools & Communities Resources and Research | Scoop.it

"You might recall being up to no good behind closed doors at home in your younger years. But, our parents always seemed to have some kind of sixth sense when malfeasance was on-foot, and would eventually come knocking on the bedroom or lounge room door.

As parents today, we would like to believe that our children are just as safe as we were then, especially whilst we are under the same roof. But as technology has permeated our lives, and the lives of our children, an insidious reality has arisen—strangers can now chat online to our children—right under our noses.

 

While there are so many great educational and fun apps out there, a lot of them also have chat functions, which can open up the virtual door to predators engaging with our children. Sadly, an increasing number of Australian children are being coerced into taking sexually explicit videos or images of themselves by predators online.


Over the past few years our Online investigations team has seen a rise in cases containing “self-generated child sexual abuse content.” Tragically, this is coming from children as young as 3 or 4, whose innocence and naiveté are literally being snatched away.

These are seriously disturbing scenes. One case involved a young girl around the age of 10, naked and being directed to touch herself via webcam by an online predator. The young victim was performing these acts in her bedroom, with background noise indicating others were home at the time. The predator captured this footage and uploaded it to a forum known to be a regular hunting ground for paedophiles.

Fortunately, our investigators were able to take action to have the content removed from the site within three days after it was reported to us. Working through INHOPE—our international partner network for referring child sexual abuse material—we identified the country of the hosting website and worked with local law enforcement to remove the video. Other victims have not been so fortunate, and there is certainly no guarantee this video has been permanently deleted. This may forever be part of her digital footprint. 

 

Thanks to improved internet connectivity and children’s access to internet-enabled devices occurring from a younger age, the potential for exposure to harmful content and approaches from strangers with mal-intent has increased substantially. More mainstream games, apps and social media platforms come with private chat or live video features that can enable virtually anyone to strike up a conversation with children online. Persistent predators pose as young people, asking unwitting children to commit unspeakable acts on video that they may not understand is detrimental. 

 

With all of the benefits the Internet brings, the dangerous consequences of handing over an internet-connected, camera-enabled device to our children cannot be ignored. Young people, especially young children and tweens, are not yet able to comprehend the potential long-term implications of their online actions. While they may be able to navigate an iPad better than adults, they have not developed the maturity, experience and resilience to cope such serious online risks.

 

Above all else, parents want to protect their children from harm. So it is important that if you give your child a tablet or smartphone, you lay down the ground rules and stay engaged in their online lives. From the moment a child takes their first digital swipe, we need to be educating them about how to use technology safely and set firm boundaries around that use inside and outside of the home.

 

The following guidance can help reduce the risk of your child being exploited online:

  • Get engaged on your child’s "digital playground"—know what sites they’re on, what apps they are using and who their "friends" are online
  • Teach your child how to recognise "stranger danger" online, just as you would in the real world
  • Use parental control tools
  • Set safe search settings
  • Disable your webcam through computer/laptop settings
  • Disable access to smartphone cameras within apps
  • Ensure your child uses internet-connected devices in common areas of the home.

While prevention is paramount, it’s also worth knowing the signs that indicate your child is being groomed online. Some red flags in your child’s behaviour can include:

  • Being very secretive, especially when it comes to their online activity
  • Engaging with older friends, including boyfriends or girlfriends
  • Appearing withdrawn, anxious or depressed
  • Sleeping problems, including nightmares and bed wetting
  • Missing school
  • A change in eating habits or the development of an eating disorder.

As parents we are our children’s first line of defence against risks they can be exposed to online, and the eSafety Office is here to assist you at www.esafety.gov.au.

Together, we can protect the innocence of our children, online and offline." 

 

For original post on LinkedIn, please see: https://www.linkedin.com/pulse/we-allowing-strangers-our-lounge-rooms-through-julie-inman-grant 

A version of this op-ed was originally published on ABC online.

 

 

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Education Technologies: Data Collection and Unsecured Systems Could Pose Risks To Students // Public Service Announcement from the FBI

Education Technologies: Data Collection and Unsecured Systems Could Pose Risks To Students // Public Service Announcement from the FBI | Safe Schools & Communities Resources and Research | Scoop.it

September 13, 2018, Alert Number I-091310-PSA

 

"The FBI is encouraging public awareness of cyber threat concerns related to K-12 students. The US school systems’ rapid growth of education technologies (EdTech) and widespread collection of student data could have privacy and safety implications if compromised or exploited.

 

EdTech can provide services for adaptive, personalized learning experiences, and unique opportunities for student collaboration. Additionally, administrative platforms for tracking academics, disciplinary issues, student information systems, and classroom management programs, are commonly served through EdTech services.

 

As a result, types of data that are collected can include, but are not limited to:

  • personally identifiable information (PII);
  • biometric data;
  • academic progress;
  • behavioral, disciplinary, and medical information;
  • Web browsing history;
  • students’ geolocation;
  • IP addresses used by students; and
  • classroom activities.

Malicious use of this sensitive data could result in social engineering, bullying, tracking, identity theft, or other means for targeting children. Therefore, the FBI is providing awareness to schools and parents of the important role cybersecurity plays in the securing of student information and devices.

Sensitive Student Data

The widespread collection of sensitive information by EdTech could present unique exploitation opportunities for criminals. For example, in late 2017, cyber actors exploited school information technology (IT) systems by hacking into multiple school district servers across the United States. They accessed student contact information, education plans, homework assignments, medical records, and counselor reports, and then used that information to contact, extort, and threaten students with physical violence and release of their personal information. The actors sent text messages to parents and local law enforcement, publicized students’ private information, posted student PII on social media, and stated how the release of such information could help child predators identify new targets. In response to the incidents, the Department of Education released a Cyber Advisory alert in October 2017 stating cyber criminals were targeting school districts with weak data security or well-known vulnerabilities to access sensitive data from student records to shame, bully, and threaten children.

 

Cybersecurity issues were discovered in 2017 for two large EdTech companies, resulting in public access to millions of students’ data. According to security researchers, one company exposed internal data by storing it on a public-facing server. The other company suffered a breach and student data was posted for sale on the Dark Web.

Inter-connected Networks and Devices

EdTech connected to networked devices or directly to the Internet could increase opportunities for cyber actors to access devices collecting data and monitoring children within educational or home environments. Improperly secured take-home devices (e.g. tablets, laptops) or monitoring devices (e.g. in-school surveillance cameras or microphones), particularly those with remote-access capabilities, could be exploitable through cyber intrusions or other unauthorized means and present vulnerabilities for students.

Recommendations

The increased use of connected digital tools in the learning environment and widespread data collection introduces cybersecurity risks of which parents should be aware.

 

The FBI recognizes there are districts across the United States who are working hard to address cybersecurity matters in their schools to protect students and their data. For districts seeking assistance, there are numerous online resources, consortiums, and organizations available that can provide support on data protection matters and cybersecurity best practices.

 

The FBI encourages parents and families to:

 

  • Research existing student and child privacy protections of the Family Educational Rights and Privacy Act (FERPA), the Protection of Pupil Rights Amendment (PPRA), the Children’s Online Privacy Protection Act (COPPA), and state laws as they apply to EdTech services.

  • Discuss with their local districts about what and how EdTech technologies and programs are used in their schools.

  • Conduct research on parent coalition and information-sharing organizations which are available online for those looking for support and additional resources.

  • Research school-related cyber breaches which can further inform families of student data vulnerabilities.

  • Consider credit or identity theft monitoring to check for any fraudulent use of their children’s identity.

  • Conduct regular Internet searches of children’s information to help identify the exposure and spread of their information on the Internet.


If you have evidence your child’s data may have been compromised, or if you have experienced any of the Internet crimes described in this PSA, please file a complaint with the Internet Crime Complaint Center at www.ic3.gov."

 

Questions regarding this PSA should be directed to your local FBI Field Office. Local Field Office Locations: www.fbi.gov/contact-us/field

 

For original announcement, click here:

https://www.ic3.gov/media/2018/180913.aspx 

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Help Stop Hate Crimes // Resources from NAACP 

To download flyer above, please click title above or here:

http://www.naacp.org/wp-content/uploads/2016/04/Postcards.pdf 

 

__________________ 

See also: 

NAACP Letter 2016: 
http://www.naacp-mc.org/pdfs/NAACP%20&%20Partners%20stand.pdf

 
 
 
Rising Nazism and Racial Intolerance in the United States: 
http://www.hamptoninstitution.org/Rising-Nazism-and-Racial-Intolerance-in-the-US.pdf
 
 
Preventing Youth Hate Crime: A Manual for Schools and Communities: 
https://www.justice.gov/archive/crs/pubs/prevyouhatecrim.pdf
 
______________

Resource list above provided by Rev. Jethroe Moore, President of the San Jose / Silicon Valley NAACP http://www.sanjosenaacp.org 
 
 
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Community Tools to Change Mass Incarceration of Youth of Color // Burns Institute

Community Tools to Change Mass Incarceration of Youth of Color // Burns Institute | Safe Schools & Communities Resources and Research | Scoop.it

By Tyler Whittenberg 

"Last month the W. Haywood Burns Institute for Juvenile Justice, Fairness and Equity (BI) conducted a webinar for the Healing Violence Alliance, highlighting the causes and consequences of racial and ethnic disparities in the justice system and how these disparities relate to community-based efforts to address violence. If you missed it, you can download the webinar.

The BI offers a historical perspective on racism in the youth and adult justice systems, detailing how current policies exacerbate disparities created by the racist practices of our not-so-distant past.  Systemic barriers, such as the zero tolerance policies, the criminalization of age-appropriate behavior, and the disparate use of law enforcement resources make it more likely that people of color are disproportionately affected by the collateral consequences of incarceration.

 

These consequences include disruptions in education, reduced income, loss of employment opportunities, separated families, housing evictions and other barriers that affect individuals, harm families and negatively impact community well-being. The individual, social and cultural trauma caused by mass incarceration and its collateral consequences are significant issues that system and community leaders must consider to effectively address the complex origins of community violence.

 

BI staff also outline their community-driven, data-informed approach to reducing racial and ethnic disparities in the justice system. The BI believes that successfully reducing disparities requires collaboration between system and community stakeholders. This collaboration must include substantial community involvement throughout the decision-making processes, full utilization of available community resources, and the development of new community-based interventions. Additionally, by emphasizing the ongoing use of quantitative and qualitative data during the decision-making process, advocates can make targeted improvements to policies that perpetuate existing disparities while avoiding many of the pitfalls associated with racial equity reform.

 

In addition to the BI webinar cited above, here are links to informational resources on working collaboratively with communities of color to reduce racial and ethnic disparities:

Stemming the Rising Tide: Racial and ethnic disparities in youth incarceration and strategies for change — This report highlights troubling trends in the incarceration of youth of color and offers several strategies for addressing the causes of racial inequities that promote restorative justice and overall well-being for youth of color.

 

What Happens When the Bargain of Civil Society is Breached? — In many communities across this nation, children are expected to exhibit all of the characteristics of childhood—good and bad—as part of their normal adolescent development. However, in far too many communities of color, we have eliminated the space for children to exhibit age appropriate behavior by criminalizing their conduct through fear-based policies and practices. In this piece, BI founder, James Bell, discusses why we must apply a child well-being framework to young men of color.

 

A Shared Sentence: The devastating toll of parental incarceration on kids, families and communities — “More than 5 million U.S. children have had a parent in jail or prison at some point in their lives. The incarceration of a parent can have as much impact on a child’s well-being as abuse or domestic violence. But while states spend heavily on corrections, few resources exist to support those left behind. A Shared Sentence offers commonsense proposals to address the increased poverty and stress that children of incarcerated parents experience.”

 

Racial Equity Tools — “Racial Equity Tools is designed to support individuals and groups working to achieve racial equity. This site offers tools, research, tips, curricula and ideas for people who want to increase their own understanding and to help those working toward justice at every level – in systems, organizations, communities and the culture at large.”

 

Racial Equity Toolkit — “Racial equity tools are designed to integrate explicit consideration of racial equity in decisions, including policies, practices, programs, and budgets. It is both a product and a process. Use of a racial equity tool can help to develop strategies and actions that reduce racial inequities and improve success for all groups.”

 

For full post, please see: 

http://burnsinstitute.org/blog/community-tools-to-change-mass-incarceration-of-youth-of-color/ 

 

For main Burns Institute website, visit: 
http://burnsinstitute.org/ 

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Virtual Violence Impacts Children on Multiple Levels // American Academy of Pediatrics

Virtual Violence Impacts Children on Multiple Levels // American Academy of Pediatrics | Safe Schools & Communities Resources and Research | Scoop.it

Virtual Violence Impacts Children on Multiple Levels

7/18/2016 


Policy and commentary published in Pediatrics detail the impacts of media violence on children, including aggressive behavior and victimization


Virtual violence – violence experienced via media or realistic technologies – is an inescapable component of children's lives, and research shows that without guidance or controls it has the power to make children more aggressive, violent and fearful.

The American Academy of Pediatrics (AAP) will publish a policy statement, "Virtual Violence," in the August 2016 issue of Pediatrics (released online July 18), which reviews the evidence of how virtual violence impacts children, and offers guidance to parents, media producers and pediatricians. A related commentary published in the same issue expands on the impacts of social media, smart phones and apps like Instagram and YouTube on virtual violence and teens.

"The American Academy of Pediatrics continues to be concerned about the impact that virtual violence has on children, and we know that parents are also concerned, because it's a question that pediatricians often receive during wellness exams," said Dimitri Christakis, MD, FAAP, lead author of the policy statement. "Pediatricians can let parents know that there are ways to mitigate the impact of media violence, by co-viewing games and movies with their kids, making a media plan for their family and protecting children under age 6 from all violent media."

Media violence is very common. In the year 2000, every G-rated movie contained violence, as did 60 percent of prime-time television shows, according to a study published in JAMA. A comprehensive assessment of screen violence in 1998 estimated that by middle school a typical child would have seen 8,000 murders and 100,000 other acts of violence, including rape and assault. Today, children experience screen violence though an even greater number of devices and platforms.

"With the advent of smart phones and aps like Snapchat and Instagram, children can capture, view and share violent acts in ways that are new to millennials and centennials," said Rhea Boyd, MD, FAAP, a member of the Executive Committee of the AAP Council on Communications and Media and lead author of the Pediatrics commentary, "The Evolution of Virtual Violence: How Mobile Screens Provide Windows to Real Violence."

"Nearly three out of four teenagers have access to a smart phone, and exposure to real-world violence via these devices, often without parental knowledge or control, can create feelings of distress, victimization and even fear," Dr. Boyd said.

In the Pediatrics commentary, Dr. Boyd and her co-author, Wendy Sue Swanson, MD, MBE, argue that portable smartphone cameras can expose young people to real-world violence, which is fundamentally different than the simulated violence depicted in traditional media sources, like television, movies, or video games. This access to real-world violence can result in complex emotions and behaviors in youth that may vary based on the family, community, or cultural group with whom youth identify and process acts of violence. For example, a teenager viewing a video of police violence may be distressed by the images but also moved to social action.

While hundreds of studies have found violent media can raise aggression in children, research has also shown that exposing children to prosocial media content can decrease aggression and improve overall behavior.

The AAP recommends:

  • Pediatricians should consider a child's "media diet" as a part of wellness exams, considering not just the quantity of media but also the quality.
  • Parents should be mindful of their child's media consumption, and should co-view media and co-play games with their children.
  • Protect children under age 6 from all virtual violence, because they cannot always distinguish fantasy from reality.
  • Policy-makers should consider legislation to prohibit easy access to violent content for minors and should create a robust and useful "parent-centric" media rating system.
  • Pediatricians should advocate for and help create child-positive media, collaborating with the entertainment industry on shows and games that don't include violence as a central theme.
  • The entertainment industry should create content that doesn't glamorize guns or violence, doesn't use violence as a punch line and eliminates gratuitous portrayals of violence and hateful, misogynistic or homophobic language unless also portraying the impacts of these words and actions.
  • In video games, humans or living targets should never be shot for points.
  • The news media should acknowledge the proven scientific connection between virtual violence and real world aggression and stop portraying the link as controversial.

 

The policy updates a previous statement published in 2009.

For full post, click on title above or here: https://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Virtual-Violence-Impacts-Children-on-Multiple-Levels.aspx

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Anti-Bullying and Harassment Resource Library // National Center for Youth Law

Anti-Bullying and Harassment Resource Library // National Center for Youth Law | Safe Schools & Communities Resources and Research | Scoop.it

"NCYL is collecting model policies and practices that schools and school districts can adopt and implement to ensure students are safe in school and their dignity respected. This includes model school board resolutions; best practices with respect to investigating reported incidents of bullying, harassment and intimidation; and training materials for teachers and students on cultural competency, growth mindset and implicit bias. There are also public advocacy tools for students and families such as model complaints they can file with their state department of education or the Federal Department of Education, Office of Civil Rights."

 

https://youthlaw.org/case/anti-bullying-harassment-resource-library/ 

 
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NEPC Statement on Violence and Intimidation in Schools and Communities // National Education Policy Center 

NEPC Statement on Violence and Intimidation in Schools and Communities // National Education Policy Center  | Safe Schools & Communities Resources and Research | Scoop.it
 "BOULDER, CO (November 11, 2016) - In the lead-up to this year’s election and in its aftermath there are widespread reports of violence and intimidation against people because of their race, religion, language, nationality, perceived immigration status, disability, gender, sexual orientation or political affiliation. We at the National Education Policy Center, housed at the University of Colorado Boulder, deplore these acts.

 

As researchers working to improve our public education system, we are alarmed by the impact of this violence and intimidation on our nation’s young people, on the schools they attend, and in the communities where they live. Bigotry, bullying, xenophobia, and violence have no place in our society—especially in our schools. Children have a basic human right to live in communities and attend schools where adults will protect them. We commit ourselves to confronting hatred when we see it and to working with the targeted communities to ensure the safety of all people.  

 

We ask all those who share our concerns to stand together to express strong support of a democratic society in which we all feel accepted, safe and protected. We urge students, parents, educators and members of our communities to reject the devaluing of civility, to embrace our diversity, and to listen to and learn from one another. Together we must strive to create a compassionate world for our children and ourselves.

 

For those who experience or witness acts of violence, please report to the Southern Poverty Law Center’s Report Hate Website. #reporthate

 

Here are some additional resources for educators and parents:

Southern Poverty Law Center’s Teaching Tolerance Project

 

Anti-Defamation League’s Curriculum Resource on Helping Students Make Sense of News Stories About Bias and Injustice

 

The National Education Policy Center (NEPC), housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: http://nepc.colorado.edu"

 

For link to original statement: http://nepc.colorado.edu/newsletter/2016/11/nepc-statement  

 

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Understanding, Dismantling, and Disrupting the Prison-to-School Pipeline (2017) 

Understanding, Dismantling, and Disrupting the Prison-to-School Pipeline (2017)  | Safe Schools & Communities Resources and Research | Scoop.it

"This volume examines the school-to-prison pipeline, a concept that has received growing attention over the past 10–15 years in the United States. The “pipeline” refers to a number of interrelated concepts and activities that most often include the criminalization of students and student behavior, the police-like state found in many schools throughout the country, and the introduction of youth into the criminal justice system at an early age. The school-to-prison pipeline negatively and disproportionally affects communities of color throughout the United States, particularly in urban areas. Given the demographic composition of public schools in the United States, the nature of student performance in schools over the past 50 years, the manifestation of school-to-prison pipeline approaches pervasive throughout the country and the world, and the growing incarceration rates for youth, this volume explores this issue from the sociological, criminological, and educational perspectives.

 

Understanding, Dismantling, and Disrupting the Prison-to-School Pipeline has contributions from scholars and practitioners who work in the fields of sociology, counseling, criminal justice, and who are working to dismantle the pipeline. While the academic conversation has consistently called the pipeline ‘school-to-prison,’ including the framing of many chapters in this book, the economic and market forces driving the prison-industrial complex urge us to consider reframing the pipeline as one working from ‘prison-to-school.’ This volume points toward the tensions between efforts to articulate values of democratic education and schooling against practices that criminalize youth and engage students in reductionist and legalistic manners."

 

Edited by: Fasching-Varner, Martin, Mitchell, Bennett-Haron, and Daneshzadeh

Publisher: Lexington Books (2017) 

 

For more, see: https://www.amazon.com/Understanding-Dismantling-Disrupting-Prison-Pipeline/dp/1498534945/ 

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When Middle Schoolers Say #MeToo // By Rachel Simmons 

When Middle Schoolers Say #MeToo // By Rachel Simmons  | Safe Schools & Communities Resources and Research | Scoop.it

https://www.huffingtonpost.com/entry/sexual-harassment-in-schools_us_5a32b145e4b00dbbcb5bb530?txk 

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UNODC Report on Human Trafficking Exposes Modern Form of Slavery // United Nations Office on Drugs and Crime

UNODC Report on Human Trafficking Exposes Modern Form of Slavery // United Nations Office on Drugs and Crime | Safe Schools & Communities Resources and Research | Scoop.it

https://www.unodc.org/unodc/en/human-trafficking/global-report-on-trafficking-in-persons.html 

 

https://www.unodc.org/documents/Global_Report_on_TIP.pdf 

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Teen Sexting: Legislate or Educate? // Stephen Balkam, Founder/CEO Family Online Safety Institute

Teen Sexting: Legislate or Educate? // Stephen Balkam, Founder/CEO Family Online Safety Institute | Safe Schools & Communities Resources and Research | Scoop.it

By Stephen Balkam [Family Online Safety Institute] 
"Sexting continues to bedevil us. Recent studies show that 39% of teens have sent a sext and 20% of teens have posted nude or semi-nude photos or videos online. Among young adults (20 – 29 years old), the prevalence for sexting jumps to 59%. 

 

Some commentators make the case that sexting is fast becoming a new norm among consenting adults and not something to be too concerned about.  While there may be some truth in that argument, the curse of revenge porn – when an ex partner posts or shares intimate images of his former partner – suggests that even for adults, sexting has the potential to ruin someone’s reputation or worse.

 

It becomes much more problematic when teens sext. Not only is there the same danger of photos and videos being broadly circulated – against the person’s wishes – but often minors engaged in sexting fall foul of child pornography laws specifically created to protect them. 

 

A new controversial bill, with considerable ramifications, passed the US House of Representatives recently with very little attention. Entitled, “Protecting Against Child Exploitation Act of 2017,” the legislation was championed by Rep. Mike Johnson (R-Louisiana) and gained bi-partisan support, though Rep. Sheila Jackson Lee (D-Texas) called it, “deadly and counter productive.”

 

On the surface, it is a laudable attempt to deal with one of the most heinous crimes in our society: child sexual exploitation. The bill would penalize those sending or attempting or conspiring to produce and send sexually explicit images of minors. While it is absolutely right that adults producing and or sending sexual images of children should be prosecuted under the law, this bill is overly broad, and includes consenting teens sharing images of themselves. 

 

What’s more, those prosecuted would receive a mandatory minimum sentence of 15 years and be placed on the sex offender registry for life. The proposed bill also criminalizes parents or guardians who knowingly allow their kids to sext. 

 

While this well-intentioned law is written to protect minors from predatory adults, it may have profound negative consequences for teens who consensually share explicit photos and videos with their friends, should they be prosecuted. 

 

In response to the legislation, the ACLU tweeted:

“The purpose of child pornography laws is to prevent minors from being abused, not criminalize young people for sexual experimentation.”

 

Rather than legislation in response to teen sexting, FOSI has consistently called for greater awareness raising and educational efforts to inform parents and their teens of the potential risks and harms of sexting. Leaving aside the contentious issue of mandatory minimum sentences, this bill is problematic on numerous fronts. 

 

Sexting can lead to a damaging loss of reputation when photos or videos are distributed. Some teens are particularly prone to being cajoled or harassed into taking and sending photos of themselves to their love interests only to see these used against them leading to devastating emotional distress. There are a number of excellent guides to help remove intimate images from all of the major social media sites, including Facebook, Instagram, Twitter and Google. And the UK’s South West Grid for Learning has, perhaps, the best guide for dealing with the emotional and reputational fall out that can come from teen sexting in their aptly titled booklet, “So You Got Naked Online”.

 

Psychologist Elizabeth Englander promotes the idea of “sexting-ed” to be taught in schools to discuss the common risks that sexting poses, but to do so realistically. She points out that, “Students may view the risk of having others see your nude picture as existent but, realistically, pretty low. Hearing adults harp on the possibility as though forwarding were routine can therefore come across as a categorical overreaction.”

 

Rather than criminalizing impulsive or not-thought-through behavior of our teens, we need to warn, persuade and convince our young people that sexting is a risky behavior with the potential for considerable personal consequences. We also need to stress the responsibility of teens not to pass on or share these images. But to lock up the very minors that the law was crafted to protect – and for a minimum of 15 years – is unconscionable. 

 

The bill moves on to the Senate Judiciary Committee, where, hopefully, there will be considered debate to fully discuss the implications of this overly broad bill and some discussion on additional education for teens.

 

In the meantime, we need a national dialogue about teen sexual behavior in the digital age. This conversation should do so in the context of young people’s actual experiences and not be a fear-based monologue that unrealistically portrays sexting as criminal – unless coercion is involved.

 

And we need research into young people’s attitudes and experiences online that can inform future educational efforts and, if needed, legislation that actually protects minors – not sweep them up and imprison them in its provisions."

 

For main post, please see: 

https://www.linkedin.com/pulse/teen-sexting-legislate-educate-stephen-balkam [Photo via Jiangang Wang, Getty Images]

 

For more on Family Online Safety Institute, please see: 

https://www.fosi.org/ 

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Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools: A Guide for Educators // Restorative Practices Working Group 

The document above may be downloaded by clicking the title or arrow above or the following link:

http://files.constantcontact.com/2b18842b001/d713abce-6d64-496d-80b9-119c58217d14.pdf 

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Without My Consent // Tools to Fight Online Harassment 

Without My Consent // Tools to Fight Online Harassment  | Safe Schools & Communities Resources and Research | Scoop.it

"Without My Consent is a non-profit organization seeking to combat online invasions of privacy. The resources found here are intended to empower individuals to stand up for their privacy rights and inspire meaningful debate about the internet, accountability, free speech, and the serious problem of online invasions of privacy.

 

Without My Consent's founding and early work greatly benefitted from the support of the Samuelson Law, Technology & Public Policy Clinic at UC Berkeley School of Law and Stanford's Center for Internet and Society.

 

Without My Consent would also like to express its sincerest thanks and appreciation to our invaluable team members, Cynthia Wu and Natalie Nicol.

 

Cynthia is the author and curator of Without My Consent's Weekly Roundup and serves as WMC's Grant Administrator for the Digital Trust Foundation grants. She is a graduate of the University of California, Berkeley, and works on privacy issues at Google. 

Natalie is the Project Manager for the 50 State Project. She is also a member of the inaugural class of Internet Law & Policy Foundry Fellows and Legal Counsel for DITA Eyewear."

 

http://withoutmyconsent.org/ 

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Lack of Protections in Use of Digital Apps and Software Programs Puts Privacy of Students and Families at Risk // National Education Policy Center

Lack of Protections in Use of Digital Apps and Software Programs Puts Privacy of Students and Families at Risk // National Education Policy Center | Safe Schools & Communities Resources and Research | Scoop.it
[Re-shared from the National Education Policy Center // NEPC Publication]

Press Release: http://nepc.info/node/8787

BOULDER, CO (August 15, 2017)
“Digital technologies used in schools are increasingly being harnessed to amplify corporate marketing and profit-making and extend the reach of commercializing activities into every aspect of students’ school lives. In addition to the long-standing goal of providing brand exposure, marketing through education technology now routinely engages students in activities that facilitate the collection of valuable personal data and that socialize students to accept relentless monitoring and surveillance as normal, according to a new report released by the National Education Policy Center.

 

In Asleep at the Switch: Schoolhouse Commercialism, Student Privacy, and the Failure of Policymaking, the NEPC’s 19th annual report on schoolhouse commercialism trends, University of Colorado Boulder researchers Faith Boninger, Alex Molnar and Kevin Murray examine how technological advances, the lure of “personalization,” and lax regulation foster the collection of personal data and have overwhelmed efforts to protect children’s privacy. They find that for-profit entities are driving an escalation of reliance on education technology with the goal of transforming public education into an ever-larger profit center—by selling technology hardware, software, and services to schools; by turning student data into a marketable product; and by creating brand-loyal customers.

 

Boninger points out that “policymaking to protect children’s privacy or to evaluate the quality of the educational technology they use currently ranges from inadequate to nonexistent.” “Schools and districts are paying huge sums of money to private vendors and creating systems to transfer vast amounts of children’s personal information to education technology companies,” explains Molnar."

 

https://eduresearcher.com/2017/08/16/sold/ 

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