Revisiting Contemporary Bully-Proofing and Sexual Harassment Measures: A Prospective Review and Critical Evaluation of Future Concepts for Middle School Campuses
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The first stage of this project - a critical analysis of the published literature and existing policy on bullying and sexual harassment in middle schools - is eighty-five percent complete. Two of the three prospective conclusions -- the necessity for grade-level specific curriculum; and a collaborative, non-disciplinary based approach emphasizing the mental health of both the victim and the bully - were, on a theoretical level, partially supported by the culled published research. The second phase -- the analytical assessment and evaluation of an on-going bully-proofing and sexual harassment policy and related grade-level specific curriculum - was temporarily suspended. Several unanticipated District and campus-level policy decisions contributed to this delay. First, District officials decided that only the Principal and one Vice Principal of ___ Middle School would receive specialized training on the implementation and classroom delivery of the bullying and sexual harassment policy. They would then act as the facilitator of a tutorial training workshop for their faculty and staff. Second, the creation of all grade-level curriculum modules and classroom deliverables aimed at preventing and reducing bullying behavior and sexual harassment were given to the campus curriculum team; District' curriculum specialists would only serve in an advisory capacity. Finally, survey results from the three previously administered School Climate Surveys initially administered by a contracted external review group were found to be corrupt at many levels, including use of improper sampling procedures. Such methodological violations rendered these potentially pretest/ benchmark measures of bullying behavior and sexual harassment at ___ Middle School unusable. In summary, no interviews or surveys have been administered nor have any focus groups been convened thus far. On a more positive note, the goals outlined in the plans for the project were unanimously approved as the centerpiece objectives for ___ Middle School's Campus Improvement Plan (CIP) in 2004/2005.