Transcript Hamilton ISD Training

Sexual Harassment and Discrimination,
Sexual Abuse of a Child,
Teen Dating Violence,
Infectious Disease Control,
and Integrated Pest Management
Hmmm!
Example
Discrimination Defined
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Any conduct directed at a student on the basis of race, color, religion, gender,
national origin or any other basis prohibited by law, that negatively affects the
student.
Allegations will be promptly investigated by district officials. Parents will be
notified of investigation and corrective disciplinary actions will be take as
appropriate and in accordance to district policy.
Sexual Harassment Defined
Unwelcome sexual advances, requests for sexual favors, and other verbal or
physical conduct of a sexual nature constitute sexual harassment when:
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Submission to such conduct is made either explicitly or implicitly a term or
condition of a person’s employment or academic advancement;
Submission to or rejection of such conduct by an individual is used as the basis for
decisions affecting an individual’s employment or academic advancement;
Such conduct has the purpose or effect of unreasonably interfering with a person’s
work or academic performance or creating an intimidating, hostile or offensive work,
learning or social environment.
The first two conditions are called “quid pro quo” and the third is known as
“hostile environment
Quid Pro Quo
A quid pro quo is when an individual in a position of authority offers a subordinate a
benefit in exchange for a sexual favor.
Example:
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A teacher may offer a student a better grade or a particular position on an athletic team in
exchange for a kiss.
A supervisor my offer an employee a higher evaluation or a promotion in exchange for
accompanying the supervisor to dinner.
Hostile Environment
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An environment can be so offensive or hostile as to interfere with a person’s ability
to work.
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Where the actions are so severe, pervasive and offensive that it deprives the victim
of access to educational opportunities or benefits creating a hostile environment.
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Hostile Environment is based on whether a “reasonable person” would be
offended.
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The harasser creating the hostile environment does NOT have to be a person with
formal power.
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Hostile environment is more prevalent than quid pro quo.
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The behavior may be demeaning, intimidating, include physical threats, or verbal
abuse.
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Can occur off campus grounds, e.g. school sporting event, on the bus.
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A female’s failure to object to certain sexual behavior has not been viewed by the
courts as a solid defense.
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The behavior can occur once or many times.
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The behavior is sexual or gender-related.
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The behavior is related to power.
Hostile Environment Student Peer Harassment
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Power differentials with students
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Acceptance by certain friendship groups
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Maintaining one’s reputation
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Student being harassed thinks the problem will go away
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Adult observers may tend to view situations as normal instances
of young males and females learning to see themselves as sexual
beings
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Behaviors may not be viewed as sexual harassment
Behavioral Definition of Sexual Harassment – Common sense,
Everyday view
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The behavior is unwanted or unwelcome
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The behavior is sexual or related to the sex or gender of the person
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The behavior occurs in the context of a relationship where one
person has more formal or informal power than the others
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Sexual Harassment can be verbal, non-verbal, or physical.
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A school district or individual administrator may be
liable for the sexual harassment of an employee when
the administrator knew or should have known of the
harassment and failed to take prompt remedial action.
A district or individual administrator will face liability
when the administrator acts with Deliberate Indifference.
Deliberate Indifference:
1. Learned of facts or a pattern of behavior which
points plainly toward the conclusion that the
student is being abused;
2. Fails to take action which is obviously necessary to
prevent or stop the abuse;
3. Which results in a constitutional injury to the
student.
Sexual Abuse of a Child is defined in the Texas
Family Code as, any sexual conduct harmful to a
child’s mental, emotional, or physical welfare as
well as a failure to make a reasonable effort to
prevent sexual conduct with a child. HB 1041
Reporting Requirements
 Anyone who suspects that a child has been abused has a legal
responsibility, under state law to report abuse within 48 hours (failure
to report could lead to criminal liability). There are no allowances for
the weekend.
 Reporting abuse cannot lead to personal liability as long as it
is/was in good faith.
 A professional may not delegate or rely on another to make the
report.
 Must be reported to Child Protective Services and or Law
Enforcement.
• A child who has experienced sexual abuse should be encouraged to seek
out a trusted adult. Be aware as a parent or other trusted adult that
disclosures of sexual abuse may be more indirect than disclosures of
physical abuse, and it is important to be calm and comforting if your child,
or another child, confides in you. Reassure the child that he or she did the
right thing by telling you.
• If you permit your child to be in a situation where he or she may be
injured, then you may be prosecuted for child abuse. The fact that the
abuser is a parent or other family member does not remove your
obligation to protect the child. If you are frightened for your own safety or
that of your child, call 911.
• You are legally responsible for the care of your child. You must provide
your child with safe and adequate food, clothing, shelter, protection,
medical care and supervision, or else you must arrange for someone else
to provide these things. Failure to do so may be considered neglect.
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Texas Abuse Hotline, 1-800-252-5400
Call 911 for emergency situations
http://www.txabusehotline.org
Physical Abuse is physical injury that results in substantial harm to the child, or
the genuine threat of substantial harm from physical injury to the child. The
physical injury (ranging from minor bruises to severe fractures or death) can
result from punching, beating, shaking, kicking, biting, throwing, stabbing, hitting,
burning, choking, or otherwise harming a child. Such injury is considered abuse
regardless of whether the caretaker intended to hurt the child.Suspect Physical Abuse
When You See:
• Frequent injuries such as bruises, cuts, black eyes, or burns without
adequate explanations
• Frequent complaints of pain without obvious injury
• Burns or bruises in unusual patterns that may indicate the use of an
instrument or human bite; cigarette burns on any part of the body
• Lack of reaction to pain
• Aggressive, disruptive, and destructive behavior
• Fear of going home or seeing parents
• Injuries that appear after a child has not been seen for several days
• Unreasonable clothing that may hide injuries to arms or legs
Neglect is failure to provide for a child’s basic needs necessary to sustain the life
or health of the child, excluding failure caused primarily by financial inability
unless relief services have been offered and refused.
Suspect Neglect When You See:
• Obvious malnourishment
• Lack of personal cleanliness
• Torn or dirty clothing
• Stealing or begging for food
• Child unattended for long periods of time
• Need for glasses, dental care, or other medical attention
• Frequent tardiness or absence from school
Sexual Abuse includes fondling a child’s genitals, penetration, incest, rape,
sodomy, indecent exposure, and exploitation through prostitution or producing
pornographic materials.
Suspect Sexual Abuse When You See:
• Physical signs of sexually transmitted diseases
• Evidence of injury to the genital area
• Pregnancy in a young girl
• Difficulty in sitting or walking
• Extreme fear of being alone with adults of a certain sex
• Sexual comments, behaviors or play
• Knowledge of sexual relations beyond what is expected for a child’s age
• Sexual victimization of other children
Emotional Abuse is mental or emotional injury that results in an observable and
material impairment in a child’s growth, development, or psychological
functioning. It includes extreme forms of punishment such as confining a child in
a dark closet, habitual scapegoating, belittling, and rejecting treatment for a child.
Suspect Emotional Abuse When You See:
• Over compliance
• Low self-esteem
• Severe depression, anxiety, or aggression
• Difficulty making friends or doing things with other children
• Lagging in physical, emotional, and intellectual development
• Caregiver who belittles the child, withholds love, and seems unconcerned
about the child’s problems
Signs More Typical in Adolescents
♦ Self-injury (cutting, burning)
♦ Inadequate personal hygiene
♦ Drug and alcohol abuse
♦ Sexual promiscuity
♦ Running away from home
♦ Depression, anxiety
♦ Suicide attempts
♦ Fear of intimacy or closeness
♦ Compulsive eating or dieting
Texas Abuse Hotline, 1-800-252-5400
Call 911 for emergency situations
http://www.txabusehotline.org
Sexual Assault Legal Hotline: 1-888-296-SAFE
(Statewide) Family Violence Legal Line: 1-800374-HOPE (Statewide)
Stop It Now! provides a national helpline for supportive
guidance, information, and resources. The Helpline is staffed by
professionals who can provide assistance in how to deal with
suspected child abuse situations. Additional resources are
available on their website.
Helpline 1-888-PREVENT
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An act by an individual that is against another
individual with whom that person has or has had
a dating relationship and that is intended to result
in physical harm, bodily injury, assault, or sexual
assault or that is a threat that reasonably places
the individual in fear of imminent physical harm,
bodily injury, assault, or sexual assault, but does
not include defensive measures to protect
oneself.
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1 in 11 adolescents reports being a victim of physical
dating abuse (CDC 2006)
1 in 5 female high school students report being
physically and/or sexually abused by a dating partner
(J.E. Hathaway, L. A. Mucci, A.Raj, & J.G. Silverman,
2001).
Acceptance of dating abuse among friends is one of
the strongest links to future involvement in dating
abuse (Bergman, 1992; Arriaga & Foshee, 2004).
75% report having experienced dating violence or
knowing someone who has
1 in 2 Texas teens reported having experienced dating violence
personally
60% of Texas females surveyed experienced dating
violence
 verbal abuse
 physical violence
 sexual violence
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The Texas Legislature has passed, and Governor Perry has signed, an act requiring
each school district in Texas to adopt and implement a dating violence policy.
Each school district’s dating violence policy must:
– include a definition of dating violence
– address safety planning
– include enforcement of protective orders
– include school-based alternatives to protective orders
– address training for teachers and administrators
– address counseling for affected students
– include awareness education for students and parents.
Teen Dating Violence is defined as the intentional use of physical, sexual, verbal, or
emotional abuse by a person to harm, threaten, intimidate, or control another person
in a dating relationship, as defined by section 71.0021, Texas Family Code. Teen
Dating violence is a pattern of coercive behavior that one partner exerts over the
other for the purpose of establishing and maintaining power and control.
Address Safety Planning
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A Safety Plan is a tool used to assess risk and identify actions to increase safety for victims
Includes important telephone numbers including law enforcement, helpline, community organizations,
etc.
Identifies supportive peers and adults at home and school
Outlines specific strategies for avoiding the abuser, and getting help when needed
Enforcement of Protective Orders
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Obtain copy of protective order
Communicate information to appropriate school staff to ensure enforcement of order at school
Meet separately with victim and offender to obtain agreement on terms of protective order and how it
will be enforced on campus
Make changes as needed to schedules, classes, lunch times, etc.
Identify supportive adults on campus for both students
Contact the Texas Advocacy Project’s Teen Justice Initiative for questions about Protective Orders and Youth
Counseling for affected students
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Provide school counselors with training, resources, and teen dating violence prevention materials.
Let students know that they can talk to the counselors about dating and relationships.
Awareness education for students and parents
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Use free resources provided in your toolkit.
Collaborate with your local domestic violence or sexual assault center on available awareness and
education programs.
Integrate prevention materials into curriculum and school events.
Develop youth leaders to become role models and peer educators.
Utilize local resources such as domestic violence and sexual assault centers.
Effective dating violence prevention engages the whole school community, students, teachers and
parents in promoting healthy relationships.
Healthy relationships = Safer schools
For more info, see
Nurse Cude
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The Occupational Safety and Health Act 1910.1030 mandates
training annually for employees regarding BBP standards.
OSHA’s goal is to reduce the occupational transmission of
infections caused by microorganisms sometimes found in
human blood, and in other potentially infectious materials.
These pathogens include but are not limited to: HIV,
Hepatitis B Virus (HBV), and Hepatitis C Virus (HCV).
Your chance of being exposed to a BBP at school is low.
BBP’s may not cause symptoms for years, sometimes never.
People can look and feel fine and spread the pathogen
without knowing they are infected.
You should treat all blood and body fluids as though they
are infected material and take steps to protect yourself.
HIV
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HIV attacks a person’s immune system, eventually destroying his/her ability to fight
infection.
A person may carry the HIV virus and live a normal and healthy life for years.
Some people infected with HIV go on to develop AIDS.
Blood tests can diagnose this blood borne disease, but no vaccine or cure has yet been
developed.
HBV and HCV
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Hepatitis B and hepatitis C are both viral infections that affect the liver.
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As many as 30% of those infected with HBV may not show signs or symptoms.
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As many as 80% of those with HCV may not show signs or symptoms.
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An HBV or HCV infection can eventually lead to chronic liver disease, liver cancer or
even death.
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The Hepatitis B Virus is a greater risk to you at school than either the Hepatitis C virus
or HIV.
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There is a vaccine available to protect you against HBV.
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There is no protective vaccine for HCV; however, newly approved antiviral drugs have
been effective in some people who have contracted the infection.
How Bloodborne Diseases Are Spread
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HIV, HBV, and HCV aren’t as easy to catch as other viruses as they are not air borne, but blood borne.
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You cannot get HIV, HBV, or HCV by working near someone who is infected.
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You cannot become infected with these viruses through coughing, sneezing, a kiss on the cheek, a
hug, or from a drinking fountain or food.
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These viruses are transmitted in the same way- through contact with an infected person’s blood, body fluid
containing visible blood or through sexual transmission.
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In the school environment your chance of becoming infected is very small.
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To get through your skin, the virus needs a “doorway” into the body, such as :
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* Cuts and scratches
*Sharing needles
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* Razor nick
* Skin abrasions
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* Dermatitis
* Acne
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The other way pathogens can enter your body is through contaminated blood or body fluid that gets
in your eyes, nose or mouth.
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Dried HBV can survive on surfaces at room temperature for at least a week!
Exposure Control Plan
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To help protect you every school has an Exposure Control Plan.
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It is always available to you
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It is required by the Occupational Safety and Health Administration(OSHA)
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It lists the potential hazards of each job and explains how to reduce your risk.
Standard or universal precautions require that you consider every person a possible carrier of a BBP and
treat their blood or body fluids as infected.
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Follow these simple precautions to protect yourself while at school.
Send for emergency personnel if necessary
If possible have the person who is bleeding apply pressure to the area
while you put on gloves
Always use disposable gloves, never reuse!
Always cover cuts or skin abrasions before putting on gloves
After removing gloves without touching the outside, wash hands with
nonabrasive soap and water
If no water is available then a hand sanitizer is acceptable temporarily,
until it is possible to wash with soap and running water
If you are bitten, immediately wash the area with soap and water and
then seek medical attention
If blood or body fluids get in your eyes, nose or mouth flush with
running water ASAP
As soon as possible report the incident to your supervisor so that post
exposure treatment can be implemented immediately and be advised
about testing etc.
Always call for trained staff to clean up blood or body fluids
Your risk of being exposed to Bloodborne
Pathogens at school is relatively low. However,
if you do come into contact with blood, or body
fluids containing visible blood remember to
treat it as if they were infected with bloodborne
pathogens.
Use disposable gloves, and remove them properly
Wash your hands thoroughly with non-abrasive
soap and water
Be careful when you clean up any blood
Integrated Pest Management
(IPM) uses many compatible
methods to prevent or manage
pests.
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Inspection
Monitoring pest populations
Identifying pests;
Determining threshold
Developing a plan
Implementing the plan
Continuing to monitor
Why Use IPM?
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To reduce pesticide hazards to people and pets.
To reduce pest damage.
To reduce cost of pest control.
To prevent problems, not just react after they occur.
Aren’t Pesticides Dangerous?
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All pesticides are potentially dangerous to some form of life.
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You should be aware that pesticides also represent a potential risk to groundwater, the
environment, wildlife and our health.
How Can Risks Be Reduced?
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Proper pesticide use involves a combination of knowledge, common sense and ability to
follow label directions.
In 1991, the Texas legislature amended the Structural Pest Control Act to require public
school districts to have integrated pest management programs by license
applicators.
Schools are required by law to use least toxic methods to control pests including
rodents, insects, and weeds.
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Assists in the coordination of pest management personnel.
Ensures that all school employees who perform pest control have
the necessary training.
Ensures that all school employees who perform pest control have
the necessary personal protective equipment (PPE).
Ensures all school employees who perform pest control have the
necessary licenses for the pest management responsibilities.
Maintains a prioritized list of needed structural and landscape
improvements.
Maintains pesticide application records and all pesticide labels
and Material Safety Data Sheet (MSDS) information
Authorizes and/or reviews least hazardous, effective emergency
treatments with the approval of the certified applicator.
Handles requests and inquiries relating to pest problems and
maintains records of any pesticide related complaints.
Maintains a copy of the district’s IPM policy.
Maintains pesticide application records and incidental use
reports.
Earl Barnes is the certified IPM coordinator for HISD.
No pesticide may be applied where students are
expected to be present for organized activities
within the next twelve (12) hours.
Licensed technicians must obtain written
approval from the certified applicator to apply
pesticide products.
All pest control services must be consistent with
the school district’s written pest management
policy.
Section 595.11 of the Structural Pest Control Board
Regulations provides standards for public
school district IPM programs.
Now go to
https://www.surveymonkey.com/s/C9HB2LN
and take a short quiz!