community Safety
Anti-Bias, Anti-Hate Program
the abah program
- Bias/hate incident reporting
- Client advocacy and referrals
- Coalition building and community organizing
- Bystander Intervention presentations
- Promoting community safety
Table of Contents
Introductions
Hate and Bias
Learning Objectives
Bystander Intervention
Community Safety Efforts
Practice Scenarios
Harassment, Intimidation, and Bullying in SPS
Thank You and Evaluation
Learning Objectives
- To learn about current community safety efforts.
- To learn ways to protect oneself from harassment, intimidation, and bullying in schools.
- To understand hate and bias, and discover ways to help the community from hate and bias.
https://cisc-seattle.org/report-an-incident-of-hate-or-bias/
EFFORTS iN community saFETY
Current Community Safety Programs
WDC are available in the CID every day from 7am to 3:30pm, while CIDBIA Ambassadors operate daily from 2pm to 10pm.
We Deliver Care & CIDBIA Ambassadors' Programs
These programs are funded in part by the City of Seattle, private businesses and foundations. Their goals are to support community safety and promote economic revitalization in Seattle’s historic neighborhoods. The trained ambassadors watch over blocks, assist visitors, de-escalate conflicts, relocate people blocking doors, or connect people to services and housing.
The Seattle Chinatown Block Watch is run by volunteers, who walk or drive around the CID two to three times each week, offer chaperone services, patrol neighborhood parks, and provide interpretation services between victims and police.
CIDBIA Ambassadors
We Deliver Care
Seattle Chinatown Block Watch
Community Safety Partners Working Together
Dealing With Harassment, itimidation, & Bullying in the Seattle public school district
Addressing Harassment, Intimidation, or Bullying of Students
Seattle Public Schools Policies
In Policy 3207, the Seattle Public School District recognizes its responsibility to provide a safe and civil educational environment that is free from all types of discrimination and harassment, including sexual harassment, bullying, and intimidation. As for Procedure 3207P, the district further defines harassment, intimidation, and bullying, and provides procedures for reporting, investigating, and resolving incidents promptly.
Some Important Definitions:
Harassent, intimidation, or bullying means an intentional electronic, written, verbal, or physical act that:
- Physically harms a student or damages the student's property; or
- Substantially interferes with a student's education; or
- Creates an intimidating or threatening educational environment; or
- Substantially disrupts the orderly operation of the school.
Harassment refers to any malicious act, which causes harm to any student's physical well-being. Intimidation refers to implied or overt threats of physical violence toward a student. Bullying refers to unwanted aggressive behavior by another student(s) toward a student and that involves a power imbalance and is repeated.
Four Types of Bullying
Physical
Verbal
Cyber
Social
- Hitting, kicking, slapping, pinching, tripping, blocking
- Stealing or destroying somone's possessions
- Making mean or rude hand gestures
- Touching in unwanted and inappropriate ways
- Name calling
- Insults
- Intimidation
- Racist remarks
- Inappropriate sexual comments
- Taunting
- Threatening to cause harm
- Posting/sending hurtful texts, emails or posts, images of photos
- Making online threats
- Imitating others online or using their log-in
- Spreading nasty gossip or rumors
- Lying and spreading rumors
- Leaving someone out on purpose
- Telling others not to be friends with someone
- Embarassing someone in public
- Damaging someone's social reputation or relationships
The School & District's Responsibilities:
1. DisseminationOn each school and district’s website, information on reporting harassment, intimidation, and bullying; the name and contact information of school administrator and the district HIB Compliance Officer, will be prominently displayed. The district’s policy and procedure will be made available in a language that families can understand upon request.
2. Education
3. Training
Annually, students will receive information on the recognition and prevention of harassment, intimidation, and bullying at student orientation sessions.
Staff will receive annual training on the school district’s policy and procedure, and the use of the district’s Incident Reporting Form.
Staff Responsibility:
All staff members will intervene and report when witnessing or receiving reports of harassment, intimidation, or bullying of a student. If staff have been found to be in violation of this policy by not reporting harassment, intimidation, or bullying or not preventing retaliation, the district may impose employment disciplinary action, up to and including termination.
Staff includes, but is not limited to, educators, administrators, counselors, school nurses, school social workers, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, classified staff, substitute and temporary teachers, volunteers, or paraprofessionals (both employees and contractors).
The Incident Reporting Form
Seattle Public School's Office of Student Civil Rights
Incident Reporting Forms may be used by students, families, or staff to report alleged incidents of harassment, intimidation, or bullying of a student. The form may be found on the Office of Student Civil Rights webpage located within the Seattle Public School website.
Chinese HIB Incident Reporting Form
The Reporting Process - Step by Step
Receiving HIB Concerns
Corrective Measures
Remedial action may include counseling, education, change in classrooms, discipline, and/or referral to law enforcement.
Attempts will be made to resolve the incident immediately. If not, the HIB form will be provided to initiate the investigation process.
01
02
03
04
Raising HIB Concerns
Investigation
Interviews will be conducted with complainant, alleged aggressor, and other relevant parties. If necessary, safety plans for the complainant will be implemented.
Reports can be anonymous, confidential, or non-confidential.
The Reporting Process - Step by Step
Discipline/Corrective Action
Corrective measures will be graded according to the nature of the behavior, the developmental age of the student, and student's history of problem behavior.
Conclusion of Case
05
06
07
Appeal
Support for Targeted Student
The targeted student or parent/guardian may appeal if they are dissatisfied with the results of the investigation. The Superintendent's decision will be the final district decision.
Students found subjected to HIB will receive appropriate support services. The adverse impact of the incident will be addressed and remedied as appropriate.
Tips for parents on identifying and stopping bullying and harassment:
1. Encourage your child to speak to you about bullying at school. Studies show that children often don't want to tell their parents about bullying because they believe that the adults won't believe them.
2. Children may think that they should be able to solve their own problems.
3. Other children may be afraid that telling an adult will result in worse treatment from the child doing the bullying.
Signs that may indicate that your child is being bullied:
- Fear of riding the school bus
- Cuts or bruises
- Damaged clothing or belongings
- Frequently "lost" lunch money
- Frequent requests to stay home from school
- Frequent unexplained minor illnesses
- Sleeplessness or nightmares
- Depression, or lack of enthusiasm for friends or hobbies
- Declining school performance
What to do if our child is being bullied?
Assure your child that they are not to blame!
Instruct your child not to fight back. Physical injuries are often the result.
Role-play friendship developing skills with your child.
Advise your child to report the incident.
Tips to share with your children regarding online behavior:
- Do not post, text, or email a negative remark about another person that you would not say to that person in person.
- Never give out personal information online, whether in blogs, chat rooms, instant message profiles, or personal websites.
- Parents are the only ones who should have access to their children's passwords. Children should not give their passwords to friends.
- Do not respond to a threatening message. Save it and show it to an adult.
- Do not respond to an email from an unknown sender or from someone who is known as a bully.
- Do not put anything online or an email that you would not want your classmates or your family to see.
- Do not send an email when you are angry. Wait at least 24 hours. Before clicking "send," ask how you would feel to receive the message.
- Do not join in when someone is bullying others. Show the message to an adult.
understanding bias and hate
Seattle Safety Survey 2024
What are some examples of bias and hate?
Graffiti
Assault
Unfair Treatment
Buyllying
Vandalism
Intimidation
Degrading Language
Verbal Harassment
Racial Epithets
Denial of Service
Workplace Discrimination
Symbols
Bias, Hate Incident & Hate Crime
Hate Incident
An action or behavior that is motivated by hate, but does not rise to the level of crime. Examples: name-calling, insults, displaying hate material on your own property, distribution of hate material in public places.
Hate Crime
A crime against a person, group, or property motivated by the victim's real or perceived identity. The crime includes the elements of:
- violence
- property damage
- imminent threats
BIAS
An existing negative opinion or attitude toward a person or group based on a real or perceived identity, e.g., race, gender, religion, disability.
Attitudes such as: hatred, contempt, animosity, resentment, unreasonable fear, paranoia.
Action
Hate Crime Elements
A criminal act or an attempted criminal act:
- Murder (completed)
- Rape (completed)
- Robbery
- Aggravated assault
- Burglary
- Larceny-theft
- Motor vehicle theft
- Arson
- Simple assault
- Intimidation
- Destruction/Damage/Vandalism
- Burglary
- Human trafficking
confronting hate & Bias
Bias and Hate Incidents
Have you, a family member, or a friend ever experienced a bias or hate incident?
- What happened?
- What did you do about it, if anything?
- What was the outcome?
- What support would you wish you'd had during the incident?
- Is there anything you would do differently?
If you experience a bias/hate incident in the future...
- What can you do as a bystander?
- What can you do as the targeted person?
When to Call 911?
Call (206) 625-5011 when...
Call 911 for...
- Past crimes including theft, burglaries, fraud, property damage, narcotics activity, nuisance, or lost property.
- If your vehicle is stolen.
- Call 211 for crisis intervention
- Call 988 for Mental Health support.
- A police, fire, or medical emergency.
- A serious situation which poses a danger to life, property, or both.
- A serious crime such as robbery, domestic violence, or sexual assault.
- A downed power line.
If you don't speak English...
- Dial 911 and do not hang up.
- Say the name of the language you speak.
- Wait for the interpreter. Be patient.
- Provide necessary information, such as your address, type of emergency, your name and phone number.
- Provide address or any landmarks to help the dispatcher find you.
The Five Steps of Helping
...and Overcoming Each Obstacle in the Process
1. NOTICE
*Being distracted or preoccupied
5. IMPLEMENT
*The costs and benefits of helping
Help Given!
2. INTERPRET
*Pluralistic Ignorance
4. SKILLS
*Lack of skills and/or competence
3. TAKE RESPONSIBILITY
*Diffusion of Responsibility
RECORD
Take a video, record the sound, write down what happened, etc.
- Record what you observe, safely!
- Don't encroach into the perpetrator's space.
- Ask the targeted person if they want a copy. Do not post it online without getting consent.
- Check local laws regarding videotaping.
ENLIST
Recruit others to help you, enlist, assign...
- You do not need to do this alone. Get help from others.
- Others may not know what to do. Assign duties, e.g., "please go tell the bus driver!"
- When enlisting law enforcement's help, check with targeted person first.
SUPPORT
Supporting the targeted person from start to finish
- Unless it is unsafe, support the targeted person throughout the entire process.
- Intervene calmly, even though this seems counter-intuitive.
- Quickly introduce yourself, explain that you saw what happened, and that you would like to offer support.
- Respect the targeted person's wishes.
Ignore
NO, we're not ignoring the targeted person!
- The greatest chance to de-escalate the situation, though not guaranteed, is to "ignore" (not provoke) the attacker.
- Chit-chat with the targeted person about something else, e.g., the weather.
- Be on the outlook for escalation. If the attacker escalates, look for the exit routes.
- Constantly monitor the situation.
Standing up to
In some circumstances, confrontation may be an appropriate choice
- Will your actions as a bystander affect the safety of everyone involved?
- What is your relationship with the perpetrator or targeted person?
- What are the costs and benefits to that relationship if you intervened?
Tell
Tell a trusted friend or family member, report the incident to a hotline service
- Telling someone that you trust .
- Report this to an incident-reporting hotline. The data is important!
- There are social service organizations that can offer victims' support and advocacy.
Intervention Strategies
SUPPORT
ENLIST
RECORD
support the targeted person throughout
video/audio record, write down notes
recruit, enlist, assign others to help
TELL
STANDING UP TO
IGNORE
focus on the targeted person, not the attacker
report the incident, tell someone you trust
confront the attacker only when safe
PRactice Scenarios
Practice Scenario 1
At a cultural event
You and your grandma are at a festival event. A stranger walks up to her and makes a racist gesture. Then, the stranger follows you and her for a while. You look around and notice that nobody seems to have witnessed what has happened. What will you do?
Practice Scenario 2
The bus ride home
"I was on the way home after grocery shopping. At one of the bus stops, a person came on and began to look for a seat. That person stared at me and suddenly walked towards me. He spoke very loudly and pointed at me, but I couldn't understand what he was saying. He got really close to me and I felt scared. I wanted to get off the bus but he blocked my way. I even tried to leave but the bus driver and other passengers didn't say or do anything."
Thanks!
We'd appreciate if you could complete our post-training survey by using this QR Code:
Community Safety
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Transcript
community Safety
Anti-Bias, Anti-Hate Program
the abah program
Table of Contents
Introductions
Hate and Bias
Learning Objectives
Bystander Intervention
Community Safety Efforts
Practice Scenarios
Harassment, Intimidation, and Bullying in SPS
Thank You and Evaluation
Learning Objectives
https://cisc-seattle.org/report-an-incident-of-hate-or-bias/
EFFORTS iN community saFETY
Current Community Safety Programs
WDC are available in the CID every day from 7am to 3:30pm, while CIDBIA Ambassadors operate daily from 2pm to 10pm.
We Deliver Care & CIDBIA Ambassadors' Programs
These programs are funded in part by the City of Seattle, private businesses and foundations. Their goals are to support community safety and promote economic revitalization in Seattle’s historic neighborhoods. The trained ambassadors watch over blocks, assist visitors, de-escalate conflicts, relocate people blocking doors, or connect people to services and housing.
The Seattle Chinatown Block Watch is run by volunteers, who walk or drive around the CID two to three times each week, offer chaperone services, patrol neighborhood parks, and provide interpretation services between victims and police.
CIDBIA Ambassadors
We Deliver Care
Seattle Chinatown Block Watch
Community Safety Partners Working Together
Dealing With Harassment, itimidation, & Bullying in the Seattle public school district
Addressing Harassment, Intimidation, or Bullying of Students
Seattle Public Schools Policies
In Policy 3207, the Seattle Public School District recognizes its responsibility to provide a safe and civil educational environment that is free from all types of discrimination and harassment, including sexual harassment, bullying, and intimidation. As for Procedure 3207P, the district further defines harassment, intimidation, and bullying, and provides procedures for reporting, investigating, and resolving incidents promptly.
Some Important Definitions:
Harassent, intimidation, or bullying means an intentional electronic, written, verbal, or physical act that:
Harassment refers to any malicious act, which causes harm to any student's physical well-being. Intimidation refers to implied or overt threats of physical violence toward a student. Bullying refers to unwanted aggressive behavior by another student(s) toward a student and that involves a power imbalance and is repeated.
Four Types of Bullying
Physical
Verbal
Cyber
Social
The School & District's Responsibilities:
1. DisseminationOn each school and district’s website, information on reporting harassment, intimidation, and bullying; the name and contact information of school administrator and the district HIB Compliance Officer, will be prominently displayed. The district’s policy and procedure will be made available in a language that families can understand upon request.
2. Education
3. Training
Annually, students will receive information on the recognition and prevention of harassment, intimidation, and bullying at student orientation sessions.
Staff will receive annual training on the school district’s policy and procedure, and the use of the district’s Incident Reporting Form.
Staff Responsibility:
All staff members will intervene and report when witnessing or receiving reports of harassment, intimidation, or bullying of a student. If staff have been found to be in violation of this policy by not reporting harassment, intimidation, or bullying or not preventing retaliation, the district may impose employment disciplinary action, up to and including termination.
Staff includes, but is not limited to, educators, administrators, counselors, school nurses, school social workers, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, classified staff, substitute and temporary teachers, volunteers, or paraprofessionals (both employees and contractors).
The Incident Reporting Form
Seattle Public School's Office of Student Civil Rights
Incident Reporting Forms may be used by students, families, or staff to report alleged incidents of harassment, intimidation, or bullying of a student. The form may be found on the Office of Student Civil Rights webpage located within the Seattle Public School website.
Chinese HIB Incident Reporting Form
The Reporting Process - Step by Step
Receiving HIB Concerns
Corrective Measures
Remedial action may include counseling, education, change in classrooms, discipline, and/or referral to law enforcement.
Attempts will be made to resolve the incident immediately. If not, the HIB form will be provided to initiate the investigation process.
01
02
03
04
Raising HIB Concerns
Investigation
Interviews will be conducted with complainant, alleged aggressor, and other relevant parties. If necessary, safety plans for the complainant will be implemented.
Reports can be anonymous, confidential, or non-confidential.
The Reporting Process - Step by Step
Discipline/Corrective Action
Corrective measures will be graded according to the nature of the behavior, the developmental age of the student, and student's history of problem behavior.
Conclusion of Case
05
06
07
Appeal
Support for Targeted Student
The targeted student or parent/guardian may appeal if they are dissatisfied with the results of the investigation. The Superintendent's decision will be the final district decision.
Students found subjected to HIB will receive appropriate support services. The adverse impact of the incident will be addressed and remedied as appropriate.
Tips for parents on identifying and stopping bullying and harassment:
1. Encourage your child to speak to you about bullying at school. Studies show that children often don't want to tell their parents about bullying because they believe that the adults won't believe them.
2. Children may think that they should be able to solve their own problems.
3. Other children may be afraid that telling an adult will result in worse treatment from the child doing the bullying.
Signs that may indicate that your child is being bullied:
What to do if our child is being bullied?
Assure your child that they are not to blame!
Instruct your child not to fight back. Physical injuries are often the result.
Role-play friendship developing skills with your child.
Advise your child to report the incident.
Tips to share with your children regarding online behavior:
understanding bias and hate
Seattle Safety Survey 2024
What are some examples of bias and hate?
Graffiti
Assault
Unfair Treatment
Buyllying
Vandalism
Intimidation
Degrading Language
Verbal Harassment
Racial Epithets
Denial of Service
Workplace Discrimination
Symbols
Bias, Hate Incident & Hate Crime
Hate Incident
An action or behavior that is motivated by hate, but does not rise to the level of crime. Examples: name-calling, insults, displaying hate material on your own property, distribution of hate material in public places.
Hate Crime
A crime against a person, group, or property motivated by the victim's real or perceived identity. The crime includes the elements of:
BIAS
An existing negative opinion or attitude toward a person or group based on a real or perceived identity, e.g., race, gender, religion, disability.
Attitudes such as: hatred, contempt, animosity, resentment, unreasonable fear, paranoia.
Action
Hate Crime Elements
A criminal act or an attempted criminal act:
confronting hate & Bias
Bias and Hate Incidents
Have you, a family member, or a friend ever experienced a bias or hate incident?
If you experience a bias/hate incident in the future...
When to Call 911?
Call (206) 625-5011 when...
Call 911 for...
If you don't speak English...
The Five Steps of Helping
...and Overcoming Each Obstacle in the Process
1. NOTICE
*Being distracted or preoccupied
5. IMPLEMENT
*The costs and benefits of helping
Help Given!
2. INTERPRET
*Pluralistic Ignorance
4. SKILLS
*Lack of skills and/or competence
3. TAKE RESPONSIBILITY
*Diffusion of Responsibility
RECORD
Take a video, record the sound, write down what happened, etc.
ENLIST
Recruit others to help you, enlist, assign...
SUPPORT
Supporting the targeted person from start to finish
Ignore
NO, we're not ignoring the targeted person!
Standing up to
In some circumstances, confrontation may be an appropriate choice
Tell
Tell a trusted friend or family member, report the incident to a hotline service
Intervention Strategies
SUPPORT
ENLIST
RECORD
support the targeted person throughout
video/audio record, write down notes
recruit, enlist, assign others to help
TELL
STANDING UP TO
IGNORE
focus on the targeted person, not the attacker
report the incident, tell someone you trust
confront the attacker only when safe
PRactice Scenarios
Practice Scenario 1
At a cultural event
You and your grandma are at a festival event. A stranger walks up to her and makes a racist gesture. Then, the stranger follows you and her for a while. You look around and notice that nobody seems to have witnessed what has happened. What will you do?
Practice Scenario 2
The bus ride home
"I was on the way home after grocery shopping. At one of the bus stops, a person came on and began to look for a seat. That person stared at me and suddenly walked towards me. He spoke very loudly and pointed at me, but I couldn't understand what he was saying. He got really close to me and I felt scared. I wanted to get off the bus but he blocked my way. I even tried to leave but the bus driver and other passengers didn't say or do anything."
Thanks!
We'd appreciate if you could complete our post-training survey by using this QR Code: