How to Recognize and Stop Sexual Harassment
Note: each Appendix has a direct link to
the page so you can print the Appendix handout sheet
Just select the Appendix you want to print
Case Study Activity
Pass out the handout (Appendix A) (select to print Appendix A):
Case Study Questions and Possible Response Check-List.
Read each case study from the scenario page (Appendix B) (select to print) and process each scenario using the questions:
1. Is this sexual harassment?
2. What behavior tells you that it is or isn't?
3. Who is the harasser?
4. Who is the victim?
5. What can or should the victim do?
Use the following check list as a discussion tool to help students evaluate what the victim should do in each scenario and evaluate their options when sexual harassment occurs.
____ Tell a friend
____ Tell a teacher (or other trusted school staff member)
____ Tell the school counselor
____ Tell the principal
____ Tell a parent/guardian
____ Ignore it
____ Take legal action
____ Write an informal resolution letter to the harasser
____ Drop the class
____ Join a support group
____ Follow the school sexual harassment policy and procedure
____ Get someone else to talk to the harasser
____ Other ____________________________________
Sexual Harassment vs. Flirting Brainstorming Activity (Appendix C) (select to print)
Sexual harassment is an ambiguous group of behaviors, which accounts for a large part of the problem. Its important to recognize that the same words and actions may evoke opposite feelings in different people. The deciding factor is the feelings a particular phrase, gesture, or behavior evokes in the individual on the receiving end.
Students can easily generate long lists of behaviors they consider to be sexual harassment and flirting. Taken from personal experiences and interaction that they observe, these sexual harassment behaviors range from the subtle, the same as flirting, to the violent. This activity will help students understand that sexual harassment is about the impact of the behavior on the receiving end - not the intent of it. Follow instructions on activity included as Appendix C.
What to do if it happens to you? (Appendix D) (select to print)
To be assertive when someone is sexually harassing you...
Evaluate the impact on you.
Pay attention to how it makes you feel.
Respond verbally and with consistent body language about how it makes you feel.
I feel disrespected when you do/say that.
Name the behavior clearly (tell what you think about the behavior)
I think (name the behavior) is sexual harassment.
Tell what you want to have happen.
I want you to stop doing/saying this to me.
Pass out handout: "What To Do If It Happens To You" (Appendix D)
Be sure that the local resource agency phone numbers are listed on the handout. If possible, include a copy of the sexual harassment policy and procedure for the school and compare the policy with the three step process on the handout. Allow time for questions and discussion about community resources.
What else can you do to help stop sexual harassment?
If you see or hear of someone being harassed, you can help potential victims become more assertive in response to behaviors they don't like.
You can give victims the support they need to get them help from appropriate adults.
You can also help potential harassers pay attention and appreciate the effect they have on others.
Sexual harassment resolution: (See Appendix E - "Worksheet for Resolving Sexual Harassment")
Give verbal support to victim
Encourage victim to write down all incidents, times, places, witnesses and effect it had on them.
Victim can write a letter to harasser.
Go with the victims to designated teacher or counselor.
Teacher and victim can decide next step: teacher talks with harasser; teacher talks with both parties together.
If situation is not resolved, more formal options include: (See Appendix F - Sexual Harassment and the Law)
Victim takes written log and reports harassment to administrator
Administrator talks with harasser
Administrator talks with harasser and parents
Consequences are decided: education, service, suspension, expulsion
If action is not taken or behavior doesn't stop, victim may report to Affirmative Action Officer at the School Board office.
A closing group evaluation is an effective way to give the participants an opportunity to hear from each other about what was learned from the session. You can simply ask the group to state "One thing that they learned," and give everyone a chance to respond. This will reinforce the important points.
The attached evaluation survey can be used to gather more detailed information about the session. (Appendix H)
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