[applause] >> good morning, everyone. i'm honored to be here. however, i have to make one correction. i don't have a ph.d. if you want to give me one, i welcome it. i i felt so welcome. it's so cold here. it remind of minnesota in january. thank you. actual, though i do want to say that it has been really wonderful to work always with the staff here at the u.s. department of education over the 18 years that i've worked for minnesota. i found them enormously helpful. thank you. what i'd like to talk about today, here is the fancy clicker is restorative practice our strategy to support students involved in bullying. before i talk about that about ways to hold students accountable without sending them away and to build community in the school, i want to first -- what do i do? press that. talk about the wealth.

i want to tell a story. some of you are probably quite familiar with us. it's the beginning of the public health. there was a neighborhood in london back in the 1800s people were getting sick from cholera and they would leave the neighborhood and go to the hospital and get better and come back to the neighborhood and they would get sick again. it wasn't until they figured out that people were getting sick because the well that everybody drank from in the neighborhood was causing that. they were able to overcome the cholera epidemic. i talk about this in way of illustrating that in a school, the same thing that we learned from that well in so hoe toddle true. you can have fabulous intervention in the officer or cons counselor's if they come back to a play ground or classroom that is not healthy that is not safe and positive and supportive. your intervention is not going to be very strong. when we think about preventing

things in a preventing bullying in a school. it's not how we intervene. it is how we create the climate that is healthy and welcoming to everyone. so in regard to restorative practice as the framework for make that safe, caring environment and using those interventions, i'll give you the definition from morrison. restorative practice in schools are one that sustain safe and just school communities, ground in the premises that human beings are relational and drive in come text of social engagement over control. there's a lot to be said, probably would take me a couple of hours to unpack all of the words. i'd like to identify two key ones for the morning. community and relational. building community through creating healthy relationships is the key component of a restorative school. now, a lot of people think about restorative practices in schools in regard to the intervention,

that is a circle to repair harm or family group con for instances. for those not familiaring with that, the basic idea is that you have a trained facilitier who brings together the person with harm, the person who did the harm, and anyone else that was affected by the bullying or any other harm that happened in the school whether those are bystanders or peers, family members, teachers and other staff, administrateors, community hebes and all of those people together because they have agreed to come together voluntarily talk about what is happened, what were they thinking about at the time? what they thought about sense. how were they effected by what happened? and what can be done to identify solution for the person who hurt somebody to make amends top give back to the community and may make a plan how the behavior is not going to continue and also, to atoabd the needs of the person who is hurt. and perhaps make a plan to help support them so that everyone

can restore order and get back to a safer learning environment. but that intervention, as i said, is only as good as the healthy environment that people would go back to. and so in a restorative school, we think in terms of primary, secondary prevention from the advantage point of relationship with everybody in the school we want to reaffirm relationship, teach the skills of relationship, which is basically teaching people social, emotional skills. teaching them how to get along. teaching the behaviors we want to see with the eye toward creating community amongst everyone. if something goes wrong to the low level we look to repair the relationships and rebuild relationship if a big problem happened ongoing bullying of some kind of fight where students needed to take more time to put things back together again. you may recall yesterday, the try angle that -- trivedi angle,

educator his name, isn't that funny whens there's a timer in front of you. pb gave the looking from the top. i want to everyone emphasize the fact that we do intervention -- keeping them close in and the child is also going to be getting the learning and the education and the connection in the classroom with reaffirming relationships. why would we want to think about relegal conclusion practice in bully in particular, i guess that's the question that was given to me. we have famous people on the slide. bullying as a relational problem that requires relationship solutions. it occurs in a peer context as the beautiful, wonderful, kind

of slide that was with the shrines on tb -- lines on it so eloquently illustrated, and so we need to think about how we can engage all those people that are involved in bullying. if you do an intervention in the office, however wonderful and the one student who did most of the bullying or you think was the instay gaiter is remorseful and regretteds what they have done and says they're not going to do it again. after the three-day suspension goes back to the same peer group that no one asked any questions of and the peer group expects them to keep the status you're not going to make any kind of headway. you need to think in terms of the larger group. how can you engage that. it is like an accord began, you can make it as large as you want or as small as you want depending upon the circumstance. and students regularly involved in bully as a bully or victim or bully/victim we found in the am

sis of minnesota -- most of them are negative which were more accurately illustrated by the other speakers today. and so, a restorative process gives you the opportunity also look at the larger context that the child may be involved in and to seek -- take that as opportunity to provide extra support as well. now with the meta-analysis was that was done of bullying prevention efforts throughout the world, the following list of things were found to provide reduction in bullying. parent train, et. cetera, i'd like to hide the fact that in the -- [inaudible] remarkings from the morning back now to live coverage of the department of education's bully prevention conference looking at ways to ensure antibullying efforts are wayed on the best available research. remarks from white house the mother of musician lady gaga. >> in a little bit of introduction for them. and but employees help me give a

round of applause of the panel as we bring them up. [applause] ♪ ♪ ♪ good afternoon, good afternoon. thank you for joining us. this is a bit unfair because they have lunch and we don't. [laughter] but that's okay. my name is dr. bob ross the presidency of california endowment health foundation. focused on the health enrollment of young people. and the state of california, and it it gives me a great deal of pleasure to be here with you today. thank you to the department of education for asserting the

leadership in the space of bullying and prevention and for bringing all of you experts and advocates and young people and social workers and teachers and those who are joining hands and joining forces to reduce and prevent bullying and having the united states of america lead our globe in a asserting a braver kind of world for young people and generations to follow. i am joined by two extraordinary and powerful individuals. each of them serves for or works with two of the world's most influential and well known people. certainly on the planet, and for those of you that may be joins us visa social media, the world of social media, i need to announce that the twitter handle for the senior advicer to the president of the united states, that is valery jarr et t, a

round of applause to her. she wanted all to know that her twitter handle is vj44. and for cynthia germanotta who is the president and cofounder of born this way. i refer to her as mama gaga. and her twitter handle is btw foundation. but a round of applause to welcome cynthia. >> thank you. >> we also have for federal officials their twitter handled is stop bully gov. to all of you in the room, thank you for joining us. to all of us in the world of social media. thank you for joining us us. i'll throw a few questions to our guest. each much them has been involved in a asserting leadership on the

issue of bullying youth empowerment and bullying prevention. let me start with the senior adviser to the president, you each represent the powerful people. each of the president and the first lady, in your case, valerie, and in your case, cynthia, your daughter, lady gaga, has their own journey coming to this issue. and bullying is one of those issues and -- i'm a physician of pediatrician every few years a public health issue that has been languishing in the closet comes out of the closet. bullying is one of the issues in the last 12 to 18 months has come out of the closet for a good cause and reason. tell us a little bit about the journey for the president and the first lady, how do they come to the issue of bullying? >> well, i think first of all, hello, everybody. i'm that delightedded to be

here. the lights are awfully bright. sense we're going to be hearing from you, we're so excited. when we talking about it months ago worth it be a terrific idea to convene here in washington and have people job line. we welcome as well. for the president and the first lady, i think it's very personal. everybody as a child had an experience that you remember and i think, on their journey they each had experiences as children but i think the real reason why it's close to their heart, and i know that cynthia and i share this as moms is as apparents. they think about ma malia andshasha and the experiences they're having. one of the things they enjoy doing each day when they're all in town is having dinner together and where the president and the first lady get to hear about the days of their children and get to have a sense of

what's going on in their life and really be present in it and engages with them. i think they originally came at this as parents. worrying about their children, your children, and our children. let's have the white house the first ever conference on bull bullying where we put an international spotlight on the issue and say it's an important enough issue we really want everyone to pay attention to it, and importantly everyone feel a sense of engagement and responsibility and ownership in stopping bullying. and that's how we got started. that's how we have so member of the cabinet. i know, secretary duncan and attorney general and you're going to be hearing from one of his keatony west a little bit later in the day. kathleen from health and human service. the key agency under the direction come together to see how we can tackle the issue

collectively and engaging with parents, and teachers and community leaders face leaders, administrators, and young people and that's really why i'm glad we have so many young people with us today. in a minute i'm going to tell you one of the things we want do with you. out of the conference came several stems which we can talk about more agents are taking to spotlight the issue but see what we can do to end it. that's our goal. as the president said at the but i will conference. this is not acceptable. it's not a rite of passage. it's not something we should give into and say it's not avoidable. if we work together, we can end it. one of the things i want to start is to show you a psa in a second. i want to tell you, we're going to have a competition, and it's going to be for young people from ages 013 to 18. you can participate it in. and what we want to you to do is

help us understand what you have done other than being a passive. what are so you done to not just be a bystander but to be engaged. perhaps we can show the tsa and hopefully everyone in the room and everyone listening between the ages of 13 and 18 will tell us what you did creatively. make a video, submit it, we're going have a group of experts look at it and and it down to a mangle size. we're going let the public decide. we're going go out with it. the goal is to get everybody to say don't be a bystander. get involved. you adopt have to look the other way. you can do something. if we can show the video. everyone has a troll to play in stopping bullying. far too many children witness bullying every day. they don't know how to help often. how can you be more than just a

bystander? how can we collective. we want to hear from you. the federal partners and bullying prevention are sponges or soing a stop bully video challenge for you. video hit should san send a positive message to your peers how we can be more than a bystander. how we can create a culture where all children feel free to be themselves. visiting stop bulling.challenge.gov. submissions will be accepted through october 14. it's up to all of us to stop bullying. [applause] >> thank you, val i are.

cynthia, i've heard lady gaga, your daughter stefanie talk about her journey around bully. it's a deeply personal one. >> first of all, hello. i'm very happy to be here and honored to be part of this. thank you dr. ross. thank you val i are. i want to thank the president and mrs. obama for shining the light on incredibly important issue. this, for us, it's no surprise, my daughter has spoken very openly and publicly about a lot of her own personal struggles. she was pulleyed quite a -- bullied quite as lot as a young adult starting very young. everything from her locker being defamed at school, she was actually put in a trash can at one point, which was extremely difficult for all of us to go through. so she has always had, you know,

an everyone think for these times of issue. she didn't understand, you know, why didn't somebody stop it. when you're young and, you know, 12 years old and home on friday night writing music, not everybody understands that. and, you know, rather than view it as something positive. she took a lot of criticism for it. so it's something that she was always very passionate about. and something that we talked about as her career evolved doing something together in the space of really -- we've even elevated this above bullying to plain old meanness and cruelty. why aren't people kinder to one another? why isn't the world a much braver place where people are willing to take the challenge that was just launched and actually do something about it and help to eradicate it. when it came time, really, her

to have a charitable, you know, event in her life, and a passion project, it wasn't really even something we had to think about. i mean, this is a movement that i feel had already started. i don't know if any of you have been to her concerts. but she talks very openly about her own struggles and shares them and this connection with formed with her fans because of that. because she was so open. at one point, it used to bother me as a mom, why are you so open in telling these personal stories about your life. but now i get it. i understand that she was trying to give owrn ohs the courage to face their own issues and stand up and do something about it. so this was, you know, really something that residence nailted with her fans, we were flying back from one of her trips, i think we were in europe, and she said to me, mom, it's time. and i said, time for what? she said time to start the

movement, and, you know, i always knew that we would do something together one day. i thought she might be 40 instead of, you know, now 26 years old. so we started this passion project together, and i couldn't be more excited to be working on this. i think it's critical to the future of our young people and i think that, you know, if you looked at certain personality traits in youth, kindness and bravery, you know, we are doing a lot of work with some very prominent researchers, i think some of which are in the in this room, and this pretty imper kl evidence that shows that bystanders can actually do something to stop, and prevent bullying. you have to be kind and you have to be brave and actually they go together. and being able to, you know, reach within yourself and have the moral courage to draw on the

prince. s is important to hing stop it. that's just -- brief background how we got here. >> the preadolescence stefanie, was she keeping the bully experience that she was dealing with bottled up and you found about it years later or would she come home and spill her gutteds? >> some yes, some no. some of the tougher ones like being in the trash can. she didn't bring them home and show them. she was embarrassed. she didn't know how to deal with it. she was afraid of lash back from the beers. -- peers she kept that bottled up inside. >> it occurs in many forms the world of social media. it's a great boom to technology but it is another route for bullying into the green room back there, you were talking about bully continuum. you would not think that the

obama administration can be the victim of bullying. talk about some of the cyber bullying you've experienced. >> it's a serious issue. we were having the conversation. i just joined twitter a couple of months ago. you get interesting feedback over twittedder. some nice, some knit so nice. i'll tell you, and i read the comments and i think one of the observations that i would make is that people say things to you to each other online that they would never dream of saying if they were looking you directly in the face. i think obviously, the part of the job we take it and that's what happens when you're joined with social media. i think about the young people who are online, the children who are online, and so if something happened when i was a young person long before the internet and the twiforter. it was you and a few people in the classroom that might about it. something happens now and it guessed posted online. it's all over.

i received a letter yesterday from a young woman who was embarrassed online with pictures of ourself years ago. now she's a young adult and struggling with it. she had attempted suicide when she was a teen, and it was a devastating because everybody saw. it and i think one of the issues the challenges we have in the cyber world is trying to remember there's a human being on the other side of that internet. and it doesn't just going into the ether, it's going to be into somebody's heart and you're potentially wounding someone in a way they're going remember far lifetime and our children can be permanently scared. one of our strategies is figure out how we can work with the in cyber world and working with facebook and twitter and other companies to try to think of what we can do collectively to raise peoples' awareness. there is someone out there who

your e-mail, text, tweet is actually touching. >> i just want -- before i want to go to cynthia with another question. we'll take audience questions and staff will be available with index cards, you write your question on the card and submit it to the staff. i'm not sure -- it's hard to see, can the staff raise their hand. okay. who can handle the questions? there you go. okay. you have a question, get a card to them, and then at the end we'll leave some time forest fire -- for audience questions. let me ask you, crint yab i was at harvard when stefanie unveiled the born this way foundation. opera winfrey was part of the conversation that day and what was whey -- what i found was amazing and forward-looking and

forward thinking and bigger thinking on her part she was trying to get the bullying issue through a youth-empowerment traditionally we often seeing with i think it is a victim of this part of the problem, we tend look at bullying in sort of purely a narrow victim-oppressive kind of frame, evil person-victim. i think it hurts our efforts in trying to fix the problem. and where your daughter was going, wait a minute, it's about people being empowered not just bullying but broader issues. talk about the empowerment frame. did you have to coach her on that? >> i didn't have to coacher. she came up with it on her own. and, you know, to your point, traditionally we penalize people that are mean to other people. you send johnny home from school

for a someday and he comes back the next day and does the same thing, you know, in the classroom. so, you know, it's proven that's a punitive approach is not that helpful. so we're coming at it from a much more preventive, you know, angle, and empowering youth to really understand why they're behaving the way they're behaving and come at it from a much kinder and braver place. >> yeah. part of my concern, this is me with the pediatrician hat on the health foundation executive is bullies have issues too. in fact, they often -- the bully in the class that everybody knows the bully has issues. family issues, maybe family functions. for us the pediatrician we see the act of bully, perhaps could be missed opportunity to intervene with the child and the child 'family. i want to have you talk about

that. there's a comprehensive approach. nine different federal agencies. it's a comprehensive approach. >> our general approach is one of collective responsibility and of engagement. it cuts across every issue that the president faces. it's not up to the federal government alone. we do everything more effectively if we do it in part here isship. partnership with all of those who raise children together, and as a secretary clinton once said, it takes a village to raise a child if you think about it, you need a comprehensive approach. a few months ago, at the white house we showed the movie "bullying," if anyone hasn't seen it. i enjoy tow watch it. i watched it with my mother. i had to stop for a minute, it was so powerful, why was it powerful for the perspective of the parent? i saw the parents who felt

helpless. they saw that was something not quite right, the children weren't talking. sometime in this case talk, sometimes they don't. i was fortunate once when my daughter was kindergarten she came hold and told me everything. as everyone knows when they get older sometime in this case don't talk as much as when they're 5 years old. look at the parents who was struggling to figure out what was going on. there wasn't always communication between the parent and the teachers and the administrators and the people who drive the buses let alone having the outside expertise to figure out how to help not just the victims but the bulgelies too. -- bully too. how do we feel a sense of mutual responsibility to each other. you know, i amy i amy brother's keeper or my sister's keeper. what also came out at conference the president and the first lady held is the essential role peers

can have one another and how they can foster an environment where bullying is okay or they can send a message you know, that's not acceptable here. part behalf we like to do general in the obama administration is list up the best practices. list people up to feel they too have a role to play. everyone has a role to play in the issue and how we go about showing each other what those best practices are. how we go about teaching the teachers and the administrators and the parents and the social workers and the children that it would be a happier and healthier society if we said we're not going to treat eesh other that way. i think it's possible that the leadership that we have seen through lady gaga and cynthia shows that people who have an enormous reach an international reach care about the issue and

are willing to roll up the sleeves and get involved. if they're willing to do it and each of you are willing to do and everybody online is willing to do is, can stop it. it's within our power to do. >> i want to echo, quite often, you know, you look historically we neglected the bully -- we neglectedded the bully. ..

in schools on act dem be micks -- academics which are important to the whole thing of social, emotional learning to understand why they are behaving the way they're behaving. learn skills like conflict resolution, things that will be incredibly important to them not only in school but throughout the course of their life and their careers. >> what you anticipated is the next question is this notion of a kinder, braver world where bullying doesn't exist anymore is a pretty lofty visionary, far away notion but you're beginning to get into some of the concrete steps and talk a little bit, each much you talk a little bit more about what concrete steps are being taken or do you see being taken? also, cynthia, the foundation has done a fair amount of research about what is working out there and what is going on. >> right. >> what are the concrete steps on the path toward

this vision? >> i would like to share with you, we spent, i would say a good nine months before we even launched the foundation, you know, flying around the country, traveling to different places, talking to folks that are in this place, that understand it, folks like yourself, dr. ross, from the california endowment, the macarthur foundation, the harvard center for society and internet, trying to understand, you know, exactly what we're up against and what we're facing before we actually launch the foundation. so we think that it's incredibly important to have partners in this space. first of all we, this is everybody's problem. we can't do this alone. so it's important for us to have quality partnerships out there. we recently launched something called born brave nation where we're actually challenging youth around the country and around the world to step up and be part of this new nation that will be

kinder and braver to one another. so you will start to hear much more around that in terms of tool kits and things for kids to help them getting involved in that capacity. we will be launching a born brave bus tour early next year that will actually travel with my daughter around the country to 30 cities and i think this is a place where we, meaning born this way, the administration, can partner -- >> around the concert tour. >> around the country we can partner with you in the audience in those communities because the whole purpose of that tour will be to connect the youth. let's pick a city. let's pick los angeles. connect the youth in los angeles to their community. so we'll do a lot of preparatory work in those communities, inviting the right organizations, the right youth to that particular event, to connect and hopefully build an annuity in that community when we pull away. >> just to that point, so there is the tour schedule

available yet? is there a website? >> not just yet. it will be announced early in the fall but -- >> so if anyone in the audience is participating they can in the fall two to the born this way foundation website, get the tour, bus tour schedule there and plug in or join in they -- >> they can do that then. i would say by september, definitely early october at the latest we'll be in a position to talk to you further about how we can jointly engage and work together and we would really welcome that. >> i have some audience questions but let me give you an opportunity, valerie. talk about some of the concrete actions that the administration has taken policy or otherwise, programmatic, that folks should know about. >> sure. first of all the president believes real change happens from the bottom up, not from the top down. he and the first lady were able to put a spotlight on this issue. we want to keep the spotlight up. we've been around the country and had forums to talk about what is happening at the local level. what we can do is take all

that information that we're gathering and allow it to help inform our policies that we make here in washington. so for example, there are two important pieces of legislation going through right now. one to help stop bullying. one to stop discrimination. one focused on the lgbt community. one is to prevent any form of discrimination. we need to make sure that the administration is it really holding congress's feet to the fire as well to say, let's make sure that we have the legal tools that we need to create an environment that doesn't tolerate bullying. then we also have to make sure that we are using the full amount of the tools that we have which we're doing now. i know you will be hearing more in detail from tony west that all the great work the justice department is doing on that end. the attorney general and i were in texas, fort worth, not long ago, fort worth, texas, not long ago talking about specific concrete steps the administration has taken. you can go to stopbullying.gov

for all the steps the federal government is taken. you will hear all the representatives of the administration who are here today but i think the approach of and philosophy is, gather the information from the ground, observe the best practices that are happening on the ground and let that inform the policies that the federal government is making, whether it is legislative or whether it is administrative. for example, the department of education is gathering just the data where bullying is occurring, what kinds of bullying are happening across the country. data and statistics are very important to inform our policies. and then the final comment i will make, and gets back full circle, these have to be partnerships. this is nothing that can be solved by the federal government alone, even if we put every resource in the world into it. >> we can't legislate our way out of it. >> you can't legislate your way out of it. this is changing human behavior. this is changing philosophy. it is changing -- positive reinforcement we get for treating people well and

treating people decently. helping parents and everyone else who raises children and has a role in this and to say there is another way. raising awareness is such an important thing, just by saying take a look at what is going on in your school. take a look what is going on in your community, your community center and think about this differently. and so, having leaders such as cynthia, having someone with the incredible international popularity of lady gaga making this a priority also gives permission to so many other people who are in a position to persuade. as we need these amazing figures, whether it is the president of the united states or cynthia or lady gaga, let's not forget that one child can also make a difference too. one child who has been given permission to say, you know what? that's not okay. one popular child, particularly who says to the other folks, we're not going to do that anymore, can change lives, can save

lives. >> and i was not, i'm pogue to make a make a very complimentary comment about the president and the administration and i wasn't put up to this. the number one the department of education came out with a federal study that showed how our school discipline policies in many cases have gone awry. instead of putting our arms around these young people, who are often the offenders and bullies themselves we need to think about embracing these young people. when we were in school. >> right. >> it was really hard to get a kid kicked out of school, or suspended from school. schools put their arms around you. schools are under tough budget pressure. this is not about blaming schools. how do you get the community partnerships and that get their arms around these people? secondly if someone needs mental health insurances it helps to have health insurance. >> yes, it does. >> can we talk about that for a minute?

>> by the way. >> talk about the affordable care act. >> mental health parity and i just wanted to, that is just a softball down the plate for you, valerie. talk about the affordable care act. >> let's talk about the affordable care act for a minute if we could. >> mental health services are important. >> well all components of health care that are included in the affordable care act are so important. for those of you here or watch online who already have health insurance, it will, under the affordable care act, your health insurance will be strengthened. so insurance companies can no longer drop you if you have a preexisting condition, starting in to 14. children right now with preexisting conditions which could be mental conditions can no longer be dropped by the insurance companies. insurance companies can no longer impose annual or lifetime caps. if you have a cronic mental illness, your insurance company once you use ad certain amount, even though you still need more services we're done here. we're not going to give you anymore.

now they can no longer do that. an array of preventative services. for example, august 1st i think many people have heard preventative services for women are now in place and can be contraception but also can be for example, domestic violence counseling. sew people get the kind of ongoing help tha they need so they can break the cycle of violence and get a better path. under the affordable care act making sure 30 million people who don't have health insurance are able to have health insurance as we sweat up exchanges. we were just talking about california and the progress that they're making to set up their exchange and the federal government will have one. so for those of you who don't have health insurance we're going to make sure everyone has it and it is affordable and you have the kind of preventative services including mental health services that you so desperately need. in a country as rich and as great as this you shouldn't be going without important, important health care. >> absolutely. i will go to questions from the audience. the first one is a great

question for you, cynthia, and i would love to hear your answer. this parent states, as a parent of a bigger than life 11-year-old that beats to her own drummer, sound familiar, what advice do you have to parents and to professionals that work weather youth? presumably dealing with these issues. >> say that one more time. what advice do i have? >> what advice do you have to parents and professionals that work with youth? >> that is a tough question but talk to them. i mean it sounds very, very simple but keep an open line of communications. truth your instings. if you think something is wrong it probably is wrong. and whether it is you or eliciting health from, as valerie mentioned, a pier, maybe someone a friend to that child or somebody popular they might listen to that is popular when they need it. it is back to basics and trying to keep an open line

of communication and really keep your pulse own things. and also, i think, dr. ross, you and i have talked about this. there is a bit of a sigma when kids need help particularly with youth, they don't want to seek it, particularly if it is in the mental health area. there is a stigma with psychiatry and pills and depression and i think -- >> greater stigma when you layer on the issue of lgbt. >> exactly. a much greater stigma with that. helping them understand that it is okay to get help and giving them that green light and giving them that permission that valerie talked about, to get help is okay. and trying, as best as we can, to remove that stigma from it. >> for you, valerie, thisis from one of our young people, a student. i'm going to call you out, ryan washington. do you think creating a presidential youth council would be helpful to advise

the president and senior officials on issues you have to face such as bullying? no pressure. >> well, thank you, ryan. you know, i'll tell you, whether we did it formally or informally, yes. in a sense the engagement we're doing this competition for the psa is getting advice from you. so we, on an ongoing basis listen to young people. just yesterday we had in the white house a group of young people who are doing internship, summer internships here both in the agencies and up on the hill, all with disabilities and they came in to meet with the domestic policy heads, and myself and we surprised them and the president dropped by the meeting. the reason he wanted to drop by and the reason we wanted to bring them in to say you are the leaders of tomorrow and help us understand what we can be doing with people with disabilities not just legislation but administratively or in our communities to make sure

that you thrive and have your full potential of your life. and so, engaging young people is something that my office does each and every day on a wide array of issues and sometimes we set up formal advisory boards but sometimes we just get great ideas by bringing together a group of people who don't necessarily know one another but all come from different perspectives and help inform the decisions we make by the richness of that diversity of perspective. >> the young people in this audience are not shy. there are many, many cards and questions from the young people. so thank you. this one is to mama gaga. how does lady gaga, stephanie, deal with the tweets and negative, presumably the negative tweets and feedback from negative fans? does she have a special method to cope or deal with it? >> that is a good question. that is a really good question. she is very much a human being. she does read them. looks at all of them. it is hurtful.

sometimes it is very hurtful to her. i think her method of coping is, we talk about it, for one but she talks to her fans even more and, you know, looks at herself, tries to understand what's happening but, it's very hurtful. at times to her. >> there is also a question for presumably for you, cynthia, that some much the youth here heard there is a youth advisory board for the born this way foundation and how can they get more information about that? >> we're very excited about that. we are in the process of forming our first youth advisory board and we have several candidates, about 20 candidates on board so far. we have our first meeting in august and we will be having information online about it for you to look at and also present applications and so on for the future. and we are really looking forward to having these youth play an extremely

active role in helping us not only vet some of the programs that we've been thinking about, that have input into it and also help us develop a lot of the programs that will be coming in the future. we expect it to be on going. their term will be a year. so they will be ongoing boards that come into the foundation. so we will have information on our site and look forward to hopefully seeing many of you interested in it. >> valerie, this is a question from another student. do you feel that it's necessary to train our youth of today to broaden the social acceptance of all people and to put an end to bullying? >> absolutely. absolutely. i think, deepening our appreciation for tolerance and respect for diversity, a lot of that just comes through exposure to people who are, upon first blush being different than you. as you get to know them, you realize how much you have in common. and i think that, i

absolutely think that, i believe in exchange programs. i believe in young people who have an opportunity to travel around the country, travel around the world. all of that exposure is so good and it's so healthy and one of the advantages of course to the internet is that you can see it online now. it used to be back in the day when we were a little bit younger you didn't have a gazillion different channels and all these opportunities to meet people and engage with people online in a way that just wasn't available when i was young. and so take advantage, safely of those opportunities and reach out and try to expand your mind. one of the things we talk about a fair amount now is the media and how with all of this different information coming in you basically have information on demand and you decide what you want to watch. when we were growing up it was walter cronkite and that is who you listened to you,

once a die, not all day long, 24 hours a day. you knew it had been researched and analyzed and it would be as clear and impartial and providing information as possible and now it is up to you to sort it and to figure out the integrity of the information you're getting and one of the concerns we have is because it is now on demand, are you only listening to people with whom you agree? or are you pressing yourself to listen most closely actually to those with whom you disagree? can you disagree in a respectful way? it gets back again to twitter. because i read everything that comes on, people should take advantage of that opportunity and provide us with constructive criticism. that's fine. but figuring out a way to have that conversation in a civil and in a kind and a decent way is a part of the challenge and i think, the more young people are exposed in a healthy way, the more enriched they will be as they grow into an

adult. >> it is pretty clear, valerie, that no matter what people may think of our president, agreeing, disagreeing, republican, democrat, progressive, conservative, he demonstrates civility. i'm dying to know if he loses it in some of those meetings behind closed doors. >> he doesn't. he doesn't. >> he really is a civil person. >> just as we were talking about the young people who are here and the children in all of our communities he was raised in an environment that really, that where his mother and his grandparents loved him dearly. they sacrificed for him. he loves to tell his story about getting up early. my parents talked about walking five miles to school. he talks about how his mother would get him up at 4:00 in the morning to study. he would complain. she said, look it is no picnic for me either, buser it. the point she was sacrificing for him so he could get a good education. he would feel the sense of responsibility to give back.

i think civility and nature comes from how he was raised in having a single many mo. seeing her struggle for a period of time. watching his grandmother work at a bank and see people get leapfrogged over her she had trained. we tease him, he lives in a home surrounded by women which i think is really good thing. he has a his wife and two wonderful daughters. and bo is terrific but not offering him really good advice necessarily. i think his temperment and disposition comes from his life experiences. that's why we have to make sure our young people, have good, solid life experiences because it shapes who they are as adults. >> this training issue, i want to direct this question to you because as a foundation we fund organizations that assist young people usually with mental health kinds of issues but we also find a lot of community organizations are using the arts and other forms of creative expression to allow them to get issues out on

the table, issues they are frustrated about or concerned about through spoken word, through lyrics, through creative writing. so talk about the role that creative expression and the arts has played obviously in lady gaga's life. >> it's been everything quite frankly. it's enabled her to gain a lot of self-confidence who she is and validation and it's that green light and it is that permission that we're talking about. and we hope to extend that element to the foundation. one of the first initiatives we did and activities for the youth was to have a poster contest and i think through that, you know, kids gained a lot of strength and confidence by putting their thoughts and their words you know, down on to paper. so we expected to play a really key role moving forward. >> that is a plug for the arts community and partnerships with them -- >> absolutely. >> here question from bonnie

who wants to know, what part can teachers and students play in helping the born this way foundation get inside communities? >> one more time on that? >> what part can teachers and students play helping the born this way foundation get inside communities? -- communities. >> i think one is making youth aware of what's in their community. we're finding a lot of them are not aware of the resources that are available to them. and i think this is an area where certainly we're helping to partner with the administration. we had a wonderful meeting yesterday with secretary duncan and we're looking at ways where we can come together in those local communities. let's say take the bus tour as an example, and identify the right v. sources in that -- resources in that community and where youth can engage and provide value to their community. be active, whether it is extracurricular activities, volunteering. so i think a lot of it is strictly in the area of resource mapping and helping

them understand what's available in their community so if you're with an organization that has the capacity to do that i would urge you to do it and we would be very interesting hearing from you what those resources are. >> and, valerie, there is a policy question here. this is again from the audience. is policy for schools so strongly focused on testing, presumably achievement and academic testing what is the president and doe doing to balance those pressures with a focus on creating safer schools with kinder and braver students and adults? so it is the tension of, the test scores and kinder and braver kids and teachers? >> well our priority is really making sure that children grow up healthy, with a lifelong love of learning and part of race to the top is designed to reward performance. that is not always just simply with testing. so one simple example is in the last round priority was given for schools that came

up with creative ways of encouraging particularly young girls to go into science and technology and engineering and math, fields they shy away from. so they shy away from those courses. so which want more young girls going into those fields. so it was designed in that way. so i think if you look at arne duncan's approach working closely with kathleen sebelius at health and human services we want our children to be healthy. we want them to be healthy adults. we want them to be intellectually curious. we want them to not just learn to take a test for the test sake. we want them to learn to be, to be curious and to get out there and to investigate the world but we also want them to be healthy and so part of the challenge, particularly in these difficult economic times for state and local government is to make sure that, they do have the resources to do everything they have to do. teachers are so overburdened right now. and i think that, you mentioned this earlier.

not that we blame, you can't blame the teachers. many of them their classrooms are too large. they have many, many challenges and they're trying to do too much so part of what we have to do and again, government can't do it alone, is provide that infrastructure that you need. some of it can come from foundations. some of it can come from the private sector, the business community has a role to play, to augment the resources that are available in any particular school. and so it shouldn't be, it is a false choice to say do you have to choose between doing well academically and making sure you have the other resources you need for a healthy community. we have an obligation to our children to figure out how to do both. >> we're trying to do that in california, we're trying to fund some alternative strategies to surround teachers with that kind of support. one of them is the issue of restorative justice. i'm not sure if it comes up in the conference yet. a way of dialing with behavioral issues and discipline issues. zero tolerance for the behavior but full tolerance and acceptance of the young

person and that young person is now put in the place of being responsible for owning up to what he or she did, making it right with that person and working to deal with the behavior. one last question, before we tie things up. then i will ask you guys to wrap thinks up with a wrap-up comment but because of the nature of this question i'm going to ask this person to come forward as a i'm reading the question, if you feel comfortable. and the question is addressed to mother monster. presumably that -- >> that is not me. >> i'm grandmother monster. >> how would you advise parents to rise their children to be as open and as accepting as your daughter? that is part one of the question. part two of the question is, also, can i have a hug? [laughter] >> there she is. >> we're going to part two first.

what's your name? >> hope. >> my name is hope. >> thank you so much. >> what could be more perfect than that. come on hope, sit down. sit down. >> hope, we all need a hug, baby. we all need a hug. >> interestingly enough her name is hope. and yeah, that's great. how can they raise them to be as open and accepting as she is? >> accepting. >> i don't know. i yu up -- grew up maybe in a similar way that the president is feeling that, you know, who are we to judge other people? right? and i really think that is the best way. when we are born this way as my daughter says, we all arrive here on a level playing field and i think understanding that, recognizing, one another's strengths. respecting one another for

who they are. having compassion and, mostly, knowing that, i guess feeling that you care about what happens to another individual and not just yourself. and you know, that to me is the biggest thing i think we can all do and it will make you, you know, and make other people much more open and much more accepting, if you care about them, rather than yourself and i think that alone is very empowering. and that's one reason that we are foe so focused re-engaging you civically within the community. it is a great empowerer to help other people. so that is my answer. the yes. >> don't leave, hope. stay with us. >> don't leave. >> you're up here now. >> you're here now. stay. >> valerie, closing comments for the audience. >> this actually did turn out to be just the way we had wanted it to be.

the fact that hope came up here is really an indication of just what we want to do which is to, this shouldn't just be us. this is all of us. for other young people in the audience, watching online, hope is up here representing you. we want everyone to feel this enormous sense of empowerment and motivation and ability to just change this issue and it's within each of your fingertips. and so we would ask, that as you leave here today and as you leave the conference, you go back to your communities, to figure out what each and everyone of you can do. if you just convince one person to join this effort with us, that's a success, we've doubled our effort. that is what it is going to take. it will take more people making this a priority than not. if we can get the majority of people to say, bullying is not okay, it is not acceptable and that we must treat each other better with kindness, with compassion, with decency, when you look into somebody's eyes,

imagine their life is like. and if they're the bully, imagine what happened to them that led them to think that was okay. and the sense of tolerance and compassion and mutual inextricable responsibility to one another is what we all feel and it's what we hope you feel. and if you do and if you agree to engage with us then we will end bullying, we will end pull aboutlying in this country. then when hope has children just imagine hough better their experience i will be, thank you very much. everybody. [applause] . .

and learn from that and i know there's enough wonderful work going on, that's one of the surprises they have had coming into this world, which i'm new this to the philanthropic world how much wonderful stuff is going on out there adidn't know about. i suspect that's the same for you, there's really amazing things that are going on and that's why i feel if we just learn about each other and leverage that and partner, that we can help, you know, end this really, really serious issue of bullying, which will affect, you know, all of our youth and their future. thank you for having us. it's been a pleasure. >> thank you both. [applause] >> these two extraordinary women and the people they support and all the earths on behalf of

those following on social media, on behalf of our naiption the work doing to create a braver and kinder world. thank you very much for being here. >> thank you all. [applause] [applause] ♪ ♪ ♪ [inaudible conversations] [inaudible conversations]

[inaudible conversations] [applause] don't leave just yet. some are you getting up to go to the bathroom. please come right but back. you so out announcement. please spread the word. we want as many youth to participate as possible. 13w to 18. grand surprise of $2,000. it's going to be very, very fun. but this panel right now is something i think all of you are interested in. one of the calls we've heard last year was that there needed to be training. well, these are federal training resources. these are resources that will help you in whatever you're doing a community organization or a classroom teacher.

i'm -- can we please quite quiet down? okay. so it's my honor to bring up lisa thomas from the american federation of teachers. she's the associate director in educational issues and works closely on their bullying prevention initiative. these been a close ally in the fight with the federal partners lisa can moderate the panel renting many of the federal resources we have on training for bullying prevention. please help me welcome lisa and the panel. [applause] ♪ [applause] ♪

♪ >> you weren't kidding. can you hear me now? good afternoon. i have the honor and privilege of introducing many of my colleagues here in d.c. and others who will talk about some resources that are now available for the field. so please join me in welcoming erin reiney becky monroe and tim duffy. let's get started. >> good afternoon. it's great to be with you. it's an honor, in fact to be here this afternoon and share some information in my case, from the safe and supportive schools technical assistance center. i'll aamove that ffta so we can

keep the brief. the ffta center operates under funding from the u.s. department of education and directly from the officer of safe and healthy students to provide training and support to at a states including 11 states that receive direct grant funding from the center. but our work is available to all districts and school personnel, families, students and parents across the country. so we encourage you to visit our website and become familiar with the information. i'll give you the site later. in addition, i'll share with you some information about some training modules we have developed and encourage do you go our website again and look at the information and make it available to folks in your own school districts that for whom this would be of help. dominant issue in our conversation with our colleagues at the u.s. department of education, throughout our centers existence has been a clear need to vie high-quality curriculum that is easy to use

and i ready available. it's clear that financial straints, as they exist now in the schools make it difficult for professors to sometimes access sources that would be helpful to them. the two sets of modules i'll be shares that are meant to address the issue of bullying and the context of school, but in a way that ensures that they are readily available for folks two of distinct audiences you'll hear me speak about. so, looking for the slide. there we go. so the first is an underserved population or audience in schools that is the nation's school bus drivers. the first sed set of modules were released into the field last spring is targeting this

incredibly important group of people in the classroom setting. as we've been hearing over the past two days, these are critical and big issues that require a system-wide approach. one of the areas with we feel there's credible opportunity for attention is on our nation's bus drivers. and so with in mind, we created the first two modules that focus on that distinct population. it if you grow. in rural north dakota like i did, i -- rural america. rural america like i did in my case north dakota. you probably spent a fair amount of time on a school bus. eel her was my bus driver for years. i remember him distinctly to this day. he was in fact, a surrogate parent to us in that our bus ride to and the end of the day the hour bus ride home. these are critical people that spends lot of time with our young students.

we want to acknowledge and respond to a need that was being voiced from the field in terms of addressing this particular population. so i'll share with you how we went about creating the information. in particular, i'd like to give you the goals in the work. in terms of the school bus, we want to provide information how to address bullying. provide state-of-the-art information so we're grounding in the latest research out there about what works and what's effective and not effective. i want to sharpen driver's skills in terms of intervening and specifically also in that third goal, you'll notice the word deescalate. we believe strongly it's a critical element we need to focus on. we want to enhance their skill, secondly, to support the bus cloyment. the kind of climate bullying is less likely to occur. to create world-class

interactive curriculum that could be used in the context. so the last point, part of the rural class it's rooted in quality research. there are 16 research articles sited in module. six referenced in module two. it's well rounded in good science. it's rooted in good adult learning activities. it's interactive and we enhance skill development of the trainers. so there are two modules, as i mentioned earlier, the first has to do with, and we named it same something, do something before tsa used that saying. we go through any airport now you see the logan, the logan in the airport. it's popular one. we want to get the message to drivers that it was incumbent upon them to act and not the let behavior go on. we i want to empower them to be agents of change in the school context.

the second modules deals how they create a environment again, where bullying is less likely to occur. we feel it's at least more important than the first module. we want them to dream with bullying. we want them to be mindful about create anesthesiology -- kind of environment where they have to intervene. go about reaching those goals and in the two modules there's a comprehensive training guide. it's point and click ready. people can access from the website and train it tomorrow. it's clearly outlined about what they do it every step. the handouts that go along with the workshop are included along with powerpoint slides and collateral guide. this is a visual look at the front of the module. i was talking to young people at the mixer a little while ago, i said the first module remits to

a unique population and showed them the logo and right away it was clear it was for bus drivers. we think we have done a good job of captures the essence of the audience. it sets a detailed design. very straightforward. it's also adaptable to local realities that may -- represent themselves in front of the trainer. most districts have people who conduct this kind of training for the drivers so we get it into their hands. the work was developed in a partnership with national association for transportation and the state director for transportation services and so those folks have been instrumental along with our colleagues at the department in terms of providing support and feedback as we went along the development process. the training have been developed presented rather to all kinds of audiences. we heard work this week in in orange county, california they're going to present to 1400 bus drivers before school starts

and two groups of 700 each. that's not when we in mind in terms of group size. we think it's flexible. we think it's specifically works well for groups of 50 or less. that's not always the coin diss you find. the handout give an idea of some of the content i'll aligned we have six of them in module one, four in module two. it's not heavy on bus drivers. they are probably not accustomed to dealing with that kind of work. there is an example the powerpoints that are used. we try to be a little powerpoint light. with bus drivers we're not sure they're accustom to sitting for long periods and looking at content this way. they're engaging the highlighted well, and they're bus centered. all the information we provide should relate directly to the audience. and then there's collateral material that was mentioned. in our case, those are posters and palm cards that reinforce

the messages of the curriculum. out left are the posters that can be sort of enlarged to full poster side that give key information one in the front is for module two. it's about creating a positive climate. if you can read it, you see it's practical strategies. like establish a positives at tier. get to know the students including those who bully. we want to give specific strategies to the drivers. on the right side are palm cards. the similar kind of information we were talking to people in the industry of student transportation, they said, you know, the drivers have coffee cup holders near the seats or may have key rings in which they can hang them. they are those kinds of reminds of the content. so along the way, i mentioned that we information was reviewed by the department of education staff, and by the national association for people,

transportation, and national association of state directors of people transportation service. here are some of the comments sweffed from those folks about the content of the modules. i would also tell you that sense their release about a year ago, they have gotten wide use. we know of six states who have used this through the state directors association. it has a way of providing information directly to drivers. and first student, the largest bus driver bus transportation service in the country has adopted the modules for use with their drivers. by september, this year, we anticipate that some 120,000 drivers will have had access to the information. so quickly i want to show you one of the simple elements that is comprised in the curriculum for drivers. it comes from module one. we want them to talk about how

they effectively deliver information if they see bullying on the bus. one of the activities is we have a red card and a green card. at this point, this is the audience participates part now. i want need you to help me. we give them the red and green card do you think it's a good idea raised green card. bad, raise the red card. you don't have them. just a couple of quick questions. get the blood pumping after lunch. it you think this is a good idea raise your hand with your palm open. if you that's a bad idea, a closed fist. all right. up with -- one way to get the attention on the students and willingness to write up the whole bus when serious bulletlying curs. good or bad idea? i'm seeing overwhelming voting. this is not a very good idea. and that's correct. that's not a good idea in our

estimation. we're hoping in the opportunity you have with the drivers to be presenting this information, this would engender the trainer opportunity to talk about some times people might think it might be a good idea but why it isn't. we have things to handle the situations. another example where is best to write down the actual curse words uses unless your student policy prohibit. good or bad idea? good idea or bad idea? oh, a little slower for hands to go up. keep going. mostly i see good idea. that's correct. we want to know so it was said, said a bad word sometimes people have different ideas and interpretation behalf it means. i think i have one more of these. when writing a good report it's important include your own perspective about the motivation or sib siblings.

god or bad idea? tim is not like his good brother. >> you right. the reason is that we want to focus on this particular student and their uniquenesses now they -- or might think their cause were. you get the idea. that's one of the ideas which we make it work. interactive for the drivers. try to make it practical the kinds of things they face on the bus. i'll skip the last one. secondly, i want to talk you quickly about our work with classroom teachers, then. so that was released a year ago. we are nearing completion on two modules. the first two are two-two-hour module. we can't cover the water front of everything that is needed. we hope they fit in a systemic effort you're conducting within the school districts to address the issue of bullying. the second set is for classroom teachers then.

and so we followed a similar pattern. go through these relatively quick you'll note the gloal goals similar. ebbs tracting bus drivers and put into classroom teachers. we want to get solid information from front of these that are based in research. there's more information in the field vaiblg for classroom teachers. we've added a little bit of time. these are two and a half-hour modulings. two focus on the same division. what is bullying with how do you know it when you see it and how do you address it and deescalate a situation in the first module. the second is talking about positive classroom climate from the safe support school center where the work is rooted, that's our entire focus. and so we want to create kinds of classrooms where bully is less likely to cur that work is module two.

again, the same kind of information, again, sense we're about 85 to 90% done. there's one pending note the collateral material. we have to discuss weather weather it's doable. we want them to be in schools by september response the look of this material you'll see very similar to what was done previously. this is the trainer guide. gives you an idea of the look and peel of the material of what would be user friendly. anyone who provides professional development to staff can run the sessions. the handouts, begin, support the content eight of them in each module to be just -- i need to put quotes around eight for module two. we're still finalizing. again the, powerpoints. i want to hear a reference the most forward of the powerpoint that give you some idea of the content for teachers. we're asking them to be mindful of the language they use. and so you'll see we subject

instead of taughting bully we talk about the student who bullies. separating the action from the student as was discussed earlier today, actually, on the podium here. so that is an example of how that works. again, this has gone through a rigorous review process. here's some of the review comments from the early stages of development. lot of anticipation about this work hitting classrooms in september of this year, and close by showing you a couple of slides from the content for the classroom teacher module. here is from the deescalation content. how are we helping teachers pairing down their reaction to bullying situations when they occur? we talk about control of emotions, these are specific strategies we hope teachers get ahold of themselves when they

are in the situations. how do they communicate nonverbally. how they deescalate the conversation. so that's quick fly over. i'll be happy to answer questions later on. this is where you can find the materials on the safe and supportive schools technical assistance sight and the address is safe supportive school.ed.gov. there is no www.in front of it. one last thing is to say that one page summary of each of the four mod modules are on the table directly a head of me. if you would like to have them to give yourself an idea of the content. please, pick those up after the session. [applause] >> please join me in welcoming erin reiney. she is currently the industry

director of -- medical service for children. thank you very much. hello, everyone. are you awaking out there after lunch? i hear you. good afternoon! fabulous. i love it! i am so happy to be here. this has been a special two days for a number of reasons. and not the least of which is getting to spend time with all you in the room who have such passion for the field and making a positive change in the communities. i'm here to also talk to you about training modules which is interesting. are cimplet theirs to some of the tools tim shared. maybe we can talk about that in at minute. this is an exciting day for us that have been working on the project. the secretary of health and human service announced it last night. let me jump in and give you a little orientation to what has gone live on the website in the last couple of days.

so to set the stage for the project, this bullying prevention training module and community action tool kit. i want to give you a dash of the vision behind a where it came from. we have to quickly acknowledge retired captain stefanie brim. she was instrumental in developing the vision for this and many other bullying prevention initiatives with her time with hersa and the public health service before she retired in october. it's been my honor to carry forward this vision. i want you to know where the kind of came from and where it -- her inspiration, i think, came from. it's that over a number of months, the agency they work for and other federal agencies got many phone calls from communities across the country saying, hey, you know, we're read ready to do something in

bullying. and could you please come help us? could you please come visit with our towns, help us understand the basic in bullying and help us do a community event and action planning. we thought about it that carefully. i would say there's two things that sort of came to mind. two realization. one is that certainly limited resource. we probably couldn't do justice to every community that needed help. so thinking through the use of resources and sending folks out, but secondly, and most importantly, is the fact that we should honor the diversity and uniquenesses of communities across the nation, an understand too there are local leaders ready to move forward with the capacity to build their own solutions on the ground with a little bit of support. that's kind of where we get started with the training

modules. so we know the local leaders are there, in the communities, ready to move from awareness to action on bullying prevention. very quickly some of the audience we envision for the project include business leaders, elected officials, certainly education, professional, parents and care giverrers, face community. we're hoping to reach out to them quite a bit. law enforcement. i can go on and on. i want to set the stage we are hoping the tool it useful to the broadest sense of local community leaders. we knew, though, that there support was needed. we needed research-based resources that can be handed over to infuse the efforts with research-based strategies. and then one note here in terms of yes, this is product we're sharing today that was started by the health and resources

administration. you'll note through the powerpoint when you see the modules it is truly and effort of all the agencies behind stop bulling.gov. i'll proud to say that everyone has ownership in. i kind feel like we're doing a group launch of it today. what is? what am i talking about. let me walk you there through a couple of the components. one of the training module itself with pretty detailed notes, a powerpoint presentation that can. lifted and delivered and community action tool kit, a misdirection video, a feedback form we want to hear from you, and also 0 a great annoyancement we are the process of translating all of the materials into spanish. that will be live on the website a little bit later this year. let me walk you through briefly though, what i mean and what the dispoants are. first is the training module

itself in the version of powerpoint. and our hope with this is with really rich notes to accompany the power point, this document can be used kind of on a self-study basis. it can be delivered at professional conferences, used as a guide to have what is the latest in bullying prevention research and response. the powerpoint itself, i think it's very special. that's because it can be adapted to the local level. so we have the power expwroint line right now that can be pulled down. it has automatic the notes in there. the notes can be used almost as a transcript once one of these local leaders has sat down and read through the pdf version and understood kind of the richness of the research behind every slide there is an easy way to stand up and deliver the

powerpoint using the notes and transcript provided. but in terms of adaptability, i want to point in out in listing that powerpoint and delivering it, it can be broken into pieces. this is something you can break across a number of weeks with a community. it's something you add additional slides that are specific to your town and what you know about your town. it is editable in terms of adding your own slides. we are excited about the ability to -- are to define bullying, it's different forms and effects, the kind of bullying 101 we want to discuss best practices we have science on best practices. highlighted a few compelling examples of things that seem to be working, and what i think is

key demonstrating how you go about developing a community action plan that has buy from all the stakeholders you need. how do you convene a community event and get people galvanized around bullying prevention. there a couple of words that are floating around that i think are going to come up again and den again. we go through findings about bullying. best practices, case studieses then again we action planning and group brainstorm section. what we're trying to do is help folks move from whenever -- first of all assess where their community today is on bullying prevention and help them move a few steps forward. we do go into death -- detail with the tool in terms of awareness building activity and action in terms of actual prevention and response. ..

i know better small group yesterday we talked a little bit about the importance of understanding your community, knowing your community before trying to do intervention, and not only knowing what these needs are in your community but knowing the assets. what is the richness that you have and the capacity that you

at the table. we're hoping people can have that tool for that reason. we have a little -- how to get the media engaged with you and how to get the media discussing the issue responsibly and are probably. we hurt a little bit about she is related to the needy and bullying earlier today. some cautionary notes about how to speak around the link and suicide together. again, something we've heard about today we packaged that a new. funding, just to get the ball rolling, some ideas about different places you can look to get support for implementation. and i think what's really important, too, we packaged in their feedback forms, ready to go feedback forms that will help not only us here at hrsa, it's this resources helpful is too. we're hoping to hear from you. but also feedback that is ready to go for a community event. so if a local leader goes through this training, with the

powerpoint, goes and deliver it in their tent and get some action plan going, we will have for them premade feedback forms they can give out to help them assess how are people receiving my efforts, do people think we're pushing far enough, are the things we could've done differently at this event. really trying to instill that best practices in terms of the evaluation through the implementation. so just a few pictures here just to give you a sense of what this looks like. i'm very happy to say that doctor captain bradshaw who is here with us today was wonderful and provide for us and expertise in the form of a video, certainly on some the issues related to the directions and bullying prevention. so some the things we discussed in here or that she discusses in here are of pointing zero-tolerance policies, for you -- in terms of automatic suspension but we talk lived

about bullying and suicide paper doug labelle about the concept of conflict mediation, and whether or not how you want to think very carefully about that before going down that road. i will not show you the six minute video but i would just let you know that this is now on a website and our thank katherine for her support. again, we do want your feedback. this is live on the web right now, a feedback form. we want to know, and here particular from the folks in this room who are leaders, what you think if you feel like this is a value at how it can be improved. we are very open to that. and so in terms of the final word, where he can you find them, this is 100% online, really going to a paperless world here, and so you can find us on stopbullying.gov, prevent bullying, working in the kennedy, and there's a new,

brand-new page called community action planning. so that's kind of the 101 of what we have just started looking for. but thank you very much. [applause] >> thank you. now we will follow-up with becky monroe who is the acting director of community relations services, which is a component of u.s. department of justice and where she works with officials and local government and other agencies as well. thanks. >> thank you. i want to thank everyone. it's truly an honor to be here, and part of the reason it's such an honor is you will see what i talk about today the work that we do is really to support leaders and communities like you. people and communities have taken, taken the time and taken to heart their concerns about whether it is bullying or for us, we work on issues, our focus is around addressing discrimination and talking about

tension and communities that can happen read discrimination as both help preventing it. so again i know our focus, i would want to mention is on school climate issues. so we know that those issues are very important prevent bullying i want to emphasize will talk about the services we offer we always bring in experts to address specific bullying issues but we're here to talk about the school climate. we were created by the civil rights act of 64 and the idea was if you're going to address discrimination, bias, hate crimes in this country, you aren't only going to be will do it through prosecutions and investigations. so i am a part of the department of justice what we don't sue people. we don't have batches. our job begins to work with people, like people in this room, who clearly sacrifice something, who have made a commitment and said when they see discrimination, when they see it in their communities that's not who they are. and because that's the work we do i feel like i have to mention and take time to recognize the community in oak creek, wisconsin, today.

my colleagues and i have been working with many of the community leaders in oak creek as well as run the country, and i think it has been, it's a tragedy that is hard to sort of fathom i think for many communities. but part of why i wanted to mention it today is that the same people have been targeted often in the past are the same people are coming forward, reaching out and are recognized as common sense of community and working together, talk about how to make sure all people and their community, including young people, are treated with respect and understanding. so one of things i also wanted to mention is in addition to the sub rights act of 64, we come from a very proud history of statute. the other statute of our to mention is the matthew shepard and james byrd, jr. hate crimes prevention act. many of you may know about this out. it was named after two men who were killed for who they were. they were killed because of

their identities. so our work now allows us to work with communities to prevent and respond more effectively to violent hate crimes on the basis of gender, gender identity, sexual orientation, religion, disability, as well as race, national origin. i mention this because i think it's important and when we're talking in a community that is committed to addressing issues with students and schools that we recognize these issues are important to students. they are also important in committees. students who are in this room and you're paying attention to these issues, teachers, school of ministers who are here, you are leaders in your community as well. when an incident happens in a community we recognize we have an obligation. not only to address the issues in the communities but to talk to the school and talk to students because often they are the ones who will have the best ideas about how to prevent some of these issues from happening in the future. a couple of quick things. we are a free and partial and confidential voluntary federal

agency. a lot of adjectives but the main thing want to let you know is when you call us, we are not investigators. we cannot share information with other people who may be investigating or prosecuting. that's important because people often call us when they're in the midst of some of the most painful experiences that may be going on in the committee or in their school. i will talk about where we've come in after discrimination and harassment where students have come forward and invariably, they let us this issue in the way they're going to address it to whatever law enforcement officials will address a, but we want to do something about our community. this is not a we are as a school and we as students have an idea about how to promote them. our goal is really to connect community leaders like many people in this room with different resources so you can sustain improved relations in the community. that means making sure there's a strong relationship whether it is with law enforcement, school

officials, identifying mentors in the community but again with the same common goal of addressing a school climate that really promotes respect and understanding. as i mentioned we work with a lot of different people, kind of like erin was talking about it if you're going to address these issues yet to bring everyone in the community to we talk to students, parents, school administrators, civil rights organizations, different faith leaders, community groups, mayors, local and state authorities. we really want to reach out to anybody who shares this genuine commitment to making sure that all students have a safe place to learn and a place that fosters respect and understanding. so i'm going to talk about some of our programs. the first program is somewhat indicative of the fact that you work for a federal agency now. it is an acronym and it's a great acronym but it is the students problem identification and resolution of issues together, which have to give us credit is a pretty good acronym.

the idea of the spirit come is what it says. the idea is that we and federal officials but also we as people come in from the outside, we can come to school and say here's what your problem is. often we'll get a call afterwards, i'm going to talk about some the specific cases, that there's been violence on campus, if there's been allegations of discrimination, harassment. but the fact is it's the students are going to be able to identify what the issues are that need to be addressed. so our program and the way we work if intend to make sure that students have an opportunity both to identify the issues that are going on in their school, as well as to talk about very practical next steps they can take. the other piece of it is making sure that we work with schools that are supportive of working with students in this way. so we established a s.p.i.r.i.t. council which is a group of additional student leaders, and i have to say here when i see student leaders, i mean student opinion leaders. so these may not be the traditional student leaders beginning to be the class

president, but it may be the people who have respected general parts in school and you can help to sort of identify kind of where the school needs to go in terms of creating a climate of respect. so that s.p.i.r.i.t. council is elected by the different students and the ideas, they need once you to a quarter with school officials, talk about implement some of the ideas that they developed through the s.p.i.r.i.t. program. i mention all of our other programs. and i could've spent much time talking about them today. again, they are often more focused on the community. we work with communities in the aftermath of hate crimes. we facilitate dialogues. we do a lot of work with law enforcement to help promote cultural professionalism. the photo you see their is someone we were put in the communities to help increase understanding. actually about -- and part of our goal is to make sure that not only are we having this training for people, but the training is developed in conjunction with civil rights groups and it's delivered by people in the community.

it's another opportunity for community members who often, we found is certainly in the committee, sacrifice many hours of their time. because they are willing to sort of make that commitment to their community and to volunteer to help say, police officers, first responders, the people to know who they are in the community so they can work more effectively together in the future. i also want to mention, because i know there are a lot of young leaders here, we also do work with a lot of people who are organizing protests and marches. our goal is to make sure they stay safe. so many recent marches you may have seen in the news, we helped to facilitate between assertive organized an activist and law enforcement to make sure people knew who would be where. a lot of that begin is to keep people safe. we also do a lot of training on how to work when counter protesters or hate groups may come. so that's another service would offer, and it's been helpful in making sure things stay safe and

the community. again, we don't arrest people. we don't enforce any laws. we don't investigate the we don't litigate. and we do not disclose any information that provides -- remain in confidence. we can go to prison for a year if we do that. were very careful about not sharing the information. so again in school specifically often are called into address conflicts and tensions that may be happening in the community but will certainly be impacting students. and again, this is again with respect to school climate issues. we may provide mediation and reconciliation the cities but this is not about addressing bolding but talk about developing problem-solving skills in young people who have more of a climate in schools, that fosters that kind of respected we also will help facilitate meetings people bringing people from the outside. it's often -- to talk about how to address issues around discrimination and bias.

>> some of the programs we've offer diversity and antivirus training for both faculty and students. you will see a whole host of different things we've done in the community. we helped develop working groups on making recommendations about creating safe school and an inclusive school environments. a lot of that work again means listening and providing venues for students to be heard. now, when i talk about the students problems identification and resolution of issues together, which you will see one in action there, generally what we do is we will start the program at and will ask students to sort of divide into groups, based on how they self identify. in those homogeneous groups they will start talking about these are the current concerns with in school and they can do anything. it can be whether it is about the food or the quality of the textbooks, or about concerns around discrimination or bias. when we bring the students back to report out to the other groups, inevitably your people

who recognize some common themes. and despite the fact that they may have separated because of perceived differences on the outside, there's a lot of commonality. then we work together with groups that are heterogeneous to start problem-solving. but do we do to address this. and we need mentors to look more like students in this room. how to identify those mentors. we need training so people understand when you talk about american indians in our schools contact respect american indians. we need to talk about sort of how people can understand greater respect and understand for our religion. people are treating us differently because of our religion. those are student driven ideas with the support of other community members can be implemented. so i want to give one example, several examples. one with the spirit case. we had, we are called into the committee about there were racial tension in the school to

pursue of going into the commute as well between african-american and asian-american stooge their dead in violence, several incidents in different neighborhoods subway station where people have been attacked and many people have been injured. so we started working not only with the school but with a whole community. we work with local agencies, school districts with different after seek organizations and including student organizations. a lot of the students toward organizing and saying this is not okay. this is not that we should between in our schools. then we started implement in the s.p.i.r.i.t. program. we have 75 states in this particular program and afterward they did develop a student advisory council. again with implement a lot of the ideas the students developed to help prevent and address discrimination and bias. and another context we were asked to come out because of the shooting that occurred between 19 and somali students. community members reported that they were concerned they were armed police around the pool that was great a climate that

didn't seem to fostering the can understanding people were looking for. we were taken with the s.p.i.r.i.t. council and that helped identify issues throughout the year that students identified as ways to help increase understanding. another case that was more recent, we convened a hate crimes conference in peoria, illinois, had over 300 participants. i mentioned in this case. it was a case where the home of two young girls with down syndrome who are four and five have been repeatedly painted with offensive statements on their house. we facilitated this dialogue, in part to get other students an opportunity to hear about and talk about their own experience but it was a real powerful experience because many of the students said this is not represented as what am but i also have expense different incidents where people have called and have harassed, discriminated against me. it was an opportunity for the students to see each other as advocates and people are not going to again stand by when they see this kind of behavior.

we also recently work with a community in the aftermath of a suicide. again, this issue, this may be and what brought the school to us but a lot of our work is really about creating climate with respect and understanding and helping people know how to handle something like this. when there's a suicide, when a seven year-old boy kills himself, what do you do in the community? how to help create a climate in the community were people can come together in the aftermath of a tragedy like this. so we facilitate a dialogue bring in a lot of different people who were committed to making sure the students felt safe. and i have many other examples. i can talk a lot about a lot of our work and opportunities addressing concerns about american institute feel that they've been discriminated against. and again this is a program with the students were the ones who said they don't even know who we are. we need to teach them. so they worked with elders in the community develop a program for people have a greater appreciation for the proud

history the tribal nation brought to the school. just want to leave it with that. we have 10 regional offices, four field offices but if you need is you can go to justice.gov/crs but we are very happy and ready to serve again our services are provided free of charge, and we look forward to hearing from you. thank you. [applause] >> so, if you have not done so please take an opportunity to get your questions on paper so that the staff can collect those. but i want to take a professional liberty or to send have a both afc and my colleague from nea that we truly appreciate the array of resources that you have shown us here today. and we certainly look forward to getting the information out about those resources. my first question though as someone who coordinates our national anti-bullying program,

how do we access these materials? i mean, lots of information has been shared here today but many of our colleagues will actually not have this information for weeks, our lives months until their school year. so have you all given some thought about your dissemination mechanism? >> i'll tackle that first. first, i need to acknowledge that in the classroom, teacher modules that are support him, i mentioned the association of people transportation was her part in creating those national education association and the american federation for teachers are great partners in creating that set a mechanism to so in part, and that aggregates to the question because a part of how we're doing that is by our partnerships with folks have helped us both create the modules and we hope that i will be one of the networks them in their normal communication with their members, ways of getting it out of. it's easy to access them on the website. as a nation we spoke about that

quickly, although they easily defined it is to go to the search many and just type in bus driver or classroom teacher module. we are working to see if we get icons on materials that match on the homepage so be easy to point and click and get them that way. so we'll be looking for additional ways for people have ideas and our kids can associate of how we might get the word out better. i know will be very open to give it to all be glad to talk with you after the session. >> i do like this was a planted question. i went to discuss this when i was out there so that's great. absolutely in terms of access all of the resources i spoke about our on -- that's what they will do. in terms of dissemination, you have a year on the with commute a lot of people trained. that's a great goal for us, and i think it's important to know what's up and coming. so what's up and coming for us is for each of the audiences that i mentioned that our

targets, and a few more, we are going to be developing audience specific resources that are going to help folks understand what their voice could be in bullying prevention in the community, and how to lift these resources and implement them in debt. the development of those audience specific tools across the next few months. our hope is that will be engage as many of our partners as well from the years, and get support for dissemination. and so similarly to 10, wide open for your ideas about how we could do a great job in getting this out there. a powerpoint file on the website isn't going to change anything. so fully aware of that. so we need to get it out there. >> it's an issue that we often struggle with. we want to make sure people know we are a resource. so anyway should go on the website. a lot of our job is getting out,

making sure people hear about how to access our resources. often when we work with schools kind of agree to become come if you're interested, referral so we can send people to them. so if the schools are going to different difficult issues with its or point to them, so a lot of the work we do is making sure through, sometimes through competence like this but also through community members talking to other community members. we have a responsibility get the word out more because a lot of our work is often in response to crises, but what we're seeing more is where hearing more from schools that are trying to be more forward-looking. so we use all of our federal partners to get the word out. we talk to u.s. attorneys who are in every district around the country and make sure they know about the resources we can offer to schools. there's a lot of giveaways who try to get the word out but a lot of it is depending on people just taking up the phone and calling us because we have 10 regional offices, four field offices and we respond very quickly. >> becky, i want to direct this question to from the august. what is the best way for

underrepresented students are minorities to reach out to school faculty to implement programs? >> that's an excellent question and i can give you concrete examples of ways people have done it. in some ways, sometimes students have called us directly. often they will call and they will work with their parents but if the parents are supportive of it we will work with the parents. sometimes they will find a supportive teacher. there are many supported teachers and because have somebody they know as an ally in the school so we have calls from school administrators after teachers have raised the issue within. so we can't go through different routes. another route is it for whatever reason you don't feel like you can get that support through your school, reaching out to different local civil rights organizations or organizations in your community the consumer advocacy around this issue. we've initiate a lot of programs in that route as well. to different venues to do it. the main thing is we just did it for people but if for whatever reason you don't like you can do it through your school, again, look carefully if there's any

allies there and if you like to go on the outside, we work a lot with have to see organizations and civil, i think this is an issue we need to talk to in coordination with the school. >> thank you. i have a question for tim, and when i saw this i thought about a statement that i think patterson made yesterday. there's three sides to every story. your site, my site, and the truth for the question is do your modules discussed the importance of act reporting of incidents or bullying, especially incidents which involve sexual harassment or gender bullying covered under title vi? >> well, they do to a degree. so you noted when we went through some of the good idea bad idea content we are asking, we were directing about the good reporting. and so we touch that subject but it's in a way that may not be as adept that you may need in your local rallies or context we

encourage you that if it needs more than we've given it, to do that additional work to make sure that's addressed fully. it was our intention to to address that very topic. one of the things that drives have already in one year of feedback have is that listen, i can write a perfectly good report but if the administration doesn't do their job, end of story. and so we're in conversations about the possibility of something that might support the administered side of that equation. so again, we recognize all of the things. these are very complex and layered, just as many of the panelists earlier today were talking about issues. and so carving out two, two and a our modules to bus drivers is not going to touch every subject in the depth that is required but a do think it provides a very saw the basis for a beginning point that is readily accessible. and it does begin at least to address that point. and if this is an important issue for interview couple ever raise the question, i would be

happy to talk to you more about it later. >> this question is for you. what type of a training is available targeting the health service staff that worked in schools, specifically school-based mental health programs, school nurses, health centers? >> sure. i think in terms of what i can speak to, which are the resources that we have developed over the years, the federal government and now live on stopbullying.gov, i would say the training modules were filling a gap to some degree. the launch yesterday and today, our hope to address the fact that there should be some kind of trading for health professionals out of, especially coming from the health resources and services administration. we do have some, you know, some basic information in the form of outreach to partners at the national association of school nurses, nationalism and school-based health care. so we do engage with those groups quite a bit. and, in fact, they will be a

webinar. the partners that are putting this event on yesterday and today also post ideally monthly webinar series and we can pull that off. and in october we will be focusing on bullying and how exactly the i insist that were brought up in that question can step up to the plate and address it. so i hope you'll stay tuned to stopbullying.gov. we always put our webinar links and announcements up there. so please check back for that date. >> we have a question regarding child health leadership education. and aaron, this is for you. had to do any work with maternal and child health leadership education in neurodevelopmental and related disabilities like -- and if so, what? >> as an employee of the program i can say we have relationships with a number of the networks that focus on training and

education. they're certainly one of our target audiences in terms of dissemination for these modules. but in terms of specific moment in time, this being launched yesterday i received i don't have a moment to share right now. but i mean, that's absolutely important and. >> i think this question, this next question addresses many of my concerns about dissemination, and it says is there any kind of education, administered e-mail list that can be formally informed or e-mailed about these valuable resources? and if not, maybe dad can address this at some point. if it could be a network created proactively inform schools, as educators, school staff administrators are not getting information, what types of list do you utilize, or think would be valuable in getting this information out? >> let me share, jumping quickly

because this actually came up yesterday in our small group session. the idea that it could be, in terms of the recommendation for action, maybe some investigation into a broad list for stakeholders to stay connected to each other and a mechanism to communicate. this is a theme. someone needs to be writing this down. i will say that we have a list of bullying prevention partners that hrsa has developed over the years. many of the folks in this room are on that list. so that's the number one way we'll be disseminating, and activating a number of networks such as child health program, state health departments, all of the partner organizations like you. so i don't know what you would add to that, anything? >> again, it's a theme we're also trying to hit is we really want to talk about prevention, people call us when they're in crisis. we have seen more and more people kind of being forward looking, part to the efforts of people industry raising

awareness. the more we can get word out to people who want to take positive action at a time, the better. >> i guess the one thing i would add in addition to the use of partners, resources so -- i would just say as with many things word-of-mouth is the best way. if you have seen something today that you know to be valuable or you would help you tell people, i know this happening in terms of access to just the first module him a couple modules i spoke about about bus drivers. one of the primary ways we have been hearing about that outside of the partners, just to get the word out is supervisors of drives in one district telling a supervisor in another district. so i think we would use that mechanism to our advantage as well. in addition to those. and continue to look for improving and enhancing i guess our processes for getting that out. >> with a number of questions that are centered around the

evaluation of some of the work that you all have developed, or some of the products and specifically becky has the s.p.i.r.i.t. program that has evaluated in an air. what is the evaluation or some of the products you have developed? >> so engines of our programs when we go out and do the fair program, it is against the program itself is really talking about facilitating a process. and so some of the ways in which we have tried to measure success is we hear directly back from students in the schools have used as a we check back in to see about whether the programs have talked about have been effective and been successful. we also, for a lot of other programs, we are working more closely with some of the communities to make sure that we get the kind of feedback that we need to determine whether or not they are effected in the way that they are, they are delivered. so when we work with different schools again, the content of the s.p.i.r.i.t. program is

really delivering the process. and so on lot of the way that it is concluded, there's a train to report that is based on the content offered by the students and teachers, and then the question about implementation and whether or not that carried forward is something we work to make sure i could does move forward. one of the things we talk a lot about is it is not to debug or more people into the program and feel good about himself or doing something about an issue that was in the school. it's about making sure they are long-term changes implemented. so that sort of the overall structure of how we try to make sure that we are serving the needs of the communities identified. >> on my part, very happy to say we have approval, pretty rich collection of information and feedback from the field on this particular tools across the next year. so we've actually i mentioned one for. i mentioned you can go to the website and give us your feedback on how you felt when

you went through the training module. but what i did make it is that we also went to a four-month follow-up. we have a whole other set of feedback forms in which we're going to try to do our best to understand, the people hold a command even after they went to the training? if they feel like they had what they need? did they feel like they got some kind of concrete outcome from the community if it that they held? and again, i mentioned we have the feedback form for it to go for those events, both pre and post at four-month intervals and we also have permission to collect that information. and so whoever is to ask it is great question, in my case i would love to help in helping us understand how best to get that information back from the field. we certainly will not require it in order to use our materials to our materials are free. take them, run with them. do what you want with them. but it would be a value to us to hear back from you. >> so, similar, pretty much

summed up. i will say again so that the work is rooted in what we know to be effective strategies. based on current science in the field. so that level we know. we have not had the resources to assess any more scientific what about effectiveness, the delivery of the modules. that would be wonderful to do. we are all similarly to rein it in a feedback form for people who administer it primarily what we've asked so far again with the modules that been out for a year, is how well does the modules do at achieving their stated outcomes. and in a first assessment of that on a scale of one to five we achieved force on all achieving all of those outcomes according to the trainers who delivered the country. so we have that. it's not the kind of deficit in terms of effectiveness question somebody might be asking, and certainly would love to know that, in fact, we are moving needles in terms of people's behaviors, and hope for a chance to do that.

>> tim, i have another question directed specifically to you. are there plans to develop curriculum for other school staff like and firemen to workers, cafeteria workers, lunch age, et cetera, who are often witnesses of bystanders bullying behavior? >> we have had this conversation. plans are not in place at when we put this information from that many professionals in the field of education, they are, quickly often is we should have one of those four, and then all of those groups are named, plus more. and so we have said that we think the content is fairly questionable and people might creatively, if we are not charged with that delivery, that i think people locally could do some work of taking content and getting in front of people get their stuff for food service workers or school secretaries, that that might provide a starting point for the. we've had initial conversations and see the need for sure for all of those populations. >> i which is a very quickly that we often, we do endeavor

programs in schools and hearing concerned. often it is food service workers, those are often some of the most important people to be participating in discussion so we make a point of making sure we include as many people as possible in the school environment as well. >> a great deal of emphasis has been place on the need for training and technical assistance for educators and administrators, and school psychologists. but we are not hearing as much around school social workers. what do you see as their role and what types of support and how do you think you can integrate their role more actively in bullying prevention? >> i would say, i don't know -- again, sort of speaking to was just mentioning before. i know we've been in schools, where social workers are the ones who are hearing from students in different ways and to the people and score hearing from -- when we talk to the school about tearing the perspective of different people,

obvious of the student but also some of different people in the school, one of the things we emphasize would go to school if we're going to die by school, and if i'm working on these issues we try to make sure we bring in school social workers often offer a perspective that's not there. they can also be really important in the follow-through so we make sure when the time but making sure that things are actually intimated, and sustainable, bringing in all the different people with different, the different resources and wisdom that comes from having these different roles in school. that's one way we try to make sure that i think we're time for one more question, and i think this is something that we often hear when they go out in training. a number of people don't know how 2%, and although you created these modules and these items for download, you know, what happened, are you including trainer tips on how to actually become an effective presenter? >> so i will answer for myself and see what others -- i that seems the for contador knowhow

-- i'll be interested to see what people have to see. we do provide tips and alternatives for people to present content in another way. what we don't do is, we do make an assumption i guess people have a seat presentation skills and particularly is because of the i insist we've been charged to address. they do the people in those positions. so there's more that could be done if they were at ground zero in terms of knowledge but we are soon a certain of ability here and experience. >> unfortunately we run out of time. we had a great array of questions provided today. just remind you, there are materials from tim on how to access those resources at the front table if you have not availed yourself of those. and let's give our panel a round of applause. [applause] ♪ ♪

♪ so we're going to go to break out sessions do. a couple of announcements. the first one is if anyone has seen a red slide slide -- samsung phone. please bring it up to one of our attendees has misplaced her phone. the second announcement is if you are a youth, and i'm defining give, if your high school, middle school or college, state industry. will have a special breakout session just for you. otherwise everyone go to your breakout sessions. wished in those sessions by 3:45 and you must be back in this room by 4 p.m. thank you so much. ♪ ♪ >> the education department today hosting its third annual bullying prevention summit in the nation's capital to discuss

anti-bullying efforts and the latest research. when the summit resumes at 4 p.m. eastern, education secretary arne duncan. >> you're watching c-span2 with politics and public affairs. weekdays feature live coverage of the u.s. senate. on weeknights watch keep public policy events. and if we can the nonfiction authors and books on booktv. you can see past programs and are scheduled at our website, and you can join in the conversation on social media sites. >> federal reserve chairman ben bernanke talks to students and teachers this afternoon about personal finance education. he told congress last able to educate consumers achieve better outcomes for themselves. live coverage coming up in about 20 minutes at 2:30 p.m. eastern. office wiki on c-span2 we look back at some of the past years national press club luncheon speeches. today, irs commissioner talking

about the nation's tax system. it begins at 6 p.m. eastern. >> tonight starting at 8 p.m. issued on c-span2, we will take you inside the presidential campaign process. first with fred davis, an adviser for the mccain 2008 campaign as he talks about his experiences and compares them with this years campaign. >> if i'm advising mitt romney does not necessarily, not going to win because of excitement. let's were that way. i would look for somebody that did bring some excitement. sarah palin brought excitement to john mccain. chris christie would bring excitement to mitt romney. i doubt that happens, but that's what i would link. >> after that, his time behind the scenes with the obama

campaign in the use of social media and demographic data. spent a barack obama campaign 2008 generated over 200 million pieces of information just a people going door-to-door. all that is now housed in the democratic party database. and becomes the foundation of which the campaign can then go back and coordinate an online outreach program for 2012. >> two different perspectives on campaigns past and present. all starting tonight at 8 p.m. eastern on c-span2. >> the education department bullying summit resuming at 4 p.m. eastern as well our live coverage during this break we will show you earlier comments by acting associate attorney general tony west. ♪ >> good morning, everyone. i'm so glad you all have rejoined after a very busy day yesterday. we have a jampacked agenda this

morning, and what i think is really the meat of the summit. two very important analyst. but first we're joined by the associate attorney general, the acting associate attorney general who will be giving a wonderful keynote highlighting our partnership across the board. so we heard from health and human services secretary kathleen sebelius last night. we'll hear from the acting associate attorney general this morning. and, of course, secretary duncan, my boss, this afternoon. but first, it is my job to introduce melodee hanes, the acting administrator for the office of juvenile administered with office of juvenile justice and delinquency prevention. which has been an excellent partner for the federal partners. helping us host webinars and generally being very supportive and all the work that we have done. this change 30 year career in public service and law worked as a deputy county attorney in the yellowstone county -- she also

served as an assistant county attorney in the polk county in iowa attorney office. prosecuting major felony crimes. she's a great partner and i'm so pleased to welcome her. please help me welcome acting administrator melodee hanes. [applause] ♪ ♪ >> well, good morning. you're awake. good. well, thanks for the introduction. i am melodee hanes, acting administrator of the office of juvenile justice and delinquency prevention, known as ojjdp at the department of justice. and i am delighted to be here today. i just want to thank all of you so much for your efforts and work each person in this room does every day to support and intervene with bullying. the bottom line for all of us is that kids deserve to live in an

environment where they can feel safe to reach their full potential. no child should ever be scared in school or on the playground. and the face of bullying is changing. bullying now happens every single day online. i can tell you that you have an ally in ojjdp, and the whole justice department. because the needs of america's kids are a priority, and a commitment for this entire department of justice. now, some people ask how does bullying relate to ojjdp's work in juvenile justice and delinquency prevention? well, people who work and law enforcement and people who work in schools know that our jobs are often very closely connected. when the neighborhood and homes that kids live in don't feel safe, kids have a tough time focusing in school. and when our kids are not engaged in school, if they are

bullying others or if they are being bullied, we know that that can lead them to a path to the criminal justice system, for both the bullies as well as the victims. the question is, how do we develop policy that shifts the balance of power, really to stop bullying? the most important answer is, together. we must be working together. nobody can do this alone. schools can do it alone. law enforcement can't do it alone. criminal justice can't. is going to take all of us working together. we need each other's perspectives. we need each other's expertise. and we need to listen and talk to each other about this issue. that's what at ojjdp we are partnering with the education department, and other agencies, across the federal government to come together as a team with the federal partners in bullying

prevention. and that's what it's great to see all of you here today. people from federal agencies, nonprofits, corporate leaders, researchers, and youth representatives to discuss and share our progress with anti-bully efforts across the country. and i'm really confident that working together we can do the right thing for america's children. at ojjdp, bullying is a major priority. and let me just tell you about a couple of things that we are working on and have available that might be of interest to you. first of all, you should go to our website, just google ojjdp. and you will find really a multitude of things that we are doing, but one of those things is the model program guide that you will find on our website. it's an online resource to more than 200 evidence-based programs. and there's a special focus in

their on bullying prevention. all of ojjdp's programs work to make kids safer and stronger, but one in particular fights negative peer influence. and that's mentoring. last year we invested 108 million, $108 million in mentoring programs. wide? because we know they work, and the evidence proves that they work. many of the negative outcomes in bullying that we have heard so much about, poor attendance in school, poor performance, low self-esteem, bad habits are the same problems that mentoring effectively tackled. we also support the grade program which shows kids how to communicate, resolve conflict and manage anger through role-playing scenarios and structured activities. we have conducted research.

ojjdp by the way is one of the few places in the department of justice that congress, when they created ojjdp, gave us the mandate to research. and there aren't a lot of division and the department of justice with that requirement. so we do research as well. and we've done research on bullying in schools and how it can cause kids to become less engaged in their studies, less engaged in school generally, and how that this engagement leads to truancy that puts kids at risk of dealing with the. the slippery slope into the juvenile delinquency world. through federal partners in bullying prevention, ojjdp has hosted a series of webinars on bullying to keep all of you in the field informed about proven strategies for prevention and intervention. the next webinar we're going to host is next week on august 15, and we really hope that you joined us for that.

you can once again corner website and find out more information about the webinar. we also at ojjdp sponsor web wise kids. and that helps kids to make wise choices online. through internet safety tips and through state-of-the-art safety computer games, which are modeled after real life scenarios. web wise kids help kids make choices that promote a safer, friendlier internet experience. and, finally, we are integrating our work to address bullying into the justice department larger initiative, the defending childhood initiative, to protect kids from exposure to violence. we tend to think autmatically of adults as perpetrators of violence against children, but as everybody in this room knows, kids can be very violent, to, exposing other children to that violence. whether it is in again or it is

bullying. that's why we've incorporated anti-bullying strategies into the defending childhood initiative. acting associate attorney general tony west is going to be telling you more about that initiative, which was launched by the attorney general in late 2010. so now, speaking of tony west, i am very pleased to have the opportunity to introduce him to you this morning. the acting associate attorney general tony west supervises a broad portfolio at the department of justice, ranging from the civil rights division to the research and grant programs in the office of justice programs where we are at ojjdp. he's a justice department veteran. before assuming his current position, he served as assistant attorney general for the justice department civil division. he also served as the state special assistant attorney general in california, assistant

united states attorney in the northern district of california, and special assistant to the deputy attorney general. he's spent years in private practice before returning to the justice department as the acting assistant attorney general. i am so proud to entities you today to the acting associate attorney general of the united states, mr. tony west. [applause] ♪ ♪ >> good morning. well, thank you for that very kind introduction, and for reminding us about the vital work that is going on in ojjdp every single day. and let me also thank our partners at the department of education, and particularly secretary duncan for hosting this summit and for inviting me here this morning to participate. it is really quite a privilege

for me to be here with all of you. i know that many of you have been instrumental in efforts to raise awareness about bullying, as was how to prevent it, how to intervene, to stop it, and how to deal with it once it has occurred. you remind us that bullying is not simply just a part of growing up. that it's not just a matter of kids eating kids. you remind us that it is unacceptable, that it is wrong, and that all of us, each one of us, we share in the responsibility of preventing it. and many of you are helping to give us the tools that we need, the data of reference and strategies we would use as we seek to change policy and improve young lives. now, i join you today, not only as a representative of the

department of justice, but like many of you, as one who is now or has been a parent, and uncle or a godparent to children in elementary, middle or high school, and those experiences, coupled with cases that involve young victims of exploitation that i promise you just ago as a federal prosecutor, those have solidified for me a very straightforward idea. that some idea that a know all of you share, that in order for our young people to thrive, to blossom, to grow, to fulfill their potential, they must be and feel safe. not just at home, but in school, on the playground and online. but when nearly one in three middle and high school students report being bullied and and over half say they have

witnessed bullying at school, we know that, we know that creating that sense of safety for our children, it won't happen automatically. it happens only to the extent that individuals, both old and young make conscious choices, often ask of personal courage and outreach, create atmospheres of tolerance, climate of trust, environments both virtual and real, for young people need not as the song says, hide themselves in regret, but love themselves and be sent, and accept that invitation to be who they truly are. for attorney general eric holder and for those of us at the department of justice, this is important work, and it's important that we care about deeply. we care about it because while

we've seen overall violence in schools reduced over the recent years, bullying incidents -- many with devastatingly tragic consequences -- have become increasingly visible in the public eye. we care about this work because we know that a majority of children, over 60%, regardless of race, are exposed to some form of violence, crime, or abuse in their childhood, from brief encounters as witnesses to being direct victims of violence themselves. and we care about it because we know that some of that violence is linked to bullying. the research suggests that those who bully are more likely to grow up and abuse their partners, their spouses and children. so when we talk about effectively protecting our young people from violence in the

home, at school or on the streets, that conversation is incomplete if it fails to explore strategies to prevent and eliminate bullying. now, i believe this work also matters because bullying, like youth violence, is not something that affects only those immediately involved. rather, it presents challenges for us all. when kids who are the targets of bullies show up in school, not ready to learn because they're too afraid, students who are more likely, the research suggests, to have low gpas to do poor on standardized test, that's not just a challenge for those children, or the family of those children, that's a challenge for the entire educational system. and windows bullied children show up in doctors offices and

clinics suffering from anxiety or depression or a whole host of other issues, that becomes a challenge for the health care system. and windows bullied victims leave school and they can't find jobs because they don't have the skills employers need because, as the research indicates, they're more like wickedness, skip, or even drop out of school entirely, then that becomes a business community challenge. and when those who bully come into contact with the criminal justice system has convicted defendants, as they're more likely to do, according to the trends that we see, then that, that becomes a law enforcement challenge. ..

in march of this year, for instance, the department of just is and education entered into a comprehensive consent degree with a school district in minnesota requiring action by school officials after a doj civil rights investigation revealed that several students were skilling student -- >> back live to the bullying summit here on c-span2 we take you live next to the federal reserve board of governors with chair ben bernanke talking to students and teachers on financial education. >> thank you for your participation and for the very important work that you do. as an educator myself, i

understand the profound effect that good teachers and a quality education have on the lives of our young people. today i hope you learn from each other and share ways to best promote learning and in particular help students achieve greater financial literacy. financial education support not only individual well being but also the economic health of our nation. as a recent financial crisis illustrates, consumers who can make informed decision about financial products and services not only serve their own best interest but collectively they help promote broader economic stability. smart financial planning such as budgeting, saving for emergencies and preparing retirement can help households enjoy better lives while weathering financial shocks. they can play a key role in getting to the good outcomes.

found those who taken a high school financial education course were more likely to save regularly. effective financial education is not just about teaching students about financial products or about performing financial calculations, it also involves teaching them essential skills and concepts they will need to make major choices. high school students may not recall about specific information about loans when they get their first student loan or car loan. if they understand or remember basic ideas that is it's important to shop around far loan low interest rate. review the fees charge, and know how to contact financial counselors and advisers they will be more likely to make a good decision. particularly valuable lesson we can teach our students is how to apply the economic way of anying

to their discussions. for instance, the topic of student loan debt and whether students are pree paired to serve that debt upon congratulations has seven-day forecast increased attention lately. students with some exposure to economic think on post secondary education as investment in their own human capital and choose their study, course of study, means of pay for the their education and profession with that thought in mind. like wise, the economic tool of cost-benefit analysis should help students make sounder, personal, and financial decisions. financial education also provides a context for students to develop important skills that can be applied more broadly. making god financial decisions requires consumers seek out relevant information from trust worthy sources and use critical thinking, quantitative reasoning and decision making skills.

these competency are some of the fundamental abilities that the schools teach our children. as with other types of egg the format and quality of the content matters a great cancel. providing fnlt education that is realisting, interesting and relevant can help students retain information and remain engaged. gains in the simulation can be particularly effective at keeping students interested. for example, in 2010, i spoke at the opening of the junior achievement finance art in far fax, virginia. this organization as well as similar facilities throughout the country allow student to play the role of a family head with financial challenges and opportunities giving them a chance to practice financial decision making in a realistic setting. they can become financially literate together. with which reinforce the

concepts naught class. some strategies allow educators to help adults who until then may not have been exposed to financial concepts. to provide the most effective education, curriculum should have standards and goals. to that end, the federal government financial literacy and education commission which the federal reserve is a member, has identified five core competencies that should be covered by financial education. earning an income, spending, saving an investment, borrowing, and protecting. behind each of these competencies a set of related knowledge and skills and corresponding behaviors. for example, in the category of earnings and income, students are expected to note difference between gross pay and net pay, and information about benefits and taxes. with this knowledge, they can understand their pay stubs and

take full advantage of workplace benefits. the five core competencies reflected in the national standards for personal finance seeing develop by the counsel of education and several of our federal reserve system colleagues are working the counsel on the project. while it's important to begin teaching financial skills to children and teens. achieving and maintaining financial know hoe is a lifelong undertaking. the types of financial decisions people have to make from paying for school to buying a home to planning for retirement vary throughout the course of their lives. and thus, we need to ensure to access to financial education is readily available at all stages of life must be readedly available to consumers at the very time they're making their decisions. given the smartphones applications for mobile devices

may be one effective method of delivering just and timely information at the relatively low cost. for example, our colleagues at the department of treasury are currently running an app contest to design mobile tools to help americans make better financial choices. because financially capable consumers ultimately contribute to a stable economic and financial system, as well as improve their own financial situations, it's clear that the federal reserve has a significant stake in financial education. we demonstrate our commitment through numerous programs and resources offered by the federal reserve system staff and partnership reserve banks have formed with local educators and institutions. for instance, the federal reserve bank of chicago during the an you'll money smart week, conducts free classes and activities to help consumers better manage their personal finances. in the federal reserve bank of

saint louse offers a broad selection of online financial courses that teachers can use along with the student. to find out more about what's happening in your area, i encourage you to visit the trillion reserve education website www.federal reserve education.org. i'd like to thank you again, all of you for your participation today. it's a great pleasure to be talking to other teachers and people who are working so effectively and accordedly with our young people. and i look forward to taking some of your questions. thank you. [applause] >> thank you, mr. chairman. and now we begin taking questions. the first one is from the miami branch. >> good afternoon, mr. chairman. my name is tom. i teach industry and government

mathematics in florida. thank you for the opportunity here is my question: what is your view of the current state of government budgets? local state and federal and what implications for student and education? >> you've identified a key example of trade-offs, which is economics is all about. state and local governments have been faces some fiscal challenges for some time, as you know, it's not something that happened since the crisis. maybe some of you are aware of the study that just came under over the officer of former fed chairman fred that looked at state and local government finances and found that many governments are finding very difficult to meet their long-term commitments for pensions and other benefits for their work force. during the recession and the crisis of, of course, as the

economy contracted, tax revenue went -- states and new cut back on the spending indeed, if you look at employment over the last few years, even as the private sector has been adding jobs, the state and local sector has been subtracting jobs and reducing the overall face of gains in. it's been a tight and difficult period it for state and local governments. on the other side you have education which is the most basic kind of investment in human capital. investment in the future. lots and lots of evidence that every extra year of education provides extra earning power, extra job satisfaction and as to the overall social welfare, empire economy. there's a great deal to be gained from extra education. now, an additional complication, of course, that the quality of education and the amount spent on education are not exactly

parlayed to the many other factors as well such as parental involvement, community support, quality of teachers types and curriculum and so on. it's a complicated relationship. all that being said and understanding very well that state and local governments while things have been a little better lately are under a great dale of budgetary pressure. i hope in making the diss and think abouting where to put the limited dollars, that state and local governments keep in mind that you don't want to be eating the seed corn we want to be making investments in the future in education is one of the most fundamental invests. it's in our young people who will be the workers, consumers, and citizens in decades ahead. >> thank you. next we'll go to cleveland. >> [inaudible] from i teach economics to students at the high school and my question, mr. chairman, how

does the fed maintain the delicate balance between not having political party leanings or pressurings and yet at the same time offer the best objective financial leadership for our country? >> that's a good question. one of the basic findings research around central bank it is helps the economy to have a strong and independent central bank. and what i mean by that is a central bank that can make monetary policy and other decisions without being influenced by political pressure. the research shows that countries within the independent central banks have lower inflation, more stable economies, and overall confident in the currency and so on. it's important to have that degree of independents. the reason for that is because monetary policy tends to work with the lag, it takes time for the full effect of monetary policy to be felt. therefore you want decisions about monetary policy who are

made people who are not looking at the short lung, the elections two months down the road but are looking at the longer term. saying what's right for the economy. independent central banks are very important. there's a quid pro quo for that. rein a democracy and obviously the central bank and federal reseive of the united states has to be accountable, transparent following a framework given to it by the congress. and of course, they do. we're indeed, not partisan. we try to make all the decisions based on technical analysis, based on what's good for the economy, not based on any considerations. this is the table, by the way, you're sitting here where we have the meetings and make decisions about monetary policy. and there is never any discussion around this table about political issues. it's about where is the economy where is it going. but given that we are independent and there are a lot of provisions such as the fact that governors are appointed for 14 years, for example, and that

the term of the chairman goes across presidential terms. there -- but the quid pro quo for that is we have to be accountable. we are accountable by law, i testify twice a year in front of the house and explain to -- to explain what monetary policy is doing. i testify more than that. our committee meetings are followed bay statement with detailed minutes. we give a quarterly press conference, i meet with regularly people from it congress and administration. i'm responsible to the people in the government. for all those reasons, we try to very hard to make sure that we explain what we're doing, and that the elected folks who are in the congress or

administration can preerns what we're trying to develop. that's the balance we try achieve. independents in order to make good decisions and accountability to transparency to make that consistent with the democratic framework. >> now we go to houston. >> i'm alice with it christian academy. chairman, what is the effect on the euro crisis having on the u.s. economy. and what would have a centralized european business policy what effect would that have on the global economy? >> that's a -- do you have about an hour? [laughter] european situation is very difficult. the basic problem there is that like the states of the united states within they have single monetary policy. there's one central bank, the european strayling bank that makes monetary policy for all 17 nation in the eurozone.

unlike the states of the united states, they don't have one fiscal policy. each country has the own parliament, the own prime minister and the own fiscal policy. it is that in the united states, during the downturn, individual states know that the federal government is there to pay social security, to pay medicare, to provide the feds all the broad government functions and each state has to deal with the local services that it provides. in europe each country is basically responsible for the own fiscal situation. now since there are some countries that are weaker fiscally and they're involved in tightening their belts very strong way, the results of that are weaker economies and those countries, and indeed, most of europe is now suffering a much weaker economy on top of that, their banking system is has been

stressed by the fact that banks hold a lot of sovereign government debt, which is in turn is hit hurting the financial decision of the banks and amount of lending they're willing to do. the european confident and the eurozone 17 countries that share the euro are under a lot of economic and financial stress. there's been a lot of steps taken to try to address that by european leaders. they have a strong incentive to address the problems. they want to maintain the political into the integrity, the european collaboration that's been going on now since almost since world war ii. but it is very difficult and involves many, many tough political choices. the effects on the united states are pretty significant. there are two basic types of channel by which the you row crisis is effects us. first, europe is a major export destination for u.s. firms. so a weaker european economy

means that both u.s. exporters and exporters from other countries countries countries are fighting for the it's slowing our economy. probably even more important is the fact that concerns about the european situation have creates lots of stress and involve tilt in financial markets in stock market, credit market, and those problems are effecting us here in the united states as well. so between the financial effects and the trade effects, the european crisis is slowing our economy. of course, any other factor effecting the u.s. economy as well including fiscal issues, credit tightness, the housing market, and so on, but this is one of the european situation is one of the factors that's slowing the economic recovery. you asked about what would happen if europe had a single fiscal authority that would put

them a closer situation relative to the united states. that would probably address many of the concerns, many of the problems they have, but getting to that point it's very difficult, again, you have 17 different countries and each set of taxpayers -- they're own country is being fairly treated. it's a very difficult, complex political negotiation that's been going on for a couple of years now. >> okay. i see we're back at the board here. if we can, we'd like to go to omaha. i think omaha is calling in. hold on a second. houston, do we have a touch down? [laughter] okay.

i'll give it another second, if not i'll pose the question. maybe what we can countil we get them back in, we can go to washington, d.c., sin we have a teacher right here in washington, d.c., so let's to d.c. for the next question. >> good afternoon, mr. chairman, my name is jennifer walker and i teach comparative politics at sherwood high school. my question is how can we as advocate emphasis -- lend to the current crisis while at the same time encourage students to believe that the market can work? >> i think one of the most exciting moments in teaching economics is when kids understand invisible hand idea. the idea that markets can achieve such complex economic outcomes without any kind of central planning. milton freemont had the example of saying think how complicates it is to deliver a pencil. you think about the components, the wood, and the runner, and

the met with tal and the graphite and paint and delivery and assembly and you gate pencil for $1 or whatever it is cost. markets can do that because the invisible hand says even though each participant is working for their own interest only and there's no central planners involved, that markets still work somehow to deliver that result. and indeed, there's a lot of evidence, i think it's clear to everybody that looking around the world that markets have played a tremendous role in creating the wealthy that we see in rich countries and in emerging that is markets that are becoming rich. so markets are an amazing thing, and getting students to appreciate what markets can do is an important part of teaching economic. that being said, the next level up is to understand that markets

also have problems. there are market failure, there's monopoly, there's external, there's many other extra things that can go wrong in markets and understanding how to fix the problems is an important key to thinking about an economic policy in general. the financial crisis there were a number of places where markets or the combination of markets in government fail. for example, basic invisible hand economics assumes information is perfect. everybody uses basically what they're buying and selling. that wasn't always true in the crisis when people were buying complicated credit instruments that contained a variety of sub standard credit productses like sub prime mortgages and the poem who bought that didn't necessarily understand everything that was in those credit products. like wise, during the crisis, there was huge uncertainty

about, you know, which banks and financial institutionings were endangered because it was very hard to know what the exposures were and what each institution held, and what's the risks were. another issue related to financial markets is that unlike most industries, financial markets are prone to runs. if people lose confidence in a particular institution or in a broad set of institutions, and they are providing short term deposits or short term funding to the institutions with, they have an incentive to run and pull out their money as quickly as possible. if everybody does that, it's like everybody running for really exit in a crowded theater, nobody is better off what happens is you create huge stress in the financial system. if trying to address the problem of runs and instability is why the federal reserve was created almost 100 years ago to provide support for the financial system during periods of crisis.

finally, i mentioned too big to fail problem which is a combination of government and market failure. institutions which are so big and complex and interconnector their failure would possiblily bring down the financial system. this is a strong -- that means that the market is not allowed to work in a sense because people lend money to the institutions saying, well, i don't have to worry whether they're making good investment or taking too much risk, i believe if they get in trouble the government will protect them. obviously it leaves to bad allocation and increased risk in the system. so to answer your question, i already lost the chance to answer your question quickly. let me say that's markets are a wonderful thing. but the crisis shows there are ways in which the market don't always work well. and, you know, it's just as important to understand that

markets can fail as it is to understand that markets are powerful and can give good results a lot of the time. >> okay. now let's see if we can go to omaha? great. >> caller: good afternoon. i'm from northeast high school. economics and current events go together, so what current events would you consider essential that we cover in the classroom? and as a followup to that, with everything that's going on in the world, do you see any events on the horizon that teachers should be aware of and ready to talk with students about? >> well, we certainly have a lot of things happening in the economy in recent years, and i think students want to understand you know what they see around them. what they read in the paper i guess they don't read papers. sorry. what they hear on the iphone.

so you know what we have seen recently includes, of course, the financial cris, a very complex event that certain parts can be explained. you explain what a bank run is. you can explain the problems with the sub prime mortgages, for example, which ties into financial literacy issues that we talked about. financial crisis is clearly something that kids would probably want to understand. and the recession that followed that as well. surely they want to understand about monetary fiscal pots what is the federal reserve, what does it do? how is monetary policy being used in the current situation? fiscal policy is something that effects their lives and quite concrete ways decisions are being made about the long-term future of social security, for example. who is going to pay, who going to benefit? it has big effect on kids' futures. those are the kinds of things that can interest them.

someone raised the question a few moments ago about europe. that's something in the news, and i know that people are interested in understanding what's going on there. these are all complex issues, and probably complete analysis is going to be tough to put into a class, but there are many almost and aspects you use to try to give a better sense of what's happening in these situations. i think going forward, there are many things you can look at from, you know, microeconomic and mark macroeconomics pollution control and -- global warming interest students. what zoo the economics of what are the economic of the demographic of our society getting older and what the implications of that for our economy and for our young peoples' futures. i think an interesting question,

you might think about it right now, why do countries compete to the have the olympicses in their country is it an economically sensible thing to do or is it just for national pride, basically? so there are lots and lots of issues. lock out the window. you'll find things to talk about and see what the students themselves raise because they have heard things on the media and they'll raise questions themselves. >> thank you. and now we'll go to philadelphia. >> mr. chairman my name is -- [inaudible] my name is david i teach at germantown academy in fort washington, pennsylvania. my question for you is about federal reserve i'm wondering what you think young people most need to know about the federal reserve and how it operates. >> first thing they should know

is what it is. [laughter] the federal reserve is, of course, a very important economic institution, and i think every informed citizens should not at least the basics of what the fed is and how it is structured and what it does. a good economic classes is going to take students further. it's going to explain what is monetary policy, how does it work? i think very basic thing that often gets lost is the defense between monetary policy and fiscal policy. monetary policy is responsibility to the fed. fiscal policy to the responsibility to the congress and administration. those are different. they work in different ways, and they are different sets of responsibilities. they are so understanding the distinction between those things, i think is very important. the fed is also a regulator, and the fact that along with other banking regulators, we oversee

banks troy to help control the risk they take, and try to help maintain their stability. why is that -- you know, what economic role does that play? now, all of that probably would have been sufficient a few years ago, repeatedly, getting to the ap class, a lot of other things have happened, the fed has done thing it is hadn't done for a long time. for example, over the last few years, we have been pry trying to use monetary policy to support the economy, but it was -- it is already almost four years or three and a half years since the interest rate federal funds rate went almost to 0. we've been using other kinds of monetary policy involving the purchases of longer term treasury scurries, for example. instead of buying short term securities which is traditional way of doing monetary policy.

we're doing longer term asset purchases so kids want an advanced class certainly would want to understand how monotire policy can be conducted even though when the short term interest rates are close to 0. the other thing that is important, a broad interest in this, the federal reserve was founded, as i mentioned before in large part to deal with financial crisis to be able to stable lose the financial system. this function got a lot less attention during most of the post war period and they began to think about it as a monetary policy institution. with the crisis we've had recently and crisis in other parts in the world central banks have been become more engaged in supporting financial system and creating financial stability and explaining that basic function

is very important. to summarize, basic structure and governance, monetary policy, distinct between monetary and fiscal policy. those rot -- those are the basics. the most recent few years, the fed has done new things including buying longer term securities in other words to provide more monetary policy support and working to substantial stablize the system. those are complex problems b great interest. >> we're going to go to los angeles. [inaudible] >> mr. chairman, i'm dianne i teach economics business economics and business law in -- high school in california. i have a question for you. are what do you believe is best way to anticipate and prevent another financial crisis similar to the one that started in

2008? thank you. >> how do i anticipate and prevent a financial crisis? [laughter] another easy question. well, obviously given the cost of the last financial crisis, we'd like to do all we can to anticipate and prevent another financial crisis. if one happens to mitigate the effects as much as possible. i would say broadly speaking the new regulatory structures with dodd-frank act is a two-part strategy, if i might. the first is that we are now taking, when i say we, the financial regulators, and the government in general are taking more systemic approach. that is before the crisis every regulator had the own particular institution market that it was responsible for and knob was

there watching the system as whole. the idea that in fact that regulators tiewght work together to identify risk in the broader system which is called macropry additional regulation was discussed before the crisis it is, i think, now what is part of the new regulatory structure is trying to accomplish. so we have, for example, something called the financial stability oversight counsel. known around here as fsoc which consistencies of ten major regulators as well as the federal reserve as well as other regulators who have votes including state and local and state regulators. job is to look at the system as a whole, to try to identify problems to see if there are risks that may threaten the system, weaknds in the structure of the system, are there gaps in regulation that need to be addressed? the federal reserve has the own

office of financial stability which we created since the crisis which has a similar function to try to monitor the whole system to identify problems that might be arising. and we work closely with the fsoc to look for new problems to try to see where there might be next crisis might be coming from. and take steps to at least to provide a warning so that we can collectively address those problems. so that's the first part, which is to have a macroapproach which is looking at the system as a whole trying to identify gaps and weaknesses and fix those, if possible. now, we know perfectly women that we won't be able to identify every problem that comes along. the issues are very complex, and historically it just happens that, you know, very often that either the private sector nor the public sector identifies the

problem until it is upon us. the second part of the strategy is to make the system itself as resilient as possible. whatever happens even if we don't identify it or prevent it the system will be stronger and able to survive and on continue to provide credit even in the face of a shock. there are many aspects of that. one example would be the new capital standards that have been agreed upon not just the united states but essentially all the major countries in the world. capital standards what they would do to increase the amount of capital banks have substantially. it means when banks we're whatever something maps if banks take significant losses relative to where they were before the last crisis. they'll have lots of capital which can absorb the losses and prevent them from turning into a failure or a broader banking panic. so greater capital, stronger

rules on derivatives trading and more liquidity to meet cash wrals. are those are intended to make it stronger. no matter what happens, the system will be better prepared to absorb the shock without going into crisis as we saw in 2008. >> thank you. and now a question from st. louis. >> caller: hi my name is jennifer. i work for special school district of st. louis county, i work with norman i did high school matt students. my question, mr. chairman, should the public school system add more courses such as economic and finance to curriculum. >> we're all in favor of that. [laughter] there's lot of ways to do it.

i think it's fairly good as i said in the beginning, it's really good to have students be able to understand the basics of economics and finance and literacy. there are lots of ways to do it it one way if you have ap courses. there are ap courses in microeconomics and mark are economics. students who want to do that can colleger. story work you can do serious economics courses, if you want. but i say that because there are lot of other ways to incorporate economics. when i took history in high school, i said, it's about kings and queens and wars. there must be other things to life. economics tells how people actually live, how they make a living, how society is function, how markets function, trade, all those aspects in history which are so important. so integrating economies into

the history and integrating economics into civics so that students understand the importance of institutions like the federal reserve with and regulators and fiscal policy and so on. then, of course, beyond that, is financial literacy which is so very important for all students. i don't think there are any student who should not exposed to financial literacy concepts that can be done as an individual course, as part of a course, maybe defined with something like the jr. achievement program that i mentioned, which is a good way to get kids interested. or it can be integrated into consumer math or math class or other kinds of context. so there are many ways to do it. it depends on your resources and the kinds of interest that the students have. but if you think about what people to do every day, what

adults are required to do in terms of their managing their finances and preparing for retirement and all those things, economics and financial literacy are just the critical parts much education and there are lot the of ways to incorporate it. i hope everyone will be doing that. i assume you're here because you're interested in doing that. >> we'll take the question from boston. [inaudible] can you share your thoughts on current crisis regarding the current level of student loan debt and how the -- [inaudible] for our young people impact the economy in the future if these same borrows are not in a position to tabor row for kids and housing for automobiles or starting up new businesses?

>> well, student loan debt which is one of the largest category of debt of any point is a two-edged sword. on the one hand, education is an investment investment in human capital and as i mentioned before, very important way of increasing your earning power. and we don't want to have a world in which talented students are unable to get additional education because they can't afford it. so having a student debt market or student debt program allows people who don't have the money still to get the education and benefit from that and it helps everybody if students go on and get additional preparation. so it's very important to have the kind of institution. now as i said it's a two-edged sword. on the other hand if people make bad choices they can end up being burdened burdened with large amounts of student debt,

you can't discharge student debt in bankruptcy. basically you have it. so if you acquire a lot of debt, which you find that the school and got doesn't prepare you for a good job, you know, then you're really in trouble because you have -- you don't have the income but you have the debt. so what i think first advice on that is that just like any other investment, when you're investing in the own human capital. you have to be smart. you have to know what it is you are buying. those who do guidance counseling work. think of it being an investment adviser. you're trying to explain to the student what kind of job or career are you expecting to get out of you additional education, what are the graduation rates, what are the job findings rate for the particular institution. what kinds of income can you expect to learn and does it all

make sense given how much debt so you to take. that's not only reason people take out debt. there are lot of other reasons to get more schooling. if you're thinking about purely as an economic proposition, it's important to understand what it is you're brying. are you making a good investment? counseling, i think, should be an important part of decision making process for kids taking out student debt because it does stick around for a long time. so in terms of the economy, you know, i think the main issues there are really fiscal issues. most government -- sorry, most student debt is provided by the federal government and so whatever losses or problems there may be on that side will be fiscal problems losses will be born by the taxpayer ultimately. and there the issues, again, of

students being burdened by debt if if they don't use it in a smart way to get themselves kind of income they need to pay it off. so burden on future consumers and fiscal burdens for future taxpayers. those are some of the reasons to try to use debt wisely. i don't think student debt is a, again, you never know, but i don't think it's a financial stability issue to the same extent that's a mortgage debt was in the last crisis because most of it is held not by financial institutions but by the federal government. >> great. okay. [inaudible] take a question from chicago. [inaudible] >> hello this is helen roberts from the university of illinois center for economic education. i teach all ages. there's wide spread misunderstanding about how the

federal reserve sport supporteds economy and the short and long run -- [inaudible] students think of the fed as being in a position to solve all economics problems and them some also believe the federal reserve is not doing enough to fix the economy and they blame it for addressing -- [inaudible] what do you think the federal reserve needs to do to educate the public along with us about the limit of monetary policy so people have more realistic expectations? >> your basic point is absolutely right. the federal reserve is an important economic policy institution, monetary policy, as well as financial relegislation have important roles to play in providing a stable economy, stability involving both stability in terms of growth and employment and stability in terms of crisis. but as i often said, monetary

policy is not a panacea, it doesn't solve all problems. there are many issues that are more appropriately dealt with by the fiscal authorities true tax policy or spending decisions. and beyond that, decisions made by trade policy makers, education policy makers, all the different areas of economic policy. i think it should be a basic part of civics or government or whatever, you know, heading you put that under that students understand that the government is not just the -- the administration there are many other institutions. including the federal reserve, but including regulators as well, and have a sense of what these institutions do and how they divide their responsibilities. i think it is very basic, very basic bit of economic education. we've been sort of putting together in this discussion two

kinds of financial economic education sort of the personal type of education where understanding better how the stock market works may help you make better investment and better financial decisions. there's also the kinds of education that involves understanding how our society works to make you a better citizens and a better able to understand what is happening in world events. and this is certainly in that latter category basic understanding of modern government understanding the principle economic policy institutions and the division of lay or po. monetary policy, as you say, is again, very important the federal reserve is the primary institution involved in this it. has the important role of providing long-term stability in crisis, low inflation, it can be helpful in helping to restore

employment by providing support for a recovery but in particular, the long-term types of things like providing a strong educational system or providing good tax code creating free trade, helping unem employed workers gain skills they need. there are so many things that are really responsibilities of a wide variety of economic policy makers -- working with the private sector so i basically agree with your point it's important for students understand what does what and what different types of policy can achieve. >> thank you are the question. we go to minneapolis now. okay, minneapolis, we can't hear

you. >> good afternoon, mr. chairman. [inaudible] >> we can hear you now. >> i teach economics and government in albany and many of us work hard to teach the importance of savings and invest yet interest rates turn historic lows how can we teach students they will be rewarred for savings given that investments are so low. >> good question. obviously interest rates are very low. they're low for a good reason, i wouldment to want to say is that the economy is still in a fragile recovery, and low interest rates are intended to help the economy recover and restore more normal levels of employment and growth in our economy. four investments is essential that the economy be strong overall. if you think about what

investors invest in some is fixed income instruments like certificates of deposit or government bonds, but a lot of what people invest in are stocks and corporate debt and small business and a variety of other kinds of assets, those assets are not going to perform well unless the economy is strong. the kind of return that you can get as an investor and saver depends on having a strong economy. and really no shortcut to that, and that's the reason why we have low interest rates now as a way of trying to restore that vitality that will make give investors higher returns in the future. passenger's side that the reason that rates are low. they are low. that being said, i think that there's an awful lot that can be taught even with rates being low, still many incentives to save, if you want to buy a house

now down payments are higher than they were. you can't get by with no down payment. if you want to go to college and -- increase your earning power, if you want to retire, all the many things that people want to plan for over their lives still require saving. so in fact, you probably have to save more with rates low in order to get to a certain point. there's a lot to be learned about it. for example, if you are going to be saving, again, you don't want to save in one form. you want to i did if i. you want to save in different typing assets. you need to understand the trade-off between risk and return. you need to how taxes effect the returns of different types assets. there's a great deal to learn about how to save and invest even in a low interest rate environment, and i think

students find it pretty interesting to have, for example, a make believe portfolio make their investments and check the paper every morning and see how they did, they may learn putting all their eggs in one basket may not be the best idea. there are idea like diversification and risk reduction that students can learn and enjoy learning. >> okay we have one final question. once again, we'll go to teacher from the richmond district who is here in the room with us. >> good afternoon, mr. chairman. my name is mary larson. i'm from virginia. we hear the upcoming generation is going to be the first generation of americans who are going to be worse off than their parents. i'm a middle schoolteachers, my kids hear that middle schoolers think they are invisible. everything is far away. they think we're ancient. two questions, number one, two do you agree, do you think that

the generation will not e better off than the parents and the second one is, if you're own kids were middle schoolers today, what would you ask their teachers to do to help to impart the important information to them? >> yet another very good question. [laughter] so nobody can predict the future, of course, all things can happen in the world. but my best guess is that our kids will be better off than we are, and there are a number of reasons for that. the first is that living standards depend most fundamentally all -- gains and productivity. and we are living in a world of technological change, and the united states is at the forefront of that. we have some of the greatest universities in the world here, and we are doing pretty well at

finding ways to commercialize the inventions and discoveries that are coming out of those universities in places like silicon valley and research triangle and washington, d.c., area as well. so technology will continue and provide new opportunities. and the u.s. economy is well placed to take advantage of that. we have a very entrepreneurial culture. we have a lot of market-oriented -- we have flexible capital labor markets, there are, again, i guess i would come back to what issue which cuts both way which is is demographics. one of the challenges that we face collectively is the fact that our society is getting older, and this fraction of people who are retired and receiving social security or

medicare is increasing, and that creates fiscal burdens and burdens on future taxpayers. the sort of good news is that relative to most other industrial countries indeed compared to emerging market economies the demographic of the united states is actually not that bad. we have a very healthy immigration rate. we have a healthy fertility rate, and so our demographics are actually relatively favorable compared to a number of other industrial countries, that's another positive. so a lot of reasons to think that our society will be transformed by new technology, new product, new markets the united states will play an important role in that. that will give opportunities for our children to have higher standards of living than we did. now the certainly some very important challenges. i already mentioned the fiscal challenges, our education system we need to keep improving it.

now it's not a question, our educational system is both failing -- it's failing many of our students to some degree. it's creating a lot of inequality, also, because you have good schools in the united states and some that are very poor and it creates a very different starting line for kids who are coming out of the different backgrounds. so education, health care, fiscal, a lot of issues that we have and in the near term, of course, kids coming out of high school or college right now are not facing a particularly good job market. it's going to make it harder for them to get into the work force and gain experience and so on. there are lot of challenges i don't want to deny that. over the medium to longer term, the intrinsic u -- feature of the u.s. economy which made it the richest economy in the world

ongoing with the improvement in technology and the strength we have in terms of the market and the demography. all things are going to be positive. in terms of advice, i think that the way the world is going toward a more globalized system where trade and services can flow easily across borders to a highly technology logical society, the benefits of education are going to get greater and greater. this is not going to be a kind of world this which an unskilled workers is going to do well. you need to have enough knowledge and enough technology but just broadly you can adapt and accommodate the many changes that are happening and will happen in coming years. so the good news for you, your product is becoming more and more valuable. [laughter] and people who are smart will will take every possible advantage of it. thank you.

>> thank you for all of your great questions. it concludes our session for today. we hope you have gained insight from the conversation that will help you in your field in the world of economic and personal finance education. on behalf of the federal reserve system, thank you to the participating teachers, we are pleased you can join us today. once again, we would like to thank chairman bernanke to taking the time to speak us with today. thank you. [applause] [applause] as we wrap up here a quick reminder you can see the program c-span video library. we've been watching your tweets during the remarks. a couple we want to read

quickly. i was surprised comairm said we need to talk about current events like pollution and global warming. also, thomas j. fox loving the fed town hall. no economic junk just how to prepare children. markets are a wonderful thing, crisis show there are some ways in which they don't always work well. we appreciate your tweets and you can continue senting them hashtag fed town hall. here in washington, d.c., this week. looking into antibullying efforts and the latest research. when it continues this afternoon we hear remarks from education secretary are knee deng -- are knee duncan..

he's not going to win because of excitement, let's awarded that way. i would look for somebody that did bring some excitement. sarah palin brought excitement to john mccain. chris christie would bring excitement to mitt romney. i doubt that happens that that's where i would link. >> after that, his time behind the scenes with the dean and obama campaigns and their use of social media and demographic

data. >> the barack obama campaign in 2008 generated over 200 million pieces of information on the electric juicer people going door to door. all that is now's in the democratic national party voter base and becomes the foundation with which a campaign can go back and coordinate the field for 2012. >> two different perspectives on campaigns past and present. all starting tonight at 8 p.m. eastern on c-span2. >> this morning's school educators and counselors of part of the education summit on preventing bullying talk about the relationship between bullying and suicide. we are going to shoot a portion of that discussion now into live coverage resumes with remarks of education secretary arne duncan. >> good morning, everybody. i'm very honored to be here

today. as deb said, my name is marcy and time with the centers for disease control and prevention and the division of violence prevention. and i'm honored to be co-moderating the panel. really we have been thinking about this panel for several years now. of course, like all of you we are paying a lot of attention to the media coverage about the potential relationship between bullying and suicide, and back in august of 2011 we convene an expert panel bringing researchers together to educate us about what the relationship is between bullying and suicide. and those articles from the expert panel are actually going to be published in the november 2012 issue of the journals at a lesson health and that will be up on the cdc website when that comes out. it's been really is an extension of that expert panel. that it was just researchers. here today with some researchers and some practitioners as well.

so we're very excited to be able to have both the groups here with us today. we bought to draw attention to the fact that each case is unique. so which are going to hear today from the researchers at least are a summit of the research findings. we recognize that this might not be the case of each particular instance. as you hear from the presenters we still have a lot to learn about this relationship. it does need a lot of further exploration. we're going to ask if you have questions, if you would please write those on the index cards on your tables. if you want and try to toward a particular presenter, if you could write their name on that, that would be wonderful. and there are staff around the room will be of able to collect those and then we will make sure to address many of those questions as we can. so without further ado i'm going to let jane introduce our wonderful expert panel, and i hope you are able to stay in your seat long enough to listen to i know it's a lot of presentations back-to-back.

thank you. >> we have a short bit of time so without further ado i'm going to go in order in which we will take so alex crosby, the surveillance team of the center for disease control. cdc. alex. and if you can all introduce one of time and give them a short round of applause and then we'll start. the project root for native aspiration and one of five main initiative through the suicide prevention branch at censure. >> alan acosta, the director for strategic initiative at the center. [applause] >> nicole candarelli, manager of state advocacy and grassroots outreach for a recommendation prevention. [applause] >> and finally michel compress outreach director for the center of innovative public health research.

[applause] >> and i think she still getting my to up. so i encourage you to go and read their bios but with this we want to give enough time for going to present and have as many questions as we possibly can to please her know to write on this questions and we will take them. thank you very much. and with that i would turn it over to alex. >> good morning to all of you. and i wanted to thank the department of education, department of health and human services for the invitation to coming to talk with you today. what i'm going to be addressing are some of the risk of protective factors or adolescence, suicidal behavior. as you come to this conference to talk primarily about prevention of bullying, one of the things that you probably discussed is how bullying is associated with suicidal behavior. and so as part of what i will talk about is time to look at

that context and a look at that association and try to see what do we know, or what don't we know about the connection between suicide and bullying. suicidal behavior as you may not is an important cause of death among our lessons and an important cause of morbidity, sickness and illness among adolescent. so it's an important topic for us to talk her in regards to what is affecting the health of adolescent or whether they're in school, out of school, and dignity, whatever they are. >> why would suicidal behavior be considered an important public health issue. for many people suicidal behavior has been long considered solely the purview of those in mental health and behavioral health. what we found when i started looking at it from a more comprehensive perspective in terms of public health, all of the things that public health involved, there are some important factors.

the morbidity and mortality as a mention. when you talk about a 15-19-year-olds that suicidal behavior is the second or the third leading cause of death dependent upon where you are in the country, morbidity it's also one of the leading causes of injury among adolescents. public health would not really be involved in suicidal behavior unless there was the potential for public health to make a difference, to have an impact. and i think because of the perspective of public health, the focus on prevention, that public health tries to be a convener and facilitator, bring people together to talk about, to address common to bring together their skills and talents to try to address suicidal behavior. it's another role that public health has. it also fits into the mission of public health. public health really tries to prevent premature death, premature entry, premature disability and tries to promote healthy lifestyles. so suicidal behavior is something that public health

needs to try to address. so as part of what i will talk about in terms of laying out the framework for my discussion today is what is the public health approach to prevention? you can apply that to almost any disease but whether you're talking about diabetes, hepatitis, suicidal behavior. startup with assessing what the problem is, figure out what's going on. is it going up, down? what are the biggest impacts? what are the most vulnerable populations? then you populations? then you move on to identify the causes. why does it occur? why do we find that suicide, that males die of suicide about two or three times more than females, but we ask that suicide attempts, females attempt suicide about two or three times more than males. why does that happen? what are the risk factors? then you move on to developing and evaluating the program and the policies, what works and also what doesn't. so if you determine that maybe substance abuse is a risk factor for suicidal behavior, you are now designed the program that

tries to impact the substance abuse so that you can subsequently reduce suicidal behavior. and lastly implementation and dissemination, now how do you spread that message? once you figure out what works and what doesn't you are not telling others, taking it from a pilot program to a broadly disseminated programs so that others can do it. first talking to assessing the problem and give you some of the descriptive analysis of what's going on in regards to the suicide. here you can see at least in the green, you can see that suicide is the third leading cause of death among those 10 to 14, also third among those 15 to 19, but accurate if you go out into some of the western states, suicide is the second leading cause of death for those 15 to 19 and then we look at the 20 to 29, second leading cause in that age group. this is what the rates look like when you look at the trend over time in regard to the suicide, and you can see that among those older adolescence, 15-19, with

some of the highest suicide rates ever, especially in the early '90s. rates have come down a little bit since then, but you can see if you compare the rates that we had in 1956 to what we are now seeing in 2009, which was the most recent data we have got, that there's still about four or five times what they were back then, and actually the last couple of years they have been going up again. so it's important for us to be paying attention to what's going on. this is when you look at suicide rates state-by-state and you can see that especially in the rocky mountains states, suicide is very high. this is historically been the case, that those states from the border of canada all the way down to the border of mexico have some of the highest suicide rates in the united states. suicides are just a piece of the problem in regards to the burden. they really tell you just kind of what the tip of the iceberg is, and there's many more hospitalizations due to suicidal behavior, and even more

emergency department visits, if you can purchase the top of the pyramid, that the rates of suicide among the 10-17-year-olds is about 3.2 per 100,000 for every 100,000 adolescents aged 10 to 17, there's about three suicides. when you go down and look at the emergency department visits, there's over 149 per 100,000. so the rate has been multiplied at almost 50 times as many adolescents coming to emergency department for suicide attempts than those that died. so the big burden is in those coming to emergency departments. you can see here there's a big difference when you look at that slide with the trends that males die much more than tino. we look at this in terms of self-inflicted injuries, especially focusing on the 15 to 19-year-olds -- [inaudible]

>> behavior survey in which we asked high school students all around the country about 14,000 in the last survey, about suicidal thoughts, have you seriously considered suicide in the past 12 months, as you may a specific plan about how you might carry that out, did you make a suicide attempt, did you make an attempt that required medical attention? you can see in 2011 which was the last of this survey was done, about 7%, about one out of every 12 or 13 high school students in terms of attempted suicide say that in the past 12 months they had made a suicide attempt. these are the transit and if you just focus may be on the very end of that slide from 2009-2011, you can see that suicide attempts went up among adolescents. it had been going down but not looks like it is reversing and started going back up again. kind of clothing to send we need to be paying more attention to

what's going on among our high school students in the united states. just an example to show you in a few states that use the same survey and look at middle schools. this data is old but just to illustrate that when they ask it among middle school students compared high school students, middle school students report even more than high school students. that there are more junior high students that say they have considered suicide more than they have attempted suicide than in the same state alabama have made in terms of senior. this is looking at suicidal behavior amongst high school students by sexual identity. there's a few states, or a few cities in which the same survey that also ask about sexual orientation or sexual identity. here you could see especially when you focus on that first bar kind of black and white, those identify themselves as gay or lesbian are reporting much more suicide attempt than those who are heterosexual, which is the smallest bar in lieu.

why did it happen, what are some of the risk factors for suicidal behavior among adolescents? there are a number of different factors. one of the ways we do look at is what's called social ecological models, what are the risk factors the look and can exist at the individual level. then you can look at the family and friends. at the risk factors that exist within that kind of close interpersonal group. then you can look within the community. what kind of factors exist within a persons community, and then lastly and the broader society what are the risk factors there? you can see for some of the individual level factors, age makes a difference. that as you get towards older adolescence you see increased of suicidal behavior in that group, mental illness is one of the big risk factors, especially substance abuse, stressful life events can make a big difference. sometimes things like break up with a boyfriend-girlfriend the argument with a parent, those kind of things go school problems and legal problems.

those can put adolescents at risk for suicide. those are never really the only factor that can play a role in the factors that involve adolescents. appeared and family level it has been a fan history of interpersonal violence. we know for example, that adolescents who have witnessed intimate -- intimate partner violence at home, the way mom and dad settle something. even though that adolescent wasn't evicted, by seeing that, that predisposed them to adolescent -- suicidal behavior. so there are some of the risk factors. there's also a few protective factors on this slide. you can see in terms of the community, spirituality is a protective factor among adolescents. they are also among community social support, a network of friends and family actually protective among adolescents against suicidal behavior. one of the things we've been looking at in regards to cdc is funding programs that promote

connectedness connectedness to school, connectedness to family, connectedness to positive peers can make a difference with regards to suicidal behavior and protect against. this is to let you see that it can be very complicated when you start looking at some of the risk factors for suicidal behavior but it really is a complex human behavior and complex phenomenon that there's no one thing that puts an adolescent or an adult at risk for suicidal behavior but it's often an interaction of several different factors. you can see it start than at the bottom talks about individual characteristics, the local world of the individual. that's kind of the pure and family relationship. then the macro environment, the community, at the national and global factors. all those factors can play a role. these are some the studies that look at what's called population a triple risk. we're not going to go into all the data but with what this does is it tries to look at some of the factors that if looked

within the society, how much do these things contribute to suicidal behavior. if you could eliminate this particular factor from a person's environment, how much of suicidal behavior drop down? i know some of your adding that up and add up to more than 100. you were looking at that. but what this does is it looks at some of those factors that if you eliminate them, how much do they contribute and you can see something like a lower socioeconomic status contributes almost half to some suicidal behavior depending upon what studies you're looking at. you can see their interpersonal conflicts country, mental health also contributes. so all of those factors, none of those is 100%. all of those contribute somewhat to suicidal behavior among adolescents. developing and evaluating programs of policies. to broad strategies in terms of youth suicide prevention program.

one, our strategies to enhance recognition and referral. can we teach people in community to recognize those adolescents that are at risk and then get into the appropriate help? the second one is strategies that address note or effective risk factors but it redoubling is a risk factor, can we make a strategy that addresses bullying? if we're substance abuse is a risk factor can we direct a strategy at substance abuse that helps reduce suicidal behavior? and there are some successful strategies that do that kind of thing. lastly, implementation and dissemination, how do you do it. they are several examples of different programs that have been doing this. youth suicide grants across the country has funded multiple states. many tribal entities also to do suicide prevention and show some effectiveness. suicide prevention lifeline them 1-800-273-talk is also shown it is able to get people to call or do people call on behalf of someone else and actually reduce

suicidal behavior. and there's also a national registry. that gives some policies that have proven to be successful in regards to suicide prevention. so in conclusion, suicide is a significant public health problem. results from interaction of factors. no one thing that puts him at risk for suicide that is oftentimes it's an interaction. bolding can be one of those factors but oftentimes it's something that is added on to the other ris factors that an adolescent might have been is a broad responsibly for addressing this problem. not just for schools, not just for the department of health. it's not just law enforcement. it's not just social service. it's all been together working together to prevent suicide behavior. and his multiple opportunities for action. there's a lot of places that the skills of all the different disciplines, all the different organizations can bring to bear on actually preventing suicide. thank you very much. [applause]

>> okay, and thank you alex. will pass over to iris prettypaint. if you haven't made up your, we can see about three seats and everything else is empty. thank you, iris. >> i just realized i couldn't see over the top of that table. i was going to sit down. well, i want to share some thoughts today about the work that we do, particularly our project called native aspiration. and so, and looking out the whole issue of bullying, which is one of the focuses of the project, i realized that everyone comes out the finding -- if either issued any particular way. if it connects up to whatever school system they might be connected to, if, what ever elementary or secondary or even post-secondary, but one of the

things that was striking to me as i looked at this definition is that for the work that we do, we have to look through the cultural lens of the communities that we engage. and in looking at the cultural lens, we have to look at the history, and looking at the history of the issue of violence, because suicide is violence, bullying is violence, and in looking at that contagion, i tend to realize that we have to come to an understanding in the way that we communicated with our communities about where some of these issues originated. and so it's so important to me, in the definition of bullying that you, you take the time if you're going to work with native populations, to look to the history. and when you look at the history you have to understand some

concepts. one of them is colonization. the other is the whole notion of war. and as you look at those things that are in the center on this slide, you realize that many times you're dealing with communities that have been relocated from maybe where they originated, and they have been put on reservations. and maybe many times those reservations have numerous drives that are living together, but historically they were not even from the same region sometimes. in looking at bullying and understanding the historical context, one of the concepts that comes forward is the issue of historical drama. and how would you feel if someone took away your ability to speak your language, outlawed it, how would it feel if someone

created situations where you could not practice your spiritual faith, your fellowsh fellowship? and over time, when you look at the history of native populations, they went through many over, over generations of losing their land-based. and all of them sort of come together in a way where you look at a young person's identity of who am i? we are the only ranks of people i believe in this world that have to prove our membership through a blood quantum, to belong to our tribe. and so if you have that kind of definition of membership, and you're not enough to be enrolled but you've been raised in that community, that, that's a source of bullying that many times our communities are unable to talk about. but it's very painful, very

hurtful, and so, you know, people are addressing those issues today. i come to the point where i find myself helping people to understand the complexity of this issue. and i look at all the data. i look at all the statistics that face the community, and i look out the alcohol rate. i look at the connection between suicide, bullying, and alcohol abuse. i have to. because many times when we are listening to what's going on in our communities, those situations come out of alcohol abuse. so you have to pay attention to everything that surrounds that issue. if you look at all of these circles year, when you into these communities, you have to be prepared to enter communities that are multicultural.

they are multijurisdictional. they are multi-institutional. so if you're going to bring an approach forward, and we've learned this through native aspiration, that you have to deal with sony different systems, and people that are layered in your community, that you have to be aware of sort of what you are taking on. and so a native aspirations, some of the stories that have been shared with us about what works, are many times not in the literature. they are not in the research, because they are embedded in the community of the people. and they are looking to their own cultural ways of healing. they are looking to their own practices of how can we -- i like the word restorative. how can we restore our balance? how can we create situations of

facilitation? because if you study of russian, one of the first -- study a prescient, the ability to plan. so you have to go back and teach those basic skills many times in the communities. so i want to show you a map here. these are the 65 different federally recognized tribes that native aspirations work with today. we have several regions, and i appreciated the earlier map about the rocky mountains, because that's basically where native aspirations began. when we have a suicide cluster in our community, you know, those rates can go 10 times higher than anyplace in the country. and we are looking at communities up in alaska that have 19 young people, young males under the age of 18 that are taking their lives.

and yet they come from such remote villages that there are maybe two to 300 people that live in the village. they are a fly in community, meaning there are no roads, no access. they have a very different structure around subsistence. and all of those regional differences come to bear on the work that we do. we take the communities through what we call a native aspirations journey, and we have lessons all along this journey that we have learned from communities around the issues of bullying. what do you do when you have an elected leadership? and elected tribal council that are bullies in your community? how do you engage that level of leadership? how do you bring them to the table? and one community in wisconsin told us we don't know what native aspirations did to us, but for some reason we learned

to forgive each other, and we worked together. we brought everybody to the table, whereas historically there were a lot of issues and people could not come together to work on what they needed to do. and so in closing today, i just want to show you as we do rss but looking at all the cultural strengths of our people and building plans that are grounded in these issues, as opposed to the deficits. it's very easy to go to what a community doesn't have, as opposed to what the survived with, but they tapped into, and what they build prevention from. we have used a lot of evidence-based interventions, but we are finding in these communities that they are culture-based interventions, and all these other examples are what they are using to go

forward. and bullying needs to be interwoven among all of these. thank you. [applause] >> thank you, iris. now we'll turn it over to alan acosta. >> they didn't tell us the hardest part of this would be getting in and out of the chairs. thank you for this opportunity to talk to you today. i'm here to talk about projects in suicide prevention and intervention now. which is a collaboration among the l.a. unified school district in suicidal ideation and reduce homophobic and trans-phobia and to l.a. unified schools. just some quick basics to the l.a. center is the largest lgbt organization in the world. 320 south, a budget of over

$60 million, 300,000 clients just this year. we do a wide range of medical and mental health services for our clients who could not afford to get them otherwise. the school district, second largest in the coachella 665,000 students more or less, more than 1000 schools. and they've also been a pioneer in addressing issues that face lgbtq kids, and many, many years ago started project can which was a project for lgbtq kids within those schools. i won't spend much time on the statistics because robert did a great job yesterday in his presentation. i'm not going ahead, i'm sorry. they are, that's the statistics. i'll remember now. robert did a great job yesterday of talking about these. i will say that there hasn't been a lot of data collected on lgbt people come and in

particular lgbt youth. that's like to suggest, give props to the obama administration for come in many other departments, being real passive leaders in this area, beginning to collect those statistics which will give us the data to come up with programs and strategies that are appropriate to the degree of the problem. what little data we do have shows it's clear enough though. a negative impact of homophobia and trans-phobia means that lgbtq youth are at greater risk of dropping out of school and they experienced depression, violence, harassment, substance abuse and addiction. homelessness, hiv infection, and suicidal ideation at a much higher rate than their heterosexual counterparts. >> remark some an earlier session today of this week's bullying prevention summit. returning from a break now to

hear from education secretary arne duncan. he's being introduced now to discuss the need for anti-bullying consistency across the nation. >> nominated in january, confirmed as the assistant secretary for elementary and secondary education at the department. deb has served as ohio's 35th state superintendent of public instruction from 2008-2011. her career in education spans 37 years, serving as a teacher, gifted education specialist, curriculum director, elementary principal associate superintendent, and superintendent. she has worked tirelessly to advocate for high quality learning experience for all children and have spent a significant portion of her career working in urban settings. we are very fortunate to have a person like deb with her experience, with her values, in our corner working on behalf of

children, parents and teachers on issues related to school climate, and in particular, on bullying. so is my extreme pleasure to introduce deb. [applause] >> thank you so much. thanks so much for that kind introduction to good afternoon, everybody. it's really an honor to be, for me to be serving a as a the assistant secretary of elementary and secondary education, and just to let you know our work is banned from to grade 12, and really involves almost every major policy peace. i want you to know that as a former state chief in school district superintendent an elementary school principal, that i want to thank you for your focus on this important topic. so please know that your presence here today warms my heart. for your willingness to in engage in such a critical issue is so essential to the growth

and development of america's children. as david mentioned i'm roads have been new to the department. i joined the team just two and half months ago. in the short i've been here i've been so impressed by the level of commitment that this administration has demonstrated to the issues of school climate, school safety, and especially the prevention of bullying. that's what i'm so excited that the office of safe and healthy students has been integrated into our overall plan and strategy on pre-k through grade 12, in working with all of the students and families. and the staff under the leadership of david has been an incredible to work with. and i want to give them a huge round of applause for all of you who work in a summit. i really, really appreciate that. [applause] >> and in particular i want to highlight, recognize the hard work of deborah temkin, our research and policy coordinator for bullying prevention initiatives. because she has been

instrumental in coordinating federal anti-bullying initiatives and it's an honor for me to tell you that she's a finalist for the 2012 call to service medal for this work. bullying is a topic that received a lot of media attention, but what concerns me is that basic fact that all of us realized too much. many of our children, far too many of our children are troubled. and their challenges lead into our schools and into our communities. their actions and their reaction challenge each and everyone of us, and we know something much too clearly. too many of our children are in distress. too many of our children are facing challenges that turned their lives upside down. too many of our children respond in ways that hurt themselves and others, that hurt their families and even if the community in which they live. i have to tell you and all my years of experience, there's nothing sadder for me and facing the damage and harm and hurt that is caused by bullying, but

also understanding that the person on the other side of the act needs our care and our attention. and we have to reach out to both sides with our hearts. so i believe it is our individual and collective responsibility to reach out together and work collaboratively to establish partnerships as you so well do, to address this whole issue of bullying and its outcome. because neither schools nor communities can do the work in isolation. so know that the office of elementary and secondary education is a willing partner. and speaking of partners, it's not privilege and honor to introduce to you secretary duncan who has been a driving force in the department of education's work to prevent bullying. in fact, it's under the secretary's leadership that we were able to hold the first ever federal summit on bullying two years ago. bringing together representatives from the department of health and human services, defense, agriculture, justice and interior. key partners with us in this work.

it's under his leadership that the department stepped up its efforts to use federal civil rights laws to protect children from bullying in recent years. and it's under his leadership at the department continues to serve as a voice, as an advocate for better and effective ways to in bullying for all children in all schools. so i want you to know that it's been my experience today in the presence of arne duncan come is to be connected to a man who cares deeply about kids, who strives each and every day to remain connected and committed to them in his word and in his heart. so help me to welcome the secretary duncan to speak with you this afternoon. [applause] ♪ >> on good afternoon. hard to see with these lights. thrilled to be here. i'm hoping it's been a productive couple days. i know this is the end of it.

your last day. i will keep my remarks will deliberate and happy to take questions after that. i want to thank deb for hardware. judge o'malley, please stand. let's give her a round of applause. [applause] >> interesting to meet -- so many ways in education, and have someone that you show up for half hour or an hour, but spend two full days. on this important topic. tells something about your personal commitment. helping lead the country where we need to go. i'm thrilled to be back at the summit for the third year. two years ago i had the honor of speaking at the first ever federal summit on bullying. i challenge everyone in the room to answer the question, what can we do to sustain a collective obligation to reduce and to in bullying? last year of an honor to recognize parents who had begun work to raise awareness and to protect students from bullying in their home communities. this year i want to do two

things. i want to send both a message that is positive but also one that is sobering. we can and we should actually celebrate success over the past couple of years, but we all know we have a long, long way to go until all of our schools have the procedures, policies, the programs, the culture and the laws in place to fully combat bullying. all of us here are passionate about this subject and we cannot stop working. we won't stop working to prevent bullying until we can assure that every single child no matter the race, religion or sexual orientation, no matter what they look like, no matter where they come from, is able to feel safe and secure in school and fulfill their true academic and social potential. highlights of this summit give me reason for optimism. all of us have a reason to celebrate. lee hirsch is simply raises the public's awareness to new heights. we have some very, very difficult conversations i think across the country, conversations that had to be had

in that movie bully spurred so much of that. we've also seen lady gaga born this way foundation and the cartoon network's "stop bullying: speak up" campaign. they're part of a growing momentum, growing movement that will will try to in bullying here. i want to thank them for being so proactive and the creativity and helping to reach people where they are. here in washington, our administration is driving to do our part with new beta contest for youth, challenge them to be more than a bystander. asking them to help find ways to create space, kind and respectful cultures where all kids can be free, see who they are. websites of the few cons to is stop bullying -- stop bullying dot challenge.gov and the contest will be open for about another month or so. two months until october 14. we have taken an important new steps, use law to protect children from bullying and i want to thank the office of

civil rights for the way they handled the anoka-hennepin case. that unprecedented settlement of harassment has been motivating people to talk about this issue and much more important like to do about it. the summit also focused on better more effective ways we can relate to youth who are feeling unfortunately they have no way out. bullying has contributed to the heartbreaking decision of young people who have taken their own lives. who are learning there's a lot more going on with young children who die from suicide. we need to look even further, recognize there are many factors that contributed suicide risks, including but not limited to bullying. we have to do so much more hard work to prevent these terrible, terrible tragedies from ever happening. we've also learned about the tremendous success of the bus driver modules started by our department safe and supportive schools technical assistance center. we know the bus can be one of the most difficult places to address and combat bullying.

people are using this tool to make sure bus drivers know what to do and how to set a positive vibe on the bus appeared several state department of education have committed to using the programs and several school bus companies are training every single member of their driving teams so they can be prepared to deal with any issue involving bullying on their watch. i'm so pleased to see how far this has gone and i'm thrilled the center is releasing their classroom teacher module today. teachers i firmly believe are absolutely committed to doing something about bullying which far too often they don't have the tools to know what to do. teachers don't always have the support they need either. in fact, everyone wants to see bullying be addressed that many people think it is somehow someone else's problem, that it's not -- we know it's not the teachers low, not the parents alone, not the students alone, or any one organization that will make the difference. it takes all of us working together to dramatically reduce this epidemic. we know that more and more

states are taking action against bullying by passing and strengthening antibullying laws including going after and holding those who do boldly accountable. but bullying affects not only the child or the children it targets, as all of you know here the entire community that surrounds them as well, their parents, classmates and those children engaged in the bullying activity as well. we know that while we have to support those who are bullied, we also have responsibility to those who do the bullying because everyone is entitled to an education and we have to be careful to avoid busy with tolerance policy, that will do nothing more than push a young person out of school. instead we want to make sure that all students gain the skills they need to change their behavior, to restore their school climates and to be successful academically. we also need to understand what works, what really works to prevent bullying. new products claim to be the

magic solution, to bullying continuing to emerge but not surprisingly few of them have been tested or evaluated. and those that have only go so far but simply put and everyone here knows that, there aren't any quick fixes to stopping bullying. we need to continue to evaluate our efforts, to delve deeper into the risk and protective factors around bullying. we need to recognize interconnections between bullying and other issues like gender based violence and substance abuse and develop strategies to address all of them. creating an overall positive school climate. that's why we think research is so important. research must inform our efforts. clear information will help us understand our progress, understand where we're falling short and keep us focus on what we need to do to be most effective moving forward. that's why i want to recognize the wonderful work that is being done. i want to thank some of the researchers who are here. dorothy, michele ybarra, and

robert. they are study will help advance our collective knowledge of what causes bullying at how we can collectively stop it. armed with this information we can and we must take the right action. our department and our federal partners have released guidance letters about our civil rights laws, convened an expert panel to help develop a uniform definition of bullying that we can't do without, analyze the content of state antibullying laws, and launch stopbullying.gov, a new anti-bullying website that has already received over three quarters of a million hits since it was relaunched last april. we know there's so much more to do. we have to understand the extent of the problem. we can collect federal data and statewide data, but individual schools and communities need to understand their own unique circumstances in order to fully address this issue in a meaningful way. our young people are going to experience it took only about a third, only about a third of

bullying incidents are ever reported to adults. so we need to ask the students themselves to step up and to get that data into share the responsibility and to take action themselves. our fantastic olympian wrestler is working to ensure that all young athletes are safe, on and off the field. but why shouldn't they be? our school cultures are going to have to change so that no one tolerates behavior that puts any child at risk. if kids see something bad or experience something wrong, they have to feel comfortable to say something and to do something. we hope that our new campaign we created through our partnerships with the ad council will help parents engage their children and teach them safe ways to become more than a bystander. my wife and i, too, young chart at home, a dog will be in the fifth grade and his son will be in the third grade at eight wonderful local public a major school. we try to talk to them about a number of things that dinner, how to not be bullied, but also

how to not be just a bystander, how to step up. i don't know if we ever solve these things but any help we can get, we are open to but i think it's important we engage with our children to have them understand that they can be a part of the solution regardless of what age they might be. our supportive schools program and proposal are designed to improve school safety, promote student physical and mental health and support activities to prevent harassment and bullying. but they also focus on parents, school staff and students themselves about their individual school climates. we need to understand and utilize that data. and drive decision-making to identify individuals who may need more services than universal prevention strategy. frameworks like pbi is which heard about, help schools understand about universal programs may work and may work well for upwards of 80% of

students. the other 20% as we all know often need additional more targeted services. but without such frameworks, schools that government programs blindly, hoping for those quick fixes. selecting whichever program services are touted as the best without ever considering the fate and the feasibility for their own unique situation. let me be real clear. i'm convinced we are seeing change. we are moving forward. our message is getting out. but, unfortunately, our policies are not keeping up with public awareness. it's great news that 49 states have anti-bullying legislation, but too many of those laws lacked consistency and enforcement mechanism. no two of the laws have the same components. or offer the same protection to young people. that type of inconsistency can lead to backsliding. we need to make sure the real commitment states are showing to prevent bullying has that long-term consistency. teachers can't do much to prevent meanness your where they

are not empowered to outcome or the policies and guidance are not thorough and clear and consistent. and that's why several months ago president obama announced his endorsement of two pending anti-bullying bills in congress, the student nondiscrimination act, an essay for school improvement act of the congressional anti-bullying caucus which of heard about from my good friend thomas and mike honda is an important piece of the puzzle. put aside the politics and ideology. it has to be direct anti-bullying efforts. as president obama has said repeatedly, bullying is not a harmless rite of passage. or an integral part of growing up. bullying can and has destructive consequences and is not something we have to accept. parents and students, teachers and communities, we can take steps that will prevent bullying

and create a climate in our schools with all of our children can and do feel safe. i'm so happy with the progress so far. parents and students, schools and committees, nonprofits and the private sector are joining together to support individuality, focus on youth empowerment, and address and prevent bullying. that's what it's going to take to assure schools are safe environments for learning. if we failed one child, we failed ourselves. we failed our country. our children and our nation deserve better. i want to thank all of you for your extraordinary commitment, your vision, and your sense of urgency to helping young people develop a safe and healthy and respectful environ. they deserve all that. thank you so much. i'll be happy to any questions you have. thank you. [applause] >> i think we have -- is there a mic your? any questions for me?

>> good afternoon. thank you. i'm a professor of educational psychology at san jose state university. i want to first of all thank you for your comments about not relying on zero-tolerance policies and exclusionary message, consequence. as you may know, these are by and large the most commonly used and most staunchly defended approach by a lot of administrators. my question is what is sure administration doing to communicate clearly to school leaders that zero-tolerance is not the answer and that there are other methods, and approaches? >> i think one thing were trying to do is what is the appropriate federal and all these things. but what is a very clear to me is this in other areas, there's a very, very appropriate federal role, disseminate best practices. share what is working and why. obviously, i've been to chicago public schools for seven and

half years, dealt with many children, very challenge situations. when we expelled into the streets, we give up on them, they become part of the problem, not part of a solution. that's the easy thing to do, not the right thing. whether it is pbis, young people to be part of the solution to these are victims that are perpetuating that behavior that has been inflicted upon them. so sharing best practices, putting out guidance, building community of practice, i think there's a growing recognition, a better way, harder, more complex that i think david is not just for those young people but for the culture and climate are pretty huge. and any other ideas you have we're open to the we want to promote things that really deal with young people and a whole different way to keep them engaged. >> my question is, is there an act of communicate into school leaders to direct communicate in that that approach which is so common is actually not effective? there's a lot of research to

support that it is not effective and in many cases -- >> yes. >> so the stop bullying website. >> i think it gets to the next step. >> many positive things, and the conversations these past couple of days, and i want to offer something else but it happened in pennsylvania and it's just an example of what can happen with leadership from the department of education. under the doctor when he was secretary of education, the state of pennsylvania, with his leadership and the foundation that support our effort, program experts and public health individuals. we were able to implement a large population-based bullying prevention initiative that reached over 200,000 children, 400 schools and 17,000 teachers and 340,000 parents.

so it was significantcompetitors with demonstrated what a state can do when all the players are in place to begin whether it is here, these past couple days to thank the department of education or the leadership of the doctor, we thank you for that from pennsylvania. thank you. >> thank you. >> i'm with boys and girls club of america, and on and all the other out of school providers who are here strive to provide a safe positive place for all the young people we serve. and i think one of the things we've heard through this conference is how important it is not just the things happening school but they happen in community. so what do you and your team cs ways that out of school time service providers can cooperate with schools to help prevent violence, prevent bullying, to prevent harassment, all of those issues that our youth faced? >> won a my favorite topics. adults you should like to. i think our kids need a lot more time whether longer days, longer weeks, longer does.

i think having schools partner with boys and girls club, i'm huge fan of the work and thank you for your commitment. the ymca, local nonprofits, whatever they might be, adults have to be on the same page. so they can't fall through the cracks. having to direct of the local boys and girls club, being in constant committees without local principal and teachers, understanding what students are doing well, certain students need help, the basic thing a try to push very hard is everyone a struggle for resources now. these are tough economic times but i would love to see more school buildings open 9:00 in morning until nine at night, maybe -- then bring in the why and the boys and girls club to run the school. continuity of staff, of resources. i would say with 100 thousands around the country. every neighborhood, rich, poor, black, white, latino. all of our schools have classroom. that library's, computer labs. some have pools. those are amazing physical

resource. they don't belong to the principal or me or the union. they belong to the committee. have everyone unite behind young people there and their families i think is a huge step in the right direction. i think there's far too many signed those, or between schools and nonprofits, adults have to move outside and committee. it's just like a failure. when parents don't committee, when adults don't committee, whether it is during the school they are out of school time, there's different standards of behavior, different sort of acceptance, different types of behavior, that's confusing to young people. we have to go outside our comfort zone, how those communications and be as consistent as possible. >> good afternoon. i'm with the national association of secondary school principals. thank you for being here. question for you is when title iv funding went away, there is widespread belief system among

my colleagues of practitioners in the field that this could easily fall into yet another unfunded mandate. rightly or wrongly, that's oftentimes the perception they see funding streams disappeared. what do you see the federal government doing to ameliorate that perception among practitioners? >> these are tough economic times and i wish we printed money. we have to get our budget approved by congress but we're going to continue to invest in what is through david's office, whether it is through title i money, whether it is to title ii, there are resources out there never enough money. i know schools are underfunded. we do everything we can to increase that but we're in this for the long haul and we will continue to invest. we have as i didn't aqaba in his speech a competition for district, a race to the top competition does come as soon. it's all a personalized learning from individualized instruction. and again, please hold us

accountable. we need to invest. i promise you we are in for the long haul. >> thank you. thank you for your words. i appreciate it. as a former and i'm sure you're aware right now we are talking about bullying and prevention and one of the things that has come up is consistently young young people are taking their lives as a way of escaping. what can the department of education do in terms of increasing those numbers by providing more activity or more spaces for these activities to occur to increase, you know, an active mind, inactive body kind of mentality? >> thank you so much for your service and lots of other things with your time and energy. a couple things, maybe take two different attacks on the. first of all, again this is tough economic times and i'm huge believer in the importance

of afterschool activities, dance, drama, art, music, chess, robotics, newspaper, academic decathlon, whatever it might be. and when budgets get tough, we need to continue to invest. i most try to talk about a well-rounded world-class education. and so every child deserves that, not just at the high school level, middle and upper levels but i would argue that i think someone the young people who take their lives, that a piece of the equation but i don't think we listen enough. i think so many times there are signals, children crying out for help, and for me who is that teach, who is thy counsel, who is that social worker who understands that child, who is the real risk there. on the flipside who is the aggressor, who becomes the border. what are we doing on an individual basis? this is about relationships and knowing her children, knowing what is going on in the minds. the afterschool program is a piece of that but i think they

were never replaced him nothing more important that having adults that are acutely attuned to the good and the beckham the ups and downs young people are going through. we have school cultures with that dynamic is there. you don't see either the bullying or you don't see the hobbit is tragedies on the other side. when there's a disconnect there, children are apt to buy themselves that's when i see the tragedy of one side and the bullying behavior on the other. >> hello. hello secretary duncan. ..

can be a real attribute to making it all work within the system. it's an amazing part of so many different things. whether it was on h1n1 which was not a lot of fun to work on. there was a huge amount of collaboration. we have moved outside and started to collaborate. we put out joint guidance which is something we're happy to did. working with counselors and school nurses. the ratios are too high. you are literally helping to save lives every day. please let your colleagues know how much it means to me personally. thank you very having me. let's go out there and continue to make a difference. thankthank you very much. [applause]

♪ ♪ >> thank you all. i think part of what is currently planned, deb, we're going do a wrapup from the groups that didn't get to do their wrapup yesterday. >> yes, if there are any final comments from the breakout groups that you would like to share with the group? anyone moving toward the microphone? i see one! >> i am here representing group one. we had a few observations that we wanted to report out today from our discussion yesterday. and also from the discussion today. number one, we are hearing and all talking about how we really

need to take that extra step to articulate the assumptions we about the target population. and we also need to allow for incorpse ration of the population world view. we did a lot of talking about cultural competency and making sure that our messages are tailor to the audience that we're working with. number two, we also talked about how our efforts will be most effective if we develop tools for many different levels of community readiness. we're wary about going into communities that may not necessarily be ready for a full-fledged program. we need to make sure we're gauging the readiness for the interventions we want to see happen. then we also talked about the question that we fad about linking bullying with other issues. we thought it was an interesting question. we talked about addressing multiple stress or sos on youth at once. so looking at bullies, looking

at sexual trauma and abuse, looking at suicide prevention, all these things as stressors that you face not necessarily one at the time. so we can actually start looking at building resilience and equipping young people with tools that can help them better hajtd all of these situations not necessarily one at the time. we also kind of incooperated how we need to have collaborative approaches so there's less competition for scarce dollars to put the intervention in place. a couple of actions. i thought it was interesting one of my colleagues talked about not hinging an entire program or an initiative on one individual or setting. so we can really see some sustainability making sure that we're not losing things with turnover and when staff leave and things like that. we also talked about a lot about having initiatives that are community and youth-driven to

keep pressure on leadership to make sure the things continue. to celebrate the small successes we have and commitment to evaluation improvement across the board. >> thanks so much. >> are there any other groups to report out? >> you're watching c-span2 with politicking affairs. on weeknights watch key public policy event and every weekend the latest nonfinks authors and book on booktv. you can see past programs and get the schedule open the website. you join in the conversation on social media sites. all week on c-span2 a look at back at the speeches from the national press club. today irs commissioner douglas shewelman. tonight at 6:00 p.m. eastern. on 7:00 p.m. eastern on c-span2. she talks about the 24 news

cycle and the experience shooting videos for the inte net. we'll take you inside the president issue campaign process. first with fred daifers an adviser for the mccain 2008 campaign as he talks about the experienceson and compares them with this year's campaign. >> i'med a violates plit who is romney who is not going win because of excitement. sarah palin brought exoiment to john mccampaign. christy would bring excitement to mitt romney. i dowght it happens. after that daniel discusses his time with the borings -- obama administration. they generated door to door all that now housed in the

democratic party voter data base and becomes the foundation which the campaign can go bard and coordinate the deal and the online outreach program. >> all starting tonight at 8 p.m. eastern on c-span2. the editor on the hotline reed wilson was the on washington journal talking about the 2012 senate races. >> reid wilson is editor in chief of hot line. good morning. >> good morning.ch >> senate races are heating up and we headwe into the months of campaign 2012. biggest one that you're watching, reed wilson? >> today is the ig ones you are ? guest: today is the chance for voters in missouri to vote for someone to square off with clear mccaskill. she is the most vulnerable democrats seeking reelection

this year. any of the three major challenges running against her right now would give her a very tough race in the fall. some would say she is the underdog against all three. a recent survey put her behind all three candidates by between five and 11 points. host: we see "the washington times." take us through the competitors in the republican primary. what will this mean for senator mccaskill? john berner -- brunner has been perceived as the front-runner for quite awhile. that gave him an early name recognition lead, which translated into a lead in most surveys of the republican primary. todd akin, who has been the most

underfunded, is running far to the bright, seems to be capturing the attention of the conservative world right now. we are getting a hint that he could be surging late and may even take advantage into the primary. the third candidate is former treasurer sarah steelman, who is running from an area where a lot of the republican base is. i think there are some in washington who would like to see her when the nomination because ishe is such a contrast from mccaskill. mccaskill released three sets of advertisements going after each candidate pier one offered a series of attacks against brunner the businessman, another offered a reasonably harsh attack against steelman, and the one against akin seemed somewhat

positive. it looks like she is planning an interesting game, trying to pick her own rival. it is a smart thing to do. it looks like that akin advertisement ran most heavily in missouri. even though he has not have the money to offer his own advertising, mccaskill has done it a little bit for him, which is a clever political move. host: "the washington times" saying what you are saying. an easy challenge in her campaign the opinion because he is for the to the right? guest: he is the least well funded, the least well known, has a voting record that mccaskill can run against. this is a candidate and others

have pursued in the past. think back to gov. gray davis. you to the unpopular running for reelection in california. he ran a bunch of advertising in the republican primary last thing reared in as not conservative enough. the other candidate winning the project -- it ended up winning the primary and davis ended up pulling off one of the bigger upsets of the decade in 2002. harry reid in 2010, did the same thing. this is a tried and true tactic. it can backfire a bit when it looks too overt, but i think mccaskill did it cleverly by couching it as a negative attack. host: august is usually a sleepy month in politics. you mention the primary in missouri. why is this year so intensive?

guest: because of the help of america vote act. these election reforms have forced the election officials to provide balance to military voters farther out before the election to make sure they all have the chance to vote. that means the primary campaigns have to be completed and parties have to know who their candidates will be by the time to time rolls around, which means any state and wanted to hold their primary in september would be in violation of that law, so they have to hold an earlier. now for the first time we are starting to see these big senate primaries in the month of august, a time when people are usually to no politics. it will be interesting to watch just to turns out in these races. it will provide future modeling ability for any consultant looking to run a race in those states in a future august primary. host: if you want to talk to

reid wilson about the 2012 campaign, here are the numbers. let us turn our attention to wisconsin. august 14. what are you watching? guest: 1 week from now, of the race to a.d.'s and 90's. but he has not faced a voter since 1998. he thought about running for governor in 2006, senate in

2010. he ended of delaying his decision and then ended up not running. a lot of the conservatives in the state have questions about his record in terms of spending. this is before the tea party movement sort of took over the republican party. now what we are seeing is tommy thompson has a pretty hard feeling. he probably has about 40% of the vote. that means the two other candidates have the opportunity to break in and score something higher than thompson. at the moment, what we see is a two-person race probably between hovde and thompson, although its third candidate is showing some life.

it is not clear that newman is surging to the extent that others did, but there is a real chance we could have a three-way race. then again, if the anti-tommy thompson both ends of splintered to much, we could see him as the nominee. i think he is the strongest candidate that would appeal to democrats, although some would criticize his time in the bush administration, if it comes down to the election. we will see a clash of two very different candidates in the election, no matter who wins on the republican side. the democrat waiting for them is tammy baldwin, from madison, wisconsin's version of san francisco. she is somebody who has moved to the center with some of her the advertisements, but i think she will face an equally tough time

statewide. this is a race where we will have one candidate who is too liberal for the state and one who is too conservative, and the voters will have to pick a lesser of two evils. host: an article yesterday looked at the race. host: track this moment that you and others are observing of candidates trying to position themselves as the one who is really outside the beltway, outside the foundations of government and industry. there has been a lot of back-and-forth about candidates passed.

neumann ran in the gubernatorial race against scott walker. the interesting thing about outsider versus insider, this is the biggest problem the republican elected officials are facing right now. it is not their record that voters do not like, it is not their personal appeal. it is the fact that they are incumbent officeholders. therefore, they are members of the establishment. we saw that in texas when the lieutenant governor lost. he had support from everybody in the establishment, including the third and fourth finishers in the initial round of the primary. all logic dictated that he should be able to win the primary, but cruz, an outside candidate, was able to overcome the establishment and win by a 14-point margin. right now, it is much better to

be the outsider, even if the insider has more money, more endorsements. none of that matters to the average primary voter. they want to see the candidate who will shake things up. host: independent caller from baltimore, maryland. caller: i wanted to make a couple of comments and ask a question. the thing that i find about the republicans and democrats is the voters do not ask any questions. if you are going to cut spending -- republican need to be specific. that is where we make our mistakes and that is why we are disappointed in congress. i am an independent, but when the republicans voted these people in, they voted them in for specific reasons, but they did not ask questions about what specifically would you do, what are you going to cut?

nobody is specific. that is the problem. that is why we keep on voting in people who do not do the job because we do not ask questions. we are going to cut spending, we're going to do this, cut what? they never say. guest: i think there are some examples of times where candidates have offered something to cut. paul ryan's budget is a good example. he offers a pretty comprehensive road map. with the support that or not, it is specific. that being said, there is this missing policy debate, especially in the presidential contest right now, where we see these statements about what neither side would do if elected. that is something that we will see coming up at the conventions. august is a time when not a lot of people are paying attention. still 90 days to go until election day.

at both convention we will see both governor romney and president obama talking about what would be covered in their terms, if elected. host: wayne is a republican caller. good morning. caller: thank you for taking my call. first of all, i think, should get behind hovde. he has been a great governor, nothing against the guy. neumann has always come across as only a professional candidate. hovde, if you watch him in the interviews and all that, he can go to washington and have two terms and get out of there before washington owns them. you are going to start believing you are god.

there is no way around that. tammy baldwin, she should not see a vote. in terms of the health care law and how it would it affect my family -- i got one form letter back from her early on. probably late 2009, early 2010, one form letter. that was it. otherwise, the three other times i contacted her, absolutely nothing. hovde is the guy, i think you wisconsin would do well to send him out to washington. guest: these are interesting comment about how you think tommy thompson should back up hovde. conservative activists see tommy thompson as a gold watch as he retires. they are sort of contempt -- content to see that. a lot of voters remember his

tenure positively, however, that does not mean that they want to go back to that particular time. hovde is interesting. two years ago, wisconsin voted out fine gold in favor for johnson. if hovde ends up winning the primary, johnson will be the model for how to approach this year's election. then again, wisconsin and general electric will be much different this year than was in 2010. a lot more people turn out in milwaukee, democratic voters and the get-out-the-vote effort really ramp up. it will be a close race. i do not think democrats or republicans think it will be more than a two-point contest. host: our guest, reid wilson, writes this --

guest: in this time in which voters in both parties are trying to find every single voter they can possibly find, wisconsin served as a model for both sides. they have had so long to organize, they have had so much money, they know pretty much where all their votes coming from. they just need to make sure those voters get to the polls on election day. host: another democratic caller. mary. caller: the republicans are really confusing me. on the one hand, there are no jobs and the economy is really bad, and the republicans can fix it, but on the other hand, they want to cut off any kind of assistance for people because they are too lazy to work. it seems to me, republicans want

to run with the fox and run with the hounds. they are confusing me. guest: an interesting point she wants to bring up. there are a number of republican governors who are right now at odds with mitt romney's presidential campaign because they will have to run for the re-election themselves, so they have to talk about the positive things happening in their states. governor rick scott in florida has been championing his state, making a comeback economically, and implement wise, and in the housing market, and the romney campaign is not terribly thrilled with that. they want to convince voters that president obama is at fault for the lousy economy in florida. it will be an interesting tension. you see the same thing in virginia were bob mcdonnell is a brown the surrogate. wisconsin, scott walker has been the focus of the state's politics for the last two years, because of this gubernatorial recall. >> other key gop primaries.

another call from wisconsin on the line right now from milwaukee. martin, republican. caller: good morning and walt -- thank you for c-span. as a republican, of course, i want to see more republicans in the united states senate. currently, we are at an impasse. i will vote for tommy thompson in the primary because i think he has the best chance to be tammy baldwin, who has an ultra liberal voting record. as a republican, we do not need any more ultras in the senate. guest: tommy thompson, a guy that has a good reputation with republican voters, and democrat and independent voters remember voted for. however, the electorate has changed dramatically in the last decade or so.

i think we have seen that, going all the way back to 2006, in a number of different states, established inverses revolution, in which the outsider got the upper hand. 2006, alaska, some on non mayor of a small town named sarah palin beat out the incumbent governor and other state senator by a pretty significant margin. that was the first outsider election. now this wisconsin race has the potential to be the latest. host: you brought up sarah palin. what role is she playing in this race? she ended up endorsing republican candidate. guest: she is backing sarah steelman in the primary. we are hearing sttelman they

finished third, which would pick.palin's first bad earlier this year in the nebraska senate primary, sarah palin and joyce a state senator named deb fischer who ended up winning. both of her candidates were farther to the right. fisher is the incoming chair of the state senate transportation committee, which is not a committee known for being shy on spending for infrastructure. palin picture spots smartly. however, today, when the polls close in missouri, steelman maybe the one blemish in her otherwise spotless record. host: joe is our next caller. good morning.

caller: i just wanted to tell mr. wilson, the democrats are going to win all of their senate seats this year. i will tell you why. i am looking at va. va., to me, the only thing that the democrat has to do is just put a mcconnell commercial out. mr. kaine does not have to do anything. all they have to do is bring back the makaka commercial. and in terms of the list that mr. romney could pick 4 vp, i think he will pick rick santorum. i do not see him on the list at all, but what i will tell you today -- i have my reasowh