Training

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Supplemental Bullying Prevention Lesson Plans
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Introduction

• Participants will
• gain an awareness of personal attitudes about
  children who bully and bully/victim (target)
  violence
• be able to define bully/victim (target) violence
  and learn to recognize bullying tendencies
• explore intervention methods for bullying
  behaviors

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Introduction, cont.

• learn strategies to empower students to avoid
  becoming victims (targets) of bullying behavior
• learn strategies to help empower the victims
  (targets) of bullying behavior to remove
  themselves as targets
• develop strategies to redirect and change the
  bullying behavior

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Overview

• Children who bully others can turn into
  antisocial adults and are far more likely than
  others to commit crimes, batter their spouses,
  abuse their children __ and produce another
  generation of children that bully.

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What?
When?
Who?
Bullying
Where?
Why?
How?
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What is bullying?

• Bullying is any ongoing physical orverbal
  mistreatment where there is
• an imbalance of power and
• the victim (target) is exposed repeatedly to
  negative actions on the part of one or more other
  students. (Olweus 1986, 1991 and 1993)

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Direct bullying

• Direct bullying is bullying that results in
  relatively open attacks on a victim (target).

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Direct bullying

• z Physical Ø Hitting, kicking,
  shoving, spitting

• z Verbal Ø Taunting, teasing, racial
  slurs, verbal sexual harassment

z Non-verbal Ø Threatening, obscene
gestures
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Indirect bullying

• Indirect bullying takes the form of social
  isolation and intentional exclusion from a group.
  This form of bullying is used more often by
  girls.

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Indirect bullying
z Physical Ø Getting another person to
assault someone

• z Verbal Ø Spreading rumors

z Non-verbal Ø Deliberate exclusion
from a group or activity
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One student out of seven

• According to the National Association of School
  Psychologists, about one in seven school children
  about five million kids have either been a
  bully or a victim (target).

• 14 are bullies or victims (targets) now and then
• 9 are regularly victimized
• 7 bully others regularly
• 1.6 are both bullies and victims (targets)
• 65-70 are not affected

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Bullying on the way to and from school

• The school is without a doubt the place where
  most bullying occurs
• Elementary students were two times more likely to
  be bullied at school than on the way to and from
  school.
• Middle school students were three times more
  likely to be bullied at school than on the way to
  and from school.

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Bullying during recess and lunch time

• The greater the number of teachers supervising
  during break periods, the lower the level of
  bully/victim (target) problems in the school.

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Profile of a typical victim (target)

• May be physically weaker than their peers
  (applies particularly to boys)
• May have body anxiety afraid of getting hurt.

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The passive victim (target)

• The passive victim (target) seems to signal to
  others that they are insecure and worthless
  individuals who will not retaliate if they are
  attacked or insulted.

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A passive victim can be one of the most dangerous
children you have to deal with!
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The provocative victim (target)

• Provocative victims (targets) may be physically
  weaker than their peers (if they are boys) and
  have body anxiety.
• May be hot-tempered and attempt to fight back
  when attacked or insulted.
• May be hyperactive, restless, and possibly
  offensive because of irritating habits.
• May be actively disliked by adults including the
  teacher.
• May themselves try to bully weaker students.

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Profile of children who bully

• Children who bully tend to be very aggressive
  toward their peers
• They are often aggressive toward adults,
  including teachers and parents
• They are characterized by impulsivity and a
  strong need to dominate others
• They usually have little anxiety and relatively
  good self esteem.

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Profile of children who bully, cont.

• Children who bully are of average popularity and
  often surrounded by two to three friends who
  support them
• Popularity of bullying children decreases in
  upper grades
• Children who bully have a strong need for power
  or dominance they seem to enjoy being in
  control and need to subdue others

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Children who bully and anger management

• Children who bully usually are not anger driven.
  They bully because
• they derive pleasure and a sense of power from
  what they are doing and
• bully/victim situations are not amenable to nor
  can they be resolved through peer mediation.

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Controlling bullying behavior through
environmental control

• Eliminate the attitudes of entitlement and
  tolerance from responsible adults.
• This is only accomplished when all the adults in
  a school collectively agree to prevent or
  intervene with any student who is threatening to
  use or is using violence.

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Controlling bullying behavior through
environmental control

• Eliminate the attitudes of entitlement and
  tolerance from responsible adults.
• This is only accomplished when all the adults in
  a school collectively agree to prevent or
  intervene with any student who is threatening to
  use or is using violence.

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Controlling bullying behavior through
environmental control

• Eliminate the attitudes of entitlement and
  tolerance from responsible adults.
• This is only accomplished when all the adults in
  a school collectively agree to prevent or
  intervene with any student who is threatening to
  use or is using violence.

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Meetings with Victims of bullying

• Try to put the child at ease
• Collect information about the incident
• Encourage the child to express his or her
  emotions
• Provide support and encouragement

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Meetings with Victims of bullying (cont.)

• Discuss a safety plan
• Inform the child of your intended actions with
  the children who bully in coordination with the
  teacher or counselor
• Have the child agree to report future
  bullyingestablish a Code Word
• Gauge the childs distress and refer to a teacher
  or counselor
• Plan a follow-up meeting, if appropriate

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Meetings with children who Bully

• Ask another adult to be present
• Talk with the children who bully separately, in
  rapid sequence
• Begin with the followers if more than one child
  is bullying
• Plan a follow-up meeting, if needed

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Points to communicate to children who Bully

• Make the message absolutely clear
• We dont accept bullying behavior in our school
  or class.
• No further bullying will be allowed
• Your behavior will be closely monitored by school
  personnel
• Provide the bullying student a quiet place to
  cool down
• Contact school personnel

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When there are suspicions of bullying...

• Intensify your observations of the possible
  victim
• Confer with colleagues
• Collect information from students

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Strategies for empowering the victim (target),
cont.

• Encourage peer group development
• Understand that I statements have limited
• value with bullying situations.
• I feel (an emotion)
• When (say what behavior bothers you)
• Because (say why the behavior upsets you)
• I would like (say what solution you would like to
  try)

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Children who are best at diffusing a bullying
situation are...

• children who feel valued and have some confidence
  that they can defend themselves

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Help for the victim (target) of bullying behavior

• Stress the six steps to disengage from a child
  who bullies...
• Ignore them (when possible)
• Tell them you dont like it
• Move away from them toward witnesses
• Ask them to stop (locate more witnesses)
• Tell them firmly to stop (locate more witnesses)
• Tell an adult

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Poor solutions for addressing bullying

• Encouraging victims to handle it on their own
• Telling victims to fight back
• Establishing zero tolerance policies for bullying
• Focusing on building the self-esteem of children
  who bully

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Self evaluation

• Take a hard look at yourself
• Do you bully in the classroom?
• Do you frequently criticize your students?
• Is your tone of voice unnecessarily harsh?
• Do you teach and model the art of negotiation?

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The Teachable Moment

• Is it safe to intervene?
• Stop the bullying
• Support the victim
• Name the behavior as bullying
• Refer to the school rules
• Impose immediate consequences (if appropriate)
• Empower the bystander

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Follow-Up...

• Follow school bullying procedures
• Report the incident to colleaguesteacher,
  counselor, etc.
• Begin by talking with the victim, then with the
  children who bully
• Follow-up with the parties later, if appropriate

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Summary

• Bullying can best be tackled with a school-wide
  program.
• To recognize there is a problem is the first step
  __ to do something about it requires commitment.
• Easy to say __ hard to do.

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Supplemental Lesson One
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Lesson One

• Read and respond to the following questions
• What are the objectives of this lesson and how
  does each activity develop these concepts?
• What do you want students to know and be able to
  do at the end of the lesson?
• List specific examples of how you will use
  facilitation skills in this lesson.

R
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Bullying

• Think, Pair, Share Activity
• Group Wrap-Up Facilitation
• Key Concepts and Activities

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Why are kids asked to work with a partner on this
activity?
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Why do we have the students Find all the words
in the Word Search BEFORE we process this
activity? Why are these words important?
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Why do students need to be able to recognize the
two basic types of bullying?
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What is the purpose of this story challenge?
What key concept do you want to make sure
students know?
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Why do we ask the students to list Safe Ways to
report bullying in the planner activity?
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Why was this optional activity placed in the
lesson if it is to be used by the classroom
teacher?
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Supplemental Lesson Two
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Lesson Two

• Read Lesson Two
• Think, Pair, Share
• Group Process

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Why do we first have students rate themselves and
then work in groups? What challenges might you
encounter in this activity?
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Why do we use the D.A.R.E. Decision Making Model
to look at both bullying and conflict situations?
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What do you want students to gain by completing
the reflection activity, following these two
lessons? Why are these important?
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Kansas Bullying Prevention Awareness
Program www.kbpp.org/ Randy Wiler Phone
[phone], ext. 208 Fax (913)
642-1529 email randyw_at_kbpp.org
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(Optional)Setting up a Bullying Prevention
Committee at Your Local School

• The following slides are to be used as possible
  discussions points with local school
  administrators

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Interventions at the school level
Administrative Support

• Form a Bullying Prevention Coordinating Committee
• Create a strategic plan

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Interventions at the school level (cont.)

• Administer bully/victim questionnaire
• Train all staff
• Develop school rules against bullying
• Use appropriate positive and negative
  consequences
• Re-examine and fortify supervision of hot
  spots
• Hold weekly class-room meetings
• Involve parents

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Interventions at the school level (cont.)

• Re-examine and fortify supervision of hot spots

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Playground Supervision

• How well is the playground arranged?
• Are there hidden places?
• Is there adequate supervision?
• How are the premises used?
• Are there fun activities?
• Is there room for all?

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A coordinated supervisory system

• Information about known bullying/concerns about
  possible bullying
• should be reported to teachers and/or grade-level
  teams
• may be kept in a main log