3 healthy ways to handle lesson harassment or bullying ... · can be a target for bullying. adults...

© Copyright 2006 5–Social/Emotional Lesson 3 Page49

HealthyWaystoHandleHarassmentorBullying

StudentLearningObjectives: NationalHealthStandards:

1. Describehowharassingorbullyingbehaviorsareharmfultothepersonbullyingothers,thetarget(s)ofthebullying,andthebystanders.

• CoreConcepts

2. Demonstratetheabilitytogethelpfromatrustedadultandprotectselfandothersfrombeingharassed.

• AccessingInformationand SelfManagement

LessonSynopsis

ReviewwaystocalmdownandtheACTstepsformanagingstrongfeelingsininterpersonalsituations. Define harassment and bullying, and discuss their negative effects. Suggest ways toprotectselfandothersfrombullying.Emphasizetellinganadultifasituationisdangerous,destructive,ordisturbing.Completeanddiscussaworksheetaboutusingcouragetoprotectselfandothersfrombullying.Distributeformsstudentscanusetosuggestsituationsforroleplayinginthenextlesson.Reviewwaystostopbullying.

ActivityTimeinMinutes

MaterialsNeeded

Introduction 2 HealthEducationMaterials• Poster:“SoManyFeelings,”EducationalMaterialsCenter(Suggestion)• Poster:“WhenSomethingIsBotheringYou,ACT!”EducationalMaterialsCenter

(Suggestion)

SuppliedbytheTeacher• ListofwaystocalmdowncreatedonchartpaperduringLesson1• Writingpaper(ExtensionActivity)

Teacher Input 20 HealthEducationMaterials• Poster:“ProtectYourselfandOthersFromBullying,”EducationalMaterials

Center• Poster:“TheThreeD’sforTelling,”EducationalMaterialsCenter

TeacherManualResources• TeacherReference:“HowtoInterveneinaBullyingSituation”• TeacherReference:“ResourcesforBullyPrevention”

SuppliedbytheTeacher• Closedboxwithaholeinthetop,likeaballotbox(ExtensionActivity)• Writingpaper(ExtensionActivity)• Pencilsorpens(ExtensionActivity)• Artsupplies(ExtensionActivity)• ComputerwithInternetconnection(ExtensionActivity)

3LESSON

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Lesson 3 5–Social/Emotional © Copyright 2006

Application or Skill Practice

21 TeacherManualResources• StudentWorksheet:“UsingCourageandKindnesstoStopBullying”• TeacherKey:“UsingCourageandKindnesstoStopBullying”• TeacherMaster:“ASituationforRolePlaying”• TeacherReference—Assessment:“AssessmentChecklistforSkill

Development:ProtectingSelfandOthersFromBullying”• StudentSelf-AssessmentChecklist:“ProtectingSelfandOthersFromBullying”

SuppliedbytheTeacher• Pensorpencils• Manilaenvelope,9x12orlarger• Posterboardandartsupplies(ExtensionActivity)

Closure 2 • None

TOTAL 45

Preparation

PriortotheLesson:• Decide if you want to assessstudentskilldevelopment.Lessons3and4in

thisunitfocusonbullyingprevention.Achecklist,“AssessmentChecklistforSkillDevelopment:ProtectingSelfandOthersFromBullying,”isprovidedforyoutouseattheendofthislesson.

• Decide if you want students to assesstheirownprogress.Duplicatethechecklist,“ProtectingSelfandOthersFromBullying,”forstudentsifyouplantohavethemuseit.YoumaychoosetousethechecklistsinthislessonorinLesson4ofthisunit.

ForIntroduction:• Display the listofsuggestedwaystocalmdowncreatedduringLesson1.• Display the posters,“SoManyFeelings”and“WhenSomethingIsBotheringYou,

ACT!”(Suggestion)

ForTeacherInput:• Display the posters,“ProtectYourselfandOthersFromBullying”and“TheThreeD’s

forTelling.”• Readtheteacherreferences,“HowtoInterveneinaBullyingSituation”and

“ResourcesforBullyPrevention.”• Invite the school counselorintotheclasstotalkaboutbullying.(ExtensionActivity)

ForApplicationorSkillPractice:• Decide how you will divide your class into small groups with four or five students in

eachgroup.• Duplicatethestudentworksheet,“UsingCourageandKindnesstoStopBullying,”for

eachstudent.• Readtheteacherkeytotheworksheet.• Duplicatetheteachermaster,“ASituationforRolePlaying,”andcutcopiesinhalfto

createatleasttwoslipsforeachstudent.• Write“ForRolePlaying”onalargeenvelopeanddisplayitintheclassroomwhere

childrencanaccessitbetweennowandthenexthealthlesson.Youmaywanttoplantoteachthenextlessonafterafewdaystoallowstudentstimetocreatetheirsituations.

Time-Saver Tip: Thislessontendstogeneratewonderfuldiscussions,andstudentslovetoshareideas.Dependingonyourclassdiscussion,thislessonmaytakelongerthantheestimatedtime.Ifyouwanttostaywithinthetimesindicatedinthelesson,youwillneedtolimitthediscussionandsharingofstudents’stories.

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LESSONPROCEDURE

Introduction:Reviewwaystocalmdown.ReviewtheACTstepsformanagingstrongfeelingsaboutsomethingsomeonehassaidordone.

Approximately 2 minutes

InstructionalSteps

Script&DetailedDirectionsExtensions&Suggestions

Review the benefits ofmanagingstrongfeelings.

PointtothelistofstrategiesforcalmingdowncreatedduringLesson1.

ReviewtheACTsteps.

Mentiontheimportanceofmanagingemotionstodealwithteasingandbullying.

In our recent health lessons, we talked about ways to calm down and manage strong feelings. When we settle down, we can think clearly and find a healthy way to handle the situation we’re feeling upset about. Then we can feel better emotionally and physically.

Look at our list of ways to calm down. Raise your hand if you have practiced some of these ideas for managing strong feelings.

In our last health lesson, we talked about three steps for handling strong feelings when someone has said or done something that bothers us. Who would like to tell us the ACT steps?

Answer:1. Acknowledgeourfeelings.2. Calmdown.3. TalkwiththeotherpersonbyusingI-messages.Share

feelings,whathappened,andwhatwe’dlikeinstead.

Sometimes people say or do things that hurt other people. This teasing and bullying is very upsetting. But if we know how to acknowledge our feelings, calm down, and talk with respect, we can protect ourselves and others from bullying when it happens.

Havestudentswriteshortpapersaboutasituationinwhichtheyhadstrongfeelingsandhowtheyusedoneormoreofthestrategiesforcalmingdown.Askthemtoevaluatehowthestrategyworkedforthemandwhethertheywouldtrythesameonenexttime.Iftheywouldchoosesomethingdifferent,whichtechnique,andwhy?

Displaytheposters,“SoManyFeelings,”and“WhenSomethingIsBotheringYou,ACT!”fromLessons1and2ifyouthinktheywillhelpstudents.

Statethefocusofthelesson.

Today we’ll talk about how teasing and bullying affect all of us. We’ll also learn how to use courage to protect ourselves and others from bullying.

Teacher Input:Define harassment and bullying, and discuss its negative effects and how to protectselfandothersfromit.Teachstudentstotalkwithanadultifasituationisdangerous,destructive,ordisturbing.Describepeerpressure.Talkaboutusingself-controlandpositiveself-talktobuildthecourageneededtoprotectselfandothersfrombullying.


InstructionalSteps


Define bullying and harassment.

I just mentioned the word “bullying” a few times. Bullying happens when a person or group keeps trying to bother or hurt someone else. Another name for bullying is “harassment.”

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Askstudentsforexamplesofbullyingbehaviors.

Askstudentsiftheythinkbullyingisacceptable.

Discussthenegativeeffectsofharassment.

Unfortunately, you have probably seen students harassing other students. What are some examples of bullying or harassment? Please don’t name people in your answers.

Answers:callingotherpeoplenames;teasingormakingfunofthem;leavingthemoutofgroups;spreadingliesaboutthem;threateningthem;tripping,slapping,pushing,orhittingthem

People who bully might seem popular even though they act mean. They usually pick on people they think won’t stand up for themselves or tell an adult. We will call the person being bullied the “target.” Both boys and girls can bully others and can be a target for bullying. Adults can, too.

People often think bullying that physically hurts someone is the worst kind, but bullying that hurts a person’s feelings or makes someone fearful can be just as bad.

Raise your hand if you think bullying is okay.

Hopefullymostorallofthestudentswillindicatethatbullyingisnotokay.Ifanystudentsindicatetheythinkbullyingisokay,tellthemyou’recuriousaboutthatresponse.Askwhytheythinkbullyingotherpeopleisacceptable.Afterhearingtheiranswers,askotherstudentstosharewhytheythinkbullyingisn’tacceptable.

One of the goals in our school is to make a safe place where everyone can learn and everyone feels respected. Harassment makes it hard to reach that goal.

How do you think bullying affects people?

Answers:• Bullyinghurtsotherpeople’sfeelings.• Peoplefeelupset,scared,angry,andlonelywhenthey’re

thetargetofbullying.• Studentswhoarethetargetofbullyingfeeltenseand

mighthavetroublemakingfriends.• Peoplewhoarethetargetofbullyinghaveahardertime

feelinggoodaboutthemselvesanddoingtheirbestatschoolandathome.

• Somepeoplewhoarebulliedmightdodangerousthingslikebringgunstoschool,thinkingtheycanprotectthemselvesorgetrevenge.Ortheymighthurtthemselvesinstead.

• Otherpeoplefeeluncomfortableorupsetwhentheyseesomeonebeingbullied.

• Studentswhodon’tknowwhattodowhentheyseesomeonebeingbulliedmightfeelguiltyfornotstoppingthebully.

• Studentsmightfeelliketheyhavetochoosebetweenakindfriendandsomeonewhobulliesothersinordertokeepthemselvessafefrombullying.

Ifyouprefer,havestudentsdescribeharassingorbullyingsituationsfromtelevisionprograms.

Duringarttime,havestudentsdecoratean“IsItBullying?”dropboxtokeepintheclassroom.Encouragestudentstosubmitbriefnotesorquestionsaboutthingsthey’veseenorexperiencedthatmayormaynotbebullying.Periodicallypullnotesfromtheboxanddiscussthesituationstohelpstudentslearntorecognizebullyingbehaviors.

Ifthereisn’ttimetodiscussresponses,notewhetheranystudentsindicatedtheythinkbullyingisokay,andtalkwiththemprivatelylater.Considerreferraltoaschoolcounselorifyouthinkastudentneedshelptochangethisattitude.

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• Bullyingmakestheschoolanuncomfortableandunsafeplaceforeveryone.

• Bullyingsomeoneorlettingsomeonebebullieddoesn’tshowrespectorcaring.

• Bullyingsomeoneshowsyoudon’thavegoodself-control.• Bullyingsomeonedoesn’tshowself-respectorrespectfor

others.• Peoplewhobullyotherscangetintroublewithadultsand

eventhelawforhurtingotherpeople.• Peoplewhoarefriendswithsomeonewhobulliesothers

areusuallyalittlescaredofthepersonandprobablydon’tlikeorrespecthimorherasmuchastheyseemto,evenifthepersonwhobulliesothersispopular.

Bullying has a lot of negative effects on everyone—the person being bullied or the target, the people watching, and the person who bullies others, too. Fortunately, there are healthy ways to deal with bullying. No one is helpless.

Somestudentsmightfeelscaredtogiveanswersabouttheeffectsofbullyingiftheythinkstudentsintheclasswhobullyothersarelistening.Encourageresponsesbyaskingstudentstothinkofsituationsthey’veseenonTVorinmovies.Suggestseveralanswersifnecessary.

Makesurestudentsconsiderthedownsideofbullyingforthethreemainrolesinvolved:studentswhoarethetargetofbullying,bystanders,andpeoplewhobullyothers.

Listwaystoconfrontbullying.Displaytheposter,“ProtectYourselfandOthersFromBullying.”

Explainthedifferencebetweentattlingandtelling.

You have several options for protecting yourself and others from bullying. Here are some ideas.

• Tell a trusted adult what’s happening.[Tellanadult.]• Calmly tell the person who is bullying someone to stop.

[Tellthepersonbullyingotherstostop.]– Use self-control and positive self-talk to calm down

and manage any upset feelings you have. If you don’t act upset or join in the teasing, the person acting like a bully might stop.[Staycalm.]

• Reach out in friendship. [Helponeanother.]– Choose positive friends who will help each other in

bullying situations.[Choosepositivefriends.]– Ask a trusted friend for help.[Askafriendforhelp.]

• Walk away from the situation, alone or with a friend.[Walkaway.]– Avoid the person, location, or situation where bullying

tends to happen.[Avoidthepersonorsituation.]

We’ll talk about and practice these ideas in our next health lesson. Right now let’s discuss the first and most important idea: telling a trusted adult about bullying.

You could tell any adult you trust, such as your parents, grandparents, other relatives, teachers, school counselors, or the principal. Ask for help.

Telling an adult about bullying is different than being a tattletale. When you tattle, you’re trying to get someone in trouble as a way to hurt them. When you tell an adult about bullying, someone is already being hurt. You’re trying to get help so the situation doesn’t become more dangerous.

Askschoolcounselorstotalkwithstudentsaboutbullyingandhowtoprotectselfandothers.Counselorsmayhaveadditionalmaterialsforstudentstoreadorwatchaboutbullying.

Youcanhelpstudentsreportbullyingbyemphasizingthedifferencebetweentattlingandtellinganadultaboutabullyingsituation.Peoplewhobullyothersoftenpickapersontobullyiftheythinkheorshewon’ttellsomeone.Whetherabystanderorthetargetofbullying,tellinganadultisoftenthemostcourageousactiontotake.Fo

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Displaytheposter,“TheThreeD’sforTelling,”anddiscusswhentotellanadultaboutbullying.

Pointtotheposter.

The three D’s will help you remember when to tell an adult about any situation, whether or not bullying is involved. If something is dangerous, destructive, or disturbing, please tell an adult.

What are some examples of dangerous situations?

Answers:situationswhensomeonemightbehurt,includingthoseinvolvingdrugs,alcohol,orweapons

What are some examples of destructive situations?

Answers:situationswhensomethingmightbebrokenorruined

What are some examples of disturbing situations?

Answers:situationswhensomethingdoesn’tseemrightandisveryupsetting

Bullying is dangerous and disturbing! Ask an adult for help so everyone can stay safe.

Createanagreementwithinyourclassroomthatbullyingwillnotbeallowed.Sincestudentsdon’tliketheeffectsofbullying,whatwouldtheyliketodotostopit?

HavestudentsexploretheStopBullyingNowwebsitecreatedbytheNationalBullyingPreventionCampaign.AYouthExpertPanelofstudentsagedninethroughthirteenhelpeddeviseand“realitycheck”informationonthestudentsite,whichincludeswebisodesofbullyingsituations,interactivequizzes,relatedonlinegames,andsuggestionsforhowtoconfrontbullying.Havestudentssubmitanswerstothequizzesorwriteresponsepaperstowebisodes.

Normalizefearsabouttakingactiontoprotectselfandothersfrombullying.

Explaintheconceptofpeerpressure.

As we’ve learned today, we’re not helpless against bullying. But it’s normal to feel scared and upset. It’s also normal to worry that we will be bullied if we aren’t a target yet or that things will get worse if we are being bullied already. But these fears often won’t come true if people stick up for each other.

Sometimes we don’t make a stand for what we believe is right because we’re afraid of what other people will think, say, or do.

Raise your hand if you have heard the term “peer pressure” before. A peer is someone who is about our age and is in a similar situation. For example, you are all students in our school, so you are all peers.

Peer pressure happens when our peers tell us with words or behaviors that some things are acceptable and others aren’t. This pressure can make us feel we must think or behave a certain way to be part of the group.

Peer pressure can be positive, such as when teammates convince someone to play by the rules. However, peer pressure can also be negative, such as when everyone wants to seem cool, and so no one speaks up to protect the person being bullied and no one tells an adult.

Asktwoorthreehighschoolstudentstotalktoyourclassaboutresistingnegativepeerpressureandinsteadmakinghealthydecisionsbasedonimportantvaluesandrules.Yourhighschoolmayhavestudentclubs,suchasStudentsAgainstDestructiveDecisions,thatarelookingfortheseopportunities.

www.stopbullyingnow.hrsa.gov

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Discusscourage.

Explainwaysstudentscandevelopthecouragetoconfrontbullying.

Of course, we all want to have good friends and a sense of belonging. But if people in the group don’t treat everyone with respect, we can feel unsafe and uncomfortable. If we talk honestly, we may discover that other people feel the same way.

Usually at least some people in a group don’t like what happens when someone bullies. If one person makes the first move to stop the bullying, other people in the group may speak up, too.

It can feel scary to change how we act. But it’s scary and unhealthy to let other people convince us to think and act negatively. Let your own ideas and values, and the ones your families have taught you, guide your behaviors.

It takes courage to stand up for your values despite peer pressure and people who are acting like bullies. How would you define the word “courage”?

Answer: Guide students to a definition like the following: Courage is the ability to manage strong feelings in difficult situationssowecanchoosehowtoactinahealthyway.

Some people think having courage means not feeling scared. Actually, having courage means doing our best to do the right thing, even though we feel afraid.

In our recent health lessons we learned some great ways to help us act with courage. We can use self-control to calm down when we’re upset. We can use positive self-talk to manage our feelings and develop self-confidence. And we can follow the ACT steps and use I-messages to express ourselves.

We can also build courage by practicing how to act in bullying situations. Then we’re more likely to remember what we can do and to feel confident we can do it. We can also feel braver if we ask for help from friends or trusted adults.

Remindstudentsofspecific techniques for calmingdownlistedonchartpaperduringLesson1.

Havestudentsbrainstormsomeexamplesofpositiveself-talkthatwouldhelpthemdevelopthecouragetoconfrontharassment.

Havestudentssurveyotherstudentsaboutbullying.Theymightask:• Howoftenhaveyou

seensomeonegetbullied?

• Haveyoueverbeenthetargetofbullying?

• Wheredoesbullyinghappenmost?ontheplayground,inthehallway,intheclassroom,onthewaytoorfromschool?

Usetheresultstohelpstudentsplanasafeschoolcampaign.

Application or Skill Practice:Completeanddiscussaworksheetabouthowtoconfrontabullyingsituation.Preparestudentstosubmitideasforroleplayingbetweenthislessonandthenext.


InstructionalSteps


Distributethestudentworksheet,“UsingCourageandKindnesstoStopBullying.”

Let’s use an example to think about ways to stop bullying, even when it takes some courage to do so.

Read the situation described on the worksheet. Then answer the questions under parts A, B, and C.

After about five minutes, tell students they have one more minute to finish thinking about and writing their answers.

Usethechecklistsprovidedattheendofthelessonifyouwanttoassessstudents’skilldevelopment.

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Dividetheclassintosmallgroups.

Discusstheworksheetresponses.Usetheteacherkey,“UsingCourageandKindnesstoStopBullying,”forideas.

Form groups with four or five students in each group. Assign onestudentineachgrouptobetheleaderandasecondstudenttobethespokesperson.

In your small groups, discuss your answers. You may add ideas to your worksheet. At the end of the lesson, I’ll collect them to review your ideas. You will have about five minutes.

Let’s talk about how you would handle the situation as either Matthew, a student watching what happened, or Samantha.

Callonthespokespersonstosharetheirgroup’sideas.Commentonstrategiesasappropriate,andreinforcetheearlierdiscussionaboutwaystosummoncourageandconfrontbullying.

Endthediscussionafteraboutsixminutes.

AssignthesmallgroupssectionA,B,orCandhavethemcreateaposterillustratinghowthepersonbullied,thebystanders,orthepersonactinglikeabullymightfeelandactionstheycouldtaketostopbullying.Displaythepostersintheclassroomorcentrallocationintheschool.Laterinthisunit,studentswillbeaskedtoadvocateforacaringschoolenvironment.Thisactivitywouldeasilyleadintothatlesson.

Distributecopiesoftheteachermaster,“ASituationforRolePlaying.”Explainhowtousethesuggestionslips.

Showwherethe“ForRolePlaying”envelopewillbekeptintheclassroom.

Before our next health lesson, think of one or two bullying situations you want to explore. We will role-play ways to confront bullying in those situations. Write your ideas on these forms.

When you’ve written your idea, please put your suggestion slip in this envelope.

Pointtothecollectionenvelope.

We’ll keep it here until our next lesson. Then we’ll use your suggestions to practice the ideas we talked about today.

Emphasizethatstudentsshould not use specific nameswhenwritingtheirscenariosuggestions.

Closure:Reviewwaystoconfrontbullyingorharassment.Remindstudentstotellanadultaboutanysituationthatisdangerous,destructive,ordisturbing.


InstructionalSteps


Reviewwaystoconfrontbullying.

This was an important lesson about a serious topic. Bullying hurts everyone, whether we’re the target of bullying, watching a bully, or acting like a bully. So it’s important to do whatever we can to stop bullying and to make our school safe for everyone.

Who wants to name one of the ways we can protect ourselves and others from bullying?

Answers:Askadultsforhelp.Tellthepersonbullyingotherstostop.Calmdownanddon’tactupset.Helponeanother.Hangoutwithpositivefriends.Asktrustedfriendsforhelp.Walkaway.Avoidthesituation.For P

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Remindstudentstotellanadultifasituation fits one of thethreeD’s.

These are all good ideas. We may need to use self-control and positive self-talk to build up our courage, but none of us are helpless.

Remember, it’s always very important to ask an adult for help. Always tell an adult if any situation is dangerous, destructive, or disturbing. This includes bullying!

Previewthenexthealthlesson.

In our next health lesson, we’ll have lots of time to practice what to do when someone is acting like a bully.

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HowtoInterveneinaBullyingSituation

Researchindicatesthemosteffectivewaytoreducebullyingistocreateanon-bullyingnormwithinaclassroomorschool.Bulliedstudents,orthetargetsofbullying,andstudentswhobullyotherscompriseasmallpercentageofthestudentcommunity.Empowerthelargemajorityoftheirpeers,whoareneitherbulliednoractinglikebullies,tomakebullyingunacceptable.Thekeyistohelpbystanderstakeactionandforallstaffmemberstoactwhentheywitnessabullyingsituation.

Considercreatinganagreementwithinyourclassroomthatbullyingwillnotbeallowed.Advocateforthispolicywithinyourschool.Ifyourschoolhasabullyingpreventionplaninplace,readitsmaterials,andparticipateinanyrelatedtrainingorreporting.

Staffmemberswhowitnessabullyingepisodecanmakepowerfulinterventionstoendtheincidentandhelpanyaffectedstudents.Havinganactionplanandsomeknowledgeofthedynamicsofbullyingishelpful.Talkwithyourcolleaguesaboutwaystointerveneinbullyingepisodesandtohelpstudentschangetheirbehaviorsandmanagetheiremotions.Rememberthatstudentswhoarethetargetsofbullyingbehaviorshaveahardtimetellingadultsaboutbullying,andtheyusuallyfearretaliationfromthepersonactinglikeabully.Somestudentshavetoldadultsinthepastandnotreceivedanyhelp.Ifastudenttellsyouaboutabullyingepisode,taketheinformationseriously,andtakeactiontostopthebullying.Then,referthetargetofthebullyingandthepersondoingthebullyingactionsforcounselingifappropriate.Also,ifneeded,getsupportindealingwithanyemotionsyoumayhaveaboutbullying,suchasfrustration,worry,orsadness.

TheNationalBullyingPreventionCampaign1recommendstakingthefollowingstepswhenyouseeorhearbullying.

• Stopthebullying.Ifpossible,standbetweenthechildreninvolved,andblockeyecontactbetweenthestudentactinglikeabullyandthetargetofthebullyingbehaviors.

• State what you saw or heard and how it breaks school rules against bullying. Use a calm but firm toneofvoice.Makesureanybystandershearwhatyousay.

• Helpthetargetofthebullyingbehaviorregainself-controlinawaythat“savesface.”Avoidquestioninghimorherabouttheincidentinfrontofotherstudents.Followupinprivate,andincreasesupervisiontohelppreventescalation.

• Ifbystandersdidn’ttrytostopthebullyinginnonaggressiveways,talkcalmlyaboutwaystheycouldinterveneorgethelpnexttime.Iftheydidtrytointervene,praisethemeveniftheirattemptsdidn’tsucceed.

• Takeawaysocialopportunitiesorimposeotherlogicalconsequencesonthestudentactinglikeabullyifappropriate.Tellhimorheryouwillbewatchingtomakesurethereisnoretaliation.Tellyourcolleaguesabouttheincidentsotheycanincreasesupervision,too.

• Arrangeindividualfollow-upwiththestudentactinglikeabullyandthetargetofthebullyingbehaviorifappropriate,perhapswithacounselororotherspeciallytrainedcolleague.Don’ttellthestudentsto“workthingsout”—thisdoesn’tusuallyimprovetheirrelationshipandmayretraumatizethetargetedstudent.Instead,encouragethestudentactinglikeabullytomakeamendsinawaythatwouldbemeaningfultothestudentwhowasbullied.

Byusingtheseinterventionsandteachingstudentshowtoconfrontbullyingthemselves,manyschoolcommunitieshaveexperienceddramaticreductionsinthenumberandseverityofbullyingepisodes.

1“HowtoIntervenetoStopBullying:TipsforOn-the-SpotInterventionatSchool,”bytheNationalBullyingPreventionCampaign(partoftheU.S.HealthResourcesandServicesAdministration’sMaternalandChildHealthBureau).Seehttp://www.stopbullyingnow.hrsa.gov/indexAdult.asp?Area=preventiontips.

Teacher Reference

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ResourcesforBullyPrevention

Severalbooksandwebsiteshavedetailedinformationaboutbullyprevention.Thefollowinglistpresentssomeresourceseducatorshavefoundhelpful.Anonlinesearchwillrevealmanyotherstoconsultaswell.

Books

• Bully Busters: A Teacher’s Manual for Helping Bullies, Victims, and Bystanders, Grades K–5, byArthurM.Horne,ChristiL.Bartolomucci,andDawnNewman-Carlson(ResearchPress,2003)

• Childhood Bullying, Teasing, & Violence: What School Personnel, Other Professionals, and Parents Can Do, Second Edition, byDorotheaM.Ross(AmericanCounselingAssociation,2003)

• The Bully Free Classroom: Over 100 Tips and Strategies for Teachers K–8,byAllanL.Beane(FreeSpirit,1999)

• The Bullying Prevention Handbook: A Guide for Principals, Teachers and Counselors,byJohnH.HooverandRonaldOliver(NationalEducationService,1993)

Websites

• www.stopbullyingnow.hrsa.gov• www.schoolcounselor.org• www.stopbullyingnow.com• www.safeyouth.org• www.cfchildren.org• www.scre.ac.uk/bully• www.unisa.edu.au/news/2010/291010.asp

Teacher Reference

RevisedbyAddendum2012

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Using Courage and Kindness to Stop Bullying

Readthefollowingsituation.AnswerthequestionsunderA,B,andC.

Severalstudentsarewaitingforthebusafterschool.Matthewwalksuptothebusstop.Samanthaturnstotwofriendsandwhisperssomething.Theystarttolaugh.ThenSamanthalooksatMatthewandsaysloudly,“Somethingsurestinksaroundhere!Iguessyourmomnevertaughtyoutotakeabath.AndthoseclothesaresooldIbetthey’dfallapartifyouwashedthem,huh?”

IfyouwereMatthew,thetargetofthebullying,howmightyoufeel?____________________________________________________________________________________________________________________________________________________________________________

Whatcouldyoudoaboutthissituationthatwouldbesafeandrespectful?_______________________________________________________________________________________________

Ifyoufeltscaredtodosomethinglikethat,howcouldyouhelpyourselffeelmorecourageous?__________________________________________________________________________________________________________________________________________________________

Ifyouwereoneofthestudentsinthegroupwatching,howmightyoufeel?______________________________________________________________________________________________________________________________________________________________________

Whatcouldyoudoaboutthissituationthatwouldbesafeandrespectful?__________________________________________________________________________________________________________________________________________________________


IfyouwereSamantha,thestudentactinglikeabully,howmightyoufeel?__________________________________________________________________________________________



Student Worksheet Name ____________________________

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Teacher Key

Using Courage and Kindness to Stop Bullying

Readthefollowingsituation.AnswerthequestionsunderA,B,andC.

Severalstudentsarewaitingforthebusafterschool.Matthewwalksuptothebusstop.Samanthaturnstotwofriendsandwhisperssomething.Theystarttolaugh.ThenSamanthalooksatMatthewandsaysloudly,“Somethingsurestinksaroundhere!Iguessyourmomnevertaughtyoutotakeabath.AndthoseclothesaresooldIbetthey’dfallapartifyouwashedthem,huh?”

IfyouwereMatthew,thetargetofthebullying,howmightyoufeel?____________________________________________________________________________________________________________________________________________________________________________

Whatcouldyoudoaboutthissituationthatwouldbesafeandrespectful?_______________________________________________________________________________________________


Ifyouwereoneofthestudentsinthegroupwatching,howmightyoufeel?______________________________________________________________________________________________________________________________________________________________________



IfyouwereSamantha,thestudentactinglikeabully,howmightyoufeel?__________________________________________________________________________________________



[Answerswillvary.Examplesofappropriateresponsesappearbelow.]

upset, surprised,

embarrassed, scared, confused, angry, worried, frustrated

Tell a trusted adult

Calm down by reminding myself to stop and think before acting.

Use positive self-talk, such as “I can tell an adult. They will help me.”

surprised, embarrassed, scared, confused, angry, worried, frustrated

Calm down by counting to 10 before doing anything.

Use positive self-talk, such as “I have the courage to safely confront bullying.”

Some students

will think Samantha might feel powerful, proud, happy, etc., but others may recognize that Samantha might

feel ashamed, unhappy, embarrassed, especially if bystanders speak up.

Stop and think about the effects of bullying on other people. Use positive self-talk, such as “I deserve to

have good friendships,” and “Idon’t have to hurt other people to make friends or be popular.”

Tell Samantha to stop saying mean things. Don’t laugh. Tell Matthew you like the outfit.

Walk away from Samantha’s group with Matthew and talk while you wait for the bus.

Apologize to Matthew.

Apologize to other students for acting mean. Ask an adult for help to change.For P

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ASituationforRolePlaying

Writeasituationwecanusewhenwepracticewaystostopbullyingbehaviors.Insteadofusing specific names, write “you,” “a student,” “another student,” and so on. Use the back of this slip if you need more room. When finished, put your suggestion in the class’s “For Role Playing”envelope.

ASituationforRolePlaying

Writeasituationwecanusewhenwepracticewaystostopbullyingbehaviors.Insteadofusing specific names, write “you,” “a student,” “another student,” and so on. Use the back of this slip if you need more room. When finished, put your suggestion in the class’s “For Role Playing”envelope.

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Teacher Master

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AssessmentChecklistforSkillDevelopment:ProtectingSelfandOtherFromBullying

Thefollowingtablecanbeusedasachecklistforassessingstudentskilldevelopment.Thechecklistcanalsobeusedasananalyticrubricforscoringstudentworkbyassigninganumericvaluetotheskilllevels:Notevident,Emerging,andEvident.

Ifyouassignanumericscorevaluetothestudent’sskilllevel,youcanuseitinavarietyofways.• Youcanassignthesameweighttoeachelementoftheskill.Forexample,inaskillhavingthree

elements,thestudentwouldreceive5pointsforeachelementperformedcorrectly.Thestudentcouldreceiveatotalscoreof15points.

• Youcouldweighttheelementsoftheskilldifferently.Forexample,thestudentcouldearnupto5 points for the first element, up to 9 points for the second element, and one point for the third element,foramaximumtotalof15points.

Thestudenthasdemonstratedthefollowingelementsofthisskillthroughroleplay,writtenassignments,orclassroomactivities.

Note:Itisunlikelythatallstrategieswillbeusedbyeachstudent.Thischecklistcanbeusedtotrackstudentprogressandcanbeupdatedasthestudentattemptsnewstrategiestoprotectselfandothersfrombullying.

Not evident Emerging Evident Comments

The following behaviors indicate the ability to get help when someone is acting like a bully:

Tellsanadult.

The following strategies indicate the ability to protect self and others from bullying behavior:

Tellsthepersonactinglikeabullytostop.

Stayscalm.

Helpsothers.

Choosespositivefriends.

Asksafriendforhelp.

Walksaway.

Avoidsthepersonorsituation.

Teacher Reference—Assessment

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ProtectingSelfandOthersFromBullying

Directions:Thinkabouteachactionintheleft-handcolumn.Placean“x”intherowaftereachactionunderthestatementthatbestdescribeswhatyoudidandhoweasyorharditwastodo.Writeanyideasorthoughtsyouhaveinthecolumntitled“Comments.”

I did not do this step.

I did this step, but it was hard.

I did this step.

I did this step easily.

Comments

I tried to get help when someone acted like a bully:

Itoldanadult.

I tried to protect myself and others from bullying behavior:

Itoldthepersonactinglikeabullytostop.

Istayedcalm.

Ihelpedotherswhowerebeingbullied.

Ichosepositivefriends.

Iaskedafriendforhelp.

Iwalkedaway.

Iavoidedthepersonorsituation.

Student Self-Assessment Checklist Name _____________________________

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3 healthy ways to handle lesson harassment or bullying ... · can be a target for bullying. adults...

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