Counteracting Counteracting Bullying:Bullying:

Promoting Personal and Social Promoting Personal and Social ResponsibilityResponsibility

Dr. Caroline Kuchinski, Professor and

Dr. Suzanne Mueller, Professor Emeritus

East Stroudsburg University

Physical Education Teacher Education Conference

October 2012

BullyingBullyingIntentional harmful behavior

initiated by a student with more social or physical power to deliberately dominate and harass another student who has less power.

Bullying differs from conflict or

disagreement. It involves a power imbalance where the bully targets a student who has difficulty defending her/himself.

Lujan, M. (2008). Bully Guide: Prevention and Intervention Tool. MentoringMinds.com

Forms of Forms of BullyingBullyingPhysicalVerbalEmotionalSexualRacial

Lujan, M. (2008). Bully Guide: Prevention and Intervention Tool. MentoringMinds.com

Roles and Roles and NeedsNeeds

BullyVictimBystander

NASPE 5NASPE 5Exhibits responsible personal and

social behavior that respects self and others in physical activity settings.

NASPE 5: K-12 Sample Benchmarks NASPE 5: K-12 Sample Benchmarks (2004)(2004)

K-2 3-5 6-8 9-12

•Recognizes safe practices, rules and procedures.

•Shares•Works together to solve a problem

•Shows compassion by helping others

•Accepts decisions of authority figures.

•Works independently•Works with a partner and small groups.

•Appreciates the differences in self and others.•Encourages others•Refrains from put-down statements

•Helps establish rules and procedures

•Remains on task in a group activity without close teacher monitoring.

•Through verbal and nonverbal behavior, shows respect for and cooperates with diverse people.

•Avoids and resolves conflicts

•Participates successfully in diverse groups

•Uses effective communication skills•Develops strategies for inclusion of others

•Participates in physical activity for personal enjoyment rather than only with friends.

Personal and Social Personal and Social Responsibility Hellison’s Levels Responsibility Hellison’s Levels

(2011)(2011)..0 Irresponsibility Makes excuses, blames others, denies responsibility.

1 Respect Self-control, does not interfere with

others2 Participation …Willingly plays, accepts challenges and

practices3 Self Direction … Works independently, sets and pursues

goals4 Caring …Willingly works with anyone and gives

support

Virtues

Consensus Decision Making

CelebratingDifferences

Body Language

ConflictResolution

PeerFeedback

Cooperation:Roles of

Group Members

CaringHonest

RespectfulTrustworthyResponsible

Self-DirectedPerseverance

Self-Disciplined

Personal and Social Personal and Social Responsibility Giles-Brown Responsibility Giles-Brown

(2006)(2006)..

Affective Domain Instructional Affective Domain Instructional Model Model

Identify the affective skill and why its important

Identify observable behaviors for the affective skill (T-Chart)

Practice the affective skillProcess the affective skillProvide feedback, reinforcement,

continued practice and formative assessment

Engage in summative assessment

(DeLine, Jim. (1995). Dare to care: A pedagogical approach to cooperative physical education. In Clements, Rhonda (Ed) Games and Great Ideas. Westport CN: Greenwood Press. )

NASPE 5: Self-initiated behaviors that promote personal and group success in activity settings:

Ethical Behavior

Honesty Be truthful

Looks Like Sounds Like Looks Like Sounds Like

Positive AdjectivesPositive AdjectivesMeet with at least two people with whom you

played floor fencing. Make and keep eye contact as you say their name and two positive adjectives that reflect how they played. “Alice, I think you were….&….”

KindStrongQuietNiceActiveCheerfulCourteousIntelligentHonest

PoliteFriendlyEnergeticOrganizedCourageousCleverInventiveImaginativeEnthusiastic

HelpfulAggressiveReservedBrightThoughtfulDeterminedConvincingContentSensible

CreativeIndependentDeterminedHumorousPleasantDelightfulCalmConfidentDaring

Self assessment and Self assessment and reflectionreflectionHow were you able to use honesty

during the activities? How did your consistency in using

honesty change from the beginning to the end of the activities?

•How did you feel as your partner gave you positive adjectives about your honesty?• What are ways you can use honesty at home and with your friends?

Grades 3-5: Describes and performs honesty in physical activity settings.

Performance Summative Assessment: Teacher observation of students’ positive and negative honesty interactions.

(Advanced = 90%; Proficient = 75%; Developing = 55%; Below Basic = <55%)

Student Activity 1 Activity 2

F.T.

S.S.

L.M.

C.P.

R.S.

How did the Affective Domain How did the Affective Domain Instructional Model support Instructional Model support building a pro-social culture?building a pro-social culture?

Prosocial Culture

AcceptanceRespectUplifting CelebratingHelping Others

Affective Domain Instructional Model

Identify the affective skill and why its important

Identify observable behaviors for the affective skill (T-Chart)

Practice the affective skill

Process the affective skill Provide feedback,

reinforcement, continued practice and formative assessment

Engage in summative assessment

What are the steps we would take to design a unit of instruction for students in grades 6-8 or 9-12 to know and perform:

Cooperation:Roles of

Group Members

NASPE 5: Social Responsibility

PraiserGives put-ups.Starts positive

adjective round.

EqualizerMakes sure everyone listens and gives ideas.

EncouragerAcknowledges effort and

gives support.

RecorderElicits member input for team report cardand shares results.

All membersTreat others with respect, work together

to solve the challenge, andavoid put-downs, attacks, bullying,disrespect, and negative gestures or

facial expressions.

OrganizerLeads the group: Tells the challenge,seeks solutions and answers questions

about directions.

SummarizerTells the class how

the team solvedthe challenge.

Cooperation:Roles of

Group Members

Looks Like Sounds Like Looks Like Sounds Like

Organizer

Praiser

Encourager

Recorder

Equalizer

Summarizer

All Members

What does your role What does your role look/sound like?look/sound like?

Stepping StonesStepping Stones

4 3 2 1

Organizer CardThe task is completed when the group is in the exact reverse order from its starting order.

Rules and Sacrifices1.Only one person may touch a base at a time.2.A person may move in either direction to a neighboring base.3.Group members may touch a new base only if it is empty.4.The bases may not be moved.5.If more than one person touches a base, the entire group must start over.6.If anyone touches the floor, the entire group must start over.7.Only use put-ups, no put-downs.

56

Start

End

Team Report Card

1. How did our team involve everyone in the challenge?

2. How did our team use negative pressure or put-downs during the challenge?

3. How did we listen to one another and share ideas?

1. How many and which team members used Praise Phrases or positive encouragement?

2. Analysis: What interactions helped us meet the challenge? Why?

1. Analysis: What interactions hindered our meeting the challenge? Why?

Journal self assessment and Journal self assessment and reflection prompts.reflection prompts.What positive/negative interactions did

you use during today’s activities?How did your actions help/hinder a

group member?How did your actions contribute/hinder

the group meeting the challenge?

•How did you feel as you used positive interactions with group members?• What are ways you can use positive interactions at home and with your friends?

Performance Summative Assessment: Teacher observation of students’ positive and negative group role interactions.

(Advanced = 90%; Proficient = 75%; Developing = 55%; Below Basic = <55%)

Student Activity 1 Activity 2

Name Role

F.T. Organizer

S.S. Recorder

L.M. Encourager

C.P. Equalizer

R.S. Summary

Positive behaviors for role. Negative behaviors for role.

Cooperation: Positive and negative group interactions.

Grades 6-8: Describe the effects of Positive and Negative Interactions of group members in Physical Activity.

1.Journal summary of personal growth in interactions with others.2.Team Report Card summary describing how interactions of team members helped/hindered/improved group work over time.3. Describe how rules of games can foster positive and negative interactions of players.4. Open ended cause/effect prompts

a. Describe two ways in which negative or positive peer pressure could influence me during physical activity

b. As the (any role) organizer, I should…so the group will be able to…

Cognitive Summative Assessments

Scoring Rubric

Levels Criteria

Advanced Summarized by describing the trends of increases in positive and decreases in negative interactions over time. Included chart/graph to illustrate the trends. Described how he/she will use trends to influence future behavior.

Proficient Summarized by describing the trends of increases in positive and decreases in negative interactions over time. Included chart/graph to illustrate the trends.

Developing

Description recounting some positive and negative behaviors without reference to findings from chart/graph.

Cognitive Summative Assessment Scoring RubricGrades 6-8: Describe the effects of Positive and Negative Interactions of group members in Physical Activity.

Below Basic

Chart/Graph without description or with inaccuracies.

Grades 9-12: Analyze the effects of Positive and Negative Interactions of group members in Physical Activity.

1.Scenario/role play/case study analysis of effects of positive and negative interactions.

2.Analysis of positive and negative actions, effects and appropriate alternatives for negative behaviors.

Cognitive Summative Assessments

Scoring Rubric

Grade 9-12 Cognitive Summative Assessment Rubric ANALYZE the effects of Positive and Negative Interactions of adolescent group members in Physical Activity

Read the scene of the teen group solving the team building challenge. Fill in the chart and then analyze the effect of the positive and negative interactions on the groups’ ability to solve the team building challenge.

Explain your analysis: (how behaviors enhanced or detracted from the group’s ability to solve the challenge).

Positive Negative Effect

Organizer

Praiser

Encourager

Equalizer

Recorder

Levels Criteria

Advanced

Accurate identification of the positive and negative behaviors for each role/member and the effect of each. Clear, detailed explanation connecting positive interactions with effects that enhanced group problem solving and negative interactions with effects that impeded group progress. Showed the effect of the interplay between positive and negative interactions on problem solving.

Proficient

Accurate identification of most positive and negative behaviors for most roles/members and the effect of most. Clear explanation connecting positive interactions with effects that enhanced group problem solving and negative interactions with effects that impeded group progress.

Developing

Identified some positive and negative behaviors for some roles/members and the effect of some. Made some connections between positive interactions with effects that enhanced group problem solving and negative interactions with effects that impeded group progress.

Cognitive Summative Assessment RubricGrades 9-12 Cooperation: Group Role Members

QuestionsQuestions

ReferencesReferences DeLine. (1995). Dare to care: A pedagogical approach to

cooperative physical education. In Clements, Rhonda (Ed) Games and Great Ideas. Westport CN: Greenwood Press.

Giles-Brown. (2006). Physical education assessment toolkit. Champaign, IL: Human Kinetics.

Grineski. (1996). Cooperative learning in physical education. Champaign, IL: Human Kinetics.

Hellison, D. (2011). Teaching personal and social responsibility through physical

activity. (3rd edition). Champaign, IL: Human Kinetics. Hinkley, J. (2012). What to do if your kid’s the bully, or the victim.

Retrieved from www.battlecreekenquirer.com Lujan, M. (2008) Bully guide: prevention and intervention tool.

www.MentoringMinds.com Midura & Glover. (2005). Essentials of team building. Champaign, IL:

Human Kinetics. NASPE. (2004). Moving into the future: National standards for

physical education. (2nd edition). Reston, VA: NASPE Publications.