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Say no to bullying
• Identify opportunities and possible
challenges in using the material across
the school
• Discuss ideas as to how progress and
impact may be measured
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Primary SEAL themes
New beginnings
Getting on and falling out
Say no to bullying
Going for Goals!
Good to be me
Relationships
Changes
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Say no to bullying
key strands
Belonging, celebrating similarities & differences
Getting it - those who are bullied
Watching it – the witnesses
Doing it – the bullying behaviour
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…words words words…. the word:
bullying
What does it mean to ‘say no’ to bullying?
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Say no to bullying
Learning outcomes
Read across the descriptors for each group
– Identify your place on the grid
– Identify your perceptions about the least
developed member of the school team … where
are they on the gird?
– Identify your perceptions about a group (adults or
children) that are the least developed members of
the school community … where are they on the
gird?
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Group
Find your partner
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Who can be bullied?
Who can use bullying
behaviour?
What can this look like?
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What different sorts of bullying are there?
Why do children who watch bullying often
not do anything?
Who decides how serious the bullying is?
What can we do?
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Why are some people cruel and unkind?
Have all people got the potential to use
bullying behaviour?
How can one group, country or people get
power over another?
Where does power come from?
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SEAL resource
Left out
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'Behaviour by
an individual or group,
usually repeated over time,
that intentionally hurts
another individual or group
either physically or emotionally.'
Government guidance (DfES 2007)
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Family SEAL
Game
in pairs
house rules
‘I decided to kill myself because day after day I go to
school and only bad things happen.
Nothing good ever happens to me. If the kids in my
class could be in my shoes they would understand
how I feel.
If only they knew how I feel every day.
Even in my dreams there are nothing but bad things.
The only one I can talk to is the hamster, but the
hamster can’t speak back.
Maybe my being born was a mistake. I can’t stop the
tears now.
There was one, only one thing I wanted while I was
alive, a friend I could talk to, really talk to from the
heart.
Just one friend like that, only one, was all I wanted.’
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Is it bullying?
Staffroom activity + Green
Nobody speaks to Samantha-Jayne,
The silent child with the fancy name,
Who comes to school with hair a mess,
And milk stains down her dirty dress,
Who wears a coat that’s far too small,
And stands alone by the playground wall.
Nobody plays with Samantha-Jayne,
Who lives with her mum down Leadmill Lane,
In a run-down flat that’s dark and smelly,
Who spends her nights glued to the telly,
And sleeps in a bed that’s damp and cold,
In a dark little room that’s full of mould.
Nobody cares about Samantha-Jayne,
Who walks to school in wind and rain,
With her unwashed face and hair a mess,
And her coat too small and her dirty dress,
With the tight little mouth and the frightened stare.
No one, no one is there to care.
Samantha-Jayne, Samantha-Jayne,
Oh, what do you dream of, Samantha-Jayne,
As you walk to school all alone
Or stand in the playground on your own?
Do you dream of friends with whom to play,
To help you through the lonely day?
Do you dream of arms to hold you tight
To help you through the lonely night?
‘Samantha-Jayne’ by Gervase Phinn, from It Takes One To Know One (2001 Penguin)
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Use of language:
Person / child who is bullied
rather than ‘victim’
Witness or bystander
Person doing the bullying / using bullying
behaviours
rather than ‘bully’
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The Andrea Adams Trust defines bullying as:
unwarranted, humiliating, offensive behaviour towards an
individual or groups of employees
persistently negative malicious attacks on personal or
professional performance which are typically
unpredictable, unfair, irrational and often unseen
an abuse of power or position that can cause such
anxiety that people gradually lose all belief in themselves,
suffering physical ill health and mental distress as a direct
result
the use of position or power to coerce others by fear or
persecution, or to oppress them by force or threat
http://www.channel4.com/health/microsites/0-9/4health/stress/saw_bully.html
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bullying warning signs
… there is a fine line between strong management and
bullying. But when the target of bullying is persistently
downgraded and becomes distressed, that line is
crossed.
The physical effects can be much the same as with any
other form of stress: feeling sick, loss of appetite,
numbness, panic attacks, even depression.
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Technology
Cyberbullying
Say no to bullying
If someone is trying
to make you feel bad
so that most of the time
you are frightened or sad
just remember to tell
When someone is hurting you
day after day
and whatever you do
they just won’t go away
just remember to tell
Telling is brave
and telling is cool
telling is one of
the rules of this school
so remember to tell
T. E. L. L.
TELL!
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SEAL resource
No way
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‘participant roles’
Salmivalli (1995,1999)
Assistants who join in and assist the bully
Reinforcers who do not actively attack the victim but
give positive feedback to the bully, providing an
audience by laughing and making other encouraging
gestures
Outsiders who stay away, not taking sides with anyone
or becoming actively involved, but allowing the bullying
to continue by their ‘silent approval’
Defenders who show anti-bullying behaviour,
comforting the victim, taking sides with them and trying
to stop the bullying.
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How can we create a school where is is
not OK for people to use bullying
behaviour?
Why do people use bullying behaviour?
What should / could we do to help those
using bullying behaviour to change their
behaviour?
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Anti-bullying alliance
Downloads:
Toolkit (including audit tools)
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Email
seal@medway.gov.uk
Forums
http://www.medway.gov.uk/schoolforums/
National Strategy site
http://www.bandapilot.org.uk/
Anti-bullying alliance
http://www.anti-bullyingalliance.org.uk/Page.asp
Care First
tel: 0800 174319