A RESILIENCE APPROACH TO ADDRESS BULLYING WORKSHOP
OUTLINE
Intended Outcomes
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9 – 9.15
(10min)
9.15 – 9.30
Activity 1
(15 mins)
To provide schools with an
understanding of some of the
research relating to whole school
resilience approach to building a
positive school culture to address
bullying
To enable schools to reflect, review
and build on existing whole school
policies and practices that promote a
positive school culture
To provide schools with knowledge
so they can consider a range of
effectiveness strategies that support
student wellbeing and achievement
For schools to consider a plan of
action to build a positive school
culture thus reducing bullying within
their school
-
Mihimihi / whakatauki
-
Safety guidelines/ protocols
(brainstorm and write up on
butcher paper)
-
Participants jot down questions
(post-its). Place up on wall
-
Intended outcomes
PPT
POSTER,
POST-ITS,
BLUE
TAK, PINS
- Housekeeping- toilets etc
Exploring own attitudes and values
Mindmatters pg 9.
(Challenges beliefs as to why some people
do not take bullying seriously)
- Assign pairs one belief
- Allow a few minutes to discuss that
belief and decide whether they agree
or not.
- Each pair briefly reports back
BELIEFS
ON
STRIPS
Bullying is a normal part of growing up
It’s easy to pick who is a bully
Children bully due to low self-esteem
Victims take bullying wherever they go
Intervention in bullying makes matters
worse
Schools have to ‘get tough’ on bullies
Kids ‘don’t dob’ means they won’t disclose
bullying incidents
Bullying is solved through awareness
raising and curriculum
9.30– 10.00
Define Bullying
Activity 2
Bullybodies activity regroup
Aim: to identify and give examples of
different types of bullying behaviour.
As a group discuss what a bully looks like in
- the workplace
- students
- parents
Then, brainstorm all the types of bullying
actions they can think of and record them
around their bully shape
(30 min)
Paper,
Pens,
crayons
Butcher
paper
body
shapes
Definitions of bullying
PPT
10.00-10.30
Activity 3
Stocktake
-
(20 min)
-
Reflect on what we are already doing
– schools to think about what they
are currently doing (group
brainstorm)
Using WHO template place on
ducktape model on the floor where
these strategies fit
PPT
Ducktape
One colour
post its
10.30 – 10.50
MORNING TEA
10.50-11.20 Expert Jigsaws
Read
Activity 4
Discuss with group of same readings
Record main points
(30 min)
Share back
Readings:
Focusing oc school relationships creates
safety in schools – Tom Cavanagh
Considering a Strength Based Approach to
Bullying – Barbara Batchelor (Draft)
Text Bullying among Early Adolescents –
Dr Juliana Raskauskas
The Resiliency Route to Academic Success
– Nan Henderson
11.20-11.30 Consider Compliance ‘Safety in Our
Schools’
(30 min)
Reflect on Summary sheet ‘What the
Evidence Tells Us’
.
11.30-12.30
(50 min)
Explore a resilience approach.
Quotes that share supportive environment,
quality teaching & learning relationships
Key messages from quotes – what are
they?
“Positive mental health is a prerequisite if
students are to reach their highest
academic, physical and social potential.”
Health & Physical Education Curriculum, pg
36
Ministry of Education, NZ
“Learning occurs in a context of care,
support and inclusiveness - we foster
learning communities.”
Alton Lee 2002
It’s about creating a climate in the
classroom and the school that
systematically cultivates habits and
attitudes that enable young people to face
difficulty and uncertainty calmly, confidently
and creatively.
“When schools promote belonging and
ensure high levels of involvement between
Readings
Guide
sheet
Photo
copies of 2
handouts
PPT
staff and students, bullying is reduced.”
Fuller
What would happen if we treated the
student as someone whose opinion
mattered in the introduction and
implementation of reform in schools?”
Michael Fullan
When students are in touch with their
community and culture and are confident
about their own identity, they can develop
resilience to keep reaching out and making
connections to other people and new ideas,
even when it is challenging.
Te Mana resource
Resiliency definition
Resilience is the capacity to cope with and
bounce back after the ongoing demands
and challenges of life, and to learn from
them in a positive way. Joubert and
Raeburn.
Being resilient involves “the inherent and
nurtured capacity of individuals to deal with
life stressors in ways that enable them to
lead healthy and fulfilling lives”(Howard and
Johnson 1999)Redi ppt
Activity 5
In school groups
Henderson & Milstein model – building
resilience
 Caring & support
 Increase bonding
 High expectations
 Life-skills
 Opportunities for meaningful
participation & contribution
 Clear and consistent boundaries
-
these are the factors that help
people to be resilient – protective
factors . (Care and support the most
important factor in promoting
resilience)
Bus stop pieces of pie activity what do we
already?
Resiliency
Wheel A3
Quote
“Resilience can be strengthened through school
programmes and environments that promote
connectedness and positive learning
experiences.” Lois Meyer
Activity 6
Strength based approach activity –Think
about a person/student you work with that
you may worry about. Worry about - what
makes them at risk? List on one side of
paper/ then on other side list their
strengths. How do these strengths
overcome the risk factors. It is important
that we look for and build on strengths.
Damage versus the Challenge Mindset
Damage Model / Risk
 Traditional research
 Disorders of the body & mind that
pathologise and label people with
“problems”
 focusing on vulnerability
Challenge Model / Resiliency
 Credits people with strength
 Potential to bounce back
 Considers protective factors
 Honours people’s power to help
themselves
Signal that this is not just something that
happens but something that everyone
needs to be on-board with. Possibility of PD
for your staff around this
1.40 – 2.00
Activity 7
LUNCH
Discuss key messages/ideas;
Valued
Connected
Secure
Valued
For
students
in your
school
Connecte Secur
d
e
PPT
Handouts
For adults
in your
school
-
2.00-2.20
Revisit protective factors and relate
to a bullying context – considering
thinking about bullying and
resilience. Consider the grid above
and consider how these link to
bullying strategies e.g. clear rules
means use of language in the
classroom, feel valued means all
bullying incidents are acted upon
NZC Connection
Discuss with a partner NZC links
- Vision
- Key Competencies
- Health and Physical education key
area of learning
NZC
Vision
KC’s
H &PE
Highlight any links that you consider exist
from this morning’s session.
Update WHO triangle
Using different coloured post its and upon
considering readings further add to the
triangle.
2.20-2.45
Activity 8
Developing an action plan
- Action Plan outline developed from
WHO model
- Whole School Approach to Bullying
model
Evaluation and ‘wind up’
Action
Plan
handouts