Supplemental Bullying Prevention
Lesson Plans
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?
Who?
When?
Why?
Where?
How?
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What is bullying?
Bullying is any ongoing physical or
verbal 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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7
Direct bullying
• Direct bullying is
bullying that
results in
relatively open
attacks on a
victim (target).
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Direct bullying
z Physical
 Hitting, kicking,
shoving, spitting…
z Verbal
 Taunting, teasing,
racial slurs, verbal
sexual harassment
z Non-verbal
 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
 Getting another
person to assault
someone
z Verbal
 Spreading rumors
z Non-verbal
 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
bullying—establish a “Code Word”
• Gauge the child’s 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 don’t 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 don’t 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 colleagues—
teacher, 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 schoolwide 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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Lesson One
Read and respond to the following questions:
1. What are the objectives of this lesson and how
does each activity develop these concepts?
2. What do you want students to know and be able to
do at the end of the lesson?
3. List
R specific examples of how you will use
facilitation skills in this lesson.
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?
Why do we
have the
students
“Find” all the
words in the
Word Search
BEFORE we
process this
activity? Why
are these
words
important?
Why do
students need
to be able to
recognize the
two basic
types of
bullying?
What is the
purpose of
this story
challenge?
What key
concept do
you want to
make sure
students
know?
Why do we
ask the
students to
list “Safe
Ways” to
report
bullying in
the planner
activity?
Why was this
optional
activity placed
in the lesson
if it is to be
used by the
classroom
teacher?
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?
Why do we use
the D.A.R.E.
Decision
Making Model
to look at both
bullying and
conflict
situations?
What do you
want students
to gain by
completing
the reflection
activity,
following
these two
lessons? Why
are these
important?
Kansas Bullying Prevention
Awareness
Program
www.kbpp.org/
Randy Wiler
Phone: (913) 642-5555, ext. 208
Fax (913) 642-1529
email: randyw@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
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