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Bullying Interventions Handout

Bullying Interventions Handout

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A Short Lesson Plan on bullying for middle school and high school students.
A Short Lesson Plan on bullying for middle school and high school students.

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Published by: Cierra Olivia Thomas-Williams on Mar 17, 2011
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Personal Responsibility in Bullying & Bystander Intervention Strategies
Don¶t be a bystander, take responsibility, act
s
afely,
e
arly, and
e
ffectively! 1
Wh
at is bullying?
Bu
llying is a form of ab
u
se, involvingrepeated acts over time attempting to create or enforceone person's (or gro
u
p's) power over another person (or gro
u
p).
Bullying is, thus, an ³imbalance of power.´ 
The³imbalance of power´ may be social power and/or physicalpower. The victim of b
u
llying is sometimes referred to as atarget.
Bu
llying consists of three basic types of ab
u
se ±emotional, verbal and physical. It typically involves s
u
btlemethods of coercion s
u
ch as intimidation.
H
ere are some researc
h
statistics about bullying and assault at middle and
h
ig
h
 sc
h
ools across t
h
e nation
:
 
y
 
Bu
llying occ
u
rs in front of other st
u
dents 88% of the time, b
u
t almost always occ
u
rs in asecl
u
ded location where ad
u
lts are not likely to witness the attack.
y
65%-90% of gender non-conforming yo
u
ng individ
u
als experience b
u
llying and other forms of harassment daily at school. (GLSEN, 2009)
y
 
B
y self-report, boys are more likely than girls to b
u
lly other st
u
dents (see e.g., Nansel et al.,2001).
y
 
B
oys typically are b
u
llied only by other boys, while girls report being b
u
llied by both boys andgirls (see e.g., Olwe
u
s, 1993a).
y
 
B
oys are more likely than girls to report being physically b
u
llied, whereas girls are more likelythan boys to report being the targets of r 
u
mor-spreading and sex
u
al comments (see e.g.,Nansel et al., 2001).
y
When one looks at same-gender b
u
llying (e.g., b
u
llying of girls by other girls), girls are morelikely than boys to b
u
lly thro
u
gh social excl
u
sion (Olwe
u
s, 2002; as cited in Limber, 2002).
y
 
Bu
llying occ
u
rs most freq
u
ently from sixth to eighth grade, with little variation between
u
rban,s
u
b
u
rban, town and r 
u
ral areas (Ansel and colleag
u
es, 2009).
T
h
e Five Decision Making Steps
1.
Notice t
h
e event
(What do I
SEE 
?
At what point do yo
u
notice
?
Who is involved
?
What do yo
u
 know of past events with these people
?
)2.
Interpret it as Problem/Emergency
(What are the red flags
?
What are the costs/ benefits of intervening
?
What aresome costs/benefits of NOT intervening
?
 3.
Assume Personal Responsibility and Accountability
(What can yo
u
do to make the intervention
afe
, E 
arly 
and
ffective
?
How wo
u
ldyo
u
feel if yo
u
were the ³victim´
?
What wo
u
ld yo
u
be thinking
?
What wo
u
ld yo
u
 want others to do for yo
u
?
 4.
H
ave t
h
e Skills to Intervene
(What knowledge/skills are necessary
?
)5.
Implement
H
elp
(What are direct and indirect ways to help
?
Always involve an ad
u
lt. If an ad
u
ltis not immediately available, report the incident. Ad
u
lts are responsible for making this school a safe environment.)
 
Personal Responsibility in Bullying & Bystander Intervention Strategies
Don¶t be a bystander, take responsibility, act
s
afely,
e
arly, and
e
ffectively! 2
Some Bystander Intervention Strategies:
F
irst, always tell an ad
u
lt when yo
u
witness asit
u
ation that may be interpreted as b
u
llying or harassment.
Bu
llying, assa
u
lt, sex
u
alassa
u
lt, and domestic violence are not behaviors that are tolerated at this school. Ad
u
ltsare responsible for making this school a comfortable atmosphere in which yo
u
r learning isfostered.
Because
b
ullying 
mo
st 
of 
ten
o
ccurs
 
away 
om
adults
,
o
 
need 
 
o b
e
 
ar 
m
ed 
 
with
 
the
n
o
wledge
 
o
handle
 
o
ursel 
resp
o
nsi 
b
ly 
 
in
 
situati 
o
ns
 
where
 
s
om
e
o
ne
 
needs
 
o
ur 
 
help.
Yo
u
are
u
ltimately responsible for yo
u
r behavior anddecisions. Yo
u
can help yo
u
r peers. See ³The
F
ive Decision Making Steps´above.When it is safe for yo
u
to intervene
s
afely,
e
arly, and
e
ffectively, here are some tactics tointervene in high-stress sit
u
ations
:
 
³Defensive Split´
y
Step in and separate the two people. (What if there are more than one
?
Then weare going to want to t
u
rn to f 
u
ll co
u
rt press)
y
If the sit
u
ation allows, let them know yo
u
r concerns and reasons for theintervention.
y
 
B
e friendly to both ³sides.´
y
Report the event to an ad
u
lt.
³Swoop and Scoop´
y
Yo
u
can do this alone or with a gro
u
p.
y
Yo
u
(and yo
u
r friends) walk by and grab the victim saying something offhand, like,³we were looking for yo
u
, come on.´
y
Report the event to an ad
u
lt.
³Divert to Avert´
y
Use a distraction to redirect the aggressor¶s foc
u
s somewhere.
y
See ³swoop and scoop´
y
³Hey, I was looking for yo
u
y
Drop some books, p
u
sh over a trash can
y
Trip and fall
y
Report the event to an ad
u
lt.
³
F
u
ll Co
u
rt Press´
y
Recr 
u
it the help of friends of 
both
people to step in as a gro
u
p.
y
If the sit
u
ation allows, let them know yo
u
r concerns and reasons for theintervention.
y
 
B
e friendly to both ³sides.´
y
Report the event to an ad
u
lt.Yo
u
r Notes and Q
u
estions
:
 
 
Personal Responsibility in Bullying & Bystander Intervention Strategies
Don¶t be a bystander, take responsibility, act
s
afely,
e
arly, and
e
ffectively! 3Review ³The
F
ive Decision Making Steps´ before doing this activity.Make
u
p dialog to gowith the sit
u
ation and tell how yo
u
wo
u
ld intervene. Here are some q
u
estions to askyo
u
rself as yo
u
complete the task
:
What did yo
u
notice abo
u
t this sit
u
ation that isproblematic
?
What are the costs/ benefits of intervening
?
What are some costs/benefits of NOT intervening
?
How wo
u
ld yo
u
feel if yo
u
were the ³victim´
?
What wo
u
ld yo
u
bethinking
?
What wo
u
ld yo
u
want others to do for yo
u
?
What knowledge/skills are necessaryto intervene
?
What are direct and indirect ways to help
?
 
Practice Scenarios Possible Dialog/Situation/Intervention

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