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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

What is bullying?Bullying is a form of abuse, involving repeated acts over time attempting to create or enforce one person's (or group's) power over another person (or group). Bullying is, thus, an ³imbalance of power.´The ³imbalance of power´ may be social power and/or physical power. The victim of bullying is sometimes referred to as a target. Bullying consists of three basic types of abuse ± emotional, verbal and physical. It typically involves subtle methods of coercion such as intimidation. Here are some research statistics about bullying and assault at middle and high schools across the nation:
y y y y y Bullying occurs in front of other students 88% of the time, but almost always occurs in a secluded location where adults are not likely to witness the attack. 65%-90% of gender non-conforming young individuals experience bullying and other forms of harassment daily at school. (GLSEN, 2009) By self-report, boys are more likely than girls to bully other students (see e.g., Nansel et al., 2001). Boys typically are bullied only by other boys, while girls report being bullied by both boys and girls (see e.g., Olweus, 1993a). Boys are more likely than girls to report being physically bullied, whereas girls are more likely than boys to report being the targets of rumor-spreading and sexual comments (see e.g., Nansel et al., 2001). When one looks at same-gender bullying (e.g., bullying of girls by other girls), girls are more likely than boys to bully through social exclusion (Olweus, 2002; as cited in Limber, 2002). Bullying occurs most frequently from sixth to eighth grade, with little variation between urban, suburban, town and rural areas (Ansel and colleagues, 2009).

y y

The Five Decision Making Steps 1. Notice the event (What do I SEE?At what point do you notice? Who is involved? What do you 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 are some costs/benefits of NOT intervening? 3. Assume Personal Responsibility and Accountability (What can you do to make the intervention Safe, Earlyand Effective? How would you feel if you were the ³victim´? What would you be thinking? What would you want others to do for you? 4. Have the Skills to Intervene (What knowledge/skills are necessary?) 5. Implement Help (What are direct and indirect ways to help? Always involve an adult. If an adult is not immediately available, report the incident. Adults are responsible for making this school a safe environment.) Don¶t be a bystander, take responsibility, act safely, early, and effectively! 1

Personal Responsibility in Bullying & Bystander Intervention Strategies Some Bystander Intervention Strategies: First, always tell an adult when you witness a situation that may be interpreted as bullying or harassment. Bullying, assault, sexual assault, and domestic violence are not behaviors that are tolerated at this school. Adults are responsible for making this school a comfortable atmosphere in which your learning is fostered. Because bullying most often occurs away from adults, you need to be armed with the knowledge to handle yourself responsibly in situations where someone needs your help.You are ultimately responsible for your behavior and decisions. You can help your peers. See ³The Five Decision Making Steps´above. When it is safe for you to intervene safely, early, and effectively, here are some tactics to intervene in high-stress situations:

³Defensive Split´
y y y y Step in and separate the two people. (What if there are more than one? Then we are going to want to turn to full court press) If the situation allows, let them know your concerns and reasons for the intervention. Be friendly to both ³sides.´ Report the event to an adult.

³Swoop and Scoop´
y y y You can do this alone or with a group. You (and your friends) walk by and grab the victim saying something offhand, like, ³we were looking for you, come on.´ Report the event to an adult.

³Divert to Avert´
y y y y y y Use a distraction to redirect the aggressor¶s focus somewhere. See ³swoop and scoop´ ³Hey, I was looking for you.´ Drop some books, push over a trash can Trip and fall Report the event to an adult.

³Full Court Press´
y y y y Recruit the help of friends of both people to step in as a group. If the situation allows, let them know your concerns and reasons for the intervention. Be friendly to both ³sides.´ Report the event to an adult.

Your Notes and Questions:

Don¶t be a bystander, take responsibility, act safely, early, and effectively! 2

Personal Responsibility in Bullying & Bystander Intervention Strategies Review ³The Five Decision Making Steps´ before doing this activity.Make up dialog to go with the situation and tell how you would intervene. Here are some questions to ask yourself as you complete the task: What did you notice about this situation that is problematic? What are the costs/ benefits of intervening? What are some costs/benefits of NOT intervening? How would you feel if you were the ³victim´? What would you be thinking? What would you want others to do for you? What knowledge/skills are necessary to intervene? What are direct and indirect ways to help? Practice Scenarios Possible Dialog/Situation/Intervention

Don¶t be a bystander, take responsibility, act safely, early, and effectively! 3

Personal Responsibility in Bullying & Bystander Intervention Strategies Dear Student, You are required to return this page of the handout signed by parent or guardian to receive full credit for this assignment. This assignment is due by the end of the week. Dear Parents, Please use this space below to jot down your questions, ideas, or suggestions for me. I welcome you to include your contact information on this sheet or email me directly at cierra_olivia@hotmail.com if you have concerns.Information alsoattached to this handout for you to keep: 1) School Policy on gender-based violence, relational violence, bullying, assault, sexual assault; 2) List of school officials¶who offer support for bullying and other relational violence. Very truly yours, Ms. Thomas-Williams

I have reviewed this sheet with my parents.

(student sign/date) I have read and reviewed this sheet with my student(s) and am in possession of the resources available for my student at my student¶s school should my student experience bullying or repeated relational aggression.

(parent sign/date)
Information in handout adapted from the following resources: http://www.stopabuse.vt.edu/pdf/playbook.pdf http://web.wm.edu/sexualassault/geteducated_community_intervention.php?svr=www National Step Up! and Green Dot programs

Don¶t be a bystander, take responsibility, act safely, early, and effectively! 4

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