Running Head: GAME PLAN FOR CHANGE

Game Plan for Change

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Antonio’s ‘Looking Glass Self’ influence by Agents of Socialization

The theory of looking glass self was developed by Charles H. Cooley in 1902. In this

theory, Cooley explains how the people around us affect living behaviors. In this regard, the

theory of looking glass self can be used to explain the desire of Antonio to change his bullying

behavior. According to Cooley, when an individual identifies what other people think about

him/her, it may bring about feelings of self-doubt and insecurity. In this regard, an individual’s

self-image grows as a result of interactions between the person and other members of the society.

In other words, individual’s self-perception is not brought about by who they really are, but

rather how the individual believes others perceive him/her (Kenny, 2007).

The concept of looking glass self asserts that socialization is very instrumental in

explaining behavioral changes and orientations. The idea of looking glass self is that the people

around has acts as “mirrors” in that they reflect images of who we are. This happens in three

steps. Firstly, one imagines how they appear in front of other people. Secondly, one imagines the

judgments people make about him, and lastly, one imagines the feelings people make about him

based on the judgments they make about that person. Ultimately, individuals alter their behavior

based on how others feel about them. The theory of looking glass self can therefore be used to

perfectly explain the desire of Antonio to change his bullying behavior. In this regard, being a

bully is a negative attribute in the society. Therefore, Antonio’s fellow students, their parents,

and teachers have a negative perception towards Antonio due to his bullying behavior. In this

regard, Antonio starts to get a reflection of how people perceive him and this attribute makes

Antonio feel uncomfortable in the face of others. This is the reason why Antonio wants to

change since being a “good” boy will make other people perceive him as a good person and this

will boost his self-image (Kenny, 2007).

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Class Activity on Importance of Awareness and Bully Prevention

The class activity described in this section will be branded the “The Greatest Hero”. The

objective of the lesson is to explain the role of a bystander, who observes bullying done to

another person. The intention is to explain the role a bystander can play to stop bullying. The

teacher will supply materials of art such as markers, pens, pencils, stickers, and a large sheet of

paper. The students will therefore be divided into two groups. The activity will be divided into

two parts. In the first part, each group will give a description of who a bystander is. They will

also share their sentiments on whether a bystander can be neutral in a situation of bullying, and

the things which a bystander can do to stop bullying. In the second part, using the art materials

provided, each group will draw “The Greatest Hero” who is an individual who they believe can

stop bulling at a go (Whitney, Kaitlin, Jimmy, Allyson & Mark, 2011).

The person drawn should be given a name and some characteristics, which can clearly

depict that “The Greatest Hero” can actually stand up to a bully. After the drawing, each group

will share what they have gathered in their activity to the whole class. This lesson is important to

all students, both the bullies and those bullied. This lesson will help the students discuss about

who a bully is. They will discuss how an individual can help stop others from being bullied. The

teacher will also ask the students their opinions on whether they can inform other members of the

society about some bullying activities which have been done to them. The students will therefore

be able to discuss some ways in which they can help those who a bullied, in terms of intervening

in such situations where students are bullied by others. In addition, the role of a bystander in

bullying will be explained in details and thus students will be urged to take part in stopping

bullying (Whitney, Kaitlin, Jimmy, Allyson & Mark, 2011).

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How Students can Support Antonio’s Change

The issue of supporting a former tormentor is the most difficult any students can imagine

of. The reason behind this notion is because the memories of being bullied are hard to forget, and

this creates a negative attitude towards the bully among the other students. However, it is still

possible to restore a good relationship between Antonio and other students. The fact that Antonio

decides to change is a clear indication that he has realized his mistake and that he had created a

negative impression to other students. The desire to change implies that he is remorseful and can

therefore coexist with other students in a peaceful way. The teacher can convince Antonio’s that

being a bully is not anyone’s wish. The teacher can also explain to the students Antonio’s desire

to change and that they need to treat him indifferently since he is a changed person. In order to

enforce good relationship with other students, the teacher can assign some duties to Antonio and

a group of students as a way of strengthening personal relationships between them. The

assurance that Antonio is a changed student is strong enough for students to believe and thus

after sometime, their perceptions towards Antonio will eventually be changed (Milsom & Gallo,

2006).

How Antonio can Implement his Change

Being a bully brings a poor self-image and reduces individual self-esteem. Although

Antonio intends to change his bullying behavior, it will be a difficult process, which a strategy to

implement. The best strategy Antonio can use to implement is changing his self-doubt of how

other students will perceive him. The best strategy for Antonio to apply to implement his desire

is change of routine. In this regard, the teacher will help Antonio realize that students no longer

perceive him as a bully, but rather a changed student. In addition, the teacher can advise Antonio
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not to interact with students who are also bullies as there is a likelihood of luring him into

bullying activities. Therefore, Antonio will be encouraged to bolster relationships with other

students who are focused in their school work, and depict good behavior and overall respect their

colleagues. By so doing, Antonio’s behavior is more likely to change for the good (Milsom &

Gallo, 2006).

Suggestion to Antonio’s Parents

There are a number of things Antonio’s parents can do to support their son. They should

first show their appreciation towards their son’s desire to change. They can even buy a gift which

will always be a symbol of the good change Antonio has decided to make. The parents can talk

to him on the bad effects of bullying, including legal consequences which bullying can attract, as

a way of discouraging future possibility of him going back to the bullying behavior. In addition,

the parents can make the home bully free. Since it is believed children learn from their parents,

avoiding exposing violent or aggressive behaviors eliminates chances of bullying activities

undertaken by their son. In addition, the parents can do something to boost the self-esteem of

Antonio. By so doing, their some will not engage in bullying behavior to feel better about

himself, since he will be contended with what he is (Orpinas & Horne, 2009).
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References

Kenny, R. W. (2007). The good, the bad, and the social: On living as an answerable agent.

Sociological Theory, 25(3), 268-291.

Milsom, A., & Gallo, L. L. (2006). Bullying in middle schools: Prevention and intervention.

Middle School Journal, 37(3), 12-19.

Orpinas, P., & Horne, A. (2009). Creating a positive school climate and developing social

competence. Handbook of bullying in schools: An international perspective, 49-59.

Whitney C., Kaitlin L., Jimmy S., Allyson W. & Mark M. (2011). Bullying Awareness Lessons,
Activities and Resources