Upper Canada District School Board

T.I.E.S.
Anti-Bullying Program
 No Bullying Program

Dear Parents:

The No Bullying Program presented to your child defines a bully as someone who
repeatedly tries to exercise control over another individual by word or deed.

Bullying will not be tolerated at our school. Consequences for bullying are outlined
below. We are seeking your cooperation in helping to create a safe environment. The
severity of the bullying incidents will ultimately determine the appropriate consequences.
There may be some first offence incidents that upon investigation warrant severe
consequences.

First Offense:
· Dependent on the severity - an apology (written or verbal)
· Counselling
· Review of Program
· Home Assignment

Second Offense:
· Withdrawal of in-school privileges for a set period of time
· Verbal and written contact with the parent

Third Offense:
· Out of school suspension if physical harm is inflicted or emotional or mental
abuse takes place.

Thank you for your cooperation.

This student-parent handbook was created as a guide to:
· present Thousand Islands Elementary School’s standard of zero tolerance for bullying,
· provide awareness on what constitutes bullying, and
· encourage students to break the code of silence and report any behaviour that threatens the
well-being of a fellow student.

February, 2005
Violence is any mean word, act or sign that hurts a person’s body, feelings or things.

Mission Statement
The mission of Thousand Islands Elementary School’s Anti-Bullying Program is to
create and maintain a healthy and supportive learning environment, free of violence,
that encourages mutual respect, acceptance and kindness. The result will be lasting
memories of supportive peers and the hope of lifelong friendships.

Goals
The goals of Thousand Islands Elementary School are:

· Elimination of harassment and violence

· Promotion of student ownership and understanding regarding the rights of others
· Ongoing moral education on the importance of Rights, Responsibilities, Respect
and Rules
· Continuing parental support
· Involvement of community support networks
· Continuing to abide by Safe School’s Act

Thousand Islands Elementary School supports …

The UN Convention Principles on the Rights of the Child

· The participation of children in decisions affecting their lives and futures.
· The protection of children against discrimination and all forms of neglect and
exploitation.
· The prevention of harm.
· The provision of assistance for basic needs.

The UN Convention recognizes that young people have rights and entitlements to be
heard, to freedom of expression, thought, conscience and religion; to protection from
physical and mental harm and neglect including sexual exploitation and abuse. The
Convention also recognizes that young people are uniquely vulnerable and require
independent mechanisms to protect and promote their rights. These mechanisms
include anti-bully programs that guarantee the child’s safety, security and protection
while at school and traveling to and from school.
1
This chart was designed to assist with the identification of bullying behaviour in situations
where an unfair advantage exists. The seriousness for all levels of behaviour should be
evaluated based on the harm to the victim and the frequency of the occurrences.
PHYSICAL SOCIAL
EMOTIONAL
Harm to another’s body or Harm to another’s group
Harm to another’s self-esteem
property acceptance

Verbal Verbal
Verbal Non-verbal Non-verbal Non-verbal

Taunting Threatening Calling Giving dirty Gossiping Passively not

gestures names looks including in
Expressing Starting/sprea group
physical Initiating fights Saying Holding nose ding rumours
superiority someone has or other Purposeful
germs or is insulting Increasing exclusion
Blaming unclean gestures gossip/rumour from the
victim s group

Threatening Physical Teasing Ostracizing Teasing about Playing mean

physical cruelty about (group clothes, looks, tricks
harm · Biting possessions, exclusion) etc…
· Scratching clothes
Making · Punching
threats to · Pushing/shov Challenging
secure ing someone in
silence: “If · Tripping/caus public/private
you tell, I ing a fall
will…” · Assaulting
with a
weapon
 Repeatedly Damaging/Defa Insulting Destroying Undermining Arranging
voicing cing/Destroyin family personal other public
violent, g property property or relationships humiliation
graphic Insulting clothing
threats Setting fires remarks Threatening Total group
(Insulting Defacing total group rejection or
intelligence, personal exclusion ostracizing
athletic property,
ability, etc…) clothing, etc…

Practising Taking small Harassing Defacing Insulting race, Making

extortion items from with phone school work gender someone look
others calls foolish
Falsifying
Stealing Frightening school work
with phone
calls

Bullying involves exploitation of a less powerful person. There must be an unfair

advantage being exerted. It is defined as the repeated negative behaviour in the form of
emotional, physical or social actions toward another. Bully/victim conflict is best
understood as a dynamic relationship. Whether or not a behaviour is bullying depends
on its physical and/or emotional effect upon the victim.

3
Kids who bully…
· Are excited/empowered by their bullying behavior.
· Are excited by their victims’ reactions such as fighting back.
· Enjoy feelings of power and control.
· Crave attention in a negative way.
· Lack compassion and empathy for their victims.
· Enjoy causing pain.
· Are calm and show little emotion.
· Blame the victims.
· Think that the innocent remarks or actions of others are meant to hurt them.
· May have low self-esteem.
· May have high-self esteem, an over-inflated sense of self.
· May be average students with a network of friends.
· May have learning difficulties.
· Are successful at hiding their bullying behaviour.
· Need followers to impress. Single Bullies are rare.
· Who are boys, more often use physical force, insults, and threats.
· Who are girls, more often rely on social alienation and intimidation, such as
excluding their victims, threatening them, or making them feel as if they don’t
belong.

Where does Bullying Happen?

Bullying takes place in the schoolyard where there are hidden or obstructed sections
that provide an environment conducive to bullying. Many of the games which students
play present possibilities for bullying because of the physical, social and emotional
nature and the relative ease to single out and harass another student. The noise level
can also mask much of what is going on. Washrooms, locker areas, changing rooms and
showers may be the scene of verbal, psychological and physical harassment.

Bullying may also take place in class. It may occur subtly through glances, looks and
snickering but may take the more overt form of physical intimidation.

Bullying also happens via the internet through On-line Diaries, Websites, MSN and
through the use of cellular phones and text messaging.

3
 Who are the Victims?
The classic image of the victim of bullying as a “wimp” just does not wash.
Research has revealed that there are two types of victims: provocative victims and
passive victims. There is a great deal of difference between the two types. In fact,
provocative victims are easily mistaken for bullies, because they tend to be very
aggressive. Nevertheless, both types end up on the “losing” end in a bullying situation.
Victims of bullying, whether passive or provocative, share a common denominator.
They are victims. The bullying is not their fault. Victimized children rarely tell others
of their plight. As a result, they live in fear and suffer in silence. They are on the losing
end of a downward spiral, the effects of which may last throughout their lives. Victims
need and deserve our help.

Characteristics of Victims
Both passive and provocative victims:
· Rarely report being bullied, because they fear it will only make matters worse
· Do not believe that adults can help
· Sometimes carry weapons to protect themselves from bullying

Characteristics of Provocative Victims

Provocative victims of bullying:
· Repeatedly pester and irritate others
· Are quick-tempered and will fight back
· Get others charged up
· May be diagnosed with ADHD (Attention Deficit Hyperactive Disorder)
· May be clumsy, immature, restless
· Provoke attack (attack may be physical, verbal or non-verbal)
· May look as if they are bullies, because they tend to maintain the conflict;
however, unlike bullies, they always lose in the end.

4
Characteristics of Passive Victims
Passive victims of bullying:
· Do not invite attack
· Are sensitive
· Usually are lacking in humour
· Are loners, friendless, the last to be chosen to join with others
· Feel isolated
· Depend on adults
· Are anxious and distressed
· Can be learning disabled
· May have a physical or mental disability
· May have experienced a past trauma such as rape, abuse, incest
· Are bullied by someone much stronger, larger, or more powerful
· May try to use bribes (money, toys, favours) to protect themselves
· Are shy
· Are often small for their age
· Are insecure

Symptoms of Victims of Bullying

· Fear of going to school
· School work problems
· Decline in academic standing
· Injuries
· Withdrawn, depressed
· Being difficult and argumentative
· Low self-esteem
· Nightmares and disturbed sleep

5
 Role of Parents
· Reassure your child of their right to feel safe.
· Be approachable, provide understanding and comfort for your child.
· Discourage bullying behaviour in your home.
· Try sharing with your child your own experiences about school, friends, & teachers.
· Generate a list of responses that could be used if a similar attack occurs.
· Provide the victim with the language to speak out for himself/herself.
· Ensure the victim understands the importance of confiding with an adult.
· Contact the school with any concerns.

Please note that

· Bullying is not a “Normal Phase” and will not teach your child to toughen up.
· Reporting incidents of violence is not tattling or ratting someone out.
· Every student has the right to be respected, listened to, and to learn in a safe and
caring environment.

Reading Resources
Please check with the school to see if any of these resources or others are available to borrow.
These can also be purchased at Chapters.

Primary Ages
· Don't Laugh At Me; author: Steve Seskin, Allen Shamblin
· Have Courage My Love, (A Brave Encounter with a Bully); author: Lisa Hewitt-Savelli
(Helping Teachers Counselors and Caregivers discuss Peer Pressure and Bullying, Build Confidence
and Self-Esteem, Manage Anger and Conflict)

· The Grouchy Ladybug; author: (E.Carle) Scott Foresman

· Bye-Bye Bully; author: J.S. Jackson
(Kids Guide For Dealing With Bullies)

· The Berenstain Bears And The Bully; author: Stan Berenstain

· Just a Bully; author: Gina Mayer
· Give Maggie a Chance; author: Frieda Wishinsky
· Christmas with Ida Early; author: Robert Burch
· Candy shop; author: Jan Wahl
· Who I Am is Up to Me; author: Steve Bunnell

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Parent/Teacher Resources (Primary/Junior/Intermediate)
· Dealing with Bullies Kit; author: Judith Caseley
· The Behaviour Survival Guide for kids; author: Tom McIntyre
(How to make good choices and stay out of trouble)

· Queen Bees & Wannabes; author: Rosalind Wiseman

(Helping your daughter Survive Cliques, Gossip, Boyfriends & Other Realities of Adolescence)

· Building Moral Intelligence; author: Michele Borba, Ed.D.

(The Seven Essential Virtues That Teach Kids to Do the Right Thing)

· How to Talk so Kids will Listen; author: Adele Faber & Elaine Mazlish
· The Bully, Bullied and the Bystander; author: Barbara Coloroso
· Odd Girl Out; author: Rachel Simmons
(The Hidden Culture of Aggression in Girls)

· Odd Girl Speaks Out; author: Rachel Simmons

(Girls Write about Bullies, Cliques, Popularity, and Jealousy)

Web Site Resources

· Bullying Online (http://www.bullying.co.uk)
(Help and advice for parents & children who are tackling bullying)

· Sort It! – Bullying (http://www.sortit.org.uk/bullying.htm)

· Stop Bullying Now (http://stopbullyingnow.com)
· Bullying at School Information (http://www.scre.ac.uk/bully)
· Child Line (http://www.childline.org.uk/bullying.asp
· Kidscape (http://www.kidscape.org.uk)
· Bully Beware Productions (http://www.bullybeware.com)
· Bully OnLine (http://www.bullyonline.org)
· DfES: Don’t Suffer In Silence (http://www.dfes.gov.uk/bullying/)
· Kids Help Phone (http://www.kidshelpphone.com)
(Canadian Site – toll free, 24 hour, bilingual and anonymous phone counseling, referral and Internet
service for children and youth.)

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 Completed Projects
Below is a list of activities that T.I.E.S. teachers, students and volunteers have been involved in.
Attendance at Bully Free
Week
Held November 22-27,
2004
Puppetry Palloozza
Held December 2004
& January 2005
Anti-Bullying Round
Table
Held December 10, 2004
Building Moral
Character
Tree of Virtues
Problem Solving &
Acts of Kindness Skits
Social Skills Worker
Bully Beware
Presentation
Held February 11, 2004
Ongoing/Future Events
Below are listings of activities that T.I.E.S. will participate in for the purpose of ongoing education
and prevention of bullying.
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Seminars that provided information, questions, answers and literature
about bullying via presentations from psychologists, police, teachers,
principals & students.
Hands-on workshop in building puppets to fit the characters in an anti-
bullying script. The play will be presented by the attendants to the other
students of T.I.E.S.
An afternoon of brainstorming between students, guided by the school to
create the Mission Statement and a Set of Goals for the Student-Parent
Anti-Bullying Handbook.
Each month a virtue is explored and talked about with the students and
this virtue is always listed in the monthly newsletter. Examples of
Virtues covered are Respect, Kindness, and Tolerance.
Students wrote on different coloured leaves about kind acts that they had
witnessed from each other and staff in keeping with the virtue
“Kindness”. These leaves were then pasted to the branches of the tree
and displayed in a main hallway.
Skits put on by the Primary Junior grades for their peers that addressed
kindness & problem solving in bully situations.
Has provided education on and promotion of positive social skills in the
class, yard and small groups.
Presentation to intermediate students by Const. Stacey Cooper
(Gananoque OPP). Facts on bullying characteristics and the
consequences of bullying.
Building Moral
Each month a virtue is explored and talked about with the students and
Character
this virtue is always listed in the monthly newsletter.
In-house workshop on building puppets and sharing of Anti-Bullying
Puppetry Palloozza
theme via a play using puppets.
Display of Tree in a main library location will continue with students
Tree of Virtues writing on leaves the acts they witness that support the virtue of the
month and other displays of good citizenship.
Peer Mediation Trained students that help their peers identify ways to solve problems.
Offering of social activities and sports to encourage and allow
Lunch-time programs
participation of all students.
Monthly Assembly Where students’ good deeds will be recognized with a certificate.
Morning Daily Quotes & Students create and share their own quotes. Students are also presented
News Letter Quotes quotes and they explain what the quote means to them.
Will continue to educate and promote positive social skills in the class,
Social Skills Worker
yard and small groups.
Bully Free Seminars Continuing education that will provide information about bullying.
 NO BULLYING

REPORTING INFORMATION
Two BULLYING REPORT FORMS will be used: Primary (senior kindergarten to grade 3)
and Junior/Intermediate (grades 4 to 8). (see page 10 for examples)

1. Primary
Students select from pictures to describe bullying behaviour that they have
experienced or witnessed. They may choose from kicking, pushing, hitting and
teasing. Students receive assistance from the classroom teacher, when necessary,
to complete identifying information (i.e. their name or victim’s name, who is
bullying, and when the bullying occurred).

2. Junior/Intermediate
Report sheets are to be completed by students; however, assistance may be
provided if required. Language (e.g. the word “victim”) will have to be taught
prior to making forms available to students.

REPORTING PROCEDURES:
1. Students must complete a BULLYING REPORT SHEET when reporting any
type of bullying behaviour. Note: All information provided by the reporter is
confidential.

2. BULLYING REPORT SHEETS will be found in every classroom of the school

including the office and the library.

3. BULLYING REPORT SHEETS may be returned to any teacher or placed in a

box located centrally within the school. Teachers who receive reports will place
them in the box as promptly as possible.

4. Electronic Reporting: An e-mail address has been established so students may

report bullying. The principal and vice-principal are the only people with access
to the reports. The e-mail address is: nobullying@ucdsb.on.ca

9
 Thousand Islands Elementary School

Bullying Report Sheet

Primary Division

Bullying is a type of violence that occurs whenever someone with more power,
repeatedly and over time, unfairly hurts someone.

Nam e/Victim : __________________________________________

W ho is doing it? __________________________________________

W hen? Day ______________________________ ” - Morning ” - Lunch

Recess ” - Afternoon

Bullying Behaviour: (circle incident)

- kicking - pushing - hitting - teasing

W hat did you do?

” - Bullying has occurred repeatedly. (happened over and over again)

” - I have asked bully to stop.
” - I have told som eone (friend or teacher) Nam e:
_________________W hen:______________

-------------------------------------------------------------------------------------------------------------------------
----------------------

Thousand Islands Elementary School

Bullying Report Sheet

Junior / Intermediate Divisions

Bullying is a type of violence that occurs whenever som eone with m ore power,
repeatedly and over tim e, unfairly hurts som eone.

Nam e/Victim : __________________________________________

W ho is doing it? __________________________________________

W hen? Day ____________________ ” - Morning ” - Lunch Recess ” - Afternoon

Bullying Behaviour:
____________________________________________________________________________________
____________________________________________________________________________________
__________________

W hat did you do?

” - Bullying has occurred repeatedly. (happened over and over again)

” - I have asked bully to stop.

10
 ” - I have told som eone (friend or teacher) Nam e: _______________
W hen:____________
10
Valuable Comments from our Students

Grade 3
I think bullying is when you make someone cry just because you enjoy it. Because it
makes you feel powerful and better than them and not thinking how they feel and other
mean stuff.

I think bullying is pushing someone around or not letting someone join and being
mean.

I think bullying means when somebody picks on somebody everyday.

I think bullying is fighting and being mean to other people.

Bullying is when a person is teasing or hurting you. To avoid the bullying you can:
1) Imagine the that the person who is bullying you does not exist.
2) If that does not work, stay away from the bully. Then you cannot be bullied.
3) If that does not work, you tell a parent or a teacher.

I think bullying means hurting someone and when you say “stop”, they don’t stop.

Grade 4
Don’t laugh at others just because they are being bullied. Don’t let the bully stand
above the others. Don’t bystand and stand around and watch your friend be bullied.
Even if it’s not your friend, stand up to the bully.

The reason why people bully kids is because they pick on people who are less powerful
than themselves because they want to look stronger. If you see someone bullying
another kid, don’t stand around and watch because that is called a bystander.

Bullying is mean, so if you do it, STOP! It hurts me and other people when you call us
names and pick on us. Do you like people bugging you all the time? I have had a lot of
people bugging me. It was not fun or funny. Don’t fight back at the bully, you could
get hurt. Instead you should tell someone. It will help you a lot. So if you get bullied
again, run away and tell someone. Don’t be a bully or a bystander because it hurts
people.

Bullying is not funny. Some people think it is. There are many bullies in school, but if
you stand up for yourself or someone else, you feel a lot better. You should never be a
bystander.

I think bullying should be stopped due to personal experiences. If you see someone
being bullied, don’t be a bystander, tell someone. Whether it’s your friend or your
enemy.
Grade 5
By bullying, we’re creating a worse life for everyone. We can all prevent bullying by
stepping forward.

Bullying should stop now. If you see someone being bullied, stand up to the bully. It
could really make a difference. If you were in a position where you were being bullied,
you’d want someone to help you out. Don’t be afraid to tell someone about your
problem or someone else’s problem. It’s not tattling, it’s helping.

When I was in grade 3, one kid called me camel because I had buck teeth.

I was bullied after I got my glasses. I was called four eyes. It hurts. Don’t be a
bystander.

One time, 2 kids tied me up with 2 skipping ropes and dragged me across the school
yard. It hurt me and embarrassed me.

When I was in grade 2, a bully would call me names and hit me. Then one day I went
and said, “I’m not afraid of you.”

Grade 6
People may think that bullying is funny, but it’s not. The bully might be having fun,
but the person they are bullying is probably not. I know how it feels to be bullied
because it happened to me. I think if a bully knew what it was like to be called names
and be pushed around, he might not think it was so funny to do it to other people.

I think that bullying is anything from name calling to physical fighting. Most bullies
pick on smaller or younger kids because they are easier. I saw someone bullying a
smaller kid, so I told the bully to go. I was older, so the bully left. If someone is calling
me names, I ignore them. If they hit you, ask them to stop. If they don’t, tell someone.
Don’t be a bully.

Bullying is a big problem in a lot of places. Just one experience can change your whole
life. It makes people have many different feelings. You may feel hurt, mad, sad or even
depressed. If there was an end to bullying, this world would definitely be a better
place.

Bad
Unwanted
Little bit of it hurts a lot
Lots of it happens
(grade 6 cont’d)

It hurts people a lot of ways

Everyone experiences it
Stop it now!

It’s mean to bully because sometimes it hurts people’s feelings and if people just felt a
little more empathy, this world would be better.

Bullying is wrong. You don’t even have to physically hurt someone. If you let bullying
happen, then you are a bystander. Just walk away and tell someone. You don’t know
how much it could help.

Bullying is mean. Bullying sucks. I think if you and your friends stand up to the bully,
you will find out they are lonely and have no friends or are having problems at home
and are taking it out on you. So, if you are being bullied, go for help because you are
helping you and other people, and the bully.

When I think of bullying, I think of a big gang of bullies coming up to a couple of

people and calling them names and maybe a couple of punches. But, that’s not right
and you shouldn’t let that happen. Don’t be a bystander. If you stand up to the bully,
it could make a big difference.

Bullying is something that goes on at most of the schools. We should try and stop it.
Sometimes, it is just one person. Sometimes, it’s a whole gang of people. Either way,
if you get bullied you will be getting hurt. Stand up if you see someone getting bullied.
Don’t be a bystander.

Grade 7
When bullying stops at our school, the people here will feel confident and happy. You
can be someone who can make a difference.

I think bullying is wrong and should be stopped. It not only hurts on the outside, but it
hurts inside. How to stop it: Tell them to stop! Tell the teacher because no one is alone.

How would you feel if you were picked on everyday? Maybe because of the way your
hair looks, or the clothes you wear. Or, maybe because you are not the skinniest, the
prettiest, or the most popular. Could you imagine what it would be like? A lot of you
that are reading this have either picked on someone before or you’ve been picked on.
It’s not a very nice feeling is it? If everyone was nice to one another there wouldn’t be
anymore kids that are afraid to come to school everyday or kids that come to school and
eat lunch by themselves, or spend recess alone.

Stopping bullying would really make a huge difference. It takes you to make it work.
Grade 8
I think bullies are people who have been badly treated by their elders, so they treat
others the way they got treated.

I think there is no way to stop bullying because if you get the bully in trouble, all
he/she is going to do is get mad and bully even more. I also think you can’t stop
bullying because everyone is different and everyone likes different things.

The only reason a bully likes to bully is because he is getting bullied himself.

Bullying hurts. It’s like being hit in the same spot over and over again. At first you
laugh it off, you may just see it as a joke. Then it starts to hurt. You pretend you are
strong, put on a tough face, maybe try to fight back. Eventually, you can’t deny it
anymore. You’re hurt. Then you realize bullying is like getting hit in the same spot
over and over. These bruises never go away.

The bruises fade away, but the pain is there to stay. If the bullies knew this, they would
understand what it is like to be a victim.

Usually, you would think that the people who are teased are the victims, but maybe it’s
the bullies.

You may not know it, but bullies rule the world.

It happens inside, not out.

Short-term laughing, leaves long-term damaged emotions.

A bully is not a winner, it’s really a loser inside.

Kids are trying to stop being bullies, but sometimes they don’t even know that they are
doing it.

Some people think beating someone up is bullying, but it can be as simple as laughing
at someone when they fall.

The worst type of bullying is gossip. It doesn’t matter if it is true or not. It still hurts on
the inside. It will stay with you forever and it’s not like you can stop it because there is
nothing you can say to stop it.

You don’t know how far it’s going to go until you don’t hear or see them for a week.
Then you see them on the missing list and there’s nothing you can do.

Bullies and victims are a lot alike, really...Both feel frightened.

(grade 8 cont’d)

If you’re reading this...good. Now that I have your attention....the next time you see
someone being hurt...ask the bully what they’re doing and why. See if they can answer
you.

I saw a little girl today and she didn’t look very happy. She almost looked as if she was
going to cry. When I asked what the problem was, she said, “My friends are not my
friends.” We started to chat. She told me the problem, which didn’t seem like much,
but I saw how she felt. The last few words barely came out. I took her to the office to
speak to the Vice Principal and we helped her to solve the problem. By helping her, I
had this indescribable feeling. It felt so good.

Bullying gives a negative effect to those who are bullied and most of those who see it,
do nothing. If only one or two people stand up to this bully, it may or may not stop.
Creating a positive environment spreads to those who see it.

All people can change, no matter what they have done. Just give them a chance.
Maybe, they just need someone to treat them fairly and to talk to them.

Bullying happens too much, in my opinion. Some think it’s amusing, others don’t.
Everyone can make a difference, just don’t be afraid to.

Sometimes people tease their friends and their friends don’t care. It’s just one of those
things that people do. But when someone takes it too far or others join in, that is where
the trouble begins.

Bullying bites. Don’t be a part of it. When people are bullied, they feel not only alone
but unwanted and unappreciated. Think of how you feel inside when someone is
bullying or being unkind to you. I know I feel pretty down on myself and I’m sure each
and every bullied kid feels the same. So, why bully others? Everyone has feelings,
everyone hurts just like me and you. So, if you see or are the bully, remember how you
felt when you were getting bullied. Think of how you would feel if you were getting
bullied. Think of how the other person must feel. Remember, be against bullying, not a
part of it.

There are many kids in my school who get bullied and not many people who try to stop
it. But it should stop.

I’ve been bullied, you’ve been bullied. Everyone has been bullied and no one likes it.
But the real problem is everyone has bullied too.

Victims lose fight and try to hold it in, but the way they fight is the way of death.

Bullies seem to have friends because everyone is afraid not to be.

(grade 8 cont’d)

If you punish the bully, you are only punishing the victim.

No one person can stop bullying. Until we all take a stand and say no, it will continue
forever because there will always be bullies and there will always be victims.

In bullying there is not an end. If you tell, they get mad and then you get a worse
beating. If you stand up and fight, you may get somewhere.

Bullies aren’t the ones that see that they’re hurting the victim mentally. It’s the
bystander that sees it.

I watch kids on the bus make fun of an innocent kid day in and day out. There was no
reason why I shouldn’t have felt sorry for him. They teased him about what he wore, his
size and his appearance. I couldn’t take it anymore, so I stood up to them harshly and
they actually listened. Now that kid can actually sit on the bus and not be bothered.

Bullies take lives. (Suicide)

Ask the bully and he’ll lie, catch him red-handed and he might cry.

There’s not just one bully, because the people around laughing are bullies too.

One person’s loss is a bully’s gain.

Telling on the bully motivates him to do better.

If you support a bully, it’s the same as being one.

We thought it was funny, he laughed too. We all figured it was funny, but we were
wrong. It went too far and it started to spread. We made a mistake and now he’s dead.

Bullies should be put in the place of victim’s position to see how it feels then.

True friends are true friends when you are nice, followers aren’t true friends.

Bullying is a bad thing to do. It hurts others and you.

When they bully, they hurt. When they hurt, they ruin. When they ruin victims, suicide.

To stop a bully, you have to show them what they are doing to others.
For their time, effort and valuable input towards the creation of this handbook,
Thank You to:

Cory Dyer, Owen Dyer, Michelle Good, Johnathan Hancock, Alex Hart ,
Chuck Langley, Dylan Nash, Paige White, Melanie Robb, Josh Serson,
Jannike Karlsson, Lisa Chitty, Carole Dufort, Des M cWilliam, Sue Poldervaart,
Pat Shewchuk & Mary Anne Good.

For participation on the Anti-Bullying committee Thank You to:

Cory Dyer, Owen Dyer, Lindsay Geiger, Michelle Good, Alex Hart, Danielle Hicks, Dylan Nash, Gordon
Stevenson, Paige White, Jannike Karlsson, Lisa Chitty,
Carole Dufort, Des McWilliam, Sue Poldervaart, Pat Shewchuk & Mary Anne Good.

For attending initial 2004/2005 Anti-Bullying workshops Thank You to:

D avid Brabant, Ryan Byford, Lindsay Geiger, M ichelle Good, Danielle Hicks, Jessica M arsden, Paige
W hite, M elanie Robb, Sonjia M allory, Alaina A sbreuk, Astrida Kalnins, & Mary Anne Good.

Front Cover Artwork Logo: Michelle Good, Johnathan Hancock & Josh Serson
Scan of logo and artwork Thanks to Greg Taylor at Print Max in Gananaoque

One day we must come to see that peace is not merely a distant goal we seek, but that it
is a means by which we arrive at that goal. W e must pursue peaceful ends through
peaceful means.
~ Dr. Martin Luther King Jr.

19
 Bibliography

This handbook was created using the below bulleted resources and input from T.I.E.S. students and staff. The
Stewart Public School handbook and the UCDSB Character Education Binder, each with their own impressive
bibliography, provided us with excellent content from which to draw.

· Respect and Protect Program, Johnson Institute, Minneapolis, USA 1996

· Anti-Bullying Student Parent Handbook, The Stewart Public School (John Gow,
Principal)
Akin, Terri. Learning the Skills of Anger M anagement. Jalmar Press, 2001.
All About Anger. Pleasantville, NY: Sunburst Communications, Inc., 1990.
Beane, Allan L., PH.D. The Bully Free Classroom. M inneapolis, M N: Free Spirit Publishing, Inc.,
1999.
Bernard, M ichael, E., PH.D., Carthwright, Richard, M .ED., PSYSH. Program Achieve Grades 7, 8.
Athens, ON: Hindle & Associates, Copyright 1997.
Bernard, M ichael, E., PH.D., Linscott, Jean L., PH.D. Nicholson, Jamie, M .ED. Program Achieve
Grades 1, 2, 3, 4, 5, 6. Athens, ON: Hindle & Associates, Copyright 1997.
Borba, M ichele, Dr. Esteem Builders. Torrance, CA: Jalmar Press, 1989.
Borba, M ichele, Building Moral Intelligence. Jossey-Bass, Copyright 2001.
Canter, L. & Peterson, K. Alternatives to Violence: A Two-Part Program on Conflict Resolution,
Negotiation and Mediation.
Canter, L. & Peterson, K. Teaching Students to Get Along. Lee Canter & Associates.
Fried, SuEllen & W eyforth, M ara. On Target to Stop Bullying. Kansas City, M O: STOP Violence
Coalition, Inc., 1999.
Getting Better at Getting Along. Pleasantville, NY: Sunburst Communications, Inc., 1992.
Goldstein, Arnold P. The Prepare Curriculum: Teaching Prosocial Competencies. Champaign, IL:
Research Press, 1988.
Jacobs, Don, Trent and Jessica. Teaching Virtues Building Character Across the Curriculum.
Lanham, M D and London: The Scarecrow Press, Inc,. 2001.
Jasmine, Julia, M .A. Conflict Resolution, Grades K-4. Westminster, CA: Teacher Created
M aterials, Inc. 1997.
Jasmine, Julia, M .A. Conflict Resolution, Grades 5-8. Westminster, CA: Teacher Created
M aterials, Inc. 1997.
Lorusso, Angela. Bully Prevention Program. Western Ottawa Community Resource Centre.
Lowenstein, Liana, M .S.W ., C.S.W ., CPT-S. Creative Interventions for Troubled Children & Youth.
Canadian Cataloguing in Publication Data, Copyright 1999.
M annix, Darlene. Social Skills for Special Children. The Center for Applied Research in
Education, Copyright 1993.
Rider, Teri. Let’s Share Our Feelings. Oceanside, CA: Academic Communication Associates, 1992.
Sargent, Lawrence R. Social Skills for School & Community. The Division on M ental Retardation
& Developmental Disabilities of the Council for Exceptional Children, 1998.
Schmidt, Fr. & Friedman, A. Creative Conflict Solving for Kids. M iami Beach, FL: Grace
Contrino Abrams Peace Education Foundation, Inc., 1991.
Schwartz, Linda. Taking Steps Towards Tolerance and Compassion. The Learning W orks,
Copyright 2001.
W eltmann Begun, Ruth. Social Skills Lessons & Activities for Grades 4-6. Society for Prevention of
Violence, Copyright 1996.
W hitehouse, Eliane and Pudney, Warwick. A Volcano in My Tummy. New Society Publishers,
Copyright 1999.
Working it Out. Lion’s Quest.
YouthLight Inc. 1998
· Character Education Binder, Upper Canada District School Board (UCDSB)
Atlas, R., and Pepler, D. (1997). Observations of Bullying in the Classroom. LaM arsh Centre for
Research on Violence and Conflict Resolution. York University
Bean, A. (1999), Bully Free Classroom, Free Spirit Publishing
Besag, V.E. (1989) Bullies and Victims in School. A Guide to Understanding and Management.
England: Open University Press.
Charach, A., Pepler, D., and Ziegler, S. (1995). “Bullying at School, a Canadian Perspective.”
Education Canada.
Craig, W . (1997). “The Relationship Among Aggression Types, Depression, and anxiety in Bullies, V
ictims, and Bully/Victims.” Personality and Individual Differences.
Carig, W . and Pepler, D. (1997) Naturalistic Observations of Bullying and Victimization on the
Playground. LaM arsh Centre for Research on Violence and Conflict Resolution, York University.
Rigby, K. (1996) Bullying n Schools and What We Can Do about It. Jessica Kingsley Publishers
Tatttun, D.P. (1993). Understanding and Managing Bullying. London Heinman.
Suderman. M. & Jaffe, P. (1996) A.S.A.P. A School Board Anti-Violence Prevention Program. London
Family Court Clinic

· Michele Borba, Ed.D. Building Moral Intelligence, The Seven Essential Virtues That
Teach Kids to Do the Right Thing. Jossey-Bass Publishers, 2001

· Who me… A bully? A Teacher’s Guide to Bullying. Child and Youth Friendly
Ottawa (CAYFO). Baico Publishing, 2002

· Seminar Notes, Bully Free Week, Ottawa (CAYFO) November, 2004

T.I.E.S. Contact Information
Phone .................................................................................................................... 613-659-2216
Fax ......................................................................................................................... 613-659-2264
Email ................................................................................................ nobullying@ucdsb.on.ca
Web ..................................................................................................... www.ucdsb.on.ca/ties

Additional Services
Tri/County Addiction Services ......................................................................... 800-563-0062

Leeds & Grenville Rehabilitation & Counselling ............................................ 800-267-4406

Leeds Grenville & Lanark District Health Unit ............................................... 613-382-4231

Leeds Grenville Mental Health Services .......................................................... 613-382-7135

HIV / AIDS Regional Services .......................................................................... 800-565-2209

Child & Youth Wellness Centre ........................................................................ 800-809-2494

Public Health Unit ............................................................................................... 800-660-5853

United Counties Social Services ........................................................................ 800-267-8146

Ontario Disability Support Program ................................................................ 800-267-0834

Legal Aid Services ............................................................................................... 613-342-5421

Gay/Lesbian/Bisexual/Transgender supports .............................................

Talk Telephone Aid Line Kingston (7 days/week, 7pm-3am) ................. 613-544-1771

Lesbian/Gay/BiYouth Line (Sun-Fri, 4-9:30pm) ........................................ 800-268-YOUTH

Website ................................................... http://clubs.myams.org/equip/resources.htm
Website ................................................................................................. www.pflagcanada.ca

Emergency Services in Leeds County

EMERGENCY (Police Fire, Ambulance) .......................................................... 911

Poison Information Centre ................................................................................. 800-267-1373

Kids Help Line ..................................................................................................... 800-668-6868

Distress Line (5 pm to Midnight) ...................................................................... 800-465-4442

Interval House Crisis Line ................................................................................. 800-267-4409

Family & Children’s Services ............................................................................. 800-481-7834

ROHCG/B.P.H. ................................................................................................... 613-345-1461

Developmental Services of Leeds & Grenville ................................................ 613-345-1290