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TO G E T H E R
B E A T
WE CAN I N G .
LY
BULting Guide to Taking Action
The Scou
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02 Let’s stamp out bullying together
G H A S T H E
SCOUTIN T O C R E A T E A N
POW ER T I N
M EN
ENVIRON BU LL Y I N G I S
W H IC H B LE ...
PT A
NOT ACCE
This guide has been written to help you to reduce
the chances of bullying happening, and to help
young people who may be being bullied.
CONTENISTSBULLYING? - 3 ING - 5
WHAT STANDING BULLY E SIGNS? - 5
UNDERO I RECOGNISE TH
HOW DAN I HELP? - 6
HOW C NG YOUR OWN 7
CREATI ULLYING CODE - G - 8
ANTI-B DING TO BULLYIN
RESPONING PARENTS - 9
INVOLV ULLYING - 10
CYBERB CAN I FIND HELP? - 12
WHERE
UNDERSTANDING
BULLYING HOW DOIISE
Bullying hurts. It can make people feel that it’s
RECOGNNS?
THE SIG
somehow their fault or that there is something
wrong with them. It can have a devastating
effect on young people’s self-esteem and
destroy their confidence and concentration. Because it often happens away from
They may become more withdrawn and others, bullying is not always easy to
insecure, more cautious and less willing to detect. But you can watch for signs
take any sort of risk. It can leave young people that someone may be being bullied.
feeling lonely, isolated and very unhappy. For example, the Member who:
Bullying has an effect on everyone, not just • hesitates to come to meetings
those directly involved. Some feel they can or join in activities
only stand on the sidelines and do nothing
because if they intervene they run the
• asks to change Groups, Patrols, etc.
risk of being turned on themselves. This • is the last one to get picked for
makes them feel helpless and guilty. a team for no apparent reason,
or gets picked on when people
think your back is turned
BULLYING BEHAVIOURS
• is often the target of jokes
We need to be aware of young people and adults
displaying bullying behaviours and attitudes that
• is reluctant to go to certain places
impact on other young people in a negative way.
or work with certain individuals
N T TO T E L L
‘I DON’TMWAAND DAD -
MY MU LD UPSET THEM
IT WOU CH.’ SUNITA, 16
TOO MU
CREATING YOUR OWN There are normally five main goals
ANTI-BULLYING CODE for an Anti-bullying code:
• To improve young people’ self confidence
Anti-bullying codes are a great way for young people
to focus on how they interact with each other and • To promote good behaviour
what they will do if they experience bullying. in the Group or section
• To improve the Group environment
All Groups and Sections should have a clear
and make it a place where bullying
policy or code for dealing with bullying and
is less likely to happen
for helping those who have been bullied.
• To improve everyone’s awareness
Involve young people in anti-bullying of bullying and its consequences
work, as this is far more likely to succeed
• To make sure everyone is aware
than if ideas are imposed on them.
of the action that may be taken
Ask young people what they feel constitutes if bullying takes place.
bullying - you can relate bullying to the Promise and
Law. Discussions about what is and is not bullying
Make sure they are seen
can help form the basis for the Anti-Bullying Code.
Anti-bullying codes should always be created Anti-bullying codes should be prominently
in partnership with the young people, but that displayed for all to see. Regularly review the code
doesn’t stop the Leaders signing up to it too. with the youth people, and make sure that new
members get a chance to see it and add to it.
These will differ depending on the ages involved
but may include statements such as: Don’t forget to make the code
known to parents and carers
“We will respect each other and our differences”
“When we see someone being Use the code
bullied we will try to help”
If bullying behaviour occurs or relationships are
Young people often have the best approaches to being negative the behaviour can be checked by
solving problems within their peer groups, and if reminding young people of the code they made.
young people create them, they will become more
responsible and more aware of other people’s needs.
08 Let’s stamp out bullying together
‘IT TOOK ME
to the young person about their behaviour. It
may be that their parents have encouraged
A LONG TIME
their behaviour e.g. told them to stand up for
themselves. If the parents disagree with you,
TO GET MY
this will give mixed messages to the bully and
is more likely to make the situation worse.
ABOUT IT.’
specific bullying instances - specific
bullying needs to be addressed
with the individuals concerned.
DARREN, 26
10 Let’s stamp out bullying together
LY A B I T O F
‘IT WASAOLN
LY . I D I D N’T
FUN REFOR HIM TO TAKE
MEAN OUSLY.’ JAY, 13
IT SERI
Let’s stamp out bullying together 11
k/bullying
scouts.org.u
Acknowledgements With grateful thanks to ChildLine for their assistance in the preparation of this guide.
Copyright © 2014 The Scout Association Registered Charity no: 306101 (England and Wales) and SC038437 (Scotland).
County: Although in some parts of the British Isles Scout Counties are known as Areas or Islands - and in one case Bailiwick - for ease of reading this publication simply refers to County/
Counties. In Scotland there is no direct equivalent to County or Area. In Scotland, Scouting is organised into Districts and Regions, each with distinct responsibilities. Some ‘County’
functions are the responsibility of Scottish Regions, whilst others lie with Scottish Districts. The focus of responsibility is outlined in Scottish variations from POR.