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Dr Philip Zimbardo the Bystander Effect BR

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Dr Philip Zimbardo the Bystander Effect BR Requirement: All students in every school, must receive this annual training. Best Practices: This training is formatted to be one 45-minute classroom lesson. If desired, the lesson can be extended by using the Optional Expansion Lessons. Trainer instructions: Throughout this Script, instructions for the facilitator will be in italics. Those items to be spoken or asked will not be. Before you begin, familiarize yourself with the content and ensure the course technology is works for you. You may choose to play the lesson independently by downloading the PowerPoint and video from Canvas Files section. Discussions: Ask the discussion questions in whichever format is most appropriate to your setting and the students’ developmental level. Options include: Raise your hand to share; find a classmate to ask; write down your thoughts about; quick - turn to a partner and share. Booster Lesson: It is recommended you use the Booster Lesson 1-2 weeks following this training module. Optional expansion lessons are also encouraged and can be found in the Additional Resources Canvas page. • For grades 6-8: Go to the Be the 1 Toolkit and use the Grades 6-8, Lesson 1: Where We Stand and its Extension Activity role play with the 4 Intervention Strategies on slide #27. • For grades 9-12: Go to the Be the 1 Toolkit and use the Grades 9-12, Lesson 3: How can I Be the 1 to intervene with bullying? Make sure to review and include the 4 Intervention Strategies on slide #27. Source: Thank you to Bystander Revolution for the generous sharing of their excellent resources. Please visit their website to access the latest materials, bystanderrevolution.org. Messaging and Student Objectives: This lessons will inspire your students to “Be the 1” to help prevent and intervene with bullying. Create a safer and more respectful classroom/school environment by showing students that although some students bully others, most don’t. The Student Lesson Begins Below STATE: Today we are going to talk about how we can make our class and school a safer place where everyone feels respected. We are going to discuss how we treat each other and what we can do so EVERYONE is being treated in the way they deserve to be – with respect. 5-29-20 1 Agenda • What is bullying? • Why do we care about bullying? • What we can do to prevent and intervene with bullying? STATE: What stands in the way of respect? Disrespect and violence. If disrespect isn’t intervened with early, it can begin to repeat and grow into bullying, a form of violence. STATE: So today we’ll be exploring what bullying is, why we care about it, and what we can do to prevent and intervene with it. 2 What is bullying? STATE: Let’s begin by learning how bullying is really defined and what it looks like… 3 Have you ever… • Been called a name? • Excluded someone from your friend group? • Been picked on by someone who was bigger than you? • Not deleted a post that was cruel? • Responded in anger or were hurtful, but then said you were just “joking”? • Encouraged friends to laugh at someone? • Stayed silent when another was made fun of? ASK/STATE: • What is our school/my classroom policy/rule on bullying? • How do you think bullying is defined? • Without using names, have you ever seen or experienced it? Who would like to share what it looked like or felt like for the target of it? • How do people who bully behave – what does it look like, sound like, feel like for the people seeing it? Make sure the examples they give include all types of bullying behaviors by differentiating physical from non-physical (verbal, emotional, excluding someone, and cyberbullying) bullying. STATE: We’ve all been hurt and we’ve all hurt other people. And some of the pain caused by unkind acts can remain for years. But there are certain ways some people intentionally treat others that isn’t OK and doesn’t need to happen. 4 Bullying Defined Bullying is repeated, purposefully hurtful (intent to do harm) action against someone who has less power. Bullying is: • Repeated • Imbalance of Power • Purposeful You may have to rephrase or explain some of this vocabulary. STATE: Bullying is a form of violence. It is the ongoing targeting of someone who is unable to defend him or herself. People who bully can be male or female, young or old, someone you know or not. Bullying is a behavior, not a person. Unkind behaviors are bullying ONLY IF they include ALL 3 of these elements: 1) The behavior is Repeated over time. It doesn't just happen one time, or during one event or class period. 2) There is an Imbalance of power. The person being targeted has less power than the aggressor and is unable to stop the behavior, so it makes them fearful. For example, they can have less power because they are smaller, younger, a minority within the school, or not as popular. And finally, 3) The behavior is done on Purpose to hurt the other person. An easy way to determine if a behavior is hurtful is to just ask yourself, would I want to be treated that way? We use the acronym RIP to remember the definition. ASK: Can you think of any behaviors that could be confused with bullying, because they may appear to be similar? Possible answers include: • Harassment - can happen just one time. Hazing - is a form of bullying that is required to be part of a group. Hazing is any action or situation that recklessly or intentionally endangers the mental or physical health or safety of a student regardless of: 1) the student’s willingness to participate or; 2) that the conduct or activity was not sanctioned by the organization or; 3) that the activity was not consciously done as a condition of membership to the group. • Conflict or being mean – is when two people of equal power don’t get along and try to hurt each other on purpose, usually in anger. • Mutual Joking - is done for fun between people of equal power while being Rude is having bad manners or being inconsiderate, neither of which is usually done on purpose. ASK: • How common do you think bullying is? For example, if we surveyed our school and asked students anonymously if they had been face to face bullied in the last 12 months – what percentage do you think would say they have been? What about cyberbullied? • How/why would the rates be the same or different for face to face bullying versus cyberbullying? • How/why would the rates be the same or different for middle versus high school students? 5 Some Do, But Most Don’t Broward High Schools Broward Middle Schools 20 19 40 37.8 Broward FLA U.S. 33.5 2015 2017 14.4 14.9 15 14.3 13.6 30 11.5 10 18.7 20 14.5 5 Percentage 10 0 0 Bullied at School Electronically Bullied Bullied at School Electronically Bullied - 2017 YRBS (Youth Risk Behavior Survey) STATE: The Center for Disease Control (CDC) surveys Broward’s students anonymously every other year, and these are the facts – although some students do get bullied, most don’t. Note how it may be similar or different than their guesses, then explore the differences with the questions below. Let’s look at the high school rates first. For Broward, the number of high school students who report during the last 12 months they were: • Electronically bullied (13.6%) is statistically the same as the national US rate of 14.9%. And although it’s not shown, our high school rate of cyberbullying has not changed statistically from 2011 (11%) to now. • Face to face bullied (14.4%) is significantly LOWER than the national US percentage of 19%. This rate has also not changed statistically from 2011 (13.2%) to now. ASK: Why do you think that might be? STATE: Now let’s look at Broward’s middle school trend data from 2015 to 2017 (middle school has no national comparison data). • Face to face bullied on school property has remained statistically the same from 2015 to 2017, but it is MUCH HIGHER than (almost double) the high school rate. ASK: Why do you think that is? TRAINER NOTES: Young people who are perceived as different from their peers are at risk for being bullied. This might be part of why the highest rates of bullying can be found in middle school, where developmentally students are still finding their sense of identity and fear being "different" the most. STATE: Now let’s look at Broward’s middle school cyberbullying trend data - unlike all the other rates, it has SIGNIFICANTLY INCREASED from 2015 to 2017. ASK: Why do you think that might be? STATE: Overall most of us don’t bully, but even one person being bullied is too much. FYI FOR TRAINER: • Statistical significance is calculated using the CDC’s YRBSS Analysis Tool based on t- test analyses to determine pairwise differences between subpopulations. Differences between prevalence estimates were considered statistically significant if the t test p value was <0.05. • If electronic bullying and Internet safety is an issue for your students, use the following tools: Think B4U Post Toolkit, Class Meetings, SEL curriculum, Common Sense Media. 6 The Bullying Triangle Bystanders: 80% of us who hold the most power to Be the 1 to stop it! Person targeted Person bullying STATE: When examining the dynamics of bullying, we each play a role in the bullying triangle - either as the target of it, the person bullying, or the bystander seeing it.
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