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.
ASK: Why would someone choose to bully? Ensure one of the reasons explored is to gain social status, attention or approval from their friends/the audience. Note also that some students who bully do so because they think it’s fun, “normal”, or OK.
ASK: If a person continues to bully because no one intervenes to teach them it’s unacceptable, how might this pattern of behavior progress as the person ages?
STATE: The person being targeted doesn’t have enough social or physical power to stop it, but WE as bystanders do, especially when it’s being done to impress us. Most of us, 8 out of 10, are the bystanders and therefore hold the MOST power to stop it.
Bystanders can choose to take that power back and stop the abuse by intervening directly at the time it’s happening, or indirectly later on.
STATE: Let’s take a closer look in this next video, at the power each of us holds in the bullying triangle.
7 Bystander Revolution Video - Gavin de Becke Fear and Courage BR
- Source BystanderRevolution.org
**INSERT VIDEO HERE: “Gavin de Becke Fear and Courage BR”** About this video, Gavin de Becker Fear And Courage: What fear do the person bullying, the person being bullied, and the bystander all have in common? How can we find the courage to take action? Advice from the nation's leading expert on the prediction and management of violence.
8 Discussion
• What do the person bullying, the person being bullied, and the bystander all have in common?
• What does courage mean?
• What are the top three reasons students are targeted for bullying?
TRAINER NOTE: Ask these 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… ASK: What do the person bullying, the person being bullied, and the bystander all have in common? Everyone is afraid, everyone is worried they will be unpopular. No one wants to be a target.
ASK: What does courage mean? Courage is the willingness to act in the face of fear.
ASK: What is the bravest thing you have ever done?
ASK: What are the top three reasons students are targeted for bullying? Take note of their responses, but do not give them the answer yet. The answer will be provided after the next video.
STATE: Basically anyone who is in the minority has less power, therefore makes an easier target since they are less able to defend themselves by having friends and support around them.
ASK: What group - no matter what the race, religion, or gender – is almost always going to be in the minority? People who identify as Lesbian, Gay, Bisexual, or Transsexual (LGBT). They are at greater risk of being victim of all forms of violence (dating, bullying, fights, suicide).
STATE: Let’s take a closer look at what being singled out as different might look and feel like.
9 Bystander Revolution Video - Yesid Talk To Someone
- Source BystanderRevolution.org
**INSERT VIDEO HERE: “Yesid Talk To Someone BR”** About this video: Do you feel as though you don't have anyone to talk to? Listen to Yesid's story about being bullied when he was growing up.
10 What Are Your Biases?
It’s what we do with them that matters.
Below are some sample questions you might use to lead a conversation, as time permits. Each sample question has several possible follow-up questions that may be useful in the discussion. ASK: Why do some people use slurs or derogatory words? Could it be to gain power over other people? Do you think they sometimes don’t recognize how harmful or offensive their words are? Could it be that sometimes people speak without thinking about the meaning of their words? Could it be a sign of immaturity, ignorance, or carelessness? Could it be because they think it’s funny? Might they have been insulted or harassed themselves by others in the past? If so, might they view bullying others as a way of avoiding the pain of that role? ASK: What is a bias? Bias is prejudice; favoring one person or point of view more than others. A point of view is a particular way of considering a matter; the position from which an event or topic is observed. STATE: We all have biases. It’s normal and natural. All of us were raised in different homes, with different cultures. Never being exposed to other ways, our point of view and ways of acting are often implicit (suggested or assumed but not obvious or explicitly stated). Many people never question their biases – they assume everyone views the world the same way they do. ASK: What are some of the biases that were used against Yesid? Having less money is bad/shameful/makes you less, being gay is bad, having new clothes makes you better than others.
11 Discussion • Why is it important to call people out for using language you believe is hurtful?
• What are some things you can say to someone who verbally bullies others or uses offensive language, like racist or homophobic slurs?
• What can you can say to someone after they’ve been verbally bullied?
• What about if the bullying you see is being done anonymously – what might that look like?
Below are some sample questions you might use to lead a conversation, as time permits. Each sample question has several possible follow-up questions. ASK: Why is it important to call people out for using language you believe is hurtful? Was Yesid aware that these were untrue unfair biases? Do you think allowing insensitive words to go unchecked can perpetuate stereotypes? Do you think people underestimate the power of their words, both to harm and to help others? ASK: How would it have impacted Yesid if a bystander hearing the slurs, disagreed with them or stepped in and tried to help him? ASK: What are some things you can say to someone who verbally bullies others or uses offensive language, like racist or homophobic slurs? You can 1) point out that what they said wasn’t acceptable or funny, 2) ask someone to reflect on their words and why they said them. Can you think of any tactics that would make them more likely to listen? ASK: What can say to someone after they’ve been verbally bullied? You could assure them that the insults aren’t true, compliment them to remind them of their positive qualities, like, “I’m sorry that happened,” “you didn’t deserve that,” or “I think you’re awesome.” Is there anything you shouldn’t say? STATE: Previously we guessed the top three reasons students are targeted for bullying. Research has shown they are: 1) How a student looks and what their body size is. 2) If a student is thought to be lesbian, gay, bisexual, transgender, or questioning (LGBTQ). 3) And if the student doesn't fit gender roles (a boy is not acting/dressing “male enough”). Also at high risk, are students with disabilities or special needs. This can happen with students whose exceptionality is visible and recognizable like having to use a wheelchair or is invisible like having a learning challenge (dyslexia). These top reasons for being bullied show being viewed as different or a minority, increases the odds you will be targeted. It makes you an easier target because you lack the protection and social power of the majority. Depending on any given circumstance, any one of us could be the one without power. ASK OR STATE: Could Yesid help what family he was born into? What about whether his father was part of his life? Can we control how much money our parents make? STATE: What race we are, what family we are born into, what religion we are raised in, or how tall we are can all be targeted. But these are things we cannot control or change, even if we want to. Being bullied because of WHO YOU ARE is incredibly painful and unjust. We all have our biases, but it’s what we do with them that matters. ASK: How might someone bully another person anonymously – what might that look like? Cyberbullying should be mentioned. STATE: With bullying and cyberbullying, it’s never the victim’s fault he or she is being treated abusively. But there’s an electronic trend where some people feel justified in attacking a target. Let’s take a closer look.
12 Video - Sexting and Relationships - Ally's Story
- Source CommonSenseMedia.org
**INSERT VIDEO HERE: “Sexting and Relationships - Allys Story”**
13 Discussion • Why do some people attack others on social media? • How can you help someone who is being attacked online? • What can you do when you hear a rumor about someone? • What can you do if you’re being harassed online? • If you are uncomfortable with how your friends treat you, what can you do about it?
STATE: Some people hide behind screens when they call names or bully others. Cyberbullying is just as hurtful as face-to-face bullying. It can be conducted by strangers, people we used to think of as friends, or even by people we used to date.
It’s easy to forget that no matter how private we think our online lives are, once we hit send, what happens next is out of our control. Sadly the information we share can be turned around and used to cyberbully us.
ASK: Why do you think Ally’s boyfriend choose to betray and cyberbully her?
ASK: What about all the people who chose to share the image and make fun of her - why do some people attack others on social media?
ASK: If someone is not harming you, is there ever any justification for attacking them verbally or physically? Is verbal or online abuse just as harmful as physical – why or why not?
ASK: What are examples of ways that you can help someone who is being attacked online?
ASK: What are examples of things you can do when you hear a rumor about someone?
ASK: If you are uncomfortable with how your friends treat you, what can do about it?
ASK: What can you do if you’re being harassed online?
ASK/STATE: Can charges be pressed against someone who uses technology to abuse you? YES! Many of us are unaware of the crimes we can be charged with that involve technology.
14 Electronic Crimes
Sexting: The act of sending sexually explicit messages and/or nude or semi-nude photos electronically. A minor who sends a sext of a minor will NOT be found guilty if they did ALL 3: 1. didn't solicit it, 2. didn't transmit it, and 3. tried to report it.
Video Voyeurism: It is a crime in Florida to use cellphones or video recording devices to take images in a locker-room or restroom.
Sextortion: A serious crime occurring when someone threatens to distribute private and sensitive material if one doesn’t provide images of a sexual nature, sexual favors, or money – just like extortion. • If you believe you’re a victim of sextortion or know someone else who is, call your local FBI office or toll-free at 1-800-CALL-FBI.
STATE: What happened with Ally and her Ex was a betrayal and cyberbullying, but it was also a crime. In Florida, sexting images of minors is illegal – whether it’s a picture of yourself or someone else. BOTH Ally and her Ex were at risk of criminal charges.
BUT, a minor will NOT be found guilty if he or she did ALL 3 of these listed things.
1. didn't solicit it, 2. didn't transmit it, and 3. tried to report it.
STATE: The second crime we don’t want to fall victim to is video voyeurism. It is against the law to use your cell phone or cameras anywhere there is an expectation of privacy - locker rooms, restrooms or changing rooms. It is a crime, even if the person you’re taking a picture of is clothed.
Finally, if you believe you’re a victim of sextortion or know someone who is, it’s not your fault! Call your local FBI office for help.
STATE: Pictures taken on a cell phone can be available for 30-50 years, forever if downloaded. Pictures can limit a person’s ability to get into college, the military, or a job.
We need to think before we post. Decide NOW what you will and won’t share online and how you will treat others. What we do online lasts and can affect us and our loved ones for years to come. Draw a line – decide now what you will and won’t do.
15 Why do we care about bullying?
STATE: We know what bullying is and all the forms it can come in, why should we care about it?
16 Bullying Damages Everyone Bullying is a process of humiliation and a loss of quality of life. Most of us witnessing it hold the power to Be the 1 to stop it. Bystanders
The Bullying Triangle
Person targeted Person bullying
STATE: We care because the damage caused by bullying is real, and it lasts. Bullying causes both long and short-term damage to all the parties in the bullying triangle.
Let’s take a closer look at how bullying affects each of us, starting with the target.
17 Bystander Revolution Video - Marielle Bullying
- Source BystanderRevolution.org
**INSERT VIDEO HERE: “Marielle Bullying BR”** Video details - In high school, Marielle was bullied by another girl about the death of her father. Find out how a friend helped college student Marielle through this time.
18 Effects On The Targets
Those who are targeted often: • Have reduced academic success. • Miss school out of fear. • Have trouble studying. • Have trouble sleeping. • Become depressed. • Want revenge.
STATE: Sometimes the damage to targets can be obvious, such as bruising or tears. But it also leaves long lasting marks on the inside. Students who are targeted can have trouble in school, sleeping problems, physical symptoms like stomach aches, depression, and anger. Did you know 15% of all school absenteeism is directly related to fears of being bullied at school? And 1 out of every 10 students who drop out, do so because of repeated bullying.
ASK: How do you think witnessing bullying affects a bystander?
ASK: Without using names, if you have been present when bullying was happening, how did it make you feel?
ASK: How can a bystander’s action or inaction effect how they feel - about themselves? School? Friends?
19 Effects On Those Bystanding
Bystanders who don’t intervene often feel: • Afraid it will happen to them. • Helpless to do anything about it. • Guilt for not helping the victim. • A loss of school connectedness and a dislike/avoidance of school. • A loss of hope. • A loss of empathy for target. • A loss of self-worth. • Difficulty concentrating.
STATE: What affects one of us, affects all of us. When we as bystanders fail to use the power we hold as the majority to intervene with bullying, it affects how we view ourselves and the world around us.
It can make us sad for the target because we are empathetic, guilty for not intervening, and anxious that it might happen to us.
Research showed that even when bystanders had NO relationship with the victim of bullying, they were greatly affected by seeing it. They have less hope, school connectedness and life satisfaction.
STATE: When one of us is hurt, we are all hurt. Bullying even hurts the person who bullies. Let’s take a closer look.
20 Effects On Substance Dating Those Who Criminal Abuse Charges Violence Bully
Sexual Child Harassment Abuse Bullying
Low Depression Self-Esteem Suicide
Source - Preventing Multiple Forms of Violence: A Strategic Vision for Connecting the Dots
STATE: Research shows that students who bully are also damaged by it. If the person gets rewarded for abusing his or her power, they carry that learned behavior into future relationships. They continue to abuse those they have power over, but as adults these behaviors are often criminal. Students who are identified as aggressors in school, are more likely to become adults who:
• drop out of school,
• have substance abuse issues,
• perpetrate family violence as adults,
• are 6 times more likely to be convicted of a crime by the age of 24, and
• 5 times more likely to have a serious criminal record by 30.
STATE: Many fear reporting bullying makes you a snitch, but if you really care about someone who is bullying, you will talk to them or tell an adult your concerns. This can get them the help they need, before these behaviors becomes a lifetime habit.
If someone is willing to reach out and make us aware we are hurting others, it’s never too late to change our behavior.
21 Bystander Revolution - Anyone Can Change BR
- Source BystanderRevolution.org
**INSERT VIDEO HERE: “Anyone Can Change BR”** About this video: We've all done things we regret. Find out how several people who used to bully others faced their regrets, turned their lives around, and how you can too.
22 Discussion • How would you describe the “cycle of bullying”? • Do you agree with the idea that “hurt people hurt people”? • Did watching the video about people who used to bully others alter your perception of people who bully? • Why might talking directly and respectfully to the person who’s bullying be a good strategy? • A quote from Dr. Martin Luther King Jr.: “Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.” How can that quote apply to putting an end to bullying?
Below are some sample questions you might use to lead a conversation, as time permits. Each sample question has several possible follow-up questions. ASK: How would you describe the “cycle of bullying”? Could it be that people who are bullied may go on to bully other people? Why? Could it be that once someone starts to bully others, it can be hard to stop? Why? Do you think that bullying behavior can be contagious? Why? ASK: Do you agree with the idea that “hurt people hurt people”? Why or why not? Do you think people hurt others as a reaction to their own problems? Do you think the reasons people bully may not relate to the person they’re bullying? Do you think personal suffering excuses bullying behavior? Why or why not? Can empathizing with someone who is bullying help you figure out how you might be able to help them? What can we gain by striving to empathize with others? ASK: Did watching the video about people who used to bully others alter your perception of people who bully? How? Did seeing how they changed help you imagine how people in your life could change too? Can you remember a time when you realized something you were doing was wrong? Can reflecting on your own mistakes help you understand why others might act in a way you disagree with? ASK: Why might talking directly and respectfully to the person who’s bullying be a good strategy? Can giving someone who is bullying a chance to explain what they are going through help to stop the behavior? Can you think of reasons why punishing someone who bullies might not always be the best solution? ASK: Dr. Martin Luther King Jr. has been quoted: “Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.” How can that quote apply to putting an end to bullying? Could it be that being mean to people who bully is not likely to reduce bullying? Can being compassionate toward people who bully help to reduce bullying? Why or why not? How can people work to fix bullying at the root of the problem to prevent future bullying? Do you agree that people who bully need love too? Why?
23 What can we do to prevent and intervene with bullying?
STATE: So now that we know what bullying is and how it harms all of us, let’s take a closer look at how we can Be the 1 to break the cycle and stop it. We each need to decide now - how will we help others who are being bullied?
24 Bystander Revolution Video - Dr Philip Zimbardo The Bystander Effect BR
- Source BystanderRevolution.org
**INSERT VIDEO HERE: “Dr Philip Zimbardo The Bystander Effect BR”** About this video, Dr Philip Zimbardo The Bystander Effect BR: What keeps people from helping when others are being mistreated? Answers and a solution from a famous psychologist and expert on the "Bystander Effect".
25 Discussion • What is the bystander effect? • Why would groups of bystanders not help someone in need? • What is “diffusion of responsibility”? • Dr. Zimbardo talks about breaking the bystander effect with the “power of one.” What does he mean by that? • How can you work up the courage to help others?
ASK: What is the bystander effect? ASK: Why would groups of bystanders not help someone in need – even in an emergency situation? Might they assume someone else will do it? If it’s a bullying situation, could they be afraid of being targeted themselves? Sam Trammell discusses the feeling of knowing something was wrong, but not doing anything about it. Have you ever felt that way? ASK: What is “diffusion of responsibility”? Does it mean that in a time of crisis, people tend to defer responsibility to others? Have you ever noticed yourself waiting for someone else to respond to a situation that makes you uncomfortable? ASK: Dr. Zimbardo talks about breaking the bystander effect with the “power of one.” What does he mean by that? Could it be that when one person begins to help, others are more likely to join in? Why do you think other people start to help when one person takes initiative? Can one person make helping someone in need become the “new norm”? How? ASK: How can you work up the courage to help others? Can trying to empathize with the person being hurt help you under stand the need to step in? Can imagining the regret you may feel if you don’t help motivate you? Does overcoming fear feel good? Is it important to trust your gut? If you feel like something is wrong, should you act or ignore the feeling? Do you have to do something big, or can small actions help too?
26 Intervening As A Bystander
When: Early and only when it is safe. How: Directly or indirectly. What would that look like? Use any version of the 4 Intervention Strategies: 1. Be a buddy: Show the target of bullying they have a friend. 2. Interrupt: Offer a distraction to interrupt the bullying. 3. Speak out: Say something so they know bullying is not OK. 4. Tell Someone: Whether it’s during the bullying or later.
STATE: When bystanders choose to show their displeasure and intervene, bullying stops within 10 seconds 57% of the time. ASK: So, what is the best way to help students who are being bullied? STATE: #1 we must know WHEN to intervene, and #2 is we must know HOW to intervene. WHEN to intervene is early - when the violence level is low and there is no physical bullying happening. For example with name calling or exclusion. ASK: If a situation seems too dangerous to step in, how can you help? You can you tell a teacher or another trusted adult. When should you call 911? STATE: When deciding HOW to intervene, you can do so either directly or indirectly. Too often we think the only way to intervene is to confront the person bullying. That’s not everyone’s style. You can make a difference directly or indirectly. Use any of the 4 Intervention Strategies: #1. Be a Buddy: Talk to the target later, even if just to say hi or include them at lunch. Why is it important to go up to someone after they’ve been bullied? People who are bullied often feel excluded and alone. How could even a small gesture of sympathy make someone feel supported? Tell someone who has been bullied that you see what’s happening to them and feel bad about it. Help them see they don’t deserve to be treated the way. Don’t wait for someone to come talk to you about how they feel. Ask them first. Remember even a small act of kindness can make a huge difference. #2. Interrupt: What are some ways you can “interrupt” bullying in the classroom? In the hallway? The next time your friend is getting bullied and you’re hesitant to confront the person bullying, consider changing the subject. Talk about something else, like a TV show. It can get everyone focused on something else. You can even invite the target to leave and do something else with you. #3. Speak out: If it feels safe, consider saying something at the time you see bullying. Even one small comment is better than silence. What is the best way to talk to a person bullying? It doesn’t have to be a huge confrontation. If it’s your friend, let them know how others may be seeing their behavior negatively. Don’t fight bullying by humiliating or attacking the person bullying. Perpetuating abuse only makes things worse. Let’s break the cycle. A good example is contagious. If you model positive behavior in your own life, you can pass it on to the people around you. If your friends are bystanders watching, say let’s get help, this isn’t cool. You and your friends could even agree in advance on ways to help together. #4. Tell Someone: Get help by telling an adult or making an anonymous report. Why might it be particularly important to get an adult involved with physical bullying? 27 We Tell To Keep People Safe Tell a trusted adult or report anonymously one of these ways.
For more information on tattling versus telling, go to the Canvas Additional Resources section and view the “Tattling VS Telling Teacher Guide’ under the Teacher Guides on Bullying accordion.
STATE: These are all the ways you can report if you or someone else needs help – and most of them are anonymous. I will always step in and correct unkind behavior if I see it, but I’m not always there, so we need your help to stop it too. Why is telling an adult not tattling? Tattling is something you do to just get someone in trouble, unlike telling which you do to keep someone from being hurt. By telling anytime we are afraid for ourselves or someone else, we make our school a much safer happier place. Remember, you aren’t doing your friend any favors by allowing him or her to be rewarded for abusing others! By reporting, we can be there for someone when they need us the most.
28 Bystander Revolution Video - Neiko We’re All Heroes
- Source BystanderRevolution.org
**INSERT VIDEO HERE: “Neiko were all heroes BR”** Description: What happens when a bystander waits for someone else to act? Find out what happens when Superman and Batman hang back in this vivid lesson from high schooler Neiko.
29 Activity: You Can Be the 1
1. Be a buddy: Show the target of bullying they have a friend.
2. Interrupt: Offer a distraction to interrupt the bullying.
3. Speak out: Say something so they know bullying is not OK.
4. Tell Someone: Whether it’s during the bullying or later.
STATE: It’s true, we can all be someone’s hero by intervening! ASK: If increasing numbers of bystanders take action when someone is being bullied, could it create a ripple effect and result in bystander action becoming the norm? How would that effect each of us individually? What might a bystander revolution look like in our school? How can one person start a bystander revolution? How might small acts of kindness, courage, or inclusion come into play? If you consistently took action, do you think your peers would be more likely to do the same? ACTIVITY: Conduct this activity as appropriate with your students’ developmental level. This activity uses the best practice of role-playing to help students identify bullying and the 4 intervention strategies: 1) Be a buddy, 2) Interrupt, 3) Speak out, and 4) Tell someone. STATE: It feels really good to help others, but sometimes we don’t know how to help or fear doing it wrong. That’s why practicing is important – it’s how we become better and feel more comfortable. There are many ways to help – directly or indirectly. We’re going to do a fun activity and create our own plays using one of the 4 intervention strategies on the slide. 1. Divide the class into small groups of 4-5 students. 2. Assign a script recorder for each group. This person is responsible for writing the script of the bullying scenario the group will create. 3. Allow each group to create a setting for their bullying scene. It should be realistic, but can also be out of the box (i.e. a social media website). 4. Each member of the group is a character in the script. There should be at least one person for each of the four roles: bully, target, bystander who does nothing, bystander who steps up and helps (upstander). 5. Each character needs a minimum of three lines of conversation/interaction during the play. The scene should begin with a brief history (the definition of bullying means it’s happened over and over), then a bullying incident, an upstander moment (using at least one of the 4 new skills), and a summary of how things turned out in the future. Remind students that the end goal is a school where EVERYBODY feels safe and respected. 6. Allow groups time to write a script and prepare to present their plays to the class. 7. After each play is performed, have the audience discuss how they knew the incident was “bullying”. Then, identify which of the intervention skills were used to intervene with the bullying. Also, discuss how of each of the characters might have felt during the bullying, during the upstander moment, and after the event passed.
STATE: Well done, you each did an amazing job demonstrating all the ways we can act as a person’s personal hero. It’s clear to me that if everyone in our school/class takes action like this when someone is being bullied, we can create a ripple effect resulting in bystander intervention becoming the norm. - Source: You Can Be an Upstander Video Lesson Plan
30 Choosing To Be The 1
Making a difference in your own way. • Bystanders are either part of the solution or the problem. To do nothing will increase bullying. • People who are targeted can be any of us. If we ignore bullying, it gets worse. Caring bystanders are our best chance at improvement. • People who bully must face the hurt they cause themselves and others and find acceptable ways of seeking power and popularity.
STATE: We now know the role each of us plays in the bullying triangle. We know what bullying is, why it’s a problem and that we each have the power to change our lives, and the lives of students being bullied - by intervening with even the smallest act of kindness.
We all have the ability to make a difference and create a school where everyone feels safe and respected. Be the 1 who creates the change you want to see.
31 Bystander Revolution Video - Small Acts of Kindness
- Source BystanderRevolution.org
**INSERT VIDEO HERE: “You can be an Upstander with CC”** Video description: Small acts of kindness are an easy way to make a huge impact on others. There are countless simple things you can do to help someone right away.
32 Questions? Go to BrowardPrevention.org.
STATE: To create the school we want, we each have to commit to Be the 1 to intervene anytime we see bullying – directly or indirectly. We don’t have to confront the person bullying to make a difference in the life of the person being targeted. We can intervene indirectly later by saying something kind or inviting them to hang out. The staff at this school are committed to helping along with you, and have been trained on how to do so.
ASK: Do you have any questions?
STATE: I hope you choose to Be the 1 who changes another’s life and your own for the better. Thank you all for everything you do to make our school/class climate a positive one.
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