AUSTIN & ALLY Austin & Ally

1 Family Channel’s Bullying Awareness Week Teacher’s Guide Grades 4-6 Prepared By PREVNet Associates: Wendy Josephson, Harrison Oakes, Mary Spring, Jasprit Pandori, Ellen Shumka, Jeremy Doucette, Cassandra Erichsen, Joanne Cummings, Debra Pepler, Megan Lamb and Irene Hong TABLE OF CONTENTS What is Bullying? 5 Cyberbullying 6 Key Facts About Bullying 7 Dispelling Myths: Additional Facts About Bullying 8 Advice to Share With Students Involved in Bullying 10 Bystanders 10 Students Who Are Being Bullied 10 Students Who Are Bullying Others 11 SECTION 1: BULLYING AWARENESS WEEK (BAW) What is Bullying Awareness Week? 13 Family Channel Rally & Contest Details 14 Establish Respectful Relationships 15 Respectful Classroom Code of Conduct 15 Classroom Activities to Encourage Inclusiveness and Respect 17 The Human Knot 17 Empathy Building Activity 18 Learning to Value Difference 18 Bullying Awareness Week Lead-Up Activities 19 Community Outreach 19 Create Your Own “Stand UP!” PSA 19 Reaching Out to Media 19 T-Shirt Design Contest 20 Caring Kids Awards 20 Bullying Awareness Week: November 17-23, 2014 21 Digital Media Resources from Family.ca 21 Daily Focus and Activities 21 Day 1: Get the Facts 21 Day 2: Cyberbullying 21 Day 3: Community Involvement 22 Day 4: Get Creative 22 Day 5: Stand UP! Wrap Up 22 Additional Activity Suggestions 23 Creative Writing Assignment 23 Bullying-themed Reading Unit 23 Bullying Awareness Week Follow-Up Activities 23 2 3 SECTION 2: FAMILY CHANNEL RESOURCES Guidelines for Using Family Channel Resources in Your Classroom 25 Expectations and Guidelines for Activities 25 Discussions 25 Role-Play Scenarios 25 Activity Handouts 27 Encouraging Students to Seek Help if They Need It 27 Series: Austin & Ally – “Beauties & Bullies” Episode 28 Storylines and Teaching Points 28 Checklist Activity 30 Song Writing Activity 30 Role-Play 30 Writing Frame 30 Series: Wingin’ It –“Bully Elliot” Episode 31 Storylines and Teaching Points 31 Role-Play 33 Writing Frame 33 Series: What’s Up, Warthogs! – “What’s Up, Stand Up!” Webisode 34 Storylines and Teaching Points 34 Activity: A Game of “Telephone” 35 Role-Play 36 Writing Frame 36 Series: Life With Derek – “The Bully Brothers” Episode 37 Storylines and Teaching Points 37 Role-Play 40 Writing Frame 40 Series: Jessie – “Make New Friends But Hide the Old” Episode 41 [Section written by: Wendy Josephson and Joanne Cummings] Storylines and Teaching Points 41 Revisiting the Code of Conduct 43 Celebrating Differences 43 Role-Play 44 Encouraging Empathy Activity 44 Helping Students Distinguish Between Teasing and Bullying 45 SECTION 3: INFORMATION RESOURCES AND TIP SHEETS FOR TEACHERS Why Teachers Should Care About Bullying 47 How to Know if a Student Is Involved in Bullying 48 Ten Ways Teachers Can Help Prevent Bullying 49 Tip Sheet on Teasing 51 Tip Sheet on Cyberbullying 54 Formative Consequences for When Students Bully 56 Fact Sheet on Bullying of LGBTQ Students 58 Bullying of Students With Exceptionalities 62 SECTION 4: ADDITIONAL RESOURCES AND BLACKLINE MASTERS Guidelines for Creating Your Own PSA 64 Blackline Masters for Activities Quiz About Bullying 65 Quiz About Bullying Answer Key 66 Navigating Relationships Storyboard 67 Word Search 69 Crossword Puzzle (What’s Up, Warthogs!) 70 Answer Keys For Word Search and Crossword Puzzle 71 Caring Kid Certificate 72 Bullying Prevention Checklist for Students 73 Cyberbullying Response Checklist for Students 74 Teasing or Bullying? Checklist 75 Tip Sheet About Bullying for Teachers 76 Tip Sheet About Bullying for Parents 77 Bullying Prevention and Relationship Promotion Resources Websites 78 Books 82 Films and Video Resources 83 References 84 We want to hear from you! If you have feedback about this Teacher’s Guide or if you’re willing to be contacted to provide feedback, please let us know by contacting us at [email protected]. 4 5 WHAT IS BULLYING? Section Reference: 1-2 Bullying is a relationship problem in which an individual or group repeatedly and intentionally uses power to cause distress to someone. It is a disrespectful relationship problem that requires relationship solutions. If children bully others they are learning to use power and aggression to control and distress others. Children who are being bullied become increasingly powerless and find themselves trapped in the abusive relationship. They need help to stop the bullying. If children are both bullied and also bully others they have an especially high risk for future difficulties. Bystanders, who witness bullying but are not actively involved in bullying behaviour themselves, also learn about the negative use of power and aggression in relationships. The power imbalances that influence bullying may be based on: Physical advantages such as size and strength. Social advantages in the peer group such as a dominant social role, higher social status or popularity and strength in numbers. Systemic power (advantages that reflect the greater power in society of some groups and stigmatize others on the basis of race, religion, culture, sexual orientation, economic disadvantage, disability or personal differences such as weight or appearance). Bullying can take many forms, including: Physical bullying: hitting, kicking, shoving, spitting, beating up, stealing or damaging another student’s property. Verbal bullying: name-calling, mocking, hurtful teasing, humiliating or threatening another student, racial comments or sexual harassment. Social bullying: excluding other students from the group, gossiping or spreading rumours, setting other students up to look foolish and damaging friendships. Cyberbullying: the use of electronic media to bully others such as: o Using email, text messages and social media such as Facebook, Twitter or Instagram, to threaten, harass, embarrass, humiliate, socially exclude, or damage reputations and friendships. o Taking a hurtful or embarrassing digital picture or video of someone and emailing it to others or posting it on line. o Obtaining passwords to private accounts and sending or posting messages in another person’s name that will embarrass them or get them into trouble. o Passing on links of humiliating, embarrassing, harassing, threatening or damaging content for others to view. CYBERBULLYING Section Reference: 3-11 Cyberbullying has many things in common with physical, verbal and social forms of bullying, such as the intention to harm and the effect of a peer group witnessing the bullying. In-person bullying is about three to four times more common than cyberbullying, but there is some evidence that cyberbullying may be increasing. Students who are cyberbullied are often bullied in person as well. However, there are also some key differences that distinguish cyberbullying from the other forms of bullying. Why Cyberbullying is Different: Students who are cyberbullied have a harder time getting away from the behaviour because it “follows them home,” increasing the potential for feelings of powerlessness in the victim. Cyberbullying has also been referred to as “non-stop bullying” because it happens 24 hours a day, 7 days a week, and reaches students even when they are alone. Cyberbullying messages can be posted anonymously and distributed quickly to a very wide audience; it can be difficult and sometimes impossible to trace the source. Students who cyberbully may not feel as bad about hurting the person they’ve bullied, and may act even meaner online than they would face-to-face. In a recent study, 70% of students who bullied someone in person felt remorse about it, but only 41% of students who cyberbullied someone felt remorse. Deleting inappropriate or harassing messages, texts and pictures is extremely difficult after they have been posted or sent. Cyberbullying evolves with technology, so ways of dealing with it always have to be changing Popular websites such as Facebook, Instagram, Tumblr, Vine, Flickr and YouTube all have reporting tools to enable people to report offensive content. Because of the volume of complaints received, complaints received from young people under the age of 18 receive priority when the complaint is made directly by the person who was cyberbullied. It is crucial for teachers and parents to ensure that young people understand this, and to support young people in using these reporting tools. 6 7 KEY FACTS ABOUT BULLYING Section Reference: 12-14 Over 1.1 million Canadian school-aged students are bullied at least once, each and every week. Peers are present during 88% of bullying incidents. When peers are present, they: o 54% of the time – passively watch. o 25% of the time – intervene to stop the bullying. o 21% of the time – join in on the bullying. When peers intervene, bullying stops in less than 10 seconds, 57% of the time. 83% of students say bullying makes them feel uncomfortable Students don’t always stand up to bullying because: o They are anxious about being bullied themselves. o They don’t want to alienate themselves from their peers. o They simply don’t know what to do or say. Research suggests that it is the popular or self-confident students who do tend to intervene by directly addressing peers who bully. We encourage two additional ways to stand up to bullying: o Offering support and comfort to the child/youth who is victimized. o Report the bullying to a responsible adult. DISPELLING MYTHS: ADDITIONAL FACTS ABOUT BULLYING Section Reference: 15-21 MYTH: Bullying does not cause any serious harm. FACTS: Children who are bullied suffer more headaches and stomach aches than children who aren’t bullied. Children who are bullied and also bully others may be at greater risk for physical health problems. Children are more likely to report anxiety and depressive symptoms than children who have not been bullied. These mental health issues tend to persist into later life. Children who are bullied and children who bully others are at greater risk of suicide. Children who are bullied and children who bully others show less interest in school, have more difficulty remembering things, are more likely to miss school, and get poorer grades than children who are not involved in bullying.

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