Labels Are For Cans

This video shows the power of opening up to others, and not labeling others according to what they look like:


http://youtu.be/84OT0NLlqfM

Knowbullying App

Download the KnowBullying App

Parents and caregivers who spend at least 15 minutes a day talking with their child can build the foundation for a strong relationship, and help prevent bullying. KnowBullying, a new mobile app by SAMHSA, encourages dialogue between you and your children and helps you start a conversation.

KnowBullying by SAMHSA includes:

• Conversation Starters: Start a meaningful discussion with your child.
• Tips: Learn ways to prevent bullying.
• Warning Signs: Know if your child is affected by bullying.
• Reminders: Find the right time to connect with your child.
• Social Media: Share tactics and useful advice.
• Section for Educators: Prevent bullying in the classroom.

The KnowBullying app is available for Android^™ and iPhone^®. It is a free resource for mobile devices provided by SAMHSA, in conjunction with the StopBullying.gov Federal partnership.

Put the power to prevent bullying in your hand.

Anti-bullying Rap/ Song

The following clip is from Britian's Got Talent.  These two teens rap and sing about anti-bullying and the power of hope.
http://www.huffingtonpost.com/2014/05/12/bars-melody-britains-got-talent_n_5310576.html
Which types of bullying are identified in the video?
What were some of the life challenges that were mentioned besides bullying?
What does it mean to be hopeful?
What are some of the things that give you hope?
How can you find strength when someone is trying to make you feel powerless?
Write down who you would reach out to if you were being bullied.

Bullying Video

Watch the following video: 
http://www.upinspire.com/inspire/311/what-this-bully-did-is-disgust
What would you do if that happened in front of you?
Why didn't people do something to stop the bullying?
What can you do to stop bullying?
What do you do if you see something and you are not sure if it is teasing or bullying?  Do you ignore it?

F.E.N.C.E.S.-bullying strategies for adults

1st Step: Stop, or END the Bullying:

• Stand between the children who bullied and those who are victimized, preferably blocking eye contact between them.
• Set ground rules for all participants. e.g. "I want you to stand here while I talk.  I want you to listen and not talk."
• Don't get into a verbal or physical confrontation with any student, send bystanders away, sort out facts now.

2nd Step: Support the children who have been bullied in a way that allows him/her to regain self-control and to "save face".

• Stand close to the child who has been bullied and make minimal eye contact-just enough to gauge emotions.  Physically comfort the child, but avoid embarrassing them.  Be sure to follow-up by seeing the child later and take measures to protect the child from further bullying or retaliation.
• Don't get in the "child's face" if they have been bullied.  Ask the victim to repeat what happened and offer a lot of sympathy right then, wait until later.

3rd Step:  Name the bullying behavior and refer to the school rules against bullying.

• State what you saw-heard; label it bullying; state that it is against the school rules e.g. "Leaving someone out of the game is exclusion and is against our school rules about bullying."  Use a matter-or-fact voice to point out which behaviors are unacceptable.  State your personal feeling about the behavior.
• Don't accuse simply state the facts.  Don't engage in a discussion right now.

4th Step: Empower the bystander with information about how to act in the future.

• Use a calm, supportive tone of voice to let bystanders know that you noticed their interaction or that you are pleased with the way they tried to help-even if they were unsuccessful.
• Give bystanders a way to save face, "Maybe you weren't comfortable saying something right then, or didn't know what to do."  let them know you are disappointed that they didn't do anything and that you expect them to intervene next time or get an adult if they need help.
• Don't scold bystnaders for not getting involved.  Don't ask bystanders for explanations at this time.

5th Step: Impose immediate and appropriate consequences for students who bully others.

• As a first step, take away social opportunities from students who bully (as much as your role permits).  Let the bully know that you and other adults will be watching carefully to make sure they are making better choices in the future.  Be sure to notify the teachers of the bully and victim(s) about what happened.
• Make sure consequences are logical and directly connected to the offense.  As a second level consequence, consider having the child who bullied notify their parents and or the teacher of the victimized child.
• Don't require student to apologize during the heat of the moment.  Don't scold.  Don't make a plan of reparation at this point unless the victim requests it.

6th Step: Follow Up...Impose additional consequences or means to make reparation as appropriate.

• Find out what would be meaningful to the victim and help the bully put the plan into action.
• Be sure to supervise, or assign an adult to supervise all steps of the process.
• Bring the victim and bully together for reparation unless requested by the victim.

(Olweus, 2006)

Bullying-you make the difference

Watch the following video: http://www.values.com/inspirational-stories-tv-spots/72-Locker

What can you do when you see bullying happening?
Who can you tell?
How can you help make it stop?

Pass it on...

The Real You

The following clip is from Cloudy With A Chance of Meatballs.
http://www.wingclips.com/movie-clips/cloudy-with-a-chance-of-meatballs/real-you

Why did she change her "look"?
What affect did bullying have on her life?
What did she give up to fit in?
Why is it important to be true to yourself?

Bullying Video-kids speak out

The following video depicts students talking about the different kinds of bullying.
http://pbskids.org/itsmylife/video/index.html

To this day-video

The following video shows how painful name-calling and labeling can be. 
http://www.youtube.com/watch?v=ltun92DfnPY&safe=active
If you can't open youtube use this link: http://vimeo.com/59956490

Processing:
1.  What kinds of bullying were described in this video?
2.  What were some of the "reasons" the kids were called names?
3.  What did the poem say about the adults that were called names as a kid?
4.  What is the definition of beauty?
5.  Do you look for the beauty in others?  or the differences?

Challenge your class to say positive things about others.

Bystanders Take Action!

Bystanders can discourage bullying:
-What can you say to a friend who is bullying? (examples: What you did to Dylan is bullying. I know you don't like Dylan, but that doesn't mean you have to pick on him.)

-What can you DO when bullying is happening?  (examples: walk away, don't join in, get help for the kid who is being bullied)

-When someone is the target of a bully what can you SAY to be helpful? (don't worry about it, they are the one with the problem, you need to tell an adult about this, do you want me to come with you to the office to tell someone?)

-When someone is the target of a bully, what can you DO to be helpful? (support them by taking them away from the bully, get to know them, introduce them to your friends, let them know what things they do well- focus on the positive)

Ask the class:  What if you see someone getting teased and you're not sure if it was bullying or friendly teasing?  (Encourage them to report it anyways!  It is good for students to know that other people are watching and care what is happening to them.)

(Noble, Dr. Toni, ACU National, www.bounceback.com/au)

Bystander- Quiz

Have your class take the following quiz ad then discuss the research-based answers.

QUIZ
1.  Choose the one phrase that best describes bullying in schools:
     A.  a personal predicament for the student who is bullying and the targeted student
     B.  a social problem
2.  50%  of school bullying incidents are observed by bystanders   True or False
3.  When bystanders intervene, the bullying stops in 30% of cases.   True or False
4.  About 50% of students say they would help a student who is being bullied.  True or False
5.  Mot common reason bystanders give for not helping a targeted student is their fear of retaliation.    True or False
6.  Bystanders are most likely to help a student being bullied if they think their teacher will approve.  True or False
7.  People are most likely to help others in distress when they are in a group (than by themselves).  True or False

Answers
1.  B.  A social problem- it should be a whole school culture of a bully-free zone
2.  False: Peers are present 85% of bullying episodes in school settings- teachers rarely witness the event
3.  True: in 57% of cases bullying stops within 10 seconds
4.   True: 43% said they would help (in one study, only 11% of the students actually intervened)
5.  True:  there are many reasons that bystanders give as to why they do not help:
         -fear of retaliation, not my concern, blaming the victim, action would be useless or make things worse, *some students said that they approve of bullying (SAD!)
6.  False:  students are more concerned about what their peers think, rather than what the teacher thinks.
7.  False:  people are less likely to help when they are in a group (it is called the "diffusion of responsibility")
(Noble, Toni, ACU National, www.bounceback.com/au)

Bystander Effect- Video

The following video depicts a psychological experiment in which people are shown reacting (or not reacting) to a hurt individual.
http://www.youtube.com/watch?v=OSsPfbup0ac&safe=active

Processing:
Why didn't people immediately stop to help the first man?
What are the reasons why people don't get involved?
Why was the nicely dressed man treated differently?
What would you do, if you you were in New York, and you saw someone laying on the sidewalk?
Do we ever ignore a situation in which people are being hurt? What are those situations?
_Do we always see how much someone is hurting on the inside?
When is it okay to not help someone?

Loaded Language

Object:       

To bring to students attention words that are often used to describe members of the opposite sex but are actually demeaning and sexist.  They will become aware how these words relate to harassment and disrespect towards others. 

Instructions:

·        On the board make two separate charts with 4 columns under each chart labeled with the words “food,” “plant,”, “animal,” and “other.”  The board should look like this:

Men/Boys                                                                               Women/Girls

 

  Food          Plant        Animal      Other        Food        Plant        Animal        Other

·         Instruct the class to brainstorm names and words in each category that the groups are called.  Write the names and words on the board under each category.  Stay away from vulgar or profane words.

·         Examples:

o   For “food”:   Honey, sugar, etc.

o   For “plant”:            Rose, weed, etc.

o   For “animal:  Fox, chick, dog, kitten, etc.

o   For “other”:   Babe, hunk, dude, etc.

Discussion:

Ask the students to label each word “negative” or “positive” or to give each one a minus or plus (-, +) sign.  Ask them if any words are neutral and to label them with a zero (0). 

Count the number of positive and negative names/words for each sex.  Identify which sex has the most negative and positive names/words. 

Bring to the students’ attention various words that are often perceived as compliments by the person saying them but are actually demeaning and sexist.  Discuss how these words relate to sexual harassment and disrespect for members of the opposite sex. 

Cyber-bullying consequences

When students cyber-bully another student it is easier than doing it face-to-face.  You can't see the hurt. 

*Remember that no matter what you put on the internet-it is a permanent record.  Ten years from now, employers will be able to see how you treated people online because it will still be available for them to see.

*It is easy to hurt someone's feelings online because they do not completely understand what you mean through a text, a tweet, or an email.  Example:  you should try my mom's meatloaf.  Can you tell if I love it or hate it?  Example:  you shouldn't hang out with Tyler.  Can you tell if I like him or what I mean by that?

*If you are using unkind language you can be looking at possible suspension or facing harassment charges.

Protect yourself from a cyber-bully

• Be careful where you post personal information - By limiting the number of people who have access to your contact information or details about your interests, habits, or employment, you reduce your exposure to bullies that you do not know. This may limit your risk of becoming a victim and may make it easier to identify the bully if you are victimized.
• Avoid escalating the situation - Responding with hostility is likely to provoke a bully and escalate the situation. Depending on the circumstances, consider ignoring the issue. Often, bullies thrive on the reaction of their victims. Other options include subtle actions. For example, if you are receiving unwanted email messages, consider changing your email address. If the bully does not have access to the new address, the problem may stop. If you continue to get messages at your new account, you may have a stronger case for legal action.
• Document the activity - Keep a record of any online activity (emails, web pages, instant messages, etc.), including relevant dates and times. In addition to archiving an electronic version, consider printing a copy.
• Report cyberbullying to the appropriate authorities - If you are being harassed or threatened, report the activity to the local authorities. Law enforcement agencies have different policies, but your local police department or FBI branch are good starting points. Unfortunately, there is a distinction between free speech and punishable offenses, but the legal implications should be decided by the law enforcement officials and the prosecutors. Depending on the activity, it may also be appropriate to report it to school officials who may have separate policies for dealing with activity that involves students.

Why has cyber-bullying become such a problem?

The relative anonymity of the internet is appealing for bullies because it enhances the intimidation and makes tracing the activity more difficult. Some bullies also find it easier to be more vicious because there is no personal contact. Unfortunately, the internet and email can also increase the visibility of the activity. Information or pictures posted online or forwarded in mass emails can reach a larger audience faster than more traditional methods, causing more damage to the victims. And because of the amount of personal information available online, bullies may be able to arbitrarily choose their victims.

Cyberbullying may also indicate a tendency toward more serious behavior. While bullying has always been an unfortunate reality, most bullies grow out of it. Cyberbullying has not existed long enough to have solid research, but there is evidence that it may be an early warning for more violent behavior.

What is cyber-bullying?

Cyberbullying refers to the new, and growing, practice of using technology to harass, or bully, someone else. Bullies used to be restricted to methods such as physical intimidation, postal mail, or the telephone. Now, developments in electronic media offer forums such as email, instant messaging, web pages, and digital photos to add to the arsenal. Computers, cell phones, and PDAs are new tools that can be applied to an old practice.
Forms of cyberbullying can range in severity from cruel or embarrassing rumors to threats, harassment, or stalking. It can affect any age group; however, teenagers and young adults are common victims, and cyberbullying is a growing problem in schools.

Teasing vs. Bullying

GOOD-NATURED TEASING…

• Involves a playful back-and-forth between both parties

• Is accompanied by a friendly tone of voice and laughter

• Is accompanied by affectionate gestures or expressions

• Brings people closer and encourages friendships

• Sometimes helps to lighten a tense or angry situation

• Does not lead to physical confrontations

 

HURTFUL TEASING OR BULLYING…

• May be accompanied by an angry tone of voice

• May be accompanied by angry body language, such as clenched fists

• Continues even when the person being teased shows distress

• Continues even when the person teasing knows the topic is upsetting to others

• Is sometimes accompanied by showing off in front of others

 

THINK FIRST!

Consider the following three areas before engaging in what may seem like good-natured

teasing. If your answer to any of these questions is yes, you may be crossing the line.

 

THE PERSONALITY AND EXPERIENCES OF THE OTHER PERSON

Are you aware that the person has not appreciated teasing in the past?

• Are you aware that certain subjects are touchy for the other person?

• Are you aware of a factor in the other person’s life that may make them especially sensitive to teasing?

 

THE RELATIONSHIP BETWEEN YOU AND THE OTHER PERSON:

• Is the person a stranger or someone you don’t know very well?

• Do you have a history of social problems with the person?

• Is he or she likely to misunderstand your intentions or sense of humor?

• Are you bigger and/or older than the other person?

•Are there gender, race or other differences between you that may make some topics inappropriate?

 

THE TOPIC OF THE TEASING:

• Is the teasing about identity (race, ethnicity, religion, sexual orientation, gender)?

• Is the teasing about appearance (body size/shape, complexion, clothing, physical attractiveness)?

• Is the teasing about ability (intelligence, physical strength or skill)?

• Is the teasing about social status (friends, family, class)?

• Does the teasing compare someone with an object or animal in an offensive way?

• Does the teasing have sexual content?

Bullying Scenes

This video shows the harmful effects of bullying.  It may make some students sad/ uncomfortable to watch.

Bullying Behavior Quiz

Have the students write down their answer (true or false) on a separate piece of paper. 

 True or False

1. Only one out of ten children is either a bully or a victim.                                           
2. Children are more likely to be bullied in the junior high than in elementary.                     
3. Most bullying is physical in nature.                                                                                 
4. Girls bully just as much as boys do.  They just do it differently.                              
5. Most victims of bullying report being bullied by many people.                                           
6. The vast majority of children who are bullied tell a teacher.                                     
7. Bullying happens on the way to or from school as well as at school.               
8. Most students who observe bullying don’t think that they should get involved.     
9. Once someone is a bully, they stay a bully forever.                                                    
10. Most victims of bullying are targeted because of outward or physical looks.       
11. Bullying mostly happens in big cities.                                                                             
12. Some students deserve to be bullied.                                                                            
13. Bullying at school will not go away unless adults get involved.                                 
14. Bullying has no long term effect on kids.                                                                                
15. I have bullied another student in the last two years.                                                   
16. Spreading rumors is not bullying.                                                                                            
17. Bullying impacts the academic achievement of the whole school.                          
18. It is easy to spot bullies.                                                                                                    
19. Cyber bullying can occur in e-mail, text messages, and social media.                   
20. Some forms of bullying may result in police actions.                                                   

 Answers

1.                 F

2.                 T

3.                 F

4.                 T

5.                 T

6.                 F

7.                 T

8.                 T

9.                 F

10.             T

11.             F

12.             F

13.             F

14.             F

15.             INDIVIDUAL ANSWER

16.             F

17.             T

18.             F

19.             T

20.             T