Focus on Bullying: A Prevention Program for Elementary - Education

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Bullying is not just ”kids being kids.” Bullying behaviour is intentional and repeated. Bullying can be physical or verbal, or can involve social alienation. Bullying—An Overview The most widely accepted definition of bullying comes from the work of leading Norwegian researcher, Dr. Dan Olweus. “Bullying ... is a pattern of repeated aggressive behaviour, with negative intent, directed from one child to another where there is a power imbalance.” This aggressive behaviour includes physical or verbal behaviour, and is an intentional and purposeful act meant to inflict injury or discomfort on the other person. Olweus’ definition identifies three critical conditions that distinguish bullying from other forms of aggressive behaviours, including: � Power: Children who bully acquire their power through physical size and strength, by status within the peer group, and by recruiting support of the peer group. � Frequency: Bullying is not a random act. Rather, bullying is characterized by frequent and repeated attacks. It is this factor that brings about the anticipatory terror in the mind of the child being bullied that can be so detrimental and have the most debilitating long-term effects. � Intent to harm: Children who bully generally do so with the intent to either physically or emotionally harm the other child. Bullying can start out in seemingly playful ways, consisting of pranks, jokes, and some “roughhousing.” The incidents soon become more hurtful, degenerating into name-calling, ridicule, personal attacks, and public embarrassment. Rough and tumble “play” gives way to punching, kicking, restraining, and beatings (Ross 1998). Research literature into bullying at school distinguishes between “direct” and “indirect” bullying. Direct bullying involves a great deal of physical and/or verbal aggression. It consists of open assault on another student, slapping, hitting, punching, kicking, throwing things, jostling, or poking (Ross 1998). It can also include verbal taunts or open and overt threats to harm the other individual. Indirect bullying is usually hidden behaviour, and takes the form of teasing, criticism, gossiping, spreading malicious rumours, threatening to withdraw friendship, social isolation, or exclusion from the group. The Bullying Behaviours chart provided here outlines the various forms bullying can take. Please note that this chart is not exhaustive. When determining whether a specific behaviour is bullying, consider whether or not it: � is repeated over time � is intended to hurt � involves a power imbalance. 6 <strong>Focus</strong> on Bullying: A Prevention Program for Elementary School Communities
Bullying Behaviours Forms of Bullying Behaviour Behavioural Category Of Concern Of Serious Concern Physical Aggression • pushing • shoving • spitting • kicking • hitting Verbal Aggression • mocking • name-calling • giving dirty looks • teasing Social Alienation • gossiping • embarrassing • setting up a student to look foolish • spreading rumours • excluding from group • threatening with a weapon • defacing property • stealing • intimidating telephone calls • racist, sexist, or homophobic taunting • daring another to do something dangerous • verbal threats against property • verbal threats of violence or inflicting bodily harm • coercion • extortion • inciting hatred • racist, sexist, or homophobic alienation • setting up someone to take the blame • public humiliation • malicious rumour spreading The Nature of Bullying in Elementary Schools 7
Page 3: The B.C. Safe Schools Initiative Th
Page 6 and 7: A Note about the Cover The children
Page 8 and 9: LESSON PLANS Kindergarten .........
Page 11 and 12: Acknowledgments F ocus on Bullying:
Page 13: INTRODUCTION
Page 16 and 17: In a school free of bullying, langu
Page 18 and 19: through the development and impleme
Page 21: The Nature of Bullying in Elementar
Page 25 and 26: Children who bully others often bel
Page 27 and 28: Kids are have the power to stop bul
Page 29: Many communities are fortunate to h
Page 33 and 34: Step 1:Establish a Working Group St
Page 35 and 36: Step 1: Establish a Working Group t
Page 37 and 38: The Do’s of Collaborative Problem
Page 39 and 40: Step 2: Involve Parents Step 2 incl
Page 41 and 42: � Ask parents for their ideas con
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Page 51 and 52: Step 3: Involve Students Step 3 inc
Page 53 and 54: Action Checklist Step 3: Involve St
Page 55 and 56: A Code of Conduct is a description
Page 57 and 58: Action Checklist Step 4: Create a S
Page 59 and 60: All school staff, including supervi
Page 61 and 62: � Design several types of tickets
Page 63 and 64: Step 6 includes the following proce
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Page 67 and 68: alternative, acceptable behaviours.
Page 69 and 70: Action Checklist Step 6: Develop a
Page 71 and 72: Consider distributing written summa
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� Conduct a “where are we with
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Action Checklist Step 7: Implement
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Is it Bullying? When observing stud
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Responding to a Bullying Incident F
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4. Follow-up Meet with the student
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The following steps form a comprehe
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Either the student’s teacher or p
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1. Describe the behaviour in terms
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� Responding to bullying incident
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3. Confront the student about the b
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Self-Reflection Activity Sheet (ada
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Restorative interventions: � focu
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One advantage of this approach is t
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Bullying Incident Report Responsibi
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Bullying Incident Report Steps Take
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Address Bullying Prevention through
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The lessons in this module will pro
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Safety and Injury Prevention � de
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students’ independent reading, as
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Focus on Bullying
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Module A: Defining Bullying Vocabul
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Vocabulary tattling: reporting to a
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Was Julie tattling when she went to
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Vocabulary bullying tattling What i
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In this story about Lee and Sam, wh
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Vocabulary bullying Materials � c
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� Go over some basic strategies t
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Vocabulary (in adult language) asse
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� Ask the students to “stand ta
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Module B: The School Plan Vocabular
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Now imagine that you come right up
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Lesson Script � If your school ha
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I’m going to read over the list y
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Lesson Script Everyone wants our sc
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Module C: Dealing With Bullying Voc
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You know how to be assertive. And y
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Materials � a pre-arranged visit
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� Have the principal or another s
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Lesson Script You know how to be as
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Lesson Plans Grade 1
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Lesson Script Have you ever heard s
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Vocabulary bullying behaviours bull
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Geoff started by saying Enrique was
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Vocabulary bullying bullying behavi
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Thank you for helping me learn abou
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Lesson Script In the last few days
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� Invite students to role play at
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158 Grade 1 Sort and Paste Names:__
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Lesson Script As you know, at our s
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Assessment Strategies ❑ Ask stude
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Lesson Script � If your school ha
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Additional Activities ❑ Assign st
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Lesson Script We’re going to talk
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Now let’s play a guessing game. H
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Materials � props, puppets, dolls
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Additional Activities ❑ Ask the s
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Lesson Script � Briefly review cl
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Additional Activities ❑ Have stud
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Module A: Defining Bullying Vocabul
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Behaviour that breaks the rules can
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Vocabulary bullying bullying behavi
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What are the different ways that Am
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Additional Activities ❑ Ask stude
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Lesson Script � Refer to the char
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198 Grades 2-3 Student Survey We wa
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200 Grades 2-3 Ways Students Get Al
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Lesson Script We have been talking
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If Raymond did nothing or was passi
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✄ ✄ ✄ ✄ ✄ ✄ 206 Grades
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Lesson Script Let’s recall what w
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Additional Activities ❑ Allow tim
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✄ ✄ ✄ ✄ ✄ ✄ ✄ ✄ 9.
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there is no bullying. We’ll think
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Vocabulary school statement rules c
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� Read the prepared chart of the
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Vocabulary consequences retaliation
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But, you might be afraid of being b
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Module C: Dealing With Bullying Mat
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Listen to the rest of the story. Th
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Vocabulary put-ups Materials � ch
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� Use a prop, or invite a student
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Think Positive Thoughts! Name:_____
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Lesson Script Today we’re going t
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✄ ✄ ✄ ✄ ✄ ✄ ✄ ✄ 1,
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Lesson Script � Briefly review cl
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Lesson Plans Grades 4-5
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Lesson Script Today we are going to
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� List these behaviours on the ov
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Vocabulary bullying behaviours Mate
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Additional Activities ❑ Students
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3. In which grades are the students
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My Experiences with Bullying Behavi
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Lesson Script Now we’re going to
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✄ 264 Grades 4-5 Sentence Strips
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Lesson Script Today we’re going t
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� As students role play in front
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✄ ✄ ✄ ✄ ✄ 270 Grades 4-5
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3. True or false? It is not a your
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True or False? 1. Bullying behaviou
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Lesson Script We want to create a s
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Assessment Strategy ❑ Have studen
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Lesson Script � If the grade 6-7
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Project Activity Students can choos
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Now let’s talk about Jason, an on
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Lesson Script Now we are going to l
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Vocabulary put-downs put-ups deflec
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This time, Marc made a comment that
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Snappy Responses Worksheet Names: _
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Lesson Script We’ve been talking
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Lesson Plans Grades 6-7
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Lesson Script Today we are going to
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How do you think LeAnn is feeling?
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Story 3 William seems to get into t
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320 Grades 6-7 Vocabulary Match Nam
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Lesson Script I am going to start t
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Additional Activity ❑ Choose from
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Survey Activity Begin with a brief
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3. In which grades are the students
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Vocabulary (in adult language) pass
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Let’s chart some natural phrases
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✄ ✄ ✄ ✄ ✄ Role Play Cards
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Lesson Script � Discuss the pre-s
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Additional Activities ❑ Ask the s
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Lesson Script At our school we have
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❑ Have students develop and make
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Lesson Script In today’s lesson w
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You have the right to be safe. But
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Lesson Script Last lesson we talked
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� Evaluate the consequences of ea
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Story Analysis Activity Divide the
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356 Grades 6-7 Strategies for Deali
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Lesson Script We have already pract
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RESOURCES
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Browne, Anthony. 1995. Willy the Ch
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Elliott, Michele. 1997. The Willow
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Kemp, Gene. 1990. Just Ferret. New
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Shreve, Susan. 1997. Joshua T. Bate
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Healthy Schools Project This projec
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Garrity, C., Jens, K., Porter, W.,
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Pearce, Dr. John. 1989. Fighting, T
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Dauber, S.L., and Epstein, J.L. 199
Page 402 and 403:
Sharp, Sonia and Peter K. Smith. 19
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Focus on Bullying: A Prevention Program for Elementary - Education

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