STOP BULLYING
STOP BULLYING (checklocal listings)take a stand!A half hour special from IN THE MIX,the award-winning weekly PBS teen seriesHosted by Erika Harold, Miss America 2003, herself a victim ofsevere harassment, this solution oriented program presents acomprehensive and multifaceted approach to preventing bullying. It also provides advice to victims, parents and bystanders.Her personal story and advice is interwoven with compellingpersonal stories of other teen victims.One segment follows high school peer educators as they workwith middle school students to produce PSAs showing whatbystanders can do when they see someone being bullied. Everyone involved gains awareness about the various forms of bullyingand harassment, and in the process, changes their own attitudesand behavior. Teens are also strongly encouraged to seek helpfrom a trusted adult, such as a parent or school counselor beforethe problem escalates. We meet a girl who does speak up andgets an effective response from her counselor and principal.Another segment focuses on the widespread problem of cyberbullying, with an AOL consumer advisor giving parents and teenspractical advice about how to deal with online harassment. Theprogram’s approach and information is based on the latest researchand recommendations of HRSA’s National Bullying Campaign“Take a Stand. Lend a Hand. Stop Bullying Now!HOW TO USE THIS PROGRAMIndependent research on previous In the Mix specials haveshown that these programs engage the interest of teenagers,deliver information, catalyze discussion on critical issues, aswell as promote analytical thinking and a greater sense ofself-efficacy among teens. The aim is to encourage thoughtand allow teens to generate their own creative solutions.In this guide, we have outlined specific questions based on theprogram’s content, along with answers. These questions canbe used to open up more analytical discussion on relatedconcepts. Also included are in-class activities and longer-termprojects. We suggest showing the entire program to the groupand then running individual segments followed by discussion.DID YOUKNOW? Up to 25% of U.S. studentsare bullied each year. As many as 160,000 may stayhome from school on any givenday because they are afraid ofbeing bullied. At least 1 out of 3 teens saythey have been seriouslythreatened online. 60% of teens say they haveparticipated in online bullying.In the MixAWARDS CINE Golden Eagle Awards for: MediaLiteracy: Get The News?; 9-11: Looking Back Moving Forward; Financial Literacy: On theMoney; Living With Illness; Student Power:Organizing for School Reform Young Adult Library Services Association’s“Selected DVD/Videos List” for: LivingWith Illness; Student Power: Organizingfor School Reform; Arts Education: A ;ECSTASY; Live by the Gun, Die by the Gun;School Violence: Answers From the Inside;9-11: Looking Back Moving Forward National Mental Health Association MediaAwards for: Depression: On the Edge;In the Mix website National Emmy for Community ServiceProgrammingPlease visit www.inthemix.org for full descriptions, video clips,transcripts, resources and more about this and other In the Mix programs.
STOP BULLYING take a stand!This guide to STOP BULLYING TAKE A STAND! contains four major sectionswhich include questions, discussion topics, and activities, as well as a list of resources.SECTION 1WHAT IS BULLYING?1. In the opening segment of the video, Tricia mentionsthat bullying is “being called names for who I am.”What do you think bullying is? Have you ever seenor experienced bullying? If so, can you share?(In the video, bullying is defined by the studentsas teasing or making fun of someone to get laughs.There is a difference of definition between teasing,bullying and harassment. The teacher should openthe discussion by establishing the differences sostudents can understand discussions ahead.)2. Erika talks about her experience of being bulliedin high school and not understanding why studentspicked on her. She gives the example of her racialbackground as a possible reason for others to harassher. In your opinion, why do students bully? Is it justbecause they don’t like the way someone else looks?(Class discussion should clarify that bullyinghappens because of many reasons, such as looks,socio-economic issues, gender, sexual orientation,and ethnic or religious background, as well as astudent’s talents and interests. Identifying how onegets bullied assists students as they go through thevideo and can brainstorm solutions at the end.)3. In the video, Erika speaks about the “uncool game,”where students would monitor everything she didand would read aloud what they had observed abouther that was not cool. In what ways do studentsbully? Is it just name calling or do you think thereare other ways in which bullying happens? Have youor a friend experienced bullying in a different formatthan someone walking by and making a comment?If so, what was it?(With technological developments, this is a goodquestion to introduce the cyberbullying segment.Teachers should discuss that bullying can alsohappen in other formats such as students leavingnotes, pictures or objects that make the otherperson uncomfortable.)www.inthemix.org4. Do you think there is more bullying amongst girls orboys? Is there more bullying in the younger gradesthan there is in high school?(The goal is to get students thinking about wherebullying might begin and if there are specific groupstargeted more than others. The teacher shouldfocus on the school’s environment and its studentpopulation in order to identify potential problems.)5. Many students who are bullied believe that they arethe only victims in the school and are not aware thatother students share similar experiences. Erika talkedabout wanting to be invisible, feeling helpless and juststruggling to get by day after day. Do you think Erikawould have felt better if she had known that therewere other students in the same situation? Whatcould they have done as a group with the supportof an adult?(When students know that there are otherswho have been targeted by bullies, they can gettogether as a support group. This helps themreduce the feeling of anxiety of coming to schoolor feeling helpless. Support groups are also agood way for students to find ways to educateothers on bullying and prevention based onpersonal experiences.)Additional Discussion: How do bullies target their victim(s)? Do youthink bullies might have problems of their ownthat lead them to target certain people? Can bullying happen on the school bus, in thecommunity or somewhere else? Where do youthink it can happen outside of school? What are some of the social problems studentsface today that contribute to bullying others? In your opinion, at what age do you think bullyingbegins?
SECTION 2CYBERBULLYING SEGMENT1. In the video, cyberbullying is demonstrated mainly throughinstant messages. Shannon describes her experiencewith IMs, and how the bullies used her screen name andpassword to impersonate her online in order to alienateher from her friends. What other types of technologycan students use for bullying?(In reviewing cyberbullying, it is important forstudents to understand that Shannon’s experienceis only one form of online bullying. Other examplesinclude posting photos online, text messaging oncell phones, blogs, and rating sites.)2. Regina, the AOL Consumer Advisor, describes the zerotolerance policy of Internet Service Providers (ISPs) asa tool to fight cyberbullying. Have you ever reported anonline bullying incident to your parents or even the ISP?Why or why not?(Discuss why most students will not report an incident,e.g. they fear that their parents or internet serviceproviders will remove their accounts. Stress thatadults can assist students in feeling safe and buildingstrategies to help them stop the harassment.)3. Have you ever shared pictures with friends over theinternet? Have you ever thought about the possibilitythat these pictures might get altered by someone else?Have you ever seen altered or distorted pictures ofyour friends? Did you do anything to stop it?(Students like to share pictures over the internet,but not everyone is aware that someone else cantake advantage of it, e.g. by altering the picturesor adding offensive titles to them.)4. How many of you have gone to rating sites? What doyou think about them? How would you feel if you sawthings written about you or a friend that everyone elsecould read and comment on?(There are many rating sites for students to rateteachers and friends online. It is important todiscuss these sites as cyberbullying tools.)Additional Discussion: Haveany of you read your ISP’s Terms of Agreementsection that includes the zero tolerance policy onharassment and impersonation? Do you believe itis actually effective and that the ISP will cancel thebully’s account if you report the harassment? Whatwould your parents do if you printed the IMssomeone sent that made you feel you were bullied? Does your school have an internet use policy?What would you do if you were bullied while onthe computer at school? Blogs are one of the newest tools online for studentsto share thoughts and ideas. Do you think they canalso be used to bully students? How?SECTION 3“YOU HAVE THE POWER”PEER EDUCATION SEGMENT1. The word “power” is used to describe what drivesbullies. What do you think about this idea? How doyou think bullies get power?(The video discusses the feeling of power thatbullies get from picking on others. It is importantfor students to define and understand why bulliesmight have power.)2. The students at Rosa Parks MS developed a videoentitled “You Have the Power.” The Assistant Principal,Paul Kurth, adds to this video by saying that “we have tolisten to the kids in the building and make sure that weare addressing their concerns.” Using the same definitionof power, how can students who are bullied gain powerto make a difference?(Teachers should guide students to identify appropriateways in which they can use their ideas, the schoolstaff and administration to help develop programson anti-bullying)3. Jeremy mentions that students accept bullying as part ofthe social situation in high school, since it has been goingon since middle school or even earlier. Do you agreewith this? Do bullies act out because they want to bepopular? What is the difference between being popularand having power by bullying?(Teacher should let students talk about the socialsituation in high schools and identify characteristics ofsocial situations in their own environment. Discussthe difference between being popular and havingpower by bullying.)4. Do you think that society has promoted bullying? Doyou think that music videos, movies, TV shows or videogames ever convey an accepting attitude towards bullying?(Students should discuss how the message that itis OK to bully is presented in society. Identifyingsources can help students find solutions to combatbullying.)
5. Stephanie Bryn stresses the importance of peer-to-peereducation, noting that students find messages fromtheir peers more acceptable than messages fromadults. Do you think this kind of team work canhappen in your school? Why or why not?(Teachers should let students identify barriersthat prevent them from working together withintheir schools. If there is a problem with workingtogether in order to reduce bullying, then followup ideas will not work. They should also havestudents identify existing student organizationswho could take on bullying prevention as a cause.)6. Students at Rosa Parks MS received a grant fromYouth Service America after they decided it was timeto speak up and make a difference. If students were tocreate an anti-bullying program at your school, whatdo you think would work? The example in the videowas in the form of skits.(Get students thinking about programs and howthey can make a difference. Identifying theirschool climate and culture are important tofinding a program that would engage the schoolcommunity.)Additional Discussion: What are some games that begin as innocent play,but can turn in to bullying? Do you know of any adult who has bullied astudent in school? If so, what happened and howwas it handled? Do you believe people can change? How do youthink students can help people change? Do you think that students who are bullied shouldchange schools in order to solve the problem?SECTION 4ASKING FOR HELP1. Erika described how hard it was for her to go to anadult and talk about her problem because she wasembarrassed. How many of you, by show of hands,feel that you can trust an adult in this school? Howmany of you feel that you can trust an adult at homeor in the community?(Students often feel disconnected from adultsand therefore cannot share certain problemswith them. It is important to identify if this is aproblem that exists for the student populationof the school.)2. Tricia describes her experience and why she wasconcerned about going to an adult. What do youthink would happen if you shared with a teacher,counselor or administrator that someone wasbullying you or a friend? Paul Kurth describes howdifficult it is for students to speak to adults. He saysit is important to identify someone the studentstrust who they can go to with problems. If you hadsomeone you trusted in the school, do you thinkthey would listen to you and help you? Who couldyou go to in our school?(Listening to students’ concerns about beingfurther targeted is important. Teachers shoulddevelop a tip sheet on what to do if someoneis being bullied.)3. Have you ever ignored a comment made by someoneelse that has bothered you? Would you have donesomething differently about it?(The video shows how students should not ignorea bully, but find someone they can trust to talk toabout the situation. By revisiting the incident andbrainstorming an alternate solution, students canshare ideas on how to deal with bullying.)4. Do you think that you would be bullied even moreif you spoke to an adult?(Teachers should review why many students donot report incidents: because they feel that theywill be identified as “tattle tales” or “chickens”and can be further bullied.)5. Paul Kurth talks about the need to train teachers tocreate an environment in which students would feelcomfortable talking to adults, and also how importantit is for students to know that teachers will followthrough on helping them. Do you think teachersneed programs to help them listen to students andlet students know that it is safe to speak to them?(Even though this might be uncomfortable forstudents to talk about, it is important for theleader to let students share experiences talkingto adults and give suggestions on what is neededto help teachers accomplish this. This informationcan help the administrators and teachers createprofessional development programs to makeschools feel safe, so that students can trustspeaking to adults.)for more resources on bullying please visit:www.pbskids.org/itsmylife
Additional Discussion: Should the teachers, staff and administration takesome type of course or program to learn moreabout bullying? Do you know what the consequences are for studentswho bully others in your school? Do you think thatthey are fair? How often are they actually enforced? If you could talk to students who bully, what wouldyou say to them? How could you help them change? What types of programs are available in your schoolto help new students from the US and/or anothercountry?Activities: Combine your Drama/Theatre and Creative Writing/English classes to develop Character Education skitsto be presented to grades K-12. Students write, act outand lead discussions with students on issues presented. Community Day: Once a month, by grade level, havea community day where students are given a topicof discussion and in a group format can share theirideas with one another about a situation. Studentsbrainstorm ideas on how to solve the problem andcan do follow up activities in collaboration withadministrators and teachers. English and/or Health Classes: Have students developtips on what to do with respect to bullying. Thesetip sheets can help students identify and deal withincidents of bullying Lesson: “A Walk in My Shoes”: have students tracetheir shoes on a piece of paper, and write thecharacteristics that define them. Pair them upwith a student they do not know and have themshare the characteristics with one another. Studentsthen share what they learned about their partnerswith the class. At the end, the teacher creates a wallof sharing in the back of the room with everyone’s“shoes” displayed. Lesson: In Art classes, have students do collagesabout their interests, backgrounds, etc. Have themshare it in class and do an art exhibit for the school. Create a safe zone where students feel comfortablegoing to and sharing problems. The safe zone can bemonitored by school counselors and students in thepeer leadership program.RESOURCESPLEASE NOTE:NationalYouth ViolencePrevention Resource Centerwww.safeyouth.org1-866-safeyouthThe Information Sheet onthe last page can be copiedand handed out to teens.HRSA’s Take a Stand! Lenda Hand. Stop Bullying Now!www.stopbullyingnow.hrsa.govIn the Mix:www.inthemix.org/bullyingIt’s My Life:www.pbskids.org/itsmylifeSAMHSA Campaign for llying.aspNetsmartz:www.netsmartz.orgCenter for Safe andResponsible Internet emix.orgHOW TO REACH In the Mix:STOP BULLYING TAKE A STAND! carries one-year off-air taping rightsand performance rights.For information about In the Mix, including show descriptions and schedules,visit us at www.inthemix.org, or e-mail us at mail@inthemix.org. Youwill also find discussion guides, transcripts, video clips, resources and more.Other In the Mix programs of interest to grades 6-12 and college areavailable on topics including: Divorce & Stepfamilies; Living With SeriousIllness; Ecstasy Abuse; Steroid Abuse; Dealing with Death; Sex andAbstinence; School Violence; Financial Literacy; Cliques; Drug Abuse; TeenImmigrants; Depression and Suicide; Gun Violence; Self-Esteem; SportsParticipation; Media Literacy; Activism; Alcohol and DWI; Dating Violence;Getting Into College; School to Work Transition; Careers; Relationships;AIDS; Steroids: Fitness/Nutrition and others.For a complete catalog and ordering information call (800) 597-9448or visit www.inthemix.org/educators; www.castleworks.com.Discussion guide written by Deborah Hardy, MS Ed, NYSSCA. 2005 Castle Works, Inc., producer of In the Mix. Series created by WNYC Radio.
STOP BULLYING take a stand!TIPS IF YOUARE BULLIED:TIPS IF YOU ARECYBERBULLIED: Don’t ignore it. Never respond to an e-mail or IM from a cyberbully.It’s always better to just walk away. Don’t fight back. Becoming a bully yourselfwill not make the situation better. Try to not to show anger or fear. Bullies liketo see that they can upset you. Calmly tell the bully to stop, or just saynothing and walk away. If the bullying continues, keep a record of theincidents to show to a parent or teacher. Tell your parents, or any other adults you trust.If you decide to tell someone from your school,like a teacher or counselor, remember thattelling is not tattling. Remember—nobody is going to blame youfor what is happening and you don’t have togo through it alone. Don’t isolate yourself from your friends.They can help you get through it. Save the IMs or e-mails, then print and show them toan adult you trust, like a parent or school counselor. Don’t be afraid to talk to someone about this. Thesooner you tell a parent or counselor, the sooner youcan get back to using your computer without feelingafraid or uncomfortable. If it continues or if any physical threats are made, report itto your ISP. They can cancel the cyberbully’s account andeven alert the police. Make a “whitelist,” which is a list of your real friends’screennames and e-m
bullying, with an AOL consumer advisor giving parents and teens practical advice about how to deal with online harassment. The program’s approach and information is based on the latest research and recommendations of HRSA’s National Bullying Campaign “Take a Stand. Lend a Hand. Stop Bullying Now! HOW TO USE THIS PROGRAM
Cyber bullying - Bullying through electronic media. Bullying Roles & Steps to Stop Bullying 1) _ - . - Determine if it is bullying (intentional, repeated and power?) - Tell bully to stop. ("I do not feel comfortable when you do, say, act like that Please stop.")
bullying, cyber bullying and so on, this paper specifically focuses on violent physical school bullying. Based on the recent definition of bullying above, physical school bullying, like other forms of bullying is associated with a series of harmful behaviors occurring repeatedly over time and characterizes an imbalance of power between
Complex (Brac) STOP 7. Babson Commons and Horn Library STOP 8. Reynolds Campus Center STOP 9. Hollister Hall STOP 10. Weissman Foundry STOP 11. Athletic Fields STOP 2 7 STOP 4 STOP STOP 8 STOP 9 Public Safety Check-In STOP 3 STOP 6 STOP 11 1220ENRLMKT1-1418 0 125 250 500 Fe
Bullying Behaviors Tiers 2 & 3 risk or who have already been identified as engaging in bullying behavior. Another strategy brief addresses bullying prevention and intervention more generally, and focusing more particu-larly on preventing bullying, and the discussion which follows assumes that bullying prevention strategies are also in place.
Reality: Cyber bullying is a low-frequent from of bullying, only a third or a fourth of the level of “traditional” forms of bullying such as Verbal bullying. See Figure. 2. Opinion: That cyber bullying has increased dramatically in recent years-- Reality: There has been no systematic increase in
Forms of Bullying Physical Bullying Hitting, kicking, poking, tripping Verbal Bullying Calling names, insults, racist remarks Social Bullying Not letting someone join a group, spreading rumors or lies, mimicking Psychological Bullying Intimidating, stalking Cyber-bu
bullying in the student nurse population Bullying Behaviors in Nursing Bullying in Nursing? The exact prevalence of bullying towards nursing students is unknown. Figures vary from 40% to 80% of student population Student nurses who experience bullying, or
Violencia, 3 Tipología de la violencia, 5 Violencia Escolar, 6 Tipos de Violencia Escolar, 7 Bullying y Riesgo de Bullying, 8 Tipos de Bullying, 10 Actores del Bullying, 12 Las Víctimas, 12 Los agresores, 13 Los Espectadores, 14 Etapas del proceso de Bullying, 15 Factores que inciden en el fenómeno del Bullying, 17
