Take A Stand Prevention of Bullying – Age 7, Day 1

Take A Stand: Prevention of Bullying

7 YEAR OLDS – Instructional Guide Day 1

By Sherryll Kraizer, Ph.D.


The Classroom Program

To be redundant and make my point about what is good for children and families – please do not use any of the children’s materials without watching the video in its entirety and reading the Guidelines for Teaching the Program and  giving all parents an opportunity to watch the video and read the Parent Handbook.  


I’ve made the process of teaching the Take A Stand Program as easy as possible, the manual walks teachers through what to say, what responses to expect, what role-plays to use and how to follow up.  It covers all the common – and some not so common – concerns children express, with the accompanying explanations.

This guide, however, is only a tool.  Teachers should feel free to use the curriculum guide in a way that is consistent with their own style and comfort level and the needs of the children in their group.  Teachers should feel free to break the presentation down into smaller parts, adapt the role-plays to the community or change some of the language to make it more appropriate to the developmental level of the group.

Because every group is different, you may cover more or less of the materials on any given day.  Feel free to move more quickly or slowly depending on the group you are working with.

The Program is most effective when the five sessions are presented about once a week.  This allows time for the children to utilize the skills and begin to see changes. 

Change over time is the goal, and the Program should be conducted on an annual basis.  This allows the children to learn new skills as they mature and keeps the concepts fresh for all age levels every year.

Objectives – Day 1

  • To identify what a bully is.
  • To recognize the behaviors of bullies, including more subtle forms of bullying such as exclusion and shaming.
  • To establish the three elements of effective communication:
  • Eye contact,
  • Say what you mean, and
  • Consistent body language


Teacher-Directed Discussion and Role-play

Who can tell me what a bully is? (Fill in chart – see example below)

What is verbal bullying? 

 What about bullying that hurts your feelings? 

 What about bullying that happens in groups of kids?

 Brainstorm and fill in types of bullying with your students.  Here is a guide:

Physical Verbal Emotional Group Bullying
Hitting Name-calling Exclusion Peer pressure
Pushing Teasing Talking about Excluding
Kicking Being mean Acting superior Making fun
Shoving Making fun Being mean Taunting
Pinching Bad language Not caring Set up to get in trouble
Violence Verbal abuse No conscience Threats
Abusive Bossy Thoughtless Ganging up on someone
Destructive Shouting Gossip Name-calling
Spitting Taunting Making fun Pranks
Tripping Cursing Belittling


Do we have any bullying problems in our school – no names – just talk about the behavior?


Which of these types of behaviors that we’ve listed have you seen – no names. (Highlight those.)



We’re going to act out some examples of bullying and see what we can do about bullying in our community.  I’m going to have two or three of you come up here with me.  I’m going to give you a part to play.  You’ll pretend to be that person and act the way that person would act. 


RP:  I need two people to help me.  (1 bully, 1 victim)      

Bully:  I’d like you to be the bully, to act out saying to the other child “You’re a slob and no one likes you!” 

Victim:  I’d like you to be the child being bullied.  Show us what you would say and do?

Have them act this situation out.


NOTE: Brainstorm possible responses and begin to list them on a chart as you continue with several more role-play situations.

“That wasn’t nice.” Walk away Go play with another group of kids
“Don’t do that.” Join another group If you’re really afraid for your safety, run to help
“I’m going to tell if you do that again.” Get away and tell Go and tell a teacher
“That really hurts my feelings.” Ignore them Tell a parent or other adult
“That’s not a very nice thing to say.” Act like you don’t care Go play with another group of kids
“Give that back or I’ll tell the teacher.” Avoid the bully If you’re really afraid, go for help
Make a joke – “Whatever”  “No kidding”  “So what”  
“Leave me alone”



As you’re practicing how you will deal with bullying situations, you want to remember the three parts of communication:

  •      Words – saying what you mean
  •      Body language – having your body mean the same thing you’re saying
  •      Eye contact


Practice using each of these in the following role-plays: (Help them to make all three elements effective.)


RP:  I need two people to help me (1 bully, victim)

What if someone shoves you against a tree and pretends it was an accident?


RP:  I need two more people to help me (1 bully, victim)

          What if a kid says, “You’re so fat you take up three seats at the movies!”


RP:  I need two more people to help me (1 bully, victim)

          What if an older kid takes your CD player and runs around keeping it from you?


RP: What if a kid pushes you towards the wall every time he walks by you? 


RP: What if a group of girls is making fun of your clothing?


RP: Who has another situation you would like to role-play?     


I want you to start noticing bullying behaviors here at school and at home and on television.

Notice how bullying makes you feel or how it makes other people feel. 


Day 2 – Coaching and being coachable

Day 3 – Impact of bullying

Day 4 – Physical and emotional bullying

Day 5 – Resources for help – Asking for what you need

© 2016 Sherryll Kraizer, Ph.D.  Used with permission


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Author Dr. Sherryll Kraizer has a Ph.D. in education with a specialization in youth at risk.