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Take A Stand: Prevention of Bullying – Age 8, Day 1

Take A Stand: Prevention of Bullying

8 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
  • To identify current bullying problems or patterns in their community
  • To role-play responses to bullying

 

Teacher-Directed Discussion and Role-play

NOTE: All of the charts in this section should be started with just the headlines.  The group can fill them in as they go through the five lessons. 

 

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?

                                     

 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 Threatening 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 on the chart.)

 

Take A Stand

This Program is called Take A Stand.  What do you think “Take A Stand” means?

 When you speak up for what you believe in, for what you know to be right, you take a stand.  You literally stand up, look out at the world and say, “This is who I am, and this is what I stand for.” 

 In this class, we take a stand for treating people fairly, with respect for who they are, and for speaking up for those who are not treated with respect.  We speak out against bullying. 

 We declare that we want to live in a community that treats everyone with respect.  We declare that we can be counted on to remind other people when they are not treating others with respect and consideration for their individuality.

 

ROLE-PLAYING (RP)

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.  (One will be a bully and one will be the child being bullied.)

           Bully:  I’d like you to be the bully, to act out bumping into the other child deliberately and knocking the books out of his hands. Remember we’re acting so don’t be rough.

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 with the group possible responses and begin to list them on a chart as you continue with several more role-play situations.  Keep this list posted throughout the sessions and keep adding their ideas.

 

STATEMENTS BEHAVIORS ACTION FOR HELP
“That wasn’t nice.” Walk away Go play with another group
“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
“Give that back or I’ll tell a teacher.” Avoid the bully
Make a joke – “Whatever”  “So what”    
“Leave me alone”  

 

Communication

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

 

  • Use your words – say what you mean
  • Body language –  your body should match what you are  saying
  • Eye contact – look at the person you are speaking to

 

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

 

RP: I need two people.  (1 bully, 1 victim with braces)

            Bully:  You say, “You have so much metal in your mouth, you’re a magnet!” 

Victim:  How do you respond?  (If the child isn’t sure, solicit ideas from the group. Then coach the child to use all three elements of communication.)

 

RP: I need two people.  (1 bully, 2 girl victims)

             Bully: Say, “You guys are still playing with dolls?  Grow up already!”

Victims:  How would you respond?

 

Does this contribute positively to our school?  What do you think the long-term effect of bullying is?  How many of you would like to see an end to bullying in this community?  That’s what we’re going to be working on in this program

 

 Activity

Pay attention to how you interact with people and begin to identify what it feels like to be a bully, to be bullied and to see bullying in our community.

 

Day 2 – Being coachable and being an advocate

Day 3 – Recognizing costs and payoffs of bullying

Day 4 – Preventing emotional and physical bullying

Day 5 – Learning to tell and ask for help effectively

© 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.