BEYOND THE HURT: pREvENTiNg BUllYiNg & HaRassmENTschools.peelschools.org/1479/Documents/Bullying Information for Students/7. Grade6...Beyond the Hurt is not intended to address the

BEYOND THE HURT:pREvENTiNg BUllYiNg & HaRassmENT

gRaDE 6–7 TEacHER’s gUiDE

Grade6-7TeachersGuide_v1.0_OZ.indd 1 11/2/2012 5:29:38 PM

ISBN 978-1-55104-547-4© 2012 Canadian Red Cross

Canadian Red Cross Founded 1896 Incorporated 1909

The Red Cross emblem and designation “Red Cross” are reserved in Canada by law for the exclusive use of The Canadian Red Cross Society and for the medical units of the armed forces by the Geneva Conventions Act, R.S.C. 1985, c. G-3.

The programs of the Canadian Red Cross are made possible by the voluntary services and financial support of Canadians.

Produced by RespectED: Violence & Abuse Prevention

Design by Fiona Cheng, B.Des.

The aim of the RespectED: Violence & Abuse Prevention program is to create safe environments, free from violence and abuse, especially for children and youth.

To learn more about violence prevention, to take a course, or to become a partner of RespectED: Violence & Abuse Prevention, please visit www.redcross.ca/RespectED

We acknowledge the �nancial support of the Government of Canada through the Department of Canadian Heritage.

Nous reconnaissons l’appui �nancier du gouvernement du Canada par l’entremise du ministère du Patrimoine canadien.

B E Y O N D T H E H U R T | p R E v E N T i N g B U l l Y i N g & H a R a s s m E N T ( g r a d e 6 – 7 T e a c h e r ’ s g u i d e )


R e s p e c t E D | v i O l E N c E & a B U s E p R E v E N T i O N 3

September 2012

On behalf of the PREVNet, I welcome the opportunity to write a letter of support for the Canadian Red Cross Beyond the Hurt: Bullying and Harassment Prevention Program. PREVNet is funded through a Networks of Centres of Excellence – Knowledge Mobilization grant to bring together leading Canadian researchers and national youth serving organizations. PREVNet’s mission is to promote healthy relationships and reduce bullying and violence among Canadian youth by bridging research and practice. (Please visit our website, www.prevnet.ca for more information.) Since its inception in 2006, the Canadian Red Cross has been a PREVNet partner organization and we have worked together to promote safe and healthy relationships for Canadian children and youth.

The Canadian Red Cross has been an active partner in furthering the prevention of violence in Canada and beyond. Our partnership with the Red Cross is strengthened by combining violence prevention programming across Canada with academic research. It is a model of how practice can inform research and research can inform practice. Together, we become stronger and more successful in working toward our goal of preventing violence and promoting healthy relationships.

With increased attention being given to bullying in schools and communities there is also an increased demand for prevention education for youth. We strongly believe that Canadian youth will be less tolerant of bullying and harassment when preventative messages and tools are offered to them within an evidence-based program.

We are pleased to endorse the Beyond the Hurt: Bullying and Harassment Prevention Program. Built on the theory that youth can strongly influence other youth, this program trains youth facilitators to educate their peers and younger students. Students in all schools at a multitude of grade levels need to have the opportunity to participate in such an important program. Over the last 28 years, the Canadian Red Cross has become a leader in violence prevention. PREVNet is pleased to work closely with the organization to support on going assessment/evaluation of the programs and applauds their commitment to best practices. As part of our multi year Community of Practice project, PREVNet carefully reviewed the Beyond the Hurt: Bullying and Harassment Prevention training resources. The researchers determined that the curriculum, resources, and activities follow all recommended guidelines for design of training materials and are following best practices in bullying prevention programming. Currently PREVNet is evaluating the knowledge and attitude change of youth and adults who take part in Beyond the Hurt training in three provinces in Canada.

We are looking forward to continuing our exceptionally productive and instructive partnership with the Canadian Red Cross as we work together to promote safe and healthy relationships for Canadian children and youth and build a stronger future for Canada.

Sincerely,

Debra J. Pepler, Ph.D., C.PsychDistinguished Research Professor of Psychology, York UniversitySenior Associate Scientist, Hospital for Sick ChildrenScientific Co-Director, PREVNet



R e s p e c t E D | v i O l E N c E & a B U s E p R E v E N T i O N

iNTRODUcTiON ...............................................................1Using this Guide .................................................................2The Canadian Red Cross .....................................................3RespectED & Beyond the Hurt ............................................4Beyond the Hurt Workshop .................................................4Curriculum Comparison .....................................................7

classROOm TEacHER .............................................11Your Role as the Classroom Teacher .................................12School-Wide Planning Considerations..............................12Preparation for the Workshop ..........................................13Pre-Workshop Activities ...................................................14During the Workshop ........................................................15Post-Workshop Activities .................................................16

pOsT-WORksHOp acTiviTiEs & HaNDOUTs ...171. Workshop Debrief .........................................................182. What I Learned .............................................................183. Superheroes .................................................................184. Who Can Help ...............................................................195. Healthy Relationships ..................................................19 6. Coping with Anger ........................................................207. Peer Pressure & Assertiveness .....................................21 Asserting Yourself Handout .....................................228. Cyber Safety .................................................................23 Cyber Safety Handout .............................................249. Rights & Responsibilities .............................................26 Rights & Responsibilities Handout ..........................2710. “That’s So Gay” ...........................................................2811. Tattling Versus Telling .................................................29

REsOURcEs ...................................................................31





B E Y O N D T H E H U R T | p R E v E N T i N g B U l l Y i N g & H a R a s s m E N T ( g r a d e 6 – 7 T e a c h e r ’ s g u i d e )2

Until recently, Canadian society tended to view the occurrence of bullying in schools as normal—a rite of passage endured by all children at one time or another. Bullying was seen as a series of relatively harmless, even character-building events that encouraged children to develop the survival skills that would one day help them in the adult world.

Today we take a radically different view. We know that bullying and harassment have serious consequences for everyone involved: those who bully, those who are targeted, and the bystanders who watch it happen. Issues around anxiety, depression, substance misuse, suicide, criminal behaviour and poor physical health have all been linked with bullying.

Beyond the Hurt imagines a world without bullying—a world in which individuals, schools, and communities all play a role in creating healthy, safe and caring environments. This includes schools in which diversity is valued, inclusiveness is everyone’s goal, and respectful relationships flourish.

Integral to the Beyond the Hurt philosophy is the belief that bystanders play a critical role in bullying prevention and intervention. The majority of young people involved in the bullying dynamic are bystanders, silently watching from the sidelines, unsure of what to do, or how to do it. When given the right tools, everyone has the power to take a stand to stop bullying before it starts.

To effect this change in schools, Beyond the Hurt employs a unique model in which children and youth are at its centre. Beyond the Hurt engages student leaders in facilitating workshops and modeling positive and respectful relationships to elementary and high school students. These youth leaders have a credibility that adults do not and are in a unique position to influence their younger counterparts and their peers.

Bullying is best understood as a relationship issue. As such, Beyond the Hurt asks that students look closely at their own relationships and ask themselves what they can do better. We believe that bullying is more about what people do, rather than who they are: with the right awareness, knowledge and skills, teamed with a strong desire to make a difference, old behaviours can be changed and a positive school culture forged.

Beyond the Hurt is not intended to address the problem of bullying in isolation. It was designed to act as one component amid the comprehensive bullying prevention strategies in schools throughout the province. The program works best in a school that has a sustained approach to bullying prevention in which adults are supportive and responsive and where clear policies and procedures exist.

An effective bullying prevention strategy involves a commitment from everyone involved. Youth, children, educators, administrators, parents and communities—all have a critical role to play. The Red Cross’ RespectED program is committed to collaborating with each of you to create safe and caring school environments that allow every child the opportunity to thrive.

EVERY CHILD AND EVERY YOUTH HAS THE RIGHT TO BE RESPECTED AND SAFE—FREE TO IMAGINE A WORLD WITH NO BULLYING.


UsiNg THis gUiDE This guide is designed to introduce Beyond the Hurt (BTH) to teachers and to help them get the most out of the BTH workshop experience—for themselves and for the children they teach. The guide contains:• informationabouttheCanadianRedCross, RespectED and BTH • suggestionsforincorporatingBTHintoaschool’s

broader bullying prevention strategy • pre-workshoppreparationstrategiesincluding

suggestions for engaging parents, how to best deal with student disclosures, and how to plan for challenging situations in the classroom

• pre-workshopactivitiesthatprepareyourstudents and get them thinking about the topic of bullying

• post-workshopactivitiestoreinforceand maximize students’ learning • alistofadditionalresources.

THE caNaDiaN RED cROssThe Canadian Red Cross is part of the International Red Cross and Red Crescent Movement. Together with 186 National Societies, we are focused on one strategic goal: to improve the lives of vulnerable people by mobilizing the power of humanity.

In the smallest towns, and in our largest cities, thousands of Canadians serve their communities by volunteering for vital Red Cross programs and services.

7 fUNDamENTal pRiNciplEs HUmaNiTY The Red Cross endeavours to prevent and alleviate human suffering wherever it may be found, protecting life and health and ensuring respect for the human being.

impaRTialiTY The Red Cross is guided solely by the needs of human beings and makes no discrimination as to nationality, race, religious beliefs, class or political opinions.

NEUTRaliTY In order to continue to enjoy the confidence of all, the Movement may not take sides in hostilities or engage at any time in controversies of a political, racial, religious or ideological nature.

iNDEpENDENcE The National Societies, while auxiliaries in the humanitarian services of their governments and subject to the laws of their respective countries, must always maintain their autonomy so that they may be able at all times to act in accordance with the principles of the Movement.

vOlUNTaRY sERvicEIt is a voluntary relief movement not prompted in any manner by desire for gain.

UNiTY There can be only one Red Cross or one Red Crescent Society in any one country. It must be open to all. It must carry on its humanitarian work throughout its territory.

UNivERsaliTY The International Red Cross and Red Crescent Movement, in which all Societies have equal status and share equal responsibilities and duties in helping each other, is worldwide.

THESE PRINCIPLES ALLOW US TO PROVIDE HELP IMMEDIATELY TO WHOEVER NEEDS IT, WHEREVER THEY ARE, WHATEVER THEIR RACE, POLITICAL BELIEFS, RELIGION, SOCIAL STATUS, OR CULTURE.




REspEcTED & BEYOND THE HURT Since 1984, the RespectED: Violence & Abuse Prevention program has promoted healthy relationships and safe environments for children and youth in Canada. The program works in partnership with schools, organizations and communities to deliver education in the following four streams:

• preventingbullyingandharassment• promotinghealthyyouthrelationships• preventingviolenceagainstchildrenandyouth• implementingviolenceprevention.

Through the RespectED program, young people learn skills to help them create healthy relationships and adults gain the knowledge that allows them to build safer environments for children and youth. All programs engage learners in an interactive process and encourage a proactive and comprehensive community approach to prevention.

The aim of RespectED is to create safe environments, free from violence and abuse, especially for children and youth.

As one component of RespectED, Beyond the Hurt (BTH) focuses on preventing bullying and harassment among children and youth. BTH explores peer relationships, issues related to bullying and harassment, and proactive and responsive strategies for creating healthy environments in schools and communities.

Students are trained to become Youth Facilitators who then deliver workshops to younger students or their peers. This approach contributes to the growth and development of the older students by helping them develop public speaking and leadership skills necessary for effective communication. It also helps engage and motivate the younger students, who readily accept the Youth Facilitators as credible role models.

RespectED recognizes that most schools are already committed to bullying prevention initiatives and that the classroom teacher has a critical role to play. Therefore, the program provides support materials that closely complement the work of the Youth Facilitators and allow teachers to get maximum impact from each workshop.

BEYOND THE HURT WORksHOp The Beyond the Hurt workshop is:• aworkshopforstudentsingrades6through12thataddressesissuesrelatedtobullyingandharassment,

strategies for responding, and how to take action to create healthy relationships and healthy schools. The grade 6–7 workshop focuses on bullying and the topic of harassment is introduced in the grade 8–12 workshop.

• participatoryinnature,involvingavarietyofinteractiveactivities• designedtotakethreehoursofclasstimetocomplete(thiscanbedoneallatonceorinmultiplesessions)• deliveredbyteamsoftwotofourYouthFacilitators• presentedwithaclassroomteacherinattendanceatalltimes.



The Beyond the Hurt workshop helps students to:• describethecharacteristicsofhealthyrelationshipsandhealthyschools• explaintheroleofpowerincreatingandpreventingbullyingandharassment• identifyfourtypesofbullying• distinguishtherolesanddynamicsinabullyingsituation• identifyharassingbehaviours• differentiatebetweenbullyingandharassment• understandthattheimpactofharassmentismoreimportantthantheintentofthebehaviour• identifythepotentialimpactsofbullyingandharassment• determineeffectiveandsaferesponsestobullyingandharassment,withafocusontheimportantroleof

the bystander• employpreventionandinterventionskills• identifyhelpingresourcesfordealingwithbullyingandharassment• endorseandworktowardscreatingapositiveandinclusivecultureintheirschool.

gRaDE 6 WORksHOp agENDa (3 HOURs):

acTiviTY TOpic DURaTiON

Introduction Introduction to the facilitators, the program and its goals 20 minutes

Healthy Relationships and Schools Healthy relationships and schools 15 minutes

Power Play Power and its role in bullying 20 minutes

BREAK

Match It Bullying 20 minutes

Outsider Game or What’s Inside? Labels and stereotypes 20 minutes

Inside Out Impact of bullying 20 minutes

BREAK

What Can I Do? Intervention and response to bullying 25 minutes

Prevention Pledge Prevention and helping resources 25 minutes



gRaDE 7 WORksHOp agENDa (3 HOURs):


Introduction Introduction to the facilitators, the program and its goals 20 minutes

Healthy Relationships and Schools Healthy relationships and schools 15 minutes

Flower Power Power and its role in bullying 20 minutes

BREAK

Name that Behaviour Bullying 20 minutes

First Impressions or What’s in a Label?

Labels and stereotypes 20 minutes

Theresa’s Story or Empathy Journal Impact of bullying 20 minutes

BREAK

Roll the Dice Intervention and response to bullying 25 minutes

Prevention Pledge Prevention and helping resources 25 minutes



THE ONTaRiO cURRicUlUm BEYOND THE HURT (BTH)

HEalTH aND pHYsical EDUcaTiON

Healthy living strand grade 7 BTH grade 7

• Describe the benefits and dangers associated with computers and other technologies

• Assess the impact of bullying or harassment, identify ways of preventing or resolving it

• Use effective communication skills to deal with various relationships and situations

• BTH assists in understanding potential dangers that are connected to the use of the internet and other technologies including cyber bullying

• BTH examines the impact of the different types of bullying and harassment through the use of hands on activities, videos and discussions which in turn helps youth to understand ways to prevent and resolve it

• BTH identifies how various communication skills assist youth when handling relationships in a peer or adult context


• Identify and assess situations that could lead to injury or death, how to reduce the risk and avoid dangerous situations

• Analyse the impact of violent behaviours on the target, perpetrator and bystander and describe the role of support services in preventing violence

• BTH assists in understanding potential dangers related to bullying and harassment and the use of personal prevention and avoidance strategies

• BTH examines the variables that influence the impact of bullying and harassment from the perspectives of the person being targeted, the perpetrator and the bystander. Review of the different types of support in preventing violence from the individual, family, community and societal levels


• Describe the causes, specific types of physical and non-physical abuse and its impact on victims

• Describe solutions and strategies to address violence and how schools and communities are involved in preventing and ending violence in young peoples’ lives

• BTH explains the factors that contribute to the misuse of power, describes the four main types of bullying, specific types of harassment and how these impact others

• BTH examines healthy responses to the violence surrounding bullying and harassment and in the quest to end violence, empowers students to help themselves or others via support from schools and community agencies

living skills strand grade 9 BTH grade 9

• Demonstrate understanding of the triggers of conflict and the use of assertiveness techniques to avoid escalating conflict

• Contribute to the success of the group through the use of verbal and non-verbal strategies including the mentoring of others

• BTH explains some of the underlying causes of bullying and harassment and the use of assertiveness and other techniques to avoid the escalation that can be a part of these incidents

• BTH Youth Facilitator Training offers youth the opportunity to develop enhanced communication skills through the use of mentoring strategies with peers

cURRicUlUm cOmpaRisON




HEalTH aND pHYsical EDUcaTiON cont’d


• Describe different styles of handling conflict, their effectiveness in different situations and the impact of non-verbal and verbal responses

• Describe their own contribution to the effectiveness within a group including behaviours that are respectful of others

• BTH identifies the various strategies that can be utilized to handle the escalating conflict that can contribute to bullying and harassment incidents and the impact of using verbal and non-verbal responses

• BTH Youth Facilitator Training educates youth on how to work as a team in preparing for and facilitating bullying and harassment workshops for peers, younger students and other community members

sOcial sciENcEs & THE HUmaNiTiEs

grade 9 or 10 BTH grade 9 or 10

• Demonstrate effective and appropriate speaking and listening skills for a variety of situations including small groups

• Demonstrate appropriate responses to harassing or abusive behaviour

• BTH Youth Facilitator Training prepares youth to speak to peers, younger students and other community members on bullying and harassment issues

• BTH explores potential responses to harassing or abusive behaviour

HEalTH aND pHYsical EDUcaTiON


• Describe different types of violence • BTH identifies specific types of violence involved in bullying and harassment that can take the form of emotional abuse, physical and sexual assault and cyber bullying


• Evaluate group effectiveness, strategies for giving constructive feedback to others and their contribution to positive peer relationships

• BTH Youth Facilitator Training empowers youth to deliver positive, team influenced presentations to peers, younger youth and other community members


• Describe the possible effects of violence on those who are exposed to it

• Demonstrate an ability to use skills and strategies to deal with threats to personal safety and safety of others

• Identify sources of support

• BTH examines the etiology of violence, the role of media and technology and the impacts on those who are exposed to it.

• BTH assists youth to recognize the different types of bullying and harassment and strategies to deal with threats to personal safety of self and others

• BTH describes sources of support including peer, school and community




HEalTH aND pHYsical EDUcaTiON cont’d


• Demonstrate an ability to work effectively with groups from different cultures and to use strategies to overcome barriers in functioning effectively as a group

• BTH Youth Facilitator Training explores the components of healthy cross cultural communication and the appropriate responses to overcoming barriers as a team

sOcial sciENcEs & THE HUmaNiTiEs

grade 11 or 12 BTH grade 11 or 12

• Identify the components of verbal and non-verbal communication and techniques including active listening skills for effective communication with others

• Describe examples of the three basic styles of communication: passive, aggressive and assertive

• Demonstrate an understanding of how to deal with conflict and strategies for coping with issues relating to personal safety

• Demonstrate an understanding of the importance of developing rapport and use of empathy when interacting with others

• BTH offers youth the opportunity to understand bullying and harassment issues that can stem from verbal and non-verbal communication from the perspective of a participant and as a trained BTH Youth Facilitator

• BTH describes the three basic styles of communication through hands on activities, discussions and role-playing

• BTH explains how to handle escalating bullying or harassment incidents and offers strategies for coping with threats to personal safety

• BTH creates the opportunity as a trained BTH Youth Facilitator to engage peers, younger youth and other community members in a positive dialogue about the issues surrounding bullying and harassment





B E Y O N D T H E H U R T | p R E v E N T i N g B U l l Y i N g & H a R a s s m E N T ( g r a d e 6 – 7 T e a c h e r ’ s g u i d e )1 2

YOUR ROlE as THE classROOm TEacHER Teachers play a key role in ensuring every Beyond the Hurt workshop runs smoothly and that students and schools get the most out of the experience.

The following topics are introduced below.1. School-Wide Planning Considerations2. Preparation for the Workshop3. Pre-Workshop Activities4. During the Workshop5. Post-Workshop Activities

The Adult Advisor who introduced you to BTH should be your point of contact if you have any questions about the workshop or about the vital role played by classroom teachers.

scHOOl-WiDE plaNNiNg cONsiDERaTiONsBeyond the Hurt workshops can be made more meaningful for students and staff when they are integrated into existing comprehensive bullying prevention strategies. The program works best in a school with a multi-faceted approach in which the entire school community is working to prevent bullying.

Taking the following steps will broaden the impact of a BTH workshop.• ConducttheBTHworkshopaspartofaschool-wideBullyingPreventionDay/Week,asotherclasses

participate in related activities.• Haveworkshopparticipantspresenttheirexperiencestootherclasses,theschoolboardortotheParent

Advisory Council along with any materials generated from the workshop (posters, role plays, etc.). • Displayelementsofparticipants’workinyourclassroomorelsewhereintheschool.• Haveworkshopparticipantswriteabouttheirexperiencesfortheschoolnewsletterorwebsite.

A school’s comprehensive bullying prevention strategy can be strengthened by the following.• Ensuringthatallstudentsandstaffareawareofthebullyingprovisionsintheschool’sCodeofConduct,as

well as bullying incident reporting procedures. • Puttinguppostersthroughouttheschoolthatconveymessagesaboutbullyingpreventionandhealthy

relationships.• Incorporatingcelebrationsofdiversityintoschoolactivities.• Creatingscreensaversonschoolcomputersdisplayingbullyingpreventionmessages—updateregularly.• Involvingstudentsinthecreationofamuraldepictingahealthyschool.• Speakingwithparentsabouttheirroleinbullyingidentificationandprevention.


R e s p e c t E D | v i O l E N c E & a B U s E p R E v E N T i O N 1 3

pREpaRaTiON fOR THE WORksHOpa) cOmmUNicaTiNg WiTH paRENTs/gUaRDiaNsThe family plays a critical role in the development of student attitudes and values. Parents and guardians are in an excellent position to support, enrich and extend students’ learning from the BTH workshop. Parents and guardians can be notified of the BTH workshop through school communications or by sending letters home with students (please see sample letter below). Parents can also be encouraged to access resources in the school, community or online for further information and support (please see Resources section). These activities will encourage parents to discuss the workshop with their children and help ensure that the school’s comprehensive bullying strategy reaches out to parents and into communities.

B) samplE lETTER TO paRENTs/gUaRDiaNs

Dear Parent or Guardian,

On _________ your son or daughter will be taking part in a bullying prevention workshop. This workshop will be led by a group of students from __________Secondary School. These students have been trained to deliver bullying prevention workshops through the Canadian Red Cross. I will be in the classroom at all times.

The workshop may bring up strong feelings in your child, particularly if he or she has experienced bullying. We encourage you to speak to your son or daughter about what they have learned.

If your child tells you about an incident of bullying, please report it to me or another school staff member. Our school is committed to dealing with bullying, but we need help from all members of the school community to immediately identify bullying when it happens and respond quickly to ensure it does not continue.

For more information about our school’s bullying prevention and response policies, please call _________ or visit our school’s web site: ___________.

For more information about what parents can do to help address bullying, the following resource is available online:

We appreciate your cooperation, as we strive to ensure healthy relationships and respectful environments for all children in our school.

c) pREpaRiNg THE classROOmThe Youth Facilitators or Adult Advisor may contact you prior to the workshop to ask about the classroom space and available equipment. Youth Facilitators will bring all necessary materials to the workshop, but may ask you to provide a laptop and projector if available. They will also require a clear chalkboard/whiteboard for some activities.



pRE-WORksHOp acTiviTiEsPre-workshop activities will maximize the impact on students by getting them thinking about the topics involved ahead of time. Below are two suggestions.

a) BUllYiNg miNDmapDivide the class into groups. Ask each group to create a mindmap on the topic of bullying. For example:

BUllYiNg

agaiNsT THE RUlEs

HURTfUl

caN HappEN aT scHOOl

caN BE pHYsical OR NamE calliNg

• Invitestudentstopresenttheirmindmapstotherestoftheclass.• Holdadiscussionidentifyingcommonthemesandaskstudentstosubmitquestionstheyhaveaboutbullying.• Recordthequestionsandsetthemaside.• Advisestudentsthattheclasswillreturntothequestionsaftertheworkshop.Besuretoscheduletimeto

respond to any unanswered questions post-workshop.

B) BUllYiNg: kNOW, WONDER, lEaRNYou may wish students to complete the activity as (1) a brainstorm, (2) a pair activity, (3) a group activity or (4) take a combined approach. Whatever you decide, we recommend creating a visual master list of all answers for display prior to the arrival of the Youth Facilitators. Ultimately, the chart could be used for learning assessment post-workshop.

know Wonder How learn

Bullying...

Re-create the following on a flip chart/whiteboard or have the students create one on paper:• IntheKNOWcolumnrecordeverythingstudentsknowaboutbullying.• IntheWONDERcolumnrecordanyquestions.• IntheHOWcolumnidentifywaystofindanswerstothequestions.Tellstudentsthatonewaytofindanswers

is by asking someone who knows a lot about a topic. Introduce the upcoming BTH workshop and explain that the Youth Facilitators are knowledgeable about bullying prevention and will be sharing this knowledge in a fun/interactive way. Ask students what they think it will be like to participate in a workshop led by high school students. How will it be different from other classroom learning activities?

• InformstudentstheclasswillfillintheLEARNcolumnaftertheworkshop.Besuretoscheduletimetorespond to any unanswered questions in the WONDER column, post-workshop.



DURiNg THE WORksHOpa) WHaT TO DO DURiNg THE WORksHOpDuring the workshop, your direct involvement should not be required. However, you should remain on hand throughout the workshop to:• takenoteofanyinterestingand/orcontroversialdiscussionsyoumaywishtoreturntoduringthepost-

workshop activities• assistwithclassroommanagementifnecessary• watchforstudentbehaviourthatmayrevealabullyingorabusesituationthatrequiresfollowup.

At the end of the workshop, be sure to fill out the Workshop Evaluation form and submit to the Youth Facilitators or Adult Advisor. Evaluations by professional educators like you are extremely valuable for our continuous efforts to make BTH workshops as effective as possible.

B) classROOm maNagEmENTDuring the BTH workshop, Youth Facilitators will encourage lively discussion on issues related to bullying. Since teachers know their students best, we encourage teachers to remain engaged with the workshop and to employ both anticipatory and responsive measures in dealing with classroom management challenges.

c) DEaliNg WiTH DisclOsUREsThe topics discussed in a workshop may lead to student disclosure. It is important that teachers are prepared to properly handle disclosures about the following:• incidentsofbullyingandharassment• neglectorabuse(physical,emotionalorsexual).

In the event of a disclosure of bullying or harassment, follow the policies and procedures laid out in your school’s bullying prevention or safe school plan. In the event of a disclosure of child abuse/neglect, follow your provincial Child Protection reporting guidelines.

Information on provincial child protection legislation may be found at this link: http://www.redcross.ca/protectionlegislation



pOsT-WORksHOp acTiviTiEsHere is a series of class activities that will allow your students to better integrate and synthesize what they have learned.

While completion of all the post-workshop activities is not required, it is strongly recommended that all classes complete the Workshop Debrief (1).

* Recommended for all participating classes


1. Workshop Debrief * Workshop summary and debrief 30–45 minutes

2. What I Learned Creative development of workshop content 60–120 minutes

3. Superheroes Personal power—using power to prevent bullying 30–45 minutes

4. Who Can Help? Sources of support and assistance for bullying incidents 30–45 minutes

5. Healthy Relationships Characteristics of healthy relationships—how to use healthy relationship skills to prevent bullying

45–60 minutes

6. Coping with Anger Healthy and constructive ways of coping with anger 45–60 minutes

7. Peer Pressure and Assertiveness

Bystanders and peer pressure in bullying—assertiveness as a way to prevent negative peer pressure

30 minutes

8. Online Safety Strategies for recognizing and avoiding cyber bullying 20 minutes

9. Rights & Responsibilities Individual rights & responsibilities re: bullying 45 minutes

10. “That’s So Gay” Preventing homophobia and discrimination 30 minutes

11. Tattling versus Telling Review the difference between telling/reporting and tattling/snitching/ratting

30 minutes




Review students’ “Know, Wonder, Learn” charts if this activity was conducted pre-workshop:

Ask: Did the workshop meet their expectations? Did they learn what they thought they would?

Have students work individually to complete a chart or web with the headings “Feel, Think, Do.” Provide prompts such as the following.

• Howdidyoufeelasyouwereparticipatingintheworkshop?

• Didtheworkshopactivitiesremindyouoftimesyouhadfelt a similar way? How?

• Whatwasthemostimportantthingyoulearnedaboutdeveloping positive relationships?

• Howdidtheworkshopactivitieschangeoraddtoyourknowledge about bullying?

• Whathaveyoudoneinthepastwhenyou’veexperiencedanincident of bullying, stereotyping, or discrimination?

• Whatwillyoudothenexttimeyouexperienceanincidentof bullying?

• Ensurestudentsunderstandtheschoolproceduresforreporting incidents of bullying.

Divide the class into small groups.

Ask groups to discuss what they learned from the workshop, and to select one topic to present in a format of their choice (poem, story, comic, drama, dance, etc.).

Provide opportunities for groups to present their work for the rest of the class.

Student presentations can be presented in a school-wide safe schools assembly, for younger classes, etc.

1. WORksHOp DEBRiEf

2. WHaT i lEaRNED 60-120 min

30-45 min



Review what was learned in the workshop and then discuss the idea that everyone holds power and may choose to use it to for both positive or negative.

Have students write a short text with the theme “I feel powerful when…”

Ask students to share some of the ways in which they feel powerful.

Have students draw a “superhero” character of themselves demonstrating how they have power.

Compile drawings in a mural or collage under the heading “Superheroes—Power for the Positive.”

Discuss sources of help that were outlined in the workshop.

Extend the discussion by listing other support resources in the school and local community (e.g., school counsellors, bullying prevention committee, sport coaches, family doctor or school nurse).

Have students work in groups to create a “Who Can Help” poster, chart, map, brochure, or web page. These can be displayed in hallways or on the school website for the benefit of the entire school body.

As an extension, encourage students to consider programs that help to proactively prevent bullying by providing opportunities for positive social interaction and the development of healthy relationships (e.g., school clubs, community centres, etc).

3. sUpERHEROEs 30-45 min

4. WHO caN HElp? 30-45 min



5. HEalTHY RElaTiONsHipsHave students write a short list or mindmap on the theme of “healthy relationships.”

Ask students to consider all the healthy relationships in their lives, and the skills that make those relationships successful.

Debrief and list student answers on the board. Examples could include:• honesty• empathy• respect• love• goodcommunication• acceptanceforwhoyouare• abilitytobeyourself• concernforyourwell-being• constructivewaysofsolvingproblemsandresolving

disagreements• makesyoufeelgoodaboutyourself• sharedinterestsandactivities

Ask students to form pairs and think of a relationship that exhibits unhealthy characteristics. It might be a workshop scenario, or a TV/book/movie relationship.

Using the healthy relationships skills list above, have students write a dialogue in which characters use one or more of those skills to turn a negative relationship into a positive one.

Ask students to share their stories.

45-60 min



Discuss as a class some positive ways to deal with anger. Examples could include:• takingslow,deepbreaths• countingtoten• closingyoureyesandthinkingofahappyorcomforting

situation, place, or person• lookingforanotherwaytoseethesituation• usinghumourtodefusetension• walkingaway• gettinghelpfromatrustedadult• participatinginvigorousphysicalactivity• notmakingassumptions—askingquestionstomakesure you understand the situation.

Divide the class into groups of four or five.

Ask each group to prepare a short scenario (one to two minutes) depicting characters who get angry in a stressful situation. If groups have difficulty thinking of scenarios, offer suggestions.

Choose one group to present their scenario for the rest of the class.

The remaining class members should take note of when the characters get angry, and try to think of possible solutions.

Have the group present the scenario once again. This time, instruct the audience to shout “stop!” when they see a character growing angry. That audience member should switch with the presenting group member and carry on with the scene in a way that defuses the anger or addresses it in a healthy manner.

6. cOpiNg WiTH aNgER 45-60 min

Debrief as a class.

• Haveyoueverfeltlikeanyofthecharactersinthe scenarios?

• Whyisangermanagementanimportantpartof bullying prevention? (Ensure students understand that both students who bully and students who are bullied can learn different ways of interacting with each other and expressing their emotions in a healthy way.)

• Whatangermanagementstrategieswereusedin the second scenario?

• Whataresomeotherhealthywaysthatcanhelp us manage our emotions?

Have students describe anger management strategies in their journals.

When assessing journal entries, look for evidence that students are able to: • identifypersonalstrategies• expresshowangermanagementstrategies

contribute to emotional well-being.



Tell students that sometimes witnesses can become active participants in a bullying situation because they feel pressure from their peers to do so. This type of negative peer pressure happens most in the course of social bullying, but can be present in any bullying situation.

Remind students of some of the bullying scenarios they discussed during the workshop. Did any of them involve negative peer pressure? If so, how?

Review what students know about assertiveness skills and ask them to suggest ways in which they can be assertive in a bullying situation. Examples follow.• Useassertivebodylanguage(e.g.,standingtall,eye

contact).• Speakinaclearandstrongvoice.• Namethebullyingbehaviourspecifically.

Select one of the scenarios presented in the workshop and ask for volunteers to role play how they could use assertiveness skills to avoid being pressured into participating in bullying behaviour.

Point out that assertiveness is also helpful for a student being bullied, but that people should only be assertive if they feel safe doing so.

Distribute and discuss the handout “Asserting Yourself”.

Please see the following page for the student handout.

7. pEER pREssURE & assERTivENEss

30min



BEYOND THE HURT: assERTiNg YOURsElfBeing assertive is a non-threatening, effective way of telling someone that their behaviour is bothering you. At times though, it doesn’t feel safe or comfortable to talk to someone without support. If so, make sure you have a teacher, counsellor, or another adult present to mediate.

sTUDENT HaNDOUT

1. iDENTifY THE pROBlEm • Whatishappeningforyou?• Whatbehaviourdoyouwanttostop?

2. sET a TimE TO Talk WiTH THE pERsON

Set up support if necessary.• Askforameeting.“Something’sbeenbothering

me. Can we talk about it?” • Ifthetimeisnotright,setupatimethatyouboth

agree on. If necessary, ask a teacher or another adult to assist with setting a meeting time.

3. DEscRiBE Describe the situation specifically. (what? how? when? where?)• Avoidjudgments,assumptionsorgeneralizations.• Saywhatyouseeandhear.

4. ExpREss YOUR fEEliNgs • Explaintotheotherpersonhowyoufeelandwhat

effect their actions are having on you. • Use“I”messages(e.g.“Ifeel___whenyou___”).

5. spEcifY WHaT YOU NEED • Statewhatbehaviouryouwantchanged.• Bespecificandclear.

6. cONsEqUENcEA teacher or other adult should help with this.• Statewhatwillhappenifyourneedisn’tmetand

the behaviour doesn’t change. • Don’tthreaten.Beclearandspecific.Ifthe

behaviour doesn’t change, then follow through with the consequences.



As a class, brainstorm all the ways that students might interact with others electronically. Write each one on a piece of paper and distribute them among the students.

Have the class try to arrange each interaction in a continuum from “most safe” to “least safe.”

Debrief as a class:• Whattypesofcyberspacesaremost/leastlikelytoleave

students vulnerable to bullying? Why?

Students learn that the least safe cyber spaces are those that are anonymous and not moderated.

Distribute the “Cyber Safety” handout which outlines general strategies for online safety, as well as specific strategies for responding to cyber bullying. Discuss as a class how the strategies differ from dealing with bullying offline and what strategies and rules are the same for both.

Please see the following pages for two student handouts.

8. cYBER safETY 20 min



sTUDENT HaNDOUT

BEYOND THE HURT: cYBER safETY Strategies for online and mobile phone safety:

• Useanonlinenicknamethatdoesn’tprovidecluestoyourrealidentity.

• Don’tshareyourpersonalinformationwithanyoneyoudon’tknow.

• Don’tshareyourpasswords,evenwithfriends.

• Changeyourpasswordsregularly,especiallyifyouthinksomeoneelsemighthavethem.

• RemembertologoutofsocialnetworkingsiteslikeFacebookwhenyouleaveacomputer.

• Alwaysusetheprivacyfeaturesofsocialmediasites.

• Don’tacceptfriendinvitesfromstrangers.

• Don’topenemailsfromstrangers.

• Don’ttagyourselforanyoneelseinphotosthatcanbeseenpublicly.

• Neveragreetomeetinpersonsomeoneyouhavemetonline.

• Ifsomeoneyoumeetonlineaskstomeetyouinperson,tellaparent,teacher,orothertrustedadult.

If you are being cyber bullied:

• Don’ttrytoreasonorcommunicatewiththepersonwhoisbullyingyou.

• Usethe“block”featuretopreventthepersonfromcontactingyouagain.

• TellanadultyoutrustorcontacttheKidsHelpPhonewebsite.

• Saveorprintanymessagesyoureceiveasevidence.

If you know someone who is being bullied online:

• Writedownorsavewhatyouseeandwhenyouseeit.

• Helpthepersonbeingbulliedunderstandthattheydon’tdeservetobebullied.Youcoulddothisby

phoning them, sending them a private message, email or text, or by speaking with them at school.

• Don’tencouragebullyingbehaviourbyparticipatinginabullyingconversationthreador“liking”a

hurtful comment.

• TellanadultyoutrustaboutwhatishappeningorcontacttheKidsHelpPhoneorwebsite.

Kids Help Phone: 1-800-668-6868http://kidshelpphone.ca/Kids/Home.aspx



if someone you meet online asks to meet you in person, tell a parent, teacher, or other trusted adult

Use the privacy features of chat rooms and other social media

Don’t open emails from strangers

Never agree to meet in person someone you have met online

Don’t tag yourself or anyone else in photos that can be seen publicly

Don’t share your personal information (name, family members’ names, school, friends’ names, age, address, phone number, etc.) with anyone you don’t know

change your passwords regularly, especially if you think someone else might have it

Don’t accept friend invites from strangers

Don’t share your passwords, even with friends

Use an online nickname that doesn’t give clues to your real identity

if YOU aRE BEiNg cYBER BUlliED

• Don’ttrytoreasonorcommunicatewith the person who is bullying you

• Usethe“block”featuretopreventtheperson from contacting you again

• Tellatrustedadultorcontactthe kids Help phone web site

• Saveanymessagesyoureceiveasevidence

sTUDENT HaNDOUT

cYBER safETYsTRaTEgiEs fOR ONliNE aND cEll pHONE safETY



Distribute copies of the school Code of Conduct. Have students work in pairs to highlight key terms in this document.

Discuss as a class.• Whatarerights?Whatareresponsibilities?

Explain: While every student has the right to feel safe at school, they also have the responsibility to help keep the school safe. Distribute the handout “Rights and Responsibilities” and allow a few minutes for students to read the information. Discuss the following.

• Dotheyagreewithwhat’spresentedinthehandout?• Arethereanyrightsorresponsibilitiesmissing?• Arethereanychangesoradditionsyouthinkshouldbe

made to the school Code of Conduct?

Suggest how students can propose changes to the school Code of Conduct (e.g., letter to the principal, presentation to the school board or Parent Advisory Council).

Please see the following pages for the students’ handout.

9. RigHTs & REspONsiBiliTiEs 45min



sTUDENT HaNDOUT

BEYOND THE HURT: RigHTs & REspONsiBiliTiEsWhen it comes to bullying, everyone has rights, and everyone has responsibilities.

YOU HavE THE RigHT:• Tobetreatedfairlyandwithrespect

• Tofeelsafe

• Tobeincludedingroupsandactivities

• Toaskforhelpwhenyouneedit

• Tosay“no”tounwantedbehaviour

• Tobeprotectedfrombullyingand

harassment

• Tomaketruthfulcomplaints

• Tobeinformedofcomplaintsmade

about me

• Tohavebothsidesofanissueheard

• Tobeinformedofconsequencesthat

affect you

• Tohaveafairappealprocess

• Tohaveasupportiveadultspeakforyou

YOU HavE THE REspONsiBiliTY:• Totreatothersfairlyandwithrespect

• Toincludeandwelcomeothers

• Tohelpprotectyourselffromharm

• Torespectotherspeoples’boundaries

• Togivehelpwhenneeded

• Tolistenwhenotherssayno

• Tonotoverpower,bully,harass,orabuse

anyone

• Tocontrolyouranger

• Toreportbullyingofotherpeople

• Tolistentoyourselfandgethelpif

something seems wrong

• Toletpeoplemaketheirowndecisions



Show the YouTube clip: “That’s So Gay” from www.thinkb4youspeak.com

Debrief the following questions.• Haveyoueverusedorheardtheterm“That’ssogay”

before?• Whydopeoplesay,“That’ssogay”?• Whatmightbetheimpactofsaying,“That’ssogay”?

Share some points from the list below of what to say when you hear, “That’s so gay.”

1. Ask, “How would you feel if your name/identity was inserted instead of “gay”? Such as: That’s so Bryce/Jamie/Kelly and it was used repetitively.”

2. Ask, “What does that mean?” or say, “That’s so what?” Typically they will respond: “It’s stupid/weird, etc.” Your response: “That’s the same as saying, Gay people are stupid/weird and I find that offensive.”

3. If they are referring to an inanimate object when using this slur, ask: “How can a book/idea/song/shirt have a sexual orientation?”

4. Say, “You might be surprised to know that what you just said could hurt someone’s feelings.”

5. Say, “This is a homophobia-free zone. Homophobic slurs like that are not tolerated here.”

6. Ask, “What does ‘gay’ mean?” Use this opportunity to discuss the language of oppression.

7. Say, “Gay is OK.”

Make links between homophobic slurs and other forms of discrimination (e.g., racism, sexism, ethnocentrism, etc.). Students should understand that when a person turns 12 years of age some behaviours that were considered bullying can become harassment or assault and have legal consequences. People may be charged with crimes (Criminal Code) and human rights offences (Human Rights Legislation).

You may wish to show one of the NFB videos: “Sticks and Stones”, “One of Them” or “In Other Words”, or download and share resources from http://www.thinkb4youspeak.com/.

10. “THaT’s sO gaY” 20 min



The thought of making a report to an adult about someone who is exerting their power in a negative way can be very intimidating. There may be fear that others may turn on them, call them a “rat” or socially exclude them. It is important for students to understand that reporting a bullying situation to a trusted adult can help stop a hurtful situation.

Let students know that tattling is what you do to get someone into trouble—telling is what you do to get someone out of trouble. When someone is tattling/snitching/ratting on another person, the intention is to create problems for someone else. Students who tell/report when they witness a bullying situation are trying to solve a problem and may be protecting themselves or someone else.

Below are some questions to ask your students that will help them determine if they are tattling versus telling.

• “Areyoutellingmethistobeharmful(tattling)orhelpful(telling)?”

• “Areyoutryingtogetsomeoneintrouble?”(tattling)• “Areyoutryingtohelpmedisciplinestudentsinthe

class?” (tattling)• “Areyouhavingaproblemwithbullying?”(telling)• “Areyouhelpingafriendwhoishurt?”(telling)

Read the following scenarios and ask the students to decide if it is tattling/ratting versus telling/reporting.

• Youwitnesstwostudentspunchingandkickinganotherstudent.

• Anotherstudentcutsinlineduringgym.• Someonebringsaknifetoschool.• Youwitnesssomestudentsstartingsomebadgossip

which may hurt a girl’s reputation. • Youwitnessastudentdroppinggarbage.• Yourclassmatedidn’tfinishhishomework.• Somestudentsinyourclassaresendingthreateningtexts

to a student in another class.• Yourclassmatestayedhomefromschool,butyouknow

she wasn’t sick.• Aclassmatetellsyouhe’safraidtowalkhomebecause

another student is threatening to beat him up.

11. TaTTliNg vERsUs TElliNg 20 min




REsOURcEsHere are some resources that you might find helpful.

canadian Red cross, RespectED: violence & abuse prevention www.redcross.ca/RespectED

pREvNet: pROmOTiNg RElaTiONsHips aND ElimiNaTiNg viOlENcEwww.prevnet.ca

kiDs HElp pHONE — 1-800-668-6868 www.kidshelpphone.ca

miNisTRY Of EDUcaTiON, ONTaRiO www.edu.gov.on.ca

pUBlic HEalTH agENcY Of caNaDawww.phac.gc.ca/cbpp

ONTaRiO pUBlic HEalTH assOciaTiONwww.opha.on.ca

ONTaRiO pHYsical aND HEalTH EDUcaTORs assOciaTiON www.ophea.net

cENTRE fOR aDDicTiON aND mENTal HEalTH, ONTaRiO www.camh.ca
