bully aware! notes for trainer 1.this is a draft version pending comments from all trainers –...

Bully Aware! Notes for TrainerThis is a draft version pending comments from all trainers Margots feedback from its first outing will be helpful.In future, after the revised version is published, I will use this first slide to note any interim revisions made to the on-line version, which will continue to be downloadable from http://homepage.ntlworld.com/rik.ludlow/Access/ (Please do not spread this address it is for our private use)Please ring me/email me with any feedback: 01623-490590 or [email protected] I am proposing that all courses will have a similar structure for the 6 opening slides. Skim these only, for afternoon sessions with the same delegates as the morning session.* Ludlow Learning 2010Licenced for use by Access Training

Bully Aware!

Introductions....Your trainerDo you know each other?* Ludlow Learning 2010Licenced for use by Access Training

Bullying Awareness What we are discussing today:The national pictureWhat we can do as the Mid-Day TeamWhat is bullying? What effects it can have on children and adults? On Bully, and on VictimThe value of the No Blame and other approachesHow can we reduce/prevent /react to bullyingHow might we react to single incidentsHow bullying is a whole school issue* Ludlow Learning 2010Licenced for use by Access Training

Skills Active Overview:Access Training is accredited by SkillsActive and has signed up to its national Code of PracticeSkillsActive quality assure the training.This training may be useful, or even count towards, other qualifications, such as NVQs. * Ludlow Learning 2010Licenced for use by Access Training

The Five Outcomes: be healthystay safeenjoy and achievemake a positive contributionachieve economic well-being.Safeguarding ChildrenThe National Anti-Bullying Charter & National Guidance*How does this course supportThe National Picture Ludlow Learning 2010Licenced for use by Access Training

Definitions of Bullyingbeing called names face to face or behind ones backbeing teasedbeing pushed or pulled aboutbeing hit or attackedhaving your bag and other possessions taken and thrown around having rumours spread about youbeing ignored and left outbeing forced to hand over money or possessionsbeing attacked because of your religion, colour, culturebeing ridiculedSexual bullyingCyber bulling by email, text, chat room, Facebook and similar

* Ludlow Learning 2010Licenced for use by Access Training

Definitions of BullyingBullying is the intentional, unprovoked abuse of power by one or more children to inflict pain or cause distress to another child on repeated occasions. It is particularly likely to occur in social groups with clear power relationships and low supervision. It occurs to some extent in all schools and often without apparent provocation.

Salmon et al. (2000) Bullying a Review. Clinical Child Psychology and Psychiatry5:4 * Ludlow Learning 2010Licenced for use by Access Training

Definitions of BullyingBullying is when someone uses their power to hurt or scare others. It can be done by an individual or a group. It can be carried out physically, emotionally or verbally. People bully because they feel bad about themselves or to gain popularity or sometimes for pleasure

Elmsleigh School, Derbyshire


Anti-Bullying Stop-StartSeveral Times On Purpose STOPStart Telling And Report Trouble START

Support for the individualPlayground Pals, individual support & programsSupport for groups:SEAL (Social & Emotional Aspects of Learning)Nurture GroupsPlayground Pals (Yr 2) / Friendship StopCircle timeNovember Anti-Bullying WeekHalf-term topics (feeling, relationships, self-awareness)Support for Staff:TrainingEnvironment & Organisational Changes:e.g. Play Training, lunchtime activities, Healthy SchoolsTime Out Zone. Derbyshire ABC Anti-Bullying accreditation


National GuidanceBullying related to race, religion and culture (2006)Safe to Learn: Embedding anti-bullying work in schools (Sept 2007)Lets fight it together (April 2008)Preventing and responding to sexist, sexual and transphobic bullying (10 Dec 2009) Ludlow Learning 2010Licenced for use by Access Training

National Support Organisations and resourcesTeachernetParentline PlusBullying UKKidscapeChildnet International / KidsmartBeat Bullying

Ludlow Learning 2010Licenced for use by Access Training

Bullying possible signswithdrawn and isolated in playgroundtearful and clingycontinually complaining of feeling unwelllooking miserable or worriednot wanting to stay in schooldoing poorly in their schoolworkcontinually losing things


Parents may report:complaints of feeling ill eg tummy upsets & headachenightmarestearful/ withdrawn at homeloss of appetitemore aggressive behaviour towards siblings/other childrenbed-wettingtemper tantrumsuncharacteristic disobedience


Bullies: What are we dealing with?Adult or Child? At school or outside?TemporaryIndividualChronicGroupFace to faceDistance/ElectronicRepeated Bullying? Or nil action intimidation?What changes are needed? Bully/Victim/School?* Ludlow Learning 2010Licenced for use by Access Training

Bullies: Temporary or chronic?Temporary: a traumatic event such as:divorce,the birth of a new sibling, a death, frustration e.g. their best friend has started playing with another childboredom.* Ludlow Learning 2010Licenced for use by Access Training

Bullies: Temporary or chronic? Chronic because they:

like the feeling of powerare encouraged to by parents and/or wider networkfeel insecure, inadequate, humiliatedhave been abused in some wayare scapegoats or bullied at homeare under pressure to succeed/perform wellare emotionally immature/dont understand how others feelhave poor self-esteem/low sense of accomplishmentdont have other ways to be popularhave poor assertiveness skills


Long-term effects of bullying:Victim:depressionsuicidal thoughts (see press cuttings)loss of confidenceUnwillingness to try new thingsLoss of learning potentialIncreased stress/reduced immune systemElective mute / compensating behaviourssocial isolation


Can one size fit all?Variety of bulliesVariety of approachesIf one approach does not work, try another* Ludlow Learning 2010Licenced for use by Access Training

Long-term effects of bullyingBully:having a criminal recordabusing partners and childrenhaving children who are bullies


Schools without an effective strategy:Schools that gain a reputation for bullying may suffer:Reduced regard in communityReduced educational standardsReduced quality of behavioursReduced job satisfactionReduced staff retentionPotential for media adverse publicityPotential for increased vandalism & arson* Ludlow Learning 2010Licenced for use by Access Training

What can schools do about bullying? Victims need to be supported, and feel that action has been takenWhy are some children targeted more than others?Bullies need to be stopped:achieve success to make them feel good about themselvesAlternative ways of feeling secure / in control / successfulParents have needsInformation, involvement, ideas, support


What can schools do about bullying? anti-bullying policy everyone has a roleencourage children to talk about bullying assemblies childrens ideas/solutionshelp bullies become part of the groupset up programmes and goals for individual childrendiscuss/rehearse ways of expressing emotions more constructivelybuild self-esteem through achievementteach assertiveness/problem-solving skillsencourage bully and families to change behaviour through insight re: effects of and reasons for bullying, through new skills e.g. anger-management, positive praise* Ludlow Learning 2010Licenced for use by Access Training

Decide upon appropriate action For example:obtain apologies from bully/ies to victimimpose sanctions upon bullyinsist on return of stolen itemsdiscuss with bully and victim together how they might resolve the problemsdiscuss with the bullies the consequences of their actions in some detail, encourage responsibility for actionsprovide a safe haven in playtimescreate a buddy system matching older/more confident children to bullied childrenprovide a named support teacher * Ludlow Learning 2010Licenced for use by Access Training

Changing BehavioursConsider: We need to change behaviours.Stick?Carrot?

Which works best for us? For children?Which is more likely to work without alienating the child?* Ludlow Learning 2010Licenced for use by Access Training

The No-Blame Approach:The Five Outcomes: be healthystay safeenjoy and achievemake a positive contributionachieve economic well-being.Activity* Ludlow Learning 2010Licenced for use by Access Training

Playgrounds what else to doKeep your eyes openLook out for sad, upset childrenUse your personal knowledge of childrenWatch out for groups of children huddled togetherListen to each child directly involved individuallyUse time-out as temporary way of calming children down ask them to seek you out only when they feel calm * Ludlow Learning 2010Licenced for use by Access Training

Reducing the RisksGood training/education children, parents and staffAssemblies, PSHE, Nurture Groups, TopicsEmotional Literacy lessons, friendship circlesObservational skillsLots of activities Consistent approaches to behaviours and bullying: A whole school approachMeeting Special Educational NeedsEnvironment* Ludlow Learning 2010Licenced for use by Access Training

Preventing Bullying in the PlaygroundStagger the times children play if possibleHave playground rules make sure they are alive!!Make sure playground supervisors understand that they have a role in monitoring childrens behaviour/let children know youre watching themDeal with bullying and intimidation assertively and immediately (sorting it out is the responsibility of the playground supervisors)Make sure the playground supervisors have clear procedures to followShadow children and break up groups


Action Plan

What are we already doing well?Does anything need to be changed?Discuss, Prioritise, Agree, DiscussWho do you need to agree/discuss/consult with?Date to start the changeWho will make sure everyone knows about the change?How will you check that the change has helped?When will you review the change, and see if it has worked?If it has not worked what might you adjust?If it has worked who might you tell?* Ludlow Learning 2010Licenced for use by Access Training

Questions & Further HelpAccess Training: www.trainyourschool.co.uk229 Scraptoft Lane, Leicester LE5 2HT0116 241 5801Tear-off slip at bottom of evaluation formResources: Handouts- & ideas for further reading* Ludlow Learning 2010Licenced for use by Access Training

Further Reading (Books ):

Solutions to Bullying, Sue Young, published 2002, NASEN (tel no 01827 311500), ISBN 1 901 485 358DfES: "Bullying - Don't Suffer in Silence", ISBN 0 11 270879X (tel 01902 267000 about 15)Bullying A Practical Guide to Coping for Schools Elliott (Longman Pubs, ISBN 0582 08024X )Crying for Help Robinson & Maines Lucky Duck Publishing ISBN 1 873 942 869, tel. 0117 9732881Bully in Sight Tim Field- ISBN 0952912104

Ludlow Learning 2010Licenced for use by Access Training

Further Reading (Websites):Teachernet has a large section on bullying, aimed at teachers and TA staff, but equally useful for all mid-day staff: http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/Parentline Plus: Section on bullying: http://www.besomeonetotell.org.uk/index.php?id=94This site has several very useful Be Someone to Tell series of booklets free for downloading. These are posted on Riks trainer websiteBullying UK also has a huge range of resources, mostly free on internet.Http://www.bullying.co.uk/Kidscape is an anti-bullying resource and helpline for parents Ask delegates Does the school have a list of resources to help parents of children who are bullied?http://www.kidscape.org.uk/A useful link for parents of teenagers, with a significant section on bullying, is:http://www.gotateenager.org.uk Childnet International aims to keep children safe with modern technologyhttp://www.kidsmart.org.uk/Beat Bullying is a trendy anti-bullying website which might appeal most to older primary/secondary childrenhttp://www.bbclic.com/

Questions & Further HelpAccess Training: www.trainyourschool.co.uk229 Scraptoft Lane, Leicester LE5 2HT0116 241 5801Tear-off slip at bottom of evaluation formResources: Handouts- & ideas for further reading* Ludlow Learning 2010Licenced for use by Access Training

The Five Outcomes: be healthystay safeenjoy and achievemake a positive contributionachieve economic well-being.Safeguarding ChildrenThe National Anti-Bullying Charter*How did this course supportThe National Picture Ludlow Learning 2010Licenced for use by Access Training

Bullying Awareness What we discussed today:The national pictureWhat we can do as the Mid-Day TeamWhat is bullying? What effects it can have on children and adults? On Bully, and on VictimThe value of the No Blame and other approachesHow can we reduce/prevent /react to bullyingHow might we react to single incidentsHow bullying is a whole school issue* Ludlow Learning 2010Licenced for use by Access Training

*This is not included in the printouts*

9.30amWelcome and introduction

Either add your name to this screen, or write on flip chart.

You may prefer to have What we are discussing today up whilst delegates arrive, instead of this screen.

Check whether delegates know each other, even if they are all from the same school. Are all in the same team, or are some mid-day only and others classroom based?General introductions, including something about yourself and Access Training- Access Training specialises in courses for mid day teams. Mention website and list of other courses is on a tear-off tab on evaluation forms (perhaps give these out now, for later completion, particularly if anyone is leaving early)

Check: Fire Exits & proceduresDrinks/break time arrangementsToiletsAnyone need / prefer the slides reading out aloud?Any special requirements?What time does everyone think this training is due to finish? Anyone need to leave early?Give out Training Register and explain they can sign as F Smith or Freda Smith but you will write what they put on their Certificate of Attendance

*

2 minute summary overview of what you WILL be discussing dont be drawn into discussion at this stage!

Say that this slide is the Aims and Objectives of the course (the slide with this title has been

Suggest that delegates may wish to make a few short bullet point notes about possible ACTION POINTS but are not being asked to write lots.

The national picture how this course fits into the Governments grand plan for education, including its strategy for reducing bullying.

What we can do as the Mid-Day Team Emphasise that we are part of a larger team, have our own part to play, but on our own do not have the time, training, staff, or role to take the lead in sorting bullying.

What is bullying? What effects it can have on children and adults? On Bully, and on Victim We will discuss definitions - how bullying means different things to different people at different ages. We will look briefly at what it feels like to be bullied, why bullies do it, why some people appear to attract bullying, and the long-term effects of bullying.

The value of the No Blame and other approaches Say that there are different ideas on how to tackle bullying, and different approaches are needed for an adult mafia gang leader extorting money, to a 5 year old trying to snatch someone elses toy. We will focus mainly on one approach, No Blame, which is one of the successful approaches for children. Encouraging a no-blame culture - in school (pupils and staff), the family, wider system is an important learning point for the session.

How can we reduce/prevent bullying No school has no bullying it just may not be aware of it. We in the mid day team can reduce it, and prevent some, but not expect to cure it. How we react is important a child may bully, or say they are being bullied, to get noticed by staff, but either needs to be acknowledged and see that the issue is treated seriously.

How might we react to single incidents What we might do in a range of bullying example situations. Each different situation may need a slightly different approach. A single way of dealing with all of them is just not possible.

How bullying is a whole school issue Return to the theme that this is a whole-school issue. It follows that mid daystaff should be in whole school training and policy review. Ask- Are any so involved? How? What did they learn? What approaches do delegates already know about? What approaches do they follow in their school? How many have read their schools anti-bullying policy in the past year (a good thing to do before an OFSTED visit but ideally an annual short read!)

What would delegates hope to achieve in the 2 hours?

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx*SkillsActive is the title for what was called the National Network of Playwork Education and Training. It runs a quality assurance system for playwork education and training QUANTA, Quality Assuring Playwork Training

They require us to tell trainees certain things (In Italics below)Requires occasional face to face visits(inspections), The Quanta Visitor looks for: Environment, Resources, Interaction delivery, variety, Learner support, Content, Underpinning by the Values &Assumptions (see below) and the overall quality of teaching and assessment. Quanta will inspect at least 1 Access Training session per year. The trainer is given advance warning of the inspection. The Visitor will have a report form to adhere to. Their Code of Conduct includes professional and copyright issues. QUANTA gives us a toolkit that outlines the whole quality assurance process.

Playwork: UnderpinningAssumptions:Childrens play is freely chosen, personally directed behaviourThrough play, the child explores the world and their relationship with itThrough play, the child learns and develops as an individualAdults can enhance opportunities for development through play

Playwork: Underpinning Values:The child at the centre of the processPlay to empower childrenAdults enrich play, but do not control itOpportunities for personal growthA safe environmentIndividuality and diversity respectedEqual opportunity and anti-discriminatoryOpportunity for new experiencesPlay provided within legislative frameworkAccess to appropriate environments

We have available to give to learners( We need to mention this at this point):Introduction to Playwork/SkillsActiveCode of Practice summaryKey Skills summaryAssumptions and Values of PlayworkPlaywork Qualifications/training progression charts

Key/Core SkillsThere are six key skills for adult learners:communicationapplication of numberinformation technologyworking with othersimproving own learning and performanceproblem solvingWe are required by QUANTA to relate our sessions to these. In this course, the communication and problem solving and working with others is important, and delegates may wish to increase their information technology skills by following some internet based research on bullying, using the starting points in the bibliography.

Playwork qualifications - Howthe session fits in with NVQs in child care & similar.

Questions and References:Discuss any questions with CatherineLook at www.skillsactive.com for more information. A QUANTA toolkit is sent to each trainer from Catherine. Ask Catherine if you do not have one.

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx*

Emphasise that some delegates may have been bullied, or been bullies, either as children or as adults, either at work or in personal life, and this perhaps even be happening presently Check with delegates that we can we discuss in mutual confidence, and appreciate that some of the session may raise raw memories in some people.

Discuss how the Govt, via OFSTED, require schools to aim towards these 5 outcomes in all that they do.NB Try to write the attendance certificates during exercise 1 & 3.

Exercise 1 Discuss in pairs, how delegates hope this course might help them address these outcomes.Feedback

Exercise 2 Discuss how the Govt is expecting a huge effort from schools to ensure that children are kept safe, and how the National Anti-Bullying Charter is a part of this. We will discuss some of this work later.

Exercise 3 - Our experiences of bullying as a child,parent,staff member Discuss in pairs emotional impact, reasons, how dealt with


Definition of bullying

Exercise 2 How can we define bullying?Brainstorming what behaviours could be called bullying

THEN show the following bullet points (these should fly in point by point)

Bullying can mean different things. These are some ways children have described bullying:being called namesbeing teasedbeing pushed or pulled aboutbeing hit or attackedhaving your bag and other possessions taken and thrown aroundhaving rumours spread about youbeing ignored and left outbeing forced to hand over money or possessionsbeing attacked because of your religion or colourbeing ridiculedany others?NOTE the new arrivals Sexual bullying increasingly being noted even in primary age childrenCyber bulling by email, text, chat room, Facebook and similar

Bullying is the intentional, unprovoked abuse of power by one or more children to inflict pain or cause distress to another child on repeated occasions. It is particularly likely to occur in social groups with clear power relationships and low supervision. It occurs to some extent in all schools and often without apparent provocation.Salmon et al. (2000) Bullying a Review. Clinical Child Psychology and Psychiatry5:4

Exercise 2 How can we define bullying?HandoutBrainstorming what behaviours could be called bullying


Definition of bullying Bullying can mean different things. These are some ways children have described bullying:being called namesbeing teasedbeing pushed or pulled aboutbeing hit or attackedhaving your bag and other possessions taken and thrown aroundhaving rumours spread about youbeing ignored and left outbeing forced to hand over money or possessionsbeing attacked because of your religion or colourbeing ridiculed

any others?

Do we agree with the following expert can bullying ever be unintentional? If a child has been bullied once by another, may they feel bullied in future without the bully repeating their actions? Does it only happen to children?Bullying is the intentional, unprovoked abuse of power by one or more children to inflict pain or cause distress to another child on repeated occasions. It is particularly likely to occur in social groups with clear power relationships and low supervision. It occurs to some extent in all schools and often without apparent provocation.Salmon et al. (2000) Bullying a Review. Clinical Child Psychology and Psychiatry5:4


Here is one primary schools definitionDo you know what definition is used in your school (and if not, how do you all gain a common understanding of what bullying is in your school?)If delegates DO know their schools definition (and they should), how does this compare? Is anything missing in either?

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx*There are many anti-bully programs around, and this course mentions just a few of them. Most have common elements.This slide shows one program that is popular in Derbyshire. What other programs do delegates use in their schools, and how are Mid Day Supervisors included in the staff training for anti-bully measures (which are best treated as a whole school issue)

Flip chart What anti-bullying actions in their schools are delegates aware of? How are they told? How are they involved (if at all?)

UNPICK AND QUESTION - NOTE- each main paragraph arrives on mouse click.

STOP Several Times On PurposeDiscuss - Would this include a child who often kicks or bites another child, or targets them?(Throw into the discussion The bully has significant SEN e.g. Downs, Autism so can the on purpose really apply? How may the victim (or that childs parents) view the actions?Emphasise how mid day teams have an important observation/reporting back role in noticing what is happening, and supporting initiatives such as Playground Pals and busy playgrounds, and in observing corners where bullying can take place

START Emphasise how this is also vital be alert to children Telling and reporting trouble. Report back to senior staff.

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxThese items have been uploaded to the Access Training site for trainers to download for background reading(please do not mention our site to delegates)

Tackling bullying related to race, religion and culture http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/racistbullying/was issued in 2006.

Safe to learn: Embedding anti-bullying work in schoolshttp://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/safetolearn/is the overarching anti-bullying guidance for schools and waslaunched in September 2007. It canbe ordered fromTeacherNet's online publicationssite, http://publications.teachernet.gov.uk/

TheSafe to learn package of guidance also includes specialist advice on cyberbullying, http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/cyberbullying/homophobic bullyinghttp://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/homophobicbullying/bullying involving children with SEN and disabilities. http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/sendisab/ In April 2008, the DCSF issuedthe DVD and resource pack Let's fight it togetherfor school staff working with pupils in assembly and classroom situations.This was made available to every school. It is worth suggesting to delegates that they ask to borrow this, if they were not involved with it when it was issued.

The documentGuidance for schools on preventing and responding to sexist, sexual and transphobic bullying http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/sexistsexualandtransphobicbullying/was published 10 December 2009, forming part of theSafe to learnsuite. Although this would seem to be particularly important in secondary schools, much of this is also useful for primary age.*The past 3-4 years has seen an explosion in on-line material regarding bullying. The following are included in the bibliography section for delegates who want to read further.

Each one arrives on mouse click:

Teachernet has a large section on bullying, aimed at teachers and TA staff, but equally useful for all mid-day staff:http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/

Parentline Plus: Section on bullying: http://www.besomeonetotell.org.uk/index.php?id=94This site has several very useful Be Someone to Tell series of booklets free for downloading. These are posted on Riks trainer website

Bullying UK also has a huge range of resources, mostly free on internet.Http://www.bullying.co.uk/

Kidscape is an anti-bullying resource and helpline for parents Ask delegates Does the school have a list of resources to help parents of children who are bullied?http://www.kidscape.org.uk/

A useful link for parents of teenagers, with a significant section on bullying, is:http://www.gotateenager.org.uk

Childnet International aims to keep children safe with modern technologyhttp://www.kidsmart.org.uk/

Beat Bullying is a trendy anti-bullying website which might appeal most to older primary/secondary childrenhttp://www.bbclic.com/**

Just show the heading Ask for flipchart ideas What possible signs do staff look for?

Then show points, which should fly in singly. Compare, add.

Any other possible signs (e.g. not hungry)?


Does the school alert the mid-day team to such reports?Have any delegates who are parents noted any of these, or other, symptoms in their own children?


Identify different types and levels of bullyingEmphasise that there are many types of bullying, and causes for bullying.

NB Nil action intimidation non-verbal threatening, often by someone who is known to have bullied others. Not doing anything, but other person still feels intimidated.

Long-term effects See Handout


Any examples from delegates of a temporary bully situation?

Bully is expressing their own hurt, though inappropriately needs help as well as directing away from the inappropriate behaviours. Discuss limits of what/how much the school, and specifically the mid day team members, can do about each of these examples.

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx*Bullies need to achieve some success to make them feel good about themselves.

Model on parents behaviour/controlViolent/power relationships within the home

Help them find out what they can do well and hopefully their behaviour will change

Do delegates know of any chronic bullies, and thoughts about why they have become chronic?

These appear on individual mouse click:

like the feeling of powerare encouraged to by parents and/or wider networkfeel insecure, inadequate, humiliatedhave been abused in some wayare scapegoats or bullied at homeare under pressure to succeed/perform wellare emotionally immature/dont understand how others feelhave poor self-esteem/low sense of accomplishmentdont have other ways to be popularhave poor assertiveness skills

*

Signs and indicators of bullyingChildren who are being bullied may present in certain waysExercise - In groups identify signs of bullying direct and indirect, behaviour, emotional state, social functioning, school work recognise possibility of alternative explanations for these, but need to monitor

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx*Summarise previous slide

We start to see how bullying is serious but there are many types and causes of bullying, so many different approaches are needed.Generally, it helps if we:

Have an understanding of the bully and the victimhave a working knowledge of how to respond to different types of bullying, e.g. listening to all parties involved, encouraging co-operative behaviour, withdrawing privileges, setting individual goals, using strategies consistently and setting up special friend schemes

have a working knowledge of preventative interventions,e.g. whole school and family commitment and involvement, awareness days/weeks, group activities, classroom approaches, boosting emotional intelligence and self-esteem, parental involvement

Stress that a single approach will be unlikely to work for all situations.*

Long-term effects of bullying mention, but NOT a direct action point for purposes of this course, so do not dwell on this slide.


If school does not have an effective set of strategies, then there are significant potential effects on the school.

Do delegates agree? Any other effects on the school and its community?


What can schools do about bullying?

Preventative strategies HandoutsImmediate action that can be takenSpecific plans/interventions

We will have to repent in this generation not merely for the hateful words and actions of the bad people but for the appalling silence of the good people.Martin Luther King Jr.(1929-1968, American Civil Rights leader, Nobel Prize winner, 1964)

If the school has an anti-bullying policy, it should deal with bullying incidents in accordance with this. The guidelines in the policy should be familiar to everybody in the school and teachers should tell children from Day 1 that bullying is not OK in the school. Everyone has a role in making sure it does not happen teachers, LSAs, lunchtime supervisors, parents, wider families, communities.

encourage bully and families to change behaviour through insight and new skills e.g. anger management/ assertiveness/ problem-solving skillsencourage parents understanding of bullying, its effects etc. and work together to find alternatives


What can schools do about bullying?

Emphasise the whole school nature of the problem. Much of the above is for others to doCOMMUNICATIONKEEP MID DAYS IN THE LOOPBullying policy imposed on them? Do team feel they can ask?Strategies for mid-days not just pass on to Head


Important that delegates are aware of the actions deemed appropriate in their schools: Different schools approach sanctions for bullying very differently.Time constraints in job role

Which bits should YOU be expected to do?What is beyond your remit?

STRESS that the mid-day team works within a whole-school anti-bullying framework. Need to understand bullyingNeed to find what their role is within their own schools frameworkWhich of the things on this list might affect mid day supervisory team members?

Overall - Observe Listen Monitor Report Back Ensure vital knowledge is given to the team via briefings take part in whole-school training read the schools behaviour/bullying policy

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx*Drawing on a No Blame ApproachThis approach in many, but not all, schools usually addresses bullying by forming a support group of bullies and/or bystanders. Without apportioning blame, it uses a problem-solving approach, giving responsibility to the group to solve the problem and to report back at a subsequent review meeting.

Why do bullies do it?Exercise (ONLY if time allows , if 30+ minutes left) Brainstorm on flipchart- emphasize the wider system of blame from politicians down..

Delegates consider these questions for 2-3 mins.xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx*Activity:Split into 5 groups one for each of the 5 outcomes.All listen to the following 7 steps (one at a time), and claim a point if they can explain how the step contributes towards their outcome.Perhaps ask one person to keep the scores.(Allow points, even if contrived, and hope there are a few delegates with a persuasive streak!)

7 StepsStep 1 involves talking to victim about their how it felt being bullied and reflecting back feelings. They are then invited to suggest children who would form the group, including the bullies, bystanders and their own friends (but not themselves). They are also invited to write or draw something which would illustrate their unhappiness.Step 2 - peer-support group convened (6-8) (by learning mentor/tutor/nurture group head)Step 3 - facilitator explains concern for the child, describes their unhappiness without reference to any specific event and avoiding all blameStep 4 when account is finished facilitator states explicitly that:no-one is in troublethere is a joint responsibility to help John to be happy and safethe group has been convened to help solve the problemStep 5 ask the group members for their ideas each member states idea in the I language of intention. I will ask him to sit with me at dinnerStep 6 leave it up to them facilitator passes responsibility over to group to solve the problemStep 7 meet them again about a week later one at a time including bullied child. Check their contribution, give positive feedbackThe no-blame approach can be extended to the wider system to encourage a no-blame culture e.g. the teaching group, the parents, the community and other agencies and departments.Continue to monitor, week after week, until some weeks after the situation appears to be resolved.

Emotion tree drawing

Scale 1-10 of feeling safe

*Practical things WE can doAny other suggestions from delegates?

Ensure all are aware of school policy, procedures*Emphasise the consistency and whole-school approaches*Exercise: - Give scenario to a pair/threeExamples:child approaches you saying that their friend is being called names because their mother has a new boyfriendorchild tells you they have had their lunch taken by another child several timesorchild looks unhappy and always seems to be alone in the playground/breaktime orchild is getting into trouble every day for kicking and hurting another childAny others they might have/like to address.Ask pair to consider the type of bullying this might be, what they need to do next, what strategies they may wish to suggest someone else or they themselves employ eg preventative work or immediate action/plan.Feedback to group *

In conjunction with


xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Mention to delegates that some schools have a modest Staff library which will include useful books and resources on bullying. The council library service will also be a good source so staff do not have to buy books.*If staff have access to computers, then the internet is a good source of information.

This page (like the previous one) should be provided in the handout pack full size.**


*

Ask delegates to look back at any action point notes they have made.Have they any action points that will support any of the Outcomes?

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx*Ask delegates to complete their evaluation forms, thanks for attendance. Give out certificates


bully aware! notes for trainer 1.this is a draft version pending comments from all trainers –...

Documents