BULLYING

FACILITATOR GUIDE

Title Slide/ Icebreaker

5 minutes

Slide 1 – Bullying

Keep the power point open to this slide while you’re passing around the handouts

o ICEBREAKER: Ask everyone, "If a fruit can describe your personality, what fruit

would you be?"

o You'll give your answer and then just go down the line.

When that’s done then go to the next slide and start the introductions

Introduction

5 minutes

Slide 2 – Introductions

“Before I begin I would like to introduce myself you…” or word it in your own style

Who you are and why you are doing this presentation

Introduce the topic

Introduce Naomi Ruth Cohen Institute and our goals

Finally, ask the audience if there is anyone that would like to introduce themselves and

what they want to gain from this presentation

Slide 3 – Ground Rules

Mention the ground rules.

Ask the group what else they would like to add as a rule

If you’re in a room with a chalkboard or have a poster board then write the ground rules

and anything else the group wants to include:

o Confidentiality (what is said here, stays here)

o Informed Consent (no one will be forced to do or say anything)

o Respect for other

o Anything else that is added by the group

Remember the goal is not to agree but to gain a deeper understanding

Slide 4 – Agenda

List the bullet points

Discussion – what is bullying?

15 minutes

Slide 5 – Did you know?

You don’t have to read it word for word, just list the percentages

If there is a bullet point that you want to stress because it is relevant to your school then

feel free to read that bullet point word for word.

If the numbers shock you then you can verbally mention that to the group.

You can also ask the group if anyone wants to comment why they are or are not

shocked about these percentages.

Slide 6 – Critical Thinking

Read the content on the slide:

o What does bullying look like?

o Who could be the bully?

o Who could be bullied?

Ask the students if they want to answer the questions you listed.

Ask the students “What’s your story?” then read the following questions:

o Have you experienced bullying before?

o Have you seen someone else being bullied?

o Do you think bullying is a serious problem in your school or community?

Slide 7 – What is Bullying?

Read the content of this slide

After you read #1 say “such as physical force, intimidation, or attacking someone

online.”

Alter you read #2 say “it happens again and again, and again.”

After you read #3 say “one person or one group of people exercising power of

someone”

Once you finish reading the contents on this slide ask the students what do they think of

this definition

Slide 8 – Forms of Bullying

Read the definitions

Say the examples for Direct and Indirect bullying in your own words

Ask the students, “have you heard or seen these forms of bullying?”

Slide 9 – Types of Bullying

Remember that on the student hand out the students will/should write in the

definitions.

o You can remind them.

o Plus go slower on these definition slides so everyone can fill in their handout.

Say, “Now in the next slides I’m going to give examples of verbal, physical, relational,

damage to property, and cyber bullying.”

Slide 10 – Verbal

Read the first sentence

Read the bold colored examples

Slide 11 – Physical

Read the first sentence

Read the bold colored examples

Slide 12 – Relational

Read the content

Slide 13 – Types of Relational Bullying

Read the definitions in your own words

When you define indirect relational bullying ask the students, “Can you think of an

example of this and what happen?”

Slide 14 – Damage to Property

Read the content in your own owns

Slide 15 – Cyber

Read the content using your own words

Slide 16 – People Nowadays

Ask students, “What does this image say?”

Upload the Youtube video, play the full video.

Bystander Activity

5 minutes

Slide 17 – Bystander Activity (Telephone Game)

Telephone Pictionary

Summary: Similar to the game of telephone, except with using pictures and phrases! See how

distorted the flip books become as each person goes through it.

Goal: To interpret the pictures and phrases as accurately as possible.

Preparation:

-Making Paper Booklets: Take two 8 x 11' pieces of paper (portraits). Cut them horizontally and

vertically to make 4 squares each (8 total). Staple them together to make little 8-page

"booklets"

-A pen for each participant

-Chairs and a table which people can sit around

Size of group: If there are 8 people or less in the group, do not spilt people up (use one big

group). If there are more than 8 people, split them up into groups of 4-8, depending on how

room you have.

Directions:

1. Ask everyone to sit in a chair around the table. Once everyone has been given a paper

booklet and pen, you can explain the game: Everyone starts by writing a sentence on

the first page of their booklet. It can be something random, true, abstract, from a song

lyric, or about someone in the room. Here are some examples:

a. The kids all danced arounds the large oak.

b. The dog chased the carefree butterflies to the end of the rainbow.

2. Everyone passes their booklet to the right. Each person will read the phrase on the

cover of their new booklet, flip to the cover page, and draw a picture of their

interpretation on the right side of the booklet. Give everyone one minute to draw a

picture of the phrase. Then tell everyone to pass their booklet to the person to their

right, with their picture open and visible.

3. Next, the person will look only at the picture that their person to their left has drawn

(they are not allowed to flip back to the original phrase). In their new booklet, tell them

to flip to the page, and write a short phrase that interprets the picture. Give everyone

one minute to write a phrase down.

4. Pass the book again, this time the person drawing a picture that describes the new

phrase.

5. Continue this pattern of drawing pictures and writing phrases until each person received

their own booklet back. Then have each person go through their own booklet and

showcase each page in front of the group.

6. 6. Judge whose book ended up being the most "accurate"- and whose book ended up

being the most "creative"

7. Ask the group what this activity tells us about messages that get passed on the internet.

o How is a real rumor?

Discussion - the Cycle of Bullying and how to be an "upstander"

10 minutes

Slide 18 – The Cycle of Bullying

Say, "When we think about bullying, we think it occurs between the bully and maybe his

or her friends and the bullied. However, the cycle of bullying includes more individuals"

Then go around the photo from A to G and name all the players.

Lastly, add that all these people create the social culture or environment at school.

Slide 19 – Who is involved in Bullying?

Remember that on the student handout there is a section that they have to fill in the

people who are in the bully victim cycle.

o You can remind them to look at on their handout to fill it out

"Now here is another version of the bully cycle," read the content on this slide

Ask the students to pay close attention to where the individuals (bully, victims,

bystander) on the triangle.

Then add that, "the person with the most power seems to be the bully, but if we recall

from the last slide (go to the last slide quickly) we can see that there are more people in

the bystander side that have a choice in what is happening at their school."

Slide 20 – What is Mental Health?

Say, "Now we're going to switch gears and think about how mental health can be

impacted by bullying."

Read the title of the slide and ask the students why they think mental health is.

Slide 21 – Mental Health is

Read the content (definition) from the slide.

Slide 22 – Bullying has a semiotic relationship with Mental Health

Say, "There are consequences when a person is bullied" then read only the bolded

sentences in the paragraph.

Slide 23 – Experience of the Bully

Only read the bullet points that you think is important and try to say it in your own

words.

Slide 24 – Experience of the Victim

Only read the bullet points that you think is important and try to say it in your own

words.

Slide 25 – Experience of the Bystanders

Read the content of the slide

Slide 26 – Experience of the Upstander

Read the content

Activity: Practice Makes Perfect

15-20 minutes

Slide 27-29 – Practice Makes Perfect (Scenarios 1-3)

You don't have to go through all the scenarios if you don't have time. Try to finish one

scenario at least and if there is time to do the rest then go for it.

Possible Discussion Questions to ask everyone after they are done presenting about this activity

Scenario 1 Possible Questions

o What major mistake is Dan making here?

o Joe considers himself free of guilt from Dan’s actions. How true do you think this is?

o It states that people generally “laugh it off”. Do you think this is correct, knowing that

the footage will always remain online?

o How would you feel if someone had secretly filmed you?

o What would you do if you received a film of this nature?

o Where does this scenario stand in terms of the law? Have any offences been committed

here?

o How would you correct this situation?

Scenario 2 Possible Questions

o What is the biggest mistake that Paul makes here?

o What has Kieran unwittingly done by altering Paul’s profile and creating false updates?

o What is the most sensible thing for Paul to do?

o What would you do if you were Kieran?

o How can this situation be resolved?

Scenario 3 Possible Questions

o Apart from revenge, what is the main thing Michelle has purposely set out to ruin here?

o What is the biggest mistake Michelle has committed by creating these images and

posting them online?

o What position has Jen’s friend put her in by sharing the information about Sam?

o Michelle has created a huge cyberbullying campaign against Sam and Jen is involved,

whether she likes it or not. At what point did she become automatically involved?

o What advice would you give Jen to help her form a sensible strategy? How would you

support her in this situation?

Slide 30 – The Triangle

Remember that on the student handout there is a section that they have to fill in the

people who are in the bully victim cycle.

o You can remind them to look at on their handout to fill it out

Read the content

Ask the students to pay attention to where the individuals are on the triangle. Ask,

"Who now has the power?"

Close this slide by reading the question, "Which role do you choose?"

Slide 31 – Questions?

Read the questions from the slide if you have time.

If you don't have time ask students to read the questions and if they have unanswered

questions then refer them to the resources page on their handout.

Slide 32-33 – Reference slide