Developed by Cheryl Newberry & Kelli Lehman Extension Program Specialists – 4-H

Developed by

Cheryl Newberry & Kelli Lehman

Extension Program Specialists – 4-H

Overview Of Training

• What is Texas AgriLife Extension and 4-H?• Why this curriculum?• Overview of bullying and cyberbullying• What is “Take A Stand?”• Sample Activities from Curriculum• Implementation of Program • Program Evaluation

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Texas AgriLife Extension Service

• Solving Problems• Leading Change• Developing Communities• Engaging Volunteers• Impacting Youth

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Texas 4-H Mission

Prepare youth to meet the challenges of childhood, adolescence, and adulthood, through a coordinated, long-term, progressive series of educational experiences that enhance life skills and develop social, emotional, physical, and cognitive competencies.

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Texas 4-H Vision

The Texas 4-H and Youth Development Program will continue to be a recognized leader in developing life skills, empowering youth and volunteers, and facilitating effective partnerships to create capable and responsible citizens.

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In 4-H, we value…

• Positive life skills development of youth.• Diversity among youth participants, families,

and Extension personnel.• Utilization of research-based information in creative,

diverse, hands-on educational environments. • Optimizing each youth’s potential through unique

partnerships with other youth, families, volunteers, Texas A&M University System personnel, and community stakeholders.

• Supporting county Extension faculty across Texas in enhancing the Texas 4-H & Youth Development Program.

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Why Conflict Management Curriculum?

• Nearly 1/3 of students surveyed report they experience bullying, either as a target or as a perpetrator.

• More than 16% said they had been bullied at least occasionally during the current school year.

• 8% reported bullying or being bullied at least once

a week.• The frequency of bullying was higher among 6th-

through 8th-grade students than among 9th- and 10th- grade students.

Source: “Bullying Behavior Among US Youth: Prevalence and Association with Psychological Judgment” Journal of American Medical Association, April 25, 2001 7


• House Bill 283 Discipline Management Program to

include prevention of and education concerning unwanted physical or verbal aggression, sexual harassment, and other forms of bullying in school, on school grounds, and in school vehicles.

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• House Bill 121 Each school district shall adopt and implement

a dating violence policy to be included in the district improvement plan. Implementation can be through safety planning, enforcement of protective orders, school-based alternatives to protective orders, training for teachers and administrators, counseling for affected students, and awareness education for students and parents.

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• Senate Bill 136– Establishes a curriculum within the Texas

School Safety Center to educate students about the dangers associated with social networking sites such as MySpace.Com. "This will arm students with the information they need to protect themselves against online predators," Senator Nelson said.

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What is Bullying?

• Bullying can take many forms such as: – Physical bullying, such as hitting or punching – Verbal bullying, such as teasing or name-calling – Nonverbal or emotional bullying, such as

intimidating someone through gestures or social exclusion

– Cyberbullying– Dating Violence

11Source: http://stopbullyingnow.hrsa.gov

Cyberbullying Includes…

• Using the Internet, mobile phones or other cyber technology to: – Send mean text, email, or instant messages – Post nasty pictures or messages about others in

blogs or on Web sites – Use someone else's user name to spread rumors

or lies about someone – Intentionally exclude someone from an online group


How Common is Cyberbullying?

• 18% of students in grades 6-8 said they had been cyberbullied at least once in the last couple of months; and 6% said it had happened to them 2 or more times

• 11% of students in grades 6-8 said they had cyberbullied another person at least once in the last couple of months, and 2% said they had done it two or more times

• 19% of regular Internet users between the ages of 10 and 17 reported being involved in online aggression; 15% had been aggressors, and 7% had been targets (3% were both aggressors and targets)


How Common is Cyberbullying?

• 17% of 6-11 year-olds and 36% of 12-17-year-olds reported that someone said threatening or embarrassing things about them through email, instant messages, web sites, chat rooms, or text messages

• In nationally representative surveys of 10-17 year-olds, twice as many children and youth indicated that they had been victims and perpetrators of online harassment in 2005 compared with 1999/2000

• Girls were about twice as likely as boys to be victims and perpetrators of cyber bullying


Why is Cyberbullying on the Rise?

• Perpetrators can remain “virtually” anonymous – temporary accounts, pseudonyms, etc.

• Takes less energy and fortitude to express hurtful comments using a keyboard or keypad than with one’s voice

• Cyberbullies don’t have to deal with the immediate emotional, psychological or physical effects of face to face bullying on their victim

• Hurtful and humiliating content can be sent to lots of people very quickly


Why is Cyberbullying on the Rise?

• Supervision is lacking in cyberspace!• No monitoring or censoring of offensive content in

e-mail, text, chat rooms, or cell phones• Many adolescents have computers in their

bedrooms that their parent does not monitor


Characteristics of Children Who Bully

• Impulsive, hot-headed, dominant• Easily frustrated• Lack empathy• Difficulty following rules• View violence in a positive way• Boys who bully tend to be physically stronger than

other children


Family Risk Factors for Bullying

• A lack of warmth and involvement on the part of parents

• Overly permissive parenting (including a lack of limits for children's behavior)

• A lack of supervision by parents • Harsh, physical discipline • Bullying incidences at home


Bullying and other Violent or Anti-Social Behaviors

• Research shows that bullying can be a sign of other serious antisocial and/or violent behavior. Children who frequently bully their peers are more likely than others to: – Get into frequent fights – Be injured in a fight – Vandalize or steal property – Drink alcohol – Smoke – Be truant from school – Drop out of school – Carry a weapon


Signs of Bullying

• The child comes home with torn, damaged, or missing pieces of clothing, books or other belongings.

• The child has unexplained bruises, cuts or scratches. • The child seems afraid of going to school, walking to and from

school, riding the school bus or taking part in organized activities with peers.

• The child appears sad, moody, teary or depressed when he or she comes home.

• The child frequently appears anxious and/or suffers from low self-esteem.


Signs of Cyberbullying

• Be reluctant to use the computer or electronic device • Avoid discussion about what they are doing on the computer, or

other electronic device • Look or appear nervous, anxious or jumpy when receiving an

email, IM or text message • Display unusual anger, sadness, and depression after using the

computer or electronic device • Discuss revenge • Exit or click out of whatever they are doing, if a person walks by • Unexpectedly quits using the computer or electronic device

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Source: http://internet.suite101.com/article.cfm/cyber_bullyingthe_warning_signs

What To Do If A Child Is Being Bullied

• Talk with the child openly• Education of all youth in bullying and conflict

management – at school, home• Enforce rules and guidelines for bullying, use of

electronic devices at school, home, etc.• Set limits or place blocks on home computer


4-H’s Role in Addressing Bullying

• Provide training for teachers or other youth workers on “Take A Stand” curriculum

• Work with school district to implement “Take A Stand” into the classroom as a curriculum enrichment activity

• Provide support to the school for the program through processing evaluations, developing summaries of evaluations, recognition of participants and teachers, and more!

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What is Curriculum Enrichment?

• Curriculum/activity takes place in school classroom.

• Curriculum/activity is led by school personnel or an Extension volunteer.

• Consists of 5 sequential learning experiences, at least 30 minutes each.

• Designed to ENHANCE/ENRICH the required school curriculum, not replace it.

• Promotes 4-H and extends invitation to participants to join 4-H.

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How did TAKE A STAND come about?

• Identified as a curriculum need by curriculum enrichment task force in 2005

• Curriculum development began January 2008• Meeting with potential partner August 28, 2008 and

partnership established! Funding commitment of $50,000• Pilot Training and Testing in 50 counties – Jan-Feb 2009• Curriculum released November 2009

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Meet Our Partners!

• Texas Rural Mediation Services, a program of the Dispute Resolution Center, Lubbock County– Gene Valentini, Director– Crystal Stone, Assistant Director– Mike Smith, Former Outreach Manager

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What is “Take A Stand!”?

• 5-fold Curriculum – 1 lesson per topic Conflict Management/Bullying Communication Etiquette Teamwork Cultural Awareness

• Three levels – 3-5, 6-8, 9-12• Most lessons are divided into two parts with hands

on activities

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Curriculum Resources

• Printed Curriculum (B/W) with color cover/spine inserts

• Resource CD• Marketing Brochure• Bookmarks

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• Handouts in B/W• Giant Puzzle• End of Unit Jeopardy Game• Backpack Tags• Parent Letters

(English/Spanish)• Evaluation• Certificate & Agreement• Group Enrollment Form

Items on the CD:

Overview of 3-5 grade Curriculum

• “Power Phrase” for each lesson• Handouts for each lesson that reinforce learning• Fun and interactive activities to help participants practice

skills• Discussion/Wrap-up Questions• TEKS addressed include:

English, Language Arts, and Reading Mathematics Physical Education Social Studies Theatre Art Music

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3-5 grade: Lesson 1

• Title: Keep Your Cool• Objectives

recognize signs of anger in themselves and others

understand the consequences of violence

identify ways to control anger• Activities

Anger Says… Power Phrase Rap Freeze Frame The Cool Tool

Power Phrase: Staying cool’s the way we choose! When we fight, we all lose!

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3-5 Grade: Lesson 2

• Title: Walk In My Shoes• Objectives

explain their own point of view think about another person’s point of

view consider several ways of looking at a

problem listen and acknowledge what another

person says solve specific problems

• Activities Trouble Bugs Walk In My Shoes Footstep Reflections

Power Phrase: If we both say how we feel, we’ll work out a better deal!

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3-5 grade: Lesson 3

• Title: A Manner Of Speaking• Objectives

ten basic manners for kids define respect to gain respect and give respect to write thank you notes

• Activities Respectacles Thank You Notes A Big Thank You Crossword Puzzle

Power Phrase: Good manners are the perfect way to show respect every day!

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3-5 Grade: Lesson 4

• Title: Get In The Game• Objectives

learn importance of teamwork in working in groups

how to be a good team member• Activities

Balloon Frantic Consensus Get in the Game! Word Search

Power Phrase: Whether tasks are big or small, we’ll use teamwork to solve them all!

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3-5 Grade: Lesson 5

• Title: You + Me = Harmony• Objectives

identify ways in which we are different and alike

appreciate how traditions, customs and gestures differ from one family to another

• Activities Cultures in Texas The Cultural Quiz Skin Color Match-Ups Traditions and Customs Thumb Print Art

Power Phrase: Look at the world. What do you see? A rainbow of cultures in harmony!

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Overview of 6-8 Grade Curriculum

• Topics that are relevant to middle school youth• Handouts for most lessons that reinforce learning• Fun and interactive activities to help participants practice

skills and think about how their actions impact others• Discussion/Wrap-up Questions• TEKS addressed include:

English, Language Arts, and Reading Social Studies Technology Education Theatre Art

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6-8 Grade: Lesson 1

• Title: Face in the Mirror• Objectives

identify different types of bullies understand the difference between friends

and cliques the importance of personal reflection

on situations involving bullying • Activities

Face in the Mirror Responding to Conflict

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6-8 Grade: Lesson 2

• Title: A Figure of Speech• Objectives

The definition of mediation To deal with conflict through simple mediation techniques how to use good communication skills to resolve conflict

• Activities Ouch! That Hurts! Take A Stand Action Plan Work the Plan Friend Feud A Figure of Speech Crossword Puzzle and More!

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6-8 Grade: Lesson 3

• Title: Don’t Be Rude!• Objectives

the importance of using good manners and respecting others in all types of communication mediums

identifying ways to incorporate etiquette into technology-based communication

skills to present themselves to others in a positive manner

• Activities Cyberbully Scenarios Netiquette Quiz Personal Billboard Don’t Be Rude! Word Search 38

6-8 Grade: Lesson 4

• Title: Work It Out• Objectives

understand different team member roles and how they complement each other

Implement team member roles through hands-on activities that require teamwork

• Activities Frenzy Newspaper Bridges All Tied Up

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6-8 Grade: Lesson 5

• Title: Inside Out• Objectives

the importance of getting to know someone before making a judgment

the cultures of others in the group identify symptoms of culture shock and how

to overcome culture shock• Activities

Walk Apart – Walk Together What’s The Difference? Opposites Human Bingo

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Overview of 9-12 Grade Curriculum

• Topics that are relevant to high school youth• Handouts for some lessons that reinforce learning• Fun and interactive activities to help participants

practice skills and challenge them to think about consequences for their actions and more

• Discussion/Wrap-up Questions• TEKS addressed:

English, Language Arts, and Reading Social Studies Technology Education

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9-12 Grade: Lesson 1

• Title: Putting the Pieces Together• Objectives

the definition of bullying types of teens who become bullies how bullying affects teens what to do if students are being bullied how to stop bullying from happening

to other teens how to make the school a safe zone the definition of mediation to deal with conflict with simple mediation

techniques42


• Activities Jigsaw Activity Take A Stand Action Plan Peer Mediation Scenarios Take A Stand Action Plan Crossword Puzzle

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• Title: Clear the Air• Objectives

how to describe conflict in their own terms how physical presence can contribute to conflict how to change vocabulary to be more open to

communication• Activities

Fly Away Feathers What Color Is Conflict? One Up One Down Fightin’ Words Communication Relay

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• Title: Walk The Talk• Objectives

the impact of etiquette in different situations, including impressions made with peers, adults and employers

the importance of respect for themselves and others as they approach dating and social networking

multiple ways teens communicate and the appropriate uses of communication methods

to identify symptoms of dating violence the phases of the Cycle of Violence techniques to create a safe zone from dating violence

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• Activities Can You Hear Me Now? The Do’s and Don’t’s of Dating Dating Violence: Know The Facts Dating Violence Scenarios

Extended Activities Dinner For Two: Dining Etiquette Practicing Table Manners Music and Dating Violence

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• Title: Teamwork + Communication = Problem Solved • Objectives

the difference between groups and teams The ABC’s of teamwork incorporating teamwork into problem-solving

• Activities The ABC’s of Teamwork Lost

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• Title: CSI: Cultural Sensitivity Investigation• Objectives

to identify diversity awareness within a group to reflect upon their self- and cultural identity to treat each other as diverse human beings

• Activities Crossing The Line

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How Can Your School/ Classroom Get Involved?

• Work with local county Extension agent to:– Select grade to target– Train other teachers if needed– Provide each student with the parent letter to

take home– Implement the curriculum with students– Conduct the evaluation instrument with

students and turn in to the agent– Complete the Group Enrollment Form

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How Can Your School/ Classroom Get Involved?

• Work with local county Extension agent to:– Provide an opportunity for the agent to do a

lesson on 4-H and invite youth to get involved in the program

– Provide each student with the recognition certificate, Commitment to Excellence Certificate, and bookmark

– Complete the 4-H Group Enrollment Form and return to the agent

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Student Evaluations

• Individual evaluation for each grade level• Forms are scannable; data will be returned

to agent for interpretation• Copy on white paper• Please use pencils if possible and erase

thoroughly!• Keep evaluations flat, not folded

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“We don't know who we are until we see what we can do.”

—Martha Grimes

“Ability may get you to the top, but it takes character to keep you there.”

—John Wooden

“If you find it in your heart to care for somebody else, you will have succeeded.”

—Maya Angelou

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Developed by Cheryl Newberry & Kelli Lehman Extension Program Specialists – 4-H

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Transcript of Developed by Cheryl Newberry & Kelli Lehman Extension Program Specialists – 4-H