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Say no to bullying

Say no to bullying. Identify opportunities and possible challenges in using the material across the school Discuss ideas as to how progress and impact may be measured. Primary SEAL themes. New beginnings Getting on and falling out Say no to bullying Going for Goals! Good to be me

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Say no to bullying

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  1. Say no to bullying • Identify opportunities and possible challenges in using the material across the school • Discuss ideas as to how progress and impact may be measured

  2. Primary SEAL themes New beginnings Getting on and falling out Say no to bullying Going for Goals! Good to be me Relationships Changes

  3. Say no to bullying key strands Belonging, celebrating similarities & differences Getting it - those who are bullied Watching it – the witnesses Doing it – the bullying behaviour

  4. …words words words…. the word: bullying What does it mean to ‘say no’ to bullying?

  5. Say no to bullying Learning outcomes Read across the descriptors for each group • Identify your place on the grid • Identify your perceptions about the least developed member of the school team … where are they on the gird? • Identify your perceptions about a group (adults or children) that are the least developed members of the school community … where are they on the gird?

  6. Group Find your partner

  7. Who can be bullied? Who can use bullying behaviour? What can this look like?

  8. What different sorts of bullying are there? Why do children who watch bullying often not do anything? Who decides how serious the bullying is? What can we do?

  9. Why are some people cruel and unkind? Have all people got the potential to use bullying behaviour? How can one group, country or people get power over another? Where does power come from?

  10. SEAL resource Left out

  11. 'Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally.' Government guidance (DfES 2007)

  12. Family SEAL Game in pairs house rules

  13. ‘I decided to kill myself because day after day I go to school and only bad things happen. Nothing good ever happens to me. If the kids in my class could be in my shoes they would understand how I feel. If only they knew how I feel every day. Even in my dreams there are nothing but bad things. The only one I can talk to is the hamster, but the hamster can’t speak back.

  14. Maybe my being born was a mistake. I can’t stop the tears now. There was one, only one thing I wanted while I was alive, a friend I could talk to, really talk to from the heart. Just one friend like that, only one, was all I wanted.’

  15. Is it bullying? Staffroom activity + Green

  16. Nobody speaks to Samantha-Jayne, The silent child with the fancy name, Who comes to school with hair a mess, And milk stains down her dirty dress, Who wears a coat that’s far too small, And stands alone by the playground wall. Nobody plays with Samantha-Jayne, Who lives with her mum down Leadmill Lane, In a run-down flat that’s dark and smelly, Who spends her nights glued to the telly, And sleeps in a bed that’s damp and cold, In a dark little room that’s full of mould.

  17. Nobody cares about Samantha-Jayne,Who walks to school in wind and rain,With her unwashed face and hair a mess,And her coat too small and her dirty dress,With the tight little mouth and the frightened stare.No one, no one is there to care. Samantha-Jayne, Samantha-Jayne,Oh, what do you dream of, Samantha-Jayne,As you walk to school all aloneOr stand in the playground on your own?

  18. Do you dream of friends with whom to play,To help you through the lonely day?Do you dream of arms to hold you tightTo help you through the lonely night? ‘Samantha-Jayne’ by Gervase Phinn, from It Takes One To Know One (2001 Penguin)

  19. Use of language: Person / child who is bullied rather than ‘victim’ Witness or bystander Person doing the bullying / using bullying behaviours rather than ‘bully’

  20. http://www.channel4.com/health/microsites/0-9/4health/stress/saw_bully.htmlhttp://www.channel4.com/health/microsites/0-9/4health/stress/saw_bully.html The Andrea Adams Trust defines bullying as: unwarranted, humiliating, offensive behaviour towards an individual or groups of employees persistently negative malicious attacks on personal or professional performance which are typically unpredictable, unfair, irrational and often unseen an abuse of power or position that can cause such anxiety that people gradually lose all belief in themselves, suffering physical ill health and mental distress as a direct result the use of position or power to coerce others by fear or persecution, or to oppress them by force or threat

  21. bullying warning signs … there is a fine line between strong management and bullying. But when the target of bullying is persistently downgraded and becomes distressed, that line is crossed. The physical effects can be much the same as with any other form of stress: feeling sick, loss of appetite, numbness, panic attacks, even depression.

  22. Technology Cyberbullying

  23. If someone is trying to make you feel bad so that most of the time you are frightened or sad just remember to tell Say no to bullying When someone is hurting you day after day and whatever you do they just won’t go away just remember to tell Telling is brave and telling is cool telling is one of the rules of this school so remember to tell T. E. L. L. TELL!

  24. SEAL resource No way

  25. ‘participant roles’Salmivalli (1995,1999) Assistants who join in and assist the bully Reinforcers who do not actively attack the victim but give positive feedback to the bully, providing an audience by laughing and making other encouraging gestures Outsiders who stay away, not taking sides with anyone or becoming actively involved, but allowing the bullying to continue by their ‘silent approval’ Defenders who show anti-bullying behaviour, comforting the victim, taking sides with them and trying to stop the bullying.

  26. How can we create a school where is is not OK for people to use bullying behaviour? Why do people use bullying behaviour? What should / could we do to help those using bullying behaviour to change their behaviour?

  27. Anti-bullying alliance Downloads: Toolkit (including audit tools)

  28. Email seal@medway.gov.uk Forums http://www.medway.gov.uk/schoolforums/ National Strategy site http://www.bandapilot.org.uk/ Anti-bullying alliance http://www.anti-bullyingalliance.org.uk/Page.asp Care First tel: 0800 174319

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