curriculum guide - bullyingtch-210.weebly.com reading and math skills – yla partic- ... identify a...

Curriculum Guide | Bullying Prevention through Conflict Resolution |

Table of Contents

Introduction to Urban Tech and the Youth Leadership Academy . . . . . . . . . . . . . . . . . . . . . . . . . 4

Overview of “Bullying Prevention through Conflict Resolution” . . . 5

Instructor Preparation Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Session Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Section 1: Pre-Assessment

Final Answer: First Answer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Section 2: Set the Stage

Break the Ice: Reacting to Conflict . . . . . . . . . . . . . . . . . . . . . . . . . 14

On the Reel: The Ice Cream Incident . . . . . . . . . . . . . . . . . . . . . . . . 17

Section 3: Understanding Conflict Resolution Styles

Break It Down: Analyze Your Conflict Resolution Style . . . . . . . . . 21

Final Answer: Conflict Resolution Styles Questionnaire . . . . . . . . . 26

Hot Link Library: The Missing Link . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Write to the Point: Analyze Your Conflict Resolution Style . . . . . . 34

Section 4: Using Positive Communication

We Got Game: Choose to Diffuse: How to Deal with Conflict Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

We Got Game: Rewind and Rephrase . . . . . . . . . . . . . . . . . . . . . . . . 54

We Got Game: Choose to Diffuse: How to Rephrase . . . . . . . . . . . . 58

Section 5: Managing Emotions

Break It Down: Find Ways to Work Out Your Pent-Up Aggression . . 64

Write to the Point: Find Ways to Work Out Your Pent-Up Aggression 69


Section 6: Set The Stage

Break the Ice: Working Towards Resolution and Prevention . . . . . . 73

Section 7: Resolving Conflict

Break It Down: Create a Non-Threatening Environment . . . . . . . . . 76

Write to the Point: Create a Non-Threatening Environment . . . . . . 81

Break It Down: Isolate the Problem . . . . . . . . . . . . . . . . . . . . . . . . 84

We Got Game: Choose to Diffuse: The YLA 3-Step Method . . . . . . . 88

Section 8: Bullying Prevention

Break It Down: Identify a Bully . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Write to the Point: Identify a Bully . . . . . . . . . . . . . . . . . . . . . . . . 97

We Got Game: Anthony and Mrs. Jones . . . . . . . . . . . . . . . . . . . . . 101

Break It Down: Take Steps to Prevent and Stop Bullying . . . . . . . 105

Write to the Point: Take Steps to Prevent and Stop Bullying . . . . 110

We Got Game: Choose to Diffuse: Respond to Bullying . . . . . . . . 114

Break It Down: Learn to Use Your Power in a Positive Way . . . . . 119

We Got Game: Perpetrating Rhymes . . . . . . . . . . . . . . . . . . . . . . . 124

We Got Game: Social Media Virus . . . . . . . . . . . . . . . . . . . . . . . . . 133

Section 9: Review

Final Answer: Pays to Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Section 10: Post-Assessment

Final Answer: Final Answer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Table of Contents (continued)


Introduction to Urban Tech and the Youth Leadership Academy

Who We AreThe National Urban Technology Center, Inc . (Ur-ban Tech), a 501(c)(3) education not-for-profit, was founded in 1995 to provide access to technology and training to address the widening computer lit-eracy and achievement gap in inner-city commu-nities. Urban Tech’s primary focus is to transfer educational tools to schools and community-based organizations nationwide for promoting life skills, academic performance, and workforce preparation among young people, ages 10 to 19. Urban Tech accomplishes its mission through its two flagship programs, SeedTech® and the Youth Leadership Academy (YLA).

What We DoThe Youth Leadership Academy (YLA) was devel-oped by the National Urban Technology Center(Urban Tech) to equip youth with the practical skills necessary to become productive, self-fulfilled and achievement-oriented adults. The life skills taught in YLA are the tools needed to make healthy lifestyle choices, to effectively present oneself in the work-place, to manage one’s income resourcefully, and to make positive life goals and decisions. YLA was also designed to teach computer skills, and to address a range of important issues including school dropout, drug awareness and teen pregnancy. YLA empow-ers young people by opening the doors to education and career options, and by raising the self-esteem of young people so they are comfortable pursuing new opportunities. It encourages participants to become self-sufficient and instills behaviors such as punctu-ality, the spirit of teamwork and cooperation, and the ability to accept constructive criticism.

17-Year Track Record✔ 460,000 people served✔ 500 Computer Training Centers✔ 200 Youth Development Programs✔ Recognized by the Verizon Foundation for

“improving academic performance and work-force preparedness among at-risk youth.” Success Award: Partnership for Developing America’s Fu-ture Leaders given by the Verizon Foundation, 2005

✔ Recognized by the Ford Foundation and Har-vard University, Urban Tech’s SeedTech pro-gram with the U.S. Department of Justice is con-sidered an “...exemplary program in American Government.” Innovation Award given by Harvard University and Ford Foundation, 2000

✔ Recognized as a “...model for bringing technol-ogy to people in inner-cities and remote rural ar-eas.” “International Journal of the W.K. Kellogg Foun-dation,” 1997

Outcomes✔ Engaging Students – “Students in Urban Tech

programs respond with sheer enthusiasm to learning and exemplify the higher order think-ing skills necessary to master classroom material and extend learning into their daily lives.” “Youth Leadership Academy 2-Year Evaluation in Newark, NJ”, Martin Finkelstein, Ph.D., 2007

✔ Increased Reading and Math Skills – YLA partic-

ipants’ reading scores improved by 46% and math scores increased by 40% over 3 years, accompa-nied by a 26% increase in attendance, and a 100% graduation rate after the introduction of YLA into the curriculum. “Evaluation of YLA in Montclair High School,” Elaine M. Walker, Ph.D., 2003


Overview of “Bullying Prevention through

Conflict Resolution”This module focuses on reducing the incidents of bullying by creating an anti-bullying environment in schools and communities and giving young peo-ple the tools they need to protect themselves around bullies. YLA pays special attention to helping bul-lies change life-long patterns of using power in neg-ative ways to threaten and coerce others to get what they want and need in life.

Bullying may be the most prevalent form of vio-lence in the schools and the form that is likely to affect the greatest number of students. It leads to abusive behavior, high levels of frustration, anger, sadness and personal suffering, inept parenting, ad-dictions of all sorts and physical disease. [Interven-tion] is most effective when there is an emphasis on the development of skills to replace aggressive be-haviors with more appropriate ones or to replace avoidance /withdrawn behaviors with more asser-tive ones. The use of group social skills training is the intervention of choice.” (Batsche, Knoff, 1994; Goldstein, 1988).

A key factor in building social skills is “emotional literacy” - the ability to understand one’s feelings and the feelings of others, to more effectively ex-press and manage one’s feelings, and to negotiate solutions in a mature and ethical manner. When people develop emotional literacy skills, there are greater options for dealing with stress and tension, greater impulse control and self-management skills, heightened self-awareness and self-concept, and the ability to communicate effectively.

Through the “Bullying Prevention” module, the Crew learns the value of behavior and attitudes that come from emotional literacy and reflect self-esteem, empathy, and appropriate action toward each other. They also become aware of the benefit of emotional competence and social skills to negoti-ate what they want and need in life.

Goals for Learning✔ Be able to identify the effects of anger and frustration in one’s own behavior;

✔ Identify characteristics of bullies and kinds of bullying behavior;

✔ Learn tools for managing anger, stress, and tension that lead to aggressive and bullying behavior;

✔ Be aware of the dangers of bullying behavior and learn tools for protecting oneself against emotional and physical harm from bullies;

✔ Learn the importance of creating an anti-bullying environment in your school and community.


Instructor Preparation Guide

YLA’s Bullying Prevention through Conflict Resolution Curriculum Guide is divided into ten sections. Each section examines a different theme and together encourages participants to take control of volatile situations. Participants will learn new ways to work through and resolve disputes by effectively com-municating their needs and negotiating mutually beneficial solutions. The following is a list of sug-gestions that will make the implementation of this curriculum enjoyable and feasible for the instructor. Use this guide, as well as the Session Plan on pages 9–10, to plan your lessons.

Prepare before class• Watch On the Reel: The Ice Cream Incident and use

the note-taking worksheets on pages 7–8 to re-cord your thoughts.

• Become familiar with all the activities in the Ses-sion Plan, the content of the Interface and the procedures in the Instructor’s Notes in the cur-riculum guide, so that you are comfortable teach-ing this material.

• Collect related news articles to bring the topics covered in this module into context. Good exam-ples are articles that demonstrate the importance of conflict resolution. These may include discus-sions of contentious issues in local, national and world news. In addition, because young people are interested in the lives of celebrities and sports stars, highlight controversies between public fig-ures that may have escalated because of a clash between personalities.

During class• Have participants bring in, or provide, a “Bullying

Prevention” journal. The journal can be a place where they reflect at any time on the information being presented to them and record the changes they are electing to make in their own lives based on the topics of the curriculum.

• Vocabulary found in the curriculum will often be new to participants. Provide participants with a photocopied glossary of these words to use as a reference. The participants can then highlight the glossary words on the list as they are used in each activity. The instructor should also use the glos-sary words at all times to model and reinforce the correct usage of the words, helping to make them part of the participants’ everyday vocabulary.


Instructor Preparation Guide (continued)

Review Worksheet: Reacting to Conflict

Describe what happens in the animation in your own words.

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Summarize in your own words the key ideas in the following Break It Down activities:

Analyze Your Conflict Resolution Style

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Find Ways to Work Out Your Pent-Up Aggression

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________


Review Worksheet: Working Towards Resolution and Prevention

Summarize in your own words the key ideas in the following Break It Down activities:

Create a Non-Threatening Environment

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Isolate the Problem

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Identify a Bully

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Take Steps to Prevent and Stop Bullying

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Learn to Use your Power in a Positive Way

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Instructor Preparation Guide (continued)


Bully

ing

Prev

enti

on th

roug

h Co

nflic

t Res

olut

ion

Sess

ion

Plan

: Ses

sion

s 1–

6T

his

is a

sug

gest

ed s

essi

on p

lan

to in

tegr

ate

YL

A’s

com

pone

nts.

It o

ffers

an

orde

r, tim

e fr

ame,

and

pag

e nu

mbe

r fo

r ac

tiviti

es th

at a

re in

this

Cur

ricu

lum

Gui

de.

Brea

k th

e Ic

e:

Reac

ting

to C

onfli

ct

This

exe

rcis

e pr

evie

ws

confl

ict

reso

luti

on s

tyle

s an

d fin

ding

way

s to

wor

k ou

t pe

nt-u

p ag

gres

sion

. CG

pg.

14

• 20

Min

utes

Br

eak

It D

own:

Anal

yze

Your

Co

nflic

t Res

olut

ion

Styl

e Pa

rtic

ipan

ts le

arn

abou

t va

rious

arc

hety

pes:

Avo

ider

, Pe

ace-

at-a

ll co

sts,

Sla

sh ‘n

’ bu

rn,

Expl

oder

, an

d Pr

oble

m

solv

er.

CG

pg.

21

• 30

Min

utes

Fi

nal A

nsw

er:

Co

nflic

t Res

olut

ion

Styl

es Q

uest

ionn

aire

Pa

rtic

ipan

ts fi

ll ou

t a

self-

asse

ssm

ent

form

to

disc

over

whi

ch t

ype

of

confl

ict

reso

luti

on s

tyle

th

ey e

mpl

oy.

CG p

g. 2

6 •

30 M

inut

es

W

e Go

t Gam

e:

Ch

oose

to D

iffu

se:

How

to D

eal w

ith

Confl

ict

Styl

es

Part

icip

ants

act

out

a

scri

pted

dom

esti

c co

nflic

t be

twee

n a

pare

nt a

nd a

te

enag

er t

o le

arn

how

to

deal

wit

h Ex

plod

ers.

CG

pg.

38

• 60

Min

utes

W

rite

to th

e Po

int:

Anal

yze

Your

Co

nflic

t Res

olut

ion

Styl

e Pa

rtic

ipan

ts t

ell a

sto

ry

abou

t w

hen

they

use

d a

confl

ict

reso

luti

on s

tyle

th

at e

scal

ated

a c

onfli

ct

inst

ead

of r

esol

ved

it.

CG p

g. 3

4 •

30 M

inut

es

Sess

ion

1Se

ssio

n 3

Sess

ion

5Se

ssio

n 2

Sess

ion

4Se

ssio

n 6

On

the

Reel

:

The

Ice

Crea

m

Inci

dent

Sh

awna

bul

lies

Fred

dy

over

an

ice

crea

m c

one.

M

anny

hel

ps t

hem

rea

ch a

co

mpr

omis

e.

CG p

g. 1

7 •

10 M

inut

es

Br

eak

It D

own:

Find

Way

s to

W

ork

Out Y

our P

ent-

Up

Aggr

essi

on

Part

icip

ants

lear

n to

defl

ect

and

chan

nel n

egat

ive

ener

gy b

y ut

ilizi

ng p

osit

ive

outl

ets:

exe

rcis

e, w

riti

ng,

med

itat

ion,

etc

. CG

pg.

64

• 20

Min

utes

W

e Go

t Gam

e:

Ch

oose

to D

iffu

se:

How

to R

ephr

ase

Part

icip

ants

act

out

a

scri

pted

pee

r-to

-pee

r co

nflic

t be

twee

n a

mus

icia

n an

d hi

s be

st f

riend

to

prac

tice

rep

hras

ing

in a

te

nse

situ

atio

n.

CG p

g. 5

8 •

20 M

inut

es

W

e Go

t Gam

e:

Re

win

d an

d Re

phra

se

Part

icip

ants

lear

n w

hy

it is

impo

rtan

t to

avo

id

com

mun

icat

ion

pitf

alls

like

co

ndes

cens

ion,

ult

imat

ums,

sa

rcas

m,

and

nam

e-ca

lling

. CG

pg.

54

• 30

Min

utes

W

rite

to th

e Po

int:

Find

Way

s to

W

ork

Out Y

our P

ent-

Up

Aggr

essi

on

Part

icip

ants

tel

l a s

tory

ab

out

how

the

y de

al w

ith

tens

ion

and

pent

-up

stre

ss.

CG p

g. 6

9 •

30 M

inut

es

Fi

nal A

nsw

er:

Fi

rst A

nsw

er

Part

icip

ants

com

plet

e a

pre-

prog

ram

sur

vey

of t

heir

at

titu

des,

beh

avio

r, an

d kn

owle

dge

abou

t bu

llyin

g pr

even

tion

. CG

pg.

11

• 10

Min

utes

H

ot L

ink

Libr

ary:

The

Mis

sing

Lin

k Pa

rtic

ipan

ts r

evie

w t

he

web

site

dire

ctor

y an

d su

gges

t an

add

itio

n to

the

lis

ting

. CG

pg.

32

• 30

Min

utes


Bully

ing

Prev

enti

on th

roug

h Co

nflic

t Res

olut

ion

Sess

ion

Plan

: Ses

sion

s 7–

12T

his

is a

sug

gest

ed s

essi

on p

lan

to in

tegr

ate

YL

A’s

com

pone

nts.

It o

ffers

an

orde

r, tim

e fr

ame,

and

pag

e nu

mbe

r fo

r ac

tiviti

es th

at a

re in

this

Cur

ricu

lum

Gui

de.

Brea

k th

e Ic

e:

Wor

king

Tow

ards

Res

olut

ion

and

Prev

enti

on

This

exe

rcis

e pr

evie

ws

crea

ting

a n

on-t

hrea

teni

ng

envi

ronm

ent,

isol

atin

g th

e pr

oble

m,

nego

tiat

ing

a so

luti

ons,

and

iden

tiyi

ng

and

prev

enti

ng b

ully

ing.

CG

pg.

73

• 20

Min

utes

Br

eak

It D

own:

Crea

ting

a N

on-

Thre

aten

ing

Envi

ronm

ent

Part

icip

ants

lear

n ho

w t

o se

t as

ide

emot

ions

and

re

sent

men

ts,

take

per

sona

l re

spon

sibi

lity

and

be m

ore

sens

itiv

e to

the

nee

ds o

f ot

hers

. CG

pg.

76

• 40

Min

utes

W

rite

to th

e Po

int:

Crea

te a

Non

-Th

reat

enin

g En

viro

nmen

t Pa

rtic

ipan

ts t

ell a

sto

ry

abou

t a

tim

e w

hen

they

re

solv

ed a

con

flict

. CG

pg.

81

• 20

Min

utes

Br

eak

It D

own:

Iden

tify

a B

ully

Pa

rtic

ipan

ts le

arn

how

to

iden

tify

tra

its

and

acti

viti

es

that

defi

ne a

bul

ly a

nd

bully

ing

beha

vior

.

CG p

g. 9

2 •

20 M

inut

es

Br

eak

It D

own:

Take

Ste

ps to

Pre

vent

an

d St

op B

ully

ing

Part

icip

ants

lear

n ho

w t

o pr

otec

t th

emse

lves

and

ot

hers

if t

hey

expe

rienc

e bu

llyin

g be

havi

or.

CG p

g. 1

05 •

20

Min

utes

Fi

nal A

nsw

er:

Pa

ys to

Pla

y Pa

rtic

ipan

ts c

ompl

ete

a qu

iz w

hich

gau

ges

thei

r re

tent

ion

of b

ully

ing

prev

enti

on s

kills

. CG

pg.

137

• 1

5 M

inut

es

Fi

nal A

nsw

er:

Fi

nal A

nsw

er

Part

icip

ants

com

plet

e a

post

-pro

gram

sur

vey

of t

heir

at

titu

des,

beh

avio

r, an

d kn

owle

dge

abou

t bu

llyin

g pr

even

tion

. CG

pg.

140

• 1

5 M

inut

es

Br

eak

It D

own:

Isol

ate

the

Prob

lem

Pa

rtic

ipan

ts e

xplo

re w

ays

to

get

info

rmat

ion

by a

skin

g op

en-e

nded

que

stio

ns a

nd

look

at

wha

t re

ally

cau

ses

prob

lem

s.

CG p

g. 8

4 •

20 M

inut

es

We

Got G

ame:

Perp

etra

ting

Rhy

mes

Pa

rtic

ipan

ts c

ompe

te in

te

ams

to id

enti

fy s

ongs

. Th

ey a

lso

anal

yze

lyric

s to

bet

ter

unde

rsta

nd t

he

mes

sage

s th

at a

re b

eing

se

nt t

o te

ens

abou

t bu

llyin

g.

CG p

g. 1

24 •

30

Min

utes

W

e Go

t Gam

e:

Ch

oose

to D

iffu

se:

The

YLA

3-St

ep M

etho

d Pa

rtic

ipan

ts u

se Y

LA’s

thre

e-st

ep m

etho

d to

re

solv

e co

nflic

t in

thi

s im

prov

isat

ion

exer

cise

. CG

pg.

88

• 20

Min

utes

Sess

ion

7Se

ssio

n 9

Sess

ion

11Se

ssio

n 8

Sess

ion

10Se

ssio

n 12

W

rite

to th

e Po

int:

Iden

tify

a B

ully

Pa

rtic

ipan

ts t

ell a

sto

ry

abou

t w

hen

they

fel

t be

aten

dow

n by

som

eone

w

ho r

epea

tedl

y us

ed

aggr

essi

on t

o ge

t th

em t

o do

som

ethi

ng.

CG p

g. 9

7 •

20 M

inut

es

W

rite

to th

e Po

int:

Take

Ste

ps to

Pre

vent

an

d St

op B

ully

ing

Part

icip

ants

tel

l a s

tory

ab

out

how

the

y to

ok s

teps

to

pre

vent

or

stop

bul

lyin

g in

the

ir n

eigh

borh

ood.

CG

pg.

110

• 2

0 M

inut

es

Br

eak

It D

own:

Lear

n to

Use

You

r Po

wer

in a

Pos

itiv

e W

ay

Part

icip

ants

lear

n to

be

awar

e of

neg

ativ

e po

wer

, an

d le

arn

how

to

solv

e pr

oble

ms

in m

ore

posi

tive

w

ays

whi

le a

lso

taki

ng

full

resp

onsi

bilit

y fo

r th

eir

acti

ons.

CG

pg.

119

• 3

0 M

inut

es

W

e Go

t Gam

e:

Ch

oose

to D

iffu

se:

Resp

ond

to B

ully

ing

Part

icip

ants

use

YLA

st

rate

gies

to

iden

tify

, pr

even

t, a

nd s

top

bully

ing,

in

thi

s im

prov

isat

ion

exer

cise

. CG

pg.

114

• 2

0 M

inut

es

W

e Go

t Gam

e:

An

thon

y an

d M

rs. J

ones

Pa

rtic

ipan

ts e

nter

a v

irtu

al

clas

s to

hel

p a

stud

ent

and

his

teac

her

reso

lve

a bu

llyin

g si

tuat

ion

by

lear

ning

to

reph

rase

re

spon

se s

tyle

s.

CG p

g. 1

01 •

20

Min

utes

W

e Go

t Gam

e:

So

cial

Med

ia V

irus

Pa

rtic

ipan

ts c

ondu

ct a

n ex

erci

se t

o se

e ho

w q

uick

ly

info

rmat

ion

can

spre

ad

and

som

etim

es b

e ch

ange

d th

roug

h so

cial

med

ia.

CG p

g. 1

33 •

30

Min

utes


Instructor Notes Final Answer: First Answer Pages 12–13

Background NoteAdminister Final Answer: First Answer, YLA’s pre-assessment survey, to participants before Bullying Prevention through Conflict Resolution is introduced. This is recommended because it allows you to as-sess the participants’ background knowledge and tailor activities according to their needs.

Objectives• Demonstrate an understanding and awareness

of how to work through and resolve disputes.

Instructor Preparation First Answer requires access to computers with in-ternet connection. Review the survey’s questions prior to implementation to address any barriers that may arise due to reading comprehension.

MaterialsComputers; internet access; and the Bullying Pre-vention through Conflict Resolution Curriculum Guide.

Instructional Procedures • Before every exercise, you should present an

overview of what the participants are about to do .

• Follow the instructions on pages 12–13 to guide you through First Answer .

• Tell participants to read the “Set Up” direc-tions as you read them aloud.

• Tell participants that they will only be able to answer the First Answer survey once.

• Participants can view their progress in meet-ing the module’s goals for learning by access-ing their portfolios. If this is the first time participants have completed a First Answer sur-vey, you will need to direct them to their port-folio section.

Learning Extensions (optional)If you need to provide additional support for students with little prior knowledge of the ob-jectives in this activity, here are some suggested activities:Ask participants to write a question about a top-ic on the survey they would like to know more about. Post the questions on a bulletin board in your room. Tell participants they will find out the answer to their questions by the end of the unit.

AssessmentThe results of the survey become part of the par-ticipant’s portfolio in APOLLO. View the surveys’ results in APOLLO by accessing your “Instructor Menu’s Assessment and Status Viewer.” If time constraints prevent you from viewing each par-ticipant’s survey individually, take a sampling of surveys to gauge participants’ prior knowledge.

After reviewing results, tailor the module’s activi-ties to the needs of participants, taking full ad-vantage of the extension and enrichment activi-ties found in this guide.

SECTION 1 PRE-ASSESSMENT


Go to www.urbantech.org and click .

2. Enter then click .

3. Click on YLA Interactive!

4. Once the interface has appeared on your computer screen, click .

5. Select .

6. Roll mouse over fifth icon from left on the “Choose an Activity” screen:

7. Click .

8. After reading the instructions on screen, click .

9. Select .

10. After reviewing the First Answer directions, click .

continued on next page

Final Answer: First AnswerSECTION 1

PRE-ASSESSMENT

Notes:

The best responses are indicated on the following page, in blue. Participants will only be able to answer the Final Answer quiz once.


Final Answer: First Answer (continued)

1. I feel easily annoyed or irritated when people try to question my opinions. a. Strongly agree (1 point) b. Agree (2 points) c. Disagree (3 points) d. Strongly disagree (4 points)

2. Only actions matter; talking about prob-lems never solves anything. a. Strongly agree (1 point) b. Agree (2 points) c. Disagree (3 points) d. Strongly disagree (4 points)

3. I think gossip is harmful because it starts fights. a. Strongly agree (4 points) b. Agree (3 points) c. Disagree (2 points) d. Strongly disagree (1 point)

4. In order to stop bullying behavior, it’s im-portant to react strongly and emotionally to identify the bully. a. Strongly agree (1 point) b. Agree (2 points) c. Disagree (3 points) d. Strongly disagree (4 points)

5. I am getting into arguments with friends and family members. a. Almost always (1 point) b. Usually (2 points) c. Sometimes (3 points) d. Almost never (4 points)

6. When I am stressed out, I find positive ways to release my energy (exercise, music, talking). a. Almost always (4 points) b. Usually (3 points) c. Sometimes (2 points) d. Almost never (1 point)

7. When someone has wronged me, I find a way to get even. a. Almost always (1 point) b. Usually (2 points) c. Sometimes (3 points) d. Almost never (4 points)

8. When someone disrespects me, I have the urge to injure or harm that person, or to break or smash things. a. Definitely (1 point) b. Probably (2 points) c. Maybe (3 points) d. No (4 points)

9. When in a conflict with someone who loses his or her temper, the best response is ____. a. to fight back b. to explain why they are out of line c. not to engage and allow them to vent (4 points) d. not to lose face

10. What is the most effective way to handle a bully? a. Tell the bully in a calm, clear voice to stop b. Tell an adult you can trust c. Call out bullying behavior with assertive, confident, unemotional language d. All of these (4 points)

11. Bullies tend to show the following characteristic: a. A strong need to dominate and get their own way. b. They are impulsive and easily angered c. They are often right and justified for using aggression d. Both A and B (4 points)

12. “Positive Power” means _____________. a. many people are affected by your actions b. you’re able to get what you want c. the ability to build trust and work with others to create great opportunities (4 points) d. the strength and ability to make people like you.

First Answer Quiz

SECTION 1 PRE-ASSESSMENT

Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 92

Instructor Notes Break It Down: Identify a Bully Pages 94–96

SECTION 8 BULLYING PREVENTION

Background NoteStudies reliably show that bullies have a distinct cognitive make-up – a kind of paranoia. They perpetually attribute hostile intentions to others. They perceive provocation where it does not exist, which justifies their aggressive behavior. Shawna doesn’t view the fact that Freddy bumped her cone out of her hand as an accident; she sees it as a call to arms. Bullies act aggressively because they process social information inaccurately. They endorse revenge.

Bullying Behavior: A bully uses teasing, demean-ing language and yelling to undermine a person who appears vulnerable and unable to protect himself. He uses his power to victimize or to co-erce another person to give him what he wants.

Identifying the Signs: Bullying can be physical or verbal; it can also be electronic via social media, such as through Facebook or Twitter. Bullying will occur repeatedly until this negative power is taken away from him.

Objectives• Identify characteristics of bullies and kinds of

bullying behavior .• Be aware of the dangers of bullying behavior

and learn tools for protecting oneself against emotional and physical harm from bullies.

Instructor Preparation Review Break It Down: Identify a Bully to become familiar with the content in the activity. To bring the topics of identifcation into context, collect ad-ditional resources, such as news articles and mag-azines that are appropriate for your age group.

MaterialsComputer(s); internet access or YLA CD-ROM; projector and/or speakers (optional); and the Bullying Prevention through Conflict Resolution Cur-riculum Guide.

Instructional Procedures • Review with participants any difficult vocabu-

lary before you begin the activity . • Follow the instructions on pages 94–95 of the

curriculum guide to navigate Break It Down: Identify a Bully .

• Emphasize the importance of identifying the chararacteristics of bullying and bullying be-havior, and how it is not acceptable.

• Ask the participants what they think Shawna’s needs are. After they answer, ask them what they think the chances are that Shawna will get what she wants given her bullying of Freddy.

Learning Extensions (optional)If you need to provide additional support for students with little prior knowledge of the ob-jectives in this activity, here are some suggested activities:Meditation is often linked to cultural and religious practices. However, the science of meditation fo-cuses on how human systems control breathing and it’s effect on stress levels. Because respiration is directly linked with our nervous system, con-trolled breathing leads to feelings of relaxation. The phrases “take a deep breath” and “count to ten” both deal with informal meditation practic-es. Counting your breaths and concentrating on airflow is key to meditation and reducing tension. Consider leading breathing exercises with partici-pants, or direct them to internet resources to learn more.



Instructor Notes (continued) Break It Down: Identify a Bully Pages 94–96

Enrichment (optional)Here are some suggested activities to extend par-ticipants’ knowledge:Direct participants to the Hot Link Library to find out more about how to better manage anger and stress through exercise and meditation.

AssessmentUse the Discussion Scoring Guide on page 96 to assess participants’ levels of discussion skills. Give copies to the participants to review the character-istics of a good discussion and how to self-evalu-ate their own discussion skills.

Use the discussion as an opportunity to assess the level of understanding the participants have of the objectives of Identify a Bully. This will help you to plan and facilitate instruction based on the specific needs of the participants.

Vocabularybully, dominate, impulsive, abusive, demean-ing, psychological, social media, empathy.



1. Roll mouse over second icon from left on the “Choose an Activity” screen:

2. Click .

3. After reading the instructions on screen, click .

4. Select .


Isolating a problem might not be enough if there’s a bully involved. Is your conflict with a bully? Bullies repeatedly intimi-date and may act in one or more of the following ways:

✔ Need to dominate and show power to get their way.

✔ Are impulsive and easily angered; believe that their abusive behavior is justified and want the other party to feel responsible.

✔ Damage or take your personal belongings or cause physical pain by hit-ting, pushing or attacking your body in some way.

✔ Use cruel or demeaning language or cause psychological pain by ignor-ing or excluding you from the group.

✔ Use Social Media to gossip or spread rumors about you.

✔ Show little empathy in their actions.

Identify a Bully

bully(noun) a person who uses their strength or power to intimidate or harm those who are weaker. (verb) to use power and strength to harm or intimidate others. Freddy kept bullying me to try to get me to do his homework for him.

dominate(verb) to rule over, or control. Shawna was trying to dominate the conversa-tion with Freddy.

impulsive(adjective) acting in such a way actions that seem based on sudden desires instead of through careful thought and planning. As soon as pay day came around, Freddy would do lots of impulsive shopping, buying things he didn’t need instead of saving his money for something later.

abusive(adjective) to treat someone badly. After her mother called her out on her abusive behavior, Maria became much kindler and understanding of others.

demeaning(adjective) a drop in the dignity and respect for someone or something. Even though she had lost her purse, Ma-ria wouldn’t accept money from friends because she felt it was demeaning.

psychological(adjective) dealing with the mind and people’s emotions and feelings. The homeless man whom we saw speak-ing to himself on the subway train has some psychological problems and definitely needs some help.

social media(noun) software on the internet that allow individuals to interact with one another in public and private, such as by exchanging personal messages, sharing details, photos, events, and other information. When I see an image that looks cool on social media, I hit the “like” button.

empathy(noun) the ability to understand and share the feelings of another. Since she was adopted as a child, she had a strong feeling of empathy toward homeless children.

Break It Down: Identify a Bully



1. Describe Shawna’s behavior when Freddy knocks her cone out of her hand. She uses bullying behavior to retaliate. She yells, points her figure at Freddy and calls him names. She trashes his cone; and smacks it out of his hand.

2. Why do you think Shawna chooses to trash Freddy’s cone? Shawna doesn’t view the fact that Freddy bumped her cone out of her hand as an accident; she sees it as a hostile act and a need for revenge .

3. How does this negative use of power backfire on Shaw-na? Instead of getting Freddy to apologize and find a way to get another cone, Shawna’s behavior causes him to get angry and retaliate .

4. What were the consequences when Freddy gets angry and uses bullying behavior to resolve the conflict? The alterca-tion between Freddy and Shawna escalates and could have ended in a fight and physical harm if the Crew were not present.

5. Tell a story about a time when you or someone you know felt attacked by someone who repeatedly used aggression to make you or someone you know feel powerless. What forms of aggression did he or she use? How did you feel? What did you do? How would you react differently today if faced with the same aggressive behavior?

Participants will be asked to address #5 in writing during

another exercise called Write to the Point.

The sentences after the boldfaced questions are possible answers.

Break It Down: Identify a Bully (continued)



Discussion Scoring Guide Break It Down: Identify a Bully


Name ________________________ Teacher ________________________ Date __________

Directions: Periodically observe a few students during a discussion. Use this scoring guide to diagnose their need for specific instruction in individual discussion characteristics. Or, use the scoring guide to evaluate the quality of control of discussion characteristics for grading purposes. If at all possible, meet with the students after you have used the Scoring Guide and discuss the results and plans for improving his or her performance.

Listener Demonstrates Behavior: Always Sometimes Never

Body is turned towards speaker

Makes eye contact with speaker

Nods or smiles if appropriate

Does not interrupt speaker

Jots a brief note while listening with the intent of questioning or extending speaker’s point

Waits for speaker to finish before responding

Below Average/ Above Needs Quality of Discussion: Average Average Work

Asks relevant questions to clarify and show interest

Asks the speaker to express him/herself in another way when unsure of what the speaker is saying

Paraphrases/ summarizes speaker’s main ideas to show understanding

Reflects the speaker’s feelings

Shares ideas, thoughts and facts about the topic

Sticks to the discussion topic by not including unrelated ideas or facts

Comments express appreciation and respect towards speaker even when disagreeing

Speaks clearly

curriculum guide - bullyingtch-210.weebly.com reading and math skills – yla partic- ... identify a...

Documents