Post on 10-Mar-2018
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 2
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
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 3
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)
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 4
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
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 5
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.
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 6
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.
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 7
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
____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 8
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)
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 9
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
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 10
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,
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Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 11
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
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 12
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.
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 13
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.
continued on next page
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 93
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.
SECTION 8 BULLYING PREVENTION
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 94
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 .
continued on next page
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
SECTION 8 BULLYING PREVENTION
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 95
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)
SECTION 8 BULLYING PREVENTION
Curriculum Guide | Bullying Prevention through Conflict Resolution | Page 96
Discussion Scoring Guide Break It Down: Identify a Bully
SECTION 8 BULLYING PREVENTION
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