Bullying Intervention Flow Chart
Assess severity of the bullying
(Frequency/chronicity/nature/impact)
Step 1
Get the student to identify the precipitating event that made them come in today “What made you come in today? Did something specific happen or did you just feel it was time to come in to talk about this?” If this has been going on for a long time, validate and explore the reason for coming in at this time: “It sounds like this has been going on for a while. What made you come in today in particular?” 1) Frequency of the bullying: How often does it happen? (Rarely, once/twice a term, once a month, once a week, daily) 2) Chronicity of the bullying: How long has it been going on? (First time, this term, this school year, longer) 3) Nature of the bullying: Can you describe the problem to me? • • • Where does it happen? (Playground, inside school, outside school, walking home, bus, internet, etc.) When does it happen? (Before school, recess, lunch, after school, extracurricular activities, other) Who is involved? (Older boy/girl, younger boy/girl, same age, group of kids, other)
4) Impact of the bullying: How has this situation made you feel? Have you stopped doing certain things/avoiding certain places because of it? Validate the student for having the courage to come in.
Step 2
Assess risk to self and others (If the student seems to be at risk of harming self or others, refer student to Kids Help Phone for counselling support or to an appropriate agency.)
Step 3 - Victim
Assess past attempts to deal with the problem • What have you tried already? (Fought back, gave in, avoided, left school/extracurricular activity, nothing, ran away, talked to staff, told an adult, told a friend, told bully to stop, other) How well did that go? What worked/didn’t work about that response?
•
Step 3 - Bully
Assess triggers that lead to bullying • • • What do you think happens when you behave in this way? Are there things going on in your life that contribute to this? Are there times where you are more likely to lash out? Less likely?
Step 3 - Witness
Assess past attempts to deal with problem • • • What have you tried already? (Asked for help from an adult, helped friend, told bully to stop, did nothing, other) How well did that go? What worked/didn’t work about that response?
Step 4
Assess personal resources/safe adult • • Who is in your life that could help? (Family, brothers, sisters, other relatives, friends, teacher, etc.) Could you identify a safe adult in the school?
Intervention Steps
Step 5 - Victim
Making a plan: “Would you consider trying…?” • Educate student on ways to handle the bullying: ask for help from a safe adult, tell person to stop, ignore it, join a group, keep a safe distance, use humour, tell a friend, avoid bully.
Step 5 - Bully
Making a plan: “Would you consider trying…?” • Educate student on ways to handle the situation: alternative dispute resolution, apologize, ask for help from a safe adult, change group of friends, count to 10 before doing anything, find positive activities that interest you, take time out to cool down, tell a friend, think about how other person feels, think before you speak, treat others as you’d like to be treated Discuss a plan for the next week
•
Step 5 - Witness
Making a plan: “Would you consider trying…?” • Educate student on ways to handle the bullying: Ask for help from a safe adult, tell person to stop, be a friend to the person who is being bullied, don’t promise to keep the bullying a secret, encourage the person to tell a safe adult, include everyone in activities, lend an ear, make an anonymous report to an adult who can help, tell a friend.
Step 6
Potential Pitfalls: “Yes, but…” • Discuss fears/concerns student may have about coming forward (being called a tattletale, retaliation, being excluded/not believed)
Step 7
Follow up Review plan of action: • • • “What strategy are you going to try to deal with this problem?” “How will you know if the plan is working?” “What could you do if the plan doesn’t work after trying?” (Come back, go to a second adult, etc.)