Bullying resource _ info pack by wuyunqing



        NOVEMBER 2009
   Top Ten Website                      The best of the anti bullying website on the Internet
   Additional Resources                 Some great additional resources e.g. the Bullying Presentations site has some excellent
                                         PowerPoints that could make the basis for an entire session
   Introduction                         The aims of this months pack and some extra resources to consider
   Icebreakers                          Fun stuff to start the session
   Bullying Page 1 Page 2 Page 3        What is bullying? The psychological and neurological reasons
   Types of Bullying                    A brief outline of the types of bullying that occur
   The Bullying Circle                  What happens to young people when someone gets bullied
   Combating Bullying Page 1 Page 2     Ideas for strong anti bullying programmes
   Anti Bullying Strategies             Be SMART and take the SHINE pledge – why not try making up your own anti bullying
   Don’t be a Bystander                 How to actively engage young people who think bullying is ‘not my problem’
   Bullying Guidance for Young People From the ‘One More Way to be a Bully’ pack, excellent guidance for young people –
                                       why not print out and display in your centre, or use as a basis for your own
   Offline & Online Activity Index      Find all the fun stuff here: quizzes, puzzles, activities and ideas. Don’t miss the
                                         ‘Millionaire’ quiz, which would make a great template for your own ‘Millionaire’ style
Top Ten Websites
To make websites clickable, press F5 to view as slideshow and make links live

   The Anti Bullying Alliance have a range of resources, including a briefing pack on cyberbullying for
    download that includes research, tips and a poster
   The Anti Bullying Week website has free posters for download
   Beat Bullying offers a range of lesson plans and runs the Cybermentors programme which encourages
    young people to act as peer counsellors
   Beyond Bullying are running a competition to make a music video to accompany an anti bullying song – you
    can see some winning entries on myspace
   At Bullying UK you can create your own posters, get in The Zone and more
   National Anti Bullying Week has a good range of links to websites and resources
   Anti Bullying Network offers hints and tips and the ‘pick a pal’ feature
   Direct.Gov has advice and information about dealing with bullying
   Act Against Bullying is running the Cyberkind campaign as part of their World Kindness Campaign
   Stop Bullying Now tackles the issues through cartoon webisodes and games
                                                                                      BACK TO INDEX
Additional Resources
   Teachers.TV video on strategies for tackling bullying
   Kidscape offer downloads, ideas on assertiveness and policy guidelines
   NSPCC have Childline leaflets for download plus other resources
   Think U Know has resources for training children and young people in Internet safety
   Digizen cyberbullying guidance and adaptable classroom resources
   Kidsmart has games, information and simple tips for keeping safe online
   Kent.TV has a number of anti bullying videos
   Childnet International is an umbrella site with a wide range of resources
   Bullying Presentations in PowerPoint format designed for different audiences (some PPTs have US spelling)
   BBC Newsround Guide to Bullying
   4Children have recently released their Safe from Bullying: Training Resources for download
   Need2Know has a Bullying section on their excellent information & advice site
   Young Anti Bullying Alliance has 50 ideas including an anti bullying charter      BACK TO INDEX
     ECM OUTCOMES: Stay Safe, Be Healthy, Enjoy & Achieve, Make a Positive Contribution (ECM survey information available
     CURRICULUM CHAPTERS: 2 (Bullying), 3 (Citizenship), 4 (Community Involvement), 12 (Inclusive Practice), 16 (Mental Health),
      19 (Peer Education), 20 (Personal Safety)
This month’s pack is themed to tie in with Anti-Bullying Week 2009 (16 – 20 November). This pack contains links to useful websites
      and resources, examines some key issues and provides activities and session ideas around the anti bullying theme. You may
      also find that past packs have useful resources that can be used in this context. It’s also worth looking at the relevant
      curriculum chapters, the HealthAware ‘Safe & Well’ activities (p175-9) and The Really Useful Guide to Citizenship & Safety
      (section 1). You will shortly receive a copy of the excellent ‘One More Way to be a Bully’ resource pack, produced by
      Ashford Youth Forum – ask your AYO for yours. You can also check out the video on Kent TV.
The theme this year is ‘Stay Safe in Cyberspace’ with a focus on cyberbullying: the use of mobile phones and the internet to
      deliberately upset someone else. Research has found that more than a third of 12–15-year-olds have faced some form of
A key message for this year’s Anti-Bullying Week is that modern technologies remain a positive and productive part of the lives of
     children and young people and they can be used safely and constructively – as youth work professionals we need to
     effectively manage the risk of communication technologies whilst embracing the many opportunities for engagement that they
Finally, Anti Bullying Week helps us to reinforce the message that bullying of any kind is neither acceptable nor inevitable.

                                                                                                                  BACK TO INDEX
    Ask each member of the group to write down something that they’re not very proud of on a piece of paper, then fold the
     paper over securely. Make it clear that these secrets won’t be revealed.
    Now ask members of the group to pass their paper to the person opposite them. Now pass the paper to someone sitting 3
     people on their right.
    Now ask the group how they feel with someone holding this information – emotions like scared, angry, ashamed, insecure. Point
     out that people who are being bullied often experience these emotions.
    Now pass round a rubbish bin and get everyone to throw their piece of paper away. You are going to start the session with a
     clean slate. Point out that we all make poor decisions sometimes but we are all capable of making better ones.
Designate one end of the room ‘agree’ and the other ‘disagree’ then read the following statements (feel free to add more of your
own to extend the activity)
    Bullying is usually the victims fault
    Bullies are usually insecure
    Bullying only happens to certain people
    There are many different kinds of bullying
    Bullying is accidental
                                                                                                    BACK TO INDEX
    The best people to stop bullying are adults
After each statement, ask young people why they’ve made the choices they have. To extend the activity further, allow young people
      to stand anywhere along the continuum between agree & disagree then ask them to explain why they’ve made the choice
      they have.

    Give each young person a piece of paper and ask them to write down 1 or 2 ideas for stopping bullying
    Now ask everyone to screw up their piece of paper into a ball and encourage the group to have a snowball fight.
    After a few minutes stop the activity and ask each young person to pick up a ‘snowball’ and open it. Encourage young people
     to try and pick a paper that isn’t theirs.
    Read out the suggestions and discuss them in the group.
    To extend this activity, use these thoughts as the basis for the ‘Stamp It Out’ activity.

See previous packs for icebreaker ideas and links.
You can also find ideas in the curriculum document and the Vanessa Rogers’ books.
                                                                                                    BACK TO INDEX
What is Bullying?
The Government defines bullying as ‘behaviour by an individual or group, usually repeated over time, that intentionally hurts another
individual or group either physically or emotionally’. Bullying behaviour can include name calling, offensive comments, physical
intimidation, sending offensive or inappropriate texts and spreading hurtful rumours.
Bullying can damage a young person’s sense of self esteem and self confidence and cause lasting damage. Bullies, too, can
experience emotional harm – research shows that many young people who bully were bullied themselves. Bullying can also have an
impact on families, teachers and other adults involved with a young person.
Dan Olweus has identified a set of common bullying characteristics:
   They have a strong need to dominate and subdue other students and to get their own way
   Are impulsive and are easily angered
   Are often defiant and aggressive toward adults, including parents and teachers
   Show little empathy toward students who are victimized
   If they are boys, they are physically stronger than boys in general
He has also debunked the myths that bullies are unpopular and insecure, a view borne out by neuroscience. Many bullies have
above average self esteem.
                                                                                                             BACK TO INDEX
What is Bullying
A study conducted at the University of Chicago suggests that the brain’s natural impulse for empathy is disrupted in the brain of a
bully, leading to increased aggression. The brains of bullies and non bullies showed striking differences in the way that information
was processed http://well.blogs.nytimes.com/2008/11/12/the-brain-of-a-bully/ Bullying behaviour is often triggered when a
bully feels stress or anxiety and neuroscience supports the idea that interventions can lead to improved social behaviors in the
school setting if they are designed to mimic the brain’s process in developing a reinforced practice.
It’s important to remember that not all bullies are the same, and have different motivations for bullying:
           Some bullies simply want power and domination over others
           Some bullies are seeking to interact with others but do so inappropriately as they often lack good adult role models.
           Some bullies are seeking attention that they don’t get from their parents/carers
           Bullies are sometimes jealous of their victims
           Many bullies are being bullied themselves
           Some young people are so worried about being bullied that they become bullies rather than let it happen to them

                                                                                                              BACK TO INDEX
What is Bullying?
Dr Olweus has also identified some victim behaviours:
           Are cautious, sensitive, quiet, withdrawn and shy
           Are often anxious, insecure, unhappy and have low self-esteem
           Are depressed and engage in suicidal ideation much more often than their peers
           Often do not have a single good friend and relate better to adults than to peers
           If they are boys, they may be physically weaker than their peers
However, it’s important to remember that there is no hierarchy of bullying and that no one ‘deserves’ to be bullied.
The profile of a bully indicates that if parents don't spend adequate time with their children, they may compensate for that
attention by "extortion." They may seek it aggressively and gratify themselves with power and domination over children weaker
than themselves. Adults should review what messages they are giving with regard to anger control and fighting. The profile of a
victim indicates that children who are very isolated need to be specially monitored for the possibility of bullying. They should be
taught skills to socialize with others and to dodge a conflict with humour.

                                                                                                       BACK TO INDEX
Types of Bullying
Specific types of bullying include:
    bullying related to race, religion or culture
    bullying related to SEN or disabilities
    bullying related to appearance or health conditions
    bullying related to sexual orientation
    bullying of young carers, looked-after children or otherwise related to home circumstances
    sexist or sexual bullying.
Bullying usually takes place in three main ways:
    Face to face (usually physical e.g. fighting & mental e.g. name calling, taunting)
    Indirect (usually mental e.g. rumours and gossip)
    Cyberbullying (texting, SNS)

                                                                                                  BACK TO INDEX
The Bullying Circle

  Starts the bullying

 Active participant     The Victim
 but doesn‟t start it

Supports but
doesn‟t take part
                                     Dislikes bullying and tries
POSSIBLE BULLY                       actively to stop it
Enjoys it but doesn‟t
show support                         POSSIBLE DEFENDER
                                     Doesn‟t like it but doesn‟t
                                     take a stand

                                     „Nothing to do with me‟

                                        BACK TO INDEX
Combating Bullying
One way to combat bullying is to take an ‘all project intervention stance’. This type of programme has resulted in greater reporting
of incidents and a significant improvement in the ‘social climate’ with a marked reduction in the number of opportunities and
rewards for bullying. This type of anti bullying programme depends on:
       1.   The creation of an environment characterised by warmth, active engagement and positive interest from adults.
       2.   Firm boundaries delineating acceptable and unacceptable behaviour
       3.   Consistent application of non-punitive sanctions for unacceptable behaviour
       4.   Adults who act as authorities and good role models
Young people who are being bullied need to remember that they don’t have the problem – the bully does. Good strategies to
stand strong against bullying include:
           Spend time with friends – bullies rarely pick on people who are in a group
           Tell the bully calmly to stop and then walk away
           Tell an adult you can trust – this isn’t telling tales as you have a right to be safe and secure and, even if the problem has stopped,
            tell an adult in case it starts again. It helps to practice what you want to say beforehand
           If you find it difficult to talk about bullying, why not write about your experiences – you could even set up a blog or a Facebook
            profile and ‘name and shame’ the bully by detailing what happens when (but make sure an adult knows about this)
           Ask your parents/carer to visit your school/youth project
           If you have no one to talk to or don’t want to talk to anyone you know, then call CHILDLINE 0800 1111           BACK TO INDEX
Combating Bullying
   Don’t try to deal with the problem on your own – it’s OK to ask for help
   Don’t hit the bullies – you might get accused of being a bully yourself
   Don’t exaggerate - always tell the truth about what’s happened to you
   Don’t believe the lies that bullies tell about you
   Don’t hide things from your friends and family – secrecy is the bullies biggest weapon against you

   Stop and think about why you’re doing what you’re doing
   Think about the pain your bullying causes others – do you really want to hurt or upset other people
   It’s not big to make others feel small
   Bullying won’t make you real friends
   Ask for help to stop bullying – talk to a trusted adult about ways you can change your behaviour
                                                                                                       BACK TO INDEX
Anti Bullying Strategies
SMART (for younger young people)
    S = SAFE stay safe online by not giving personal information to people you don’t trust
    M = MEETING don’t meet anyone offline without letting your parents/carers/best friend know – and try and make sure
     they’re present if you do meet someone
    A = ACCEPTING make sure that you only accept emails, texts, attachments, pictures and IM messages from people you know
    R = RELIABLE remember that not all the information you get online is reliable
    T = TELL if something online makes you feel uncomfortable, then tell a parent/carer or another adult you trust
Or try the SHINE pledge:
    S = STAND UP to put downs
    H = HELP those who are being bullied
    I = INFORM adults when I need to
    N = NEVER use my computer or mobile to hurt anyone
    E = ENCOURAGE my friends to speak out against bullying too
                                                                                                      BACK TO INDEX
Don’t be a Bystander
There are two kinds of bystanders:
HURTFUL bystanders who may instigate bullying, encourage bullying when it has started, join in the bullying or contribute to bullying
by doing nothing and passively accepting what is happening.
HELPFUL bystanders can directly intervene by doing something directly to stop the bullying or get help to stop it when it’s started.
   ‘It’s not my problem’ and they don’t want to draw attention to themselves
   They think they can’t stop the bully or may become another victim
   They don’t like the victim or feel they ‘deserve’ to be bullied
   They fear retribution or just don’t know what to do
   They think telling adults will make it worse
   Let young people know you will support them when they speak up
   Discuss ways they can intervene
   Provide examples of how helpful bystanders have made a difference                                    BACK TO INDEX
Bullying Guidance for Young People
From the ‘One More Way To Be A Bully’ pack

   Try to stay calm and confident
   Be firm and clear – look them in the eye and tell them to stop
   Get away from the situation as quickly as possible
   Tell an adult what has happened as soon as possible
   Tell a teacher or trusted adult at school/youth project/home
   Practice what you’re going to say and get a friend to come with you for support
   Don’t be afraid to speak up
   If you have access to a peer support programme – use it. Or call Childline 0800 1111.
   Don’t blame yourself
   Be clear about what has happened, where it happened and how often it has happened
   Be clear about who was involved and who saw what happened
                                                                                            BACK TO INDEX
   Be clear about what you’ve already done about it
Offline Activities & Online Activities Index
Click the link to go straight to the activity sheet or website

    Discussion Points                                               Who Wants to be a Millionaire anti bullying quiz (scroll
                                                                      down the page, then click on link) – why not use the
    Anti Bullying Double Puzzle and Answers
                                                                      template to build your own quiz?
    Are You Bully Aware? and Answers
                                                                     Take Need2Know’s Cyberbullying Quiz
    Bullying Myth Buster Quiz and Answers
                                                                     Play the Bullybusters game
    Set Your Goals
                                                                     Watch the webisodes then play the Stop Bullying Now
    STAMP It Out                                                     games
    Draw a Bully
                                                                     Design an anti bullying poster and submit to the gallery
    Case Study – Holly Grogan Case Study Rosimeiri Boxall            or print and display!
     Case Studies Guidance Notes
                                                                     Take the Teen Life Check and set some life goals
    Am I Being Bullied?
                                                                     CBBC bullying dilemmas – what would you do?
    Scenarios & Role Play Cards
                                                                     Play the Quiz Busters anti bullying game
    Agony Aunt dilemmas – what would you do? (replies)
                                                                     Celebrate difference and fight bullying by baking a
    Design a CYBERSAFE comic
                                                                      Kidscape Bake
    Other session ideas
                                                                     Are you a responsible digital citizen? Play the Digizen
    Evaluation sheets for younger and older groups & ideas for       cyberbullying game and find out
Discussion Points
   Ask the group why they think bullying happens – are there any particular circumstances that might encourage bullying? How
    can we work to get rid of those circumstances?
   Who is affected by bullying? Use the bullying circle diagram to show how bullying affects everyone who witnesses it. Are
    there any other people who would be affected?
   What rules do you think your centre should have in place to combat bullying? Young people may already be familiar with
    working agreements from school – would the same agreements apply to your project? Encourage the group to embrace
    concepts like active listening, respecting each other’s opinions, confidentiality and other appropriate behaviour. You could also
    refer to the Young ABA 50 Ideas pdf which includes and anti bullying charter.
   How many of the group use SNS (Social Networking Sites)? What sites do they use? Have they ever encountered cyberbullying
    – nasty comments on their wall or whilst online gaming, for example? Try mind mapping words that the group (or groups – you
    could do this activity in smaller groups that then feedback) feel relate to cyberbullying – the different types, where they
    happen, who is involved, the feelings of the bully and the victim. Try and come up with a definition and some ways that
    cyberbullying happens – these could be displayed around your centre during anti-bullying week, or as a reminder in your
    computer suite.
   What are the effects of cyberbullying? Introduce ideas like the fact that victims can’t escape even at home or on holidays, not
    wanting to use the Internet even for good reasons like communication and sharing their experience, low self esteem and self
    confidence and how any kind of bullying can have serious consequences such as self harm or even suicide.
         Bullying Double Puzzle
         All puzzles in this pack are made using Discovery Puzzle Maker http://puzzlemaker.discoveryeducation.com

This can happen by text or on Facebook, for example

Another word for hitting

Bullying people without physical violence is called ____ bullying

This kind of bullying includes name calling and gossip

Bullying someone because of their sexual preference

Spreading nasty ones of these is a form of bullying

Social _____ can come as a result of being bullied

This helps the bully as no one knows what‟s happening

It‟s best to do this with an adult if you‟re being bullied

Getting this from friends and family is a great way to combat

Now copy the letters in the numbered squares to spell out what
we need to do to bullying:

Bullying Double Puzzle Answers
   This can happen by text or on Facebook, for example                               CYBERBULLYING
   Another word for hitting                                                          PUNCHING
   Bullying people without physical violence is called ____ bullying                 MENTAL
   This kind of bullying includes name calling and gossip                            VERBAL
   Bullying someone because of their sexual preference                               HOMOPHOBIC
   Spreading nasty ones of these is a form of bullying                               RUMOURS
   Social _____ can come as a result of being bullied                                EXCLUSION
   This helps the bully as no one knows what’s happening                             SILENCE
   It’s best to do this with an adult if you’re being bullied                        TALK
   Getting this from friends and family is a great way to combat bullyingSUPPORT
   Now copy the letters in the numbered squares to spell out what we need to do to bullying: STAMP IT OUT

Are You Bully Aware?
1.   Which one of these is bullying:
     a) a one off fight b) falling out with your best friend c) constant name calling
2.   You’re a bully if:
     a) you enjoy watching someone being bullied        b) you join in with name calling c) you like having power over people
3.   Someone is spreading malicious rumours and gossip about you. Do you:
     a) get angry and start a fight b) get upset and cry c) do nothing, but tell an adult what’s happening
4.   A new kid joins your youth centre – they’re overweight and are wearing old trainers. Some of the others start name calling. Do
     a) join in – it’s only a bit of fun b) ignore it – they’ll stop when they get bored c) tell the others to stop it
5.   Cyberbullying is:
     a) sending abusive text messages b) excluding someone from an online group c) posting rude comments about someone
6.   If you see someone being bullied, what do you do?
     a) ignore it – it’s not my problem b) give the bully a thumbs up – then hopefully they won’t bully you c) go and get help
Are You Bully Aware? Answers
1.   c) constant name calling – bullying is a repeated action, not a one off
2.   a,b,c) all of these are bullying behaviours
3.   c) tell an adult – if you fight back or let the bully see you cry you only make the situation worse
4.   c) It’s best to stop any kind of bullying behaviour as soon as it starts – and joining in makes you a bully
5.   a,b,c) all of these are associated with cyberbullying
6.   c) never tackle a bully on your own, or give them any encouragement – go and get an adult to help you stop the bully

Bullying Myth Buster Quiz
                                                                 TRUE     FALSE

 Girls bully more than boys                                             False
 Bullies tend to target young people with physical differences          False

 Bullies are insecure and have low self esteem                          False

 Most bullying is physical                                              False

 Being in a group increases the risk of bullying                        False

 Bullying toughens you up                                               False

 Bullies grow out of it when they leave school                          false

 You need to fight back so the bully leaves you alone                   False

 Talking to an adult just makes it worse                                False
Bullying Myth Buster Quiz Answers
•   Girls bully more than boys
    FALSE boys bully more than girls but both sexes can be bullies
•   Bullies tend to target young people with physical differences
    FALSE bullies target anybody and everybody
•   Bullies are insecure and have low self esteem
    FALSE bullies are often popular and have high self esteem
•   Most bullying is physical
    FALSE the majority of bullying is verbal: name calling, spreading rumours and malicious gossip
•   Being in a group increases the risk of bullying
    FALSE bullies are put off by groups, they prefer to bully one person not many
•   Bullying toughens you up
    FALSE in fact bullying can cause lasting psychological damage leading to self harm and even suicide
•   Bullies grow out of it when they leave school
    FALSE most bullies become more violent and may become involved in violence related crime
•   You need to fight back so the bully leaves you alone
    FALSE fighting back only escalates the problem
•   Talking to an adult just makes it worse
    FALSE talking to an adult is the best thing you can do – they can advice you as to when bullying crosses over into criminal
    behaviour, for example

Set Your Goals
Tick the options below that are realistic goals for you – use the space at the bottom to add some specific goals for yourself
My goals are to:
 Tell someone I know, not bottle it all up
 Stay away from bullies or stay in a group
 Keep a record of what’s happened including copies of emails and texts
 Take up a new activity that will make me feel happier and more confident
 Build my own support network of trusted family & friends
 To be a helpful bystander if I see someone being bullied
 Talk to Childline 0800 1111 if there’s no one I can trust
                                                                                           BACK TO ACTIVITIES INDEX
    Give everyone a blank sheet of A4 paper and ask them to write ‘STAMP IT OUT’ at the top
    Now ask everyone to draw round their bare foot
    Ask each young person to write a strong anti bullying message on the sole of their foot
    Then get them to write each of the letters S T A M P on each of the toes
    Explain that each letter is going to stand for a good piece of anti bullying advice e.g. T = TALK to an adult so that STAMP
     will stand for some straightforward and easy to remember anti bullying rules
    Each ‘Stamp It Out’ poster can be further decorated by shading, collage etc.
    Display the posters as part of anti bullying week at your centre.
    Discussion point: ask young people to evaluate the slogans and STAMP rules – which ones are most effective? Which 5 STAMP
     rules would they take to make a definitive ‘STAMP It Out’ poster for permanent display?

Draw A Bully
Use the blank face to draw what you think a bully looks like then share it!

Draw A Bully Guidance Notes
   Ask the group what they think a bully looks like
   Hand out the ‘draw a bully’ sheets and get everyone to draw their idea of a bully
   Meanwhile draw a picture on a flip chart that represents someone who used to bully you
   Get everyone to compare their pictures – are there are similarities, differences? Do these images really represent an
    archetypal bully?
   Ask the group whether they think you can identify a bully by the way they look or whether bullying is really about behaviour
    rather than physical characteristics.
   Ask each young person to come forward and write a bullying behaviour on the flip chart, building up a mind map of what
    bullying is

Case Study – Holly Grogan
The parents of a 15-year-old public schoolgirl who jumped 30ft to her death from a road bridge
blamed her suicide on the “huge pressure” and “modern complexities” of social networking websites.
Holly Grogan died last week after she fell on to a busy dual carriageway and was hit by passing
She had endured a torrent of abuse posted on her Facebook page, it was disclosed yesterday.
Friends said that she had been a victim of cyber-bullying.
“Holly struggled to cope with the huge pressures placed upon her by the modern complexities of
„friendship groups‟ and social networking. Every responsible parent will empathise with our constant
battle to instill self-belief and confidence in our children.”
Holly was found under Pirton Lane Bridge, in Churchdown, near Gloucester, about 11 o‟clock on
Wednesday evening. She was pronounced dead at the scene.
One of her friends said that some girls would “gang up” on Holly, and that others posted a series of
abusive messages on her Facebook page.
The friend also said that Holly was forced to move schools after the bullying became unbearable. She
said: “Holly was nice and had the biggest smile in the world. She always did well at school but the
other girls used to pick on her.
“She didn‟t have any confidence, that was the problem. Girls used to gang up on her and call her names and she didn‟t have anything to say
back. She just froze up. Girls used to bully her on Facebook and leave comments on her wall calling her names. They‟ve probably all deleted
them now. I heard that the girls who bullied her at her old school told their friends at her new school to bully her as well, and so it just kept on
and on. Apparently there was a girl at her school yesterday who was running around crying because she used to bully her, but she should have
thought about that at the time. I heard that she planned to do this and left a letter for her parents at home. I can‟t believe it really.”

Case Study – Rosimeiri Boxall
                    A vicar‟s daughter plunged to her death from a third-floor window in a desperate attempt to
                    escape an attack by two teenage girls, the Old Bailey was told.

                    Rosimeiri Boxall, 19, fell from the window after being tormented by the girls, who were aged 13
                    and 17, the jury heard. The younger girl called Boxall a “whore” and a “f***ing bitch” as she laying
                    dying on the floor outside a home for homeless teenagers in Blackheath, southeast London, it was

                    The court was told that the two girls had been drinking vodka during a prolonged day of abuse of
                    Rosie, who responded passively and indicated that she did not want to fight. "In once incident,
                    Kemi sprayed air-freshener in Rosie‟s face, punched her around the head and slapped the back of
                    her head. She then grabbed her hair and tried to pull her off the bed. One of those assaults was
                    filmed less than 30 minutes before Rosie fell to her death. It is apparent from the footage that

Rosie made no attempt to defend herself during the assault. Rosie fell to her death having, in fear of further violence
at the hands of the defendants, clambered out of a third-floor window. Rosie leapt to her death from the kitchen
window of Kemi‟s flat to escape from a prolonged period of physical and verbal abuse.” Ms Boxall was found lying on
the ground under the kitchen window. Mr Smart continued: “Outside, she [the 13-year-old] continued to verbally
abuse Rosie, calling her a whore and f****** bitch as she lay dying on the ground.” The girl had picked up Miss
Boxall‟s mobile phone as she lay injured and, after throwing it back down, said, “Serves you right, bitch”, the jury was
told.                                                                  BACK TO ACTIVITIES INDEX
Case Studies – Guidance Notes
Holly Grogan’s experiences are not unusual – at least a quarter of young people have had some experience of being cyberbullied.
To quote one young person from recent DCSF research "you can have 60 people bullying you on the internet, but in real life
there wouldn’t be 60 people beating you up“.
Discuss Holly & Rosimeiri’s case studies with young people – try and identify:
           How they were being bullied
           Why they were being bullied
           Typical bullying behaviours
           What both girls might have done to make the situation better
           What we can learn from cases like Holly and Rosimeiri?
These case studies may be used in conjunction with any of the other activities in this pack

   Am I Being Bullied?
    Discuss the following scenarios in a group or use them as the basis of a roleplay – Am I being bullied each time? What do you think?
    How would you feel?

       My best friend keeps                                                                                  I can’t control my
                                         Each time I walk into the         My parents have just split
       telling me I need to                                                                                  movements very well
                                         youth centre, a group of          up and someone texted
       wear deodorant – this                                                                                 and when I get excited
                                         kids look at me and               everyone I know about it.
       makes      me       feel                                                                              by hands jerk up. A
                                         giggle and whisper to             Now I’m getting nasty
       embarrassed and upset.                                                                                group of kids were
                                         each other – am I being           texts all the time calling
       Am I being bullied?                                                                                   mimicking me at the
                                         bullied?                          me a loser. Am I being
                                                                                                             football match. Am I
                                                                                                             being bullied?

Bullying Dilemmas - Scenarios
You can use the following situations for discussion and/or roleplay – print out scenarios and glue to card

                                                                                                             You receive a series of
 You’re walking home                                                   You     check     your
                                    You receive a really                                                     phone calls where no
 and a gang set on you                                                 Facebook profile and
                                    unpleasant          and                                                  one speaks or you hear
 and demand your new                                                   find lots of nasty
                                    upsetting text message                                                   laughter. The number is
 trainers/mobile/bag                                                   messages on your wall
                                    WHAT DO YOU DO?                                                          withheld.
 WHAT DO YOU DO?                                                       WHAT DO YOU DO?
                                                                                                             WHAT DO YOU DO?

 You hear a rumour                                                                                           You’re playing an online
                                                                       Someone that you don’t
 going around about                 You see someone being                                                    game and somebody
                                                                       like is being called
 your best friend that              bullied in the street.                                                   starts   sending    you
 you know isn’t true.               WHAT DO YOU DO?                                                          threatening messages.
                                                                       WHAT DO YOU DO?
 WHAT DO YOU DO?                                                                                             WHAT DO YOU DO?

Agony Aunt – What Would You Do?
These are real problems sent to agony aunts – discuss them in your group and work out what your advice would be – then find out
what the agony aunt replied

Agony Aunt replies
Virginia Ironsides replied:
Has your husband got any idea at all of how absolutely horrible, frightening and miserable it is, being teased and bullied by
another child when you're about eight years old? The bully in question is probably used to a rumbustious teasing and knockabout
life, having been brought up in a gang of three. Or perhaps the boy feels excluded by the other two and takes out his own feelings
of inferiority on other vulnerable children. Your son has been brave enough to pluck up courage to confide in you how he feels. He
looks to you, his parents, to protect him from a fortnight filled with dread and sleeplessness. Of course, no doubt there are moments
when he can muck in, but moments, too, when he's just putting on a brave face and moments of genuine fear and panic. If your
husband wants to go on holiday with this insensitive bunch, then he's welcome. But you and your son must go somewhere safe and
happy where you can both enjoy yourselves properly. http://tinyurl.com/ironsidesdilemma1
It goes without saying that you must ban your daughter from using the internet at all – for at least six months, unless it will affect her
school work, of course. And then you should supervise it. But the next thing you must do is to contact the parents of the other girl who
was in on all this, and ask if you can meet to discuss the situation. Let's hope that they're as worried as you are. If they're not, then
you'll have an idea of what the values are in this other girl's family. As far as your daughter goes, tell her that if she were a little bit
older she could face a jail sentence for these unfounded threats and lies. I would go so far as to threaten to tell the police yourself
– you wouldn't have to, but threatening will put her into a bit of a panic. Tell her, too, that boyfriends drop girlfriends and
girlfriends drop boyfriends all over the world on an hourly basis. What he did was nothing unusual. You may think that I'm making
rather a fuss about what is actually just a schoolgirl prank. But you'll never get your daughter to face up to how dangerous and
cruel her actions are unless you show her that you take them very seriously indeed. http://tinyurl.com/ironsidesdilemma2

                                                                                                   BACK TO ACTIVITIES INDEX
Design a CYBERSAFE Comic
with thanks to Beat Bullying

     First, download templates and widgets here, then visit the Cybermentors website to understand the cybermentors concept.
     Give everybody a template and 4 widgets (for group work, multiply accordingly). You can also download the competition
      template and enter your best widget - winning designs will become ‘live widgets’ on the Cybermentors website!
     Next, decide on the scenario:
            Where is the comic based? School, work, youth centre, street
            What does the area look like? Clean, full of rubbish, a corridor, underpass, park
            What personality and emotion do your widgets have? Happy, sad, bully, victim, bystander
            What are your widgets called and what’s their story?
            What’s the cyberbullying situation? Suggestions could include:
                              Receiving hoax calls or nasty texts
                              Horrible messages or pictures on an SNS profile
                              Meeting someone inappropriate offline
            Write dialogue in speech bubbles
            Give advice and support appropriate to the cyberbullying situation depicted (see suggested guidelines)
            Finally, put all the scenarios together to form your CYBERSAFE comic!           BACK TO ACTIVITIES INDEX
CYBERSAFE Guidelines
With thanks to Cybermentors

    Tell someone you trust that you are being cyberbullied
    Report any cyberbullying, whether it’s targeted at you or not
    Never respond/retaliate as this can make things worse. It may be difficult not to, but try to ignore it
    Block the cyberbullies from contacting you
    Save any offensive emails/texts as this can be used to trace them if necessary
    Tell your parents/carers that you are being cyberbullied - if they don’t know, they can’t help you
    If you are continuously cyberbullied, consider changing your user I.D.
    Don’t let anyone know your password - even friends
    Think very carefully about any information you post online e.g. your home address
    Register on Cybermentors to gain support from your peers
    Don’t allow these tips to hinder your enjoyment- but allow them to enhance your online experience. Have fun!!

Other Session Ideas
   Leave a stack of blank postcards and a box in a prominent place in your centre. Ask young people to write down any
    information on the cards that might help to stop bullying in your centre – this could be incidents that have happened and ideas
    to stop them happening again, information about bullying hotspots or general ideas for making the centre a bully free zone.
    At the end of the week, empty the box and read out the suggestions. Ask young people at the centre how they suggest you
    can all act on the information.
   Ask young people to bring in examples of bullying – these could be in books, the local paper, news items or moments in films.
    Ask why they think these represent bullying and how the situation is resolved/could be resolved
   Find a large branch and secure it in a pot. Cut out a stack of paper leaves and encourage young people to write anti bullying
    advice or messages of support on them and then attach them to the branch.
   Produce a graffiti anti bullying wall
   Decide on a slogan and print anti bullying T-shirts
   Make a circle around the centre with everyone holding hands. Chant anti bullying slogans in the circle to show you stand
    together against bullying (idea from KYCC)
   Document all your activities over anti bullying week - take photos, make videos, start a blog or a Facebook group – upload
    videos to youtube or Kent.TV and use your photos and record of the week to produce an anti bullying newsletter that you can
    send to adults who can help to put your good ideas into practice.
       What do I want to say about:
          Session name:                                        centre/project:

    Was exciting/boring/interesting/                              The best bit...
                                       Made me think
                                       about...                                                     Would be even
                                                                                                    better in the future

                                                       The worst bit was...

            Was good because.....

BACK TO ACTIVITIES INDEX                                                            Thanks to Practice.ie http://practice.ie
Evaluation Sheet                                                                      BACK TO ACTIVITIES INDEX

Name of centre/Project: __________________________________ Your name: ____________________________________

 Description of the activity:

 What did you do?:

 What did you want to get out of it?:

 What did you get out of it?:

 Did you learn anything new?:                           Did you make any new friends/contacts?:

 Any criticisms, comments and suggestions?:

   Would you get involved again?        YES   NO      RATE IT!
Other Ideas for Evaluation
     Talking stick/sink plunger/cuddly toy/any object you like – the point is that, during a group evaluation, whoever is holding the
      ‘talking object’ has their say without interruption – a good way to encourage a degree of participation from reluctant talkers.
     Post it evaluation – write the name of the activity on a flip chart and give each young person a post it. Ask them to write a
      comment or draw a picture to represent their feelings about the activity, then stick them to the flip chart.
     Set up a twitter account and encourage young people to text in their 140 character evaluations, or use a Facebook group if
      you’ve set one up, to discuss and evaluate your anti bullying week activities
     Target evaluation – draw a target on flip chart paper, labelling the bullseye ‘great/brilliant/fantastic’ and the other rings
      with degrees to ‘boring/rubbish’ on the outer ring. Ask your evaluation questions and ask young people to mark their
      responses on the target.
     Use the ‘agree/disagree’ icebreaker as an evaluation
     Ask young people to draw a map of the activity from start to finish – this could resemble a road, railway tracks, flight – ask
      young people to use their imagination to honestly depict how they’ve felt about the ‘journey’ of being involved
     Work with young people to design and create generic evaluation sheets and store them on your hard drive for other activities
     Build an ‘Evalu-O-Meter’ with a sliding scale to rate/slate activities – see http://practice.ie/blogs/heather/ideas-and-


To top