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a llying is a form of ab se, involving
repeated acts over time attempting to create or enforce
one person's (or gro p's) power over another person (or
gro p). a


 
The
³imbalance of power´ may be social power and/or physical
power. The victim of b llying is sometimes referred to as a
target. a llying consists of three basic types of ab se ±
emotional, verbal and physical. It typically involves s btle
methods of coercion s ch as intimidation.

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÷ a llying occ rs in front of other st dents 88% of the time, b t almost always occ rs in a
secl ded location where ad lts are not likely to witness the attack.
÷ 65%-90% of gender non-conforming yo ng individ als experience b llying and other forms of
harassment daily at school. (GLSEN, 2009)
÷ ay self-report, boys are more likely than girls to b lly other st dents (see e.g., Nansel et al.,
2001).
÷ aoys typically are b llied only by other boys, while girls report being b llied by both boys and
girls (see e.g., Olwe s, 1993a).
÷ aoys are more likely than girls to report being physically b llied, whereas girls are more likely
than boys to report being the targets of r mor-spreading and sex al comments (see e.g.,
Nansel et al., 2001).
÷ When one looks at same-gender b llying (e.g., b llying of girls by other girls), girls are more
likely than boys to b lly thro gh social excl sion (Olwe s, 2002; as cited in Limber, 2002).
÷ a llying occ rs most freq ently from sixth to eighth grade, with little variation between rban,
s b rban, town and r ral areas (Ansel and colleag es, 2009).

 
  


 
1. 
    
(What do I ` At what point do yo notice Who is involved What do yo
know of past events with these people)
2. 


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(What are the red flags What are the costs/ benefits of intervening What are
some costs/benefits of NOT intervening
3.  c
  


  

 
(What can yo do to make the intervention `

and
  How wo ld
yo feel if yo were the ³victim´ What wo ld yo be thinking What wo ld yo
want others to do for yo 
4. G  

  
(What knowledge/skills are necessary)
5.    G  
(What are direct and indirect ways to help Always involve an ad lt. If an ad lt
is not immediately available, report the incident. Ad lts are responsible for
making this school a safe environment.)

Don¶t be a bystander, take responsibility, act afely, arly, and ffectively! 1

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!*irst, always tell an ad lt when yo witness a
sit ation that may be interpreted as b llying or harassment. a llying, assa lt, sex al
assa lt, and domestic violence are not behaviors that are tolerated at this school. Ad lts
are responsible for making this school a comfortable atmosphere in which yo r learning is
fostered. a











 















 
 
 




 

 
 

 Yo are ltimately responsible for yo r behavior and
decisions. Yo can help yo r peers. See ³The *ive Decision Making Steps´above.
When it is safe for yo to intervene afely, arly, and ffectively, here are some tactics to
intervene in high-stress sit ations^

³Defensive Split´
÷ Step in and separate the two people. (What if there are more than one Then we
are going to want to t rn to f ll co rt press)
÷ If the sit ation allows, let them know yo r concerns and reasons for the
intervention.
÷ ae friendly to both ³sides.´
÷ Report the event to an ad lt.

³Swoop and Scoop´

÷ Yo can do this alone or with a gro p.
÷ Yo (and yo r friends) walk by and grab the victim saying something offhand, like,
³we were looking for yo , come on.´
÷ Report the event to an ad lt.

³Divert to Avert´
÷ Use a distraction to redirect the aggressor¶s foc s somewhere.
÷ See ³swoop and scoop´
÷ ³Hey, I was looking for yo .´
÷ Drop some books, p sh over a trash can
÷ Trip and fall
÷ Report the event to an ad lt.

³* ll Co rt Press´
÷ Recr it the help of friends of 
people to step in as a gro p.
÷ If the sit ation allows, let them know yo r concerns and reasons for the
intervention.
÷ ae friendly to both ³sides.´
÷ Report the event to an ad lt.

Yo r Notes and Q estions^

Don¶t be a bystander, take responsibility, act afely, arly, and ffectively! 2

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Review ³The *ive Decision Making Steps´ before doing this activity.Make p dialog to go
with the sit ation and tell how yo wo ld intervene. Here are some q estions to ask
yo rself as yo complete the task^ What did yo notice abo t this sit ation that is
problematic What are the costs/ benefits of intervening What are some costs/benefits of
NOT intervening How wo ld yo feel if yo were the ³victim´ What wo ld yo be
thinking What wo ld yo want others to do for yo  What knowledge/skills are necessary
to intervene What are direct and indirect ways to help

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Don¶t be a bystander, take responsibility, act afely, arly, and ffectively! 3

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Dear St dent,
Yo are req ired to ret rn this page of the hando t signed by parent or g ardian to receive
f ll credit for this assignment. This assignment is d e by the end of the week.

Dear Parents,
Please se this space below to jot down yo r q estions, ideas, or s ggestions for me. I
welcome yo to incl de yo r contact information on this sheet or email me directly at
cierra_olivia@hotmail.com if yo have concerns.Information alsoattached to this hando t
for yo to keep^ 1) School Policy on gender-based violence, relational violence, b llying,
assa lt, sex al assa lt; 2) List of school officials¶who offer s pport for b llying and other
relational violence.

Very tr ly yo rs, Ms. Thomas-Williams

I have reviewed this sheet with my parents.

(st dent sign/date)

I have read and reviewed this sheet with my st dent(s) and am in possession of the
reso rces available for my st dent at my st dent¶s school sho ld my st dent experience
b llying or repeated relational aggression.

(parent sign/date)

Information in hando t adapted from the following reso rces^ http^//www.stopab se.vt.ed /pdf/playbook.pdf
http^//web.wm.ed /sex alassa lt/geted cated_comm nity_intervention.phpsvr=www
National Step Up! and Green Dot programs

Don¶t be a bystander, take responsibility, act afely, arly, and ffectively! 4

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