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Take A Stand: Conflict Management & Bullying Prevention Curriculum

Overview, importance, and activities of the Take A Stand curriculum to address bullying and conflict management in schools.

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Take A Stand: Conflict Management & Bullying Prevention Curriculum

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  1. Newberry, C. (May 2010). Take A Stand. Workshop presented at CYFAR 2010 Conference, San Francisco, CA

  2. Overview Of Training • Why this curriculum? • What is “Take A Stand?” • Summary of Pilot Program • Sample Activities from Curriculum 2

  3. Why Conflict Management Curriculum? • Nearly 1/3 of students surveyed report they experience bullying, either as a target or as a perpetrator. • More than 16% said they had been bullied at least occasionally during the current school year. • 8% reported bullying or being bullied at least once a week. • The frequency of bullying was higher among 6th- through 8th-grade students than among 9th- and 10th- grade students. Source: “Bullying Behavior Among US Youth: Prevalence and Association with Psychological Judgment” Journal of American Medical Association, April 25, 2001 3

  4. Why Conflict Management Curriculum? • House Bill 283 • Discipline Management Program to include prevention of and education concerning unwanted physical or verbal aggression, sexual harassment, and other forms of bullying in school, on school grounds, and in school vehicles. 4

  5. Why Conflict Management Curriculum? • House Bill 121 • Each school district shall adopt and implement a dating violence policy to be included in the district improvement plan. Implementation can be through safety planning, enforcement of protective orders, school-based alternatives to protective orders, training for teachers and administrators, counseling for affected students, and awareness education for students and parents. 5

  6. Why Conflict Management Curriculum? • Senate Bill 136 • Establishes a curriculum within the Texas School Safety Center to educate students about the dangers associated with social networking sites such as MySpace.Com. "This will arm students with the information they need to protect themselves against online predators," Senator Nelson said. 6

  7. What is Bullying? • Bullying can take many forms such as: • Physical bullying, such as hitting or punching • Verbal bullying, such as teasing or name-calling • Nonverbal or emotional bullying, such as intimidating someone through gestures or social exclusion • Cyberbullying • Dating Violence 7 Source: http://stopbullyingnow.hrsa.gov

  8. Family Risk Factors for Bullying • A lack of warmth and involvement on the part of parents • Overly permissive parenting (including a lack of limits for children's behavior) • A lack of supervision by parents • Harsh, physical discipline • Bullying incidences at home 8 Source: http://stopbullyingnow.hrsa.gov

  9. Signs of Bullying • The child comes home with torn, damaged, or missing pieces of clothing, books or other belongings. • The child has unexplained bruises, cuts or scratches. • The child seems afraid of going to school, walking to and from school, riding the school bus or taking part in organized activities with peers. • The child appears sad, moody, teary or depressed when he or she comes home. • The child frequently appears anxious and/or suffers from low self-esteem. 9 Source: http://stopbullyingnow.hrsa.gov

  10. Signs of Cyberbullying • Be reluctant to use the computer or electronic device • Avoid discussion about what they are doing on the computer, or other electronic device • Look or appear nervous, anxious or jumpy when receiving an email, IM or text message • Display unusual anger, sadness, and depression after using the computer or electronic device • Discuss revenge • Exit or click out of whatever they are doing, if a person walks by • Unexpectedly quits using the computer or electronic device 10 Source: http://internet.suite101.com/article.cfm/cyber_bullyingthe_warning_signs

  11. What To Do If A Child Is Being Bullied • Talk with the child openly • Education of all youth in bullying and conflict management – at school, home • Enforce rules and guidelines for bullying, use of electronic devices at school, home, etc. • Set limits or place blocks on home computer 11 Source: http://stopbullyingnow.hrsa.gov

  12. How did TAKE A STAND come about? • Identified as a curriculum need by curriculum enrichment task force in 2005 • Curriculum development began January 2008 • Meeting with potential partner August 28, 2008 and partnership established! Funding commitment of $50,000 • Pilot Training and Testing in 50 counties – Jan-Feb 2009 • Curriculum released January 2010 12

  13. What is “Take A Stand!”? • 5-fold Curriculum – 1 lesson per topic • Conflict Management/Bullying • Communication • Etiquette • Teamwork • Cultural Awareness • Three levels – 3-5, 6-8, 9-12 • Most lessons are divided into two parts with hands on activities 13

  14. Curriculum Resources • Printed Curriculum (B/W) with color cover/spine inserts • Resource CD • Marketing Brochure • Bookmarks Items on the CD: • Handouts in B/W • Giant Puzzle • End of Unit Jeopardy Game • Backpack Tags • Parent Letters (English/Spanish) • Evaluation • Certificate & Agreement • Group Enrollment Form 14

  15. Agent Resource Website • Teacher In-Service training Kits • Power points • Scripts • Sample training agendas • In-service training evaluation • Marketing flyer • Links to other websites related to bullying education • And More! http://texas4-h.tamu.edu/take_a_stand/index_take_a_stand.php 15

  16. Pilot Summary • Goal was 36 counties – 12 in each grade level • Exceeded goal with 60 counties trained (Nov. 2008) • 49 counties and one State event completed pilot (Feb. 2009) • Received evaluations and feedback forms from instructors/agents (March 2009) • Compiled results, made edits to curriculum (April 2009) • Curriculum is a for sale item in the AgriLife Bookstore 16

  17. Pilot Summary -- Evaluations • A post survey was administered with youth participants. Respondents were as follows: • 3-5 grade respondents -- 1,249 participants; 26 counties representing 11 districts • 6-8 grade respondents – 872 participants; 16 counties representing 11 districts • 9-12 grade respondents – 291 participants; 7 counties and 1 statewide event representing 12 districts 17

  18. Pilot Summary – 3-5 grade • 784 of 1249 (63.4%) “always” or” often” can accept and understand consequences of violence. • 933 of 1249 (76.2%) “always” or” often” respect others. • 748 of 1249 (61.7%) “always” or” often” can work with others to make decisions. • 914 of 1249 (75.1%) “always” or” often” respect customs and traditions of others. • 842 of 1249 (75.5%) were “completely” or” mostly” satisfied with the program. 18

  19. Pilot Summary – 6-8 grade • 574 of 872 (66.1%) “always” or” often” avoids becoming a bully. • 589 of 872 (68.4%) “always” or” often” avoids using cyberbullying to deal with conflict. • 472 of 872 (55.3%) “always” or” often” can identify roles of team members. • 554 of 872 (64.6% “always” or” often” appreciates people for their differences. • 611 of 872 (76.4%) were “completely” or” mostly” satisfied with the program. 19

  20. Pilot Summary – 9-12 grade • 215 of 291 (74.4%) ”always” or” often” can identify the characteristics of bullies. • 192 of 291 (67.1%) ”always” or” often” can describe conflict in their own terms. • 199 of 291 (69.3%) ”always” or” often” can see how physical presence can contribute to conflict. • 211 of 291 (73.8%) ”always” or” often” uses good manners and practices proper etiquette to make positive impressions on others. • 241 0f 291 (84.3%) ”always” or” often” respects themselves and others in social situations. • 246 of 291 (86.9%) were “completely” or “mostly” satisfied with the program. 20

  21. Overview of 3-5 grade Curriculum • “Power Phrase” for each lesson • Handouts for each lesson that reinforce learning • Fun and interactive activities to help participants practice skills • Discussion/Wrap-up Questions • TEKS addressed include: • English, Language Arts, and Reading • Mathematics • Physical Education • Social Studies • Theatre • Art • Music 21

  22. 3-5 grade: Lesson 1 • Title: Keep Your Cool • Objectives • recognize signs of anger in themselves and others • understand the consequences of violence • identify ways to control anger • Activities • Anger Says… • Power Phrase Rap • Freeze Frame • The Cool Tool Power Phrase: Staying cool’s the way we choose! When we fight, we all lose! 22

  23. 3-5 Grade: Lesson 2 • Title: Walk In My Shoes • Objectives • explain their own point of view • think about another person’s point of view • consider several ways of looking at a problem • listen and acknowledge what another person says • solve specific problems • Activities • Trouble Bugs • Walk In My Shoes • Footstep Reflections Power Phrase:If we both say how we feel, we’ll work out a better deal! 23

  24. 3-5 grade: Lesson 3 • Title: A Manner Of Speaking • Objectives • ten basic manners for kids • define respect • to gain respect and give respect • to write thank you notes • Activities • Respectacles • Thank You Notes • A Big Thank You Crossword Puzzle Power Phrase:Good manners are the perfect way to show respect every day! 24

  25. 3-5 Grade: Lesson 4 • Title: Get In The Game • Objectives • learn importance of teamwork in working in groups • how to be a good team member • Activities • Balloon Frantic • Consensus • Get in the Game! Word Search Power Phrase:Whether tasks are big or small, we’ll use teamwork to solve them all! 25

  26. 3-5 Grade: Lesson 5 • Title: You + Me = Harmony • Objectives • identify ways in which we are different and alike • appreciate how traditions, customs and gestures differ from one family to another • Activities • Cultures in Texas • The Cultural Quiz • Skin Color Match-Ups • Traditions and Customs • Thumb Print Art Power Phrase:Look at the world. What do you see? A rainbow of cultures in harmony! 26

  27. Overview of 6-8 Grade Curriculum • Topics that are relevant to middle school youth • Handouts for most lessons that reinforce learning • Fun and interactive activities to help participants practice skills and think about how their actions impact others • Discussion/Wrap-up Questions • TEKS addressed include: • English, Language Arts, and Reading • Social Studies • Technology Education • Theatre • Art 27

  28. 6-8 Grade: Lesson 1 • Title: Face in the Mirror • Objectives • identify different types of bullies • understand the difference between friends and cliques • the importance of personal reflection on situations involving bullying • Activities • Face in the Mirror • Responding to Conflict 28

  29. 6-8 Grade: Lesson 2 • Title: A Figure of Speech • Objectives • The definition of mediation • To deal with conflict through simple mediation techniques • how to use good communication skills to resolve conflict • Activities • Ouch! That Hurts! • Take A Stand Action Plan • Work the Plan • Friend Feud • A Figure of Speech Crossword Puzzle and More! 29

  30. 6-8 Grade: Lesson 3 • Title: Don’t Be Rude! • Objectives • the importance of using good manners and respecting others in all types of communication mediums • identifying ways to incorporate etiquette into technology-based communication • skills to present themselves to others in a positive manner • Activities • Cyberbully Scenarios • Netiquette Quiz • Personal Billboard • Don’t Be Rude! Word Search 30

  31. 6-8 Grade: Lesson 4 • Title: Work It Out • Objectives • understand different team member roles and how they complement each other • Implement team member roles through hands-on activities that require teamwork • Activities • Frenzy • Newspaper Bridges • All Tied Up 31

  32. 6-8 Grade: Lesson 5 • Title: Inside Out • Objectives • the importance of getting to know someone before making a judgment • the cultures of others in the group • identify symptoms of culture shock and how to overcome culture shock • Activities • Walk Apart – Walk Together • What’s The Difference? • Opposites • Human Bingo 32

  33. Overview of 9-12 Grade Curriculum • Topics that are relevant to high school youth • Handouts for some lessons that reinforce learning • Fun and interactive activities to help participants practice skills and challenge them to think about consequences for their actions and more • Discussion/Wrap-up Questions • TEKS addressed: • English, Language Arts, and Reading • Social Studies • Technology Education 33

  34. 9-12 Grade: Lesson 1 • Title: Putting the Pieces Together • Objectives • the definition of bullying • types of teens who become bullies • how bullying affects teens • what to do if students are being bullied • how to stop bullying from happening to other teens • how to make the school a safe zone • the definition of mediation • to deal with conflict with simple mediation techniques 34

  35. 9-12 Grade: Lesson 1 • Activities • Jigsaw Activity • Take A Stand Action Plan • Peer Mediation Scenarios • Take A Stand Action Plan Crossword Puzzle 35

  36. 9-12 Grade: Lesson 2 • Title: Clear the Air • Objectives • how to describe conflict in their own terms • how physical presence can contribute to conflict • how to change vocabulary to be more open to communication • Activities • Fly Away Feathers • What Color Is Conflict? • One Up One Down • Fightin’ Words • Communication Relay 36

  37. 9-12 Grade: Lesson 3 • Title: Walk The Talk • Objectives • the impact of etiquette in different situations, including impressions made with peers, adults and employers • the importance of respect for themselves and others as they approach dating and social networking • multiple ways teens communicate and the appropriate uses of communication methods • to identify symptoms of dating violence • the phases of the Cycle of Violence • techniques to create a safe zone from dating violence 37

  38. 9-12 Grade: Lesson 3 • Activities • Can You Hear Me Now? • The Do’s and Don’t’s of Dating • Dating Violence: Know The Facts • Dating Violence Scenarios Extended Activities • Dinner For Two: Dining Etiquette • Practicing Table Manners • Music and Dating Violence 38

  39. 9-12 Grade: Lesson 4 • Title: Teamwork + Communication = Problem Solved • Objectives • the difference between groups and teams • The ABC’s of teamwork • incorporating teamwork into problem-solving • Activities • The ABC’s of Teamwork • Lost 39

  40. 9-12 Grade: Lesson 5 • Title: CSI: Cultural Sensitivity Investigation • Objectives • to identify diversity awareness within a group • to reflect upon their self- and cultural identity • to treat each other as diverse human beings • Activities • Crossing The Line 40

  41. Take A Stand Curriculum can be ordered through the online bookstore at: http://agrilifebookstore.org $20 per copy OR $50 for a set of all 3 levels (shipping/handling added to total order) Credit Card, Purchase Orders and Checks Accepted 41

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