Put a STOP to Bullying—Take a Stand
How Does G.R.E.A.T. Address Bullying?
The Gang Resistance Education And Training (G.R.E.A.T.) Program teaches children life skills that are useful in making choices and decisions and in setting goals for their future. G.R.E.A.T. shows children, through role-playing scenarios and structured activities, how to interact with others, communicate, resolve conflict, and manage anger. G.R.E.A.T. also combats bullying issues by offering components at several different levels: elementary schools, middle schools, and families.
The examples shown are excerpts from the G.R.E.A.T. Program to show how bringing G.R.E.A.T. into your community will combat bullying!
Elementary School Students “G.R.E.A.T. Beginnings: Bully on the Bus”
In this activity, six students role-play a bullying incident on a bus going to school. Following the scenario, the entire class discusses the roles each person played, including naming the bully, target, and bystanders. Then positive solutions are discussed in small groups to determine how the bully could have been stopped. The students then reenact the same scenario using the solution developed by the class.
This scenario, like many others in the G.R.E.A.T. Program, is geared toward having the students take part in a problem and develop their own solutions. Problem solving not only helps children in school but also allows them to practice making the right decisions to address tough problems they will face in the community.
Middle School Students “Life in the Middle: The Locker Room”
This short scenario involves two middle school students in the locker room who observe a group of eighth graders trying to shove a crying sixth grader into a locker. The two bystanders decide to say nothing for fear of retaliation.
After the scenario is read aloud, students complete an exercise by answering questions asking whether they have ever been bullied, how they would act in a similar situation, and who else could help in this situation. This activity focuses on empathy and helps children understand that ignoring bullying behavior does not make it stop. In fact, it makes them just as guilty for acting as though it didn’t happen. The activity also teaches personal responsibility for knowing when to take action. Without understanding personal responsibility, students who are bystanders are allowing children who bully to intimidate others and control everything around them. A community-wide solution is needed to combat bullying―everyone needs to be involved.
G.R.E.A.T. Families “G.R.E.A.T. Communication”
Communication skills, such as talking and listening, are an integral part of a family unit, and they are essential for facilitating positive relationships within that unit. Family members who can effectively communicate are able to better express their feelings, discuss options for action, and solve problems.
This G.R.E.A.T. Families session shows that everyone has his or her own way of conversing and that effective communication is key to a healthy family. People who bully are missing the ability to communicate and express their feelings in a socially acceptable way. A strong family bond can undoubtedly help children with these issues. Furthermore, targets of bullies might not be able to convey their needs and feelings if their family lacks these skills.
In an activity titled “What Kind of Communicator Am I?” each family member examines his or her own communication styles. Using several activities—including role playing, small group discussion, and family discussions—the family members identify and talk about barriers to effective communication.
The “G.R.E.A.T. Active-Listening Techniques” and “Family Communications” handouts give the family members helpful tips and examples of effective communication. Later, each participant practices the skills that he or she has learned throughout the session.
Additional Information About Bullying
What Is Bullying?
Bullying can be defined as the use of one’s strength or status to intimidate, injure, or humiliate another person of [perceived] lesser strength or status. Bullying must be distinguished from other forms of peer aggression or conflict; bullying always involves a power imbalance between the bully and the [target] (Besag, 1989; Olweus, 1993). Bullying is an intentional act, not something within the normal range of playful or joking behavior.
Warning Signs
It is important not to pick just one or two symptoms to determine whether there is a bullying situation; rather, look for patterns or a combination of behaviors.
What Can You Do?
- Empower your child to speak up about any bullying situation.
- Validate a child’s feelings as real, and consider them seriously.
- Get involved by contacting the school, teachers, other parents, etc.
- Model appropriate behavior for your child.
- Report any bullying activity to a trusted adult.
- Do not feel guilty or ashamed; no one deserves to be bullied.
- Step back and reflect on your behavior and how it impacts others.
- Accept others who are different.
- Learn to differentiate between play and bullying behaviors.
- Instill a value system in the classroom that does not tolerate bullying.
- Make every child feel as if he/she has a role in stopping bullying.
- Work with the administration to put anti-bullying policies/pledges in place.
Resources
Please note: G.R.E.A.T. is not responsible for the content of Web sites where links are given. Inclusion of these sites does not necessarily represent an endorsement by the G.R.E.A.T. Program or BJA.
General Bullying Information
Concerned Adults
Cyberbullying
Children’s Resources (please review these sites WITH your child)