How can you connect this new skill to the student’s priorities? How can you assure ownership by making the development of this skill the student’s goal rather than just your goal for the student?
Bullying is a very upsetting event that can occur in social, academic, community, and professional settings. Once a student can recognize being the target of bullying, it is vital that he knows how to respond appropriately so that he stays physically safe and more emotionally secure. Self-advocating in these situations is necessary for personal health, correct identification of friends versus “foes,” and prevention of on-going victimization.
As you introduce this skill, how will you incorporate (visually, thematically) the student’s unique interests?
Bullying is displayed in a wide variety of media from public service announcements to cartoons and movies to comics and novels. Find examples of how highly regarded characters appropriately respond to bullies in media. For example, the popular “Harry Potter” book and movie series provides numerous scenes of victim reactions and responses. How might the student identify the appropriate responses from the story, develop his own suggestions for how the characters should respond, or attach the responses to development of his own plan?
Can you make it visually clear to the student who is resistant to change that his assumption is only one way of looking at things? Can your use of visual supports and self-assessments help get agreement that there is a problem, get agreement on the solution, and create the motivation for change?
Some students may voice a desire to retaliate against a bully with force. This is not the best reaction as it can result in suspension or expulsion from school, termination or criminal charges at work, and in many situations can actually perpetuate bullying. Use social narratives, graphic organizer choice maps, and extensive modeling and rehearsal of the appropriate 3W’s plan to get “buy in” from the student. You may also be able to use peer testimonials, or review popular media to show the negative outcomes of using force against a bully.
Some students may resist the idea of telling a trusted adult if they are being bullied. This can be very challenging, as the student may be concerned that a parent or instructor will make things worse by getting the bully in trouble. Many fear being perceived as tattlers or “weak” in the eyes of their peers. In the development of the 3W’s plan for this student, it will be important to clearly identify how the trusted adult will respond to the situation in order to protect the needs and interests of the student. Getting agreement on this response plan is crucial.
Priming is a form of negotiation that can reframe and sharpen a student’s assessment of self. Below are the self-assessment tools that align with this intervention topic:
"Supervisor Assessment - Self-Regulation"
"Priming Strategies Part 1 - Self-Regulation"
Interspersal is a proven technique involving the presentation of familiar, higher success tasks with the new, more challenging activities designed to teach responses to bullying and coping strategies. When it is appropriate, are you varying the activities to maintain the student’s confidence and focus?
Before the student encounters a situation where he will need to perform this skill, how do you help the student prepare? How do you orient the student to the upcoming situation where he might encounter bullying?
Role-playing offers great practice opportunities for responding to bullying. Before engaging in a scene, review cues such as reminder lists or condensed scripts that highlight the steps to follow.