Can this skill be appropriately depicted in a video model?
You can use video modeling to depict the appropriate response to bullying, and to show the student how to report bullying to a trusted adult. Be careful to ensure that the student primarily attends to the appropriate response by the “victim”, and not to the inappropriate behavior of the “bully.”
This video illustrates the victim’s response to being bullied which includes facing the bully, calmly making a statement, and walking away:
This is the right way to respond when someone is bullying you at work. She is very rude to him and calls him an idiot. He responds appropriately to this bully:
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This video provides one example of how the victim might report a bullying incident to a trusted adult:
This is an example of what you should do when you are bullied. You should ALWAYS tell a trusted adult as soon as you can. They can help you figure out how to respond to the bullying.
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Also consider the importance of video models in depicting coping strategies that can help the student regulate his anger and anxiety. As with all video models, the student would observe and then practice these responses. Below are examples of breathing exercises, muscle relaxation exercises, and counting exercises:
Practicing deep breathing & “smell the flower – blow out the candle”:
This is a video of a deep breathing exercise. This exercise might help you feel more calm and relaxed. |
This is what we mean by "smell the flower, blow out the candle." Watch as she inhales deeply (smell the flower) and then exhales slowly (blow out the candle). This deep breathing exercise might help you to relax. |
Practicing muscle relaxation:
This video shows a series of muscle relaxation exercises. These exercises might help you to feel more calm and relaxed.
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Counting to relax:
Counting (out loud or in your head) can be a good strategy to use when you need to calm down. Counting helps this employee calm down so she can get back to work.
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Have you task analyzed this skill to ensure that your video clearly depicts every key step that comprises the skill?
Who will you use as “actors” in this video – will the targeted student be included in the video?
Be careful as you select actors for such videos. The student may not feel comfortable acting as a victim in the video model, and the experience might inadvertently traumatize the student. Also, use careful judgment when casting the role of bully. Consider if a student acting as a bully will take the scene too far, or if he will inappropriately recreate the scene after the video recording is complete or if “being the bully” will create anxiety for that student.
Will you shoot this video from the perspective of the student (first person) or from the third person perspective?
One suggestion is to have the student rehearse a response to a bully by looking directly into the camera. This can help the student review what a bully will see. Using a third-person perspective is useful as well since it can capture the victim’s physical positioning (in relation to the bully) and can encompass more of the action happening around the scene.
Will you narrate the video?
How will you ensure that the student experiences opportunities to not only review the skill via the video model, but to also engage in repeated rehearsal of the skill across multiple contexts?
Will the student be able to review the video just prior to expected performance of that skill (priming)?