Be Brave. Be You. Be Heard. We can stop bullying together. A Truly Canadian Company

Be You. Be Brave. We can stop bullying together Be Heard. A Truly Canadian Company “ This has to stop! ” Inspiration for student-led action B...
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Be You.

Be Brave. We can stop bullying together

Be Heard.

A Truly Canadian Company



This has to stop!



Inspiration for student-led action

B

ullying is a hot topic. It’s everywhere from popular culture to the nightly news. We are not merely jumping on the bandwagon. At High School, we have been personally affected by the after effects of bullying and discriminatory behaviour through the loss of our music teacher’s nephew. Student groups quickly identified with the issue and wanted to do more. Students wanted to change the culture of our school and immediate community. Even though we feel safe here, we feel that more could be done. Several student groups have banded together to take a stand and try and make sure that a young person will never again take their own life because of bullying or discrimination at school or in the community.

We feel that students should be able to come to school to learn and have fun with their friends, not to worry about what violence, words or ridicule they will have to face. This play and related activities are meant to help us stop and think about our action or inaction when it comes to bullying and discrimination. Each of us has the power to stop the hurt. We encourage you and your school to embrace our message and consider running some of your own events or activities - even if it’s just in your own classroom!

Maple High School would like to thank Edge Imaging for their corporate sponsorship on this project making it possible to reach thousands of students on the topic of bullying prevention. In My Own Skin, a Bullying Prevention Project produced by students at Maple High Schools Drama and ESP departments.

Maple High School 50 Springside Road Maple, ON L6A 2WA

Ultimately we hope that our message will be far-reaching and have a positive impact for all involved. Beatty, Stephanie, John Castrounis, and Lazoros Geronikolos (lazaros.geronikolos@ yrdsb.edu.on.ca). (June 2012). This has to stop: Inspiration for student - led action.

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What is Bullying?

Bullying & Human Rights

Section Reference 1,2

The definition of bullying needs to be clearly explained: “Intended to hurt” - bullying is not accidental, it is a deliberate act to try to control, demean or hurt someone. “Repeated” - by definition means more than once; can be done by several different people to one person or can be one person bullying several different people. “Unequal power and control” the person doing the bullying is perceived to have more power in the situation; forms of power can include - size, number, social status, ability, economic resource. Do not use the labels ‘bully” and “victim” - refer instead to the person “bullying other” or “being bullied”. Many children have a good idea of what bullying is because they

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see it every day! Bullying happens when someone hurts or scares another person on purpose and the person being bullied has a hard time defending themself. So, everyone needs to get involved to help stop it. Bullying is wrong! It is behaviour that makes the person being bullied feel afraid or uncomfortable. There are many ways that young people bully each other, even if they don’t realize it at the time. Some of these include: • • • • •

Punching, shoving and other acts that hurt people physically Spreading bad rumours about people Keeping certain people out of a group Teasing people in a mean way Getting certain people to “gang up” on others

Bill 13 and Bill 14 propose amendments to include bullying as harrassment under the Ontario Human Rights Code. Harassment is defined in subsection 10(1) of the Code as “engaging in a course of vexatious comment or conduct that is known or ought reasonably to be known to be unwelcome.” OHRC remarks to the Ontario Legislative Standing Committee on Social Policy regarding Bill 13 and Bill 14: “I am here today on behalf of the Ontario Human Rights Commission to indicate our general support for this proposed legislation. Let there be no doubt. Bullying is a critical human rights matter. Ontario’s Human Rights Code is Ontario’s highest law. All schools, including public, Catholic and private, have a legal duty to provide students with an educational environment free from harassment and other forms of discrimination because of their race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sexual orientation, age, marital status, family status or disability and sex.”

The four most common types of bullying

Cyber Bullying

Statistics

• 43 per cent of kids have been • 58 per cent of kids admit someone has said mean bullied while online. One in or hurtful things to them four have had it happen more online. More than four out than once. of 10 say it has happened • 97 per cent of middle school more than once. aged students have seen • 53 per cent of kids admit or have been bullied while having said something online. mean or hurtful to another • 47 per cent of older youth 18person online. More than 24 are cyberbullied. one in three have done it more than once. • 35 per cent of kids have been

Section Reference 2

Verbal bullying - name-calling, sarcasm, teasing, spreading rumours, threatening, making negative references to one’s culture, ethnicity, race, religion, gender, or sexual orientation, unwanted sexual comments. Social Bullying - mobbing, scapegoating, excluding others from a group, humiliating others with public gestures or graffiti intended to put others down.

threatened online. Nearly one • 58 per cent have not told in five have had it happen their parents or an adult more than once. about something mean or hurtful that happened to • 21 per cent of kids have them online. received mean or threatening

Physical Bullying - hitting, poking, pinching, chasing, shoving, coercing, destroying or stealing belongings, unwanted sexual touching.

e-mail or other messages.

Cyber Bullying - using the internet or text messaging to intimidate, put-down, spread rumours or make fun of someone.

The effects of bullying Bullying makes people upset. It can make children feel lonely, unhappy and frightened. It can make them feel unsafe and think there must be something wrong with them. Children can lose confidence and may not want to go to school anymore. It may even make them sick. Some people think bullying is just part of growing up and a way for young people to learn to stick up for themselves. But bullying can have long-term physical and psychological consequences. Some of these include: • • • •

Withdrawal from family and school activities, wanting to be left alone. Shyness Stomachaches Headaches

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• • • • •

Panic attacks Not being able to sleep Sleeping too much Being exhausted Nightmares

If bullying isn’t stopped, it also hurts the bystanders, as well as the person who bullies others. Bystanders are afraid they could be the next victim. Even if they feel badly for the person being bullied, they avoid getting involved in order to protect themselves or because they aren’t sure what to do. Children who learn they can get away with violence and aggression continue to do so in adulthood. They have a higher chance of getting involved in dating aggression, sexual harassment and

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criminal behaviour later in life. Bullying can have an effect on learning Stress and anxiety caused by bullying and harassment can make it more difficult for kids to learn. It can cause difficulty in concentration and decrease their ability to focus, which affects their ability to remember things they have learned. Bullying can lead to more serious concerns Bullying is painful and humiliating, and kids who are bullied feel embarrassed, battered and shamed. If the pain is not relieved, bullying can even lead to consideration of suicide or violent behaviour.

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How common is bullying? A 2004 study published in the medical Journal of Pediatrics found that about one in seven Canadian children aged 11 to 16 are victims of bullying. Studies have found bullying occurs once every seven minutes on the playground and once every 25 minutes in the classroom. Students are most vulnerable to bullying during transitions from elementary to junior high school, and from junior to senior high school. There is a correlation between increased supervision and decreased bullying. In the majority of cases, bullying stops within 10 seconds when peers intervene, or do not support the bullying behaviour. • Bullying is most common among middle school children, where almost half of students may be bully victims • Between 15 and 25 per cent of students overall are frequent victims of bullying, and 15 to 20 per

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• •

• •

cent of students bully others often About 20 per cent of students experience physical bullying at some point in their lives, while almost a third experience some type of bullying Studies have indicated that females may be the victims of bullying more often than males; males are more likely to experience physical or verbal bullying, while females are more likely to experience social or psychological bullying Students with disabilities are more likely to be the victims of bullying Homosexual and bisexual teens are more likely to report bullying than heterosexual teens One third of teens reported being bullied while at school About 20 per cent of teens had been made fun of by a bully, 18 per cent of teens had rumours or gossip spread about them, 11 per cent were physically bullied, such as being shoved, tripped, or spit









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on, six per cent were threatened, five per cent were excluded from activities they wanted to participate in, four per cent were coerced into something they did not want to do, and four per cent had their personal belongings destroyed by bullies Most bullying occurred inside the school, with smaller numbers of bullying incidents occurring outside on the school grounds, on the school bus, or on the way to school Only about a third of bully victims reported the bullying to someone at school About two of every three bully victims were bullied once or twice during the school year, one in five were bullied once or twice a month, and about one in 10 were bullied daily or several times a week 44 per cent of middle schools reported bullying problems, compared to just over 20 per cent of both elementary and high schools

Bullying Behaviours

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Bullying can be direct (face to face) or indirect (behind someone’s back) Physical • • • • • • • • • • •

Hair pulling Biting Hitting Kicking Pushing Any physical attack Locking in a room or locker Stealing Damaging someone’s stuff Attacking people Carrying weapons

Teasing

Isolating

• Abusive telephone calls • Rumours • Racial Slurs • Rudeness • Bossing people aound • Gossip • Insults • Lying

• Malicious notes or emails • Intimidation • Making people feel helpless • Making people feel inferior • Embarassing others • Frightening • Rumours • Gossip • Humiliation • Extortion

Who is a target? Do you feel like you have a big target on your forehead, or maybe a sign on your back that says “Bully Me!” You’re not alone. People who do research about bullies found that roughly 25% (that’s one out of four) kids experience bullying. Here are some possible reasons: •

Different size - smaller or bigger



Some type of “minority”



There’s something that makes you stand out, like a disability or even someone’s name



Someone who is anxious or upsets easily



Spends time alone or is quiet



Has a lack of confidence and unlikely to stand up for themselves



Verbal • Name-calling

Social and Emotional • Hurting someone’s interactions with others • Manipulating relationships • Ruining friendships • Rude gestures and faces • Ignoring

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Some kids get bullied as a result of a single thing that happened, like an embarrassing moment that took place in front of other people • Anyone in the view of a bully You may even find yourself a bully target for no particular reason! Anyone can be a victim. Some are just in the wrong place at the wrong time. Usually, once someone is singled out by a bully, other people join in.

If you’re a bully “target,” you have something in common with famous people like Tom Cruise, Mel Gibson, Harrison Ford, and Michelle Pfeiffer. These celebrities have all talked about their own experiences with being bullied.

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Bullying Quiz 1. Approximate number of elementary and high school students in Canada? A. 2, 061,390 B. 4, 959, 870 C. 1, 603, 562 2. When peers intervene how often are they sucessful in stopping bullying? A. 25 per cent of the time within 30 seconds B. 57 per cent of the time within 10 seconds C. One per cent of the time within 5 seconds 3. The four types of bullying are: A. Verbal, emotional, physical, reactive B. Emotional, physical, musical, reactive C. Verbal, physical, relational, cyberbullying 4. Percentage of students who have been bullied: A. 14% B. 25% C. 55% 5. Percentage of students who have seen bullying online? A. 97% B. 25% C. 55% 6. Who is a target? A. Smaller children B. Someone who has curly hair C. Anyone can be a victim Answers: 1-B, 2-B, 3-C, 4-C, 5-A, 6-C

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Ten bullying myths Myth #1 - Children have got to learn to stand up for themselves. Reality - Children who get up the courage to complain about being bullied are saying they’ve tried and can’t cope with the situation on their own. Treat their complaints as a call for help. In addition to offering support, it can be helpful to provide children with problem solving and assertive training to assist them in dealing with difficult situations. Myth #2 - Children should hit back - only harder. Reality - This could cause serious harm. People who bully are often bigger and more powerful than their victims. This also gives children the idea that violence is a legitimate way to solve problems. Children learn how to bully by watching adults use their power for aggression. Adults have the opportunity to set a good example by teaching children how to solve problems by using their power in appropriate ways. Myth #3 - “It builds character.” Reality - Children who are bullied repeatedly, have low self-esteem and do not trust others. Bullying damages a person’s self-concept. Myth #4 - “Sticks and stones can break your bones but words can never hurt you.” Reality - Scars left by name-calling can last a lifetime. Myth #5 - “That’s not bullying. They’re just teasing.” Reality - Vicious taunting hurts and should be stopped. Myth #6 - “There have always been bullies and there always will be.” Reality - By working together as parents, teachers and students we have the power to change things and create a better future for our children. As a leading expert, Shelley Hymel, says, “It takes a whole nation to change a culture”. Let’s work together to change attitudes about bullying.

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Myth #7 - Only boys bully others Reality - Both girls and boys use bullying behaviour. Girls are more likely to use relational forms of bullying such as gossip and exclusion Myth #8 - Most bullying is physical Reality - Verbal abuse is more prevalent than physical abuse. Name-calling is the most common form of bullying and relational bullying such as exclusion occurs frequently in pre-teen years. Myth #9 - If you want to get ahead you have to be aggressive Reality - Aggressive behaviours will not lead to success. Negative aggression demonstrates a lack of respect for others. However, assertive skills can help people feel more in control of their lives while still treating others with respect. Myth #10 - Bullying behaviour is seen only in children. Reality - Bullying is a learned behaviour.

Children learn many bullying habits from adult role models including parents, teachers, athletes, media figures, etc. Adult behaviours are usually called rude, inconsiderate, prejudicial and seen as acceptable when camouflaged as humour. Adults ofte use positions of power to control physically, verbally and socially. Why Educate? 1 Bullying is a learned behaviour. Children may be imitating aggressive behaviour they have seen on television, in movies or at home. Research shows that 93% of video games reward violent behaviour. Additional findings show that 25% of boys aged 12 to 17 regularly visit gore and hate internet sites, but that media literacy classes decreased the boys’ viewing of violence, as well as their acts of violence in the playground. It is important for adults to discuss violence in the media with youth, so they can learn how to keep it in context. There is a need to focus on changing attitudes toward violence.

Bullying Myths Quiz 1. Bullies are usually boys?

True or False

2. The best way to stop bullying is to make bullies feel bullied and make them the victim?

True or False

3. Bullying someone has a lasting effect on a persons self-esteem?

True or False

4. Children need to learn to defend themselves?

6. Bullying helps you become a leader in your group or among your peers?

True or False

7. Name 3 ways children learn to bully others? 8. What is a way you can help someone being bullied? 9. When should someone intervene when they see bullying? 10. Who can help stop bullying from happening?

True or False

5. Refusing to laugh at a bully’s joke can help to stop them?

True or False

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What’s in a name? OVERVIEW

AGE / EXPERIENCE LEVEL

Students consider the extent to which name-calling is a part of their lives and the damage that can be done by the name they use so casually. They are asked to complete written reflections about their experiences with namecalling and to read articles about the history and usage of common slurs. Students are challenged to rethink their own behaviour and to consider ways to reduce name calling in their communities.

Grades 7-10: this activity involves sensitive language and subject matter

OBJECTIVES To increase students’ awareness about the impact of names and slurs in their lives. To encourage students to reflect on their own experiences with namecalling. To provide students with greater understanding of the origin and usages of common slurs. To challenge students to consider ways that they can reduce name-calling in their communities.

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TIME At least 70 minutes or two class periods

MATERIALS Chart paper, markers, pens, student handouts, Commonly Used Slurs handout

PROCEDUre Introducing the Activity (10 - 15 minutes) Tell students that the Inupiat peoples of Northern Alaska have at least 11 words for snow. You can put the following list on the board or read some of them aloud. • nutagaq: new fresh powder snow • qiqsruqaq: glazed snow in thaw time • sitliq: hard crusty snow • aniu: packed snow • aniuvak: snow bank

• • • • •

natigvik: snow drift qimaugruk: snow drift blocking a trail or a building aqiluqqaq: soft snow milik: very soft snow mitailaq: soft snow on ice floe covering an open spot

Emphasize the fact that there are so many ways to describe one thing. The Inupiat language gives us a sense of the importance of snow conditions in their lives. Note that in English (and most languages) there are countless putdowns or words that describe others in hurtful ways. Ask students to take one minute to think of all the putdowns they hear on a daily basis. They should not say them aloud, just list them in their minds. After a minute of silent reflection, ask students how many they came up with - Ten? Twenty? More? Point out that the fact that there are so many tells us that putting others down is an all too common part of our lives. Ask students why they think that name-calling is such a regular and often accepted part of the way that young people relate to one another.

Commonly Used Slurs: Retard 8

I was recently riding my skateboard one evening, trying to keep my mind off the scorching summer heat, when I was attacked by a group of teenagers. These misguided youths didn’t have guns or knives or tight-clenched fists, but rather razor sharp insults. “Hey retard, you look retarded riding on that thing!” they yelled. I am not diagnosed with a developmental disability, but the comment still bothered me. I began to wonder how many other people in our community have suffered this same insult, disabled or not. What does it mean, I wondered, to be called “retarded”? Why is this word so insulting? To answer these questions we must first examine the origin or the word. The original Latin is retardare, meaning “to delay” taken from the root word tardus, meaning “slow.” When used as a verb retard means “a slowing down or hindering of progress.” In music the term refers to “slacking of tempo.” As an adjective the term implies “slow in mental, emotional or physical development.” As far as the U.S. health system is concerned, the term mental retardation refers to “below average intelligence that is less than IQ of 70, is present from birth or infancy, and may be accompanied by abnormal development, learning difficulties, and problems in social adjustment.” The dictionary also notes that, in common slang, when one calls another person a retard, it is often offensive in meaning. Most of us probably think of the word retarded in terms of a mental disability. Unfortunately many people believe that all people with disabilities are “retarded.” They don’t know that it refers to a specific diagnosis used by doctors and psychiatrists. The term was never meant to apply to all people with disabilities. Many people with developmental and physical disabilities have an above average IQ. Some are even geniuses. The term was certainly never meant to be used as a slur.

I don’t have a diagnosed disability, but I know people who do and are better at algebra than I am. Others I know with disabilities are gifted artists, musicians, computer operators and statisticians. As we learn more about the human mind and brain function, we realize that intelligence can’t be reduced to a number. There are many ways in which a person can be intelligent. Psychiatrist Howard Gardner has suggested that there are actually seven forms of intelligence. Most of us are familiar with the verbal and mathematical forms, but others include kinesthetic (dance and rhythm), spatial (art), musical, interpersonal and intrapersonal (the ability to understand oneself). We need to embrace each other’s individual gifts instead of focusing on limitations. A coach was recently overheard yelling at his athletes. “You guys play like a bunch of retards!” I wonder what he meant by that? When used in the wrong context, it simply implies a lack of awareness or sensitivity to the issues people with disabilities face. When used derogatively, the word becomes

malicious; a dirty word born of the same ignorance that spawns racial, ethnic, religious and sexual slurs. The use of the term in this manner cannot be tolerated in a society that believes that all people are equal. As I reflect upon the evening that I was called a retard, I can’t help but think that the world has got it all backwards. If retarded means “a slowing down or hindering of progress” I think that the bullies who are taunting me (and others) fit this description better that anyone I know with a disability. As most of us seek to realize our own potential as human beings, those who choose to belittle others, cut people down, and purposely hurt those who are in some way different are themselves really the ones who are experience a slow-down or hindering of progress. Meanwhile the rest of us are busy sprouting roots and stretching our wings, eager to continue growing. This essay adapted from “The Day I was Called a Retard” by Tyler Osterhaus

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Commonly Used Slurs: Nigger 8

After Jennifer Lopez recorded her hit, “I’m Real”, the African American community was outraged about Lopez’s use of the word nigger in her song. In the midst of the quarrel with Ms Lopez, it seems the black community suddenly forgot about all the black artists who use the word like it’s the time of day. If the public is going to criticize Ms Lopez for her use, they should also lament the many black entertainers - particularly rappers - who insert it into their music.

About a year ago, one of my friends asked me if it was cool if she called me her “nigga.” “No,” I replied with disgust, hoping the conversation wouldn’t continue. My friend, who says she is Armenian, Lebanese, and white, justified her question because she has a black relative.

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as a hurtful epithet. Nigger is a term rooted in hatred, used to belittle blacks and degrade African American culture. Nigger still inflicts pain and is still an insult when applied to people of all kinds of oppressed heritages.

I knew my friend wouldn’t say the word as in insult or in disdain, but I still didn’t approve of her referring to me as her “nigga”. I understand that her interpretation of the word was intended as a term of endearment - comrade, homie, my sister - those were her true intentions. So why did her question bother me? Did I take her comments too literally?

People sometimes forget “Niggers of Europe” and “ Niggers of the Middle East” were used to refer to people of Irish and Middle Eastern descent by Anglo American supremacists. Such labels were meant to demean people from those cultures, invoking nothing but hatred and ignorance. A few months ago, I read a story about pure whites who are increasingly referring to one another as “niggers” or “ white nigga trash” to inflict the lowest of insults on each other.

The word nigger is actually derived from the Latin word for the colour black, niger. It wasn’t until 1837, that Hosea Easton, a famous author, established that the term was “employed to impose contempt upon (blacks) as an inferior race...” The N-word has its roots as a derogatory term and has been used throughout history

Unfortunately, in modern society, young people have abused and exploited the word. The reality is that blacks shouldn’t use it when addressing their black friends with ease in the presence of people from other backgrounds. It transforms the word into a friendly name, and others can then rationalize using the term casually.

Back in the 70s, comedian Richard Pryor produced an album called “That Nigger’s Crazy”. Today, the popular comedian Chris Rock opens one of his best known skits with, “I love black people, but I hate niggers.” Both of these black comedians have been subject to criticism for playing on the N-word in their skits, yet they receive only a fraction of the criticism that whites receive when using the term in public. Democratic Senator Robert Byrd of West Virginia (a former Ku Klux Klan member) made a remark in March 2001 and got into trouble for saying that, “he had seen a lot of white niggers in [his] time.” His comment raised eyebrows, and nearly destroyed his public reputation. Why did the public react differently? Too many young people believe derogatory terms have different meaning depending on who’s saying them. But even if someone is degrading his or her own ethnic group, the use of any derogatory term is hurtful. When someone who has been called a nigger in the past uses the word in reference to themselves and others, they seem to think it is empowering. Teens feel that giving the term a new meaning will enable them to use it without invoking its old derogatory meaning, but it doesn’t. This essay is adapted from “Mis-Education About the N-Word” by Candace Coleman, a student at Marymount High School in Los Angeles.

Stop Bullying ...TAKE A STAND

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TIPS IF YOU ARE BULLIED

TIPS IF YOU ARE CYBERBULLIED



Don’t ignore it.





Don’t fight back. Becoming a bully yourself will not make the situation better.

Never respond to an e-mail or IM from a cyberbully. It’s always better to just walk away.



Try not to show anger or fear. Bullies like to see that they can upset you.

Save the IMs or e-mails, then print and show them to an adult you trust, like a parent or school counselor.



Don’t be afraid to talk to someone about this. The sooner you tell a parent or counselor, the sooner you can get back to using your computer without feeling afraid or uncomfortable.



If it continues or if any physical threats are made, report it to your ISP. They can cancel the cyberbully’s account and even alert the police.



Make a “whitelist,” which is a list of your real friends’ screennames and e-mail addresses. Anyone who isn’t on this list won’t get through unless you give permission.



Think carefully about what you say online. Make sure it’s not going to hurt or scare someone.





Calmly tell the bully to stop, or just say nothing and walk away.



If the bullying continues, keep a record of the incidents to show a parent or teacher.



Tell your parents or any other adults you trust. If you decide to tell someone from your school, like a teacher or counselor, remember that telling is not tattling.



Remember—nobody is going to blame you for what is happening and you don’t have to go through it alone.



Don’t isolate yourself from your friends. They can help you get through it.

What if you see someone being BULLIED? •

Think about how you would feel if you were being bullied.



How would you want someone to help you?



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on’t become a bully when you are D sticking up for someone. Never use the kind of mean words or actions that a bully would use.

upport someone who is being S bullied. Let that person know that it’s not his or her fault, and that it upsets you, too.



on’t ever laugh at someone D being bullied, and if you see other bystanders laughing or joining in, try to stop them.



I f the victim decides to talk to an adult about what happened, offer to go along with him or her.



ositive reactions from bystanders P will only encourage the bully to continue what he’s doing.



tand up to the person doing the S bullying. Let him know that what he’s doing isn’t cool or funny—it’s wrong.



Report what you’ve seen to an adult. This especially applies if you don’t feel safe getting involved in the situation. Remember—you don’t have to do this alone.

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Video Resource: Talk Back Watch the In My Own Skin video available by streaming at www. edgeimaging.ca. Conduct a group discussion talk back to discuss themes of the video. Some examples of questions to ask are provided below: 1. Did this video remind you of any real life situation? 2. What action does the video encourage you to take? 3. Do you feel you can make a positive change in your community or among your peers? 4. Do you feel that there is enough support for victims of bullying? 5. Can you think of ways to prevent bullying? 6. What are ways to ensure you are not a bully? 7. How can we promote pride in differences instead of isolation? Write the answers on the board, being aware of everyone’s comments and feelings. Use the answers to promote change among your group.

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Maple High School 50 Springside Road, Maple, ON L6A 2WA

References Teacher/student study guide compiled from online resources by Edge Imaging, July 2012. Content from the “In My Own Skin” teacher guide compiled by Maple High School, April 2012 for the “In My Own Skin” performance, was also used. Beatty, Stephanie, John Castrounis, and Lazoros Geronikolos ([email protected]). June 2012. This has to stop: Inspiration for student - led action. 1

Region of Peel. (2012). Grade 7 October Key Message: Bullying is not acceptable. Retrieved from http://www.peelregion.ca/health/ bullying/pdfs/October-I-LPRF.pdf 2

Government of Alberta. (2012). What is bullying? Retrieved from http://www.child.gov.ab.ca/home/689.cfm

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Jeffreys Journey. (2012). Facts and Statistics Bullying. Retrieved from http://jeffreysjourney.org/Facts_and_Statistics.html

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Bullying Canada. (2012). What is Bullying? Retrieved from http://bullyingcanada.ca/content/239900

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Bullying Statistics. (2012). Bullying Statistics 2009. Retrieved from http://www.bullyingstatistics.org/content/bullyingstatistics-2009.html 6

Castle Words. (2012). PBS Kids Go! Bullies: Who’s a Target? Retrieved from http://pbskids.org/itsmylife/friends/bullies/article3.html

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Region of Peel. (2012). Grade 8 October Key Message: Bullying is not acceptable. Retrieved from http://www.peelregion.ca/ health/bullying/pdfs/October-8-LPRF.pdf

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GLSEN Gay, Lesbian & Strait Educational Network. (2012). What’s in a name. Retrieved from http://www.glsen.org

9 Castle Words. (2012). PBS Kids In the Mix: Stop Bullying… take a stand! Retrieved from http://www.pbs.org/inthemix/educators/ lessons/bullying_guide.pdf

Further Resources Bullying Canada, www.bullyingcanada.ca

Alberta Education, www.education.alberta.ca

Stop a Bully, www.stopabully.ca

Child and Adolescent Psychiatry and Mental Health, www.capmh.com/content/6/1/8

Workplace Bullying Institute, www.workplacebullying.org Bullying Education, www.bullyingeducation.org

Ontario Human Rights Commission, www.ohrc.on.ca

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Congratulations

Maple High School

on inspiring a community We would like to congratulate the students and staff of Maple High School for taking the initiative to inspire a community to come together and understand the impact that bullying and discrimination has on everyone.

Canadian owned and operated Edge Imaging is a Canadian owned and operated company; our photographers work and live in within the community. Each year we take over 500,000 student photos and statistics show that up to 25% of those students are victims of bullying.

Be proud of who you are Edge Imaging wants to encourage students to be proud of who they are and to be comfortable in their own skin, so they can look back on their high school photos in 10 years and remember the good times, the milestones and all the accomplishments they achieved.

Stand up Photos are stories to be told, we want to encourage all students to stand up and tell their story.

school & sports photography

www.edgeimaging.com

memories made easy