Before you start any work around bullying you need to take time to go through a learning contract with young people and make sure you have the time and resources to work through any issues raised.
I usually start the session by asking people to raise their hands if they have ever been bullied, or know someone who has. This usually results in everyone raising their hand, including workers, which quickly demonstrates that this is a universal problem that most people face at some point in their lives.
It also provides the opportunity to stress that all bullying behaviour is unacceptable and to go through organisational policies that you have.
BULLY BAG
Aim: To explore different types of bullying and provoke discussion about why people do it.
You will need
- Post-it notes
- Pens
- Opaque bag
How to do it: In a seated circle, hand a Post-it note and a pen to each young person. Ask everyone to write down a definition of the term "bully".
If the group seems slow to start, offer a few suggestions. These could be things like "someone who tries to force other people to do what they want" or "someone who threatens people" or simply "emotional blackmail".
Once everybody has finished, ask them to fold the paper so no-one else can see what's written and place it in the bag. Shake the bag so that the papers get mixed up well.
Now pass the bag back around the circle in the opposite direction. As each person takes the bag, they should pull out a slip and read it.
Leave space for comments or a short discussion after each reading. Are there different forms of bullying? Does it differ between genders? What makes someone try to bully another?
List the different forms of bullying identified for later sessions.
WHAT IS BULLYING?
Aim: This activity encourages young people to think about different types of bullying and consider the effects that it has on both the victim and the bully.
You will need
- Two sets of the "What is bullying?" cards
- Contact numbers and leaflets for local support groups
How to do it: Divide the young people into two groups. Ask them to read the set of cards you are handing out. Explain that both groups will have the same information on their cards.
Ask the young people to assess each of the situations outlined on the cards and as a group agree whether they depict a bullying situation or not. You will need to be sensitive to any young person within the group who has been a victim of bullying.
When the young people have had a chance to discuss the situations and reach agreement, bring everybody together in a large group.
Read out each of the cards and ask the two groups what they decided. Is it the same? Start a discussion over each card - what could the young person have done if they were being bullied? What would they do if it happened to them? Why do they think people become bullies?
Discuss protective tactics and strategies for being assertive in bullying situations. Make sure the young people have information and contact numbers for support and feel confident about who to tell if they are the victims of bullying.
BULLY COURT
Before you consider this activity you need to be aware of the dynamics within the group you plan to work with. It may not be appropriate for someone who has either been a recent victim of bullying or who already dominates the group.
Aim This activity offers young people the opportunity to explore bullying from different people's perspectives and discuss what should happen.
You will need
- A set of the "Bully court" cards
- Leaflets and telephone numbers of local support networks for the victims of bullying
How to do it: This is a role-play activity that divides up the characters to work through issues highlighted during the "bully court". There are no correct responses as the young people direct the role-play and come up with answers. The youth worker's job is to set the scene, make sure that no-one is feeling uncomfortable and that any issues raised are resolved.
Ask the group to form a circle and then read the following, changing the gender to suit your group:
"This court has come together to assess the situation and agree whether bullying has taken place or not. The court will then decide what should, if anything, happen to the bully.
"It is alleged that two young men kicked another young man on the way home from school. One then ripped up his schoolwork, spat and made further threats if this information was shared with teachers or parents. This is not the first time that an incident concerning these young people has happened. Money has also been stolen and food taken with the threat of violence.
"The young men accused of bullying say that it is not their fault and that the other young man started all the trouble. They claim that the young man does not like them and is trying to get them into trouble. Neither of the accused will comment on the alleged stealing, spitting and threats of violence."
Hand out a character card to 10 members of the group and blank jury cards to the rest of the young people. Allow 10 minutes for each participant to think about the role that they are to play and how this could fit with the scene outlined by the youth worker.
In the meantime, set up the room into a semi-circle with one chair at the front for the judge, two for the accused and one for each witness. The rest of the group will form the jury and make decisions on what happens next, based on discussion and consensus.
The worker then invites each character in turn to step forward and tell their story to the bully court.
In role, the young people should discuss what has been said and decide whether this is a case of bullying or wrongful accusations.
Finally, the bully court should decide what happens to the accused. If the court decides that no bullying has taken place start a discussion about what should happen to bring all those concerned together and make amendments.
EVALUATION TAGS
Aim: The young people reflect on the learning that has taken place and make a pledge to do one thing as a result of it.
You will need
- Luggage tags (brown card, stringed ones work best)
- Drawing pins
- Pens
How to do it: To prepare for the activity, clear and mark off a wall space to use as a display area.
At the end of the session, hand each young person a string luggage tag and a pen. On one side they should write their name. On the other, they should think about the session and write down one thing that they are going to do now to challenge bullying. This should be something achievable, for example, looking on one of the national anti-bullying websites to find out more, or working on the youth centre's anti-bullying policy.
When everyone has made a pledge, give out drawing pins and invite them to stick the tag up in the display area. Display the tags name side up and leave them to refer back to over the next sessions to see who has kept their pledges.
As tasks are completed, take the tags down and ask young people to write about their pledge. These can be used as recorded outcomes of learning.
"WHAT IS BULLYING?" CARDS
"I have told her before, the reason I shout is so I don't hit her. I can't say fairer than that, can I?"
"Ben says that if I want him to keep quiet about it I have to give him my dinner money all of next week"
"Have you seen Darius in PE? He's so fat, we all laugh as he comes into the gym!"
"The boss at my Saturday job keeps putting his arms round me when he shows me how the till works - it is really revolting"
"My dad always asks me to do the washing up - never my brother"
"My girlfriend says that if I don't buy her an expensive birthday present she will tell all her mates I am rubbish in bed"
"Orla says that if I want a boyfriend I had better lose some weight and get rid of my spots"
"Kelly keeps following me, I try ignoring her but she won't get the hint"
"Every time I walk past Mario and his mates they laugh and call me Shorty"
"If Josie wants to come out with me she's got to lend me her new top; otherwise she can go on her own"
"That bus driver always shouts at us when we get on his bus - last night he only let half of us on"
"Miss Betts always picks on me - she knows I don't have the answer but she likes making me cry in front of the class"
"I feel so bad, my boyfriend split up with me by text last night and won't even speak to me"
"I have tried ignoring them, but they just throw things at my back as I walk into the youth club"
"I fancy Daniel, but my friends will laugh if I go out with him"
"So I told him: 'Go out with you? No way - you'd probably want your mummy to come too!'"
"BULLY COURT" CARDS
VICTIM
You have not told anyone what has been happening to you over the past months as you are scared of what might happen.
ACCUSED
You are angry because you don't think it is your fault. Lots of people argue - what is all the fuss about?
ACCUSED
You don't think that you should be here at all. Everyone always blames you, it's not fair.
YOUNG PERSON - WITNESS
You have seen some things that have worried you. You do not think that it is right that someone is being picked on.
WITNESS - TEACHER
You teach all those involved and have stepped in before.
YOUNG PERSON - WITNESS
You know what has happened but you are scared about what will happen to you if you say something.
JUDGE
Your role is to listen to each person and make sure that you and the jury are clear what is being said.
PARENT OF ACCUSED
Your son has never been in trouble before. He is a nice boy who is always respectful to you and you just don't believe it.
PARENT OF ACCUSED
It is not just at school that your son is difficult. He is aggressive at home too. He is rude and sometimes violent and you have had enough.
PARENT OF ALLEGED VICTIM
You have been getting more and more concerned recently. Your child does not want to go to school, go out or anything.
- Vanessa Rogers is a youth work trainer, consultant and author. Her books are available from www.nya.org.uk. For training and consultancy, go to www.vanessarogers.co.uk.
