What intellectual property lawyers can learn from Barbra Streisand, Sepp Blatter, and the "Coca-Cola cry-baby" : dealing with "trademark bullying" in South Africa

115 Pages·2000·8.91 MB·English

by  A M Louw

A Whole School Approach to
Dealing with
BULLYING &
HARASSMENT
Dealing with Bullying & Harassment
for JuniorSecondary
2005
Health/English/Drama
MindMattersisfundedbytheCommonwealthDepartmentofHealthandAgeingundertheNationalMentalHealthStrategyandtheNational
SuicidePreventionStrategy.
MindMattersConsortiumMembers
YouthResearchCentre,TheUniversityofMelbourne AssociateProfessorJohannaWyn,HelenCahill,RogerHoldsworth
DeakinUniversity ProfessorLawrieStLeger,MargaretSheehan,BernieMarshall
SydneyUniversity DrLouiseRowling,VickiJeffreys
AustralianCouncilofHealth,PhysicalEducationandRecreation(ACHPER) JeffEmmel–NationalPresident
ProjectCoordinator ShirleyCarson
ProjectOfficer AnneSheehan
Editor HelenCahill
Writers
SchoolMatters:MappingandManagingMentalHealthinSchools
MargaretSheehan,BernieMarshall,HelenCahill,DrLouiseRowling,RogerHoldswort
CommunityMatters:WorkingwithDiversityforWellbeing
JeremyHurley,She’llbeWrite
EnhancingResilience1:Communication,ChangesandChallenges
Introduction HelenCahill
Creatingconnections HelenCahill
Gamescollection HelenCahill
Friendshipandbelonging PamelaMorrison
People,identityandculture PamelaMorrison
EnhancingResilience2:StressandCoping
Introduction HelenCahill
Coping HelenCahill
Stressbusters HelenCahill
AWholeSchoolApproachtoDealingwithBullyingandHarassment
Facingfacts–anapproachtodealingwithbullyingthroughtheHealthclass HelenCahill
Givingvoice–anapproachtodealingwithbullyingthroughtheEnglishclass PamelaMorrison
Definingmoments–anapproachtodealingwithbullyingthroughtheDramaclass HelenCahill
Checklistofstrategiestoreducebullyingandharassment CoosjeGriffiths
UnderstandingMentalIllnesses
MargaretSheehan,BernieMarshall,KerrySunderland
LossandGrief
DrLouiseRowling
EducatingforLife:AGuideforSchool-BasedResponsestoPreventingSelf-HarmandSuicide
JohnHoward,BarryTaylor,HelenCahill
ThefollowingschoolsmadeacontributiontothedevelopmentoftheMindMattersmaterials:
TuggeranongSeniorCollege(ACT) EngadineHS(NSW) StJohnsParkHS(NSW)
JohnPaulCollege(NSW) AllSaintsCollege–Bathurst(NSW) ClarksonCommunityHS(WA)
CorriginDHS(WA) StLuke’sCatholicCollege(WA) TennantCreekHS(NT)
ElliottCommunityEducationCentre(NT) DarwinHS(NT) GalenCollege(Vic)
CranbourneSC(Vic) KooweerupSC(Vic) CareyBaptistGrammar(Vic)
HeywoodSC(Vic) TrinityGrammarSchool(SA) BurraCommunitySchool(SA)
GeppsCrossGirlsHS(SA) StJamesCollege(Tas) ClarenceHS(Tas)
DeceptionBayHS(Qld) BwgcolmanCommunityEducationCentre(Qld)
SouthernCrossCatholicCollege(Qld)
MindMattersreferencegroup
DrBruceSimmons,NTCouncilOfGovernmentSchoolOrganisations;KimFreeman,MentalIllnessAustralia;PaulByrne,DETYA;MarieLyall,
AustralianSecondaryPrincipalsAssociation;BarryTaylor,TaylorMadeTraining;RoyMartin,AustralianEducationUnion;LoisKennedy,
EducationQueensland;AssocProfGrahamMartin,FlindersMedicalCentre;CoosjeGriffiths,AustralianGuidance&CounsellingAssociation,
SvenSilburn,TVWInstituteforChildHealthResearch;MaryEdwards,TranbyAboriginalCollege;KerryWebber,DHAC.
Forinformationaboutsalescontact
CurriculumCorporation
POBox177
CarltonSouthVIC3053
Australia
Tel [phone]
Fax[phone]
Emailsales:[email protected]
OrdownloadfromtheMindMatterswebsite:http://www.curriculum.edu.au/mindmatters
ISBN0642415285
Thisworkiscopyright.Providedacknowledgementismadetothesource,schoolsarepermittedtocopymaterialfreelyforcommunication
withteachers,students,parentsorcommunitymembers.Nopartmaybereproducedforanyotheruseotherthanthatpermittedunderthe
CopyrightAct1968,withoutwrittenpermissionfromtheCommonwealthofAustralia.Requestsandinquiriesconcerningreproductionrights
shouldbedirectedtotheCommonwealthCopyrightAdministration,Attorney-General’sDepartment,RobertGarranOffices,NationalCircuit,
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TheviewshereindonotnecessarilyrepresenttheviewsoftheDepartmentofHealthandAgeing.
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©CommonwealthofAustralia2000
Reprintedwithamendments2002
Reprinted2005,2007
Contents
A Whole School Approach to
Dealing with Bullying and Harassment
The classroom materials have been designed for use with
students in junior secondary school.
The MindMatters materials ......................................................4
Rationale ....................................................................................9
Facing facts
an approach to dealing with bullying
for use in the Health class............................................................19
Giving voice
an approach to dealing with bullying
for use in the English class ...........................................................53
Defining moments
an approach to dealing with
bullying for use in the Drama class...............................................85
Usethisbookletinconjunctionwith
CommunityMatters.Chapter3(‘Diversityand
wellbeing’)exploressomeoftheculturaland
socialcontextsofharassmentandbullying.
3
The MindMatters
materials
School Educating
for
MATTERS LIFE
Mapping and managing mental health in schools Aguide for schsoelof-l-hbaarsmed a nreds psuoincsidees to preventing
&
Enhancing Enhancing DAWhoele Sachooll Apiprnoach gto with Loss
Resilience 1 Resilience 2 BULLYING &
GRIEF
& Stres&s HARASSMENT
Communication, Changes CHALLENGES COPING
CfoormTHmroaumnnseii tcGiaortnoi ou/np Ju /&n H iCoeroa Snltenhce o/c nEtdenadgrnlyise hs s/ Study of Society Sfotrr eMHssei da&ldt Clheo //p PSineergnsioonr aSl eDceovnedlaorpym ent DfoeralJHiunengaiol twrh S i/te hEc onBngudllisalyhriy n/ gD r&a mHaarassment Lfoor s sJH u&en aiGoltrrhi /e / fM Peidrsdolen a/l SDeenvioerlo Spemcoenndtary
Understanding
MENTAL
ILLNESSES
Ufonr d MHereisdatldatlhned //i PnSsegyncMihooer lnSotegacylonIldlnaeryss es
4
This booklet is part of MindMatters: Enhancing Resilience 1:
Communication, Changes and
a mental health promotion resource for
Challenges
secondary schools. It is best used as part of
The curriculum units are designed to
a comprehensive whole school approach to
enhance resilience via the promotion of
the promotion of mental health as outlined
communication, participation, positive
in the SchoolMatters booklet.
self-regard, teamwork and a sense of
belonging and connectedness to school,
MindMatters and are particularly useful for new groups.
resources Creating connections
Activities for the Home Group, Personal
Development, Pastoral Care or core
SchoolMatters: Mapping and
Managing Mental Health in Schools curriculum teacher, focussing on issues
of communication, codes of behaviour
This overarching document provides
and team work.
schools with a framework and planning
tools to assist them with possible Games collection
structures, strategies, partnerships and A collection of interactive games
curriculum programs to promote and designed to promote communication,
protect the mental health of all members cooperation and teambuilding. Suitable
of the school community. for use within each of the key learning
areas.
CommunityMatters: Working with
Friendship and belonging
Diversity for Wellbeing
Activities for the English class exploring
This booklet explores community, culture
the challenge of making and
and identity and suggests strategies for
maintaining friendships.
managing the wellbeing needs of diverse
groups of students, particularly those People, identity and culture
who feel marginalised for social reasons, Activities for the Study of Society class
within the contexts of school and exploring personal and social identity,
broader communities. and addressing issues of belonging and
culture.
Educating for Life: A Guide for
School-Based Responses to
Enhancing Resilience 2: Stress and
Preventing Self-Harm and Suicide
Coping
This guide outlines the policies,
This booklet guides schools in their focus
processes and practices that contribute
on enhancing the resilience and
to a comprehensive approach to suicide
connectedness of their students. It is
prevention.
targeted at middle to senior secondary
students and deals with the importance
of providing ongoing opportunities for
participation and communication,
5
creating a positive school culture, classes. It is anticipated that schools
friendly relationships, and valuing school would choose one of the units for use
and community. Two booklets, designed with a particular class.
for use in Health, Pastoral Care or
Facing facts: a whole school approach to
Religious Education, address issues of dealing with bullying and harassment for
coping with stress and challenge, use in the Health class
help-seeking, peer support, Students define and give examples of
stress-management, and goal setting. different types of bullying and
harassment, and consider the effects of
Coping
bullying on victims, perpetrators and
Activities for Health or Pastoral Care in
onlookers. They identify common
which students identify some of the
barriers to seeking help or taking
stresses and challenges young people
protective action. They are equipped to
have to deal with, and explore the
research bullying in their own school
range of emotions commonly
and use interactive exercises to develop
associated with feelings of stress. They
help-seeking and assertiveness.
examine a range of coping strategies
and consider ways of dealing with a Giving voice: a whole school approach to
range of challenging circumstances. dealing with bullying and harassment for
use in the English class
Stressbusters
Students explore the language of
Activities for Health or Pastoral Care in
bullying and look at forms of bullying
which students explore the role and
perpetuated at different levels of
effect of supportive groups, the role of
society. They use group work and
trust and courage in help-seeking
participatory exercises to read, write
behaviour, and explore conflict
and discuss poetry, stories and
resolution and stress-management
newspaper items, exploring the effects
techniques.
of bullying and possibilities for
protective action.
A Whole School Approach to
Dealing with Bullying and Defining moments: a whole school
Harassment approach to dealing with bullying and
harassment for use in the Drama class
This booklet guides schools in their
Students explore the body language of
attempts to take a whole school
status and power, identify and enact
approach to dealing with bullying and
common human responses to
harassment. A comprehensive check list
messages of welcome or rejection, and
to guide policy and practice is included.
use a range of dramatic devices to
Three curriculum units, targeted at junior
depict and examine the stories and
secondary school students, are provided
experiences of oppression, and to
for use in the Health, English and Drama
prepare a performance piece around
class. The Health unit is also suitable for
the theme of bullying.
Personal Development and Pastoral Care
6
Understanding Mental Illnesses MindMatters Website:
www.curriculum.edu.au/mindmatters
This document provides an overview of
the issues a school may face in relation
The website contains background
to mental illness among students, staff
information, a diary of events, case
and families. It includes a curriculum
studies, a chat line, an annotated
unit, aimed at middle to senior
bibliography, PDF copies of all the
secondary students, that intends to
booklets, links to other sites, state-by-
increase students’ understanding of
state information on professional
mental illness, reduce the stigma
development programs, curriculum ideas
associated with mental health problems,
referenced to curriculum frameworks and
and increase help-seeking behaviour. A
stories of how schools are implementing
video accompanies this curriculum unit,
MindMatters.
and this is also relevant for considering
mental illness and stigma with any
school audience.
Loss and Grief
Issues of loss and grief have been linked
to depression, and traditionally such
issues have been under-explored in
schools. This document provides an
overview of school practices relevant to
dealing with death and loss within the
school, including a sequence of lessons
for junior, middle and senior secondary
school students.
MindMatters is available from:
Curriculum Corporation
PO Box 177
Carlton South VIC 3053
Australia
Tel [phone]
Fax [phone]
Email sales: [email protected]
Or download from the MindMatters website:
http://www.curriculum.edu.au/mindmatters
7
How to use this booklet
It is intended that the classroom enhance student awareness, knowledge
program will be taught as part of a and skills. Using one or two sessions
comprehensive whole school approach from the start of each unit is likely to
to mental health promotion as outlined raise awareness, but allow insufficient
in the SchoolMatters and Educating for time for skill-development. Teachers
Life booklets. As part of a whole school should read the introductory section of
approach, professional development and the booklet that outlines some of the
collegial support should be available to key concepts and research relevant to
the classroom teacher. the issues covered in the classroom
program.
It is recommended that teachers use, or
encompass, the whole unit of work to
KEY
SESSION TEACHER TIPS
A session includes a series of Assistance and advice is provided
activities that may extend over a for the teacher in the form of
number of lessons. Time taken to teacher tips in boxes in the left
complete any activity can vary column.
greatly from class to class. Teachers
TEACHER TALK
may wish to modify activities to
This text provides information to
suit the needs of their class.
be provided to the class or
INTENTION
background information for the
The intention identifies the teacher.
knowledge and skills to work
Classroom resources:
towards in the session.
activity sheets are provided
RESOURCES
as masters
A list of the resources required for
the session. information sheets are
provided as masters
HOW TO
overhead transparency masters
In the ‘How to’ section, a step by
step approach is used to model
how the session might be run.
SAMPLE QUESTIONS
Sample questions are provided as a
guide to class discussion.
8
Rationale
A whole school A whole school approach to dealing with
bullying models some of the processes
approach to dealing
schools can use to support students in
developing their ability to cope with
with bullying
change and challenge.
In recent years there has been a great Awholeschoolapproachtopromotingpositive
deal of interest in the ways young people relationshipsentails:
cope with the circumstances they • ashiftfromafocusonfixingindividuals,tothatof
creatinghealthysystems
confront in their lives. Schools are very
• ashiftfromproblems-basedneedsassessmenttoa
much aware that just as physical illness
beliefinhumanpotentialfordevelopment,learning
can affect a student’s performance or andwellbeing
capacity to concentrate and engage in • anacknowledgmentthatthe‘healthofthehelper’is
study, so too can a challenging personal critical.*
or family situation, relationship problem
The conceptual model underpinning
or mental health problem.
MindMatters is that of the Health
Schools committed to the welfare and Promoting School. This model entails a
learning of their students are addressing focus on the interconnecting domains of
the questions: curriculum, school ethos and partnership
(see diagram on page 18). Often when
• How can we provide a safe and
using schools as a setting for health
supportive environment in which all promotion or intervention, only the
students can maximise their learning? domain of curriculum is targeted,
forgetting the impact of school ethos
• How can we remain accessible and
and environment, and the power and
responsive to their needs?
potential support to be generated
• How can we assist our students to through partnerships with parents,
develop their ability to cope with community and service providers. For
further material on a whole school
challenge and stress?
approach see the SchoolMatters booklet.
• How can we identify those students in
particular need of assistance or support? The Health Promoting Schools framework
• How can we support students who are
curriculum ethos and
dealing with experiences of trauma or
teaching and learning environment
dislocation?
partnerships and
services
*Benard(1997)‘AFrameworkforPractice:TappingInnateResilience’,inResiliencyinAction
9
Taking a whole school approach to dealing The myth that bullying is an acceptable
with bullying acknowledges those students and often unavoidable part of growing
with particular needs, and seeks to provide up, has long stood in the way of progress
for them. In addition it seeks to promote in this area. Adults frequently have
and provide a safe and supportive difficulty accepting that an apparently
environment, and an ethos conducive to likable child may be perpetrating
mental health and learning. The World bullying behaviour. Most studies show
Health Organisation model of a that bullying has an incidence of one in
comprehensive school mental health seven, involves boys more than girls, and
program is a useful guide in considering is at its peak in the first two years of
the place of school-based efforts. secondary schooling. Bullying takes on a
different form for
Comprehensive School Mental Health Program girls, in that isolation
whoisinvolved level of intervention is its most frequent
entireschool createenvironmentconducive to promoting(cid:13) whole school(cid:13) form. Boys are much
community psycho-socialcompetenceandwellbeing environment
more likely to be
allstudents mentalhealtheducation part of(cid:13) physical or aggressive
andteachers -knowledge,attitudes and behaviour general curriculum
in their bullying.
20-30% psycho-socialinterventions(cid:13) studentsneeding additional (cid:13)
ofstudents andproblems helpin school With regard to the
level of access and
3-12% professional students needing additional (cid:13)
ofstudents treatment mentalhealth intervention involvement they
have with young
people, schools are
adaptedfromWorld Health Organisation, 1994
uniquely placed to
debunk long-held myths that can prevent
Understanding effective action against bullying. The
major myth is that to do anything will
bullying
only make it worse. Schools should look
at their own practices and policies to
Only a small percentage of children ever ensure that they are not unwittingly
tell anyone they are being bullied, and tolerating bullying. Strategies for
if they do, it is the staff at school who classroom management should not
are the least likely to be told. perpetuate stigma or verbal bullying via
the use of sarcasm, intimidation or
The provision of a safe and supportive
public humiliation.
learning environment is part of the core
business of any school. Anecdotally, we
Bullying – a definition
have always known that the effects of
It is important that bullying be defined,
bullying can undermine a child’s
and that clear messages are sent about
wellbeing and ability to learn. Research
what is and is not acceptable behaviour.
confirms this to be the case. It not only
A school can not address the more
brings problems for the victim, whose
subtle forms of bullying if they are not
self-esteem is undermined, but for bullies
named and understood to be forms of
who continue to misuse their power and
harassment.
become 35 to 40 per cent more likely to
have criminal convictions as adults.
10