ࡱ> U@ _'bjbj 3L)5,,,8,dT-,-~ /(2/2/2/92 D Gx  $R؊b/H99HH/2/2/ DNLNLNLHp2/2/ NLH NL$NLrLmhsq2/- 0r<,HWo$Z0{o:IJ:Hsqsq^:u$ NLHHH//$ ,Kd,Kia Kaha Years 1113 Focus area 4 This section of the Kia Kaha programme contains one of the following focus areas for students at years 1113 (ages 1517): Bullying revisited Societal bullying Rights and responsibilities Deciding on strategies Cyberbullying An action planning process for years 1113 Note: Research suggests that an effective programme should include learning experiences from each of the focus areas. Focus area 4: Deciding on strategies Contents TOC \o "2-2" \h \z \t "Heading 1,1"   HYPERLINK \l "_Toc382320986" Focus area 4: Deciding on strategies  PAGEREF _Toc382320986 \h 2  HYPERLINK \l "_Toc382320987" Curriculum links  PAGEREF _Toc382320987 \h 2  HYPERLINK \l "_Toc382320988" Resources  PAGEREF _Toc382320988 \h 2  HYPERLINK \l "_Toc382320989" Learning intention  PAGEREF _Toc382320989 \h 2  HYPERLINK \l "_Toc382320990" Activities  PAGEREF _Toc382320990 \h 3  HYPERLINK \l "_Toc382320991" Identifying the characters  PAGEREF _Toc382320991 \h 3  HYPERLINK \l "_Toc382320992" Role-play  PAGEREF _Toc382320992 \h 3  HYPERLINK \l "_Toc382320993" Group work  PAGEREF _Toc382320993 \h 4  HYPERLINK \l "_Toc382320994" Health journals  PAGEREF _Toc382320994 \h 4  HYPERLINK \l "_Toc382320995" Copysheet: Case Studies  PAGEREF _Toc382320995 \h 5  Focus area 4: Deciding on strategies Curriculum links Key Competencies: Relating to others; Participating and contributing; Using language, symbols and texts Learning area: Levels 67 Health and Physical Education Strand C Interpersonal skills plan strategies and demonstrate interpersonal skills to respond to challenging situations appropriately Underlying concepts: Well-being, Hauora (especially taha hinengaro and taha wairua) The Socio-ecological perspective choosing strategies to promote their own and others well-being Attitudes and values commitment and courage to make a change in bullying situations Resources Copysheet: Case Studies (teachers should choose case studies that are appropriate to their class. Alternatively, local case studies could be written) Learning intention At the end of this focus area students will be able to plan strategies and demonstrate interpersonal skills to respond to bullying situations. Activities Avoid using the terms bully and victim with the class. These have the effect of labelling young people, which in turn can encourage behaviour to live up to that label. We can all bully or be bullied at times. Identifying the characters Choose one of the bullying situations from Copysheet: Case Studies. Read the case study to the class. Work with students to identify all the people involved in the situation. These should include the person being bullied, the person(s) doing the bullying, their supporters, sympathetic onlookers, impartial onlookers. List these people on the board. Ask: What could each of these people, or groups of people, do to avoid or minimise the bullying? (Strategies) List students suggestions next to the appropriate people. Role-play Invite students to come and take the role of people (characters) in the case study. Set up the scene, from the end point of the case study. It is not productive to have students role-play actual bullying. Always start from a freeze frame, and action should show positive strategies. Students need to realise that everyone involved in a bullying situation, from the person bullying to bystanders, has a role to play to stop the bullying. Ask each character, or group of characters, to choose one of the strategies listed on the board to rehearse (role-play). Each character, in turn tries out their strategy. After each, consider with the class: How effective was this strategy? Would it stop or minimise the bullying? Why or why not? Was it a safe thing to do? Why or why not? What else could be tried? The characters then play the scene in total, with all of them using a positive strategy. Afterwards, ask the characters: Ask: How do you feel about this situation now? Do you feel this is an effective solution? De-role students. Ask the class: Do you think you could use these strategies in real life? Why, or why not? What might happen if everyone involved in a bullying incident took positive action? Group work Divide students into groups. Allocate each group one of the case studies. Each group follows the same steps that have been used above: Identify people in the scene and allocate roles. Decide on positive strategies for each person, or group of people. Rehearse these strategies. Play the scene, with all involved. Analyse the effectiveness of the action. If desired, some groups could play their scene for the class, for critical analysis. Health journals Invite each student to make a personal entry in their journal to cover the following points: Things I learnt from this role-play. Personal skills I developed. My future intentions about action in bullying situations. Copysheet: Case Studies Case study 1 It is lunchtime. A student, a recently arrived immigrant, sits alone, dejected. The remains of this persons lunch are strewn on the grass, where they were thrown by a classmate. This classmate is standing not far away, supported by two others, enjoying the misery they have caused. Occasionally they call out racist remarks. Another group of classmates are sitting quite close. Two of them are laughing, but the others look uncomfortable. Another new immigrant is sitting within hearing distance, but is pretending to be unaware of what is going on. Two teachers are on duty in another part of the ground. Case study 2 It is evening in the school hostel. The students are getting ready for bed. Some students are taking showers. A group stands around one person, making comments about body shape and making a barrier to stop the person escaping. They are all laughing. Other students are being very busy, pretending not to notice. One student comes forward and looks as though they might say something, but then loses courage. Case study 3 It is after school. A student receives an abusive text message. He looks up and sees a group of students laughing at him. One of these students from the group starts to walk away from the group. Case study 4 The teacher has nominated three leaders for a team-building activity. The leaders call up team mates in turn. Everyone not yet chosen looks uncomfortable. Finally there is one person left. Who wants lard arse? yells someone. Almost everyone erupts in laughter. Those who consider themselves to have been lucky to be chosen keep very quiet. Case study 5 It is lunchtime at the canteen. Students are meant to line up but not everyone respects the queue. Some year 9 students have just reached the counter. Two year 13 students push to the front. They elbow the younger students out of the way and take their place. There is muttering all around, but no one says anything. Another year 13 student watches the action, looking annoyed. The canteen manager serves the year 13 students next. Case study 6 It is Saturday afternoon on the back steps leading into the mall. Two young people are heading towards the shops. Suddenly a group of three slightly older youths appear. They push one of the first group to the ground, and help themselves to money and a jacket. One of the others comes to the rescue, but is also punched and kicked. A family group hurry by. Another group of young people lean against a wall, watching but minding their own business. Case study 7 A student who got top marks in an assignment starts getting abusive emails. Then a fake online profile is made up about the student. A lot of people are now friends of the fake profile.     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