Whether you are a student, parent, an educator, or a concerned friend of the family, there are ten steps you can take to stop and prevent bullying: 1. Pay attention. There are many warning signs that may point to a bullying problem, such as unexplained injuries, lost or destroyed personal items, changes in eating habits, and avoidance of school or other social situations. However, every student may not exhibit warning signs, or may go to great lengths to hide it. This is where paying attention is most valuable. Engage students on a daily basis and ask open-ended questions that encourage conversation

1. Skype lesson: Think before you do it !!
-STOP BULLYING
In 2013 the White House hosted a day long conference on the
subject of mental health, an issue that affects an estimated 450
million people worldwide.
In response to the White House call for action and in a continuing
effort to raise awareness of mental health issues, the American
Psychological Association and Skype in the classroom are offering
classrooms across the globe a chance to chat about mental health
with an APA member.
The Skype lessons will be conducted by a series of guest speakers.
They will cover anxiety, depression, anger and resilience, and are
aimed at students of all ages – the speakers are all experienced in
working with young people, in schools, and with the wider
community.
In partnership with

2. Overview of Lesson Plan: In this lesson, students reflect on the bullying in their community,
hold an anonymous discussion about bullying and suggest solutions to the problem.
Suggested Time Allowance: 1 hour
Objectives:
Students will:
1. Reflect on a bullying scenario and on the definition of bullying.
2. Learn about the potentially tragic effects of cyberbullying by reading and discussing the article
“When the Bullies Turned Faceless.”
3. Respond anonymously to discussion questions related to bullying.
4. Suggest guidelines and methods to prevent bullying in their community, whether online or at
school.
Resources / Materials:
-pens/pencils/markers
-classroom board
-student journals)
-copy of the definition of bullying from the U.S. Department of Health and Human Services (one
per student)
-computers with Internet access (optional)
1. My stop bullying comic:Think before you do it!!!
http://www.youtube.com/watch?v=DL8STWpAVPg
2. KAM VEDE ŠIKANA - škola
http://www.youtube.com/watch?v=7iImLBYUvHM
3. Γιατί ... why...
http://www.youtube.com/watch?v=1SDSl9FgI90
Activities / Procedures:
Note to Teacher: This lesson is on the serious topic of bullying and its hurtful and damaging
effects, including suicide. Review the language and topics in the article and discussion questions

3. prior to class to assess whether students are mature enough to handle the material.
1. WARM-UP/DO NOW: As students enter class, provide them with the following scenario:
“After a school basketball game, a student starts break dancing. A large group of students forms
around him. Some students take out cell phones and take pictures of him. Other students applaud
and shout encouragement to him.”
Then have students respond to the following prompt in their journal, written on the board prior to
class: “What do you think the context of this scenario is likely to be? What details (such as
popularity, friendship, etc.) might make this a friendly, joking situation as opposed to one of
ridicule and bullying? What do you think the students might intend to do with the pictures?”
After a few minutes, have students share their opinions with the class. Then, have students create
a definition of bullying: What is bullying? Who does bullying typically involve? Where does
bullying happen? What forms can bullying take?
Record students’ responses on the boardIf computer technology is available, consider having
students use an online forum to answer questions. Web sites such as http://www.nicenet.org and
http://pbwiki.com/ provide forums for online collaboration and conversation. Both require prior
set-up. In class, after having created accounts and seeding the boards with questions, invite
students to join the forum. Students will be able to answer questions, read answers by other
students and add comments. Be sure to establish rules for respectful posting, and monitor the site
and student interactions carefully. Even though students use an anonymous ID to log in, remind
students not to include information that may be too personal.
Provide students with the following questions, either copied or posted online.
DISCUSSION QUESTIONS:
-How you use various forms of communication, such as IMing, texting, e-mail, and social
networking sites, such as MySpace or Facebook?
-Do you behave differently in virtual settings than you do face to face? If so, why?
-Why does bullying happen? What motivates ridicule and cruelty?
-Does the use of YouTube, social networking sites, IMing, etc. make bullying easier or worse? Is
bullying more easily dismissed or covered up online versus other forums?
-Do you agree or disagree with the quote from the article, “Adolescents take what is said online
as the literal truth,” and why?
-Are there clearly defined rules about what is and isn’t socially acceptable in each of these types
of communications? How do you know what they are?
-How far do you think is “too far” in terms of cruelty, ridicule, etc. of another student online?
How about in person? Is there a difference? Why or why not?
Provide time for students to answer questions. In a future class, provide time for students to
reflect on other students writing and add comments..
Further Questions for Discussion:
-Why do people bully each other?
-What can you do if you are the target of a bully?
-Why should you report bullying to adults?
-Why do students often not tell teachers or parents about bullying?
Evaluation / Assessment:
Students will be evaluated based on participation in the initial exercise, thoughtful participation

4. and discussion of the article, responses to discussion questions and reflection on suggestions and
guidelines for homework.
Vocabulary:
mobs, unrelenting, overwhelming, shaky, barrage, hoax, fabricated, viciously, oddity, harassed,
cyberbullying, intimate, inescapable, anonymous, vulnerable, diagnosis, evolving, tier, aped,
gleefully, faded, policies, cliques, algorithms, literal, cyberuniverse, isolated, vigilance, abuzz,
adept, forwarded, status
Extension Activities:
1. Many states have laws related to bullying in schools. Are there bullying prevention laws in
your state? What are they? Or, what laws should be in place? Do state laws apply to.
2. What policies or programs does your school have to address the problem of bullying? In your
opinion, do these programs successfully prevent bullying? What concerns do you have about
bullying in your school? Invite your principal or school counselor to your class to discuss the
issue of bullying at your school.
Interdisciplinary Connections -Europe union History – Interview a parent or guardian about
bullying he or she experienced at your age. How was it similar and different? How has
cyberbullying changed and added to the problem facing young people today? Write a one-page
reflection on what you learned.
Fine Arts – Make a sculpture, painting or other art work that symbolizes friendship and kindness
to you. Display your art around the school as a way to remind students how to treat each other.
Mathematics – What is “normal behavior” for teens your age? The answers may surprise you.
Poll your classmates about what they like to do in their free time. Prepare a bar graph or pie chart
to represent your results..
Samobor, 06.04.2014.