Difference between revisions of "AY Honors/Bully Prevention I/Requirements/en"
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< AY Honors | Bully Prevention IAY Honors/Bully Prevention I/Requirements/en
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<b><section begin=reqPrologue /><noinclude></noinclude>Note: Because of the sensitive nature (and prevalence) of bullying, it is suggested that this honor be taught by an individual who has recently received training or done meaningful reading/research on the topic of bully prevention (and if possible has been certified on this topic). The BEST way to earn this honor is over a series of sessions, so that the principles become a part of the participants’ nature rather than quickly learned and as quickly forgotten. <br>Note: Bully Prevention I and II were written without one being the prerequisite of the other so that the instructor could choose the honor(s) to teach that are most relevant to the group and group dynamics. | <b><section begin=reqPrologue /><noinclude></noinclude>Note: Because of the sensitive nature (and prevalence) of bullying, it is suggested that this honor be taught by an individual who has recently received training or done meaningful reading/research on the topic of bully prevention (and if possible has been certified on this topic). The BEST way to earn this honor is over a series of sessions, so that the principles become a part of the participants’ nature rather than quickly learned and as quickly forgotten. <br>Note: Bully Prevention I and II were written without one being the prerequisite of the other so that the instructor could choose the honor(s) to teach that are most relevant to the group and group dynamics. | ||
<noinclude></noinclude><section end=reqPrologue /></b> | <noinclude></noinclude><section end=reqPrologue /></b> | ||
| − | <b>1. <section begin=req1 /><noinclude></noinclude>Give a basic definition of bullying. Clearly differentiate between bullying and conflict. | + | <b>1. <section begin=req1 /><noinclude></noinclude>Give a basic definition of bullying. Clearly differentiate between bullying and conflict. |
<noinclude></noinclude><section end=req1 /></b> | <noinclude></noinclude><section end=req1 /></b> | ||
| − | <b>2. <section begin=req2 /><noinclude></noinclude>Briefly describe the following types of bullying: | + | <b>2. <section begin=req2 /><noinclude></noinclude>Briefly describe the following types of bullying: |
<noinclude></noinclude><section end=req2 /></b> | <noinclude></noinclude><section end=req2 /></b> | ||
| − | :<b>a. <section begin=req2a /><noinclude></noinclude>Verbal Bullying | + | :<b>a. <section begin=req2a /><noinclude></noinclude>Verbal Bullying |
<noinclude></noinclude><section end=req2a /></b> | <noinclude></noinclude><section end=req2a /></b> | ||
| − | :<b>b. <section begin=req2b /><noinclude></noinclude>Physical Bullying | + | :<b>b. <section begin=req2b /><noinclude></noinclude>Physical Bullying |
<noinclude></noinclude><section end=req2b /></b> | <noinclude></noinclude><section end=req2b /></b> | ||
| − | :<b>c. <section begin=req2c /><noinclude></noinclude>Prejudicial | + | :<b>c. <section begin=req2c /><noinclude></noinclude>Prejudicial Bullying |
<noinclude></noinclude><section end=req2c /></b> | <noinclude></noinclude><section end=req2c /></b> | ||
| − | <b>3. <section begin=req3 /><noinclude></noinclude>Briefly describe the differences between self-acceptance, self-esteem, and personal identity. Share how you think a healthy amount of these qualities could protect someone from experiencing a bully situation. | + | <b>3. <section begin=req3 /><noinclude></noinclude>Briefly describe the differences between self-acceptance, self-esteem, and personal identity. Share how you think a healthy amount of these qualities could protect someone from experiencing a bully situation. |
<noinclude></noinclude><section end=req3 /></b> | <noinclude></noinclude><section end=req3 /></b> | ||
| − | <b>4. <section begin=req4 /><noinclude></noinclude>Memorize and explain four basic rules of bully prevention. | + | <b>4. <section begin=req4 /><noinclude></noinclude>Memorize and explain four basic rules of bully prevention. |
<noinclude></noinclude><section end=req4 /></b> | <noinclude></noinclude><section end=req4 /></b> | ||
| − | :<b>a. <section begin=req4a /><noinclude></noinclude>We will not bully others | + | :<b>a. <section begin=req4a /><noinclude></noinclude>We will not bully others |
<noinclude></noinclude><section end=req4a /></b> | <noinclude></noinclude><section end=req4a /></b> | ||
| − | :<b>b. <section begin=req4b /><noinclude></noinclude>We will try to help students who are bullied | + | :<b>b. <section begin=req4b /><noinclude></noinclude>We will try to help students who are bullied |
<noinclude></noinclude><section end=req4b /></b> | <noinclude></noinclude><section end=req4b /></b> | ||
| − | :<b>c. <section begin=req4c /><noinclude></noinclude>We will try to include students who are left out | + | :<b>c. <section begin=req4c /><noinclude></noinclude>We will try to include students who are left out |
<noinclude></noinclude><section end=req4c /></b> | <noinclude></noinclude><section end=req4c /></b> | ||
| − | :<b>d. <section begin=req4d /><noinclude></noinclude>If we know somebody is being bullied, we will tell an adult at school/church and an adult at home | + | :<b>d. <section begin=req4d /><noinclude></noinclude>If we know somebody is being bullied, we will tell an adult at school/church and an adult at home |
<noinclude></noinclude><section end=req4d /></b> | <noinclude></noinclude><section end=req4d /></b> | ||
| − | <b>5. <section begin=req5 /><noinclude></noinclude>What are some of the signs to look for that could determine if an individual is suffering from some form of bullying? | + | <b>5. <section begin=req5 /><noinclude></noinclude>What are some of the signs to look for that could determine if an individual is suffering from some form of bullying? |
<noinclude></noinclude><section end=req5 /></b> | <noinclude></noinclude><section end=req5 /></b> | ||
| − | <b>6. <section begin=req6 /><noinclude></noinclude>What are different roles people play when being part of a bullying situation (often described as the Bully Circle)? Which roles have you witnessed happen in situations you have seen or been involved in? | + | <b>6. <section begin=req6 /><noinclude></noinclude>What are different roles people play when being part of a bullying situation (often described as the Bully Circle)? Which roles have you witnessed happen in situations you have seen or been involved in? |
<noinclude></noinclude><section end=req6 /></b> | <noinclude></noinclude><section end=req6 /></b> | ||
| − | <b>7. <section begin=req7 /><noinclude></noinclude>What are possible long-term consequences for those who remain bullies? | + | <b>7. <section begin=req7 /><noinclude></noinclude>What are possible long-term consequences for those who remain bullies? |
<noinclude></noinclude><section end=req7 /></b> | <noinclude></noinclude><section end=req7 /></b> | ||
| − | <b>8. <section begin=req8 /><noinclude></noinclude>Briefly describe how the following Biblical examples demonstrate bullying and how it relates to our responsibilities as followers of Christ: | + | <b>8. <section begin=req8 /><noinclude></noinclude>Briefly describe how the following Biblical examples demonstrate bullying and how it relates to our responsibilities as followers of Christ: |
<noinclude></noinclude><section end=req8 /></b> | <noinclude></noinclude><section end=req8 /></b> | ||
| − | :<b>a. <section begin=req8a /><noinclude></noinclude>David and his brothers – 1 Samuel 17:28, 29 | + | :<b>a. <section begin=req8a /><noinclude></noinclude>David and his brothers – 1 Samuel 17:28, 29 |
<noinclude></noinclude><section end=req8a /></b> | <noinclude></noinclude><section end=req8a /></b> | ||
| − | :<b>b. <section begin=req8b /><noinclude></noinclude>Joseph and his brothers – Genesis 37 | + | :<b>b. <section begin=req8b /><noinclude></noinclude>Joseph and his brothers – Genesis 37 |
<noinclude></noinclude><section end=req8b /></b> | <noinclude></noinclude><section end=req8b /></b> | ||
| − | :<b>c. <section begin=req8c /><noinclude></noinclude>Mary and Judas – John 12:1-7 | + | :<b>c. <section begin=req8c /><noinclude></noinclude>Mary and Judas – John 12:1-7 |
<noinclude></noinclude><section end=req8c /></b> | <noinclude></noinclude><section end=req8c /></b> | ||
| − | <b>9. <section begin=req9 /><noinclude></noinclude>Have a guest speaker or trained professional give a presentation about the following impacts of bullying: | + | <section begin=challenge /> |
| + | <b>9. <section begin=req9 /><noinclude></noinclude>Have a guest speaker or trained professional give a presentation about the following impacts of bullying: | ||
<noinclude></noinclude><section end=req9 /></b> | <noinclude></noinclude><section end=req9 /></b> | ||
| Line 80: | Line 78: | ||
:<b>e. <section begin=req9e /><noinclude></noinclude>Where to get help if being bullied | :<b>e. <section begin=req9e /><noinclude></noinclude>Where to get help if being bullied | ||
<noinclude></noinclude><section end=req9e /></b> | <noinclude></noinclude><section end=req9e /></b> | ||
| + | <section end=challenge /> | ||
| − | <b>10. <section begin=req10 /><noinclude></noinclude>Discuss a time when each of the following may have occurred. What is one thing that might have changed the situation or averted the bully situation? | + | <b>10. <section begin=req10 /><noinclude></noinclude>Discuss a time when each of the following may have occurred. What is one thing that might have changed the situation or averted the bully situation? |
<noinclude></noinclude><section end=req10 /></b> | <noinclude></noinclude><section end=req10 /></b> | ||
| − | :<b>a. <section begin=req10a /><noinclude></noinclude>A person was bullied because (s)he did not follow the styles or fashions of others | + | :<b>a. <section begin=req10a /><noinclude></noinclude>A person was bullied because (s)he did not follow the styles or fashions of others |
<noinclude></noinclude><section end=req10a /></b> | <noinclude></noinclude><section end=req10a /></b> | ||
| − | :<b>b. <section begin=req10b /><noinclude></noinclude>A person went along with bullying in order to feel accepted by others | + | :<b>b. <section begin=req10b /><noinclude></noinclude>A person went along with bullying in order to feel accepted by others |
<noinclude></noinclude><section end=req10b /></b> | <noinclude></noinclude><section end=req10b /></b> | ||
| − | :<b>c. <section begin=req10c /><noinclude></noinclude>A person’s choice of words were interpreted by another as bullying | + | :<b>c. <section begin=req10c /><noinclude></noinclude>A person’s choice of words were interpreted by another as bullying |
<noinclude></noinclude><section end=req10c /></b> | <noinclude></noinclude><section end=req10c /></b> | ||
| − | <b>11. <section begin=req11 /><noinclude></noinclude>Discuss from a Christian’s perspective what options are available if you become the target of verbal, physical, or prejudicial bullying. Briefly describe some actions you can take to stay safe. (Remember the rules of Bully Prevention) | + | <b>11. <section begin=req11 /><noinclude></noinclude>Discuss from a Christian’s perspective what options are available if you become the target of verbal, physical, or prejudicial bullying. Briefly describe some actions you can take to stay safe. (Remember the rules of Bully Prevention) |
<noinclude></noinclude><section end=req11 /></b> | <noinclude></noinclude><section end=req11 /></b> | ||
| − | <b>12. <section begin=req12 /><noinclude></noinclude>Create a list of 3-5 qualities that characterize a good friend. Discuss with a group which you believe are the best aspects. Personally evaluate which aspects of friendship you are best at. | + | <b>12. <section begin=req12 /><noinclude></noinclude>Create a list of 3-5 qualities that characterize a good friend. Discuss with a group which you believe are the best aspects. Personally evaluate which aspects of friendship you are best at. |
<noinclude></noinclude><section end=req12 /></b> | <noinclude></noinclude><section end=req12 /></b> | ||
| − | <b>13. <section begin=req13 /><noinclude></noinclude>Briefly describe how practicing a Christian lifestyle can affect your approach to bullying. | + | <b>13. <section begin=req13 /><noinclude></noinclude>Briefly describe how practicing a Christian lifestyle can affect your approach to bullying. |
<noinclude></noinclude><section end=req13 /></b> | <noinclude></noinclude><section end=req13 /></b> | ||
| − | <b>14. <section begin=req14 /><noinclude></noinclude>Create a small poster illustrating the importance of bully prevention by including an action beginning with “I can” or “I will.” Post this in a high traffic area. | + | <b>14. <section begin=req14 /><noinclude></noinclude>Create a small poster illustrating the importance of bully prevention by including an action beginning with “I can” or “I will.” Post this in a high traffic area. |
<noinclude></noinclude><section end=req14 /></b> | <noinclude></noinclude><section end=req14 /></b> | ||
| − | <b>15. <section begin=req15 /><noinclude></noinclude>Role-play or discuss scenarios where you could use at least two of the following strategies to <u>confront</u> bullying: | + | <b>15. <section begin=req15 /><noinclude></noinclude>Role-play or discuss scenarios where you could use at least two of the following strategies to <u>confront</u> bullying: |
<noinclude></noinclude><section end=req15 /></b> | <noinclude></noinclude><section end=req15 /></b> | ||
| Line 129: | Line 128: | ||
<noinclude></noinclude><section end=req15g /></b> | <noinclude></noinclude><section end=req15g /></b> | ||
| − | <b>16. <section begin=req16 /><noinclude></noinclude>As a group, strategize how to successfully follow bully prevention rules in each of the following situations: | + | <b>16. <section begin=req16 /><noinclude></noinclude>As a group, strategize how to successfully follow bully prevention rules in each of the following situations: |
<noinclude></noinclude><section end=req16 /></b> | <noinclude></noinclude><section end=req16 /></b> | ||
| − | :<b>a. <section begin=req16a /><noinclude></noinclude>If you are the victim and feel bullied, yet are afraid if you tell adults, you will not be heard. | + | :<b>a. <section begin=req16a /><noinclude></noinclude>If you are the victim and feel bullied, yet are afraid if you tell adults, you will not be heard. |
<noinclude></noinclude><section end=req16a /></b> | <noinclude></noinclude><section end=req16a /></b> | ||
| − | :<b>b. <section begin=req16b /><noinclude></noinclude>If you are the bystander who sees bullying happening to a friend, but the friend is unable or unwilling to report to an adult by themselves. | + | :<b>b. <section begin=req16b /><noinclude></noinclude>If you are the bystander who sees bullying happening to a friend, but the friend is unable or unwilling to report to an adult by themselves. |
<noinclude></noinclude><section end=req16b /></b> | <noinclude></noinclude><section end=req16b /></b> | ||
| − | :<b>c. <section begin=req16c /><noinclude></noinclude>If you are the bystander who sees bullying happening, but both the bully and the victim are your good friends. | + | :<b>c. <section begin=req16c /><noinclude></noinclude>If you are the bystander who sees bullying happening, but both the bully and the victim are your good friends. |
<noinclude></noinclude><section end=req16c /></b> | <noinclude></noinclude><section end=req16c /></b> | ||
| − | <b>17. <section begin=req17 /><noinclude></noinclude>Do one of the following bully prevention activities individually or as a group: | + | <b>17. <section begin=req17 /><noinclude></noinclude>Do one of the following bully prevention activities individually or as a group: |
<noinclude></noinclude><section end=req17 /></b> | <noinclude></noinclude><section end=req17 /></b> | ||
| − | :<b>a. <section begin=req17a /><noinclude></noinclude>Create a strategy outlining four ways in which you can help become a part of the solution to verbal, physical, or prejudicial bullying. Briefly outline your approach and be prepared to share with the group. | + | :<b>a. <section begin=req17a /><noinclude></noinclude>Create a strategy outlining four ways in which you can help become a part of the solution to verbal, physical, or prejudicial bullying. Briefly outline your approach and be prepared to share with the group. |
<noinclude></noinclude><section end=req17a /></b> | <noinclude></noinclude><section end=req17a /></b> | ||
| − | :<b>b. <section begin=req17b /><noinclude></noinclude>With adults, develop a policy for your group designed to address bullying. Brainstorm what guidelines should be included. Commit to supporting this policy within your sphere of influence (home, church, club, Sabbath school group, etc.). | + | :<b>b. <section begin=req17b /><noinclude></noinclude>With adults, develop a policy for your group designed to address bullying. Brainstorm what guidelines should be included. Commit to supporting this policy within your sphere of influence (home, church, club, Sabbath school group, etc.). |
<noinclude></noinclude><section end=req17b /></b> | <noinclude></noinclude><section end=req17b /></b> | ||
<section end=Body /> | <section end=Body /> | ||
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[[Category:Honor Requirements Revision 3|{{#titleparts:{{PAGENAME}}|1|2}}]] | [[Category:Honor Requirements Revision 3|{{#titleparts:{{PAGENAME}}|1|2}}]] | ||
<noinclude></noinclude> | <noinclude></noinclude> | ||
| − | |||
Revision as of 13:44, 26 May 2021
Bully Prevention I
Skill Level
1
Year
2018
Version
23.11.2024
Approval authority
North American Division
Note: Because of the sensitive nature (and prevalence) of bullying, it is suggested that this honor be taught by an individual who has recently received training or done meaningful reading/research on the topic of bully prevention (and if possible has been certified on this topic). The BEST way to earn this honor is over a series of sessions, so that the principles become a part of the participants’ nature rather than quickly learned and as quickly forgotten.
Note: Bully Prevention I and II were written without one being the prerequisite of the other so that the instructor could choose the honor(s) to teach that are most relevant to the group and group dynamics.
1. Give a basic definition of bullying. Clearly differentiate between bullying and conflict.
2. Briefly describe the following types of bullying:
- a. Verbal Bullying
- b. Physical Bullying
- c. Prejudicial Bullying
3. Briefly describe the differences between self-acceptance, self-esteem, and personal identity. Share how you think a healthy amount of these qualities could protect someone from experiencing a bully situation.
4. Memorize and explain four basic rules of bully prevention.
- a. We will not bully others
- b. We will try to help students who are bullied
- c. We will try to include students who are left out
- d. If we know somebody is being bullied, we will tell an adult at school/church and an adult at home
5. What are some of the signs to look for that could determine if an individual is suffering from some form of bullying?
6. What are different roles people play when being part of a bullying situation (often described as the Bully Circle)? Which roles have you witnessed happen in situations you have seen or been involved in?
7. What are possible long-term consequences for those who remain bullies?
8. Briefly describe how the following Biblical examples demonstrate bullying and how it relates to our responsibilities as followers of Christ:
- a. David and his brothers – 1 Samuel 17:28, 29
- b. Joseph and his brothers – Genesis 37
- c. Mary and Judas – John 12:1-7
9. Have a guest speaker or trained professional give a presentation about the following impacts of bullying:
- a. How a person can become the target of bullying
- b. Short-term and long-term effects of bullying
- c. How pulling someone down will never help you to reach the top
- d. How to identify some of the common traits of a bully
- e. Where to get help if being bullied
10. Discuss a time when each of the following may have occurred. What is one thing that might have changed the situation or averted the bully situation?
- a. A person was bullied because (s)he did not follow the styles or fashions of others
- b. A person went along with bullying in order to feel accepted by others
- c. A person’s choice of words were interpreted by another as bullying
11. Discuss from a Christian’s perspective what options are available if you become the target of verbal, physical, or prejudicial bullying. Briefly describe some actions you can take to stay safe. (Remember the rules of Bully Prevention)
12. Create a list of 3-5 qualities that characterize a good friend. Discuss with a group which you believe are the best aspects. Personally evaluate which aspects of friendship you are best at.
13. Briefly describe how practicing a Christian lifestyle can affect your approach to bullying.
14. Create a small poster illustrating the importance of bully prevention by including an action beginning with “I can” or “I will.” Post this in a high traffic area.
15. Role-play or discuss scenarios where you could use at least two of the following strategies to confront bullying:
- a. Seek out and surround yourself with true friends
- b. Maintain self-control
- c. Ignore the bully
- d. Avoid the bully
- e. Do not show any reaction to the bullying
- f. Be confident about yourself
- g. Seek out an adult to help you change the bullying situation
16. As a group, strategize how to successfully follow bully prevention rules in each of the following situations:
- a. If you are the victim and feel bullied, yet are afraid if you tell adults, you will not be heard.
- b. If you are the bystander who sees bullying happening to a friend, but the friend is unable or unwilling to report to an adult by themselves.
- c. If you are the bystander who sees bullying happening, but both the bully and the victim are your good friends.
17. Do one of the following bully prevention activities individually or as a group:
- a. Create a strategy outlining four ways in which you can help become a part of the solution to verbal, physical, or prejudicial bullying. Briefly outline your approach and be prepared to share with the group.
- b. With adults, develop a policy for your group designed to address bullying. Brainstorm what guidelines should be included. Commit to supporting this policy within your sphere of influence (home, church, club, Sabbath school group, etc.).
