AY Honors/Bully Prevention I/Answer Key/es

Prevención del acoso I

Nivel de destreza

1

Año

2018

Version

22.05.2024

Autoridad de aprobación

División Norteamericana

Prologue

Nota: Debido a la naturaleza sensible (y la prevalencia) del acoso, se sugiere que esta especialidad sea enseñada por una persona que haya recibido capacitación recientemente o haya realizado una lectura/investigación significativa acerca del tema de la prevención del acoso (y si es posible haya sido certificado en este tema). La MEJOR manera de desarrollar esta especialidad es a través de una serie de sesiones, de modo que los principios se conviertan en parte de la naturaleza de los participantes, en vez de que aprendan rápidamente y se olviden igual de rápido.

Nota: Prevención del acoso I y II se escribieron sin que uno fuera el requisito previo del otro para que el instructor pueda elegir la(s) especialidad(es) para enseñar que son más relevantes para el grupo y la dinámica de grupo.

1

Dar una definición básica del acoso. Diferenciar claramente entre el acoso y el conflicto.

The act of bullying can be defined as repetitious behavior with the intent to cause harm against someone who has trouble defending him/herself.

"A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself." www.teacher.org/resource/bullying/

Bullying is an intentional behavior that hurts, harms, or humiliates a student, either physically or emotionally, and can happen while at school, in the community, or online. Those bullying often have more social or physical “power,” while those targeted have difficulty stopping the behavior. The behavior is typically repeated, though it can be a one-time incident.

Students often describe bullying as when “someone makes you feel less about who you are as a person.”

Note: Definitions vary greatly. These are not legal definitions. Find your state’s law and definition at StopBullying.gov.

Bullying is different from conflict. Conflict is a disagreement between two sides, but both are able to enunciate their views/needs. To contrast:

• Conflict is a disagreement or argument in which both sides express their views.
• Bullying is negative behavior directed by someone exerting power and control over another person.

“With bullying, there is often a power imbalance between those involved, with power defined as elevated social status, being physically larger, or as part of a group against an individual. Students who bully perceive their target as vulnerable in some way and often find satisfaction in harming them.

In normal conflict, children self-monitor their behavior. They read cues to know if lines are crossed, and then modify their behavior in response. Children guided by empathy usually realize they have hurt someone and will want to stop their negative behavior. On the other hand, children intending to cause harm and whose behavior goes beyond normal conflict responses might think, ‘Cool, I have more power. This is fun! Let’s see if I can break this kid!’” (pacer.org/resources)

2

Describir brevemente los siguientes tipos de acoso:

2a

El acoso verbal

El acoso verbal implica el uso de declaraciones, frases o insultos para controlar a una persona. Esto es muchas veces un acto continuo, diseñado para realizarse regularmente.

2b

El acoso físico

Physical bullying involves the use of force on their target to gain control. This may involve hitting, biting, kicking, punching, or some other form of violence. It may involve one person bigger, stronger, and more hostile than their intended target.

2c

El acoso prejudicial

3

Describir brevemente las diferencias entre la autoaceptación, la autoestima y la identidad personal. Compartir cómo cree que una cantidad saludable de estas cualidades podría proteger a alguien de experimentar una situación de acoso.

Self-acceptance is the act of acknowledging your strengths and deficiencies, no matter what others think or how they view you as a person.

Self-esteem is the act of feeling a sense of satisfaction about his/her own abilities or accomplishments, which can be used as a tool to evaluate or measure his/her self-worth.

4

Memorizar y explicar cuatro reglas básicas de la prevención del acoso.

4a

No intimidaremos ni acosaremos a otros

4b

Trataremos de ayudar a los estudiantes que son acosados

4c

Trataremos de incluir a los estudiantes que son excluidos

4d

Si sabemos que alguien está siendo acosado, se lo diremos a un adulto en la escuela/iglesia y a un adulto en casa

While we tend to discourage rote memorization in most cases, if individuals KNOW these four rules and situations in which they can be applied, then they are more able to handle situations when they encounter them. In the same way that we memorize 9-1-1 or “Stop, Drop, and Roll” so that our response is automatic, in the same way memorizing these four rules can make responses to bully situations much more positive in their outcomes.

5

¿Cuáles son algunas de las señales que se deben buscar y que podrían determinar si una persona sufre alguna forma de acoso?

This is an open question designed for self-reflection. However, research indicates the following signs (among others). Updates to this list can be easily researched online.

• A decline in academic performance
• Can experience random stomach pain or diarrhea
• Can experience issues with eating and overall appetite
• Low levels of self-esteem
• Stress
• Varying forms of depression; anxiety
• Thoughts of suicide
• Committing the act of suicide

6

¿Cuáles son los diferentes papeles que hacen las personas cuando son parte de una situación de acoso (conocido como el Círculo del Acoso)? ¿Qué papeles ha presenciado en situaciones en las que ha visto o sido involucrado?

A Bully Circle is a definition to help individuals understand the different roles people find themselves playing in a bully situation. Online videos for “bully circle” will assist the teacher a lot when teaching this core concept.

Person Bullying - a person(s) that exhibit bully behavior Followers - people who take part in the bully behavior, but don't usually initiate it Supporters - people who are not taking part in the bully behavior, but support it Passive Supporters - people who support it, but don't openly show it Disengaged Onlookers - people that watch, but do not act Possible Defenders - people who dislike the bully behavior, but do not act Defenders - people who actively try to stop the bully behavior Victim - person being bullied

7

¿Cuáles son las posibles consecuencias a largo plazo para aquellos que siguen siendo acosadores?

To cite news.nationalgeographic.com, “There are ‘well-documented studies, both short- and long-term, showing that kids who are involved in bullying do have other problematic outcomes,’ Bradshaw said. For instance, children who bully are more likely to be members of gangs, carry a weapon, and have truancy problems.”

verywellfamily.com states a variety of negative consequences such as: “increased risk of experiencing depression, anxiety disorder, and psychological distress, especially if they face up to the seriousness of their bullying behavior. Bullies are more likely to abuse tobacco, alcohol, and marijuana. They are more likely than their peers to engage in early sexual activity.” They also mention higher high school dropout rates and higher violent crime rates in adulthood.

8

Describir brevemente cómo los siguientes ejemplos bíblicos demuestran el acoso y cómo se relaciona con nuestras responsabilidades como seguidores de Cristo:

8a

David y sus hermanos – 1 Samuel 17:28 y 29

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Bible verse | book = 1 Samuel | chapter = 17 | verse = 28, 29 | version = NKJV | text = Now Eliab his oldest brother heard when he spoke to the men; and Eliab’s anger was aroused against David, and he said, “Why did you come down here? And with whom have you left those few sheep in the wilderness? I know your pride and the insolence of your heart, for you have come down to see the battle.” And David said, “What have I done now? Is there not a cause?”

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8b

José y sus hermanos – Génesis 37

You can read this chapter onine here: Genesis 37

8c

María y Judas – Juan 12:1-7

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Bible verse | book = John | chapter = 12 | verse = 1-7 | version = NKJV | text = Then, six days before the Passover, Jesus came to Bethany, where Lazarus was who had been dead, whom He had raised from the dead. There they made Him a supper; and Martha served, but Lazarus was one of those who sat at the table with Him. Then Mary took a pound of very costly oil of spikenard, anointed the feet of Jesus, and wiped His feet with her hair. And the house was filled with the fragrance of the oil. But one of His disciples, Judas Iscariot, Simon’s son, who would betray Him, said, “Why was this fragrant oil not sold for three hundred denarii and given to the poor?” This he said, not that he cared for the poor, but because he was a thief, and had the money box; and he used to take what was put in it. But Jesus said, “Let her alone; she has kept this for the day of My burial.

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With the information learned during “Bully Circle” and “the four rules” one could discuss WHO the characters in each of the stories were and what might have changed if there had been (more) defenders or if the four rules had been followed. Other discussion questions might include: How did God use bad situations to build inner strength in our Bible heros? How did God protect the bullied person(s) from ultimate harm or loss of hope? How did each find courage or strength in God in their bullied situation? Did any of the bullies in the stories change their positions in the bully circle? Was this change a benefit to them or others?

9

Invitar a un orador o un profesional capacitado para que haga una presentación acerca de los siguientes impactos del acoso:

9a

Cómo una persona puede convertirse en una víctima del acoso

9b

Los efectos a corto y largo plazo del acoso

9c

Derribar a alguien nunca le ayudará a llegar a la cima

9d

Cómo identificar algunos de los rasgos comunes de un acosador

9e

Dónde obtener ayuda si está siendo acosado

This is a presentation so that CORRECT information is shared with the individuals earning the honor. It is important that these topics aren’t “what the majority says” or “what my peer group believes to be true.” These are topics with research to back up information and outcomes. Find a professional at your school, public school, community health organization, police department, or through other city and county departments that you can discover online.

10

Discutir un momento en el que cada uno de los siguientes puede haber ocurrido. ¿Qué es una cosa que podría haber cambiado la situación o haber evitado la situación de acoso?

This is a question designed for self-reflection. Because of the sensitivity of this topic there is no need to draw out details of these experiences or share them with others. It is important that in any discussion NAMES (especially if present in the community circle) should not be used. If there is abuse in the situation, then the 4th rule of bullying comes into play, and the child should be encouraged to speak to an adult at school/church and at home.

10a

Una persona fue acosada porque no siguió los estilos o las modas de otros

10b

Una persona estuvo de acuerdo con el acoso para sentirse aceptada por otros

10c

Las palabras de una persona fueron interpretadas por otra como acoso

11

Discutir desde la perspectiva de un cristiano qué opciones están disponibles si usted se convierte en una víctima de acoso verbal, físico o perjudicial. Describir brevemente algunas acciones que puede tomar para mantenerse a salvo. (Recuerde las reglas de la Prevención del Acoso)

There are a number of options that should be considered if you become the target of bullying:

• Tell the person bullying you to stop, but in a Christian like manner.
• Try engaging the individual by laughing off the joke. This may offset the person’s approach, since this may not have been expected.
• walk away from the situation, and keep your distance.
• Find an adult who can stop the bullying.

To stay safe:

• Talk to an adult that can be trusted. This person may be a parent, next door neighbor, an Elder, a member of the church, or the pastor. *The act of telling someone can also serve to ease your frustration.
• If you are aware of the places where the bullying occurs, make an extra effort to stay away from these places.
• Stay near adults who can assist if something does happen, since their presence will most likely serve as a deterrent.

This is an open question in which dialogue is encouraged.

12

Crear una lista de 3-5 cualidades que caracterizan a un buen amigo. Discutir con un grupo cuáles creen que son los mejores aspectos. Evaluar personalmente cuáles aspectos de la amistad usted hace mejor.

There are a variety of activities you can do with this one. A classic is a note on each person’s back which each other member goes around and writes one POSITIVE STRENGTH that each individual has. Another is to use “character trait cards” (a one word character trait on each note card) that circles of kids choose to describe the person on their “left.” The groups discuss and share.

Search online for “character traits qualities games Christian” for other ideas.

13

Describir brevemente cómo la práctica de un estilo de vida cristiano puede afectar su enfoque al acoso.

14

Crear un cartel pequeño que ilustre la importancia de la prevención del acoso e incluir una acción que comience con «Yo puedo» o «Yo haré». Publicar esto en un área de alto tráfico.

The idea is to work as a group to create visuals that help one “plant in their hearts” other options rather than bullying or being a victim.

Examples:

• 
• 
• 
• 
• 
• 

15

Hacer el papel o discutir situaciones en las que podría usar por lo menos dos de las siguientes estrategias para confrontar el acoso:

15a

Buscar y rodearse de amigos verdaderos

15b

Mantener el autocontrol

15c

Ignorar al acosador

15d

Evitar al acosador

15e

No mostrar ninguna reacción al acoso

15f

Sentirse seguro de sí mismo

15g

Buscar a un adulto que le ayude a cambiar la situación de acoso

This is an open question designed to engage Pathfinders to develop scenarios involving terminology learned from earlier questions. They should be made aware that there are limitations to several of these options, and that the goal is to end bullying for everyone!

16

Como grupo, crear estrategias de cómo seguir con éxito las reglas de la prevención del acoso en cada una de las siguientes situaciones:

16a

Si alguien es la víctima y se siente acosado, sin embargo, tiene miedo de decirle a los adultos porque no le escucharán.

16b

Si alguien es el espectador que ve que su amigo está siendo acosado, pero el amigo no puede o no está dispuesto de solo informar a un adulto.

16c

Si alguien es el espectador que ve alguien más siendo acosado, pero el acosado y la víctima son sus buenos amigos.

These questions are easier if the earlier parts of the honor have been discussed and internalized over time. Practice thinking through scenarios so that when real life situations occur, a positive outcome is more likely!

Instructors should NOT give away easy answers, but rather refer them back to principles they have already learned.

17

Realizar una de las siguientes actividades de prevención del acoso individualmente o como grupo:

17a

Crear una estrategia que describa cuatro formas en que puede ayudar a ser parte de la solución al acoso verbal, físico o perjudicial. Resumir brevemente su enfoque y estar listo para compartir con el grupo.

17b

Con adultos, desarrollar una política para su grupo diseñado para tratar con el acoso. Proponer ideas acerca de las pautas que deben incluirse. Comprometerse a apoyar esta política dentro de su esfera de influencia (hogar, iglesia, club, grupo de escuela sabática, etc.).

References