Running head: BULLYING

Small Group Curriculum for

BULLYING: Victim Empowerment
Monica Echegaray
San Diego State University

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TABLE OF CONTENTS
Supporting Research/ background Information

Screening

Session 1: Welcome to Group

10

Session 2: Coping Skills

11

Session 3: Self-Esteem/ Self Perception

13

Session 4: Resiliency Skills/ Stress Reduction

15

Session 5: My Circle Bullying Safety Plan

17

Session 6: Closing Activities

19

Appendix A

20

Appendix B

23

Appendix C

24

Appendix D

25

Appendix E

27

Appendix F

28

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Small Group Curriculum for
BULLYING: Victim Empowerment
Background Information
Teenage years, puberty and the growing need for popularity are an
inevitable and harsh reality for most of our students. The media has played a key
role in promoting beauty and popularity goals that are impossible to attain and
have seriously affected youths self-esteem and stress levels. Effects have lead
to devastating results such as school killings, as was seen in Columbine, and/or
suicide in innocent victims. For over a decade the prevalence of bully related
incidents has been steadily increasing and there is limited reliable sources of
support such as the demand for school districts to have policies prohibiting
harassment, intimidation and bullying in public schools and in school activities.
President Obama recently held the first White House Conference on Bullying
Prevention where he reminded us that schools have not just a moral
responsibility, but a legal responsibilityunder the Student Non-Discrimination
Act (SNDA) and the Safe Schools Improvement Act (SSIA) for which action to
prevent and intervene bullying must be taken now (Jarrett, 2012).
Supporting Research
Our role as social justice advocates and school counselors is to promote
overall student wellbeing in order to attain academic achievement. One element
of student wellbeing is providing a safe and healthy learning environment,
including bullying prevention. According to Dr. Dan Olweus, founder of the
Olweus Bullying Prevention Program, "A person is bullied when he or she is
exposed, repeatedly and over time, to negative actions on the part of one or

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more other persons, and he or she has difficulty defending himself or herself
whether it be physical or verbal (OLWEUS Bullying Prevention Program). Bullying
tends to be more prevalent among school-aged children in elementary and
middle schools, and diminishes slightly upon attending high school. Current
estimates suggest that between 20% and 56% of young people are involved in
bullying annually. Thus, in a classroom of 30 students, between 6 and 17
students are involved in bullying as a victim, perpetrator, or both (bully-victim)
(Hertz, Donato, &Wright). It is undeniable that bullying has been increasing in the
schools for the past decade, leaving both academic and personal/social
consequences for our students.
Rational
Seeing the rising occurrence of bullying, I developed a group counseling
support group for bullied students in the 6 th grade particularly because according
to the Make Beats Not Beat Downs bullying website 90% of 4th through 8th
graders report being victims of bullying. The decision to target bully victims,
rather than perpetrators, was led by the fact that bullying intervention literature
claimed that grouping perpetrators does not show promising results as when
united perpetrators tend to rub off on each other and glamorize the bullying acts.
On the other hand bully victims can greatly benefit from developing
empowerment skills because youth who are bullied are more likely to be
depressed or anxious, have lower academic achievement, report feeling like they
do not belong at school, have poorer social and emotional adjustment, greater
difficulty making friends, poorer relationships with classmates, and greater

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loneliness (Hertz, 2013). Bully victims are not only suffering psychological,
traumatic set backs but their academic standing is also being jeopardized by
limiting their school attendance and with it their grades.
Group Objectives
The purpose of the Agents of Empowerment Bully Victim Empowerment
Group is to give students the opportunity to develop appropriate techniques for
coping and overcoming bullying. Particularly developing competencies (skills,
knowledge and attitudes) that students need to achieve academic success and
social/emotional development, such as these presented in ASCAs Mindsets and
Behaviors standards for student success:
Category 1: Mindset Standards
1.2 Self-confidence in ability to succeed
1.3 Sense of belonging in the school environment
Category 2: Behavior Standards
Self-Management Skills
7. Demonstrate effective coping skills when faced with a problem
Social Skills
2. Create positive and supportive relationships with other students
8. Demonstrate advocacy skills and ability to assert self, when necessary
Group Evaluation
Upon developing the appropriate skills we will evaluate curriculum
effectiveness by analyzing response increase in pre and post-test scale ratings

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and identification of appropriate coping skills (See Attachment D). Accounting for
an increase in the rating scales or selection of correct multiple-choice options.
Secondly, teacher will be asked to evaluate and rate each of the groups students
from everyday interaction in the classroom before and after the six counseling
group sessions. Finally, we will analyze data to determine if there is any
correlation between bullying and attendance and academic achievement within
the group participants.

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References
Hamburger ME, Basile KC, Vivolo AM. Measuring Bullying Victimization, Perpetration,
and Bystander Experiences: A Compendium of Assessment Tools. Atlanta, GA:
Centers for Disease Control and Prevention, National Center for Injury
Prevention and Control, 2011.

Hertz, M., Donato, I., & Wright, J. (2013). Bullying and Suicide: A Public Health
Approach. Journal of Adolescent Health, 53(1), S1-S3.
http://www.jahonline.org/article/S1054-139X%2813%2900270-X/fulltext
Jarrett, V. (2012). Endign Bullying in Our Schools and Communities. Retrieved
May 9, 2015, from http://www.thewhitehouse.gov/blog/2012/04/20/endingbullying-our-schools-communities
OLWEUS Bullying Prevention Program. (2013). Retrieved May 11, 2015, from
http://www.bullyingstatistics.org/content/olweus-bullying-preventionprogram.html

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Screening Instructions
Group Screening will be completed by a whole school survey given to all
6th grade students in their classrooms at the beginning of the school semester.
This survey is recommended and provided by the Centers for Disease Control
and Prevention in order to assess students state of comfort, happiness and
overall feeling about coming to school, likeliness of reaching out school faculty
and the prevalence of bully victimization. According to the CDC, this
compendium represents a starting point from which researchers can consider a
set of psychometrically sound measures for assessing self-reported incidence
and prevalence of a variety of bullying experiences (Hamburger, Basile, &
Vivolo, 2011). The screening survey was intended to guide school counselors in
make informed decisions on what measures must be taken in providing an
appropriate bully-victim intervention. After surveys have been completed,
students who answered with low scoring, as directed by the scoring directions
provided, will be selected as possible group members (See Appendix A).
Following the survey, further screening will be conducted by having
teachers complete a student pre and post evaluation of their observations in the
classroom regarding the listed students self-esteem, emotional reactions,
resiliency, confidence, coping skills and empowerment; as well as providing any
comments and/or recommendations (See Appendix B). The pre-test will serve as
support in screening students needs assessment and as a way of measuring
growth when compared to post test data. Next, flagged students grades and
attendance records will be analyzed to see if there are any patterns that could be

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associated with being victims of bullying because, according to NASP, research
shows that students tend to stay at home for fear of bullying at school, therefore
there is a direct correlation between attendance and academic achievement.
After having minimized the possible group members to the top 10 students
with most need, they will be called into the counseling office to be formally invited
to be part of our group Agents of Empowerment. During this meeting students
will be explained the purpose of the group (minimize bully victimization through
empowerment), the duration of six sessions (once a week, over a month and a
half period), voluntary participation, group expectations to participate and be
actively involved, and our desired goals. Students will be asked to take Parent
Consent forms home to guarantee group participation (See Attachment C).
The goals of our bully victim empowerment group, Agents of empowerment are:

Students will be able to build a sense of community and belonging in an

established safe space.

Students will understand the effects of bulling in their personal/social and

academic life.
Students will practice/role play resiliency and coping skills for responding

to bullying.
Students will identify exceptions to their bullying troubles and engage in

active praises to one another in order to raise self-esteem.

Students will be able to identify one-two persons who can form part of
their circle of support when dealing with bullying, as well as identifying
appropriate resources.

SESSION #1: Welcome to Group (50 minutes)

OBJECTIVE: Students will be able to identify the meaning of bullying and
engage in discussion problem solving on the occurring issue.

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MATERIALS: Group sign in sheet, poster paper, markers, pre test, pencils.
LESSON/ACTIVITY:
1. Personal Introductions:
Students share their names and a quick interesting fact about
themselves.
2. Icebreaker: The Human Knot
Utilize activity to establish a sense of partnership, and community within the
group.
Arrange everyone to be in a large circle. When you say go,
everyone needs to join hands with another person across the circle.

The object of the game is to work together to untangle everyone to

become a large circle. Everyones hands must be joined with the
other person at all times. This may require some outside
help/consulting and coordination, as well as a bit of climbing, etc.
This game requires people to be close to each other.

*Note of caution: This game requires people to be in close proximity with each other- be sure that
everyone is okay with being close to one another.

3. Confidentiality/ Optional Participation

Explain confidentiality and its limits.
4. Introduce Topic Bullying via group discussion
Listen attentively as students answer the following questions:
-What is bullying? -Who is a bully? -Is asking for help tattle telling?
- How does bullying make you feel? -What can we do to stop it?
-What would the world look like without bullying? (Miracle Q)
5. Group Rules/Expectations
Give students some power by allowing the input by allowing to the
create rules themselves. Guide them to chose reasonable rules.
6. Group Goals
Given the description of the group and the meaning of bullying,
have students write down a personal goal, then collaborate to
create a group goal.
What do you want to achieve from our time together?
7. Pre-Test (See attachment D)
SESSION #2: COPING SKILLS (50 minutes)

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OBJECTIVE: Students will be able to recognize coping skills and how to put
them into practice.
MATERIALS: Group sign in sheet, PowerPoint of poster board with description of
each of the three brains, markers, pens, dry erase markers, flashcards.
LESSON/ACTIVITY:
1. Quick student check-in:

Weather Check-in: ask students to describe their current mood

using a vivid weather description i.e. sunny with rainbow =happy

2. What are Coping Skills?

Take student suggested answers (discussion)

Explain Coping skills and tools give us the power to control our
stress and get over daily upsets

Our ability to effectively cope

with challenges and upsets requires learning and practicing skills

so they become everyday coping tools
smarter way to act and respond to stress
3. What if our brains could talk? Activity (See Appendix E)

Teach three coping brains reptilian, emotional and thinking-

before initiating game.

Students get 3 minutes to plan, 2-3 minutes to role-play

4. Have students brainstorm situations in which their emotional brain

would originally be affected, and they would be stressed write down list.

Now that students know three coping brain definitions, form two
circles (one outer, one inner) have students discuss better ways of
reacting. Rotate circle like speed dating, only inner circle moving
to the right when time indicates.

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students will acquire different ways of thinking and new coping
strategies after having taken their peers perspective on the same
issue.

Adapted from:
http://www.copingskills4kids.net/Activites_Projects.html

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SESSION #3: SELF-ESTEEM/SELF-PERCEPTION (50 minutes)
OBJECTIVE: Students will be able to raise self-esteem/self-awareness by
praising and maintaining positive perceptions.
MATERIALS: Group sign in sheet, chairs for each group member, object for
speaking consent.
LESSON/ACTIVITY:
1. Quick student check-in: Name + something you like about yourself
2. Whole group discussion:
-Identify one indicator of the healthy self-esteem characteristics.
-What one characteristic on the healthy side do you admire most in
other people?
-What one healthy characteristic do you wish you could have?
3. Restorative Circle Activity
Student will engage in 2-3 sessions of restorative circle practice in order to
attain positive perception of one self, self and group appraisals and the
opportunity to brag positively about oneself.

Have students sit in a circle as close a possible, facing inward.

Place object of personal (group) value at center of circle. This will
be the Speaking Consent i.e. pebble, flower, squishy ball, etc.
Rules: -Only person holding object is allowed to talk.
- Allow yourself to be vulnerable
*Retouch aspects of confidentiality!!
Sessions can go one for unlimited time or counselor can establish
time limits equality through all members present.

Session 1: Share a story about yourself that the group doesnt know
about (ANY story)
Session 2: Share one moment when you where very proud of yourself,
one moment when you felt sheer happiness.
Session 3: One word to describe YOU.
4. Debrief: -How did it feel to be listened to?
- How did it feel to brag about yourself? (Share body language,
reactions you identified as the group facilitator)
-Why did we react that way?
-Why do we feel it is wrong to praise oneself?

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5. Remind student that this is the way they must feel about themselves
everyday, end session by sharing one thing you learned from each group
member and encourage them to engage self-talk to encourage positive
thoughts (like the ones experiences today) everyday.

Adapted from: SUHSD School Counselor Professional Development: Restorative Circes

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SESSION #4: RESILIENCY AND STRESS REDUCTION (50 minutes)
OBJECTIVE: Students will say no to stressful situations and identify nondestructive ways of releasing tension cause by stress.
MATERIALS: Group sign in sheet, duct tape, props for role-play.
LESSON/ACTIVITY:
1. Icebreaker: Mine field
The preparation entails creating a rectangle with duct tape
(10x12). Create mines by crumbling up duck tape and putting it
at random places inside the rectangle. Have people count to 2,
create a groups for 1s and a group for 2s. Both groups will have to
select one person to start from one end of the rectangle. The other
group members will have to guide the person traveling the mind
field. The team that gets all of their people to the finish line wins.
2. Group Discussion:
-Discuss one thing in life that you really wanted but couldnt have.
-Discuss one thing in life you didn't want to do but HAD to.
3. Learn to Say No Activity:
Students would have previously described scenarios where they were
obligated go participate in an event they didnt want to. Utilizing these or
other prearranged scenarios allow each group member a time to practice
saying no to unwanted situations.
i.e. Your friend forgets his lunch money and asked you to borrow some,
you would love to let him borrow some money but you only have enough
to pay for one meal. Either you eat or he does. Say no accordingly.
i.e. Math homework was extremely hard last night! As soon as you get to
school he next day your bigger classmate asks you to let him copy it. Say
No accordingly.
4. Positive ways to reduce stress:
-Recognize the frustration, worry and stress one can feel/experience
while the are building up their resiliency levels. Help students manage
their resiliency building by making a list of nondestructive ways they can
reduce their stress and write these on the board.
i.e. listen to music, go for a walk, talk to a friend, family member, clean, etc.

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-End session by motivating students not to give up building their
resiliency, have then reduce stress by directing and releasing energy in
one of the positive ways the identified together.
SESSION #5: MY CIRCLE: BULLY SAFETY PLAN (50 minutes)
OBJECTIVE: Students will identify support systems and design a bullying safety
plan .
MATERIALS: Group sign in sheet, duct tape, poster paper, markers, crayons.
LESSON/ACTIVITY:
1. Ice breaker: Bus Stop Instructions:
Use duct tape to arrange two lines of equal length down on the
ground, wide enough to fit the group in between them.
Ask the group to stand in between the lines
Facilitators tell the participant they are on a bus and there are two
stops, one to the left and one to their right, and they cannot stay on
the bus, they must choose a stop
Call out the stops to the participants. You can create your own
categories/topics for students to choose from. Every time you call
out two choices the group separates to their preferred stop and
then get back on the bus to hear the next choice. Some examples
are:
a. Cats or dogs
b. Summer or winter
c. Watch TV or Read a book
d. Deep sea diving or sky diving
e. Runner or hiker/walker
f. Morning person or night person
g. Art or math
h. Coke or Pepsi
2. Create MY CIRCLE: Bullying safety plan
Have students respond describing the following:

Pre determine your ideal seating arrangements for the target and/ the
aggressor
Identify a staff member who will act as a safe person in class, lunch,
route home.
Altering the aggressors schedule and access to the target

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Have students identify family member who make them feel loved and
appreciated: ________________,_________________,___________

Have students identify a teacher/ school staff who help the feel comfortable and
safe: __________________, ________________, ________________

Have student identify students (classmates, friends, or potential peers who they
have an interest of befriending) who helps them be themselves and feel
appreciated: ________________, ___________________

Identify areas in school where student feels at ease, safe:

__________________,________________, _________________

Identify activities that distract student from the stress and worry about the bully:
____________________, _______________, _____________________

3. Give students ample time to design their own safety plan to carry with them at
all times.
-students should include all or most elements described above
-students can personalize/ decorate it to their interest

4. Students briefly share their My Circle safety plan to help other get ideas and
establish effectives ways of overcoming encountering the bully.

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SESSION #6: CLOSING SESSION (50 minutes)
OBJECTIVE: Students will
MATERIALS: Group sign in sheet, white pieces of paper, pens, Post Test,
completion certificates, counseling messages for each member, silent
affirmations hand out.
LESSON/ACTIVITY:
1. Icebreaker: Rainy Day Card
Have students write their name on a piece of paper
Pass the paper in one direction, Everyone pass your paper to the left
Once everyone has someone elses paper, ask them to write something
nice to or about the person whose name is on the paper.
After a set amount of time have all the students pass the papers in the
same direction.
Repeat until the papers are returned to their original owners
2. Group Discussion: Have students summarize what each of our sessions
consisted of and what they learned from them.
3. Review group goals and check to see if everyone accomplished their goal, if
not set up possible step for reaching it.
4. Post Test (See Appendix D)
5. Distribute program completion certificates and end of counseling messages for
students to keep with them and look at when feeling discouraged (to avoid
setbacks).
6. Closing activity: Silent Affirmations (See Appendix F)

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Appendix A:
Pre-Group Screening

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(Hamburger, 2011)

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Available at: http://www.cdc.gov/violenceprevention/pdf/bullycompendium-a.pdf
Appendix B:
Teacher Pre/Post Evaluation
Teacher: _____________________

Date:________________

The following student will/has participate(d) in a six week counseling curriculum

on bullying, __________________________ (student name). We, the group
leaders, are interested in your perceptions and opinions about any information on
the students current attitude, behavior, or emotional status. Your answers in this
evaluation will be treated as confidential. They will only be used to help the
counseling program assess the effectiveness of this group and to make any
additional changes for future groups. Any comments will be specially
appreciated.
Using the following scale, from 1-5, rate the student
5= very much change/improvement
4=much change/ improvement
3=some change/improvement
2= little change/improvement
1= no change/improvement
_____ Self-Esteem
_____ Empowerment
_____ Friendship
_____ Confidence
_____ Coping Skills
_____ Resiliency
_____ Emotional Reactions
Comments:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Than You.

Adapted from: Camp, E., & Wu, A. Self Esteem Group Curriculum for 5th Grade Girls.
http://www.csus.edu/indiv/b/brocks/workshops/casp/girl%20power.08.pdf

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Appendix C:
Parent Informed Consent to Counsel
I, ____________________________________ (student), agree to be counseled
by the school counselor (name of counselor) at (name of school).
I (both parent and student) understand that a critical part of the counseling
relationship is the establishment and maintenance of a trusting and confidential
relationship between the counselor and the student.
I (as parent) will honor the counselor/student privilege of confidentiality and
know that the counselor will always encourage a strong line of communication between
the student and his/her parent(s), teacher(s), and other stakeholders in the students life.
I understand that the best interest of the student is the core focus of any interaction
between the counselor and student.
I, (the student), understand and have been told that all of my counseling
sessions will remain confidential except when certain legal restrictions arise and
confidentiality cannot be maintained. These cases include: (a) any form of child abuse
[neglect, physical, and/or sexual], (b) danger to ones self [i.e., suicide], and (c) danger
to others [homicide, threat to injure someone, etc.].
I, (the student), also understand that the counselor may choose to consult with
other professionally competent mental health professionals about my case. If
consultation occurs, in no way will the students identification be revealed..
I have read and understand the above statements regarding confidentiality,
consultation, and counseling. I agree to have my child be counseled by the school
counselor (name of counselor). I may contact him/ her at any time to talk with him/her
regarding my child and that I may withdraw this consent at any time through a written
letter to the counselor.

Parent or Guardians Signature: ______________________Date: _______

Students Signature: ___________________________ Date: _________
Counselors Signature: _________________________ Date: _________

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Appendix D:
Bullying: Pre/Post Test
1. Do you have a happy time at school?
a) Detest it
b) Dislike it
c) Neutral
d) Like it a bit
e) Like it a lot
2. Do you have a happy time at home with your family?
a) Detest it
b) Dislike it
c) Neutral
d) Like it a bit
e) Like it a lot
3. I feel: (select your feeling for each of the following)

Happy

Sad

On my way to School

______

______

When Im in the classroom

______

______

When Im in recess or lunch

______

______

4. How often do you try to avoid school by pretending to be sick or by playing

truant because you are being bullied?
a) Never
b) Only once or twice
c) Sometimes
d) Once a week
e) Several times a week
5. Which of the following are ways you use to cope with the bullying? (Select
all that apply)

_____ I tried to make fun of it

_____ I tried to avoid the situation
_____ I tried to ignore it
_____ I fought back
_____ I got help from friends
_____ I got help from a teacher
_____ I got help from family
_____ I tried to handle it myself
_____ I didn't cope

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6. On a Scale of one to ten, How likely are you to get help/tell a teacher
about bullying? (1 being not likely at all and 10 being very likely)
1.2.3..4..........5.6..7..89..10
7. On a Scale on one to ten, how safe do you feel at school? (1 being not safe
at all and 10 being very safe)

1.2.3..4..........5.6..7..89..10
8. On a scale of one to ten, how confident do you feel utilizing effective
resiliency skills to overcome bullying?
1.2.3..4..........5.6..7..89..10

Adapted From:
Hamburger ME, Basile KC, Vivolo AM. Measuring Bullying Victimization, Perpetration,
and Bystander Experiences: A Compendium of Assessment Tools. Atlanta, GA: Centers for Disease
Control and Prevention, National Center for Injury Prevention and Control, 2011.

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APPENDIX E:
What if Our Brains Could Talk?
An Imaginary Dialogue between Three Brain Levels Students Can Act Out in
Groups of Three
Reptilian (survival) Brain:

Danger, danger, danger.

Watch out and get ready to attack to protect myself!

Id better get ready to run and hide if I want to be alive.

Oh, Oh, I think Im going to die from an emotional wound!

I better watch out. Something is going to happen to me.

When I am filled with ANGER, its because I worry about being in D-ANGER.

Im so strong I sometimes overpower the feelings brain, then I DONT CARE.

When I get a hurt feeling, I just want revenge to hurt other people.

Emotional or Mammalian (feelings) Brain:

I feel close to my mother since she feeds and comforts me.

I depend upon my parents to protect me.

I want other people to like me because it makes me feel safe.

I feel bad when my parents get angry at me. I really need them to love me.

My feelings get hurt when people disappoint or make fun of me.

I want to belong and feel part of a group, so it really hurts when I am rejected.

Sometimes when people are mean to me, I tell my reptilian brain to get revenge.

Deep down I really do care about others; and thats why my feelings get hurt.

Neo-Cortex (thinking) Brain:

When I cant cope with a painful experience it feels like Ill never get over it.

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If I havent learned to cope with hurt feelings, I can pretend I dont have ANY
feelings.

Ill try to think why I am feeling so upset.

I know I can work this out and get over my hurt feelings because Im smart.

Lets see if I can name the type of hurt I have inside.

If I can just give a name to my hurt feelings they wont seem so bad.

Theres nothing wrong with me when my feelings are hurt; it just shows how
much I really care about someone or something.

Sometimes I just have to tell the lizards brain to shut up! I wont really die since
its only my feelings that are hurt.

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APPENDIX F:
Silent Affirmations
Have students sit in a circle, facing outward with their eyes closed & have a
few students in the middle of the circle. When the different statement are
read on the attached document have the students in the middle touch
others that apply to these statements.
Please affirm 3 people who:
1. youve learned something from
2. youve gotten to know better
3. you consider a friend
4. surprised you
5. you consider a support system
6. you would turn to for help
7. you wish to continue to get to know throughout the program
8. has done something that has inspired you
9. youd like to thank for something that didnt know they did
10. youd like to be like
11. has an attribute that you admire
12. you have something in common with
13. you consider to be a strong person
14. you think has shown integrity
15. has taken a risk throughout the time youve known them
16. you think helped you to be comfortable
17. has challenged you
18. you look to as a role model
19. you would be stranded on an island with
20. you think is a kind soul
21. you would like to work with again in the future
22. you consider to be a valuable part of the class

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23. has made you think
24. you would chose to climb Mt. Everest with
25. you would let babysit your kids
26. you would call when youre stuck in jail
27. you will be excited to see after summer
28. you believe to be thoughtful
29. you believe to be caring
30. somebody you think oozes star potential
31. youve gotten a look at whats under the surface
32. youve learned something about yourself from
33. you are glad you took the time to get to know better.
34. contributes 100% effort
35. makes you laugh
36. said something that inspired you.
37. you are proud of.
38. showed courage.
39. showed you a new perspective
40. has motivated you.
41. you wish that you had met sooner.
42. impressed you with their willingness to simply be themselves.
43. you expect great things of.
44. Let someone know that you are committed to supporting them and their
causes.
45. is an advocate for others.
46. has made a mistake and has recovered gracefully.
47. works hard without thought of reward.
48. has made an impact on your life, but probably doesn't know it.

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