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WHEN YOU SEE OR HEAR BULLYING
By: Garret Zeegers, Jr
The goal of this speech is to influence the audience on a policy issue. Identify a problem, and propose a policy solution. Speeches should be written to influence beliefs or attitudes, cause the audience to act, or inspire new feelings in the listener. This speech will test your command or persuasive language and address the specific delivery and motivational appeals indicative of effective public persuasive speaking. (References – About Bullying, Bully Free Environment, Atlas, R., & Pepler, D. (1998). Observations of bullying in the classroom. Journal of Educational Research, 92, 1–99.) Craig, W. M. & Pepler, D. (1997). Observations of bullying and victimization in the school yard. Canadian Journal of School Psychology, 13(2): 41–60. Hawkins, D. L., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development, 10, 512–527.
When YOU see or hear bullying . . .
Intervene immediately. When you do nothing, you send the message that bullying is acceptable. If you
ignore or minimize the problem, victims will not believe that adults understand or care, or that they can
help. If you don’t intervene, children won’t either.
Intervene even if you’re not sure it’s bullying. Observing children’s actions, words, body language,
and facial expressions will help you determine if bullying is occurring. Even if it’s not, aggressive
behaviors need to be stopped.
Stand between or near the victim and the bully, separating them if necessary, so as to stop the bullying behaviors.
For young children, consider removing them from the situation to a “time-out” area or room.
Respond firmly but appropriately. Remain calm, but convey the seriousness of the situation. Announce
that the bullying must stop. Describe the behavior you observed and why it is unacceptable.
Get help if needed. If the bully is using physical force, or there is more than one bully, you may need to
find another adult to help keep children safe and protect yourself.
Do not respond aggressively. Using aggressive behavior sends the wrong message that this is a good
way to solve problems. It may also prompt a bully or a bystander to increase his or her bullying behavior
or become aggressive toward you.
Avoid lecturing the bully in front of his or her peers. Your goal is to end the behavior, not humiliate or
shame the bully. Rather than serving as a deterrent, lecturing and scolding often provide the bully with
attention that he or she finds rewarding.
Don’t impose immediate consequences. Allow yourself time to consider the incident and obtain any
clarifying information—then decide the best course of action.
Don’t ask children to “work things out” for themselves. Bullying is different from an argument or
conflict; it involves a power imbalance that requires adult intervention.
Give praise and show appreciation to helpful bystanders. Children who try to help the victim or stop
the bully are key to bullying prevention.
Stick around. Remain in the area until you are sure the behavior has stopped.
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