We have teamed up with the Supré Foundation to develop the headspace Bullying Education and Prevention Resource Kit, which aims to educate young people on bullying prevention and how to be assertive against bullying behaviour.
The resource kit includes 6 modules on bullying education. Each one is designed to be delivered as a workshop to secondary school students from qualified/trained headspace community engagement officers.
Find out more about the bullying prevention and education modules here:
Students are provided with current information about bullying and the effects of bullying to better understand how other people their age feel about bullying and feel about people who help/support someone who is being bullied. This activity also helps students to increase their awareness of what other students their age think about bullying.
Students are asked to explore the types of behaviours that constitute bullying and to explore the relationships between online and offline bullying behaviours. Students are then asked to identify the most common forms of bullying in their own school and compare these to National data. The important message in this focus area is that bullying can encompass behaviour online or offline and that it is usually an extension of the other forms of bullying. People who feel a need to bully may use a variety of strategies to gain power over the person they are bullying, however often the bullying will start with face-to-face, verbal or emotional bullying like exclusion and the spreading of rumours or lies.
Students are taught a variety of strategies to help them assess and respond to bullying situations. The aim of this module is to realise that a response strategy may not work the first time or it may not be the best strategy for that situation. Students need to be encouraged to try different responses to stop the bullying from happening and that is always okay to ask for help. It is also very important for students to recognise when a bullying situation may be dangerous or out of their control where they need to ask for help rather than trying to manage it themselves.
Students identify the roles of people involved in a bullying situation. They analyse the role of the bystander and what bystanders can do to change the outcome in a bullying situation. Students are introduced to a Triple R Bystander plan to guide bystander responses in a bullying situation and asked to apply this to an activity and explore strategies to help avoid being at risk or placing the person being bullied at greater risk.
Students are provided with information and questions about cyberbullying and the responses from other people their age and how they respond and feel about cyberbullying. This focus area is designed to help students to understand that cyberbullying is another mode of bullying and help them to recognise when they may be at risk of becoming involved in bullying and relationship issues online.
Students have been found to be the most important agents for change in reducing bullying in schools. In this focus area students will be shown how Australian students have taken the lead as mentors and messengers for the prevention of bullying in their schools. They will then explore ideas for a campaign to address bullying prevention messages in their own school.
The headspace Bullying Education and Prevention Resource Kit has been written by Professor Donna Cross, Australia’s leading bullying prevention academic, and her team from the Telethon Kids Institute.
The Supré Foundation and headspace acknowledge the Telethon Kids Institute for creating this workshop and Hawker Brownlow Education for allowing the use of the Friendly Schools resources in its development.
To find out more about the Supré Foundation, click here.
To find out more about the Telethon Kids Institute, click here.