Classroom Facilitator
Table of Contents and Links

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Section 1:  1.1 - 1.7 Bullying Roles Facilitators Guide   

1.1 The Student Who is Bullied:  This discussion starter illustrates the bullying roles. This scene focuses on the role of The Student who gets Bullied. This is the only role that is not chosen. This video is gender neutral. (Total Run Time:  1:12)


1.2The Student Who Bullies:  This discussion starter illustrates the roles that people choose when bullying occurs. This scene focuses on the role of The Student who Bullies. This video is gender neutral. (Total Run Time:  1:11)

1.3The Follower:  This discussion starter illustrates the roles that people choose when bullying occurs. This scene focuses on the role of The Follower. The Follower is someone who likes the bullying and is often referred to as the sidekick or shadow of the bully. This video is gender neutral. (Total Run Time:  1:17)

1.4The Supporters:  This discussion starter illustrates the roles that people choose when bullying occurs. This scene focuses on the role of The Supporter. The Supporter is someone who likes the bullying and actively supports it in some way. This video is gender neutral. (Total Run Time:  1:16)

1.5The Disengaged Onlooker:  This discussion starter illustrates the roles that people choose when bullying occurs. This scene focuses on the role of The Disengaged Onlooker. The Disengaged Onlooker is someone who does not like the bullying but chooses to ignore it. (Total Run Time:  1:34)

1.6The Possible Defender:  This discussion starter illustrates the roles that people choose when bullying occurs. This scene focuses on the role of The Possible Defender. The Possible Defender is someone who wants to help a student, but does not. This video is gender neutral. (Total Run Time:  1:11)

1.7The Defender:  This discussion starter illustrates the roles that people choose when bullying occurs. This scene focuses on the role of The Defender. This video is gender neutral. (Total Run Time:  1:32)
  
Section 2:     2.1 - 2.8 Relational Aggression

2.1The Outsider:  This Discussion Starter illustrates the roles that girls choose when relational aggression occurs. This scene focuses on the role of The Outsider. This is the role/person who is frequently bullied and never accepted by the "in crowd." This the only role that is not a chosen role. This video is focuses predominantly on "mean girl" issues. (Total Run Time:  2:04)

2.2The Controller:  This Discussion Starter illustrates the roles that girls choose when relational aggression occurs. This scene focuses on the role of The Controller. This is the role/person who acts on the bully and is sometimes referred to as The Queen Bee. This video is focuses predominantly on "mean girl" issues. (Total Run Time:  1:46)

 2.3The Imposter:  This Discussion Starter illustrates the roles that girls choose when relational aggression occurs. This scene focuses on the role of The Imposter. This is the role/person who keeps her status by remaining BFF with The Controller/Bully. She is waiting for the opportune moment to overtake the Controller, but she continually is put in her place to prevent that from happening. This video is focuses predominantly on "mean girl" issues. (Total Run Time:  1:22)

2.4The Informer:  This Discussion Starter illustrates the roles that girls choose when relational aggression occurs. This scene focuses on the role of The Informer. This is the role/person who keeps her status by obtaining and keeping information about other girls. She only uses it to advance or protect her status. She can't be trusted, but all girls have to be nice to her because she "knows" so much about them. This video is focuses predominantly on "mean girl" issues. (Total Run Time:  1:35)

2.5The Poser:  This Discussion Starter illustrates the roles that girls choose when relational aggression occurs. This scene focuses on the role of The Poser. This is the role/person who wants to belong so badly that she dresses like and copies the "in crowd" but she is never accepted. She is used to further exclude the outsiders in hopes that one day she will be accepted. This video is focuses predominantly on "mean girl" issues. (Total Run Time:  2:06)

2.6The Puppet:  This Discussion Starter illustrates the roles that girls choose when relational aggression occurs. This scene focuses on the role of The Puppet. This is the role/person who wants to belong so badly that she often does the dirty work of the "mean girls". She is only "accepted" into the group as long as she performs these tasks. This video is focuses predominantly on "mean girl" issues. (Total Run Time:  3:10)

2.7The Pleaser:  This Discussion Starter illustrates the roles that girls choose when relational aggression occurs. This scene focuses on the role of The Pleaser. This is the role/person who does not want to offend anyone and frequently finds herself pulled in multiple directions. In the end, she always ends up making someone mad or hurting them. even though that is not her intention. This video is focuses predominantly on "mean girl" issues. (Total Run Time:  3:09)

 2.8The Protector:   This Discussion Starter illustrates the roles that girls choose when relational aggression occurs. This scene focuses on the role of The Protector. This is the role/person who chooses to defend others who are bullied. This video is focuses predominantly on "mean girl" issues. (Total Run Time:  1:47)

Section 3:  3.1 - 3.7 I Am a Defender

 

3.1Change the Subject:  This Defender Discussion Starter illustrates how students can use the technique of "changing the subject" as a defense method for students who are getting bullied. This method draws the attention away from the bullied student allowing them a reprieve. (Total Run Time:  2:27)

3.2Direct Confrontation:  This Defender Discussion Starter illustrates how students can use the technique of "direct confrontation" as a defense method for students who are getting bullied, without causing a situation to get worse. We always advise that students choose the best option for themselves, taking into consideration personal safety issues. (Total Run Time:  4:38)

3.3Compliment the Target:  This Defender Discussion Starter illustrates how students can use the technique of "complimenting the target" as a defense method for students who are getting bullied. (Total Run Time:  2:52)

 3.4Nonverbal Support:  This Defender Discussion Starter illustrates how students can use the technique of "nonverbal support" as a defense method for students who are getting bullied. A lot of students do not like the bullying but are not comfortable asserting themselves. This illustration models the power of many coming together to stand against bullying. This is also a power illustration of how everyone is different and opens the opportunity to discuss how ALL bullying is wrong for ALL people ALL of the time. (Total Run Time:  5:22.)

3.5Direct Confrontation - Cyber:  This Defender Discussion Starter illustrates how students can use the technique of "direct confrontation using messages of support" as a defense method for students who are getting cyber bullied. The video also focuses on the importance of notifying and adult, specifically parents. This is intentional as most students who are cyber bullied do not tell their parents and do not receive the needed help until it's too late. (Total Run Time:  4:41)

3.6Messages of Support - Cyber:  This Defender Discussion Starter illustrates how students can use the technique of "posting positive messages of support" as a defense method for students who are getting cyber bullied. Based on a true story, the video also illustrates the power of responding promptly to negative posts of others. (Total Run Time:  3:10)

3.7Remove Target from the Area:  This Defender Discussion Starter illustrates how students can use the technique of "removing the target from the area" as a defense method for students who are getting bullied. (Total Run Time:  3:22)

Section 4:  Sexting Prevention

This is a four part series that helps students understand the long term impact of involvement in "sexting." This video is produced entirely in story format until part 4 where the audience is addressed by the main character who shares the long term consequences. (Total Run Time:  11:36)  
 

4.1Sexting Prevention Part 1
4.1 Sexting Prevention Part 2
4.1 Sexting Prevention Part 3
4.1 Sexting Prevention Part 4
 


Section 6:   Dating Abuse/Violence Prevention

Grades 7 - 12.  This three part video series helps students identify dating abuse and unhealthy relationships, characteristics of a healthy relationship, warning signs of an unhealthy relationship, types of relational abuse, how to develop a safety plan, about healthy break ups and how to help a friend.  This video is filmed in a reality TV style format and follows four relationships, of which three are unhealthy. (3 Videos Total Run Time: 23 minutes)
   
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Section 7:  7.1 - 7.7K-3 Stories

7.1Mouse Gets Bullied:  A story that illustrates the roles that students choose when bullying occurs. Includes an explanation at the end of the story that demonstrates how the roles cause an imbalance of power. Complete with coloring/exercise pages. (Total Run Time:  10:36)

7.2Be Different Bear:  A story about how everyone is different and our differences should be celebrated. Complete with coloring/exercise pages. (Total Run Time:  8:32)

7.3Hedgehog the Hero:  A story about the importance of being yourself. Complete with coloring/exercise pages. (Total Run Time:  11:56)

7.4Respect the Rabbit:  A story about including others and showing respect. Complete with coloring/exercise pages. (Total Run Time:  6:45)

7.5Rabbit Tales:  A story that will help students distinguish between "tattling" and "helping." Complete with coloring/ exercise pages. (Total Run Time: 8:15 )

7.6Meet Mrs. Whiskers:  A story that will help students to accept change and people who are different in some way. Complete with coloring/ exercise pages. (Total Run Time: 11:27 )

 7.7Don't Forget Fox:  A story of teamwork and the golden rule. Also illustrates how to help other students to change. Complete with coloring/ exercise pages. (Total Run Time: 13:07 )