Small Group Session 1: Treat Everyone with Respect

School Counselor: Sophie Gavilanes

Date: May 3 & 5, 2016

Activity: Bully Prevention Agents of Change

Length: 30 minutes

Grade(s): 4th grade

ASCA Mindsets & Behaviors (Domain/Standard):
Category 1-1 Mindset Standards: Belief in development of whole self, including a
healthy balance of mental, social emotional, and physical well-being.
Category 2-1 Learning Strategies: Demonstrate critical-thinking skills to make
informed decisions
Category 2-7 Self-Management Skills: Demonstrate effective coping skills when faced
with a problem
Category 2-9 Social skills: Demonstrate social maturity and behaviors that are
appropriate to the situation and environment
Learning Objective(s) (Aligns with Competency):
1) Students will be able to identify what it looks (being kind, being a helpful friend,
and etc) and sounds (using kind words, tone of voice, and reflective listening) like
to be respectful in a school and community setting.
2) Students will be able to demonstrate at least one way to be respectful in school, at
home, and community.
3) Students will also explain why it is important to be respectful to everyone, and
how it can affect an individuals attitude and feelings.
Materials:
1)
2)
3)
4)
5)
6)
7)

Group Agreement Poster Board

Markers
Crayons
Pencils
Laptop or Projector
The Nedshow, Color your world with kindness
Keep Kindness Going Worksheet (12 copies)

Procedure:
1) Greet students, and explain the learning objectives of the small group.

2) Explain to students that this room is a safe environment, and it is important that
students create a group agreement that everyone can commit and sign. Use the
poster board, and write out students expectations and boundaries.
3) Discuss with students what respectful behavior may look like. When students
share, write out his or her ideas on a poster board. Explain that small acts of
kindness can change feelings and attitudes of others! Being kind can also show
others that you are being respectful. Provide scenarios if needed.
Example 1: A student fell down, and another student asked, Are you okay?
Example 2: A teacher dropped all of his or her papers, and a student just volunteers to
clean up.
4) Show students the Ned Show video, titled Color your world with kindness.
5) Ask students how acts of kindness can impact/affect the person receiving the
action. Then ask students how kindness is being respectful.
6) Ask students, if he or she had someone do a respectful act like in the kindness
video. Have students turn to a partner and share. Then re-group and share a few
ideas. Then, go into further discussion by asking if he or she had someone being
disrespectful to you. Explore into depth by challenging students to think about
how he or she may felt during that time.
7) Complete the Keep Kindness Going.
8) Before dismissal, go around to each student and ask him or her to share one way
they can be kind and respectful in his or her life.
Process Data: 4th grade teachers will choose between 8-10 students based on the presurvey data results. There will be two groups: one group of 8-10 fourth grade females
and 8-10 fourth grade males. This small group will meet once a week during
intervention time.
Perception Data: 100% of students will be able to identify 5 strategies to address
bullying in a safe and positive manner.
Outcome Data: At the end of our month-long small group sessions, there will be a
30% increase of students who believe they now have the tools and resources to help
themselves or another individual when faced with a negative social situation.
Follow Up: Two weeks after reviewing the small group post-survey results, the data
will be shared with school staff and administration. With faculty collaboration, the
results of the small group will be used to drive data for future interventions. *During
the fourth session, the post survey will be given.

Small Group Session 2: The 5 Ws and 1 H of Bullying

School Counselor: Sophie Gavilanes
Date: May 10 & 12, 2016
Activity: Bullying Prevention Agents of Change
Length: 30 minutes
Grade(s): 4th grade
ASCA Mindsets & Behaviors (Domain/Standard):
Category 1-1 Mindset Standards: Belief in development of whole self, including a
healthy balance of mental, social emotional, and physical well-being.
Category 2-1 Learning Strategies: Demonstrate critical-thinking skills to make
informed decisions.
Category 2-7 Self-Management Skills: Demonstrate effective coping skills when faced
with a problem.
Category 2-9 Social Skills: Demonstrate social maturity and behaviors that are
appropriate to the situation and environment.
Learning Objective(s) (Aligns with Competency):
1)_Students will be able to demonstrate their understanding of the 5 Ws and 1 H of
bullying
Materials:
1) Group Agreement
2) Laptop or Projector
3) Poster paper
4) Markers
5) YouTube video: Miltons Dreams (2 minutes)
Procedure:
1)_Post 5 large pieces of poster paper around the room with the words Who, What,
Where/When, Why, and How written (one word per poster paper)
2)_Greet students and briefly review the group agreement created in the previous
session
3)_Show students the Miltons Dreams YouTube video (2 minutes)
4)_Open a brief discussion of what the students saw
5)_(WHAT) Introduce the different types of bullying: Physical, Psychological, Social,
Verbal, and Cyber. Facilitate open discussion about each type one by one with
group
6)_(WHO) Discuss with the students who the participants are in a bullying situation:
the bully, the victim(s), and the bystanders. Introduce the idea of an upstander vs.
a bystander
7)_(WHERE/WHEN) Refer to the needs assessment to begin discussion of where the
students see bullying occurring most often and at what times during the day.

Encourage students to discuss why they believe bullying occurs in these areas/at
these times and how they believe incidents could be decreased
8)_(WHY) Why do the students believe bullying happens?
9)_(HOW) How can they help in a bullying situation? What if they were the victim?
What if they were a bystander?
10) Closing: Students and group facilitator will have a brief, open discussion based on
todays session and the things they have learned. Students will demonstrate their
understanding of the different types of bullying, awareness of when and where it
occurs most often, why people may bully, and most importantly, how they can
safely help in a bullying situation as a by/upstander or victim by filling in the
empty posters with the resources learned in todays session. These posters will be
hung in the classroom for the remainder of the small group
Process Data: 4th grade teachers will choose between 8-10 students based on the presurvey data results. There will be two groups: one group of 8-10 fourth grade females and
8-10 fourth grade males. This small group will meet once a week during intervention
time.
Perception Data: 100% of students will be able to identify 5 strategies to address
bullying in a safe and positive manner.
Outcome Data: At the end of our month-long small group sessions, there will be a 30%
increase of students who believe they now have the tools and resources to help
themselves or another individual when faced with a negative social situation.
Follow Up: Two weeks after reviewing the small group post-survey results, the data will
be shared with school staff and administration. With faculty collaboration, the results of
the small group will be used to drive data for future interventions. *During the fourth
session, the post-survey will be given.

Small Group Session 3: Safe Ways to Get Involved in a

Bully Situation
School Counselor: Sophie Gavilanes

Date: May 17 & 19, 2016

Activity: Bully Prevention Agents of Change

Length: 30 minutes

Grade(s): 4th grade

ASCA Mindsets & Behaviors (Domain/Standard):
Category 1-1 Mindset Standards: Belief in development of whole self, including a
healthy balance of mental, social emotional, and physical well-being.
Category 2-1 Learning Strategies: Demonstrate critical-thinking skills to make
informed decisions
Category 2-7 Self-Management Skills: Demonstrate effective coping skills when faced
with a problem
Category 2-9 Social skills: Demonstrate social maturity and behaviors that are
appropriate to the situation and environment
Learning Objective(s) (Aligns with Competency):
1) Students will be able to explain the differences between a bystander and upstander
2) By the end of the session, students will be able to verbally identify at least three
ways to be an upstander in school, home, and community settings
Materials:
1)
2)
3)
4)
5)
6)
7)
8)

Group Agreement Poster Board

Markers
Crayons
Pencils
Laptop or Projector
The Nedshow, You Can Be An Upstander
Construction Paper
Glue

Procedure:
1) Briefly ask students what they remember from the previous session. Remind
students of the student/group agreement
2) Go over learning objectives

3) Ask students to state the characteristics of a bystander and upstander. Write out
students thoughts on a board
4) Explain the difference between what a bystander person does versus a upstander
5) Show students the Ned Show video, titled You Can Be An Upstander.
6) Ask students how being an upstander can affect the attitudes and feelings of an
individual
7) After the video ask students to point out what they noticed about the video. Who
was being the bystander, and who was being the upstander
8) Ask students if he or she had wish they interrupted a bullying situation but for
some reason they did not. Have students turn to a partner and share with the
group
9) Ask students if he or she has hoped that someone would have stood up or
interrupted a bullying/social situation for them. Have students turn to a partner
and share with the group.
10) Have students cut strips of paper, and write down how or when they will safely be
an upstander in a bullying situation. Explain to students that we are going to make
a sticking together chain. As a group, students will share and express how they
will work together to help create a safe environment for their peers and
community.
11) Go around to each student and ask how they are going to be an upstander in the
school and community
Process Data: 4th grade teachers will choose between 8-10 students based on the presurvey data results. There will be two groups: one group of 8-10 fourth grade females
and 8-10 fourth grade males. This small group will meet once a week during
intervention time.
Perception Data: 100% of students will be able to identify 5 strategies to address
bullying in a safe and positive manner.
Outcome Data: At the end of our month-long small group sessions, there will be a
30% increase of students who believe they now have the tools and resources to help
themselves or another individual when faced with a negative social situation.
Follow Up: Two weeks after reviewing the small group post-survey results, the data
will be shared with school staff and administration. With faculty collaboration, the
results of the small group will be used to drive data for future interventions. *During
the fourth session, the post survey will be given.

Small Group Session 4: Bully Prevention Agents of Change:

Coping Strategies & Resources
School Counselor: Sophie Gavilanes
Date: May 24 & 26, 2016
Activity: Bullying Prevention Agents of Change
Length: 30 minutes
Grade(s): 4th grade
ASCA Mindsets & Behaviors (Domain/Standard):
Category 1-1 Mindset Standards: Belief in development of whole self, including a
healthy balance of mental, social emotional, and physical well-being.
Category 2-1 Learning Strategies: Demonstrate critical-thinking skills to make
informed decisions.
Category 2-7 Self-Management Skills: Demonstrate effective coping skills when faced
with a problem.
Category 2-9 Social Skills: Demonstrate social maturity and behaviors that are
appropriate to the situation and environment.
Learning Objective(s) (Aligns with Competency):
1)_Students will identify at least 3 online bullying resources
2)_Students will be able to identify the Reilly faculty and adults in their lives they can
turn to for help in a stressful social situation
3)_Demonstrate strengths of being an upstander and friend to bullying victims from
session 4 video
Materials:
1) Group Agreement
2)_Laptop or Projector for video
3)_Computers for research
4)_Paper
5)_Pencils or pens
6)_YouTube video: Power By Numbers (StopBullying.gov)
7)_Worksheet of online, school, and community resources (students take with them at
end of session)
8)_Post-survey (to be given at the end of session)
Procedure:
1)_Greet students and briefly review the group agreement created in the first session
2)_Show students the Power By Numbers YouTube video (2 minutes)
https://www.youtube.com/watch?v=WwD0Zgk8jGA

3)_Open a brief discussion of what the students saw in the video: tell me some things
you noticed in the video? How did Miltons friends safely stand up to the bullies?
Ask students to identify some strategies used by Milton and his friends to deescalate the situation
4)_Put students in groups of 2 and provide groups with of online resources for them to
explore and discuss in their pair (8 minutes)
5)_Students will then reconvene with the rest of the group and compare their findings
with the whole class (5 minutes)
6)_Students will receive the enclosed worksheet with online and community resources
to take with them
7)_Students will have a brief termination of small group discussion reflecting on what
theyve learned and they can use these skills in their daily lives with friends or in
stressful social situations
8)_Lastly, students will be asked to complete the enclosed post-survey for evaluative
measures of the small group
Process Data: 4th grade teachers will choose between 8-10 students based on the presurvey data results. There will be two groups: one group of 8-10 fourth grade females and
8-10 fourth grade males. This small group will meet once a week during intervention
time.
Perception Data: 100% of students will be able to identify 5 strategies to address
bullying in a safe and positive manner.
Outcome Data: At the end of our month-long small group sessions, there will be a 30%
increase of students who believe they now have the tools and resources to help
themselves or another individual when faced with a negative social situation.
Follow Up: Two weeks after reviewing the small group post-survey results, the data will
be shared with school staff and administration. With faculty collaboration, the results of
the small group will be used to drive data for future interventions.