Bullying
Bullying, whether in the home, the workplace, the playground or 'the street', is motivated by the psychological need of one person to exercise power over another.
Behind this definition, of course, is a great deal of misery.
It's almost unnecessary to define 'bullying': we've all experienced it, in one form or another; we all recognise it when we see it or its consequences.
Bullying can't always be seen – it's a largely hidden activity, but nonetheless a pernicious, destructive and potentially life-persisting phenomenon. But then, we all know that. Or do we?
Read David's List of examples of bullying.
A surprising number of teachers will assert publicly "Oh, bullying's not a problem in our school", whilst privately they may concede that "some rather unpleasant things might go on 'beyond the school gates', possibly in the loos, or behind the bike-shed". This also seems to infer that bullying is primarily physical, but verbal bullying is usually where the practice starts and often continues, unless nipped in the bud. And, "looks can indeed 'kill'". 'Cyber-bullying' and 'TXT-bullying' are a growing and widespread, but usually hidden, problem.
Even if you, as a teacher or parent, think "bullying is not a problem in your school" at the moment, there is a strong argument - prevention is often easier and cheaper than cure - that it is probably timely for school bullying policy to be relaunched, preferably in the context of general social behaviour and relationships as in Learning Through Action's workshops.
What are the particular advantages of involving LTA's support in this process? Firstly, we are specialists in addressing behaviour issues with children and young people, and bring the benefit of vast and varied experience in literally thousands of schools over the years. Secondly, as we come from outside the direct school community, students tend to be more frank in what they will share. Meaningful exchanges that air individual attitudes, experiences, and even 'fears', are stimulated. Needless to say, in a situation where bullying is an immediate challenge, our workshops can be similarly effective.
We liaise closely with school management and staff preparatory to delivering our workshops. We agree the desired outcomes. The focus is always on what the school wants. Below are brief descriptions of the general framework of LTA workshops that address the bullying issue.
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Workshops for Ages 4 to 10+
Appropriate versions of all the workshops outlined below are delivered in Special Schools and Pupil Referral Units, where LTA has extensive experience, as well as, of course, in Infant and Primary Schools.
Some say that the seeds of a bullying personality often begin to germinate in nursery school, let alone in infants or later. Generations of children have benefited from this workshop since the original version was launched in Slough in 1993.
The title – in particular the order of the two phrases – says it all, really. The workshop sessions are now delivered within an environment created by our portable scene-painted screens and with other resources designed to stimulate thought, imagination, and purposeful concentration.
Through role play and learning games, appropriate to age and ability, we look at aspects of self-esteem, and the range of behaviour associated with, or leading to, bullying, in the context of relationships with peers, younger and older children, teachers, parents, siblings, the extended family, neighbours and the wider community. Through the shared experience children get to see and feel the challenges and woes of the victim, perpetrator and witness to bullying. They learn how best to handle bullying and other stressful developments in their own life.
This workshop – modified appropriately for each Year – is often booked for delivery over a 'week' to a whole school, with special assemblies, and the wider school community including parents/carers and governors being invited to participate in after-school sessions. However, it is very effective even when delivered to a single Year, or for that matter, to selected classes. As with most of our workshops, we can deliver two/three workshop sessions per team/day, maximum approximately thirty in a class/group.
Many children struggle with fears of bullying when they have to deal with the move up to "big school", a "rite of passage" which can be highly traumatic for more youngsters than might often be apparent. This workshop helps allay some of those fears, confronting imagined horrors through role-play and dialogue. It guides participants on how best to handle bullying that may materialise.
Workshops for Ages 11 to 18+
Appropriate versions of the workshops outlined below are delivered in secondary Special Schools and Pupil Referral Units, where LTA has extensive experience, as well as, of course, in Comprehensive Schools, Academies and Sixth Form and Further Education Colleges.
This workshop, which begins with a very dramatic monologue that focuses attention on bullying and related issues, also explores gang 'culture', and the carrying of knives and other weapons.
Lively and purposeful responses are stimulated, even from the most ostensibly alienated group. The issues and their context are explored further through other role plays and discussion appropriate to age, often in small groups which will later share their conclusions. When racism or other discriminatory bullying is a particular concern the topic is readily expanded upon within the workshop.
Students think the sessions are "great" and "really worthwhile" – which pleases their teachers, who often learn about a lot that is going on 'behind the scenes' and can be surprised by contributions from usually reticent students.
