Healthcare Training Institute - Quality Education since 1979
CE for Psychologist, Social Worker, Counselor, & MFT!!
In the last section, we discussed five advanced techniques that students can use to deal with verbal bullying. These five techniques are Tone Twisters, Disconnected Comments, Playing the Game, Blocks, and Pushes.
In this section... we will discuss helping students fight bullying as a group by using the Anti - Meanness Chart.
Remember Brandy from the last section? Brandy stated, "I’m having pretty good luck with the advanced techniques we talked about. Stephanie gets really confused when I use the Tone Twister with her. She’s hasn’t been calling me names so much. But it’s not like I don’t have other bullies to deal with. And my friends get picked on, too. Sometimes I feel like bullying is just too big of a problem for me to deal with."
♦ Anti-Meanness Club
Brandy stated, "Yeah, I guess so. I already taught my friend Alice about some of the stuff I’ve learned. But what are we supposed to do, like, start an Anti-Meanness club!?"
I stated to Brandy, "Actually, that’s not a bad idea. It wouldn’t have to be a formal club, or something you put up posters for at school. But you and your friends could make a commitment together to deal with bullying sort of as a team, and help each other learn new techniques. You could also track your progress together." I explained to Brandy that one way an Anti-Meanness group or club could organize to keep track of their progress is to have each member keep an Anti-Meanness chart.
I stated to Brandy, "To help each other use these tools, you can put each of these four steps into the Anti-Meanness chart. Each time you successfully use one of these steps, you can award yourself or your friends points." To make the Anti-Meanness Chart, your client starts on the left hand side of your paper. Write, "Anti-Meanness steps". Below this, list the following steps:
Below these steps, make a box labeled, "Total". An example of the Anti-Meanness chart is included in the back of the Manual that accompanies this course.
Across the top, write the days of the week. I stated to Brandy, "Each day, mark how many points you have earned on the chart, and write the total for the day at the bottom. Everyone in your Anti-Meanness group can keep track of how many points she or he earns during the week. At the end of the week, you can congratulate each other for your points."
♦ Group Efforts with the Anti-Meaness Chart
♦ Using the Anti-Meaness Chart with Parents
After I explained to Luke how to make an Anti-Meanness chart with Nathan, I stated, "It might be helpful to post an Anti-Meanness chart for each week in a location that both you and Nathan see regularly, maybe on a corkboard right outside his room. You might set a time every day when you and Nathan can mark his points for the day on the chart. This gives you an opportunity every day to discuss with Nathan how things are going at school. Agree with Nathan ahead of time how many points he will need to earn to receive a reward. The reward can be anything that you think would be motivating to Nathan, but I do suggest that the reward is not food-oriented." Of course open communication is the key to discourage dishonesty to get the reward and impress the child’s parent.
Think of your Nathan. Would helping her or his parents implement the Anti-Meanness chart be useful to her or him?
In this section... we have discussed helping students fight bullying as a group by using the Anti - Meanness Chart.
In the next section... we will discuss four facets of the effects of bullying on students. These four facets are, short term effects on the victim, long term effects on the victim, short term effects on the bully, and long term effects on the bully.
- "A Survival Guide to Parenting Teens: Talking to Your Kids About Sexting, Drinking, Drugs, and Other Things That Freak You Out." (4/21/2014). Publishers Weekly, 261(16), 73-73.
- Cohen-Posey, K., MS LMHC LMFT. (1995). How to Handle Bullies, Teasers, and Other Meanies. Rainbow Books, Inc: Highland City, Florida.