HL367MajorProjectProjectFall2014

Ourmissionistoeducatekidsage1218abouteveryformofbullyingbyutilizingasafe
environmenttopromotewellness,healthylifestyles,andboostselfesteem.
Goals:Reducebullyingandhazing.
Objectives:
Provideexamplesofbullyinginandoutoftheclassroom
Createasafespaceforhonestyandsharing
Encourageparticipation
Providestrategiesforstayingsafe
Encouragestandinguptobullies
Encourageteenstospeakouttoatrustedadult

DennisA.FarneyandJasmineMartin

http://www.chatelaine.com/wpcontent/uploads/2012/12/StopBullyingGirlswithwordswritten
alloverbodiesJan12p112.jpg

http://fc00.deviantart.net/fs70/f/2013/133/2/6/stop_bullying_gif_by_averylilithd656g6d.gif

TableofContents

Introductionpage3

Section1:Missionpage4

Section2:ReviewoftheRelatedLiteraturepage6

Section3:Synthesisoftheawarenessofthenegativeeffectsofbullyinginteenspage15

Section4:Programmingpage18

Section5:EvaluationDesign/MissionFitpage24

Section6:Marketing&Communicationpage25

Section7:GrantingAgencypage26

Section8:Webliographypage27

Section9:Reflectionpage28

Introductions
Jasmine:Idstartwithmynamebutnamesdontmeanmuchunlessyouhaveagoodvisual
ofthepersonalongwithanimpact.IwasraisedinSanDiego,Californiafor22yearsand
movedtoMunising,Michiganin2012afterdevelopingahatredforcitylifeandafallingout
withmyfamily.Ivehadatoughlife,butwhohasnt?Mypasthasfullychangedmeintoa
caring,loving,andhelpfulindividual.Iknowwhatitsliketohavenothingbutstillstrivetosave
theworld.Withallthatsaid,mynameisJasmineMartinandImasecondaryeducationin
mathematicsmajor,hopingtohelpstudentsfindtheirtruepotentiallikemyteachershaddone
forme.Ichosemyminorinhealtheducationbecauseitseemedsimple,butafterengagingin
classesandlearningwhathealthreallymeant,somethinginsidemechanged.Inolonger
wantedtowaitforlifebutrather,togooutandgetit!Istartedgoingtothegym,eatingbetter,
butmostimportantly,Istoppedlettingmylifecontrolme.ForsolongIletthepeople
surroundingmechoosewhoIam,whatIshoulddo,andhowtospendmytime.After
developinganindividualisticmindset,lifewasfinallyinmyhands.Thisworldhassomuchto
offer,whethernegativeorpositive,andeachexperiencecaneitherhelponegroworcause
moreproblems.I'dliketohelpopeneyestosomeofthedangersinthisworldsuchas
aggressivebehaviorandtheeffectsitcanhaveonyounglives.

Dennis:Manypeoplelikentheirlivestoanadventureorajourneytravelingtoandfro,from
placetoplace.I'vealwayslikenedmylifetofallingfromsomeplacewayuphigh.Ifallinto
jobs,fallintolove,fallintowhateverpathlifehasgivenme.ButnowIrealizethatI'mnot
actuallyfalling,butflying.Flyingreallyisjustfallingandstickingthelandingalittlebetterthan
arockcan.

I'msoaringintomyseconddegreeinCommunityHealthandeducationwithallmybeing,and
Iloveit!IalwaysthoughtI'dbeadoctorsomeday,butIneverreallylikedtheideaofnever
beinghome.Ilovetalkingwithpeopleandteachingthemnewthings,butIdidn'twanttobe
confinedtoaschool.WithazealforpeopleIthoughtI'dhavetoleavemydreamsbehind
eventhoughI'vealwayshadmyloveofscienceandhealthcare.Now,Irealize...whynot
both?Whycan'tIhelpmaketheworldabetterplacebytalkingandeducatingpeopleabout
science,theworldaroundthem,andhowtheycanmaketheirworldbetterandhealthier?So
hereIam!

Section1:Mission
1.

Whatisyourmission?
E.g.,youwouldjustwrite1.Whatisourmission?
Ourmissionistoempowerwomenthroughfitnesseducationorwhateverit
is.

Ourmissionistoeducatekidsage1218abouteveryformofbullyingandhazingbyutilizing
asafeenvironmenttopromotewellness,healthylifestyles,andboostselfesteem.
2.Whatarethevariables(dependentvariabletargetpopulationindependentvariableorinterventionor
program)inyourmission?
E.g.,youwouldjustwrite2.Whatarethevariablesinourmission?

Thevariablesare:Dependentvariable=empower
Targetpopulation=women

Independentvariable=fitnesseducation
Themissionvariablesare:
DV=Selfesteemandsocialexperience/attitudestowardsbullying/hazing
TP=Kidsages1218
IV=Safeenvironmenttopromotewellness,healthylifestyles,andboost
selfesteem.

3.Whatisanagencyinwhichyoucouldrealizethismission?Identifytheagencyanditsmissionand
includeitslogo/iconandlinktothemission.

StandFortheSilentsmissionistocontinuetochangekidslivesandbringawarenessto
bullyingandtherealdevastationitcauses.http://www.standforthesilent.org/ourstory.html

E.g.,Inwhatagencycouldwerealizeourmission?WecouldrealizethismissionintheYWCA
whosemissionistoempowerwomenandeliminateracism.Putalinktotheagency,ifitis
locatedontheinternet,andplaceapictureoftheagencyslogo.
http://www.noplace4hate.org/realbullyingstories/
http://www.nobullying.com
http://www.itgetsbetter.org/
http://www.edudemic.com/21resourcestopreventcyberbullyingfor2014/

4.Whatjob/positioncouldyouhaveinthisagencythatwouldallowyoutoengageyourpersonalmissionin
theagency?Identifytheactualjobdescription/demandsofthejobandhotlinktoanactualjob
positionintheagency.Cutandpastethejobdescriptionin.
E.g.Whatjobcouldwehaveinthisagencyandwhatisthejobdescriptionforthat
job?

4b.Whatisyourjobpositionforthisparticularprojecthowever?Thatisintegrateyourmissionwith
theprogramplanningandevaluationmodel.
E.g.,youwouldwriteWhatisourjobforthisparticularproject?andanswer
Ourjobistodevelopaprogramplanandevaluationplantomeetourmissionof[forexample,
empoweringwomenthroughfitnesseducation(orwhateveritis)].Assuch,weshall:
Assesstheneedtoempowerwomen(orwhateveritis,etc.)
Identifymeasurableobjectivesdesignedtoreflectanempowermentofwomen
Plananevidencebasedprogramthathasshowntoempowerwomen
Implementtheprogram
Evaluatetoseeifwehavemetourobjectives/needandempoweredthewomenthroughourprogram,
and,therefore,metourmission.

WecouldhelpstartalocalchapterforStandfortheSilentandassistinputtingonworkshops,
hostingpresentations,andmaintainingthegoodworkthattheydonationally.

Forthisparticularproject,ajobthatwouldbeavailabletouswouldbeOutreachCoordinator.
We,asthecreatorsofthisantibullyingproject,mustbereachingout,makingconnections
andnetworkingwithorganizationsandinstitutionswhowouldbeinterestedinimplementing
thissortofprogram.

Section2:ReviewoftheRelatedLiterature
5.WhatisourMissionandthefourquestionsforanalyzingtheliteratureinordertodevelopourprogram
planandevaluationplaninordertodoourjobaslistedin4b?
OurMissionis:Ourmissionistoeducatekidsage1218abouteveryformofbullyingand

hazingbyutilizingasafeenvironmenttopromotewellness,healthylifestyles,andboost
selfesteem.
Themissionvariablesare:
DV=Selfesteemandsocialexperience/attitudetowardsbullyingandhazing
TP=Kidsages1218
IV=Safeenvironmenttopromotewellness,healthylifestyles,andboostselfesteem.
ThefourQuestions:Toanalyzetheliteratureforrelevantinformation,ourfourquestionswithour
missiondvandtpinare:
Example:
Doesthepieceidentifyneedtopromoteeffectivecopingforstressinstudents?
Doesthepiecetheoreticallydefineeffectivecopingforstress?
Doesthepiecetellushowtomeasureeffectivecopingforstress?
Doesthepiecegiveusamodelprogramoreducationthathasshowntopromoteeffective
copingforstress?

1.

Whichpiecesshallweusetoanalyzetheliteraturetodevelopourprogramplanandevaluationplan
designedtomeetourmission?

Doesthepieceidentifyneedtopromoteeffectivecopingforbullyinginstudents?
Doesthepiecetheoreticallydefineeffectivecopingforbullying?
Doesthepiecetellushowtomeasureeffectivecopingforbullying?
Doesthepiecegiveusamodelprogramoreducationthathasshowntopromoteeffective
copingforbullying?

Weshallusethefollowingpiecesandask/answerthe4questionsundereach
AntiBullyingPSA:ThePriceofSilence.(2010,January18).YouTube.RetrievedSeptember29,2014,
fromhttps://www.youtube.com/watch?v=wY7Gvq0P4hc
ABSTRACT:AntibullyingPSA.Over6MAmericanschoolchildrenhavebeenbulliedinthepastsix
months.Whetheryoucheeronthebully,orsilentlywatch,youaresupportingthebully.Theeffects
uponthevictimcanbedevastating,andtheeffectscanlastalifetime.osomethingbesideswatching.
Trytodiffusethesituation.Tellateacher,oraprincipal.Ifyoucan,standuptothebullyandletthem

knowthatit'snotokay.Supportthevictim.Letthemknowyoucareandyoudon'tthinkwhathappened
tothemwasfairorright.

Doesthepieceidentifyneedtopromoteeffectivecopingforbullyinginstudents?
Yes,thepieceshowshowtherearedifferentrolesonecanplayinabullyingsituation.Shows
childrentostandupforothersanddotherightthing.

Doesthepiecetheoreticallydefineeffectivecopingforbullying?
No,thepiecedoesnottheoreticallydefineawarenessofthenegativeeffectsofbullying.
Doesthepiecetellushowtomeasureeffectivecopingforbullying?
No,thepiecedoesnottellushowtomeasuretheawarenessofthenegativeeffectsofbullying.
Doesthepiecegiveusamodelprogramoreducationthathasshowntopromoteeffective
copingforbullying?
No,thepiecedoesnotgiveusamodelprogramorIVthathasshowntoincreaseawarenessofthe
negativeeffectsofbullying.

Haynie,D.,Nansel,T.,Eitel,P.,Crump,A.,Saylor,K.,Yu,K.,&SimonsMorton,B.(2001,February1).
Bullies,Victims,andBully/Victims:.RetrievedOctober6,2014,from
http://jea.sagepub.com/content/21/1/29
ABSTRACT:Bullyingandvictimizationareprevalentproblemsintheareaofadolescentpeer
relationships.Middleschoolstudents(N=4,263)inoneMarylandschooldistrictcompletedsurveys
coveringarangeofproblembehaviorsandpsychosocialvariables.Overall,30.9%ofthestudents
reportedbeingvictimizedthreeormoretimesinthepastyearand7.4%reportedbullyingthreeormore
timesoverthepastyear.Morethanonehalfofthebulliesalsoreportedbeingvictimized.Those
bully/victimswerefoundtoscorelessfavorablythaneitherbulliesorvictimsonallthemeasured
psychosocialandbehavioralvariables.Resultsofadiscriminantfunctionanalysisdemonstratedthata
groupofpsychosocialandbehavioralpredictorsincludingproblembehaviors,attitudestoward
deviance,peerinfluences,depressivesymptoms,schoolrelatedfunctioning,andparentingformeda
linearseparationbetweenthecomparisongroup(neverbulliedorvictimized),thevictimgroup,thebully
group,andthebully/victimgroup.
Doesthepieceidentifyneedtopromoteeffectivecopingforbullyinginstudents?
Yes,seeinghowstatisticsshowthatbullyingisstillahugeissuethatstudentsaresufferingfrom.
Doesthepiecetheoreticallydefineeffectivecopingforbullying?
Yes,itdefineswhatisneededinasocialenvironment,notonlyatschoolbutathomealso,fora
studenttocounteractvictimizationand/orbullying.
Doesthepiecetellushowtomeasureeffectivecopingforbullying?
Yes,asurvey/questionnairewasadministeredthatcoveredallpossibleareasofbeingabully/victim.
Doesthepiecegiveusamodelprogramoreducationthathasshowntopromoteeffective
copingforbullying?
No,itjustanalyzedtheneedforamodelprogram.

Carney,A.,&Merrell,K.(2001,August1).BullyinginSchools:PerspectivesonUnderstandingand
PreventinganInternationalProblem.RetrievedOctober6,2014,from
http://spi.sagepub.com/content/22/3/364
ABSTRACT:Bullyingisaproblemwhichisreceivingincreasingattentionworldwide.Researchersin
severalcountrieshavealreadydevisedandimplementedbullyingintervention/preventionprogramsona
nationwidebasis.Datafromlargescaletrialsofcomprehensive,schoolwideprogramsindicatethat
whenusedasalongtermongoingsolutionratherthanaquickfixincrisissituations,bullyingbehaviour
canbereducedsignificantly.Thisarticleexaminesterminology,background,developmentalaspects
andmythsaboutbullying.Psychosocialcharacteristicsofandimplicationsforbulliesandvictimsare
discussed.Fourbullyinginterventionsaresummarizedandreviews,andthemainfindingsindicate
everyonemustshouldertheresponsibilityofputtinganendtobullyingbehaviour.
Doesthepieceidentifyneedtopromoteeffectivecopingforbullyinginstudents?
Yes,accordingtosurveystaken,bullyinghasproventobeaconstantexistingproblemthathas
studentsfearingfortheirlives.
Doesthepiecetheoreticallydefineeffectivecopingforbullying?
Yes,bylookingatwhatdirectlycausesbullying,stepsforpreventionareunderway.
Doesthepiecetellushowtomeasureeffectivecopingforbullying?
Yes,aninestepguidetopreventionisaddressedinwhichaschoolassessmentforbullyingis
included.
Doesthepiecegiveusamodelprogramoreducationthathasshowntopromoteeffective
copingforbullying?
Yes,multiplemodels/interventionshavebeenlistedsuchasBullyingatSchool,WholeSchool
Response,andQuitit!ATeachersGuideonTeasingandBullying.
http://thebullyproject.com/
ABSTRACT:TheBULLYProjectisthesocialactioncampaigninspiredbytheawardwinningfilm
BULLY.Wevesparkedanationalmovementtostopbullyingthatistransformingkidslivesand
changingacultureofbullyingintooneofempathyandaction.Thepowerofourworkliesinthe
participationofindividualslikeyouandtheremarkablelistofpartnerswevegatheredwhocollectively
worktocreatesafe,caring,andrespectfulschoolsandcommunities.Ourgoalistoreach10millionkids
ormore,causingatippingpointthatendsbullyinginAmerica.
Doesthepieceidentifyneedtopromoteeffectivecopingforbullyinginstudents?
Absolutely.Itincorporatesmanyandvariousfirsthandexperiencesfromstudentsalloverthe
countryoftheirencounterswithbullyingandaggressionandhowthataffectstheirlivesand
scholasticexperiences.
Doesthepiecetheoreticallydefineeffectivecopingforbullying?
Theoretically,yes.Ithasmanylinksanddownloadableeducationalprogramsforpeopletoutilizein
andoutsidetheclassroomtohelpcombatbullying.
Doesthepiecetellushowtomeasureeffectivecopingforbullying?
Yes.Oneoftheguidelinesavailabledirectlyreferseducatorstotakeschoolwidesurveysduring
thespring,aftermostsocialcircleshavedeveloped.

Doesthepiecegiveusamodelprogramoreducationthathasshowntopromoteeffective
copingforbullying?
Thepiecegivesusmanydifferentmodelprogramstohelppromoteeffectivecopingforbullyingand
aggression.
Battey,G.,&Ebbeck,V.(2013,August27).AQualitativeExplorationofanExperientialEducationBully
PreventionCurriculum.RetrievedOctober5,2014,fromhttp://jee.sagepub.com/content/36/3/203
ABSTRACT:Bullyingbehaviorhasproblematicpsychosocialramificationsforthebully,victim,and
thosewhoarebothabullyandavictim.TheBullyPreventionChallengeCourseCurriculumutilizesa
challengeropescoursetoaddressbullybehaviorsinseventhgrademiddleschoolclasses.The
programincorporatestheuseofchallengeactivitiesframedwithmetaphorsreflectingbullybehaviors
andencouragesparticipantstodiscusshowtoidentifyandaddressbullybehaviors,aswellasto
challengethemselvestopromoteselfgrowth.Thepurposeofthisstudywastoascertainthroughfocus
groupdiscussionstheexperiencesofstudentsandteachers/staffdirectlyinvolvedintheprogram.
Findingsrevealedthatpositiveoutcomeswereattributedtoparticipationintheprogramincluding
enhancedcommunicationandinteractionamongthestudents,improvedtrustinselfandothers,a
greaterawarenessofbehaviorsthatcanleadtobullying,andacommonlanguageforstudentsand
teacherstodialogueaboutthetopicofbullying.Thevastmajorityofthoseassociatedwiththeprogram
foundittobebeneficialandadvocatedfortheprogramtobecontinuedinthefuture.

Doesthepieceidentifyneedtopromoteeffectivecopingforbullyinginstudents?
Yes,itstateshowbullyingbehaviorhasproblematicpsychosocialramificationsforthebully,victim,
andthosewhoarebothabullyandavictim.
Doesthepiecetheoreticallydefineeffectivecopingforbullying?
Yes,theprogramincorporatestheuseofchallengeactivitiesframedwithmetaphorsreflectingbully
behaviorsandencouragesparticipantstodiscusshowtoidentifyandaddressbullybehaviors,as
wellastochallengethemselvestopromoteselfgrowth.
Doesthepiecetellushowtomeasureeffectivecopingforbullying?
Ibelieveso.Findingsrevealedthatpositiveoutcomeswereattributedtoparticipationinthe
programincludingenhancedcommunicationandinteractionamongthestudents,
Doesthepiecegiveusamodelprogramoreducationthathasshowntopromoteeffective
copingforbullying?
Yes,itclaimsthatthevastmajorityofthoseassociatedwiththeprogramfoundittobebeneficial
andadvocatedfortheprogramtobecontinuedinthefuture.
http://www.ted.com/talks/shane_koyczan_to_this_day_for_the_bullied_and_beautiful
ABSTRACT:ShaneKoyczangivesabriefsummaryofhisadolescentlifehowteacherstalkedtohim,
howheactedathome,andmostofall,howhispeerstreated/usedhim.Hewasconstantlybeingtold
whatheisandnotwhathecouldbe.AlthoughKoyczanwasanintelligentkid,hechosehisbattlesvery
careful.Hedidnthavethepropertoolstodealwithbullyingandtookmattersintohisownhands.Hed
tradehomeworkassignmentsforfriendshipandchosetoscrewoverabullybygivinghimallthewrong
answerstoturnin.Asheobservedothersbeingbulliedaswell,henoticedhowmuchitaffectedhow
oneevolvesintoanadult.Somelackselflovewhileothersaregivennumerousmedicationstodrown
theirsorrows.

Doesthepieceidentifyneedtopromoteeffectivecopingforbullyinginstudents?
Yes.Addressesreallifeexperiencesofbullyingandthenegativeeffectsitscaused.
Doesthepiecetheoreticallydefineeffectivecopingforbullying?
Yes,ShaneKoyczanexplainshowvictimsofbullyingshoulduseittomakethemstronger.
Doesthepiecetellushowtomeasureeffectivecopingforbullying?
No.
Doesthepiecegiveusamodelprogramoreducationthathasshowntopromoteeffective
copingforbullying?
Notreally,butthespokenworditselfiseducationenoughtoopeneyesandhearts.
http://www.cdc.gov/violenceprevention/pdf/bullyingsuicidetranslationfinala.pdf
ABSTRACT:Inthepastdecade,headlinesreportingthetragicstoriesofayoungpersonssuicide
deathlinkedinsomewaytobullying(physical,verbal,oronline)havebecomeregrettablycommon.
Thereissomuchpainandsufferingassociatedwitheachoftheseevents,affectingindividuals,families,
communitiesandoursocietyasawholeandresultinginanincreasingnationaloutcrytodosomething
abouttheproblemofbullyingandsuicide.Forthisreason,theCentersforDiseaseControland
Prevention(CDC)andotherviolencepreventionpartnersandresearchershaveinvestedinlearning
moreabouttherelationshipbetweenthesetwoseriouspublichealthproblemswiththegoalofusingthis
knowledgetosavelivesandpreventfuturebullying.Asschooladministrators,teachers,andschool
staffindailycontactwithyoungpeople,youareuniquelyaffectedbytheseeventsandfeelenormous
pressuretohelppreventtheminthefuture.Thepurposeofthisdocumentistoprovideconcrete,
actionorientedinformationbasedonthelatestsciencetohelpyouimproveyourschoolsunderstanding
ofandabilitytopreventandrespondtotheproblemofbullyingandsuiciderelatedbehavior.
Doesthepieceidentifyneedtopromoteeffectivecopingforbullyinginstudents?
Yes,itrelatesbullyingtosuicidewhichisaseriousproblemthatneedstobeprevented.Claimsthat
theultimategoalofpreventioneffortsistoreduceriskfactorsandincreaseprotectivefactorsas
muchaspossible.
Doesthepiecetheoreticallydefineeffectivecopingforbullying?
Notreally.Itappearstodefineeffectivecopingforsuicidemorethanbullying.
Doesthepiecetellushowtomeasureeffectivecopingforbullying?
No,justgivesinformationontherelationshipbetweensuicideandbullying.
Doesthepiecegiveusamodelprogramoreducationthathasshowntopromoteeffective
copingforbullying?
Yes,andno.ItgivesachartinwhichWhatweknowfromresearchandWhatcanschool
personneldoislisted.

BullyingandSuicide.(n.d.).RetrievedOctober5,2014,from
http://www.bullyingstatistics.org/content/bullyingandsuicide.html
ABSTRACT:Thereisastronglinkbetweenbullyingandsuicide,assuggestedbyrecent
bullyingrelatedsuicidesintheUSandothercountries.Parents,teachers,andstudentslearnthe
dangersofbullyingandhelpstudentswhomaybeatriskofcommittingsuicide.Inrecentyears,a
seriesofbullyingrelatedsuicidesintheUSandacrosstheglobehavedrawnattentiontotheconnection
betweenbullyingandsuicide.Thoughtoomanyadultsstillseebullyingas"justpartofbeingakid,"itis
aseriousproblemthatleadstomanynegativeeffectsforvictims,includingsuicide.Manypeoplemay
notrealizethatthereisalsoalinkbetweenbeingabullyandcommittingsuicide.
Doesthepieceidentifyneedtopromoteeffectivecopingforbullyinginstudents?
No,itdoesnot
Doesthepiecetheoreticallydefineeffectivecopingforbullying?
No,itdoesnot
Doesthepiecetellushowtomeasureeffectivecopingforbullying?
Otherthanbasicsurveys,itdoesnot
Doesthepiecegiveusamodelprogramoreducationthathasshowntopromoteeffective
copingforbullying?
Ithaslinkstoothersuggestedcopingmethods
http://www.meganmeierfoundation.org/statistics.html
ABSTRACT:Ourmissionistobringawareness,educationandpromotepositivechangeto
children,parentsandeducatorsinresponsetotheissuessurroundingbullyingandcyberbullyingin
ourchildren'sdailyenvironment.Ourvisioniscreateawareness,educationandpromotepositive
changeregardingtheissuessurroundingbullyingandcyberbullyingalongwithcelebrating
individualityandacceptanceofothers.Webelievethatthroughempoweringoursocietywecan
worktogethertomakeadifferenceandcreateasaferandkinderworld.Oureightcorevalues
includecommitment,reputation,integrity,continuededucationandtrainingofstaff,accountability,
diversity,teamwork,andempathy.
Doesthepieceidentifyneedtopromoteeffectivecopingforbullyinginstudents?
Yes,afterhavingfriends/familythathavelosttheirlivesbecauseofbullying,membershavecreated
thissiteandresourcestoconstructapreventionmethod.
Doesthepiecetheoreticallydefineeffectivecopingforbullying?
Nottheoretically.Mainlyjuststatesthatpresentationsareinvolvedbutdoesntexplainhoworwhy.
Doesthepiecetellushowtomeasureeffectivecopingforbullying?
Yes,NationalCrimeVictimizationSurveysaretaken.
Doesthepiecegiveusamodelprogramoreducationthathasshowntopromoteeffective
copingforbullying?

Yes,bullypresentationsforstudents/parents/communities/educatorsareshownatschool
assemblies.Leadershipprogramsarealsoinstituted.
http://www.jahonline.org/article/S1054139X(07)003643/fulltext
ABSTRACT:Adolescentsaccesstoanduseofnewmediatechnology(e.g.,cellphone,personaldata
assistant,computerforInternetaccess)areontherise,andthisexplosionoftechnologybringswithit
potentialbenefitsandrisks.Attentionisgrowingabouttheriskofadolescentstobecomevictimsof
aggressionperpetratedbypeerswithnewtechnology.InSeptember2006,theCentersforDisease
ControlandPreventionconvenedapanelofexpertsintechnologyandyouthaggressiontoexaminethis
specificrisk.ThisspecialissueoftheJournalofAdolescentHealthpresentsthedataand
recommendationsforfuturedirectionsdiscussedatthemeeting.ThearticlesintheJournalsupportthe
argumentthatelectronicaggressionisanemergingpublichealthprobleminneedofadditional
prevalenceandetiologicalresearchtosupportthedevelopmentandevaluationofeffectiveprevention
programs.
Doesthepieceidentifyneedtopromoteeffectivecopingforbullyinginstudents?
No,itsimplystatesthatmoreresearchisnecessary
Doesthepiecetheoreticallydefineeffectivecopingforbullying?
No,itsmoreofastudyoftheeffectoftechnologyandcyberbullying
Doesthepiecetellushowtomeasureeffectivecopingforbullying?
Notexactly.Itfreelyadmitsthattherewouldbevariationstomeasurementthatwouldneedtobe
accountedfor.
Doesthepiecegiveusamodelprogramoreducationthathasshowntopromoteeffective
copingforbullying?
No,itdoesnot.
http://www.sciencedirect.com/science/article/pii/S074756321100197X
ABSTRACT:Electronicaggression,orcyberbullying,isarelativelynewphenomenon.Assuch,
consistencyinhowtheconstructisdefinedandoperationalizedhasnotyetbeenachieved,inhibitinga
thoroughunderstandingoftheconstructandhowitrelatestodevelopmentaloutcomes.Inaseriesof
twostudies,exploratoryandconfirmatoryfactoranalyses(EFAsandCFAsrespectively)wereusedto
examinewhetherelectronicaggressioncanbemeasuredusingitemssimilartothatusedformeasuring
traditionalbullying,andwhetheradolescentsrespondtoquestionsaboutelectronicaggressioninthe
samewaytheydofortraditionalbullying.ForStudyI(n=1755149%female),adolescentsingrades
812wereaskedtowhatextenttheyhadexperiencewithphysical,verbal,social,andcyberbullyingas
abullyandvictim.EFAandCFAresultsrevealedthatadolescentsdistinguishedbetweentherolesthey
play(bully,victim)inabullyingsituationbutnotformsofbullying(physical,verbal,social,cyber).To
examinethisfurther,StudyII(n=73362%female),askedadolescentsbetweentheagesof11and18
torespondtoquestionsabouttheirexperiencesending(bully),receiving(victim),and/orseeing
(witness)specificonlineaggressiveacts.EFAandCFAresultsrevealedthatadolescentsdidnot
differentiatebetweenbullies,victims,andwitnessesrather,theymadedistinctionsamongthemethods
usedfortheaggressiveact(i.e.sendingmeanmessagesorpostingembarrassingpictures).Ingeneral,
itappearsthatadolescentsdifferentiatedthemselvesasindividualswhoparticipatedinspecificmodeof

onlineaggression,ratherthanasindividualswhoplayedaparticularroleinonlineaggression.This
distinctionisdiscussedintermsofpolicyandeducationalimplications.
Doesthepieceidentifyneedtopromoteeffectivecopingforbullyinginstudents?
Yes,anditdescribescyberbullyingasanewphenomenon
Doesthepiecetheoreticallydefineeffectivecopingforbullying?
No,thiswasmorefocusedonidentifyingthedifferencesofphysicalandelectronicbullying
Doesthepiecetellushowtomeasureeffectivecopingforbullying?
Notexactly,itonlymeasureshowchildrenlookatbullyingroles.Theyaskedadolescentsbetween
theagesof11and18torespondtoquestionsabouttheirexperiencesending(bully),receiving
(victim),and/orseeing(witness)specificonlineaggressiveacts.
Doesthepiecegiveusamodelprogramoreducationthathasshowntopromoteeffective
copingforbullying?
No,itdoesnot.

Baldry,A.,&Farrington,D.(2004,January27).Evaluationofaninterventionprogramforthereductionof
bullyingandvictimizationinschools.Baldry.RetrievedOctober16,2014,from
http://onlinelibrary.wiley.com/doi/10.1002/ab.20000/abstract
Abstract:
Thepresentstudyevaluatestheeffectofaninterventionprogramonthereductionofbullyingand
victimizationinschoolswithasampleof239studentsaged1016yearsoldinRome,Italy.Theprogram
dealswithbullyingandviolence.Itconsistsofthreevideosandabookletthathelpstudentstodevelopthe
socialcognitivecompetenceskillstounderstandthenegativeconsequencesofaggressivebehavior.The
interventionwasevaluatedusinganexperimentaldesignwithpretestandposttestanalyses.Studentswere
randomlyallocatedtoexperimentalorcontrolclasses.Studentscompletedaselfreportquestionnairein
whichtheywereaskedtoindicateona5pointscalehowoftentheywerevictimizedorbulliedothers.
Victimizationandbullyingwereassessedbyusingquestionsaboutspecifictypesofactions,acomposite
measureofvictimizationandbullying,andasinglequestionaboutvictimizationandbullyingingeneral.
Resultsshowedthattheprogramworkedbestforolderstudents,butnotforyoungeroneswhoinsome
casesreportedanincreasedlevelofvictimizationaftertheintervention.Forolderstudentstherewasa
decreaseinvictimizationaccordingtothesumoftypesofbehaviorfortheexperimentalgroup,butan
increaseforthecontrolgroup.Thesameresultwasfoundfordirectvictimization,havingbelongingsstolen,
andbeingcallednastynames.Therefore,theprogramseemedtobebeneficialforolderstudentsbut
possiblydamagingforyoungerstudents.Itissuggestedthattheprogramcouldhaveworkedbetterwith
olderstudentsbecauseofthecognitiveskillsitrequired.Youngerstudentscouldhavereportedhigherlevels
ofbullyingaftertheinterventionbecausetheybecamemoresensitizedtothetopicofbullying.Aggr.Behav.
30:115,2004.2004WileyLiss,Inc.

1.Doesthepeiceidentifyneedtoincreasetheawarenessofthenegativeeffectsofbullyinginteens?
Yes,thepiecestateshowbullyingleadstolowselfesteemandincreasesuiciderisks.
2.Doesthepiecetheoreticallydefineawarenessofthenegativeeffectsofbullying?No,thepiece
doesnottheoreticallydefineawarenessofthenegativeeffectsofbullying.
3.Doesthepiecetellushowtomeasuretheawarenessofthenegativeeffectsofbullying?Yes,the

programconsistsofthreevideosandabookletthathelpstudentstodevelopthesocialcognitive
competenceskillstounderstandthenegativeconsequencesofaggressivebehavior.Theinterventionwas
evaluatedusinganexperimentaldesignwithpretestandposttestanalyses.Studentscompleteda
selfreportquestionnaireinwhichtheywereaskedtoindicateona5pointscalehowoftentheywere
victimizedorbulliedothers.Victimizationandbullyingwereassessedbyusingquestionsaboutspecific
typesofactions,acompositemeasureofvictimizationandbullying,andasinglequestionabout
victimizationandbullyingingeneral.Resultsshowedthattheprogramworkedbestforolderstudents
4.DoesthepiecegiveusamodelprogramorIVthathasshowntoincreaseawarenessofthe
negativeeffectsofbullying?NothepiecedidnotgiveusamodelprogramorIvthathasshownto
increaseawarenessofthenegativeeffectsofbullying.

Farrington,D.,Ttofi,Maria.(2011,March).EffectivenessofSchoolBasedProgramstoReduceBullying:A
SystematicandMetaanalyticReview.JournalofExperimentalCriminology.RetrievedOctober4,2014
from:http://link.springer.com/article/10.1007/s1129201091091
Abstract:Thisarticlepresentsasystematicreviewandmetaanalysisoftheeffectivenessofantibullying
programsinschools.Studieswereincludediftheyevaluatedtheeffectsofanantibullyingprogramby
comparinganinterventiongroupwhoreceivedtheprogramwithacontrolgroupwhodidnot.Fourtypesof
researchdesignwereincluded:a)randomizedexperiments,b)interventioncontrolcomparisonswith
beforeandaftermeasuresofbullying,c)otherinterventioncontrolcomparisons,andd)agecohortdesigns.
Bothpublishedandunpublishedreportswereincluded.Allvolumesof35journalsfrom1983uptotheend
ofMay2009werehandsearched,aswere18electronicdatabases.Reportsinlanguagesotherthan
Englishwerealsoincluded.Atotalof622reportsconcernedwithbullyingpreventionwerefound,and89of
thesereports(describing53differentprogramevaluations)wereincludedinourreview.Ofthe53different
programevaluations,44provideddatathatpermittedthecalculationofaneffectsizeforbullyingor
victimization.Themetaanalysisofthese44evaluationsshowedthat,overall,schoolbasedantibullying
programsareeffective:onaverage,bullyingdecreasedby2023%andvictimizationdecreasedby1720%.
Programelementsandinterventioncomponentsthatwereassociatedwithadecreaseinbullyingand
victimizationwereidentified,basedonfeedbackfromresearchersaboutthecodingof40outof44
programs.Moreintensiveprogramsweremoreeffective,aswereprogramsincludingparentmeetings,firm
disciplinarymethods,andimprovedplaygroundsupervision.Workwithpeerswasassociatedwithan
increaseinvictimization.Itisconcludedthatthetimeisripetomountanewprogramofresearchonthe
effectivenessofantibullyingprogramsbasedonthesefindings

1.Doesthepieceidentifyneedtoincreasetheawarenessofthenegativeeffectsofbullyinginteens?
No,butitdoesincreasetheeffectivenessofantibullyingprogramsinschool.
2.Doesthepiecetheoreticallydefineawarenessofthenegativeeffectsofbullying?No,thepiece
doesnottheoreticallydefineawarenessofthenegativeeffectsofbullying.
3.Doesthepiecetellushowtomeasuretheawarenessofthenegativeeffectsofbullying?Yes,with
randomizedexperiments,interventioncontrolcomparisonswithbeforeandaftermeasuresofbullying,
otherinterventioncontrolcomparisons,andagecohortdesigns
4.DoesthepiecegiveusamodelprogramorIVthathasshowntoincreaseawarenessofthe
negativeeffectsofbullying?Yes,itsaidintensiveprogramsweremoreeffectivethatincludedparent
meetings,firmdisciplinarymethods,andimprovedplaygroundsupervision.

Naylor,P.(1999,August).TheEffectivenessofPeerSupportSystemsinChallengingSchoolBullying:The
PerspectivesandExperiencesofTeachersandPupils.JournalofAdolescence.RetrievedOctober3,2014
from,http://www.sciencedirect.com/science/article/pii/S0140197199902415

Abstract:Thislargescalequestionnairesurveyhassoughtteachers'andpupils'perceptionsand
experiencesofpeersupportsystemsinchallengingbullyinginU.K.(mainlyEnglish)secondaryschoolsand
colleges.Ingeneral,thesesystemshavebeenfoundtobeeffectiveinreducingthenegativeeffectsof
bullyingforvictims.Collectively,therespondentsalsoperceivemanyimportantbenefitstousersofthese
systems,topeersupportersandtotheschoolasawhole,includinghelpingtocreateasocioemotional
climateofcare.Therespondentsalsoperceiveproblemswiththesesystemsand,importantly,howthey
havebeenovercomeandmightbefurtherimproved.

1.Doesthepeiceidentifyneedtoincreasetheawarenessofthenegativeeffectsofbullyinginteens?
Yes,Weseebullyingasbeingcentredonthesystematicabuseofpower.Itistypifiedbythebully'sand
victim'sinequalityofaccesstopower.Itisoften,butnotalways,motivatedbythebully'sdesiretocause
physicalorpsychologicaldistress,orboth,tohisorhervictimand,ofcourse,itmayactuallydooneorboth
ofthesethings
2.Doesthepiecetheoreticallydefineawarenessofthenegativeeffectsofbullying?No,itdoesnot
provideadefinition
3.Doesthepiecetellushowtomeasuretheawarenessofthenegativeeffectsofbullying?Yes,A
questionnairebasedonapilotstudyappropriateforeachofthesefivegroupsofpeoplewasdevisedbythe
authors,pilotedinoneschoolandamendedinthelightofcommentariesfrompeersupporters,otherpupils,
teachersinchargeandteachersnotincharge.
4.DoesthepiecegiveusamodelprogramorIVthathasshowntoincreaseawarenessofthe
negativeeffectsofbullying?Yes,TheEffectivenessofPeerSupportSystemsinChallengingSchool
Bullying:ThePerspectivesandExperiencesofTeachersandPupils

HL367Section3:SynthesisoftheLiterature
DOCUMENT,DOCUMENT,DOCUMENT.And,SHOULDBENOTHINGHERETHATSNOTINSECTION
2.Pleaseputthequestionsin,boldthem,andthenanswerthem.Pleaseputyourdvandtpinquestions.

ASSESSINGGENERALNEED(LITERATUREREVIEW)TOCHANGEDVINTP
7.Whatistheneedforyourmission?Pleasesynthesizetheliteratureforthefirstquestionundereach
abstractfromSection2showinggeneralneedforyourmission.Pleasedocument.
Doesthepieceidentifyneedtopromoteeffectivecopingforbullyinginstudents?
Over75percentofstudentsinsmalltownenvironmentsreportedbeingbulliedonoraroundschool
grounds.Ofvictimsstudied,ninetypercentbelieved[bullying]causedthemproblems20percent
felttheproblemsitcausedweresevere[and]socialandemotionalproblemswerethemost
common(Hazleretal.,1991,citedinHazler1996).(BullyinginSchools,CarneyandMerrell)
AlthoughdatafromtheUnitedStateswerenotincludedinthe1996WHOreport(Kingetal.,1996),
preliminaryanalysisofdatafromthe1997/1998WHOsurveyofstudentsintheUnitedStates
indicatedthat19.5%ofyouthreportedbullyingothersthreeormoretimesoverthepastyear,and
8.8%ofyouthreportedbullyingothersoneaweekormore.Thepercentageofthosewhoreported
beingbulliedwassimilar,with16.9%reportingbeingbulliedthreeormoretimesoverthepastyear
and8.4%reportedbeingbulliedonceaweekormore(Nanseletal.,2000).(Bullies,Victims,and
Bully/Victims)

Weknowthatbullyingbehaviorandsuiciderelatedbehaviorarecloselyrelated.Thismeansyouth
whoreportanyinvolvementwithbullyingbehavioraremorelikelytoreporthighlevelsof
suiciderelatedbehaviorthanyouthwhodonotreportanyinvolvementwithbullyingbehavior.(The
RelationshipBetweenBullyingandSuicide)
In2011,approximately28%of1218yearoldstudentsreportedbeingbulliedatschool,and9%of
1218yearoldstudentsreportedbeingcyberbulliedanywhereduringtheschoolyear.18%
reportedthattheyweremadefunof.18%reportedbeingsubjectofrumors.5%reportedbeing
threatenedwithharm.3%reportedthatotherstriedtomakethemdothingstheydidnotwanttodo.
6%reportedbeingexcludedfromactivitiesonpurpose.3%reportedthattheirpropertywas
destroyedbyothersonpurpose.8%saidtheywerepushed,shoved,tripped,orspiton.(U.S.
DepartmentofJustice,BureauofJusticeStatistics,SchoolCrimeSupplement(SCS)totheNational
CrimeVictimizationSurvey,2011)(MeganMeierFoundation)
Over13millionAmericankidswillbebulliedthisyear,makingitthemostcommonformofviolence
experiencedbyyoungpeopleinthenation(BullyProject).Parentsplayavitalroleinsupporting
theirkids,promotingupstanderratherthanbystanderbehavior,andteachingandmodelingempathy
inthehome.
Bullyingbehaviorhasproblematicpsychosocialramificationsforthebully,victim,andthosewho
arebothabullyandavictim.(Battey)
Thereisastronglinkbetweenbullyingandsuicide,assuggestedbyrecentbullyingrelated
suicidesintheUSandothercountries.Parents,teachers,andstudentslearnthedangersof
bullyingandhelpstudentswhomaybeatriskofcommittingsuicide.(Bullyingstatistics)

Adolescentsaccesstoanduseofnewmediatechnology(e.g.,cellphone,personaldataassistant,
computerforInternetaccess)areontherise,andthisexplosionoftechnologybringswithit
potentialbenefitsandrisks.Attentionisgrowingabouttheriskofadolescentstobecomevictimsof
aggressionperpetratedbypeerswithnewtechnology.electronicaggressionisanemerging
publichealthprobleminneedofadditionalprevalenceandetiologicalresearchtosupportthe
developmentandevaluationofeffectivepreventionprograms.(DavidFerdon)

THEORETICALDEFINITIONOFDV
8.Whatistheway(basedonyourliteraturereviewandyourmeetingwithme)youwilltheoreticallydefine
yourdv?Pleasedocumentandthereshouldbenothing/nosourceinthisdefinitionthatisnotinSection2.

DV=Selfesteemandsocialexperience/attitudestowardsbullying/hazing

Everyschoolwasabigtopcircustent,andthepeckingorderwentfromacrobatstoliontamers,
fromclownstocarnies.Allofthesemilesaheadofwhowewerewewerefreaks.Lobsterclaw
boysandbeardedladies.Auditiesjugglingdepressionandloneliness,playingsolitaire,spinthe
bottletryingtokissthewoundedpartsofourselvesandheal,butatnight,whiletheothersslept,we
keptwalkingthetightrope.Itwaspracticeandyea,someofusfell.ButIwanttotellthemthatallof
this,isjustdebri,leftoverwhenwefinallydecidetosmashallthethingswethoughtweusedtobe.

Andifyoucantseeanythingbeautifulaboutyourself,getabettermirror,lookalittlecloser,starea
littlelonger(ShaneKoyczan,TedTalk).
Bullyingleadstolowselfesteemandincreasedsuiciderisks.(Evaluationofanintervention
programforthereductionofbullyingandvictimizationinschools).Bullyingcanbedefinedas
repeatedly(notjustonceortwice)harmingothers.Thiscanbedonebyphysicalattackorby
hurtingothersfeelingsthroughwords,actions,orsocialexclusion.Bullyingmaybedonebyone
personorbyagroup.Itisanunfairmatchsincethebullyiseitherphysically,verbally,and/or
sociallystrongerthanthevictim(Hazler,1996).
Inrecentyears,aseriesofbullyingrelatedsuicidesintheUSandacrosstheglobehavedrawn
attentiontotheconnectionbetweenbullyingandsuicide.Thoughtoomanyadultsstillseebullying
as"justpartofbeingakid,"itisaseriousproblemthatleadstomanynegativeeffectsforvictims,
includingsuicide.Manypeoplemaynotrealizethatthereisalsoalinkbetweenbeingabullyand
committingsuicide.(BullyingStatistics)

8a.Howcanyoumodelthetheoreticaldefinitionforyourdv.Thismodelshouldtotallyreflectthe
words/conceptsfrom7a.Weworkedonthisinyourmeetingwithme.
75%ofstudentsfromsmalltownareasreportedthefeelingofbeingbullied,with90%ofthemclaimingit
wasarealproblem.Bullyingbehaviorhasseverepsychosomaticramificationsforboththebullyandthe
victim,leadingtocomplicatedselfesteemissues.Wewanttochangetheselfesteemtoreducetheamount
ofincidenceinschool.

ASSESSINGSPECIFICNEED(FINDINGAVALIDTESTTOMEASUREDVINSPECIFICTP)
9.Atestisvalidifitmeasureswhatitsaysitwillmeasure,andyousayyouwillmeasureyourdvas
theoreticallydefined.Pleaseshowthetestthatyoudevelopedorthatyoufoundfromtheliteratureforyour
dv.PLEASEALSOINCLUDETHEEVALUATIONDATAWHATISAGOOD,POORTESTSCORE,ETC.
Asurveyisgiveninwhichparentalconsentisobtainedtoaddressthesensitivecontentwithinquestions.
SurveyisadministeredintheclassroomwithProctorsweretrainedfor4hoursonthedatacollection
protocoldevelopedforthisstudy.Teachersremainintheclassroomtosuperviseandstudentdisciplinebut
otherwiseareuninvolvedinthesurveyprocedures.Toensureconfidentiality,studentsfirstcompleteand
turninacoverpagethatincludestheirname,surveyidentificationnumber,birthdate,andhomebase
classroomteachersname.Studentsnamesarenotonthequestionnaires.Thesurveyusedinthecurrent
studyconsistsof116itemstoassessstudentbackgroundpsychosocial,school,andparentvariablesas
wellasinvolvementinproblembehaviors,asubsetofwhichincludedquestionsaboutbullyingand
victimization.
Studentswereclassifiedascomparisons,victims,bullies,orbully/victimsbasedontheirselfreportsof
bullyingandvictimizationinthepast12months.Thoseclassifiedascomparisonsreportedneverhaving
beenvictimizedorhavingbullied.Victimsreportedhavingbeenvictimizedthreeormoretimesandhaving
neverorrarelybullied.Bulliesreportedbullyingthreeormoretimesandneverorrarelyhavingbeen
victimized.Bully/victimsreportedbothhavingbulliedandhavingbeenvictimizedthreeormoretimes.
Studentswhoreportedinfrequentincidentsofbullyingand/orvictimizationandstudentswhoweremissing
eitherthebullyingitemorvictimizationscalewerenotincludedintheanalyses.Althoughthatclassification
ofstudentseliminatedalargenumberofstudents,itwasdesignedtofocustheanalysisonthosestudents
whohadbulliedorbeenvictimizedmostfrequently.
(http://jea.sagepub.com/content/21/1/29.full.pdf+html)

HEREISALINKTOOURMODELSURVEY
http://www.bullyingawarenessweek.org/pdf/Bullying_Survey_Youth.pdf
9a.TestValidity:Pleasearguethatyourtesthaslogicalorcontentvalidity,thatitactuallymeasuresyourdv
(allcontentareas)perthetheoreticaldefinitionofthedv.
Anonymitycanbekeyinsupplyinghonestandaccurateanswersonthequestionnaires.Accordingtothe
abovetest,itdidagoodjobaboutcategorizingthestudentsanonymouslyanddiscreetly.Bydoinga
before/aftertest,wewouldbeabletotesttheefficacyofourprograminrelationtothestudentsselfesteem
andsenseofworth.
Staffobservanceandinschoolnotationwouldbenecessarytocorroboratethedata.
9b.Pleasesayhowyouwoulddeveloptestretestreliability(testconsistency)foryourtest.(Wewilltalk
aboutthisnextclass.)
Havingstudentstakeandretakethissurveyoveramatterofweeksmightbeagoodwaytocheckourtest,
butifsociallifechangesforstudents,thatcouldproveineffectual.
IDENTIFYINGMEASURABLEOBJECTIVES(USINGVALIDTESTTODETERMINEHOWMUCHOF
YOURDVISINYOURTP)
9c.Pretendyougaveyourtestinapretestsituationforthetp.Pleaseidentifyatleast4measurable
objectivesusingtheproperformat(i.e.,Ms.Joneswilllose10lbsbytheendofthe10wkprogram).
1.
2.
3.
4.

Studentpopulationwillexperience20%lessviolentincidencesinschoolattheendofthe48week
program.
Attheendoftheintervention,leadershipandantiaggressionprogramswillbeselfsustainingatthe
schoolsinvolved.
Allstudentswillbeabletoidentifybully/victimbehaviorinconflictandobservance.
Frequencyofstudentsstandinguptoaggression/reportingstudentsguiltyofaggressivebehavior
willincreasebyatleast10%.

HL367Section4:Programming

PleasePutSection4:Programmingonanewpage.Useyourliteraturereview(Section2)toanswerthese
questions.
DOCUMENT,DOCUMENT,DOCUMENT.And,SHOULDBENOTHINGinquestion10THATSNOTIN
SECTION2.Pleaseputthequestionsin,boldthem,andthenanswerthem.Pleaseputyourdvandtpin
questions.
PLANNINGANEVIDENCEBASEDPROGRAMANDIMPLEMENTATIONPLAN
10.Basedontheliteraturereview,whichprogrammodelfromwillyouuse?Identifythemodelandthen
identifythestepsinthemodel.Then,rightnexttoit,showhowyouwilladaptthemodelforyourcontentor
timeneeds.Pleasegointoveryspecificdetailaboutwhatyourprogramis,WHATYOUWILLCOVER,and
howyouwillimplementit.THISISTHEPROGRAMYOUWILLUSETOTRYTOCHANGEYOURDVIT
ISIMPORTANTTHATYOUFLESHITOUTINDETAIL.MAKESUREYOUFOLLOWTHEMODEL
COMPLETELY.SeetheexamplebelowfromGETFITWITHTHEGRIZZLIES.
MissionofProgram:tosupportandimprovestudentshealthknowledgeandhealthbehaviorsregarding
physicalactivityandnutrition

ModelProgram:GetFitWiththeGrizzlies
6wk/6lessoncurricularaddition(miniunit:30
minpersession)focusingonnutritionand
physicalactivityfor4thand5thgradersinMemphis
CitySchoolsandadministeredbyphysical
educatorsinschools.

MemphisGrizzliesbasketballteam.

BasedonSocialCognitiveTheory,whichsees
learningasasocialdrivenprocesswhere
motivationandselfefficacyandsupportive
environmentareallrequired.

MemphisGrizzliesstaffworkedtodevelopthe
programandthemarketingstaffprocuredmoney
tofundtheprogram.
TrainingforTeachers.
Allelementaryphysicaleducatorsattendedahalf
daytrainingprogramonthisminiunitandits
support(websitesupport,schoolsiteassembly
visitsbyGrizzliesplayers/mascot/dancers,a
basketballcoachingclinicwithGrizzliesplayers
andcoaches,andanalldayGetFitwiththe
GrizzliesDayatFedEXForum,theGrizzlies
arena.

Trainedteacherstoadministerpre/posttestson
nutrition/physicalactivityknowledgeusingaset
protocol.

InvitetheParentstoaParentsdaytolearnabout
theprogramanditsprocesses.Procureaconsent
formfromparents.

Howwouldyoumodelthisprogramtouseit
inMarquette,MI?

ModelProgram:L.E.A.D.(Learningand
EducationofAggressiveDemeanor)
8wk/8educationallesson(miniunit:1hourper
session)focusingoneducationofbullying,how
toreactifexposed,andenhancingselfimagefor
7th12thgradersinMarquetteCitySchoolsand
administeredbyus.

BasedonSocialCognitiveTheory,whichsees
learningasasocialdrivenprocesswhere
motivationandselfefficacyandsupportive
environmentareallrequired.

FundingwillbeprovidedforLEADbyschool
fundraisers,budgetallocations,andcooperation
withexistingprograms.
Allmiddle,highschooleducators,volunteers,
counselorsandparentswillbebroughtinfor
trainingandorientationwiththeprojectsgoalfor
ahalfdayprogram.Trainingvideos,worksheets,
andotherresourceswillbedistributedtothestaff
withexplanationsanddirectiontoattainproper
education.Thistrainingwilltakeplaceatthe
schoolinquestion.

Trainedteacherstoadministerpre/posttestson
bullying/victimknowledgeusingasetprotocol.

Allowstudentstohavetheopportunitytoinvite
parentsonaspecificday,butonlyiftheothers
agreetoit.

Conveneacoregroupofallieswhocanhelp
buildsupportfortheprogram.Theadults
involvedwillhopefullybeabletocarrythe
programafterinstallation.Gathertoscreenthe
PG13versionofBULLY,allowgroupthetimeto
processanddiscussthefeelingsevokedand
delveintothestrategiespresentedtoaddressthe
issuesofbullyingandschoolclimate.Thisteam
shouldalsoprescreentheBULLYforYoung
Audiencestodecidewhichversionisappropriate
foreachschoolsstudentsandchoosewhich
materialsandexercisestoincorporate.

Week1/Lesson1
Collectpretestdataonknowledgeofnutrition
andphysicalactivity.

Giveoutlogbookswithworksheetstochildren
thatallowthemtorecordtheirnutritionand
physicalactivityhabitsonaweeklybasis.

Includeparentsinhomework,exercisingwith
child,discussinghealthyfoods,eatingdinner
togetherandthesignaturewasnecessaryon
theirchildsGetFitactivity/foodlog

Infoaboutphysicalactivityandnutritiongivenin
logbookkidswereactivefortheperiodina
game/exercise.

Teacherscollectlogbooksweekly.
Week2/Lesson2youwouldfillout

Week3/Lesson3youwouldfillout

ItisadvisedtoshowtheBULLYForYounger
Audiencesversionofthefilmforstudentsbelow
the9thgrade.

Collectpretestdataonassessmentof
bullying/victimization.

MandatoryschoolwideassemblyonLeadership
andWhatisAggressioninSchool?

Makefamiliesawareofpushforleadershipand
positiveinfluencesforyoungadults.

Havefirstafterschoolmeeting.Introducethe
projectgoalofgettingkidstobegoodleaders
andleadbyexample.Haveanothersurveyof
childreninschoolenvironment(getasenseof
whosbullied,whosnot,andwhoisagood
leaderalready).Developastudentcodeof
conductwithhelpfromthestudents.Establish
safespaceforsharingandallowforsharing
eachweek.

SchedulescreeningsofthedocumentaryBully
forstudentswithfacilitatedfollowupdiscussions
andexercises.Someschoolsdothisinlargeall
schoolscreenings,orbygradeorbrokendown
intoclassroomsworkasateamtodecidewhich
willworkbest.

Havestudentsassembleleadershipteamcome
upwithsloganandgoals.

Adultsneedtoanticipatehowyoungpeoplemay
respond.Therecanbeawiderangeof
responses,includingsomestudentswhoseethe
filmashittingparticularlyclosetohomeandneed
individualsupport.
Distributewhattodoifyousee/orarebeing
bulliedpostcards.Raiseawarenessofschool
campaignbyaskinglocalmediatocoveryour

Week4/Lesson4youwouldfillout

Week5/Lesson5youwouldfillout

Week6/Lesson6youwouldfillout

Ongoing

efforts.Takephotosandmakevideosofyour
events.

Havefundraisersandgetstudentsinvolvedin
teambuildingexercises.Getstudentstofeelin
controloffutureandliketheycanmakea
differenceinstudentmoraleandtheirown
leadershipqualities.
Assesstheimpactofthescreeningsandgeneral
schoolclimatewithyourleadershipteam.Focus
onostracismandhowthisaffectstheschool
population.

Talkaboutlabels.Whatdoesitmeantolabel
someoneasabullyoravictim?Whatleadsto
labelling?
Talkaboutacceptance,andhoweveryone
shouldbeacceptedbecauseweareallhuman,
andnothinglessthanthat.
Towhatextentcanthebehaviorofstudentsbe
changedtobepartoftheincrowd?

Arrangeactivitytoincludeeveryone.Prep
studentstostandoutandincludepeopleno
matterwhat.
Beginlessonwrapup.
Takeapostsurveyofbullyingschoolwide.
Haveleadershelpdistributesurvey.
Analyzeexperiencesofarofleadershiplessons
andskillsacquired.Prepareforschool
presentation.
Lessonwrapup.
Showleaders(andschool)resultsofprogram
frompostsurvey.
Shareresourcesforcreatingsafeschoolsandfor
ongoingactivitiestopromotegoodleadersandto
reducebullyingandhazing.
Establishapermanentsafespaceforsharing
andforadviceamongststudentswhetherin
afterschoolstyleprogramorsetupduring
schoolhours.
Establishsystemforongoingleadership
club/program.
Studentsarelesslikelytobullyandbebullied
andtheyaremorelikelytobeeffectiveleadersin
improvingthecommunitywhentheydevelop
socialandemotionalskills,includingself

awareness,theabilitytomanageconflicts,the
abilitytoempathizewithothers,andtheskillsto
standupforthemselvesandotherseffectively.
Researchindicatesthatstudentsarealsomore
likelytobemoresuccessfulacademically,andin
lifeingeneral,whentheyhavetheseskills.

*Irwin,C.,Irwin,R.,Miller,M.,Somes,G,andRichey,P.(July2010).Getfitwiththegrizzlies:A
communityschoolhomeinitiativetofightchildhoodobesity.JournalofSchoolHealth.80(7):333339.

ComparingourprogramwiththeBullyProject!

TheBullyProject

LEAD(LearningandEducationofAggressive
Demeanors)

Who:TheBullyProject

Who:LEAD(LearningandEducationof
AggressiveDemeanors)

What:Itisasetupforintroducing
middleschoolandhighschoolchildrento
theshorttermandlongtermeffectsof
bullying

What:Astartupprogramforstudentsages
1218toeducateaboutbullyingandcreate
leadershipprogramstopreventfurther
incidences.

Why:Bullyingandschoolaggressionhasa
longhistoryofnegativeeffectsbothin
schoolandaftergraduation.

Why:Aggressionhasbeenproventohave
lastingeffectsonpeople,andthereisalink
betweenbulliesandbeingagoodleader.
Byleadingbyexample,hopefullyalasting
influencecanbemade.

Where:Duringandafterschoolprogramsfor Where:Initiallyofferedduringschooland
bothmiddleandhighschool.
assemblies,willevolveintoanafterschool

educationalclubforleadership.

When:TheBullyProjectwasinitiatedin
2013,andistobeofferedthroughoutthe
schoolyear.

When:LEADwastheorizedin2014andis
tobesetupoverthecourseof68weeks
andcontinuedindefinitely.

11.Whatappsareouttherethatwouldhelpyouwithyourprogramming?Idthem,explainthem,showapic
ofthemifpossible,andlinktothem.

TheSTOPitappisanaffordable,antibullyingsecuritysolution.Offeringprotectionforkids
andpeaceofmindforparents,theappiseasilyinstalledonyourstudentsAppleorAndroid
devices.(http://stopitcyberbully.com/aboutstopit/)

Playaminigamethatwouldhelpthemunderstandalotmoreabouthowthecouldact.
Usingapanicbuttonforwhenevertheyareindanger,whichwillsendanemailtotheir
teachersandparents.Readseveralnewsregardingbullying.
(https://itunes.apple.com/us/app/bullyingnomore/id828997293?mt=8)

Theappprovidestipsontalkingaboutschool,work,relationships,life,andbullying.
[Parents/Educators]canhelppreventbullyingandincreasecommunicationwithyourchild
[orstudent]whilemakingdinner,shopping,oranytimeyouandyourchild[orstudent]have
15minutestogether.Theappalsohasafeaturetoremindyouthatitstimetotalk.
(http://www.stopbullying.gov/blog/2014/08/18/putpowerpreventbullyingyourhand)

12.FirstdoNOharmandthendogood.Whatsafetyconsiderationsforyourprogramarethere?Explain.
Includeforms,liabilitywaiver,PARQ,etc.ifappropriate.
Therewouldhavetopeopleparentalconsentformsforchildrenundertheageof18inordertoparticipatein
theprogram.Wewouldneedtopromiseanonymityofrequested.
Schoolcounselors/socialworkers/Psychologistswillbeavailableforinterventionssuchas:ifbullyvictims
comeforward,ifbullieswanttocleartheirconscienceandmakeamendswiththeirvictim,orifstudentsat
anytimefeelemotionalturmoilaboutthelessonandfeeltheneedtodiscusstheirfeelingswithanadult,or
reportabullyingincident.

BEHAVIORCHANGEJUSTBECAUSEYOUBUILDTHEPROGRAMFORCHANGEINTHE
DVINYOURTPDOESNOTMEANTHATYOURTPWILLENGAGEITFINDINGBARRIERSAND
FACILITATORS
13.SocialCognitiveTheoryLightsayspeoplearemorelikelytoengagetheprescribedprogrambehaviorsif
theyknowwhattodo(changethedv),knowhowtodoit(enactyourprogram),wanttodoit(aremotivated),
believetheycandoit(havegoodselfefficacy),andhaveasupportiveenvironment.Howwouldyou
determinethat:
Yourtpknowswhattodo?

BybecomingmoreawareofthenegativeeffectsofbullyingthroughourL.E.A.D.program.
Yourtpknowshowtodoit?
Listeninginlecture,participatingindiscussionsandengaginginactivitieswillallowstudentstheproper
techniquesinrespondingtoanaggressivesituation

Yourtpwantstodoit(ismotivated)?
Studentswillwanttoparticipatethroughmotivationbyteachers,counselors,andtheirparentsandother
students
Yourtpbelievesitcandoit(isselfefficacious)?
Byselfefficacy,andencouragementfrompeersandthepushtobecomeleaders.

Yourtphasasupportiveenvironment?
Wewillcreateasafespaceandclasscommunityseekingchangeandfullsupportofeachother.

Section5:EVALUATIONDesign/MissionFit
12.Whatevaluationdesignwillyouuse?PleaseshowitinOsandXsandlabeleachgroupifyouusea
controlgroup(e.g.,programgrouporcontrolgroup)andlabelwhateachOandXis.Documentwhose
programmodelyouarefollowing.

13.Internalvalidityhastodowithyourabilitytosaythatyouriv/intervention/programcausedthechangein
thedv,andnotsomethingelse(Oprah).Whatthreatstointernalvalidityaccompanytheevaluationdesign
youselectedin#10?Identifyandbrieflyexplainplease.
IfthelessonwasinitiatedinOctober(nationalbullypreventionmonth)studentsmightbedoingdifferent
communityactivitiesthatmakethemmoreawareofbullyinganditsnegativeeffects,reducingthecredibility
oftheL.E.A.D.program.AswehavenocontrolgroupweopenourselvesuptoHistoryandMaturationas
threats.Startinglaterintheschoolyearcouldhavebothpositiveandnegativeeffects,aswell.Social

cliquesmayhavebeencreatedbythen,butalsostudentswhoaredealingwillbullyingwouldhaveaplace
togo.
14.Evaluationinprogramplanningisaboutmissionfit.Whatisyourmissionfitquestionandwhatisthe
evidencethatyoumetyourmission?
Didweincreasetheawarenessofthenegativeeffectsofbullyinginteensthroughliterature?Our
evidencewouldbeifstudentsindicatedanincreaseinacceptanceandadecreaseinafeelingof
victimizationontheposttestandifthereisacontinuedinterestandparticipationofleadershipprograms.If
theydidandsinceourtestmeasuresawarenessandincidenceofbullying,wewouldclaimthatwemetour
mission.

Section6:MarketingandCommunication
15.Howcanyouusesocialmediaortraditionalmediatomarketyourprogram(makeyourtargetpopulation
awarethatitexistsandmakethemwanttocometotheprogram)?Developatleastonemarketingtool
relatedtoyourprogramandshowit/andlinktoit.Pleaseplaceyouragencylogoonthematerial.

https://www.wheel.ie/sites/default/files/followership.png

16.Howcanyouusesocialmediaortraditionalmediatocommunicatewiththemembersinyourprogram
abouttheprogram?Developatleastonecommunicationtoolrelatedtoyourprogramandshowit/linktoit.
Pleaseplaceyouragencylogoonthematerial.

WeusedFacebookprivategroupstocreateapageforourL.E.A.D.program.Students,volunteers,and
teacherswillbeinvitedintothegroupandwillbeabletopostquestionsandcommunicatethroughthegroup
page.Thegroupisprivateandnofacebookuserwillbeabletoseepostsinthegrouppagebecauseweset
thegrouptoprivate.Onlymembersinvitedbyus,willjoinandseethegrouppage.
https://www.facebook.com/pages/LEAD/317919675080673
Designawebpage:L.E.A.D.usedtoconnectthroughschoolswebsitestohelppromotetheprogram
http://http://hl367bullying.weebly.com/

Section7:GrantingAgency
17.Identifyagrantingagencytohelpyoufundyourprogram.Itshouldhaveasimilarmissiontoyoursand
giveitsmission.Indicatetheagencyandthemissionandtellwhatthegrantisandhowitiscompatiblewith
yourmission.Putinthegrantingagencylogoandlinktothegrantingagency.
ThePacersFoundation
TheNeed:
Almost30percentofteensintheUnitedStates(orover5.7million)areestimated
tobeinvolvedinbullyingaseitherabully,atargetofbullying,orboth,andchildren
whobullyaremorelikelytoreportthattheyowngunsforriskyreasons,suchasto
gainrespectorfrightenothersAmericanMedicalAssociation
Ofhatecrimesreportedin2005,55percentweremotivatedbyaracialbias,17
percentweretriggeredbyareligiousbias,14percentweremotivatedbya
sexualorientationbias,and13percentoftheincidentsweremotivatedbyan
ethnicity/nationaloriginbias.Almosttwothirdsofreportedattackswerecommitted
byindividualsundertheageof24U.S.DepartmentofJustice
WhatWe'reDoingAboutIt:
PacersFoundationsupportstheeffortsofIndianagroupsthat

Teachtoleranceandrespectfordiversity
Focusonbreakingdownracial,ethnic,religiousandotherbarriersbybringingyouthfrom"allwalks
oflife"togetherandexposingyouthtoculturesand"waysoflife"otherthantheirownand
Carryoutantibullyingandantistigmaprograms.

Assuch,schoolbasedprograms,faithbasedprograms,andothernonprofitorganizationsfocusedon
encouragingyouthtoBeTolerantshouldconsiderapplying.Thisdoesnotmean,however,thatwewillnot
fundothertypesoforganizationsfocusedonteachingtolerance.Thebulletedpointsabovesimplyreferto
ourprioritiesinthisarea.

Thisgrantiscompatiblewithourmissionbecausebothofuswanttocreatesafe,tolerantlearning
environmentsforkidsthatofferthemaspacetoreachtheirfullpotentialaplacewherethereisnobullying
becausestudentsareawareofthenegativeeffects.

Section8:Webliography
1.

AntiBullyingPSA:ThePriceofSilence.(2010,January18).YouTube.RetrievedSeptember29,
2014,fromhttps://www.youtube.com/watch?v=wY7Gvq0P4hc

2.

Baldry,A.,&Farrington,D.(2004,January27).Evaluationofaninterventionprogramforthe
reductionofbullyingandvictimizationinschools.Baldry.RetrievedOctober16,2014,from
http://onlinelibrary.wiley.com/doi/10.1002/ab.20000/abstract

3.

Battey,Glenda,andVickiEbbeck."AQualitativeExplorationofanExperientialEducationBully
PreventionCurriculum."JournalofExperientialEducation26.3(2013):20317.SageJournals.
ProvidenceHealthandServicesinRenton,WA,USA,Sept.2013.Web.15Oct.2014.

4.

"Bullying,Cyberbullying&SuicideStatistics."MeganMeierFoundation.N.p.,2014.Web.18Oct.
2014.

5.

"TheBULLYProject."TheBULLYProject.TheBULLYProject,2011.Web.15Oct.2014.

6.

"BullyingandSuicide."BullyingStatistics.N.p.,2013.Web.03Oct.2014.

7.

Carney,Amy,andKennethMerrell."BullyinginSchools."BullyinginSchools.UniversityofIowa,
Aug.2001.Web.03Oct.2014.

8.

CDC,comp."TheRelationshipBetweenBullyingandSuicide:WhatWeKnowandWhatItMeans
forSc."TheRelationshipBetweenBullyingandSuicide:WhatWeKnowandWhatItMeansfor
Schools(2014):n.pag.NationalCenterforInjuryPreventionandControl.CenterforDisease
ControlandPrevention,Apr.2014.Web.15Oct.2014.

9.

DavidFerdon,Corinne,Ph.D,andMarcieFeldmanHertz,M.S."ElectronicMedia,Violence,and
Adolescents:AnEmergingPublicHealthProblem."JournalofAdolescentHealth41.6(2007):
S1S5.JournalofAdolescentHealth.Dec.2007.Web.16Oct.2014.

10.

Farrington,D.,Ttofi,Maria.(2011,March).EffectivenessofSchoolBasedProgramstoReduce
Bullying:ASystematicandMetaanalyticReview.JournalofExperimentalCriminology.Retrieved
October4,2014from:http://link.springer.com/article/10.1007/s1129201091091

11.

Haynie,D.L."Bullies,Victims,andBully/Victims::DistinctGroupsofAtRiskYouth."TheJournalof
EarlyAdolescence21(2001):2949.SageJournals.Web.1Oct.2014.
<jea.sagepub.com/content/21/1/29.abstract>.

12.

Koyczan,Shane."ToThisDay...fortheBulliedandBeautiful."ShaneKoyczan:.TED,n.d.Web.16
Oct.2014.

13.

Law,DanielleM.,JenniferD.Shapka,ShelleyHymel,BrentF.Olson,andTerryWaterhouse.
"ComputersinHumanBehavior."ComputersinHumanBehavior28.1(2012):22632.The
ChangingFaceofBullying:AnEmpiricalComparisonbetweenTraditionalandInternetBullyingand
Victimization.Jan.2012.Web.20Oct.2014.

14.

Naylor,P.(1999,August).TheEffectivenessofPeerSupportSystemsinChallengingSchool
Bullying:ThePerspectivesandExperiencesofTeachersandPupils.JournalofAdolescence.
RetrievedOctober3,2014from,
http://www.sciencedirect.com/science/article/pii/S0140197199902415

15.

Quistgaard,Patricia."JOURNALISSUE18."IUCJournalofSocialWorkTheoryandPractice.N.p.,
2008.Web.03Oct.2014.

Section9:Reflection:

Dennis:
Thisprojectsureprovedtobeadoozyformyself.Itsbeenquiteabusysemester,whatwithbeingtheonly
oneearningmoneyinmyhousehold,working42hoursaweek,andcarryingafullscheduleofclasses
completelyconsistedofmajorprojectsitsbeenbusy!But,luckily,Ifeelasthoughwehavecomealong
way.
Westartedoffwithacompletelydifferenttopic(druguseandabuse)anddiscoveredalongthewaythatwe
hadaninterestinsomethingelseentirely.Together,wediscoveredthatbullyingandscholasticaggression
wasatopicthatJasmineandIhadincommonandwefeltsoverystronglyaboutthetopic.Itwasasocial
epidemicthatwefeltwemightbeabletocombatandpreventforthefuture.
Onaprofessionallevel,thisclassincombinationwithmyMethodsandMaterialsclasshashelpedme
preparelessonsaheadoftime.Ithasgivenmearoughguidelineinordertoplanmythoughts,toorganize
mytopics,andtopresentthematerialinaneffectiveandproactiveway.Itsallowedmetohonemyability
toassessatopicandsituationandtackleitheadon,findinghowtoreachmytargetaudienceinaneffective
andefficientmanner.Withabusyprofessorandbusyschedule,Icertainlylearnedtousemytimewisely
andmanageeachdayasifitwereapreciousresource(ittotallyis).
Inourgroup,wearebothincrediblybusystudentstryingtomakeourwayintheworld.Ourschedules
seldommatchup.Therefore,thiswasatruetesttoourabilitytoworkonourownandtogetheratthesame
time.Wewereabletodelegateresponsibilitiestoeachotherandworkaccordingtowhatneededtoget
done.Googledrivehasbeeninstrumentalinourgoal,allowingusaccesstoalivingdocumentinorderto
workfromsatellitelocations.Workingtogethercanbetoughsometimes,andworkingaloneonthisproject
wouldhavebeendaunting.Thisallowedustoworkatourownpace,yetnothavetotakeontheentiretyof
theprojectallalone.
Goingthroughallthepapers,journals,studies,andgrantwebsitestrulytestedmyabilitytosiftthroughwhat
matteredandwhatwasntpertinenttoourcause.Byreadingthroughtheabstracts,itallowedmetoflag

whatcouldbeapplicable.Bydiscardingthejunk,itwhittleddownmysourcesinanefficientway,allowing
metodelvedeeperintowhatIfound.Fromthere,Icouldtellwhatcouldhelpourprojectout.
Jasmine:
ThisismyfirstsemesterworkingeverysecondthatImnotinclass.Itsbeenextremelyhardtomanagemy
timewhenIcomehome,fromhousekeepingattheRamada,completelyexhausted.SomehowIhave
accomplishedhalfthesemesterwithdecentgradessoImnotabouttogiveupnow.Thisclasswaseasily
thebiggeststrugglethelastcoupleofmonthsthough.

NotonlycouldInotthinkofatopicthatIwaspassionateabout,butIcouldntfigureouthowtoplana
programtohelpagenerationIcaredeeplyfor.AlthoughDennisandIfirstchosedruguseandabuseasour
topic,nothingseemedtoclick.Workingontheprojectwasdreadful.Afterwebothrealizedachange
neededtotakeplace,bullyingbecameourpassion.Notonlydidwecometogethertodiscussawaytohelp
bringawarenessofbullyinginschools,butwewatchedasaprogramwasslowlydeveloping.Weshared
videosandjournalsthatformedtearsinoureyes.Wesavedinformationthatweknewhadtobepassed
ontofuturegenerations.Mostofall,weenjoyedeverysecondthattookplaceworkingtogethertomakea
changeintheworld.

Researchingwasquitetheeyeopener.Iwasntawareofhowmuchabystanderplayedaroleinbullying.I
watchedvideosprovinghowstudentswouldwalkrightbyavictimbeingbeatenbyabully(stagedof
course).Ilistenedtoaguydescribetheeffectsbullyingcanhaveonanadult,whichIbawledmyeyesfrom.
Ireadabouthowmanyteensareaffectedworldwideandthesuicidesthattookplacebecauseofbullying.
Therehavebeencountlessvictimsofbullyingthatwantednothingmorebuttosharetheirstorytomake
eventheslightestrippleeffectonsociety.EachpieceofinformationIfound,orwasshown,wasanother
buildingblockforthisprogramthatDennisandIwerecreating.

Becauseofthisproject,Icannotonlyviewproblemsinschoolsonamoreprofessionallevel,butcreatea
solutionthathasbeenconfirmedeffectivejustfromresearch.Studentsdeservethetimeandefforttobe
educatedonsubjectsthatproveharmfultoyoungadultsinordertohelpeasetheirstrugglesandmakethe
middleandhighschoolexperiencepositivelymemorable.Sinceeducationismymajorandtoppriority,Im
constantlysearchingforwaystomakestudentsmorerelaxed,motivated,andselfconfidentintheirgoals.
Thissemesterhasgivenmeyetanothersteppingstone.