Anti-Bullying LT Resource

ANTI-BULLYING
LEARNING AND TEACHING RESOURCE ALTER
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Anti-Bullying Learning and Teaching Resource
Catholic Education Office

Diocese of Wollongong
Catholic Church Offices
Marian Centre
86-88 Market Street
(Locked Mail Bag 8802, Wollongong 2500)
WOLLONGONG NSW 2500
Phone: 02 4253 0800
Fax: 02 4253 0870
Website: www.dow.catholic.edu.au
Email: info@dow.catholic.edu.au
Publication Details:
Catholic Education Office
March 2012
Copyright Catholic Education Office
Licensed under NEALS
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ANTI-BULLYING
LEARNING AND TEACHING RESOURCE ALTER
Contents
1.
Context
2.
Rationale
3.
Video Production Process
4.

Key Documents: Links to National, State and Diocesan Requirements and

Recommendations
10
5.
Curriculum Connections
13
6.

Syllabus Outcomes and Suggested Student Learning Experiences

for Stage 3 (Primary) and Stage 4/5 (Secondary) students
15
7.

Suggested Reading
53
7.1
Legal Implications of Cyberbullying for Schools
7.2
Homosexuality and Catholic Ethical Thinking for Senior Secondary Students
8.
Anti-Bullying and Cybersafety Resources
58
9.
Links to Online Support
61
10.
Glossary
65
Appendix
1. Bullying Fact Sheet
76
2. Cyberbullying Fact Sheet
77
3. Information Letter to Stage 3 Parent/Carers Regarding Sensitive Issues
78
4. Script and Images
80
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1. Context
According to the National
Safe Schools Framework
2011, recently
researched Australian
data shows that:
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Context
This Anti-Bullying Learning
and Teaching Resource
ALTER responds to the
above data by supporting
staff in Diocesan schools
to provide anti-bullying
information and strategies
for teachers, which can be
incorporated into Stage 3,
4 and 5 of the Personal
Development, Health and
Physical Education learning
and teaching program.
ALTER has also been
created to enhance antibullying resources, especially
in the area of transition
from primary to secondary
schools.
Australian Covert Bullying

Prevalence Study (ACBPS)
Cross, D., Shaw, T., Hearn,
L., Epstein, M., Monks, H.,
Lester, L., & Thomas, L.
(2009)
Child Health Promotion
Research Centre, Edith
Cowan University, Perth.
A project of the Australian
Government, Department
of Education, Employment
and Workplace Relations
(DEEWR)
SENSITIVE ISSUES
As the video production Fix
You refers to sensitive issues
such as eating disorders
and same sex attraction, it
is recommended parents be
advised of the use of this
resource, prior to screening.
(See Template for Information
Letter to Stage 3 Parent/
Carers Regarding Sensitive
Issues in Appendix 3).
It will also be necessary
to ensure students
are appropriately and
professionally supported, if
disclosures are made during
class discussions. Teachers
are advised to seek further
support through consultation
with appropriate school
personnel (e.g. Pastoral
Care Coordinator, Assistant
Principal, Principal) together
with advice from the Catholic
Care counsellor. (See also
Links to Online Support e.g.
Kids Helpline 1800 55 1800).
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3. Video Production Process

OVERVIEW
The Fix You video
production was developed
after a lengthy consultation
process involving interested
students from primary and
secondary schools in the
Wollongong Diocese.
The students thought
that a reality music
video production using a
combination of signs and
appropriately themed music
would have a powerful impact
on the target audienceyoung people aged from ten
to sixteen years.
THEMES
Video Director, Daniel Hopper
(Diocesan Communications
Coordinator) and Heath
Dennelly (Pastoral Care
Coordinator and Drama
teacher at St Josephs
Catholic High School) began
a collaboration which would
eventually draw on the talents
of a number of secondary
students from Years 9-12
to determine the sequence
of the production and how
suggested words and
phrases would be utilized.
An exhaustive process
followed where current antibullying videos, YouTube
clips and songs were played
and their themes and impact
critiqued by the student focus
group.
Coldplays Fix You was
suggested by a Year 6
student and was unanimously
agreed that the lyrics would
fit perfectly with the intended
anti-bullying message.
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The song in its edited form

has five distinct sections in
the song lyrics. The students
in the focus group identified
and used the themes in each
section to:
1. Establish examples of
bullying that occur on
a regular basis (eg,
Tease, hit, ignore)
making it realistic. That
is, the appeal should be
When You . tease,
hit, ignore, concluding
with It Scars in order
to visualise the lifelong
effect this can have on a
person.
2. Show what effect bullying
has on the victim again
making it personal (eg I
am . fat, stupid, alone,
gay etc)
3. Highlight the call for
help from the victim for
the bullying to stop (eg
Please!)
4. List possible strategies
for students to use to
combat bullying (eg, Text
me, facebook me, talk
to me, sit with me, laugh
with me etc)
5. Issue a call to action (eg,
Its up to you)
PRODUCTION TEAM
Video Director Daniel Hopper
then created a storyboard
version of the production with
text set to the music. Drama
teacher Heath workshopped
the storyboard with the
students for their final input
and Producer Gail Tarrant,
(Education Officer at the
Catholic Education Office,
Wollongong) Heath, Daniel
and Cinematographer Glenn
Hanns (an award winning
Australian cinematographer
with 12 years industry
experience) met to confirm
the final shooting script and
sequence.
Fix You was filmed on
November 21st 2011 at
St Josephs Catholic High
School, Albion Park. Postproduction took a number
of months to complete, to
ensure the quality of the
video production could
meet broadcast standards,
if required. Fix You was
released in conjunction with
the Student Ant-Bullying
Policy to Diocesan Principals
on March 1st 2012.
This video production would

not have been possible were
it not for the time and talents
of:

The focus group of

students from St Pauls
Catholic Primary School,
Albion Park, Corpus
Christi Catholic High
School, Oak Flats and St
Josephs Catholic High
School, Albion Park.
Heath Dennelly, Pastoral
Care Coordinator, St
Josephs Catholic High
School, Albion Park,
Pauline Christowski,
Behaviour Management
Coordinator and Jo
Austin, Learning Advisor,
Corpus Christi Catholic
High School.
Glenn Hanns, Australian
Director of Photography,
specializing in Drama,
Music Videos and
Television Series.
Daniel Hopper, Diocesan
Communications
Coordinator.
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5.CURRICULUM CONNECTIONS
The Physical Development
Health and Physical
Education syllabus covers a
wide range of topics including
interpersonal relationships,
drug use, human sexuality,
child protection, movement
skill development and fitness.
The Anti-Bullying Learning
and Teaching Resource
ALTER can be used to
support implementation of the
Stage 3, 4 and 5 Personal
Development Health
and Physical Education
curriculum, as it aims to
assist students in achieving
the desired outcomes within
each Stage, through building
positive interpersonal
relationships.
MAKE
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Anti-Bullying Learning and Teaching Resource 13
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14 Anti-Bullying Learning and Teaching Resource
6.SYLLABUS OUTCOMES
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LINKS TO NSW PERSONAL DEVELOPMENT HEALTH AND PHYSICAL

EDUCATION K-6 SYLLABUS OUTCOMES
STAGE THREE FOUNDATION STATEMENT LINKS
Students describe and practise a range of personal safety strategies that could be used in
threatening or abusive situations. They take responsibility for personal decisions, recognising the
effects that decisions have on self and others.
Students value the differences between individuals and challenge discrimination and
harassment. Students value different roles and responsibilities in relationships, the importance of
communication and they practise positive ways to deal with conflict.
KNOWLEDGE AND UNDERSTANDING

Describes roles and responsibilities in developing and maintaining positive relationships.
(IRS3.11)
Describes safe practices that are appropriate to a range of situations and environments.
(SLS3.13)
Explains and demonstrates strategies for dealing with life changes.
(GDS3.9)
SKILLS
Makes informed decisions and accepts responsibility for consequences.
(DMS3.2)
Communicates confidently in a variety of situations.
(COS3.3)
Acts in ways that enhances the contribution of self and others in a range of cooperative situations.
(INS3.3)
Suggests, considers and selects appropriate alternatives when resolving problems.
(PSS3.5)
VALUES AND ATTITUDES

Refers to a sense of their own worth and dignity.
(V1)
Enjoys a sense of belonging.
(V3)
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SUGGESTED STUDENT LEARNING EXPERIENCES FOR STAGE 3
LESSON ONE:
What is bullying?
OUTCOMES
INDICATORS
DMS 3.2
COS 3.3
SLS 3.1
Identifies what bullying is and the various forms that this

behaviour may take.
LEARNING EXPERIENCES
1. Teacher introduces the stimulus question: What is Bullying?
2. Children are given post-it notes to record their individual responses.
(Langford, D: Affinity Diagram)
3. Students place their post-it notes in a central area. Discuss class responses to the
question and begin to categorise the responses into broad headings related to what is
bullying and the various types of bullying. Resource Sheet 1.
What is bullying?
Types of bullying
Cyberbullying
Physical bullying
Verbal bullying
Covert Bullying
4. As a class, use the data gathered and discussion points to create a class definition of
Bullying. Initiate discussion to create ideas on what Bullying is not. Resource Sheet 2.
5. Provide the class with a formal definition of bullying, compare to class definition and
clarify any misconceptions so a shared understanding of bullying can be achieved.
Resource Sheet 3.
6. Display formal definition in a prominent area of the classroom for future reference.
RESOURCES

Post-it notes
White board / Butchers Paper/ Smart Board.
Langford, D Tool Time for Education
The Alannah and Madeline Foundation
www.amf.og.au/
Definitions and types of bullying Resource Sheets 1-3
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Lesson Duration:
30 - 40 MINUTES
LESSON TWO:
Exploring the Four Types of Bullying.

OUTCOMES
INDICATORS
COS 3.3
DMS 3.2
IRS 3.11
Recognises the different types of bullying and identifies those

involved, as the

Victim

Bystander

Perpetrator
1. Revisit definition and types of bullying from Session One.
2. Allocate each group with one scenario related to bullying. Groups share ideas about
what types of bullying is happening in their scenario and use role-play or another
appropriate means to present their scenarios to the class. Resource Sheet 4.
3. After each of the scenarios have been discussed share ideas and thoughts.
4. Possible questions to elicit discussion:

What is a bystander?
What was the role of the bystander?
What may they have been feeling?
What is a victim?
What role did they play?
How do you think they felt?
What is a perpetrator?
What do you think motivated them in this situation?
How do you think they were feeling?
RESOURCES

Bullying Scenarios Resource Sheet 4.
Lesson Duration:
30 - 40 MINUTES
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LESSON THREE:
Who is Involved in bullying and what

may they be Feeling?
OUTCOMES
INDICATORS
DMS 3.2
SLS 3.13
IRS 3.1
Recognises those involved in bullying and the factors that

may motivate the choices that they make.
1. Discussion on who is involved in bullying and what is their role. Resource Sheet 5.
2. Use the think- pair-share strategy to elicit responses from the students.
3. Create a class table to record the responses. Introduce and discuss terminology related
to bullying. See Glossary.
Victim
Perpetrator
Bystander
4. Create individual or class Y Charts on what bullying may feel, look and sound like for the
Victim, Perpetrator and Bystander.
RESOURCES

Bullying Roles Resource Sheet 5.

Y Chart template Resource Sheet 6.
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Lesson Duration:
30 - 40 MINUTES
LESSON FOUR:
Bullying is Real and Impacts on us All.

OUTCOMES
INDICATORS
IRS 3.1
COS 3.3
Analyses the effects of actions that enhance or disrupt

relationships, eg bullying,
Prior to showing the video production Fix You discuss the history of the video production
and why it was made.
View the video production.
Allow reflection time to clarify points and address any questions.
Possible questions to prompt discussion:

Do you have any questions about the video production?

How did you feel watching the video production?
What did you notice about the childrens facial expressions?
Can you remember some of the words that you saw? (Record on board)
What types of bullying may these people have experienced?
What words impacted on you and why?
Which words / statement would you have chosen if you were in the video production?
Why?
RESOURCES

Fix You video production.
Lesson Duration:
30 - 40 MINUTES
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LESSON FIVE:
The Effects of Bullying can be Life-long.

OUTCOMES
INDICATORS
COS 3.3
DMS 3.2
Explores the impact of bullying on individuals and develops

an understanding of its possible life long impact.
1. Play the Fix You video production again and pause on the image of It Scars
2. Questions to elicit discussion:

What is a scar?
How long does a scar last for?
Do you have any scars?
Why do you think these words are tattooed on the girls face?
Was the use of the tattoo effective, why/why not?
How did the bullying make some of the students in the video production feel?
What were some of the words they used to describe their feelings?
What other words could have been used?
3. Children write their own words on a strip of paper and share them e.g. Its wrong, hurtful.
4. Extension Activity: Use a digital camera to photograph children and create a similar
class slide show using keynote or a DVD related to bullying e.g. The Karate Kid 2010, to
express how bullying can leave life-ling scars.
5. Use of Restorative Justice Circles to explore individual responses to questions e.g.
Bullying makes me feel collate answers discuss which feelings might stay longer
and scar people for life. Resource Sheet 7.
RESOURCES

Fix You video production

Coloured strips of paper
Digital Cameras
The Karate Kid, 2010
Restorative Justice Circles Resource Sheet 7
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Lesson Duration:
30 - 40 MINUTES
LESSON SIX AND SEVEN:
Personal Experiences of Bullying.

OUTCOMES
INDICATORS
PSS3.5
COS3.3
Survey students to determine their understanding and

experiences of bullying.
Designs and produces graphs detailing group findings.
Devises practical ideas to reduce the incidence of bullying
at a school level.
Equip students with assertive and effective response
strategies to bullying
1. Ask students to complete the student survey individually. Ensure the students that it is an
anonymous survey and they do not need to place their name on the survey. Resource
Sheet 8
2. Following the session collate the data collected under the headings of:

number of people who have experienced bullying in the past year

incidences of different types of bullying

location

strategies used

other information
3. Present and discuss the data collected from last sessions survey.
4. Children present the data gathered in a graph
(An online program such as Survey Monkey may be useful here.)
5. Display and list key findings from the information gathered.
6. Challenge students to think of ways we could reduce incidents of bullying at school and
home.
7. Brainstorm and role play with the students possible effective responses to bullying,
which could be promoted and used school-wide: something to say e.g. Stop that and
something to do e.g. stand strong walk away and a cyberbullying strategy e.g. block
copy report - delete
RESOURCES

Student survey Resource Sheet 8.
Lesson Duration:
30 - 40 MINUTES
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LESSON EIGHT AND NINE:

We all have a Responsibility.
OUTCOMES
INDICATORS
DMS3.2
PSS3.5
INS .33
IRS 3.3
SLS 3.13
Demonstrates assertive ways to deal with different types of

bullying.
Shows sensitivity to the needs, rights, feelings and efforts
of others.
Displays a commitment to developing and maintaining
positive relationships.
RESOURCES
1. Play the remainder of Fix You. Focus on the parts of the video production that are
calling us to action.
2. What are we being asked to do?
Record Key Action Words from the video production using Butchers Paper, MindNode or
interactive whiteboard.
Stand Up
Stand Strong
Sit With Me
Talk to me
Smile at Me
3. Revisit scenarios from session two.
How could we use these actions in these scenarios?
Create / role- play possible ideas.
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4. Discuss other strategies that we can use when we are being bullied or know someone
that is being bullied. Examples may include:
1. Network: talk to someone you know and trust; they will provide you with support
and may have suggestions you hadnt considered, to assist with the situation.
Ask each child to trace their hand on a coloured piece of paper and cut it out. They
should think of one person for each finger who they can turn to for support if they are
being bullied (e.g. friend, parent, teacher, school administrator, police, counsellor,
sibling). Ask children to discuss the supporters they have named with their peers.
Resource Sheet 9.
2. Try to talk to the bully. Take a friend. Write down what to say. Be clear, using
I messages Role-play effective use of I statements I feel.when.. because
3. Learn about resilience building strategies, social-skills programs,
the important role of humour and conflict resolution strategies.
Ask a counsellor or expert in the field to talk to the class.
4. If you are involved as a bystander you can be an important part of the solution to stop
bullying. Create posters of what a bystander could do e.g. go for help, show displeasure
at what is happening or being friendly to all parties involved and trying to divert attention
from the situation.
5. Find and list important community contacts, helplines and tools e.g. Cyberbullying Help
Button. In groups research the community help that is available to students.
6. Role-play positive self-talk and empathy building strategies.
RESOURCES

Network templates. Resource Sheets 9 and 10.

Art Paper
Coloured Paper
Lesson Duration:
30 - 40 MINUTES
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LESSON TEN:
Transitioning to High School. Time for Action!

OUTCOMES
INDICATORS
COS3.1
COS 3.1
INS3.3
PSS3.5
Recognises and articulates feelings about transition to High

School.
Values themselves as an important member of the group.
1. Discuss with students their thoughts and feelings about High School.

What are they excited about?

What are their fears?
2. Explain that a peak time for bullying is during the transition phase to High School. This is
due to a range of factors including new peer groups being formed and friendship groups
being established. This may lead to opportunities for exclusion and increased incidents of
bullying.
3. Create two columns related to Transition:
What we do at our school to assist the smooth transition to High School?
What could we do at home?
4. Discuss how we could implement some practical strategies to assist the transitioning
process.
5. FINAL ACTION CAMPAIGN! Discuss ways in which the group can create a No Bullying
campaign and ask members of the community to join the initiative. Some examples may
include:
inviting a professional from a child support organisation to talk to the children
inviting a professional theatre performance group to demonstrate effective strategies to
respond to incidents of bullying.
6. ASSESSMENT STRATEGY
Choose from one of the following:
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Students create an anti-bullying podcast, designed for use with younger students, that
provides strategies to effectively manage incidents of bullying.
Students create an anti-bullying powerpoint that can be shown at a whole school assembly
or a parent information night, that provides strategies to effectively manage incidents of
bullying.
RESOURCES - LESSON 10
Embracing the Transition to High School Program- Diocese of Wollongong SICS Schools
- Link to hit the ground running Catholic Care year 6 program.
YouTube clips of anti-bullying campaigns including:

www.youtube.com/watch?v=MhYyAa0VnyY
http://www.youtube.com/watch?v=2S2HEl8uTxA
www.youtube.com/results?search_query=michael+and+marisa+the+same&aq=1
http://www.youtube.com/watch?v=wY7Gvq0P4hc
http://www.youtube.com/watch?v=nOUu1fldBbI
http://www.youtube.com/watch?v=mWoUgftTj3Y
http://www.youtube.com/watch?v=bdQBurXQOeQ
http://www.youtube.com/watch?v=S03Br1dwJR8
www.youtube.com/watch?v=kKoUegW5cPE&feature=related
http://www.youtube.com/watch?v=pmD8OKl8vVM
http://www.youtube.com/watch?v=1pydPZE_g_4
Lesson Duration:
30 - 40 MINUTES
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Resource Sheet 1
Types of bullying
The Department of Education and Early Childhood Developments
Building Respectful and Safe Schools (2010) identifies four types of
bullying.
Physical bullying includes hitting, kicking, tripping, pinching and
pushing or damaging property.
Verbal bullying includes name calling, insults, teasing, intimidation,
homophobic or racist remarks, or verbal abuse.
Covert bullying is often harder to recognise and can be carried out
behind the bullied persons back. It is designed to harm someones
social reputation and/or cause humiliation. Covert bullying includes:
lying and spreading rumours
negative facial or physical gestures, menacing or contemptuous
looks
playing nasty jokes to embarrass and humiliate
mimicking unkindly
encouraging others to socially exclude someone
damaging someones social reputation or social acceptance.
Cyberbullying is overt or covert bullying behaviours using digital
technologies. Examples include harassment via a mobile phone,
setting up a defamatory personal website or deliberately excluding
someone from social networking spaces. Cyberbullying can happen
at any time. It can be in public or in private, and sometimes only
known to the target and the person bullying.
IMPORTANT NOTE:
A single incident of bullying using digital technologies can constitute

cyberbullying as the internet allows easy access to repeated viewing
of content by the target as well as a widespread audience.
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Resource Sheet 3
bullying Definitions
Bullying and harassment are

often thought of separately;
however both involve a more
powerful person or group
oppressing a less powerful
person or group, often on
the grounds of difference
... These differences can
be related to culture,
ethnicity, gender, sexuality,
sexual orientation, ability or
disability, religion, body size
and physical appearance,
personality, age, marital
status, parenting status or
economic status.
Bullying is when someone

or a group of people with
more power repeatedly and
intentionally causes hurt or
harm to another person or
group of people who feel
helpless to respond. Bullying
can continue over time, is
often hidden from adults and
will probably continue if no
action is taken.
Alannah and Madeline
Foundation
Bullying. No way!
Bullying is when one student

(or a group) keeps picking
on another student again
and again to upset or hurt
them. They might hurt them
physically, try to socially
isolate them or say and do
many mean or humiliating
things to them.
Although its neither
respectful nor acceptable if
someone behaves in a mean
or aggressive way on one
occasion, it isnt bullying.
A fight or disagreement
between students of equal
power or status isnt bullying.
Bullying is repeated
verbal, physical, social or
psychological behaviour
that is harmful and involves
the misuse of power by an
individual or group towards
one or more persons.
Cyberbullying refers to
bullying through information
and communication
technologies.
Conflict or fights between
equals and single incidents
are not defined as bullying.
Bullying of any form or for
any reason can have longterm effects on those involved
including bystanders.
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National Safe Schools

Framework.
Resource Sheet 4
Bullying Scenarios
Jemma accidentally bumps
into Annabelle in the
corridor on the way to class.
Jemma gets angry and calls
Annabelle fat. Everybody in
the corridor hears and starts
to laugh. Annabelle feels too
ashamed to tell her parents
or teacher that everyone
in school is making fun of
her. This is not the first time
Annabelle has called Jemma
names. Annabelle just wants
the hurt to go away.
Janelle has tried hard to

establish a friendship network
at her new school. Each time
she tries to sit with the girls
at lunch they all move to a
different area. She has tried
to talk to them about it but
they just say there is no more
room in their group. Janelles
mum keeps telling her it will
just take time to make new
friends. Janelle wishes that
someone would just sit with
her and that she wasnt made
to feel invisible.
Tom is eleven years old and

in Year 6. Tom walks home
each day after school. At
least once a week, Nathan
waits for him in some bushes
at the end of his street. He
jumps out at him or trips him
as he goes past. Tom tries
to hurry home but Nathan
continues to kick, push, hit
and tease him. Tom is too
scared to tell anyone about
what is happening.
A group of children in
Celias class are spreading
hurtful rumours about her
by sending email messages
around. Many children now
wont play with her or even
speak to her. Even her
friends are starting to think
they may be true. Celia feels
worthless.
Toni regularly has Jokes

played on her. Last week
she found her lunch box
outside the kindergarten
classroom and this week her
hat was on the roof outside
the classroom. Toni has a
good idea of who is doing this
to her but thinks if she tells
it may get worse. She has
told her mum, but made her
promise not to contact the
school.
In class when the teacher

has her back turned a boy
continues to mouth the words
Loser to Louie. He has even
made up a song about Louie,
calling him Louie the Loser.
Most of the other children
laugh at him or walk away.
Louie feels worthless and
embarrassed.
Last week at home Allana

found a humiliating picture
of her had been posted on
her social networking page.
This had been shared with
all the students in the class.
When she walked into
the classroom on Monday
everyone burst into fits of
laughter, except a few girls
who said Thats slack!
Allana tried to take the photo
down, but it appeared again
that afternoon. Shes too
scared to tell her mother as
she was not meant to be on
this site.
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Resource Sheet 5
Bullying Roles
BYSTANDERS
May:
take the side of the bully
by laughing at the victim,
encouraging the bully
or by passing on text
messages or messages
on social media sites.
give silent approval or
encourage the bully by
looking on.
not do anything. They
may not know what to do
or are scared. This group
of bystanders knows that
bullying is not ok.
be supportive and take
safe action to stop the
bully, find help or support
the victim
Bullying can have a negative impact on the bystander
it is not just a problem for
victims and bullies. If you see
or know of others who have
been bullied you may feel:
angry, fearful, guilty, and
sad.
as bad as those who are
being bullied.
worried that the bullying
could happen to you.
When bullying isnt stopped
or challenged by anyone it
can create an environment
where bullying is accepted
and where everyone feels
powerless to stop it.
PERPETRATORS
VICTIMS
People have a right to feel

safe and to be treated fairly
and respectfully. Bullying is
a serious problem that can
have enduring mental and
physical impacts. Bullying
can violate many human
rights including:
your right to be free from
mental, emotional and
physical violence
your right to an education
your right to a safe school
environment
People bully for different

reasons. Those who bully
regularly are likely to do
so in order to dominate
others and improve their
social status. They may
have low self-esteem,
show little regret for
their bullying behaviour
and not see bullying as
morally wrong.
Other people may
bully out of anger or
frustration, they may
struggle socially and
could have also been
victims of bullying.
Sometimes they think
they have to win.
Sometimes they want to
impress or entertain their
friends.
Sometimes they enjoy
feeling powerful over
someone.
Bullies have sometimes
been bullied by someone
else. Sometimes they
do not even realise that
they are hurting another
person, but think its just
a joke.
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Bullying can impact on

individuals and lead to
many negative feelings
including guilt, hopelessness,
depression, confusion, stress
and rejection.
Resource Sheet 6
Y Chart Template
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Resource Sheet 7
Restorative Justice
Circles
CIRCLES AS A RESTORATIVE STRATEGY IN THE CLASSROOM
Circles are an effective teaching strategy to heighten awareness and participation through a highly
structured process as each student has the opportunity to speak and be listened to with respect.
The process may also assists in building greater empathy (sense of other) and trust amongst class
members.
The teacher will need to set the tone to make circle time a positive experience not a moaning
session. Positive comments like That was interesting.. thank you that was a helpful comment..
will encourage students to stay respectful. The emphasis should be on problem-solving and future
focussed rather than going over the past.
Description:
Everyone sits in an open circle of chairs. A talking piece (a nice shell, rock..) is used to direct the
conversation. The circle keeper (teacher) passes the talking piece in a clockwise direction:

Whoever has the talking piece has the floor and everyone else listens.

He or she may speak or pass the talking piece to the next person in the circle you can only

pass once.

The talking piece may be passed around the circle several times.

All opinions are respected in the circle and there are no right and wrong answers.
When introducing this strategy it is best to develop discussions from the tangible to the intangible or
from the academic to the affective.
Rules:
1.
2.
3.
4.
Speak honestly
Speak with respect (no name calling or put downs)
Speak briefly so that everyone will have time to speak
Speak on the topic
The Keepers / Teachers Role:
May open or close the circle with some stimulus material.

Poses questions, incomplete statements (stem questions).
May summarise ideas.
Challenge those who are not keeping to the rules to choose if they wish to stay in the circle.
Redirect to maintain confidentiality.
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The Talking Piece:

Encourage each student to create or find his or her own talking piece. Any object can be a talking
piece provided it is not too large and has a meaning that is connected to ideas about community,
caring, hope or peace. Students can share their object in the first go-around of the circle. For
future circles use only one talking piece per circle.
Objectives of Circles:
Accountability
Coping Skills
Problem Solving
Emotional literacy
Self reflection
Examples for using Circles to create a positive and

supportive classroom climate
ention The Respectful Classroom
1.Purpose:

TO IDENTIFY BEHAVIOURS AND FEELINGS ASSOCIATED WITH RESPECT AN

IMPORTANT PART OF BUILDING AN INCLUSIVE CLASSROOM
Sample Stem questions for the Circle activity:
Respect is..
I know I am being respected when..
I know I am not being respected when.
When I am treated with respect, I feel.
Debrief: open discussion - briefly ask / discuss
What are the differences in the way people show respect?
What are the similarities in the way people show respect?
How can we increase respectful behaviour in our classroom?
Summarise main points for further discussions or to make a class poster.
Refer back to this session and the outcomes when the need arises during normal class time:
Remember what we said..talked about.. make reference to the points on the poster.
Dealing with Bullying The Safe and Friendly Classroom
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2.Purpose :
TO IDENTIFY BULLYING BEHAVIOURS AND FEELINGS ASSOCIATED WITH
BULLYING
PROBLEM SOLVING: HOW TO DEAL WITH BULLYING
TAKING RESPONSIBILITIES FOR OWN BEHAVIOUR
Sample Stem questions for the Circle activity:
Bullying is when...
I feel happy at school when.
I feel safe at school when
Bullies make me feel..
One safe thing I can do to stop bullying .
Debrief: open discussion - briefly ask / discuss

What are the differences in the way people feel safe?
What are the similarities in the way people feel safe?
Summarise main points for further discussions or to make a class poster.
Refer back to this session and the outcomes when the need arises during regular class time:
Remember what we said..talked about.. make reference to the points on the poster.
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Resource Sheet 8
STUDENT SURVEY
Are you a
__ boy or __ girl
Age:
______
1. Have you been bullied at school in the past six months?

YES
NO
NOT SURE
2. Have you witnessed bullying at school in the past six months?

YES
NO
NOT SURE
3. If you have experienced bullying in the past six months, what type(s) of bullying
did you experience?
Physical
Verbal
Covert
Cyber-bullying
4. Where did the bullying you experienced or witnessed take place?

(You may tick more than one)
School
Sporting Field
Friends House
Home
Bus
Other
5. What did you do about the bullying?

6.
How did experiencing or witnessing the bullying affect you?
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My Support Hands
FRIENDS
FAMILY
COUNSELLOR
TEACHERS
OTHER SERVICES
KIDS HELPLINE
1800 551 800
www.reachout.com.au
www.kidshelp.com.au
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UNIT EVALUATION
Please comment on the following:
The level to which syllabus outcomes have been demonstrated by students
The effectiveness of pedagogical practices employed
The effectiveness of the unit in meeting the diverse needs of students
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SYLLABUS OUTCOMES
AND SUGGESTED EXPERIENCES
For Stages 4 and 5
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LINKS TO NSW PERSONAL DEVELOPMENT HEALTH

AND PHYSICAL EDUCATION 7-10 SYLLABUS OUTCOMES
In Secondary schools learning experiences related to bullying issues are most appropriate within
the context of the PDHPE syllabus. The Fix You video production is best suited to complement
Stage 4 and 5 PDHPE content, specifically the Self and Relationships Strand, as outlined below:
Stage 4
Outcome 4.3
A student describes the qualities of positive relationships and strategies to address the abuse of
power.
STUDENTS LEARN ABOUT:

TYPES AND NATURE OF RELATIONSHIPS
the importance of family relationships, the increasing importance of peers, relating appropriately
in different, relationships and situations, factors influencing relationships
CARING AND RESPECTFUL RELATIONSHIPS
qualities of positive relationships, rights and responsibilities in relationships, listening and

accepting opinions of others, give and take, providing and accepting support, expressing your
own needs, negotiating respect and support, appreciating diversity in relationships
RECOGNISING ABUSE
what constitutes abuse, feelings and warning signals
POWER IN RELATIONSHIPS
sources and types of power, positive use of power, abuse of power, power balance, influence of
gender stereotypes, impact of the use of power
BULLYING AND HARASSMENT
recognising bullying and harassment, reasons for bullying and harassment, sexual harassment,
homophobic bullying, effects of bullying and harassment, barriers to reporting
PROTECTIVE STRATEGIES
recognising and assessing risk, responding in risk situations, reducing the risk, assertiveness,
accessing help in the school and community
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Stage 5
Outcome 5.3
A student analyses factors that contribute to positive, inclusive and satisfying relationships.
STUDENTS LEARN ABOUT:

DEVELOPING EQUAL AND RESPECTFUL RELATIONSHIPS
active listening, decision-making, negotiation, conflict resolution, use of power in relationships,

empathy, speaking up
RECOGNISING AND RESPONDING TO ABUSIVE SITUATIONS
recognising situations where abuse may occur, family violence, date violence, sexual harassment,
impact of violence and abuse on the individual and relationships, practical personal safety
strategies, planning for safety or seeking help, importance of support and updating adult support
networks
AFFIRMING DIVERSITY
strength in diversity, empathy and understanding, respect and trust, building inclusion,
appreciating diversity as normal, valuing individual differences and perspectives
DISCRIMINATION, HARASSMENT AND VILIFICATION
Anti-Discrimination Act (1977), extent of discrimination in the community, sources of

discrimination, impact of discrimination, harassment and vilification on individuals and the
community
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SUGGESTED STUDENT LEARNING EXPERIENCES FOR STAGE 4 AND 5 PDHPE
Students learn about:
1. Developing equal and respectful

Relationships
IT SCARS:
Give students a piece of

paper and ask them to
crumple it up, stomp on it,
really mess it up but do not
rip it. Then unfold the paper,
smooth it out and look at
how scarred and dirty is. Ask
students to tell the piece of
paper theyre sorry. Say to
the students even though you
said you were sorry, and tried
to fix the paper, look at all
the scars left behind. Those
scars will never go away no
matter how hard you try to fix
it. This is what happens if you
bully someone. You may say
youre sorry but the scars on
the victim can last forever.
FLIP CHART:
Post these questions around

the room on flip-chart paper
for students to add their
comments to, after watching
Fix You.
List the forms that bullying
and cyberbullying may take.
What are effective ways
to deal with the bullying?
What are the effects of
bullying?
Why dont some
bystanders act?
What do you think are
ways that schools,
teenagers and adults
can help to support youth
who are being bullied?
How do people react to
bullying and why?
Is there a difference
between the way girls
and boys bully?
Have you witnessed a
bullying incident?
How would you help
a friend who is being
bullied?
WORD SCRAMBLE:
Cut up the words Loser, Fat,

Stupid, Worthless, Invisible
into single letters. Ask
students to form the words/
response to the question
How does being bullied
make you feel? using the
single letters.
Students define the above
words then choose one
word upon which to create
a collage of colours,
pictures, words and images
to illustrate the possible
impact of bullying on the
victim and the feelings they
may be experiencing e.g.
scared, angry, embarrassed,
frustrated, alone and
betrayed.
COMIC STRIP:
View vignettes from the

film Mean Girls then
using Comic Life create a
Mean Kids comic strip to
demonstrate how verbal
bullying can hurt.
HOT SEAT:
A student pretends they are

the person with worthless
on their forehead. Students
ask this person questions
regarding their story and
propose relevant strategies to
enhance this persons sense
of self and self-esteem.
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CLASS DEBATE:
Show A Current Affair
report:
aca.ninemsn.com.au/video.
aspx?vq=casey heynes
Class Debate: That Casey
Heynes did the right thing.
ACTIVE LISTENING:
Effective discussions are

dependent on active listening.
These strategies can be
explained to students or
placed around the walls of
the classroom.
Use effective nonverbal
messages or body
language. For example,
do you maintain eye
contact? Do you show
that you are listening by
nodding your head?
Avoid early evaluations
or reacting passionately.
Let the speaker explain
what they mean until you
are able to paraphrase.
Dont make judgements
or get defensive. You
can debate ideas later,
active listening is all
about making sure you
understand their point.
Practice paraphrasing.
Paraphrasing is the art of
accurately summarising
(in your own words) what
someone has said and
then saying it back to
them. This will clarify that
his or her message was
correctly understood and
will encourage them to
expand on their ideas.
PRACTICE ACTIVE
LISTENING IN PAIRS
BY ROLE-PLAYING THE
FOLLOWING SCENARIOS:

A friend confides in you

that they are being bullied
on the buses to and from
home and doesnt know
what to do.
A friend tells you they
think they have been
talking to someone online
who isnt who they said
they were.
A friend is upset his/her
parents have banned
him/her from Facebook
because they think it is
interfering with his/her
homework.
A friend informs you that
they think they have been
the victim of identity theft.
A younger student
informs you they are
being bullied by someone
in your Year group and
requests your help.
EXTENSION ACTIVITY:
Listen to the song, Fix You,
by Coldplay and write down
key words in the lyrics that
are suitable in this context.
Why is this an appropriate
song to use to deliver a
message of anti-bullying?
What other songs might
also have been used to
accompany the images?
Using the lyrics of the
Coldplay song, Fix You,
students use Adobe
Photoshop to interpret their
memories and/or feelings into
an image that is a personal
reflection on anti-bullying.
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2. Decision Making
GROUP ACTIVITY:
Melanie has been invited
by her best friend Kate to a
sleepover and she suggests
they both have some fun
by sending a new girl in in
the Year group, Angela,
anonymous messages via
email that say everybody
hates her. Angela does
not respond so Kate sets
up a poll on the website:
Who hates Angela? and
encourages people to vote.
Divide the class into small
groups or pairs to discuss
and record what Melanie
could do. Make a class chart
to combine the points made
as each group reports to the
class. Possible answers may
include:
Actions Bystanders Take to

Make Things Worse
laughing
pretending they dont
know whats going on
telling the cyberbully to
do it again or
to someone else
do nothing to stop it
excluding the victim
Using the video production
Fix You, list actions
Bystanders Can Do To
Make Things Better for
Angela
Include Angela into your
activities
Send Angela a message
of support via a social
networking service (text
or Facebook) What would
this say?
Notice Angela
Talk to Angela
Sit with Angela
Smile at Angela
Laugh with Angela
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What else could Melanie do

to help Angela?
tell Kate to stop
refuse to help Kate
tell a trusted adult
What should Angela do?
Block Kates messages.
Save and print Kates
e-mails or your message
logs.
Never reply to Kate.
Sign off the computer.
Leave the chat room or
Web site.
Talk over how to handle
the situation with a friend.
Report your experience
to a parent, teacher, or
other trusted adult.
3. Negotiation and Conflict Resolution

Read the following scenarios, discuss the questions and respond appropriately:
SCENARIO 1
SCENARIO 2
James is frustrated and

saddened by the comments
on his Facebook page
his high school peers are
making about his academic
performance at school, as
he is in most of the bottom
classes. They often call him a
loser. James thinks he knows
who is behind the messages:
Cynthia, the most popular
girl in Year 10. To get back
at Cynthia, James sends her
this message: Im going to
kill you for doing this. Your
friends, too.
Sheldon, a tall, skinny

teenager who excels in
math and science classes,
feels embarrassed when he
has to change into sports
clothes in the boys locker
room at school because he
lacks muscularity and size.
Other, more athletic and well
built teens notice Sheldons
shyness and decide to exploit
it. With their cameraenabled
mobile phones, they covertly
take pictures of Sheldon
without his shirt on and in
his boxer shorts. These
pictures are then circulated
among the rest of the student
body via mobile phone, with
nasty comments continually
being added. Soon enough,
boys and girls are pointing,
snickering and laughing at
Sheldon when he is in the
school playground. They
also begin to call him names.
These words cut him deeply,
and the perception that his
classmates have of him
begins to affect his math and
science grades.
How do you think James

feels? What about this
situation is making him feel
this way?
How do you think Cynthia
felt when she got Jamess
message? What should she
do?
What could James have
done instead of sending the
message to Cynthia?
What should the other
students who knew about
the messages James was
getting, have done?
What emotions do you think

Sheldon felt when he saw
the photos and read all the
comments online?
Does this only happen to
boys?
Why do you think this
situation affected Sheldons
ability to learn in Maths and
Science?
What else might indicate
that something is wrong with
Sheldon?
Whats the worst thing about
being bullied online?
What advice would you give
to Sheldon?
What advice would you
give the students who took
the photos, circulated and
commented on them?
If Sheldon felt too
embarrassed to talk to his
parents about this, who else
might he be able to talk to?
Can the police be involved in

this situation? Why/Why not?
Brainstorm ways for students
to report cyberbullying at
school and at home.
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SCENARIO 3
Matt is in Year 8 and being
pushed around on the bus
by some of his peers at
High School because he is
basically alone. Recently,
Matt has realized that on
the Internetin chat rooms
and via instant messaging
he can freely become a
person who seems much
more attractive and fun and
lighthearted than he is in real
life. By taking on a different
persona, he is finding social
interaction with others much
easier and more rewarding.
Nonetheless, he still harbours
much anger and bitterness
within due to how some of
his classmates have treated
him. He decides to get back
at some of his classmates by
posting personal information
about themalong with
some true stories about his
negative experiences with
themon a very popular teen
-oriented message board.
This information includes

their mobile phone numbers,
their home phone numbers,
and their home addresses.
Because Matt has made
many friends on this teen
oriented message board,
they rally around him in
support and decide to exact
some justice on their own
to help Matt get revenge. A
large number of his online
friends use the phone
numbers and addresses to
make repeated prank calls
and to order hundreds of
pizzas to the victims doors.
Matt is extremely pleased
at the harassment that his
mean classmates are now
experiencing.
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How did Matt think he could

get away with what he did
online?
Discuss the difference
between talking to people
online and talking to them
in real life, i.e. people are
generally less inhibited online
because of the perceived
anonymity.
Think about things that you
might do or discuss offline
that you would not do or talk
about with someone online.
(Adapted from Cyberbullying
Scenarios, Sameer
Hinduja and Justin Patchin,
Cyberbullying Research
Center, 2009)
Students Learn About:
4. Use of Power in Relationships

THINK PAIR SHARE:
DEVELOPING EMPATHY:
Dramatic role-play is a
powerful learning tool in
helping students become
more empathic with the
victims of bullying and in
making decisions about their
role as bystanders.
The teacher sets a

problem or asks for a
response to the question:
What is meant when a
relationship is described
as having a power
imbalance?
The students think alone
for a specified time.
The students form pairs
to discuss their ideas. (An
extra step in the process
is to then ask for several
pairs to form into groups
and share their ideas.)
The students then
identify one idea which
they share with the class
or larger group. Rather
than calling out their idea
it may be useful to ask
pairs (or groups) to write
their idea on the board,
add it to a wiki, etc.
A very important step
in this process is the
summary and synthesis
of the students ideas.
The teacher or a student
should somehow make
sense of the ideas. For
example, ideas can often
be grouped, or seen as
linked in some way.
Once a summary is
developed then a final
concluding statement or
group consensus can be
sought.
Students create their own

scenarios around one of
the images in Fix You e.g.
What happened to the girl
who has invisible on her
forehead?
Discussion Questions:
What triggers your emotions?
How effective are these
images in telling the bullying
story?
What do you think the final
scene shows?
Speaking Up:
Keynote or Powerpoint
Presentation:
Create a presentation
for younger students at
your school, based on the
features of the Cybersafety
Help Button on http://www.
cybersafety.dbcde.gov.au/
helpandadvice/ or the
Thinkuknow website on www.
thinkuknow.org.au/
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Students Learn About:
5. Affirming Diversity
Debate:
That Facebook is the most
significant invention of the
twenty-first century.
There could be more than
two sides to the debate. Find
out which way students vote
and ask them to prepare
arguments. They can then
use the arguments in a turntaking process to convey
their arguments and rebut the
points made by the opposing
side(s). An online forum is
excellent for this work since
it is perfect for turn-taking,
can be done outside of
class time, can be watched
and voted upon by a wider
audience and since it is text
based it allows students
to carefully construct their
argument, using appropriate
language. It can also provide
teachers with evidence for
assessment, if required.
INTERVIEW:

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Divide groups of four

students into pairs.
Each member of
each pair takes turns
interviewing the other.
Each person then
summarises the interview
for the rest of the group.
SMALL GROUP
DISCUSSION AND
PRESENTATION:
Read the following quote
often mistakenly attributed to
Nelson Mandela:
Our deepest fear is not
that we are inadequate. Our
deepest fear is that we are
powerful beyond measure. It
is our light not our darkness
that frightens us. We ask
ourselves who am I to be
brilliant, gorgeous, talented
and fabulous?
Actually, who are you not to
be? You are a child of God.
Your playing small doesnt
serve the world. Theres
nothing enlightened about
shrinking so that other people
wont feel insecure around
you. We were born to make
manifest the glory of God that
is within us.
Its not just in some of us;
its in everyone. And as we
let our own light shine, we
unconsciously give other
people permission to do the
same.
As we are liberated from
our own fear, our presence
automatically liberates
others.
Marianne Williamson
Possible questions include:

What precautions do you
take when chatting online?
Why dont youth tell adults
or parents about bullying?
What would you do if you
saw a friend being bullied
in the playground by older
students?
What does the Cybersafety
Help Button do?
In small groups ask students

to discuss what the message
is to us, from Marianne
Williamson.
If your group were to write
an anti-bullying message for
your peers, what would it be?
Design a presentation that
promotes your message.
This could take the form of a
quote, a poster, a short story,
an advertisement, a song, a
performance or a multi-media
presentation.
Small groups can share their
presentations with the whole
class.
Students vote for the most
effective and engaging
presentation to be read/
shown at a whole school
assembly.
7.SUGGESTED READING
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7.1 LEGAL IMPLICATIONS OF

CYBERBULLYING FOR SCHOOLS
Schools have a duty of care to provide students with a safe and supportive environment. Misuse
of technology which is off-site, out-of-school hours and through the use of a students personal
mobile device and/or computer, is also within the schools duty of care when there is a close
relationship with the school or with the wellbeing of a student educated at the school.
According to Alex Kohn, (Specialist in Law and Litigation) in Education Law Today: If the
connection between the cyber bullying and the school is sufficiently strong, and the school fails
to take reasonable steps to prevent its pupils being cyber bullied, a Court is likely to find, in the
appropriate case, the necessary degree of foreseeability, breach and causation to make an
adverse finding against a school authority. Clearly, there must be a connection more than the
bully and the victim simply being pupils of the one school.
It is important that schools act promptly to address inappropriate behaviour involving the misuse
of technology, such as cyberbullying. A failure to take action may place the wellbeing of students
at risk, and could have legal implications for the school.
All members of school communities need to be aware that although bullying is not a specific
criminal offence under Australian law, criminal and civil laws may apply to aspects of bullying
behaviour. Consequently, cyberbullying can have serious legal implications. Aspects of
cyberbullying can constitute criminal offences under a range of different Commonwealth, State
and Territory laws and should be referred to the Police.
For example:
threats to kill or inflict serious injury may constitute a criminal offence under State legislation;
or
using a carriage service (such as a mobile phone) to make a threat, to menace, harass or
cause offence may constitute a criminal offence under the Schedule to the Criminal Code Act
1995 (Cth).
In Australia, a child as young as ten may be charged with a criminal offence. If a child is charged
with a criminal offence and they are aged between 10 and 14 years, then special rules about
criminal responsibility will apply.
Education Law Today

Issue 3, September 2011
Alex Kohn of Makinson and dApice Lawyers
Cyberbullying- Where does a schools duty of care end?
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7.2 HOMOSEXUALITY AND

CATHOLIC ETHICAL THINKING
FOR SENIOR SECONDARY
STUDENTS
Philosophy for Use
Fix You was deliberately designed to include significant contribution from Diocesan primary and
secondary students. To maintain the integrity of this concept, when asked to list words commonly
used to bully and to hurt, students were adamant the word gay be included. In explanation, it was
our students reality that this word was often used as a weapon and that verbal bullying was an
experience known to most students. Consequently, this term has been included in the sequence
of words depicting how bullying brands someone and how this can leave lifelong scars.
Teachers are advised to refer to the use of this word in the context of the video production
as well as with reference to the Catholic perspective of homosexuality. Please find below an
excerpt from the book Catholic Ethical Thinking for Senior Secondary Students, which may
deepen understanding of the Catholic Churchs views on same-sex attraction and guide possible
classroom discussions.
Homosexuality
Homosexuality is defined as sexual attraction to or relationship with members of ones own sex.
It is important to note that Catholic teaching distinguishes between homosexual orientations
and homosexual activity. The Church recognises that some may find themselves attracted to
members of the same sex, through no fault of their own. This is what homosexual orientation
is. Homosexual activity, however, is morally wrong and is condemned by the Church. Like
heterosexual persons, homosexuals are called to give witness to chastity, avoiding, with Gods
grace, behaviour which is wrong for them, just as non-marital sexual relations are wrong for
heterosexuals.
In some countries, pressure is being exerted to introduce marriages between homosexuals.
On this controversial issue the community is divided. Some favour a legal form of relationship,
seeing it as a way of legitimizing their lifestyle. Others reject the notion of marriage between
people of the same sex. However, in most cultures, the word marriage refers only to a union
between a man and a woman.
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Part of the human vocation is to use the gift of sexuality in an ordered way. Human sexuality has
its own truth and meaning. It is ordered through the sexual differences between man and woman,
which are complementary. Being a man or being a woman are realities that go deeper than the
obvious physical differences. Our sexuality is an important part of who we are as persons. Our
sexual identity is not meant to be ignored, manipulated or used casually and carelessly, because
that would be to treat people as commodities.
All men and women are called to the right use of sexuality through self-respect, respect for others,
and self-control and self-discipline. This is what the virtue of chastity means. Heterosexual and
homosexual persons are called to be chaste, called to find fulfillment and commitment in lives of
love and service to others.
The Catholic Church does not pass judgment on anyone for having a homosexual orientation.
The Church does not teach that homosexual tendencies make anyone a bad person. However,
in the Catechism of the Catholic Church (2357) the Church identifies homosexual actions as
intrinsically disordered and therefore immoral since they are not open to the co-creation of new
life.
Nevertheless, the Church cares for and respects homosexual persons and invites them to be
part of the Christian community. The Catholic Church also strongly opposes unjust discrimination
against homosexuals and calls for homosexuals to be accepted with respect, compassion and
sensitivity (Catechism of the Catholic Church, 2358). This is not well understood. In widely
publicised incidents in Australia and the United States, activists have come to Mass in cathedrals
seeking Communion while wearing symbols that identify them as practicing homosexuals. They
have been refused the Eucharist not because of who they are (not all of them were homosexuals),
but because of their public support for activities that the Church teaches are immoral.
The Church continues to genuinely oppose discrimination against people on the basis of a sexual
orientation, and claims that people are much more than their sexual inclinations.
The development of a persons sexual identity is a complex and personal process. Homosexual
women and men do find peace when they try to respond to the call to live a chaste life based on
prayerful communion with God and the service of others.
Ultimately, homosexual people must face the same moral challenges as every other person.
These include the challenge to grow to be a full person the challenge to integrate sexuality into
ones life, the challenge to accept oneself and others, the challenge to communicate with oneself,
the world and with God and to lead a happy and fulfilling life.
Source
Catholic Ethical Thinking for Senior Secondary Students
Kathleen Engebretson et al, 2004.
Further Reading
Not So Straight; A national study examining how Catholic Schools can respond to same sex
attracted students.
Father Peter Norden, S.J.
Jesuit Social Services 2006.
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8. Anti-bullying and
Cybersafety Resources
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BETTER BUDDIES
BUDD:E SELF LEARNING

EDUCATIONAL PACKAGE
CYBERNETRIX
Better Buddies is a resource

that provides a Framework
to create friendly and
caring school communities
by building strong buddy
relationships between
students in their first year
of school and their last year
of school. The program has
Buddy Bear, a purple teddy
bear as a mascot. Through
Better Buddies, children in
their first and last year of
primary school buddy up and
learn the values: caring for
others, friendliness, respect,
valuing difference, including
others and responsibility.
All children in the school
learn these values through
formal and informal activities,
including their interactions
with the mascot Buddy
Bear, a giant, and funloving and caring purple
bear. This program consists
of a teachers manual, a
Better Buddies DVD, a
Better Buddies PowerPoint
Presentation and the Better
Buddies Framework in PDF
format.
The Budd:e cybersecurity

education package was
launched in June 2009 and
is a key component of the
Australian Governments
commitment to raising
cybersecurity and cybersafety
awareness among school
aged children. Budd:e
comprises modules for both
primary and secondary
school students. These
modules are interactive
and self-learning and are
designed to help students
adopt secure online practices
and behaviours in a fun way.
Cybersecurity topics covered
in the modules include
malicious software, securing
personal information online
and social networking. The
package has been sent to
all primary and secondary
schools in Australia. Budd:e
won the 2010 Australian
Interactive Media Industry
Association (AIMIA) award
for best interactive media and
digital content designed for
children.
CyberNetrix is an internet
safety resource for
secondary school students
provided by the Australian
Communications and Media
Authority (ACMA). This cyber
safety program includes:
undertaking targeted
information and awarenessraising campaigns, activities
and programs, developing
cyber safety education
materials for use in schools
and at home and researching
current trends in cyber
safety. The ACMAs cyber
safety activities aims to give
children, and their parents
and carers, sound advice on
how best to manage online
risks, so their experiences
are safe and positive.
Teachers are advised to
review this resource to
ensure it is suitable for, and
relevant to, their students.
betterbuddies.org.au/
www.staysmartonline.gov.au/
schools_and_teachers
http://www.cybersmart.gov.
au/cybernetrix/
CYBERSMART
The Australian
Communications and
Media Authority (the
ACMA) has established a
cybersafety website, www.
cybersmart.gov.au, which
provides practical help and
advice to young people on
cybersafety issues, including
cyberbullying. It also provides
links to an online helpline
that provides advice on such
issues.
The Cybersmart website
features a Schools Gateway
which provides a range of
resources designed primarily
for use in education facilities.
These include games and
units of work designed to
reinforce key cybersafety
messages to children with
special education needs,
resources to help teachers
build comprehensive
cybersafety programs for
students from lower primary
to upper secondary, and
videos of children and young
people talking about their use
of online tools and services.
Complementing the
Cybersmart website, the
ACMA also offers Cybersmart
Outreach, a program that
CYBERSURVIVOR
offers presentations and
accredited workshops for
teachers (including student
teachers at university),
students and parents.
Teachers can also build on
their Cybersmart knowledge
by completing a series
of Cybersmart e-learning
modules targeted at teaching
teachers about cybersafety
risks while offering strategies
and resources to better
manage them.
Cybersurvivor is a multi-part
DVD intervention for primary
and secondary school
communities addressing
internet safety and cyber
bullying, focusing on the
needs of students, teachers
and parents.
www.choicez.com.au/
products/cybersurvivor
http://www.cybersmart.gov.
au/
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LETS FIGHT IT
TOGETHER
MIND MATTERS
WISE UP TO IT
Lets Fight It Together is a

comprehensive teaching
resource including a seven
minute film and a user
guide with lesson plans for
teachers, and tips for parents
and carers. The film depicts
the story of a teenager
who becomes the target of
bullying via the internet and
his mobile phone. The film
shows how cyberbullying
might occur, who it involves,
the impact it can have, and
how it might be resolved.
Lets Fight It Together can
help young people aged
between 11-14, their parents
or carers and teachers
better understand the issues
surrounding cyberbullying.
Mind Matters is a
resource and professional
development program
supporting Australian
secondary schools in
promoting and protecting
the mental health and social
and emotional wellbeing of
all the members of school
communities.
Wise up to IT explores the

lives of four young people
and their experiences on
the internet. The videos
present four situations in four
storiescyberbullying, online
stalking, internet security
and online grooming, offering
many strategies to address
the issues raised. The clips
prompt secondary students
to think about who they are
really talking to online, what
personal information they are
posting and whether or not
their computer is protected
from scams and spyware.
http://www.mindmatters.edu.
au/default.asp
www.cybersmart.gov.
au/Schools/Teacher%20
resources/Lower%20
secondary/Lets%20fight%20
it%20together.aspx
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www.wiseuptoit.com.au
9.LINKS TO ONLINE SUPPORT

A Vision of Students Today
http://www.youtube.com/watch?v=dGCJ46vyR9o
Short video summarising characteristics of students today; how they learn, what they need
to learn, their goals, dreams, what their lives will be like and what kinds of changes they will
experience in their lifetime.
Alannah and Madeline Foundation
Better Buddies Program
http://www.amf.org.au/betterbuddies/eSmart system http://www.amf.org.au/eSmart/
Alannah and Madeline Foundation aims to keep children safe from violence.
Bark Productions Best Enemies Film
http://www.bestenemies.tv/
Cyber safety education program that provides resources on cybersafety to young people, parents
and teachers. Targets schools to address the causes and consequences of the serious social
problem of cyberbullying and cybersafety.
Beyond Blue
http://www.beyondblue.org.au/index.aspx?link_id=2
National, independent, not-for-profit organisation working to address issues associated with
depression, anxiety and related disorders in Australia.
Black Dog Institute
http://www.blackdoginstitute.org.au/
Not-for-profit, educational, research, clinical and community-oriented facility offering specialist
expertise in depression and bipolar disorder.
Bounce Back
www.bounceback.com.au
Bounce Back works on enhancing student wellbeing and their engagement in learning and
teacher wellbeing and their passion for teaching and whole school wellbeing.
Break Through Bullying
http://www.breakthroughbullying.com.au/
Aims to raise community awareness of bullying and support the teaching and learning of positive
anti-bullying strategies for children of all ages.
Butterfly Foundation
www.thebutterflyfoundation.org.au/
Dedicated to bringing about change to the culture, policy and practice in the prevention, treatment
and support of those affected by eating disorders and negative body image.
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Bully Free TV
http://www.bullyfree.com.au/
Bully Free TV aims to empower children with positive anti-bullying strategies. Bully Free
TV features over two and a half hours of invaluable tips, advice, guidance and anti-bullying
techniques.
Bullying Course - Bill Belsey
http://www.bullyingcourse.com/
Offers ways to support learning about the issue of bullying. Users choose the path and resources
that will best help them.
Bullying.Org - Bill Belsey
http://www.bullying.org/
Website provides educational programs and resources to individuals, families, educational
institutions and organisations.
Bullying. No Way!
http://www.bullyingnoway.com.au/
Aims to provide a nationwide resource of State and Territory approaches to minimising bullying,
harassment and violence in schools.
CyberSafetySolutions - Susan Mclean
http://www.cybersafetysolutions.com.au/
CyberSafetySolutions provides advice and assistance to various State Education Departments,
Independent, Christian and Catholic School sectors, as well as elite sporting bodies, adolescent
psychologists, child protection agencies and medical practitioners about keeping safe online.
Cybersmart
http://www.cybersmart.gov.au/
Cybersmart is a national cybersafety and cybersecurity education program managed by the
Australian Communications and Media Authority (ACMA), as part of the Australian Governments
2008 commitment ($125.8 million over 4 years) to cybersafety. The program is specifically
designed to meet the needs of children, young people, parents, teachers and library staff.
Digizen.org
http://www.digizen.org/
Digizen provides information about using social network sites and social media sites creatively
and safely. It provides tips for evaluating online resources and examples of how to use them to
support informal and formal learning.
Dr Michael Carr-Gregg
http://www.michaelcarr-gregg.com.au/
Dr Michael Carr-Gregg is one of Australias highest profile psychologists. He specialises in the
area of parenting adolescents and adolescent mental health.
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Easy Guide to Socialising Online

http://www.dbcde.gov.au/easyguide
An interactive online resource that provides information about the cybersafety features of different
social media sites. It includes easy-to-follow instructions on how to adjust privacy settings or
report inappropriate content or block unwanted contact from other users.
Ken Rigby
www.kenrigby.net
This website is intended to help schools, children and parents in practical ways to overcome
the problem of bullying. It reviews bystander behaviour in schools, provides a survey instrument
to assess how schools are responding to cases of bullying and discusses how teachers and
counsellors can manage cases of bullying using the method of shared concern.
Kids Help Line
http://www.kidshelp.com.au/
The Kids Helpline is a free, private and confidential, 24 hour counselling service for young people
(5-25 years). Counselling is offered by phone, email and over the web. The website contains
information about cyberbullying and where to access help.
NetSafe
www.netsafe.org.nz
NetSafe is an independent non-profit organisation that promotes confident, safe, and responsible
use of online technologies. Netsafe promotes cybersafety and champions digital citizenship by
educating and supporting individuals, organisations and industry on a range of online issues.
NetSmartz
www.NetSmartz.org
NetSmartz aims to educate children on how to recognise potential internet risks, to empower
them to avoid exploitation and to report victimisation to a trusted adult.
Reach Out
http://au.reachout.com/
Reach Out aims to help improve understanding of issues related to mental health and wellbeing
and provides information to better understand peoples experiences. Reach Out has information
on how users can get the best help from services, as well as opportunities to connect with other
young people.
Schools First Program
http://schoolsfirst.edu.au/
Schools First brings together students, teachers, parents and community members to help young
people grow. The program provides financial recognition of success in establishing effective
school community partnerships and financial support to build stronger school-community
partnerships.
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Stop Bullying Now Stan Davis

www.stopbullyingnow.com
The Stop Bullying Now website assists users to help stop bullying in their schools and
communities including information on what works to stop bullying, what doesnt and relevant
training material. The links on this website lead users through an exploration of interventions that
work to reduce bullying in schools.
Solving the Jigsaw
http://www.solvingthejigsaw.org.au/
Solving the Jigsaw helps young children learn to manage growing threats of bullying at school
and violence at home and in the community.
SuperClubsPLUS
http://www.superclubsplus.com.au/
The SuperClubsPLUS community provides young children with an environment where they meet
friends and create their own personalised content, web pages and clubs. They connect with other
children in forums, participate in challenges and competitions and win awards and badges.
Think You Know
http://www.thinkuknow.org.au/site/index.asp
ThinkUKnow is an internet safety program delivering interactive training to parents, carers and
teachers through schools and organisations across Australia using a network of accredited
trainers. Created by the UK Child Exploitation and Online Protection (CEOP) Centre, ThinkUKnow
Australia has been developed by the Australian Federal Police (AFP) and Microsoft Australia, and
is supported by ninemsn and DATACOM.
Virtual Global Taskforce (VGT)
http://www.virtualglobaltaskforce.com/
The Virtual Global Taskforce (VGT) seeks to build an effective, international partnership of law
enforcement agencies, non-government organisations and industry to help protect children from
online abuse. The objectives of the VGT are to make the internet a safer place, to identify, locate
and help children at risk and to report perpetrators to the Police.
Wired Safety
www.wiredsafety.org
Wired Safety is a US charity operating through its volunteers worldwide. It is the largest and
oldest online help group in the world. Originating in 1995 as a group of volunteers rating websites,
it now provides one-to-one help, extensive information and education on a myriad of internet and
interactive technology safety, privacy and security issues.
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10.Glossary
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Glossary
Bullying:
DEFINITION FOR TEACHERS, PARENTS AND CARERS:

Bullying is repeated verbal, physical, social or psychological behaviour that is harmful and
involves the misuse of power by an individual or group towards one or more persons.
Cyberbullying refers to bullying through information and communication technologies.
Conflict or fights between equals and single incidents are not defined as bullying. Bullying of
any form or for any reason can have long-term effects on those involved including bystanders.
DEFINITION FOR USE WITH STUDENTS:

Bullying is when one student (or a group) keeps targeting another student again and again to
upset or hurt them. They might hurt them physically, try to socially isolate them or say and do
many mean or humiliating things to them.
Although its neither respectful nor acceptable if someone behaves in a mean or aggressive
way on one occasion, it isnt bullying. A fight or disagreement between students of equal power
or status isnt bullying.
Bystander Behaviour:
A bystander is someone who sees or knows about child mistreatment, harassment,

aggression, violence or bullying that is happening to someone else eg. consistently leaving a
child out from certain activities. Supportive bystander behaviours are actions and/or words that
are intended to support someone who is being attacked, abused or bullied. The actions of a
supportive bystander can stop or diminish a specific bullying incident or help another student to
recover from it.
Child Sexual Abuse:
Any sexual activity between a child under the age of consent (16 in most Australian states) and
an adult or older person (i.e. a person five or more years older than the victim) is child sexual
abuse. Child sexual abuse can also be:
Any sexual behaviour between a child and an adult in a position of power or authority over
them (e.g. a teacher). The age of consent laws do not apply in such instances due to the
strong imbalance of power that exists between young people and authority figures, as well as
the breaching of both personal and public trust that occurs when professional boundaries are
violated.
Any sexual behaviour between a child and an adult family member is always sexual abuse
regardless of issues of consent, equality or coercion. Sexual activity between peers that is nonconsensual or involves the use of power or coercion is also defined as sexual abuse.
Non-consensual sexual activity between minors (e.g. a 14-year- old and an 11-year-old), or
any sexual behaviour between a child and another child or adolescent whodue to their
age or stage of developmentis in a position of power, trust or responsibility over the victim
is sexual abuse. Sexual activity between adolescents at a similar developmental level is not
considered abuse.
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Compassion:
Empathy with another persons sorrow or misfortune, with the desire to alleviate or, on
occasion, even to suffer in the others stead.
Conflict:
Conflict is a mutual disagreement, argument or dispute between people where no-one has a
significant power advantage and both feel equally aggrieved.
Conflict is different to bullying because there is always an imbalance of power in bullying.
However, poorly-resolved conflict situations, especially those involving friendship break-ups or
romantic break-ups sometimes lead to either aggression or bullying.
Cyberbullying:
Cyberbullying is a term used to describe bullying that is carried out through internet or mobile
phone technologies. It is often combined with off-line bullying. It may include a combination of
behaviours such as pranking (i.e. hang-up calls), sending insulting text messages, publishing
someones private information, creating hate sites or implementing social exclusion campaigns
in social networking sites. It is also cyberbullying when a student(s) uses technology to run a
multi-step campaign to bully another student, e.g. setting another student up to be assaulted,
video-recording their humiliation, posting the video-recording online and then sending the
website address to others. Cyberbullying, as it has the potential to be viewed by a mass
audience does not have to be repeated to have harmful and long-term consequences.
Courage:
Choices, commitments and actions made in accord with what one believes to be true and right;
a willingness to persevere in the face of suffering and opposition.
Covert Bullying:
Covert bullying is a subtle type of non-physical bullying which usually isnt easily seen by
others and is conducted out of sight of, and often unacknowledged by adults. Covert bullying
behaviours mostly inflict harm by damaging anothers social reputation, peer relationships and
self-esteem.
Covert bullying can be carried out in a range of ways (e.g. spreading rumours, conducting
a malicious social exclusion campaign and/or through the use of internet or mobile phone
technologies).
Cybersafe Behaviours:
The safe, respectful and responsible use of internet and mobile phone technology.
Cybersafety Help Button:
The Australian Governments Cybersafety Help Button provides internet users, particularly
children and young people, with easy online access to cybersafety information and assistance
available in Australia. The help button is a free application that is easily downloaded onto
personal, school and library computers. It provides help and advice on a range of online risks
including cyberbullying, unwanted contact, scams and fraud, and offensive or inappropriate
material. To download go to http://www.dow.catholic.edu.au/
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Dignity of Each Person (human dignity):
The person is created in the image of God, therefore all human life is sacred. The basic source
of human dignity lies in humanitys call to communion with God. Respect for life, and above all
the dignity of the human person, is the ultimate guiding norm of any sound economic, industrial
or scientific progress.
E-crimes:
E-crime occurs when computers, mobile phones or other electronic communication devices are
used to commit an offence, are targeted in an offence, or act as a storage device in an offence.
An e-crime can include sexting, impersonation, intimidation, harassment, uploading images
of an assault onto social networking sites and using the internet or mobile phones to transmit
suicide-related material, to make a threat or to menace, harass or cause offence.
Sexting occurs when a person takes a sexually-explicit digital photograph and/or transmits
this image. If the image is of a minor, it may represent child pornography, that can result in
imprisonment. Most of these are crimes under Australian federal law but some are also (or
only) crimes under some Australian state laws.
Homosexuality:
Homosexuality is defined as sexual attraction to or relationship with members of ones own

sex.
Homophobia:
An irrational fear of, aversion to, or discrimination against homosexuality or homosexuals or

students who are perceived to be homosexual. Homophobic attitudes underpin many bullying
situations.
Integrity:
Honesty or trustworthiness. The quality of being virtuous. Wholeness of character without

duplicity or internal conflict of interests.
Loyalty:
Constancy in allegiance to God or the things of God; steadfastness in fidelity to a person or

cause, organisation or enterprise.
Justice and Equity:
The constant and permanent determination to give everyone his or her rightful due. It is a
habitual inclination of the will and therefore always recognises each ones rights, under any
and all circumstances.
Mandatory Reporting:
The legal requirement to report suspected cases of child abuse and neglect is known as
mandatory reporting. All states and territories possess mandatory reporting requirements.
However, the people mandated to report and the abuse types for which it is mandatory to
report vary across Australian states and territories.
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Method of Shared Concern:
The Method of Shared Concern (developed by Pikas, 1989) has the following steps.
The students who are suspected of bullying another student are interviewed individually in a
non- blaming manner and asked to indicate how they can improve the situation. The targeted
student is then interviewed and the overall situation is carefully monitored. When progress in
the reduction of the bullying behaviour has been confirmed, a meeting of all those who took
part in the bullying is convened. A plan is then made to involve the student who was bullied
in a concluding meeting (with those who were involved in the bullying) at which a negotiated
solution is achieved.
Managing Students Pastoral and Educational Concerns

(MSPEC):
MSPEC is the Diocesan process designed to support schools in case managing pastoral
issues.
The increasing complexity of accountability requirements surrounding the nature of this support
has heightened the need for a coordinated and standardised approach to the local and system
wide management of student concerns.
MSPEC is intended to provide a clearly articulated approach to the response and management
of concerns pertaining to students that manifest themselves in any or all of the following:
behaviours of concern
poor or underestimated educational outcomes
identified or emerging special needs
known or suspected pastoral needs
indicators of disclosure of harm, abuse or ill-treatment
indicators of lack of or inappropriate physical, social or psychological development
risks to self, peers, staff or others
The four-tiered steps include:
What a Teacher/Coordinator Can Do
What the School Will Do
What the School Will Do With Catholic Education Office (CEO) Support
What the CEO Will Do.
Network:
An extended group of people with similar interests or concerns who interact and remain in
informal contact for mutual assistance or support.
Online Grooming:
Online grooming describes a series of actions undertaken by an adult that are designed to
establish a friendly and caring relationship with a child. This is the first step towards slowly
leading them to participate in sexual activity for the personal gratification of the adult. Their
grooming behaviours are aimed at slowly reducing the childs inhibitions in relation to talking
about and viewing sexual behaviour and arousing their sexual curiosity. They may send them
sexually explicit material or talk about different types of sexual activity. Some adults pretend to
be younger than they really are. After a while the child is encouraged to engage in ever more
personal communication (e.g. phone calls and text messages), then perhaps to send explicit
photos and then to meet them face-to-face.
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Pastoral Care:
In a Catholic school, pastoral care may be defined as the expressions of care in the school
community that bring together the academic, social, physical and religious aspects of school life.
Pastoral Care is love in action. It invites students, staff and parents to make choices about life,
that fulfill their destiny as sons and daughters of God, created in Gods likeness. Pastoral Care
embraces the whole gamut of the curriculum and grounds the schools mission statement in the
quality of daily relationships.
Perpetrator:
A person who transgresses moral or civil law and/or to be responsible for committing an act of
bullying.
Physical Abuse:
Generally, physical abuse refers to the non-accidental use of physical force against a person
that results in harm to the person. Physically abusive behaviours include shoving, hitting,
slapping, shaking, throwing, punching, kicking, biting, burning, strangling and poisoning. The
fabrication or induction of an illness by a parent or carer (previously known as Munchausen
Syndrome by Proxy) is also considered physically abusive behaviour.
Police Youth Liaison Officer:
Police Youth Liaison Officers are specially trained police officers. There is a Youth Liaison
Officer in every local area police command in New South Wales. The duties of the Youth
Liaison Officer include delivering cautions to young people and making the final decision
about referring them to a Youth Justice Conference. This is a forum to bring the offender, their
families and the victims together, face-to-face, to agree on a suitable outcome. Youth Liaison
Officers also develop crime prevention programs to reduce youth crime and victimization as
well as delivering crime prevention workshops on a variety of topics in primary and secondary
schools. School Liaison Officers work in public, catholic and independent high schools
throughout New South Wales. The duties of School Liaison Officers include supporting victims
of crime, developing mentoring schemes and developing innovative ways to prevent youth
crime.
ILLAWARRA CONTACT:
Senior Constable Alison Burke, Youth Liaison Officer, Wollongong Local Area Command
Contact No: 4226 7791
Email: burk1ali@police.nsw.gov.au
If Alison Burke is unavailable ask for Senior Constable Allyson Weston at Wollongong Local
Area Command, Phone: 02 4226 7899
MACARTHUR CONTACT:
Senior Constable Deryck Rivers, School Liaison Police, Operational Programs Command,
Campbelltown / Camden
Phone: 46201199
Fax: 46201242
Mobile: 0437885587
email: rive1der@police.nsw.gov.au
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Power:
Power is neither positive or negative. Its impact depends on how it is used. Power is
sometimes abused.
Resilience:
Resilience is the ability to cope and bounce back after encountering negative events, difficult
situations, challenges or adversity and to return to almost the same level of emotional
wellbeing. It is also the capacity to respond adaptively to difficult circumstances and still thrive.
Restorative Practices:
In this approach to behaviour management, the term restorative is used to stress that when
a student misbehaves; restoring relationships, repairing harm and learning perspective-taking
and social responsibility is more important and effective than simply delivering punishment for
their misbehaviour. Restorative practices include:
Circle Time and Conference Circles in which students sit in a circle and, using a structured
format, discuss and problem solve an issue that has affected the whole class or specific
members of the class
The Restorative Interview where the teacher uses an incident of misbehaviour as an
educative opportunity for teaching empathy, consequential thinking and the importance of
making amends in order to repair harm and relationships
The more formal Restorative Conference that is used with more serious or ongoing
misbehaviour and usually involves senior staff, parents and carers.
Safe and Supportive Environment:
In NSW schools the Board of Studies requires that all schools provide a Safe and supportive
environment. A safe environment for students is one where the risk of harm is minimised and
students feel secure. Harm relates not only to dangers in the built environment, involving
such matters as architecture and construction, lighting and space, facilities and safety plans,
but also refers to violence, physical threats, verbal abuse, threatening gestures, sexual
harassment and racial vilification. A supportive environment fosters the social, academic,
physical and emotional development of students. A supportive environment can be described
as one in which:
Students are treated with respect and fairness by teachers, other staff and other students
Members of the school community feel valued
Effective teaching and learning takes place
Positive support and encouragement are provided by staff and students
Non-discriminatory language and behavioural practices are defined, modelled and
reinforced by members of the school community
Consultation takes place on matters relating to student education and wellbeing.
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The School-Wide Positive Behaviours for Learning

(SPB4L):
This is a framework that assists schools to develop a broad range of systemic and
individualised strategies for achieving important social and learning outcomes while preventing
a problem behaviour with students.
SPB4L is a whole school approach that uses data to decide on the development of strategies
and practices to build a positive behaviour culture.
A representative from each section of the staff body is a part of a planning team who develop
preventative strategies such as school wide procedures and routines, which foster appropriate
behaviour.
The team also focuses on corrective strategies putting systems and procedures in place to
effectively manage inappropriate/disruptive behaviours.
SPB4L focuses on the redesign of environments, not the redesign of individuals.
Social and Emotional Learning:
Social and emotional learning involves students having opportunities to learn and practise
social and emotional skills such as: cooperation, managing conflict, making friends, coping and
being resilient, recognising and managing their own feelings and being empathetic.
Sexting:
Sending sexually explicit photographs of oneself or others using mobile phone technology
either by request or spontaneously. Requests are often made by a students current (or
potential) romantic partner. Sometimes such photos are sent (without permission) to many
people, or used to coerce or blackmail after a relationship break-up.
Student Wellbeing:
Student wellbeing is a students level of satisfaction about the quality of their life at school.
Optimal (or desirable) wellbeing is characterised by positive feelings and attitude, positive
relationships with other students and teachers, resilience, and satisfaction with self and
learning experiences at school.
Transition:
A change or passage from one state or stage to another. Often referred to as the process of
moving from primary into secondary school and into post-school destinations.
Victim:
One who is harmed by or made to suffer from an act, circumstance, agency, or condition.
Whole School Approach:
A whole school approach focuses on positive partnerships and assumes that all members of
the school community (i.e. teachers, support staff, students and parents) have a significant role
to play in addressing aggression, harassment and bullying and promoting a supportive school
culture. A whole school approach also involves all areas of the school: policy and procedures,
teaching practices, curriculum, and the organisation and supervision of the physical and social
environment of the school. All teachers accept responsibility for preventing and managing
aggression, harassment and bullying and respond consistently and sensitively according
to the agreed procedures. Safe school messages and practices are not just added on but are
embedded in many areas of the curriculum and in the daily life of the school.
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REFERENCES FOR THE GLOSSARY

1.National Safe Schools Framework
http://www.deewr.gov.au/Schooling/NationalSafeSchools/Pages/nationalsafeschoolsframework.
aspx
2. Path to Life A Framework for Pastoral Care and Wellbeing for Systemic Catholic Schools in the
http://infopoint.dow.catholic.edu.au/RelEdLrnSrv/PCPG_Team/Path%20to%20Life/default.aspx
3. Registration Systems and Member Non-government Schools (NSW) Manual
http://www.boardofstudies.nsw.edu.au/manuals/ - regaccredsystemsmanuals
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Appendix
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1.Bullying Fact Sheet

WHAT IS BULLYING?
Bullying is when someone or a group of people with more power repeatedly and intentionally
causes hurt or harm to another person or group of people who feel helpless to respond. Bullying
can continue over time, is often hidden from adults and will probably continue if no action is taken.
BULLYING ISNT:
single episodes of social rejection or dislike
single episode acts of nastiness or spite
random acts of aggression or intimidation
mutual arguments, disagreements or fights.
TYPES OF BULLYING:
The Department of Education and Early Childhood Developments Building Respectful and Safe
Schools (2010) identifies four types of bullying.
1. Physical bullying includes hitting, kicking, tripping, pinching and pushing or damaging property.
2. Verbal bullying includes name-calling, insults, teasing, intimidation, homophobic or racist
remarks, or verbal abuse.
3. Covert bullying is often harder to recognise and can be carried out behind the bullied persons
back. It is designed to harm someones social reputation and/or cause humiliation. Covert bullying
includes:
lying and spreading rumours
negative facial or physical gestures, menacing or contemptuous looks
playing nasty jokes to embarrass and humiliate
mimicking unkindly
encouraging others to socially exclude someone
damaging someones social reputation or social acceptance.
4. Cyberbullying is overt or covert bullying behaviours using digital technologies. Examples
include harassment via a mobile phone, setting up a defamatory personal website or deliberately
excluding someone from social networking spaces. Cyberbullying can happen at any time. It can
be in public or in private, and sometimes only known to the target and the person bullying.
The Alannah and Madeline Foundation

Bullying Hurts Brochure
www.ncab.org.au
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2. Cyberbullying Fact Sheet

WHAT IS CYBERBULLYING?
Cyberbullying is a term used to describe bullying that is carried out through internet or mobile
phone technologies. It is often combined with off-line bullying. It may include a combination of
behaviours such as pranking (i.e. hang-up calls), sending insulting text messages, publishing
someones private information, creating hate sites or implementing social exclusion campaigns
in social networking sites. It is also cyberbullying when a student(s) uses technology to run a
multi-step campaign to bully another student, e.g. setting another student up to be assaulted,
video-recording their humiliation, posting the video-recording online and then sending the website
address to others. Cyberbullying does not have to be repeated to have harmful, long-term
consequences.
DIRECT CYBERBULLYING AND CYBERBULLYING BY PROXY

There are two kinds of cyberbullying: directly by the offender or by proxy where others are
involved in cyberbullying the victim and this may be done without the accomplice being aware of
the role they are playing.
DIRECT FORMS OF CYBERBULLYING INCLUDE:

Instant or text messaging threats, using the password of another persons account to access their
account and changing profile details and posting inappropriate comments, locking a person out of
their account, hacking into others computers, creating an unflattering webpage about someone,
tagging someone in an inappropriate photo without their permission or sending such an image via
mobile phone, deliberately sending malicious code or viruses, signing up a person for accounts
which send large amounts of spam, especially pornography.
Cyberbullying by proxy is when offenders ask or involve others to become accomplices in the
bullying or harassment often without this person being aware of the role they are playing.
One way this occurs is when the offender hacks into a victims account, pretends to be them and
sends out hateful or inappropriate messages to everyone on the contact list. The victims friends
often retaliate and the situation escalates with more young people involved in the cyberbullying.
THE DIFFERENCE BETWEEN BULLYING AND CYBERBULLYING:

Cyberbullying has possibly a much bigger audience, no closure and little escape from the bully,
and the other people involved may not realise the impact and contribution they make. Also, bullies
are often friends of their victims.
Australian Communications and Media Authority

Cybersmart-Cyberbullying
www.cybersmart.gov.au/Schools/Common%20cybersafety%20issues/Cyberbullying.aspx
Best Enemies Screen Guide
ATOM 2011ATOM 2011
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INFORMATION LETTER TO STAGE 3 PARENTS/CARERS

REGARDING SENSITIVE ISSUES
Dear Parent/Carers,
Personal Development, Health and Physical Education (PDHPE) is a key learning area in the
schools curriculum. This school follows the Board of Studies K-6 PDHPE Syllabus, which aims to
develop in each student:

Social responsibility and well-being

The skills to make informed decisions
Movement skills and personal fitness
The PDHPE K-6 Syllabus covers a wide range of topics including interpersonal relationships,
drug use, human sexuality, child protection, movement skill development and fitness. Some of the
content in this learning area is sensitive and the school recognises this by teaching about these
issues within the context of Catholic values and a developmentally appropriate Stage 3 PDHPE
program.
This letter is to inform you that the Diocesan Anti-bullying video production Fix You, which has a
focus on relationships, will be used in Stage 3 classes commencing in week ___ of this term. This
video production while focusing on the effects of and strategies to address bullying, may raise
sensitive issues including eating disorders and homosexuality.
Our school values the role that parents have in the education of their children, especially in
matters relating to interpersonal relationships. We would encourage you to take this opportunity to
talk to your child prior to the commencement of the unit and during its implementation.
The PDHPE syllabus content related to Interpersonal Relationships for Stage 3 is outlined below:
Relationshipspersonal rights , rights and responsibilities , sources of power, coercion harassment, types
of abuse , effects of abuse, solving problems, importance of positive relationships, relating to
people, changing networks, strengthening networks, challenging discrimination, racism, sexism,
homophobia, anti-discrimination legislation
Communicationappropriate expression of feelings, empathising, assertiveness, I messages, listening skills,
barriers to communication, conflict resolution/negotiation, supporting others, recognising and
articulating feelings, presenting a viewpoint
Familiesparental responsibilities and rights, sibling dependence, mutual dependence, rights and
responsibilities
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Peersdeveloping and maintaining friendships and working relationships, rights and responsibilities,
overcoming peer influence, positive peer influence, acting on concerns for others
Groupschanging groups, peer support, roles and responsibilities.
If you would like to discuss this curriculum area or video production please contact your childs
class teacher or myself.
Your support for this important educational resource is valued and appreciated.
Yours sincerely,
Principal.
PERMISSION NOTE: Sensitive Issues in Stage 3 PDHPE

Please return to class teacher by: ___________________
I have read this note and approve my child viewing the video production Fix You.
I would like the opportunity to discuss the PDHPE program and/or the video production
Fix You with either my childs class teacher or the Principal.
Signed:
___________________________________________________________________
(Parent/Carer)
___________________________________________________________________
Date:
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4. Script and Images

When You
Tease
Hit
Ignore
It Scars
I am
A loser
Fat
Stupid
Gay
Worthless
Invisible
Please
Please
Please
Dont
Let
Me
Hurt
Anymore
Help
Help
Help!
Me
Text me
Notice me
Talk to me
Facebook me
Sit with me
Smile at me
Include me
Laugh with me
You
Can
Make
A Change
Make
A difference
Dont be
A Bystander
Stand By
Stand Up
Stand Strong
Stand Together
Its
Up
To
You
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Anti-Bullying LT Resource

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ANTI-BULLYING

LEARNING AND TEACHING RESOURCE ALTER

Catholic Education Office

Licensed under NEALS

Anti-Bullying Learning and Teaching Resource

Video Production Process

Key Documents: Links to National, State and Diocesan Requirements and

Syllabus Outcomes and Suggested Student Learning Experiences

Anti-Bullying and Cybersafety Resources

Links to Online Support

2. Cyberbullying Fact Sheet

3. Information Letter to Stage 3 Parent/Carers Regarding Sensitive Issues

4. Script and Images

Anti-Bullying Learning and Teaching Resource

Anti-Bullying Learning and Teaching Resource

Australian Covert Bullying

Anti-Bullying Learning and Teaching Resource

3. Video Production Process

Anti-Bullying Learning and Teaching Resource

The song in its edited form

This video production would

The focus group of

LINKS TO NSW PERSONAL DEVELOPMENT HEALTH AND PHYSICAL

KNOWLEDGE AND UNDERSTANDING

VALUES AND ATTITUDES

SUGGESTED STUDENT LEARNING EXPERIENCES FOR STAGE 3

Identifies what bullying is and the various forms that this

Exploring the Four Types of Bullying.

Recognises the different types of bullying and identifies those

Bullying Scenarios Resource Sheet 4.

Anti-Bullying Learning and Teaching Resource 19

Who is Involved in bullying and what

Recognises those involved in bullying and the factors that

Bullying Roles Resource Sheet 5.

Bullying is Real and Impacts on us All.

Analyses the effects of actions that enhance or disrupt

Do you have any questions about the video production?

Fix You video production.

Anti-Bullying Learning and Teaching Resource 21

The Effects of Bullying can be Life-long.

Explores the impact of bullying on individuals and develops

Fix You video production

LESSON SIX AND SEVEN:

Personal Experiences of Bullying.

Survey students to determine their understanding and

Student survey Resource Sheet 8.

Anti-Bullying Learning and Teaching Resource 23

LESSON EIGHT AND NINE:

Demonstrates assertive ways to deal with different types of

Network templates. Resource Sheets 9 and 10.

Anti-Bullying Learning and Teaching Resource 25

Transitioning to High School. Time for Action!

Recognises and articulates feelings about transition to High

What are they excited about?

26 Anti-Bullying Learning and Teaching Resource

Anti-Bullying Learning and Teaching Resource 27

A single incident of bullying using digital technologies can constitute

Bullying and harassment are

Bullying is when someone

Bullying is when one student

National Safe Schools

Janelle has tried hard to

Tom is eleven years old and

Toni regularly has Jokes