Effects of bullying
‘What’s wrong?’ Focus
To read about and discuss the short-term effects of bullying
• Bullying has an effect on the target, the bully and the bystanders.
1. Drawings representing five of the following: sick, tired, sad, lonely, scared, worried, upset or angry.
2. (a) Schoolwork and grades: Because Amy is upset and worried, she cannot think clearly or complete her schoolwork properly. She also wants to avoid school; if she does, her attendance will drop, as will her opportunities to learn. (b) Sleep: Amy can’t sleep properly because she is so upset and worried. This is making her very tired. (c) Food: Amy doesn’t feel like eating so is not eating properly. (d) Health: By not eating properly, sleeping well, or getting exercise playing, Amy’s health is suffering.
• All targets are affected by bullying, but the extent to which they are affected depends greatly on their confidence, self-esteem and resilience. Some children will have strategies for coping with the bullying, thus ending the problem, but others will suffer consequences in the short (and long) term.
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• For the bully, there can also be negative short-term effects, such as shallow friendships (peers are ‘friends’ only because they fear being bullied themselves), negative reputation among staff and some students, and the effects of being unable to deal with their emotions and problems appropriately. • Bystanders can feel uncomfortable, afraid, uncertain, stressed and guilty for not intervening.
3. Olivia herself is unhappy, and is less liked by others, even her own friends who play with her because they fear her, not because they like her.
Answers will vary but should include the possible effects of bullying, such as feelings of sadness, fear, anger, shame, loneliness; worry; loss of sleep and hunger; a drop in ability to do school work; sickness; and not wanting to go to school or play with friends.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Supporting activity
• The comic strip on page 43 shares some of the thoughts and feelings of a girl who is being bullied. Ask the students if they have ever been really upset by something before. How did they feel? Did the feelings go straight away or did they affect the students for a while? Ask the students to suggest how something very scary or worrying can affect different parts of their lives, such as their appetite, sleep, activities and thoughts.
• In pairs, the students can make simple finger puppets and act out the scenario on page 43.
• The text can be read together as a class or in pairs. Discussing the text
• Ask the students to identify the bully, the target and the bystander from the text. (Olivia is the bully, Amy is the target and Tess is a bystander.)
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• Refer to page viii.
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• Short-term effects can include loss of appetite; insomnia; feelings of sadness, fear, anger, shame, loneliness; excessive absenteeism from school; drop in schoolwork standards; poor attention span; loss of interest in social activities; anxiety attacks; feeling responsible for the attacks; and a lack of trust in friends.
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• Ask the students how to imagine what it must be like for Amy to feel tired, afraid and upset every day. Is it easy to concentrate and work hard? What could feeling this way be doing to Amy’s ability to be healthy, happy and a good learner?
• Finally, ask them who was affected by the bullying (the bully, the target and the bystander, Tess, were all affected). Ask the students to suggest the different ways these people were affected.
Bullying in a cyber world
www.ricpublications.com.au - R.I.C. Publications®
Published on Dec 27, 2013
Published on Dec 27, 2013
The blackline masters cover the following: What is bullying?, Forms of bullying, Cyberbullying, Targets of bullying, Effects of bullying, Wh...