Developed by
Cheryl Newberry & Kelli Lehman
Extension Program Specialists – 4-H
Overview Of Training
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What is Texas AgriLife Extension and 4-H?
Why this curriculum?
Overview of bullying and cyberbullying
What is “Take A Stand?”
Sample Activities from Curriculum
Implementation of Program
Program Evaluation
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Texas AgriLife Extension
Service
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Solving Problems
Leading Change
Developing Communities
Engaging Volunteers
Impacting Youth
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Texas 4-H Mission
Prepare youth to meet
the challenges of childhood,
adolescence, and adulthood,
through a coordinated, long-term,
progressive series of educational
experiences that enhance life skills
and develop social, emotional,
physical, and cognitive competencies.
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Texas 4-H Vision
The Texas 4-H and Youth
Development Program will
continue to be a recognized leader
in developing life skills, empowering
youth and volunteers, and facilitating
effective partnerships to create
capable and responsible citizens.
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In 4-H, we value…
• Positive life skills development of youth.
• Diversity among youth participants, families,
and Extension personnel.
• Utilization of research-based information in creative,
diverse, hands-on educational environments.
• Optimizing each youth’s potential through unique
partnerships with other youth, families, volunteers,
Texas A&M University System personnel,
and community stakeholders.
• Supporting county Extension faculty across Texas
in enhancing the Texas 4-H & Youth Development
Program.
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Why Conflict Management
Curriculum?
• 50% of high school students surveyed admit they
have bullied someone in the past year
• 47% of high school student surveyed have been
bullied, teased, or taunted in a way that seriously
upset them in the past year
• 52% admit that in the last year they have hit
someone because they were angry
Source: Josephson, M. (2010). Ethics of American Youth: 2010.
http://charactercounts.org/programs/reportcard/2010/index.html
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Why Conflict Management
Curriculum?
• 33% of student surveyed say that violence is a big
problem at their school
• 25% of students surveyed say that they do not
feel very safe at school.
• 10 % say they have taken a weapon to school at
least once in the last 12 months
Source: Josephson, M. (2010). Ethics of American Youth: 2010.
http://charactercounts.org/programs/reportcard/2010/index.html
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Why Conflict Management
Curriculum?
• House Bill 283
 Discipline Management Program to
include prevention of and education
concerning unwanted physical or verbal
aggression, sexual harassment, and
other forms of bullying in school, on
school grounds, and in school vehicles.
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Why Conflict Management
Curriculum?
• House Bill 121
 Each school district shall adopt and implement
a dating violence policy to be included in the
district improvement plan. Implementation can
be through safety planning, enforcement of
protective orders, school-based alternatives to
protective orders, training for teachers and
administrators, counseling for affected
students, and awareness education for
students and parents.
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Why Conflict Management
Curriculum?
• Senate Bill 136
– Establishes a curriculum within the Texas
School Safety Center to educate students
about the dangers associated with social
networking sites such as MySpace.Com.
"This will arm students with the
information they need to protect
themselves against online predators,"
Senator Nelson said.
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What is Bullying?
• Bullying can take many forms such as:
– Physical bullying, such as hitting or punching
– Verbal bullying, such as teasing or namecalling
– Nonverbal or emotional bullying, such as
intimidating someone through gestures or
social exclusion
– Cyberbullying
– Dating Violence
Source: http://stopbullyingnow.hrsa.gov
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Cyberbullying Includes…
• Using the Internet, mobile phones or other
cyber technology to:
– Send mean text, email, or instant messages
– Post nasty pictures or messages about others
in blogs or on Web sites
– Use someone else's user name to spread
rumors or lies about someone
– Intentionally exclude someone from an online
group
Source: http://stopbullyingnow.hrsa.gov
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How Common is
Cyberbullying?
• 18% of students in grades 6-8 said they had been
cyberbullied at least once in the last couple of months;
and 6% said it had happened to them 2 or more times
• 11% of students in grades 6-8 said they had cyberbullied
another person at least once in the last couple of months,
and 2% said they had done it two or more times
• 19% of regular Internet users between the ages of 10 and
17 reported being involved in online aggression; 15% had
been aggressors, and 7% had been targets (3% were both
aggressors and targets)
Source: http://stopbullyingnow.hrsa.gov
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How Common is
Cyberbullying?
• 17% of 6-11 year-olds and 36% of 12-17-year-olds
reported that someone said threatening or embarrassing
things about them through email, instant messages, web
sites, chat rooms, or text messages
• In nationally representative surveys of 10-17 year-olds,
twice as many children and youth indicated that they had
been victims and perpetrators of online harassment in
2005 compared with 1999/2000
• Girls were about twice as likely as boys to be victims and
perpetrators of cyber bullying
Source: http://stopbullyingnow.hrsa.gov
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Why is Cyberbullying on the
Rise?
• Perpetrators can remain “virtually” anonymous –
temporary accounts, pseudonyms, etc.
• Takes less energy and fortitude to express hurtful
comments using a keyboard or keypad than with
one’s voice
• Cyberbullies don’t have to deal with the
immediate emotional, psychological or physical
effects of face to face bullying on their victim
• Hurtful and humiliating content can be sent to lots
of people very quickly
Source: http://stopbullyingnow.hrsa.gov
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Why is Cyberbullying on the
Rise?
• Supervision is lacking in cyberspace!
• No monitoring or censoring of offensive content in
e-mail, text, chat rooms, or cell phones
• Many adolescents have computers in their
bedrooms that their parent does not monitor
Source: http://stopbullyingnow.hrsa.gov
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Characteristics of Children
Who Bully
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Impulsive, hot-headed, dominant
Easily frustrated
Lack empathy
Difficulty following rules
View violence in a positive way
Boys who bully tend to be physically stronger than
other children
Source: http://stopbullyingnow.hrsa.gov
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Family Risk Factors for
Bullying
• A lack of warmth and involvement on the part of
parents
• Overly permissive parenting (including a lack of
limits for children's behavior)
• A lack of supervision by parents
• Harsh, physical discipline
• Bullying incidences at home
Source: http://stopbullyingnow.hrsa.gov
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Bullying and other Violent
or Anti-Social Behaviors
• Research shows that bullying can be a sign of other
serious antisocial and/or violent behavior. Children who
frequently bully their peers are more likely than others to:
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Get into frequent fights
Be injured in a fight
Vandalize or steal property
Drink alcohol
Smoke
Be truant from school
Drop out of school
Carry a weapon
Source: http://stopbullyingnow.hrsa.gov
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Signs of Bullying
• The child comes home with torn, damaged, or missing
pieces of clothing, books or other belongings.
• The child has unexplained bruises, cuts or scratches.
• The child seems afraid of going to school, walking to and
from school, riding the school bus or taking part in
organized activities with peers.
• The child appears sad, moody, teary or depressed when
he or she comes home.
• The child frequently appears anxious and/or suffers from
low self-esteem.
Source: http://stopbullyingnow.hrsa.gov
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Signs of Cyberbullying
• Be reluctant to use the computer or electronic device
• Avoid discussion about what they are doing on the
computer, or other electronic device
• Look or appear nervous, anxious or jumpy when receiving
an email, IM or text message
• Display unusual anger, sadness, and depression after
using the computer or electronic device
• Discuss revenge
• Exit or click out of whatever they are doing, if a person
walks by
• Unexpectedly quits using the computer or electronic
device
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Source: http://internet.suite101.com/article.cfm/cyber_bullyingthe_warning_signs
What To Do If A Child Is
Being Bullied
• Talk with the child openly
• Education of all youth in bullying and conflict
management – at school, home
• Enforce rules and guidelines for bullying, use of
electronic devices at school, home, etc.
• Set limits or place blocks on home computer
Source: http://stopbullyingnow.hrsa.gov
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4-H’s Role in Addressing
Bullying
• Provide training for teachers or other youth
workers on “Take A Stand” curriculum
• Work with school district to implement “Take A
Stand” into the classroom as a curriculum
enrichment activity
• Provide support to the school for the program
through processing evaluations, developing
summaries of evaluations, recognition of
participants and teachers, and more!
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What is Curriculum
Enrichment?
• Curriculum/activity takes place
in school classroom.
• Curriculum/activity is led by school personnel
or an Extension volunteer.
• Consists of 5 sequential learning experiences,
at least 30 minutes each.
• Designed to ENHANCE/ENRICH the required
school curriculum, not replace it.
• Promotes 4-H and extends invitation
to participants to join 4-H.
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How did TAKE A STAND
come about?
• Identified as a curriculum need by curriculum enrichment
task force in 2005
• Curriculum development began January 2008
• Meeting with potential partner August 28, 2008 and
partnership established! Funding commitment of $50,000
• Pilot Training and Testing in 50 counties – Jan-Feb 2009
• Curriculum released November 2009
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Meet Our Partners!
• Texas Rural Mediation Services, a program
of the Dispute Resolution Center, Lubbock
County
– Gene Valentini, Director
– Crystal Stone, Assistant Director
– Mike Smith, Former Outreach Manager
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What is “Take A Stand!”?
• 5-fold Curriculum – 1 lesson per topic
 Conflict Management/Bullying
 Communication
 Etiquette
 Teamwork
 Cultural Awareness
• Three levels – 3-5, 6-8, 9-12
• Most lessons are divided into two parts with hands
on activities
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Curriculum Resources
• Printed Curriculum (B/W)
with color cover/spine
inserts
• Resource CD
• Marketing Brochure
• Bookmarks
Items on the CD:
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Handouts in B/W
Giant Puzzle
End of Unit Jeopardy Game
Backpack Tags
Parent Letters
(English/Spanish)
• Evaluation
• Certificate & Agreement
• Group Enrollment Form
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Overview of 3-5 grade
Curriculum
• “Power Phrase” for each lesson
• Handouts for each lesson that reinforce learning
• Fun and interactive activities to help participants practice
skills
• Discussion/Wrap-up Questions
• TEKS addressed include:
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English, Language Arts, and Reading
Mathematics
Physical Education
Social Studies
Theatre
Art
Music
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3-5 grade: Lesson 1
• Title: Keep Your Cool
• Objectives
 recognize signs of anger
in themselves and others
 understand the consequences
of violence
 identify ways to control anger
• Activities
 Anger Says…
 Power Phrase Rap
 Freeze Frame
 The Cool Tool
Power Phrase:
Staying cool’s the way
we choose! When we
fight, we all lose!
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3-5 Grade: Lesson 2
• Title: Walk In My Shoes
• Objectives
 explain their own point of view
 think about another person’s point of
view
 consider several ways of looking at a
problem
 listen and acknowledge what another
person says
 solve specific problems
• Activities
 Trouble Bugs
 Walk In My Shoes
 Footstep Reflections
Power Phrase:
If we both say how we
feel, we’ll work out a
better deal!
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3-5 grade: Lesson 3
• Title: A Manner Of Speaking
• Objectives
 ten basic manners for kids
 define respect
 to gain respect and give respect
 to write thank you notes
• Activities
 Respectacles
 Thank You Notes
 A Big Thank You Crossword Puzzle
Power Phrase:
Good manners are the
perfect way to show
respect every day!
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3-5 Grade: Lesson 4
• Title: Get In The Game
• Objectives
 learn importance of teamwork
in working in groups
 how to be a good team member
• Activities
 Balloon Frantic
 Consensus
 Get in the Game! Word Search
Power Phrase:
Whether tasks are big
or small, we’ll use
teamwork to solve
them all!
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3-5 Grade: Lesson 5
• Title: You + Me = Harmony
• Objectives
 identify ways in which we are
different and alike
 appreciate how traditions,
customs and gestures differ
from one family to another
• Activities
 Cultures in Texas
 The Cultural Quiz
 Skin Color Match-Ups
 Traditions and Customs
 Thumb Print Art
Power Phrase:
Look at the world.
What do you see?
A rainbow of cultures
in harmony!
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Overview of 6-8 Grade
Curriculum
• Topics that are relevant to middle school youth
• Handouts for most lessons that reinforce learning
• Fun and interactive activities to help participants practice
skills and think about how their actions impact others
• Discussion/Wrap-up Questions
• TEKS addressed include:
 English, Language Arts, and Reading
 Social Studies
 Technology Education
 Theatre
 Art
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6-8 Grade: Lesson 1
• Title: Face in the Mirror
• Objectives
 identify different types of bullies
 understand the difference between friends
and cliques
 the importance of personal reflection
on situations involving bullying
• Activities
 Face in the Mirror
 Responding to Conflict
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6-8 Grade: Lesson 2
• Title: A Figure of Speech
• Objectives
 The definition of mediation
 To deal with conflict through simple mediation
techniques
 how to use good communication skills to resolve
conflict
• Activities
 Ouch! That Hurts!
 Take A Stand Action Plan
 Work the Plan
 Friend Feud
 A Figure of Speech Crossword Puzzle and More!
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6-8 Grade: Lesson 3
• Title: Don’t Be Rude!
• Objectives
 the importance of using good manners
and respecting others in all types
of communication mediums
 identifying ways to incorporate etiquette
into technology-based communication
 skills to present themselves to others
in a positive manner
• Activities
 Cyberbully Scenarios
 Netiquette Quiz
 Personal Billboard
 Don’t Be Rude! Word Search
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6-8 Grade: Lesson 4
• Title: Work It Out
• Objectives
 understand different team member roles
and how they complement each other
 Implement team member roles through
hands-on activities that require teamwork
• Activities
 Frenzy
 Newspaper Bridges
 All Tied Up
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6-8 Grade: Lesson 5
• Title: Inside Out
• Objectives
 the importance of getting to know someone
before making a judgment
 the cultures of others in the group
 identify symptoms of culture shock and how
to overcome culture shock
• Activities
 Walk Apart – Walk Together
 What’s The Difference?
 Opposites
 Human Bingo
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Overview of 9-12 Grade
Curriculum
• Topics that are relevant to high school youth
• Handouts for some lessons that reinforce learning
• Fun and interactive activities to help participants
practice skills and challenge them to think
about consequences for their actions and more
• Discussion/Wrap-up Questions
• TEKS addressed:
 English, Language Arts, and Reading
 Social Studies
 Technology Education
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9-12 Grade: Lesson 1
• Title: Putting the Pieces Together
• Objectives
 the definition of bullying
 types of teens who become bullies
 how bullying affects teens
 what to do if students are being bullied
 how to stop bullying from happening
to other teens
 how to make the school a safe zone
 the definition of mediation
 to deal with conflict with simple mediation
techniques
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9-12 Grade: Lesson 1
• Activities
 Jigsaw Activity – one handout was
left out of curriculum and off CD!
Go to website and print it (it is at
the top of the webpage!!! – handout
is called: Facts for Teens:
Bullying)
 Take A Stand Action Plan
 Peer Mediation Scenarios
 Take A Stand Action Plan Crossword
Puzzle
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9-12 Grade: Lesson 2
• Title: Clear the Air
• Objectives
 how to describe conflict in their own terms
 how physical presence can contribute to conflict
 how to change vocabulary to be more open to
communication
• Activities
 Fly Away Feathers
 What Color Is Conflict?
 One Up One Down
 Fightin’ Words
 Communication Relay
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9-12 Grade: Lesson 3
• Title: Walk The Talk
• Objectives
 the impact of etiquette in different situations, including
impressions made with peers, adults and employers
 the importance of respect for themselves and others as
they approach dating and social networking
 multiple ways teens communicate and the appropriate
uses of communication methods
 to identify symptoms of dating violence
 the phases of the Cycle of Violence
 techniques to create a safe zone from dating violence
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9-12 Grade: Lesson 3
• Activities
 Can You Hear Me Now?
 The Do’s and Don’t’s of Dating
 Dating Violence: Know The Facts
 Dating Violence Scenarios
Extended Activities
 Dinner For Two: Dining Etiquette
 Practicing Table Manners
 Music and Dating Violence
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9-12 Grade: Lesson 4
• Title: Teamwork + Communication = Problem Solved
• Objectives
 the difference between groups and teams
 The ABC’s of teamwork
 incorporating teamwork into problem-solving
• Activities
 The ABC’s of Teamwork
 Lost
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9-12 Grade: Lesson 5
• Title: CSI: Cultural Sensitivity Investigation
• Objectives
 to identify diversity awareness within a group
 to reflect upon their self- and cultural identity
 to treat each other as diverse human beings
• Activities
 Crossing The Line
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How Can Your School/
Classroom Get Involved?
• Work with local county Extension agent to:
– Select grade to target
– Train other teachers if needed
– Provide each student with the parent letter to
take home
– Implement the curriculum with students
– Conduct the evaluation instrument with
students and turn in to the agent
– Complete the Group Enrollment Form
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How Can Your School/
Classroom Get Involved?
• Work with local county Extension agent to:
– Provide an opportunity for the agent to do a
lesson on 4-H and invite youth to get involved in
the program
– Provide each student with the recognition
certificate, Commitment to Excellence
Certificate, and bookmark
– Complete the 4-H Group Enrollment Form and
return to the agent
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Student Evaluations
• Individual evaluation for each grade level
• Forms are scannable; data will be returned
to agent for interpretation
• Copy on white paper
• Please use pencils if possible and erase
thoroughly!
• Keep evaluations flat, not folded
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“We don't know who we are until
we see what we can do.”
—Martha Grimes
“Ability may get you to the top,
but it takes character to keep you there.”
—John Wooden
“If you find it in your heart to care for
somebody else, you will have succeeded.”
—Maya Angelou
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