Delegate Pack
Workshop for
Children’s Home
Staff
2017-18
All Together: united against bullying – delegate pack
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Contents
CONTENTS
PAGE NO.
Agenda
3
The Jelly Bear Activity
4
Activity: is it bullying?
5
Roles involved in bullying
6
Tackling Bullying – Ten Key Principles That Can Reduce the Impact and Incidence
of Bullying
7
Prevention Scenarios
8
Planning a response diagram
9
Social Model Checklist
10
Response Scenarios
11
Free Online CPD Training
12
Notes Page
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About the Anti-Bullying Alliance
The Anti-bullying Alliance is a coalition of organisations and individuals working together to stop
bullying and create safe environments in which children and
young people can live, grow, play and learn.
We welcome membership from any organisation or individual
that supports this vision. ABA also supports a growing network of
almost 1000 schools and colleges across the country. The ABA
coordinates Anti-Bullying Week each November and is the national voice for evidence based
practice in relation to the prevention of bullying between children and young people.
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Agenda
Timing (flexible
timings)
9.30am
Content
Welcome and setting the
context:



10.30am


Anti-Bullying Policies
Legal duties including
safeguarding and Equality
Act 2010
The 10 key principles
prevention and response
What can settings do to
make bullying more likely to
happen and how can we
prevent this?
Lunch
Putting it into practice



2.30pm
A shared definition of
bullying
The roles involved in bullying
Practical solutions:

1.00pm
1.30pm
Open plenary



Videos and activities (in the
form of quizzes)
Case studies
Open plenary



Case studies
Quizzes
Open plenary



Strategic thinking
Open plenary
Videos and activities

Solution focused working
together using case studies
Taking away a positive and
empowering action plan
Understanding the purpose
of the day
The impact of bullying
Who is more vulnerable to
bullying
Break
The legal context:


12.00pm

What is bullying?

11.15am
11.30am
Type of delivery
Close
A whole-setting approach
to prevention and response
A chance to review current
practice including strengths
and areas to action plan
Development a way
forward


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Workshop information, activities and tasks
Jelly Bear Activity
You could use this activity with children in school and / or staff to ascertain how they feel. Circle
the jelly bear that most closely reflects how you are feeling. Are you:





at the top, raring to go full of confidence and expertise;
comfortable in the knowledge that you will learn more once you start to put it into
practice;
happy to have embarked on the journey;
afraid to set foot on the tree?
or somewhere else?
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What is bullying?
The Anti-Bullying Alliance defines bullying as...
The repetitive, intentional hurting of one person or group by another person
or group, where the relationship involves an imbalance of power. Bullying
can be physical, verbal or psychological. It can happen face-to-face or
online.
Is it bullying? – Activity
1.
Jenny tells Tony that if he doesn’t give her his dinner money she will beat him up.
2.
Dena keeps telling Susan to wear deodorant.
3.
Holly and Jasmine have fallen out over a boyfriend and Jasmine refuses to speak to Holly.
4.
Each time Ramon walks into a room a group of other children giggle and whisper to each
other.
5.
Mohammed struggles with toileting due to his impairment – his teacher has started to say in
lessons that he has to wait until after lesson like the other children do which means he is soiling
himself on a regular basis.
6.
Terry spits into a can of cola and says he will make Jake drink it.
7.
Tania and Susan won’t let Rachel play with them.
8.
Joel and Dean have had an argument. Joel kicks Dean’s bag across the floor.
9.
Peter accuses Rashid of stealing his game and they have a fight in the corridor.
10.
John has a disability which means that he cannot always control his movements. When he
gets excited his hands jerk up. A group of boys mimic him whenever he tries to join in the
football game.
11.
Abdul has autism and gets anxious about the rain when in the playground. Other pupils and
a member of lunch time staff often tell him they can feel rain to wind him up.
12.
Dean’s parents have split up. Mark tells everyone in the class and on social media sites.
Adapted from materials by Sonia Sharpe, used in the DfES Sheffield anti-bullying project –
Reproduced from Primary SEAL.
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Roles involved in bullying
 The ringleader (Bully) - Initiating and leading the bullying but not always the person
‘doing’ the bullying.

The target - The person at whom the bullying is aimed.

Assistant(s) - Actively involved in ‘doing’ the bullying.

Reinforcer(s) - Supports the bullying, might laugh or encourage other people to
‘collude’ with what is going on.

Defender(s) - Stands up for someone being bullied. Knows that bullying is wrong
and feels confident enough to do something about it. This might involve talking to
an adult in school.

Outsider(s) - Ignores any bullying and doesn’t want to get involved.
When exploring bullying incidents, we must ask ourselves about these roles. The roles are
fluid and can change from incident to incident. We should consider the inroads to
change behaviours. This is most likely to be around increasing the number of defenders.
The Target and Ringleader are often those most wedded to the behaviour so can we
change the behaviours of the others involved?
Based on Salmivalli et al The Participant Role Scale. In: Cowie, H. and Wallace, P. Peer Support in
Action: From Bystanding to Standing By. © Sage 2000.
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Tackling bullying – ten key principles that can reduce the
impact and incidence of bullying
Our setting ...
1.
listens
2.
includes us all - all young people are included, valued and participate fully in all
- all young people are listened to and influence strategies and approaches to
prevent, report and respond to incidents of bullying.
aspects of school life.
3.
respects - all staff are role models to others in how they treat others.
4.
challenges - all forms of discriminatory language is challenged taken seriously
5.
celebrates difference – difference is actively and visibly celebrated and welcome
across the setting
6.
understands - all staff, pupils and parents and carers understand what bullying is and
what it isn't.
7.
believes – all young people are acknowledged, believed and taken seriously when
reporting incidents of bullying.
8.
reports bullying - all young people and their parents and carers understand how to
report incidents of bullying.
9.
takes action - we respond quickly to all incidents of bullying. Young people
participate fully in decisions made about them and help to formulate appropriate
action to respond to incidents of bullying.
10. has clear policies - our anti-bullying policy and/or behaviour policy reflects these
principles and is embedded within other policies. They are widely and actively
promoted to staff, young people and their parents and carers.
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Prevention Scenarios
Prevention scenario 1
Janine is 12 years old and lives in your home.
She attends a mainstream martial arts club at weekends and a member of staff go with her.
Sometimes her behaviour can be disruptive for the group. She struggles to interact with the group.
She doesn’t appear to have any friends and you’re worried she might be bullied.
Prevention scenario 2
Simrin has been in your children’s home for six weeks.
Simrin has moved around a lot in his life and doesn’t have contact with any family. All the
children really love playing on the pool table – Simrin is no different – the queue for the game
causes tensions.
Simrin is shy and is nervous to ask people to play with him. So he often doesn’t get a look in.
Question:
 What preventative strategies might you hope to see in place?
 How would you support the whole-school approach to preventing bullying?
 Use the key principles and social model audit tool to formulate your ideas.
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4. What additional support or
expert knowledge is needed?
3. What are the attitudes and
values underpinning the
behaviours?
2. Focus on addressing the
behaviours
1. Secure the safety of the
‘target’
Pla nning a response
What are the
outcomes
you want to
see? Where is
the data?
Review
Monitor
Record
Take
action
Develop a wider
resolution plan with
young people
Identify the
bullying group
Take action
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Social model checklist
When drawing up strategies and creating your action plan – you may find this checklist useful to
ensure you are taking a social model approach.
Checklist topics
Yes / No
The strategy is pupil-centred
SMART (specific, measurable, achievable, realistic and time bonded)
outcomes have been identified
The young person is a part of the home / group not apart from the home /
group, i.e. not being separated in activities / outings / meals etc.
Any training needs of professionals have been met
Diversity is welcome and the young person is included
The setting has evolved
Responses are not about changing the behaviour of the person who has
been bullied
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Response scenarios
CASE STUDY 1: Devane – 13
Devane is 13. He has lived at your residential children’s home for 4 years. Recently 2 of the older
residents have moved on and new children have arrived. Devane is finding it hard to adjust to the
new setup and his behaviour is erratic. Devane’s school have advised you that he is persistently
involved in bullying behaviours in the playground with a group of other children. Because Devane
is a looked after child you are invited to a multi-disciplinary meeting at the school to consider how
best to support Devane.

Draw up a response strategy
CASE STUDY 2: Lucy – 13
Lucy has been bullied at her drama troupe classes for over 12 months. Whilst she is being bullied
she still attends twice a week because she really enjoys acting. Staff have spoken to the troupe
leader on numerous occasions but this doesn’t seem to have made any difference. They are
saying it isn’t bullying but Lucy has been called names, had false friendships, manipulation and
threats made.

If you were a new Troupe Leader what response strategy would you draw up?
CASE STUDY 3: Discriminatory language
It has been noted by staff that there is a considerable amount of discriminatory language being
used by pupils within school. Both disablist and homophobic. Whilst it is sometimes directed at
young people it also seems to be part of everyday language amongst young people.

Draw up a response strategy
CASE STUDY 4: Nasreen – 9
You are working with Nasreen’s family. Nasreen is 9 and has 4 older brothers and a younger sister.
Two of her brothers have life-limiting degenerative conditions and the family are all very involved
in their care. Nasreen often does not want to go to school in the morning saying that she is too
tired. School is concerned about her attendance record. You feel that there may be other issues
worrying Nasreen and she tells you that other children repeatedly make fun of her because of her
brothers, because her uniform isn’t always clean, because she smells, because she is often late …

Draw up a response strategy
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FREE online CPD training for schools and other professionals
As part of the All Together Programme, the Anti-Bullying
Alliance has FREE CPD training for schools and the children's
workforce. This training is split into 6 modules:
1. What is bullying?
2. Bullying and the Law
3. Bullying and SEN/disability
4. The 10 principles to reduce and respond effectively to
bullying
5. Preventing bullying
6. Responding to bullying
“It has given me a
more in-depth
knowledge”
“I now have a better
understanding on what
I can do to help
protect a person,
giving me more
knowledge to step
straight in and help”
“I feel much more
confident”
7. Cyberbullying
Participant’s feedback
Each module takes between 30-40 minutes to complete. The training is FREE to complete online
from any computer/tablet. You can complete them at your own pace.
Find out more about the training and how to register please visit: www.antibullyingalliance.org.uk/onlinetraining
If you have any problems with this training, please contact [email protected].
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Notes page
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Notes page
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