early learning–grade 8 · train staff, teach kids, and educate families about bullying...

1 A rigorous analysis of research supports the link between quality SEL and academic outcomes. (Durlak, Weissberg et al., 2011)

Transforming Education from the Inside OutAs the leading provider of social-emotional learning curricula, we have a long, successful track record of helping schools turn mission statements into success stories. Our award-winning, research-based Second Step program helps schools reduce problem behaviors and create safe, supportive environments where every child matters and every child can learn.

cfchildren.org

Early Learning–Grade 8

Why Choose the Second Step Program?

School leaders choose the Second Step program because it’s trusted by 26,000+ schools worldwide, it aligns with district standards, and SEL improves student achievement.1

Educators give the Second Step program a thumbs-up because it’s easy to use and can improve classroom behavior, which improves learning.

Students like the Second Step program because the lessons are engaging and the skills taught are useful in school, on the playground, and at home.

The Second Step program has been endorsed by numerous organizations, including the Collaborative for Academic, Social, and Emotional Learning, for the quality of its research, training, and teacher and family support.

‘Second Step’ provides students with the social-emotional skills and strategies to work through academic and social challenges, reducing the need for adult intervention and increasing the time on task.

—Wes Moreland Principal Hector Cafferata Elementary Cape Coral, FL

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SECOND STEP SEL PROGRAM Skills for Social and Academic Success

cfchildren.org

Comprehensive and Trusted• Age-appropriate coverage of all recommended SEL skills

• Short, focused lessons; fully planned and ready to teach

• Award-winning videos, songs, games, and stories loved by kids

• Online training and support included

• Take-home materials for families

• Lessons and family materials available in Spanish

Save on SEL Program BundlesOur standard pricing is highly competitive, and we offer significant savings for districtwide implementations.

Second Step Early Learning + K–5 bundle ................... $2629 $2933

Second Step K–5 bundle ................................................ $2259 $2494

Second Step Grades 1–5 bundle ....................................$1889 $2055

Second Step K–5 bundle with Principal Toolkit .......... $2399 $2693

Second Step Middle School bundle ................................$1179 $1287

Visit cfchildren.org to see individual grade pricing.

CALL FOR DETAILS: 800-634-4449

Bullying Prevention UnitKindergarten–Grade 5

Build on the foundation of social-emotional skills taught in the Second Step program to train staff, teach kids, and educate families about bullying prevention.

Lesson notebook and staff training: $199 per classroomLearn more at cfchildren.org/bullying-prevention

Child Protection UnitEarly Learning–Grade 5

It’s up to all of us to keep kids safe from abuse. Learn how to recognize possible abuse, respond effectively, and teach kids personal safety skills.

Lesson notebook and staff training: $199 per classroom

Learn more at cfchildren.org/child-protection

Complete the Suite with These Two Units

Suite bundles available—call for pricing.

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Second Step Program

© 2014 Committee for Childrencfchildren.org

Scope and Sequence: Kindergarten

Lesson Concepts Objectives —Students Will Be Able ToUNIT 1: SKILLS FOR LEARNING

LESSON 1Learning to Listen

Following Listening Rules helps everyone learn.

Our brains get smarter every time we use them.

Name and demonstrate the rules for listening in a group

LESSON 2FocusingAttention

Focusing attention involves using eyes, ears, and brain.

You can focus your attention just by thinking about it, and the more you do it, the better you get at it.

Using self-talk helps you focus attention.

Name and demonstrate the Listening Rules

Demonstrate attention skills in the context of a game

LESSON 3FollowingDirections

Listening and following directions are important Skills for Learning.

Repeating directions helps you remember them.

Following directions involves your eyes, ears, and brain.

Demonstrate listening and following directions within the context of a game

LESSON 4Self-Talk for

Staying on Task

Self-talk means talking to yourself out loud in a quiet voice or inside your head.

Self-talk helps you focus and maintain attention.

Demonstrate self-talk for remembering directions in the context of a drawing game

LESSON 5Being

Assertive

Being assertive involves using an assertive posture (face the person, head up and shoulders back) and tone of voice (calm, firm voice; respectful words).

Assertive communication is the best way to ask for help.

Demonstrate being assertive in response to scenarios

UNIT 2: EMPATHY

LESSON 6Feelings

If you can name your own feelings, it will help you figure out how other people feel.

All feelings are natural. Some feelings are comfortable, and some are uncomfortable.

Physical clues can help you identify others’ feelings.

Name happy and sad when presented with physical clues

Identify that happy is a comfortable feeling and sad is an uncomfortable feeling

Identify a variety of feelings displayed in response to scenarios

LESSON 7More Feelings

Situational clues can help identify others’ feelings. Name interested and afraid/scared when presented with physical and situational clues

Identify that interested is a comfortable feeling and scared an uncomfortable one


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Lesson Concepts Objectives —Students Will Be Able To

LESSON 8Identifying

Anger

It is natural to feel angry, but feeling angry is uncomfortable.

It is not okay to be mean or hurt others.

Empathy means feeling and understanding what someone else feels.

Name angry when presented with physical and situational clues

Identify that anger is an uncomfortable feeling


LESSON 9Same or

Different?

People can have different feelings about the same situation.

It is okay for people to have different feelings about the same thing.

Compare physical and emotional similarities and differences between two students depicted in a story

Identify same and different feelings in response to scenarios

LESSON 10Accidents

An accident is when you do something you didn’t mean to do.

When you cause an accident, it’s important to say so, so others won’t think you did it on purpose.

Identify what to say when they do something by accident

Demonstrate saying, “I’m sorry. It was an accident. Are you okay?” in response to scenarios

LESSON 11Caring and

Helping

Compassion means caring about how someone else feels.

When you feel empathy for someone, compassion is a good way to show it.

You can show you care by saying or doing something kind.

Identify that listening is one way to show you care

Identify that helping is another way to show you care

Demonstrate caring and helping behaviors in response to scenarios

UNIT 3: EMOTION MANAGEMENT

LESSON 12We Feel

Feelings in Our Bodies

You can use physical clues in your body to identify your feelings.

All your feelings are natural.

It is important to talk to a grown-up when you feel worried.

Identify physical clues for feeling worried

Identify a grown-up to talk to when they feel worried

LESSON 13Managing

Frustration

Feelings vary in strength.

Feelings that are strong need to be managed.

Saying “Stop” and naming your feelings are ways to begin to calm down.

Identify “Stop” and “Name your feeling” as ways to begin to calm down

Demonstrate saying “Stop” and naming feelings in response to scenarios

LESSON 14Calming Down

Strong Feelings

Belly breathing calms down strong feelings.

Belly breathing pushes the belly out when you breathe in.

Demonstrate belly breathing

Identify and demonstrate the Calming-Down Steps

LESSON 15Handling

Waiting

The Calming-Down Steps can help you manage feeling excited or impatient while waiting.

Finding quiet things to do that won’t distract others also helps you wait.

Identify the Calming-Down Steps

Apply the Calming-Down Steps while waiting in a game situation

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LESSON 16Managing

Anger

Feeling angry is natural. Hurtful, mean behaviors are not okay.

Your body lets you know when you are angry.

Learning to relax calms you down.

Name physical signs of anger

Apply the Calming-Down Steps in a game situation

LESSON 17Managing

Disappointment

When you don’t get what you want, you can feel disappointed.

Strong disappointment can lead to feeling sad or angry.

Identify the feeling of disappointment

Demonstrate calming-down skills when they feel disappointed

LESSON 18Handling Being Knocked Down

When you get hurt, it’s important to calm down before you do anything else.

You need to ask for more information and not assume that the action was on purpose.

Demonstrate calming down in response to scenarios

Demonstrate telling the other person they feel hurt and asking what happened

Demonstrate apologizing and saying it was an accident

UNIT 4: PROBLEM SOLVING

LESSON 19Solving

Problems

You need to calm down before you solve a problem.

The first step in solving problems is to use words to describe the problem.

The second step in solving problems is to think of lots of solutions.

Use words to describe problems presented in scenarios

Generate multiple solutions to problems presented in scenarios

LESSON 20Inviting to Play

When you see other kids being left out of play, it is important to notice and have empathy for them.

Inviting others to play is a caring thing to do.

Playing with others is a way to get to know them.

Demonstrate inviting someone to play in response to scenarios

LESSON 21Fair Ways

to Play

Sharing, trading, and taking turns are fair ways to play.

Sharing means playing together with a toy.

Identify a problem in response to a scenario

Generate solutions in response to a scenario

Name sharing, trading, and taking turns as fair solutions when two students want to play with the same thing

LESSON 22Having Fun with

Our Friends

When children play in fair ways, everyone has fun.

Other children sometimes have different wants or preferences.

Choosing to have fun with others rather than get your own way helps you be friends.

Demonstrate the Problem-Solving Steps with a problem in the lesson

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LESSON 23Handling

Having Things Taken Away

It is important to calm down first before solving problems.

If someone is being mean to you on purpose, using words and being assertive are good ways to deal with it.

It is not okay to grab things away from others.

Identify a problem in response to scenarios

Generate solutions in response to scenarios

Demonstrate assertive communication in response to scenarios

LESSON 24Handling

Name-Calling

It is not okay to call people names that hurt their feelings.

If someone calls you a name, you can ignore the person or respond assertively.

If the person doesn’t stop calling you names, you should tell a grown-up.

Demonstrate assertiveness and ignoring as effective strategies for handling name calling that hurts feelings

Identify an adult to tell if they cannot stop the name-calling

LESSON 25Reviewing

Second Step Skills

You have all learned a lot of new skills.You can notice how much you have learned.

Recall and demonstrate the Listening RulesDemonstrate how to calm downRecall the Fair Ways to Play

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Scope and Sequence: Grade 1


LESSON 1Learning to Listen

Following Listening Rules helps everyone learn.

Your brain gets smarter every time it works hard.


Apply attention, memory, and inhibitory control skills in a brain-building game

LESSON 2FocusingAttention

Focusing attention involves using your eyes, ears, and brain.

The more you practice focusing your attention, the better you get at it.

Using self-talk helps focus attention.


Demonstrate attention skills in the context of a game

State typical classroom verbal cues that request student attention

LESSON 3FollowingDirections

Listening and following directions are important Skills for Learning.

Repeating directions helps you remember them.

Following directions involves using your eyes, ears, and brain.

Demonstrate listening and following directions within the context of a game


Learning

Self-talk means talking to yourself out loud in a quiet voice or inside your head.

Self-talk helps you focus and maintain attention.

Demonstrate self-talk strategies for remembering directions

LESSON 5Being

Assertive

Being assertive involves using an assertive posture (face the person, head up and shoulders back) and tone of voice (calm, firm voice; respectful words).

Assertive communication is the best way to ask for help.

Distinguish an assertive request from a passive or aggressive one

Identify assertive posture and tone of voice

Demonstrate assertive communication skills in response to scenarios

UNIT 2: EMPATHY

LESSON 6Identifying

Feelings

Identifying your own feelings helps you know how others feel.

Everyone experiences strong feelings sometimes.

Some feelings are comfortable, and some are uncomfortable.

Physical clues can help identify others’ feelings.

Name feelings when presented with physical clues

LESSON 7Looking for More Clues

Situational clues can help you identify others’ feelings.

Understanding how others feel improves relationships.

Name feelings when presented with physical clues

Name feelings when presented with environmental and situational clues

LESSON 8Similarities and

Differences


It is okay for people to have different feelings about the same thing.

Compare physical and emotional similarities and differences between two children

Demonstrate that people can have different feelings about the same situation

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LESSON 9Feelings Change

People may have different feelings about the same situation at different times.

Feelings may change over time.

Being inviting and welcoming can change people’s feelings.

Demonstrate welcoming and inviting behaviors

LESSON 10Accidents

An accident is when you do something you didn’t mean to do.

It is important to accept responsibility for an accident to prevent others from assuming it was intentional.

Know what the word accident means

Know what to say when they do something by accident

Predict how others might feel as a result of their own or others’ actions

LESSON 11Showing Care

and Concern

Compassion is empathy in action.

People feel better when others show them care and concern.

Recall that listening, saying kind words, and helping are three ways to show caring

Demonstrate caring and helping in response to scenarios


LESSON 12Identifying Our

Own Feelings

You identify your own feelings by physical clues in your body.

All feelings are natural.

Identify physical clues in their bodies that help them identify their feelings

Identify grown-ups to talk to about feelings

LESSON 13Strong Feelings

Feelings vary in strength.

Strong feelings need to be managed.

Saying “Stop” and naming your feeling are ways to begin to calm down.

Recognize situations and physical body cues that signal strong feelings

Demonstrate two Calming-Down Steps to manage strong feelings

LESSON 14Calming

Down Anger

Belly breathing calms down strong feelings.

Belly breathing pushes the belly out when you breathe in.

Being mean or hurting others when you are angry is not okay.

Explain physical and situational clues to feeling angry

Demonstrate the proper belly breathing technique

Use a three-step process to calm down: Say “stop,” name your feeling, and do belly breathing


Calming Down

Positive self-talk is an effective strategy for calming down strong emotions.

Recognize situations that require the use of calming-down strategies

Use positive self-talk to calm down

LESSON 16Managing

Worry

Counting is an effective Way to Calm Down.

The Ways to Calm Down can help students manage worry.

Talking to a grown-up helps when you are worried.

Recognize situations that require the use of calming-down skills

Demonstrate the Ways to Calm Down—belly breathing, counting, and using positive self-talk

Identify grown-ups to talk to when feeling worried

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Lesson Concepts Objectives —Students Will Be Able ToUNIT 4: PROBLEM SOLVING

LESSON 17Solving

Problems, Part 1

You need to calm down before you solve a problem.

The first step in solving a problem is to use words to describe the problem.

The second step in solving a problem is to think of lots of solutions.

Use words to describe problems presented in scenarios

Generate multiple solutions to problems presented in scenarios

LESSON 18Solving

Problems, Part 2

Part of problem solving is thinking about consequences.

The final step of problem solving is to pick the best solution.

Solving problems is a way to get along better with others.

Predict consequences using an if-then model

Select a reasonable solution to a problem

LESSON 19Fair Ways

to Play

Sharing, trading, and taking turns are fair ways to play.

Sharing means playing together with a toy.

Define and differentiate sharing, trading, and taking turns

Identify and state the problem in a given situation

Generate possible solutions to a problem situation

Demonstrate the Fair Ways to Play

LESSON 20Inviting to

Join In

It is important to notice and have empathy for children who are left out of play.

Inviting others to play is the right thing to do.

Playing with others is a way to get to know them better.

Apply the Problem-Solving Steps

Demonstrate how to invite someone to play in response to scenarios

LESSON 21Handling

Name-Calling

It is not okay to call people names that hurt their feelings.

If someone calls you a name, you can ignore the person or speak assertively.

If the person doesn’t stop calling you names, you should tell a grown-up.

Demonstrate assertive responses to name-calling

Identify adults to tell if name-calling doesn’t stop

LESSON 22Reviewing

Second Step Skills

You have all learned a lot of new skills.

You can notice how much you have learned.

Recall skills on all the posters

Demonstrate the Listening Rules

Demonstrate the Calming-Down Steps

Name one concept or skill they learned in their Second Step lessons

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LESSON 1Being

Respectful

Thinking about how others want to be treated and treating them that way helps you be respectful.

Being respectful helps you be a better learner.

Identify respectful behavior in themselves and others

Determine respectful responses to scenarios

LESSON 2Focusing

Attention and Listening

Focusing your attention and listening help you be a better learner.

Focusing your attention and listening are ways to show respect.

Identify examples of focusing attention

Identify examples of listening

Apply focusing-attention and listening skills in the context of a game and in response to scenarios

LESSON 3Using

Self-Talk

Self-talk means talking to yourself in a quiet voice or in your head.

Self-talk helps you focus, stay on task, and handle distractions.

Identify classroom distractions

Demonstrate using self-talk in response to scenarios

LESSON 4Being

Assertive

Being assertive means asking for what you want or need in a calm and firm voice.

Being assertive is a respectful way to get what you want or need.


Determine which adult to ask assertively for help in response to scenarios

UNIT 2: EMPATHY

LESSON 5Identifying

Feelings

Clues in faces, bodies, and situations help you notice and understand how people are feeling.

Everyone feels a wide variety of emotions.

Some feelings are comfortable, and others are uncomfortable.

Name a variety of feelings

Distinguish between comfortable and uncomfortable feelings

Use physical, verbal, and situational clues to determine what others are feeling

LESSON 6Learning

More AboutFeelings


People’s feelings can change.

Empathy is feeling or understanding what someone else is feeling.

Use physical, verbal, and situational clues to determine what others are feeling

Label their own feelings as the same as or different from others’ feelings

LESSON 7Feeling

Confident

Practicing helps you build your confidence.

Feeling confident helps you do your best and makes you proud.

Noticing how others feel and understanding that their feelings can change helps you have empathy.

Identify physical and situational clues that indicate the feeling of confidence

Detect when their own and others’ feelings change

LESSON 8Respecting

Different Preferences

Having empathy helps you notice when others have different preferences from yours.

Respecting others’ preferences helps you get along better with them.

Determine what others are feeling using physical, verbal, and situational clues

Label their own preferences as the same as or different from others’ preferences

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LESSON 9Showing

Compassion

Noticing and understanding what someone is feeling helps you have empathy.

When you have empathy for someone, you can show your care and concern by saying something kind or doing something to help.

Showing care and concern is called showing compassion.

Determine what others are feeling using physical, verbal, and situational clues

Identify ways to show compassion for others in response to scenarios

LESSON 10Predicting

Feelings

Accidents happen.

If something happens to you by accident, think about how it could have been an accident and find out more information.

If you do something by accident, think about how the other person feels, apologize, and offer to help.

Predict others’ feelings in response to scenarios

Offer possible reasons for others’ actions and feelings in response to scenarios


LESSON 11Introducing

Emotion Management

When you feel strong feelings, it’s hard to think clearly.

Focusing attention on your body gives you clues about how you’re feeling.

Thinking about your feelings helps the thinking part of your brain get back in control.

Identify physical clues that can help them name their own feelings

LESSON 12Managing

Embarrassment

Using a stop signal and naming your feeling are the first two Calming-Down Steps.

Identify the first two Calming-Down Steps

Demonstrate first two Calming-Down Steps in response to scenarios

LESSON 13Handling

Making Mistakes

Everyone makes mistakes, but if you’re feeling strong feelings, it’s important to calm down.

Making mistakes helps you learn, because mistakes show you what you need to practice more.

You can use belly breathing to calm down.

Demonstrate correct belly-breathing technique

Use belly breathing to calm down in response to scenarios

LESSON 14Managing

Anxious Feelings

Negative self-talk can make strong feelings even stronger.

When you feel really worried and anxious about something, calming down helps.

Using positive self-talk can help you calm down.

Generate positive self-talk they can use to calm down in response to scenarios

Use positive self-talk to calm down in response to scenarios

LESSON 15Managing

Anger

Everyone feels angry sometimes, but hurting other people’s feelings or bodies is not okay.

It’s important to calm down angry feelings so you don’t do something hurtful.


Use counting to calm down in response to scenarios

Use assertive communication skills to get what they want or need in response to scenarios

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LESSON 16Finishing

Tasks

Calming down helps you stay focused and on task at school.

Using positive self-talk helps you stay focused and on task so you can be a better learner.

Identify situations that require the use of the Calming-Down Steps

Demonstrate using the Calming-Down Steps in response to scenarios

Use positive self-talk to stay focused and on task in response to scenarios


LESSON 17Solving

Problems, Part 1

Calming down helps you think so you can solve problems.

Following steps can help you solve problems.

Saying the problem without blame is respectful.

Recall the first Problem-Solving Step

Identify and say a problem in response to scenarios

LESSON 18Solving

Problems, Part 2


Solutions to problems must be safe and respectful.

Recall the first two Problem-Solving Steps

Generate several solutions for a given problem in response to scenarios

Determine if solutions are safe and respectful

LESSON 19Taking

Responsibility


When you hurt someone’s feelings, it’s important to take responsibility.

Taking responsibility means admitting what you did, apologizing, and offering to make amends.

Recall the Problem-Solving Steps

Apply the Problem-Solving Steps to scenarios about conflicts with friends

Demonstrate accepting responsibility for their actions by admitting, apologizing, and offering to make amends in response to scenarios

LESSON 20Responding to

PlaygroundExclusion


Being left out is a problem.

Inviting someone who is being left out to play is the respectful, compassionate thing to do.


Apply the Problem-Solving Steps to scenarios that involve playground problems, such as students being left out intentionally

LESSON 21Playing

Fairly on the Playground



When you can’t agree on rules for a game, it’s a problem.

Finding a respectful way to agree on rules helps you get along better with others.


Apply the Problem-Solving Steps to scenarios that involve playground conflicts that arise during games

LESSON 22Reviewing

Second StepSkills

Using Second Step skills can help you be a better learner and get along with others.

Recall Second Step skills learned

Identify Second Step skills in a story

Relate personal examples of skill use

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LESSON 1Being

Respectful Learners

Focusing your attention and listening help you be a better learner.

Focusing your attention and listening show respect.

Apply focusing-attention and listening skills in response to scenarios.

LESSON 2Using Self-Talk

Self-talk means talking to yourself in a quiet voice or in your head.

Self-talk can help you focus, stay on task, and handle distractions.

Identify classroom distractions

Demonstrate the use of self-talk in response to scenarios

LESSON 3Being

Assertive

Being assertive means asking for what you want or need in a calm and firm voice.



LESSON 4Planningto Learn

Making a plan can help you be a better learner.

A plan is good if the order makes sense, it’s simple, and you can do it.

Evaluate three-step plans for different scenarios using the Good Plan Checklist criteria

Create a simple, three-step plan that meets the Good Plan Checklist criteria

UNIT 2: EMPATHY

LESSON 5Identifying

Others’ Feelings

Looking for clues on a person’s face or body and in the situation helps you notice and understand how that person is feeling.


All feelings are natural.

Name a variety of feelings

Determine others’ feelings using physical, verbal, and situational clues

Label their own feelings as the same as or different from others’ feelings

LESSON 6Understanding

Perspectives

People can have different feelings about the same situation, and their feelings can change.

Empathy is feeling or understanding what someone else is feeling.

Thinking about others’ perspectives helps you have empathy for them.

Identify others’ feelings using physical, verbal, and situational clues

Determine whether others’ feelings have changed, in response to scenarios

LESSON 7Conflicting

Feelings

You can have conflicting feelings about a situation.

Having empathy helps you notice when others’ feelings are the same as or different from yours.

Identify two conflicting feelings a person could have in response to scenarios

Explain possible reasons for someone’s conflicting feelings in response to scenarios

LESSON 8Accepting

Differences

Having empathy helps you understand and accept how others are the same as or different from you.

Accepting and appreciating others’ differences is respectful.

Name similarities and differences between people

Predict how others will feel when teased for being different

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LESSON 9Showing

Compassion

Focusing attention on and listening to others can help you have empathy and show compassion.

You can say kind words or do helpful things to show your compassion.

Demonstrate focusing-attention and listening skills in response to scenarios

Identify ways to show compassion for others in response to scenarios

Express appreciation for another person’s concern in response to scenarios

LESSON 10MakingFriends

Focusing attention and listening to others help you make conversation.

Making conversation helps you make friends and get along better with others.

Demonstrate focusing-attention and listening skills in the context of a game

Initiate, continue, and end a conversation in a friendly way in the context of a game



Emotion Management


Focusing attention on your body gives you clues about how you’re feeling.

Thinking about your feelings helps the thinking part of your brain get back in control.

Identify physical clues that can help them label their own feelings

LESSON 12Managing

Test Anxiety

Using a stop signal and naming your feeling are the first two Calming-Down Steps.

Identify the first two Calming-Down Steps

Demonstrate using the first two Calming-Down Steps in response to scenarios

LESSON 13Handling

Accusations

You can use belly breathing to calm down.

Calming down helps you handle accusations calmly and thoughtfully.

It’s important to take responsibility when you’ve made a mistake.

Demonstrate correct belly-breathing technique

Use belly breathing to calm down in response to scenarios

Demonstrate steps for handling accusations in response to scenarios

LESSON 14Managing

Disappointment

Negative self-talk can make strong feelings even stronger.

You can calm down by using positive self-talk.

Setting a new goal and making a plan to achieve it are positive ways to handle disappointment.

Generate positive self-talk they can use to calm down in response to scenarios

Make a simple three-step plan to achieve a goal in response to scenarios

LESSON 15Managing

Anger

Everyone feels angry sometimes, but hurting other people’s feelings or bodies is not okay.

It’s important to calm down angry feelings so you don’t do something hurtful.


Use counting to calm down in response to scenarios

Use assertive communication skills to get what they want or need in response to scenarios

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LESSON 16Managing

Hurt Feelings

Calming down when your feelings have been hurt can help you avoid jumping to conclusions.

Thinking of other explanations and getting more information can help you avoid jumping to conclusions.

Identify situations that require using strategies for calming down

Demonstrate using strategies for calming down

Generate alternative explanations in response to scenarios


LESSON 17Solving

Problems, Part 1




Recall the first Problem-Solving Step

Identify and state a problem in response to scenarios

Identify blaming language in response to scenarios

LESSON 18Solving

Problems, Part 2


Solutions to problems must be safe and respectful.

Solutions can have positive or negative consequences.


Propose several solutions for a given problem in response to scenarios

Determine if solutions are safe and respectful

Explore positive and negative consequences of solutions

LESSON 19Solving

Classroom Problems



Getting along with others helps you be a better learner at school.

Apply the Calming-Down Steps to an emotional situation in response to a scenario


Use the Problem-Solving Steps to solve an interpersonal problem between classmates, in response to a scenario

LESSON 20Solving

Peer-Exclusion Problems


Being assertive is a safe and respectful solution to problems like being excluded.

Excluding others is not nice or respectful.

Apply the Problem-Solving Steps to the problem of being excluded by peers, in response to scenarios


LESSON 21Dealing with

Negative Peer Pressure



Being assertive can help you resist negative peer pressure.

Apply the Problem-Solving Steps to the problem of being negatively pressured by peers, in response to scenarios

Demonstrate assertive communication in response to scenarios

LESSON 22Reviewing

Second StepSkills

Using Second Step skills can help you be a better learner and get along with others.

Recall Second Step skills learned

Identify Second Step skills in a story

Relate personal examples of skill use

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Lesson Concepts Objectives —Students Will Be Able ToUNIT 1: EMPATHY AND SKILLS FOR LEARNING

LESSON 1Empathy

and Respect

The Second Step program helps you succeed at school.

Having respect and empathy helps you get along with others.

Define respect

Define empathy

LESSON 2Listening

with Attention

Listening with attention helps you learn, work with others, and make friends.

Demonstrate listening-with-attention skills

LESSON 3Being

Assertive

Being assertive means asking for what you want or need in a calm, firm, respectful voice.

Being assertive helps you be successful in a variety of social and academic situations.

Identify passive, aggressive, and assertive responses

Demonstrate assertive responses with their partners

LESSON 4Respecting

Similarities andDifferences

People can have similar or different feelings about the same situation.

Being able to notice and then understand others’ feelings is an important part of empathy.

Identify clues that help them recognize other people’s feelings

Identify similarities and differences between how two people feel


Complex Feelings

It is possible to have more than one feeling at the same time.

Being able to understand that others might have complex feelings is an important part of empathy.

Identify multiple feelings in a given scenario

Give possible reasons for multiple feelings


Different Perspectives

People can have different perspectives about other people, places, and situations.

Perspective taking is a central component of empathy.

Identify differing perspectives in given scenarios

Generate prosocial responses to scenarios in which different perspectives could cause a conflict

LESSON 7Conversation

and Compliments

Having successful conversations with peers helps you make and build friendships.

Giving a sincere, thoughtful compliment is a good way to start a conversation or keep one going.

Identify components of a successful conversation

Demonstrate giving and receiving a compliment

LESSON 8Joining In

Being assertive can help you join and invite others to join a group.

Identify skills for joining a group

Demonstrate skills for joining a group

LESSON 9Showing

Compassion

Compassion means saying kind words or doing something helpful to show you care about how another person feels.

Having empathy helps you show compassion.

Demonstrate expressing concern or showing compassion for someone

41

Second Step Program



Lesson Concepts Objectives —Students Will Be Able ToUNIT 2: EMOTION MANAGEMENT


Emotion Management


Unmanaged, strong emotions can lead to negative behavior and consequences.

Describe what triggers their own strong emotions

Describe what happens in their brains and bodies when they experience strong emotions

LESSON 11Managing

Strong Feelings

Staying in control of your emotions and actions helps you get along better with others and be successful at school.

Demonstrate the ability to interrupt escalating emotions

Determine a personal “signal”

Identify and name strong feelings as they occur

LESSON 12Calming

Down Anger

Calming down emotions that are getting out of control helps you think clearly so you can avoid negative consequences.

Identify situations in which they might need to calm down

Demonstrate the technique for deep, centered breathing

Identify and demonstrate other Ways to Calm Down (counting, using positive self-talk)

LESSON 13Managing

Anxiety

Effectively managing your anxiety makes it easier to focus and succeed in social and academic situations.

Identify situations that cause anxiety

Apply what they’ve learned about calming down to anxiety-provoking scenarios, including academic challenges

LESSON 14Avoiding

Jumping to Conclusions

Calming down strong emotions helps you think clearly about a situation so you can avoid jumping to conclusions.

Identify emotion-management strategies

Demonstrate assertiveness skills

Identify and demonstrate positive self-talk statements

LESSON 15Handling

Put-Downs

Calming down helps you handle put-downs and avoid making conflicts escalate.

Identify strategies for handling put-downs

Demonstrate what they’ve learned about strategies for calming down

Demonstrate assertive responses to put-downs

42

Second Step Program




LESSON 16Solving

Problems, Part 1



Solving problems helps you be successful at school.

Recall the S: Say the problem step of the Problem-Solving Steps

State a problem without blaming anyone

LESSON 17Solving

Problems, Part 2

Solving problems helps you be successful at school. Generate safe and respectful solutions to a problem

Identify consequences of potential solutions

Select an appropriate solution to a problem

LESSON 18Making a Plan

Some solutions to problems are complicated and need a plan.

Plans help you break down a big task into smaller, more manageable parts.

Explain the purpose of making a plan

Create a three-step plan to carry out a solution to a problem

LESSON 19Solving

PlaygroundProblems

You are better able to resolve playground conflicts when you are able to calm down and use the Problem-Solving Steps.

Identify common playground conflicts

Demonstrate using the Problem-Solving Steps to handle playground conflicts

LESSON 20Taking

Responsibility for Your Actions

Taking responsibility for your actions is the respectful thing to do.

Demonstrate the ability to use the Problem-Solving Steps to handle scenarios in which someone has been wronged

Demonstrate acknowledging mistakes

Demonstrate making an apology and offering to make amends


Peer Pressure

It is okay to say no to others, and it is okay for them to say no to you.

Negative emotions like guilt and remorse can be reasons not to go along with peer pressure.

Demonstrate using assertiveness skills to resist peer pressure

Demonstrate using the Problem-Solving Steps to figure out ways to resist peer pressure

LESSON 22Reviewing

Second StepSkills

The skills and concepts learned in the Second Step program can help you succeed in school.

Identify Second Step skills and concepts being used in scenarios students might encounter at school

Include Second Step skills in a written script about solving a problem

43

Second Step Program



Lesson Concepts Objectives —Students Will Be Able ToUNIT 1: EMPATHY AND SKILLS FOR LEARNING

LESSON 1Empathy and

Respect

The Second Step program helps you succeed at school.

Having respect and empathy helps you get along with others.

Define respect

Define empathy

LESSON 2Listening

with Attention

Listening with attention helps you learn, work with others, and make friends.

Demonstrate listening-with-attention skills

LESSON 3Being Assertive

Being assertive means asking for what you want or need in a calm, firm, respectful voice.

Being assertive helps you be successful in a variety of social and academic situations.

Identify passive, aggressive, and assertive responses

Demonstrate assertive responses with their partners

LESSON 4Predicting

Feelings

Being able to predict how what you do or say might make other people feel is respectful and will help you get along better with others.

Predict how others might feel as a result of their or another’s actions

State the cause and effects of a given action

LESSON 5Taking Others’

Perspectives

Others may have different perspectives.

Being able to recognize someone else’s perspective helps you get along with others.

Demonstrate the ability to take someone else’s perspective

LESSON 6Accepting

Differences

Accepting differences and finding similarities can create mutual respect and friendship.

Identify similarities and differences between two people

Define prejudice

LESSON 7DisagreeingRespectfully

Disagreeing respectfully involves using assertiveness skills.

Disagreeing respectfully helps you strengthen your relationships, avoid misunderstandings, and prevent aggressive conflicts.

Distinguish between respectful and disrespectful ways to disagree

Communicate their own perspectives

Demonstrate skills for disagreeing respectfully

LESSON 8Responding

withCompassion

Compassion is saying kind words or doing something to show you care about how another person feels.

Showing compassion for others is the respectful, kind thing to do.

Having empathy helps you show compassion

Demonstrate knowledge of how to respond with compassion

44

Second Step Program



Lesson Concepts Objectives —Students Will Be Able ToUNIT 2: EMOTION MANAGEMENT

LESSON 9Introducing

EmotionManagement

When you have strong, unmanaged emotions, it can lead to negative behavior and consequences.

Describe what happens in their brains and bodies when they experience strong emotions

Identify a personal signal

Identify and name strong feelings

LESSON 10Calming Down

Calming down emotions that are getting out of control helps you think clearly so you can avoid negative consequences.

Identify situations in which they might need to calm down

Learn the technique for deep, centered breathing

Identify and demonstrate other Calming Down Strategies (using positive self-talk, counting, taking a break)

LESSON 11Managing

Anxiety

Managing your anxiety effectively makes it easier to focus and succeed in social and academic situations.

Identify social situations that can cause anxiety

Apply what they’ve learned about calming down in scenarios causing social anxiety

LESSON 12Managing

Frustration

Frustration can get in the way of learning.

Managing frustration reduces the chance of doing something you may regret later.

Identify physical signs of frustration

Demonstrate reducing frustration by using the Calming-Down Steps

LESSON 13ResistingRevenge

Getting revenge can make problems worse. Identify consequences of revenge

Generate alternatives for seeking revenge

Demonstrate using the Calming-Down Steps

LESSON 14Handling

Put-Downs

Calming down helps you handle put-downs and avoid escalating conflicts.

Identify strategies for handling put-downs

Demonstrate what they’ve learned about the Calming-Down Steps

Demonstrate assertive responses to put-downs

LESSON 15Avoiding

Assumptions

Calming down strong emotions helps you think clearly about a situation and make better decisions.

Identify emotion-management strategies

Demonstrate assertiveness skills

Identify and use positive self-talk statements to avoid making assumptions

45

Second Step Program




LESSON 16Solving

Problems, Part 1

Solving problems helps you be successful at school. Recall the S: Say the problem step of the Problem-Solving Steps

State a problem without blaming anyone

LESSON 17Solving

Problems, Part 2

Solving problems helps you be successful at school. Generate safe and respectful solutions to a problem

Identify consequences of potential solutions

Select an appropriate solution to a problem

LESSON 18Making a Plan

Some solutions to problems are complicated and need a plan.

Plans help you break down a big task into smaller, more manageable parts.

Explain the purpose of making a plan

Create a three-step plan to carry out a solution to a problem

LESSON 19Seeking Help

Seeking help from a trusted adult is sometimes the best solution.

State the Problem-Solving Steps

Demonstrate using assertiveness skills when seeking help

LESSON 20Dealing

with Gossip

Malicious gossip is hurtful and not respectful to others. Identify why some gossip is harmful

Generate ideas for refusing or avoiding harmful gossip

Demonstrate using the Problem-Solving Steps to deal with gossip


Peer Pressure

It is okay to say no to others, and it is okay for them to say no to you.

Negative emotions like guilt and remorse can be reasons not to go along with peer pressure.

Demonstrate using assertiveness skills to resist peer pressure

Demonstrate using the Problem-Solving Steps to figure out ways to resist peer pressure

LESSON 22Reviewing

Second StepSkills

The skills and concepts learned in the Second Step program can help you succeed in school.

Identify Second Step skills and concepts being used in scenarios students might encounter at school

Include Second Step skills in a written script about solving a problem

46

© 2011 Committee for Children Second Step: Skills for Social and Academic Success

Second Step ProgramKindergarten–Grade 5Visual Review of Research

• Students who can solve interpersonal conflicts with peers are less likely to engage in impulsive or aggressive behaviors.10–13

• The program teaches students to use four Problem-Solving Steps after calming down.

• Creating a neutral problem statement, generating safe and respectful solutions, and evaluating the consequences of these solutions steers students toward selecting prosocial solutions.

• Being able to feel or understand what another person is feeling prepares students to manage their own strong emotions and solve interpersonal problems with others.3–7

• The program teaches students skills for identifying emotions in themselves and others, labeling these emotions, and taking the perspectives of others.

• These skills are the basis for helpful and socially responsible behavior. Having empathy is also related to academic success.1, 4, 7

Problem SolvingEmotion Management

Skills for Learning

The Second Step Program Promotes• School success• School connectedness• Safe and respectful school climate

By directly teaching students the skills that strengthen their ability to:

• Learn • Manage emotions• Have empathy • Solve problems

• Students who can self-regulate are better able to participate in and benefit from classroom instruction.1, 2

• The program promotes development of students’ self-regulation skills. It provides practice through games for Kindergarten– Grade 3 and through instruction in skills for learning across all grades.

• Skills for learning are necessary for having empathy, managing emotions, and solving problems. The skills for learning are woven into all units.

• Students who can recognize strong emotions and calm down cope better and are less prone to aggressive behaviors.8, 9

• The program teaches students proactive strategies that help prevent strong emotions from escalating into negative behaviors.

• Calm students are better able to use other skills, such as problem solving, to help them get along better with others and make good choices.

Empathy

The Second Step Program Prevents• Problem behaviors • Antisocial behavior• Peer rejection • Low academic achievement• Impulsivity

By developing students’:

• Self-regulation skills• Social-emotional

competencies• School connectedness

47

Kindergarten–Grade 5Second Step Program Visual Review of Research

Second Step: Skills for Social and Academic Success © 2011 Committee for Children

1. McClelland, M. M., Ponitz, C. C., Messersmith, E. E., & Tominey, S. (2010). Self-regulation: The integration of cognition and emotion. In R. Lerner (Series Ed.) & W. Overton (Vol. Ed.), Handbook of lifespan human development, Vol. 4. Cognition, biology, and methods (pp. 509–553). Hoboken, NJ: Wiley.

2. Thompson, R. A., & Raikes, H. A. (2007). The social and emotional foundations of school readiness. In D. F. Perry, R. K. Kaufmann, & J. Knitzer (Eds.), Social and emotional health in early childhood: Building bridges between services and systems (pp. 13–37). Baltimore, MD: Paul H. Brookes.

3. Arsenio, W. F., Cooperman, S., & Lover, A. (2000). Affective predictors of preschoolers’ aggression and peer acceptance. Developmental Psychology, 36, 438–448.

4. Denham, S. A., Brown, C., & Domitrovich, C. E. (2010). “Plays nice with others”: Social-emotional learning and academic success. Early Education and Development, 21(5), 652–680. doi:10.1080/10409289.2010.497450

5. Eisenberg, N., Eggum, N. D., & Di Giunta, L. (2010). Empathy-related responding: Associations with prosocial behavior, aggression, and intergroup relations. Social Issues and Policy Review, 4(1), 143–180. doi:10.1111/j.1751-2409.2010.01020.x

6. Izard, C., Fine, S., Schultz, D., Mostow, A., Ackerman, B., & Youngstrom, E. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12(1), 18–23.

7. Raver, C. C., & Knitzer, J. (2002). Ready to Enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children (Policy Paper No. 3). New York: National Center for Children in Poverty, Columbia University Mailman School of Public Health.

8. McLaughlin, K. A., Hatzenbuehler, M. L., Mennin, D. S., & Nolen-Hoeksema, S. (2011). Emotion dysregulation and adolescent psychopathology: A prospective study. Behaviour Research and Therapy, 49(9), 544–554. doi:10.1016/j.brat.2011.06.003

9. Vitaro, F., Brendgen, M., Larose, S., & Tremblay, R. E. (2005). Kindergarten disruptive behaviors, protective factors, and educational achievement by early adulthood. Journal of Educational Psychology, 97(4), 617–629. doi:10.1037/0022-0663.97.4.617

10. Duckworth, A. L., Tsukayama, E., & May, H. (2010). Establishing causality using longitudinal hierarchical linear modeling: An illustration predicting achievement from self-control. Social Psychology and Personality Science, 1(4), 311–317.

11. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. doi:10.1111/j.1467-8624.2010.01564.x

12. Naglieri, J. A., & Rojahn, J. (2004). Construct validity of the PASS theory and CAS: Correlations with achievement. Journal of Educational Psychology, 96(1), 174−181. doi:10.1037/0022-0663.96.1.174

13. Orpinas, P., & Horne, A. M. (2006). Bullying prevention: Creating a positive school climate and developing social competence. Washington, DC: American Psychological Association.

48

The Power to Create a Positive School Climate

cfchildren.org

STAFFTRAINING

STUDENTLESSONS

FAMILYMATERIALS

Module 1 Helps principals and program coordinators understand the adult/student relationship, refine and communicate their bullying policies and procedures, and communicate with families.

45–60 minutes

Module 2Guides all school staff through scenarios that teach them how to recognize, respond to, and report bullying, and then make a plan for how to handle incidents.

75–90 minutes

Module 3Provides teachers and counselors valuable instruction about teaching the lessons, following through, and involving families.

45–60 minutes

Through age-appropriate lessons that have been put to the test in real classrooms and award-winning, story-based videos, students learn to recognize, report, and refuse bullying.

Lesson Topics• Class Rules

• Recognizing Bullying

• Reporting Bullying

• Refusing Bullying

• Role of Bystanders

K–3 weekly lessons each take approximately 30 minutes.

Grades 4–5 weekly lessons take 30–45 minutes.

Engaging families in your bullying prevention effort will help make your program a success. Engaged families have more confidence and trust in you and your school—a critical factor when dealing with bullying situations.

Family letters inform parents and caregivers that their children will be participating in the unit and provide access to more information and activities online. Take-home activities give students a chance to practice skills and help families reinforce the lessons at home.

Reinforce prosocial skills at home: ParkPalsGame.org

Bullying Prevention UnitKindergarten–Grade 5

The scenarios in the Bullying Prevention Unit lessons are reflective of the real-life concerns of elementary students, and the videos and activities are highly effective in promoting classroom discussion.

—Rebecca L. Bowen Elementary Team Leader Tahoma School District Maple Valley, WA

49

Bullying Prevention Unit Pricing Lesson Notebooks

• Student lessons for one classroom (available for Kindergarten–Grade 5)

• Online staff training

Lesson Notebook .........................................................................$199 each

Bullying Prevention Unit K–5 Bundle

• Unlimited online staff training (administrator, counselor, teacher, support staff)

• Lesson notebooks for one classroom in each grade

Kindergarten–Grade 5 Bundle .................................... $1099 (save $95)

CALL FOR DETAILS: 800-634-4449cfchildren.org

SECOND STEP BULLYING PREVENTION UNIT

Demo the staff training and preview student lessons at: cfchildren.org/bullying-prevention

Each lesson notebook includes:• Durable, bound set of five story-based lessons

• Lesson DVD of award-winning videos

• Reinforcement activities

• Colorful classroom poster(s)

• Family materials to connect with and educate parents

• Online access to lesson and family materials in Spanish

SAVE$ 95 WITH A K–5 BUNDLE

50

Child Protection Unit

Working Together to Keep Kids Safe from Abuse

cfchildren.org

Early Learning–Grade 5

STAFFTRAINING

STUDENTLESSONS

FAMILYMATERIALS

Module 1 Administrators create or revise their child protection strategy, then create customized policies and procedures to help reduce risk of staff misconduct.

Module 2Through realistic scenarios, all staff learn to recognize indicators of abuse and neglect, respond supportively to children who experience abuse, and report abuse.

Module 3Teachers and counselors learn to teach the lessons, engage families using the materials provided, and overcome discomfort with talking to students about touching safety.

Each module takes 60–90 minutes.

Easy-to-follow, scripted lessons teach children personal safety skills using clear, rules-based, age-appropriate instruction, giving kids the know-how and avenues to disclose abuse.

Lesson Topics• General Safety Rules

• Ways to Stay Safe

• Always Ask First

• Touching Safety

• Never Keep Secrets

• Reviewing Safety Skills

Early Learning daily activities each take 5–7 minutes.

K–3 weekly lessons each take 20–35 minutes.

Grades 4–5 weekly lessons each take 35–40 minutes.

It’s important that families understand what’s being taught in schools, especially with a subject as sensitive as child sexual abuse. So we’ve created a set of educational materials to explain what students are learning, alleviate anxiety, and provide guidance for talking to kids about safe and unsafe touch.

Family letters help explain the program and adults’ role in child protection. Take-home activities and online videos further reinforce skills and encourage family discussions.

Preview the family content at: earlyopenoften.org

Now translated into Spanish at: abiertoyamenudo.org

For teachers, we have the biggest responsibility after the parents. We spend the majority of the day with the children. And we need to understand that we’re there to protect the child.

— Baionne Coleman Student Life Director St. Luke School

Shoreline, WA

51

cfchildren.org

SECOND STEP CHILD PROTECTION UNIT

Child Protection Unit Pricing Lesson Notebooks

• Student lessons for one classroom (available for Early Learning–Grade 5)

• Online staff training

Lesson Notebook .........................................................................$199 each

Child Protection Unit Bundles

• Unlimited online staff training (administrator, counselor, teacher, support staff)

• Lesson notebooks for one classroom in each grade

Early Learning–Grade 5 Bundle ................................. $1279 (save $114)

Kindergarten–Grade 5 Bundle ..................................... $1099 (save $95)

Each lesson notebook includes:• Durable, bound set of six story-based lessons

• Lesson DVD (plus Safety Songs CD in EL notebook)

• Reinforcement activities

• Classroom posters and rule cards

• Family materials to connect with and educate parents

• NEW! Online access to lesson and family materials in Spanish

CALL FOR DETAILS: 800-634-4449

Demo the staff training and preview student lessons at: cfchildren.org/child-protection

NOW USE TITLE II FUNDS

52

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ully

.

1 Kär

nä, A

., Vo

eten

, M.,

Littl

e, T

., Po

skip

arta

, E.,

Kaljo

nen,

A.,

& S

alm

ival

li, C

. (20

11).

A la

rge-

scal

e ev

alua

tion

of th

e Ki

Va a

ntib

ully

ing

prog

ram

; Gra

des

4-6.

Chi

ld D

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opm

ent,

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11-3

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2 Sal

miv

alli,

C.,

Kärn

ä, A

., &

Pos

kipa

rta, E

. (20

11) C

ount

erac

ting

bully

ing

in F

inla

nd: T

he

KiVa

pro

gram

and

its

effe

cts

on d

iffer

ent f

orm

s of

bei

ng b

ullie

d. In

tern

atio

nal J

ourn

al o

f Be

havi

oral

Dev

elop

men

t, 35

, 405

-411

.

3 Sal

miv

alli,

C.,

Gara

ndea

u, C

., &

Vee

nstra

, R. (

2012

). Ki

Va A

ntib

ully

ing

Prog

ram

: Im

plic

atio

ns fo

r Sch

ool A

djus

tmen

t. To

be

publ

ishe

d in

G. L

add

& A

. Rya

n (E

ds.),

Pee

r Re

latio

nshi

ps a

nd A

djus

tmen

t at S

choo

l. Ch

arlo

tte, N

C: In

form

atio

n Ag

e Pu

blis

hing

.

4 Will

iford

, A.,

Nola

nd, B

., Li

ttle,

T.,

Kärn

ä, A

., &

Sal

miv

alli,

C. (

2012

). Ef

fect

s of

the

KiVa

An

tibul

lyin

g Pr

ogra

m o

n ad

oles

cent

s’ p

erce

ptio

n of

pee

rs, d

epre

ssio

n, a

nd a

nxie

ty.

Jour

nal o

f Abn

orm

al C

hild

Psy

chol

ogy,

40,

289

-300

.

5 Gar

ande

au, C

., Po

skip

arta

, E.,

& S

alm

ival

li, C

. (20

14).

Tack

ling

acut

e ca

ses

of b

ully

ing:

Co

mpa

rison

of t

wo

met

hods

in th

e co

ntex

t of t

he K

iVa

antib

ully

ing

prog

ram

. Jou

rnal

of

Abno

rmal

Chi

ld P

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olog

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2, 9

81-9

91.

6 Kär

nä, A

., Vo

eten

, M.,

Littl

e, T

., Al

anen

, E.,

Posk

ipar

ta, E

., &

Sal

miv

alli,

C. (

2011

). Go

ing

to S

cale

: A n

onra

ndom

ized

natio

nwid

e tri

al o

f the

KiV

a an

tibul

lyin

g pr

ogra

m fo

r co

mpr

ehen

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sch

ools

. Jou

rnal

of C

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and

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chol

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79,

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-805

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uniq

ue fe

atur

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KiV

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rent

ly lo

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r Li

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al la

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56

The P.E.A.C.E. Pack: A program to reduce bullying in our schools

Author(s): Phillip T. Slee (PhD) and Grace Skrzypiec (PhD)

Websites: Flinders Centre for Student Well-Being & Prevention of

Violence http://www.flinders.edu.au/ehl/swapv/

Child, Adolescent Psychological & Educational Resources http://www.caper.com.au

Aim(s)

The purpose of the P.E.A.C.E. Pack is to reduce bullying & promote well-being through school-based strategies. The P.E.A.C.E. Pack provides a systemic framework for schools to provide a safe

learning and play environment for students.

Target group

The resource is intended for use by schools from Reception to Year 12 (R-12). It is particularly

directed at teachers, schools counsellors and school administrators interested in implementing or reviewing anti-bullying programs in their classroom or school. It could also be used in conjunction

with associated resources by social welfare workers who are delivering programs in schools and communities.

Designed for, or demonstrated applicability to, special groups

The P.E.A.C.E. Pack provides particular information regarding bullying in relation to children with special needs.

PEACE Framework

The P.E.A.C.E.Pack provides a framework through which schools can adequately address school bullying and violence, is as follows:

P – Preparation: preparation and consideration of the nature of bullying E – Education: education and

understanding of the issues

A – Action: action taken and strategies developed to reduce bullying C – Coping: coping strategies for

staff, students and parents

E – Evaluation: evaluation, review and celebration of the program

FRAMEWORK OVEROVERVIEW

OVERVIEW

57

http://www.flinders.edu.au/ehl/swapv/

http://www.caper.com.au/

Identified theoretical framework

The P.E.A.C.E. Pack is based on systems theory. The program has been evaluated in Australia and

overseas and the findings published so there is a strong evidence base for the efficacy of the program.

Evidence of effectiveness

Multiple studies document positive behavioral outcomes at post-test, with at least one study indicating positive behavioral impact at follow-up at least one year after the intervention ended.

PROGRAM EVALUATION

58

PEACE Pack structure

The P.E.A.C.E. Pack provides information on the following topics:

● Profiles of Bullies and Victims, and the role of Bystanders

● Bullying as a social process

● Recent statistics regarding bullying in Australian schools

● Forms of Bullying

● Collecting information via observations, interviews, surveys etc.

● Bullying and the Law

● Details of the latest community and school based interventions

● Presentation resources for conducting staff/community meetings

Additional information on useful resources is also provided, such as:

● A list of selected research articles

● A list of appropriate books/chapters

● A list of measures that are useful in obtaining data specific to your school

● A list of useful media resources (i.e. DVD’s)

● References to a number of ‘Special Interest’ resources, specific to children with special needs, school counselling, peer mediation, work place bullying, teachers etc.

● A listing of selected Internet sites from around the world.

● A comprehensive, regularly up-dated website http://www.caper.com.au

Schools as “settings” for interventions and health promotion

Schools have ready-made populations of students that can be identified for general, as well as

specific, health promotion initiatives such as school bullying. The focus of such initiatives in schools has moved, in accordance with World Health Organisation recommendations, towards a

“settings” approach, which is reflected in the concept of the health promoting school (Slee & Skrzypiec, 2016).

As defined by King (1998, p, 128) “A settings approach locates public health action in the social, cultural and physical places in which children live, learn and play”. Such initiatives include the

Australian KidsMatter Primary (Slee, et al 2009) and KidsMatter Early Childhood (Slee, et al, 2012).

PROGRAM IMPLEMENTATION

59


Intervention

‘Coping with Bullying Intervention’ Package

The PEACE Program includes an important element associated with assisting student to cope with bullying. An important element of the program is “C’ ie enhancing the coping skills and

strategies of staff, students and parents. All too frequently the focus of anti-bullying programs is on helping students cope but in an important systemic sense any intervention should also address

how important other individuals (parents cope with bullying

The teacher package includes the ‘Coping with Bullying’ DVD ( including 4 bullying scenarios,

namely physical, verbal, relational and cyber bullying), outlines for eight lessons, supporting information and class activity materials and resources, and pre and post questionnaires. The

package also includes a short 5 minute powerpoint PD for the teachers involved.

Delivery of the Programme

Teachers typically deliver the program as eight lessons as part of pastoral care or home-group curriculum (35-45 minutes). The teachers participating in the training receive a half day training

session which includes Student Work Books, Teacher Feedback Sheets, Pre and Post Questionnaires, and recommendations for Bullying/Harassment Policy.

In related research in the schools, data was collected regarding the multiple ways in which students reported they were bullied and the relationship to coping. Data was also collected

regarding the coping strategies that ‘seriously’ bullied students use compared with what school counsellors would advise. The framework is theoretically based on a systems perspective

emphasizing that we must identify key aspects of school systems that influence students’ abilities to achieve well-being and promote their learning. As noted earlier in this chapter there the five

generally agreed upon core SEL competencies include:

Self-awareness

Self-management

Social awareness

Relationship skills

Responsible decision making

Staff professional development (PD)

The program is specifically designed as a ‘stand alone’ resource that can be implemented by a school or organization. To this end the resource provides an outline of a workshop format for

staff meetings, seminars or a professional development day. This format has been used extensively by the author. Alternatively, the author is available to conduct such professional development.

60

Program costs:

The P.E.A.C.E. Pack, which costs $Aus250.00 (plus $Aus10.00 p&h), comprises a 24-page booklet and 14 worksheets. The booklet contains:

● Information about the nature and effects of bullying in Australian and overseas schools

● Details of the outcomes of intervention programs implemented in schools

● A resource list and resources that can be copied for use in seminars, school meetings and conferences.

The worksheets provide:

● Ideas for policy and grievance procedures

● Examples of lesson plans addressing the issues of bullying

● Details of interventions with bullies and victims

● Ideas for involving parents in anti-bullying programs.

About the authors

Phillip T. Slee - Professor in Human Development, School of Education, Flinders University,

Adelaide. I am a trained teacher and registered psychologist. Areas of research interest include, child& adolescent mental health, childhood bullying/aggression, stress and teacher education.

My particular interest is in the practical and policy implications of my research. I have presented my work nationally and internationally in workshops and lectures. My research teams have

evaluated the KidsMatter Primary mental Health Initiative http://caef.flinders.edu.au/kidsmatter/> and the KidsMatter Early Childhood mental health

initiative. My web site is http://www.caper.com.au

I am the Director of the Flinders Centre for ‘Student Wellbeing & Prevention of Violence’

(SWAPv) http://www.flinders.edu.au/ehl/swapv/

Dr Grace Skrzypiec

I am a psychologist with a background in teaching and research methods and have worked on a

range of national research projects in the field of student wellbeing. I am a lecturer in the School of Education at Flinders University. Presently I am working with other researchers on various

anti-bullying projects including the “coping with bullying” intervention, which has been successfully implemented in several schools in South Australia and Greece. Currently I am also

working with a research team on a project exploring the nature of bullying in India. I have a strong interest in student well-being. In 2013-14 I led a team of three researchers and completed

a research project funded by the International Baccalaureate Organisation involving 2,000 students that investigated the well-being of students in the middle years. I am the Director of the

Flinders Centre for ‘Student Wellbeing & Prevention of Violence’ (SWAPv) http://www.flinders.edu.au/ehl/swapv/

61

http://caef.flinders.edu.au/kidsmatter/




References

Books

Morita, J., Smith, P.K., Junger-tas, J., Olweus, D., Catalano, R., Slee, P.T., Ohsako, T., Harada., Y., Soeda, H.(1999).School bullying around the world. Challenges and interventions.

Kaneko Shobo Co. Tokyo. Japan.

Shute, R, & Slee, P.T., (2015). Child Development. Theories and critical perspectives. Routledge. Psychology Press

Shute, R., & Slee, P.T. (2016, in press). Mental health and wellbeing through Schools: The way forward. Routledge . U.K..

Shute, R., Slee, P.T., Murray-Harvey, R & Dix, K.L. (2011). Mental health and wellbeing. Educational

Perspectives. Shannon Research Press, Adelaide.

Slee, P.T. (1997). The P.E.A.C.E. Pack: A programme for reducing bullying in our schools . JiJi-tsushin Publishers, Tokyo

Slee, P.T. (2016) School Bullying Teachers Helping Students Cope. Routledge. Milton Park.

Slee, P.T. Campbell, M., & Spears, B. (2nd. Edt.) (2012), Child, Adolescent and Family Development. Cambridge University Press. Melbourne

Slee, P.T. & Skrzypiec, G. (2016). Well-Being, Positive Peer Relations and Bullying in School Settings.

Springer. International Publishing, Switzerland.

Smith, P.K., Morita, J., Junger-Tas, J., Catalorio, R., Slee, P.T. (EDS.) (1999). The nature of school

bullying. Routledge. London.

Book Chapters

Campbell, M., Spears, B., Cross, D., & Slee, P.T. (2010). Cyberbullying in Australia. IN J. Mora-

Merchan & T. Jager (eds.) Cyberbullying: A cross-national comparison. Verlag, Empirische Padagogik, Landau. Pp.232-245.

Cross D. Campbell, M.A., Slee, P.T., Spears, B., & Barnes, A. (2013). “Australian Research to

Encourage School Student’s Positive Use of Technology to Reduce Cyberbullying. .” In Cyberbullying through the New Media: Findings from an International Network , edited by P. K.

Smith and G. Steffen, 136–161. London: Psychology Press.

Litt, S & Slee, P. T. (2008). Child Bullying. In Abuse & Violence. Wor\king with our patients in general practice. The Royal Australian College of general practitioners, Melbourne.

Murray-Harvey, R, Slee, P.T.., Taki, M. (2008,). Comparative and Cross-Cultural Research on School Bullying. In Shane R. Jimerson, Susan M. Swearer, and Dorothy L. Espelage (Eds)

The International Handbook of School Bullying. New York, Routledge.

Skrzypiec, G. & Slee, P.T. (in press, 2017). Implementing Wellbeing Programs in Schools: An evidence-based guide for schools and communities, In Cefai, C. & Cooper, P. (Editors).

Mental health promotion in schools: Cross cultural narratives and perspectives . Netherlands: Sense Publications.

Skrzypiec, G.K., Slee, P.T., Sandhu, D. & Kaur, S. (in press). Bullying or peer aggression? A pilot

62

study with Punjabi adolescents. In P. K. Smith, S. Sundaram, B. Spears, C. Blaya, M.

Schafer, and D. Sandhu (Eds). Bullying, cyberbullying and student well-being in schools: comparing Western, Australian, and Indian perspectives. London: Cambridge University Press

Slee, P.T. (2005). Bullying in Australia. IN M. Tsuchiya & P. Smith (eds.) Eliminating bullying in schools – Japan and the World. Minerva Publishing Co. Kyoto. Japan.

Slee, P.T. (2006). The P.E.A.C.E. Pack: Evaluation of a program for the successful reduction of

school bullying. IN H. McGrath & T. Noble. (eds.) Bullying solutions. Evidence-based approaches to bullying in Australian schools. Pearson. Sydney.

Slee, P.T. (2008). The PEACE Pack: A program for reducing bullying in our schools. In Shane

R. Jimerson, Susan M. Swearer, and Dorothy L. Espelage (Eds) The International Handbook of School Bullying. New York, Routledge.

Slee, P.T. (2013). Coping with School Bullying: Students and Expert’s Views on Effective Strategies. IN B. Gerrard & M. Soriano. (Eds.) School Based family Counselling.

Transforming Family-School Relationships. Create Space Independent Publishing Platform Ch. 37, pp, 615-634.

Slee, P.T.; Ma, L, Hee-og, S, Taki, M; Sullivan, K. (2003). School Bullying in Five Countries in the

Asia-Pacific Region. IN The Handbook on Educational Research in the Asia Pacific Region. J.Keeves & R Watanabe (eds.) Kluwer Academic Publishers. The Netherlands.

Journal Articles

Skrzypiec, G., Slee, P., Askell-Williams, H. and Lawson, M. (2012). Associations between types of involvement in bullying, friendships and mental health status. Emotional and Behavioural

Difficulties, 17(3-4) pp. 259-272.

Skrzypiec, G., Slee, P.T., Murray-Harvey, R., & Pereira, B. (2011). School bullying by one or more ways: Does it matter and how do students cope? School Psychology International, 32, 288-

312.

Skrzypiec, G.K., Slee, P.T. and Sandhu, D. (2015). Using the PhotoStory Method to understand the cultural context of youth victimisation in the Punjab. International Journal of Emotional

Education, 7(1) pp. 52-68

Slee, P.T. & Mohyla, J. (2014) THE PEACE PACK: A computerised on-line assessment of

school bullying. Journal of Educational Computing Research. special issue on Recommender Systems and Group Awareness in Collaborative Social Learning Environments. 50 (3) ,

431-447.

63

Contact information: Phillip T. Slee

Professor in Human Development - School of Education The Flinders University

GPO Box 2100

Adelaide, SA. 5001

Phone: (08) 8201 - 3243

Fax: (08) 8201 - 3184

Email: [email protected]

Website: www.caper.com.au

64

mailto:[email protected]


early learning–grade 8 · train staff, teach kids, and educate families about bullying...

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