Sean, describe the support that your program has received from students, colleagues, administrators and parents?

Bill brought the production and distribution stages to the project.  Students, colleagues, administrators and parents have supported the group. Some staff members understand the importance of students having a safe place to go, away from regular class time, where they can express how they feel about real emotions and peer issues. We have had student-run fundraisers to support a motivational speaker. I am very proud of the students who helped me get our “bully group” started. Recordings of group discussions have been broadcast on the school’s TV network, WPGM.

Bill, what do you think the impact of showing the video of the group has been?

Anecdotal evidence from discussions with students and teachers suggests that what had been previously regarded as something that wasn't too serious has been moved to a much higher level of awareness. If asked, most students will admit to having picked on a kid at some point.  For that matter, most teachers would agree that they did, too...back in their day. The impact, and the real value, of airing these segments has been raising the level of awareness in students on a couple of levels: one, that if they are getting picked on, there are other students and staff in the school who understand and care about what they're going though, and can help them find a resolution; and two, that if they are picking on others, they are less likely to be protected by a complacent attitude from victims and bystanders, as has been the case in the past. By speaking out, and having their ideas heard by the thousand-plus students at PGMS, students are helping to shape a positive identity for their school.

Sean, what kind of momentum do you think your planning period “Bully Group” has in the building and with the students at your school?

More than I have ever imagined. The interest was almost instantaneous. Positive reaction spread quickly and students began to realize that they now had a comfortable place to describe their issues and get reasonable solutions.  The numbers grew quickly. The 8th grade group grew from 7 to 30 within 1 week.  The same was true for the 6th grade group. The group began the intervention process with their fellow classmates.  This part created more members and a sense of accomplishment when those who came to receive help became part of the group.  Members of our group have also won county awards for the "Do The Right Thing" program for their work with their school and us.

Sean, does the “Bully Group” look like something the students will stay interested in?

There has always been and will always be student interest in having a safe place to go to get solutions to their problems.  They want to fit in, they want to be good people and with a little help at school that can happen.  I will sponsor and mediate a group like this every year I teach for all grades until I stop teaching.

Sean, can you share an example of how your program has impacted the school or an individual student?

A new student in school had broken down in front of me. He was being picked on and was having a tough time during his first few weeks.  The group provided a place for this new student to go to meet people.  With each passing day he became more confident and began to contribute in a positive way to the group.  Sharing his experiences brought the members closer to him and him to them.  Because of his honesty, friendships have been made. This is only one of at least a dozen positive stories that have emerged from this group and these kids.

Sean, have you noticed if students just come to you with bully threats because they know you started and host the group?

Members of the group have learned to recognize conflict and listen to it when it happens.  They end up taking the role of difference makers and bring new students that I have never met to the group so they can explain the conflict and look for solutions.  This happens almost daily.  I welcome the challenge.  The more they rely on a trusting adult, the more likely they are to not feel tortured by the conflicts with their peers in or out of school.  This in-turn, I believe, will reduce conflict and decrease violence in the school.

Bill, do you have any other ideas on how your technology and production skills can continue to advance the goals of the “bully group”?

Really, there are two clear ways to develop the project further: internally and externally. Internally, we can encourage students to explore more in-depth the facets of bullying, particularly in the age of MySpace, Face Book, social networking and cell phones. Cyber-bullying, for example, is easier for students to commit and potentially harder for teachers to trace than the old schoolyard cliché of a big kid stealing a little kid's lunch money. As PGMS students continue to open up about what's happening in their lives, on their level and in their own words, they are creating a more responsive school culture and an invaluable tool for connecting with other schools that have similar groups and goals. The opportunities and venues are nearly limitless: video posts, blogs, self-produced Public Service Announcements, web cam conferences. In short, the open communication of ideas from student to student, no matter who or where they are in the world. With all of these possibilities available to help students effect real change in their lives, one thing is certain: no matter which direction we choose to explore, students will benefit; the only wrong choice would be not to keep moving forward.

Sean, do you have any advice for someone interested in starting a program like yours?

It will require a genuine and sincere faculty mentor.  It helps to have been bullied.  You know the humiliation and distraction it can cause.  Plan your lessons at home so you are available at school.  Use your planning period as a time to organize a group like this one, particularly at the middle school level. I am talking about one forty minute period, four to five days a week. Conflict resolution is tough and complicated.  Begin with lessons on conflict and violence in schools and highlight the subject’s seriousness. Make it real for them.  Be real. You will receive real emotions in return.  Ask yourself this simple question everyday, "Why am I here?"  I believe I am here to make the environment safe and comfortable for all students so they can learn. A student who is shrouded by fear and intimidation can’t learn.  A student preoccupied with being a bully is not learning. It gives kids a safe place to be and something positive to be a part of, end of story.  Just do it! Your kids will thank you and the relationships you build will last for years to come.

*On March 22, 2009, the Cincinnati Enquirer published a front-page article by Cindy Kranz “ Family Wants Tougher Laws.” The focus of the piece was on the suicide of 18 year old high school senior Jessica Logan and the role that cyber-bullying played in her death. Cynthia Logan, Jessica’s mother, now operates two websites devoted to cyber-bullying: Wiresafety.org and Stopcyberbullying.org. The tragic events surrounding Cindy’s suicide are a classic example of how conventional systems, interventions and remedies were found wanting in the age of cell phones and social networking.

Dr. Douglas Brooks is a Professor in the School of Education, Health and Society at Miami University in Oxford, Ohio.  He teaches undergraduate and graduate courses in classroom management. He is the Director of Partners In Learning at http://performancepyramid.muohio.edu

Sean Brooks is a Health Education teacher at Punta Gorda Middle School in Punta Gorda, Florida. He advises the Conflict/Violence Prevention Focus Group for participating PGMS students and is an Associate with Partners In Learning.

Bill Steelnack is a 6th, 7th, and 8th grade Broadcast Communications teacher at Punta Gorda Middle School and Director of WPGM.

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