Jigsaw activity: Homophobic bullying

Year level: 8 Number of students: 24 Lesson aim: For students: to know what is homophobic bullying and what it involves, to learn how to accept individual differences using empathy, to learn to make the right choices when witnessing bullying, and to learn some strategies how to deal with bullying on their own.

Materials required: 24 home group scenario sheets with accompanying questions, group 1, 2, 3 and 4 expert sheets (4 of each), blue and yellow coloured textas (group 1), computers/laptops with internet access (group 3) Steps required for the jigsaw activity: 1. Students are introduced to the topic of bullying including types of bullying, statistics, and consequences of bullying on students physical and mental health. 2. Assign students in groups of four and tell them that this is their home group. 3. Students are given a home group scenario and are instructed to read it. Students do not answer the accompanying questions at this stage. 4. Assign students with numbers from 1 to 4 to distribute them to four different expert groups. Students will move to sit with their expert group colleagues. 5. Students are given their expert group sheet and work on the tasks provided. 6. Students return to their home group and each student (starting from expert 1 to expert 4) teaches his or her area of expertise to the rest of the group (learners will be taking notes) including the tasks that are to be completed. 7. Students read the home group scenario again and answer the related questions about homophobic bullying and bullying in general. 8. The topic of bullying concludes with students role playing a scenario followed by a class discussion.

Home Group Scenario

Tims story
"I was bullied for over 5 years, the worst was in year 10. People kind of outed me and then it was hell for months. It got so bad, I was put on anti-depressants and had to see a psychologist. I never told anyone the real problem though for a long time (the fact that I was being bullied for being gay, not just 'being bullied') and to this day I have long term anxiety and self-confidence problems. Since then I've had several lots of counselling and regularly have prescription drugs from the doctor." "I had serious panic attacks night after night and used to hit my head against the wall to try and make them stop. I'd cry myself to sleep every night, go to sleep feeling sick with anxiety and wake up feeling sick with anxiety. I lost lots of weight. In the mornings on the way to school I'd often sit on the train bridge but never had the courage to do it." "It's difficult thinking about it now and so I don't very often but my anxiety and panic attacks are a reminder. I was also turned down from being an English assistant in French schools this year due to there being 'a history of anxiety' in my medical notes. Even simple things like early mornings and Sunday nights make me anxious. It reminds me of then, when I'd get up at 6.30am to go to hell and on Sunday nights when the luxury of not being bullied for the weekend was over." "With regard to how the school handled it, at first they were supportive but as soon as the teachers found out I was gay, they became my enemies too. It was a Church of England school and one teacher even mentioned me getting 'cured' in a South American cathedral. I was often told I was to blame and that they couldn't help me. They said they didn't have any policy against homophobic bullying and that I just had to take it." "Teachers actually permitted students to say things - one teacher told me that some of her year pupils were possibly going to beat me up but said she was powerless because it was all my fault. The school pretended nothing was going on - I was to blame for everything. My parents got called up because I was disturbing OTHER pupils by being so depressed. My parents almost took me out of school. As soon as teachers found out I was gay, it was like a switch - I went to see one of the nice ones after school one day and she said she couldn't help me anymore. References were made to 'certain legislation'. I begged the teacher who called my parents not to call them in case they found out I was gay but she did." "Unfortunately I was the only 'out' gay person in a school of 1400 people, I felt totally alone. Most people, at least once, said something or spat or threw something. It became the most normal thing to be walking down a corridor and have everyone part like the Red Sea. Everyone would shout, 'Bums against the wall, Tim's coming'. On the 2 minute walk from the Sixth Form Centre to the main school (it continued till I left at age 18) I would have to get ready for all the groups of people to say things and shout things." "Every day for years this happened, not one day went by for over five years when I didn't receive some sort of bullying. I can't start to describe how I felt, it's difficult to express. It's hard to talk about it which is why I blank it out. I really do fear that it has affected me for life." Source: http://www.stonewall.org.uk/at_school/education_for_all/quick_links/the_campaign/4014.asp

Questions to answer in your home group: 1. What type(s) of homophobic bullying is Tim displaying? 2. How has Tim been affected by being bullied because of his gay identity?

3. What could you write or say to Tim to make him feel better? This could involve comments of concern, courage, empathy, sharing your own quick story, advice and so on. Write down your actual response to Tim:

4. Respecting things with which you don't necessarily agree is a way to go accept individuals differences and prevent bullying someone. Being respectful of individuals' differences doesn't mean always agreeing with them. If you have a difference of opinion that simply can't be overcome, move past this disagreement, looking at it as only a difference of opinions, not a matter of right and wrong. Think of and write down few things that you feel strongly about (opinions, thoughts, actions) that your colleagues may not agree with but will have to respect, and share this together as a group. Then together, discuss how can you be respectful of Tims differences? Write down actual examples of what would you do or say to him:

5. How could you help Tim if you see him being bullied? List few strategies:

6. If you put yourself in Tims shoes, you would probably hate being in his position. Think about what you would like to happen to you if you were Tim so you could be happy again. Think BIG ideas... Now what could YOU do to prevent further bullying of Tim and make a real difference in his life?

Expert Group 1
Homophobic Bullying
Task 1: Study the following information about homophobic bullying and when you return to your home group you will teach all of these sections to your colleagues. What is homophobic bullying? Homophobic bullying is behaviour or language which makes a young person feel unwelcome or marginalised because of their actual or perceived sexual orientation. The main factors which influence whether or not a person is a target of homophobic bullying are:

People perceive that you have a particular sexual orientation, because you fit lesbian, gay or bisexual stereotypes. These stereotypes are based on a societal basis involving traditional gender roles or traits that are inaccurate. E.g. softly spoken boys or girls with short hair. You defend the civil rights of sexual minorities You have LGBT ( =lesbian/gay/bisexual/transsexual) friends or family You are perceived as being different to your peers or those in your local community

How is homophobic bullying displayed? Like all forms of bullying, homophobic bullying can occur in different ways such as emotional, verbal, physical or sexual. Some of the more common forms of homophobic bullying include:

Verbal bullying (being teased or called names, or having derogatory terms used to describe you, or hate speech used against you) Being compared to LGBT celebrities / caricatures / characters that portray particular stereotypes of LGBT people Being outed (the threat of being exposed to your friends and family by them being told that you are LGBT even when you are not) Indirect bullying / social exclusion (being ignored or left out or gestures such as backs against the wall) Physical bullying Sexual harassment (inappropriate sexual gestures, for example, in the locker room after PE or being groped with comments such as, you know you like it!) Cyber bullying (being teased, called names and/or threatened via email, text and on Social Networking sites)

What are the possible effects of homophobic bullying? All forms of bullying can affect a child or young persons emotional and social well-being as well as their physical health. This could lead to withdrawing from social interactions in class or other school activities previously enjoyed, academic underachievement, truancy, school refusal or leaving education earlier than might have happened otherwise. How severe the effects on a particular child or young person are can depend entirely on the individual and their coping mechanisms and not two people will respond in the same way.

LGBT people can face negative attitudes and prejudices in their local communities and research has proven that as a result of this, young LGBT people are particularly prone to poor mental health. This can lead some LGBT young people to internalise these feelings (internalised homophobia). This might mean:

Denial of their sexual orientation to themselves or others or attempts to change their sexual orientation Low self-esteem and / or negative body image A dislike towards other open or obvious LGBT young people Shame, depression, defensiveness, anger or bitterness Self-ridicule to gain social/peer acceptance Risk-taking behaviours including substance abuse Self-harm and/or suicidal thoughts

Is thats so gay homophobic? Yes it is, whether the intention behind it is homophobic or not. The phrase thats so gay and the word gay are common in all youth settings. Gay in this sense means something that is rubbish, inferior, pathetic exactly what some people think of others who identify as gay. This phrase can be used without malice or understanding but it can still have a negative impact on LGBT young people who hear it used in this way. It can also establish a connection between the word gay and bad amongst younger pupils. Acknowledging that this language has homophobic consequences regardless of intention, and challenging and exploring its use with pupils, can limit the damage which it can do. Sources: http://www.rainbow-project.org/services/education-services/homophobic-bullying https://www.lgbtyouth.org.uk/homophobic-bullying --------------------------------------------------------------------------------------------------------------------------Task 2: Read the following three stories and in each one use yellow and blue texta to highlight examples of how is homophobic bullying displayed - yellow texta, and consequences / effects of homophobic bullying (including internalised homophobia) - blue texta

Peter I never identified myself as being gay and certainly did not think so of myself throughout my school years. I felt a little different from other kids but never actually associated it with being gay. I didn't have a happy time during my growing years as I was bullied regularly. I was teased with the usual offensive names and words associated with being gay, BJ, nancy boy etc being the nicer ones. It got to the point where I didn't look forward to attending school and missed quite a lot of class time. I'd been beaten up many times and was scared of walking to and from school. I didn't do well and my results were inadequate to go to University so could not continue with my career dreams until I turned thirty and returned to studies as an adult. Although I identify myself as gay now, I could not understand then, why other kids thought I was. I think as a result of the fears caused by bullying, I couldn't admit to my sexuality till now. I'm 48.

Sam
I am a 15 almost 16 year old submissive homosexaul teen with really low self esteem. Over all i think i do a good job covering up my sexuality only being asked if I am gay by 2 or 3 people ever school I've been to. at the school i am now at only about 10 of my closest friends know that I am gay. slowly it kills me inside to go around pretenting that I like girls to protect me from the "red necks" in the small town I live in. I also have not told my mom or dad. mainly because i have told her so many times that I was not gay that it seems too late to tell her, reading stories about people being bullied, rejection, family problems with this stuff, depression, and most importantly love. I hope one day everthing works out, with my luck it won't.

Amanda
I'm a junior in highschool and ever since 6th grade I've been bullied. when I got to highschool it got worse, I would get tampons thrown at me, pushed out of the bathroom, kicked in the vagina,name calling, and hated by lots of homophobes. I dressed differently, I joined the wrestling team. I got pretty good. I felt like I had a goal in life. But then on the last week of school, guys that always messed with me grabbed me after a fire drill and pulled me in the dugout at our baseball field. I was terrified, 3 guys all overpowered me, and I did fight. But they still punched and kicked me, then they pulled of my shirt and pants and underwear. They were like oh it IS a girl. Then they said they'd treat me like a man and did some things. I was in soo much pain. This happened in my sophomore year too. I never told anyone because I felt helpless, nor did I trust anyone except my gf, who is the best thing that ever happened to me.I do have issues with those guys still, all I think about when they do hurt me like before is the singer Pink and how much I love her. It helps, but it still hurts. I need to get help but I don't want people to know what happened to me. Hopefully things will get better. But I like who I am and nothing can change that

Source: http://gaylife.about.com/u/ua/comingout/schoolbullying.01.htm

Expert Group 2
Task 1: Read the following stories from the retrieved article I Am Different from the Others

Tanya: They Never Knew the Real Me.

sometimes, i find myself tired of pretending. trying to be better in front of them, so that i won't let them down. so that they will be proud of me. the truth is, i hope that they will love me for who i am, not because of the one they wish i could be. i am the second daughter, and compared to my sisters, i'm totally different. i like to be away from home, so that they will feel at ease, and i would not feel the tension of not being understood by the whole family. maybe this is what people call ' the phase' of which i try to find myself, and i try to get rid of everything that blocks my way.. Counsellors response:

Adriana: Where I Belong?

i feel soo different. i know that i do not belong here but noone supports me. I am 18 years old and i will go abroad for studies but i can not find support from anyone...even my mother. why is this happenning?? i can not understand her. i was so confidental...i just wanted to liive, and now i feel that i will not be able to survive. she is trying to make me feel that i am stupid and i do not deserve anything... i start feeling stupid.... that i am telling bullshits!! i can not bear it anymooree!! i can not bear myseelf....i don't want to talk to other coz i am afraid of what i will say://i need to believe to myself....but if i'm really stupid??how can i learn it? buuuffff............ Counsellors response:

Rhianna: My Loneliness Is My Attitude

I DON T KNOW WHY I ALWAYS FEEL LONELY , EVEN I AM IN CLASS I NEVER TALK TO ANY ONE.. I MAKE MY TIME IN READING NEWS PAPER, LISTENING SONGS AND MAKE MY TIME USEFUL. BUT I ALWAYS THINKS ABOUT IT.......WHY I AM DIFFERENT, WHY CANT I MINGLE WITH THEM........................I DON T HAVE A GIRL FRIEND TO HAVE CHAT IN MY SPARE TIME. Counsellors response:

Chiara: Us And Them

I am not into sports like the others are. I'm not into anime, or Dr. Who, or comics, or hot topic, etc. I don't like the popular music that most teens like. I'm not into the popular video games that teens are into. I don't even play video games much anymore. I'm into writing stories, drama class, and a few others I can't think of. Since I have been depressed i sort of gave up my hobbies for a while... I will get back to them sometime. I like classic rock music. I like Pink Floyd, Led Zeppelin, and a few songs from other classic rock bands. I have a few modern songs, but they are few and far between. Also I'm not good at making friends like some teens are. I'm not outgoing, I don't have many friends, and I have never had a boyfriend. I am 16. Counsellors response:

--------------------------------------------------------------------------------------------------------------------------Statistics: 38% of people who have these experiences are in their teens, 22% are in their twenties, and 13% are in their thirties. 68% of people who have this experience are women. Source: http://www.experienceproject.com/group_stories.php?g=9472

Task 2: Having read these stories discuss in your expert group: how does it make you feel about individual differences? What is the likelihood that these people may get bullied? Why? Task 3: Put yourself in a role of a helper/counsellor and write something back to each struggling individual that would make him or her feel better (in the Counsellors response space provided). These could be comments of concern, courage, empathy, sharing your own quick story, advice and so on. Then pick one story that you feel most empathic about ( =you really feel for that person) and when you return to your home group, share this story with your colleagues. Task 4: Read the following five tips on how to respect individual differences and teach these to your colleagues in your home group.

How to respect individual differences

Understanding someone who differs significantly from you can prove a challenge, as you may have no experience with his ways of life or customs; however, being understanding of differences is important to maintaining harmony in your relationships. Instead of fighting against differences, embrace them, be respectful of them and use the experience to learn and grow as a person.

1. Learn about the individuals. When dealing with a person or people who are different from you, you must first learn about them to see what makes them different from you. Spend some time talking to this person or, if dealing with a group of people in a formal setting, administer a questionnaire to gather information about these individuals and see how they differ from you and from others in the group. 2. Learn about others' cultures. Create learning opportunities by asking others about their customs and traditions. If a person who is from a different culture celebrates a holiday, consider joining in or urging her to share information about the event with you so you can improve your understanding. 3. Accept/Respect things with which you don't agree. Being respectful of individuals' differences doesn't mean always agreeing with them. If you have a difference of opinion that simply can't be overcome, move past this disagreement, looking at it as only a difference of opinions, not a matter of right and wrong. 4. Share information about your life. Reciprocate in information-sharing by volunteering information about your life. By doing so, you can show this individual that you are willing and eager to form a relationship. 5. Create connections where similarities exist. Look for things that you have in common with the individual with whom you have differences and build on these similarities, joining with him in social outings or discussing things that you both enjoy. As you do, you will likely see that you and this individual are more similar than you originally thought. Sources: http://www.ehow.com/how_8187573_respect-individual-differences.html

Expert Group 3

Good and bad bystanders

Task 1: Read the following information about why some students are, and others are not willing to help another student who is being bullied (retrieved from the article Playground Heroes by Ken Rigby and Bruce Johnson)

Bad Bystanders: The reasons given for NOT helping the bullied student fell into four categories: The first was that it was not my concern. Some children wrote: It is not my problem if someone I dont know is getting picked on; It isnt nice to intrude on someones business; I am just an onlooker; They can solve it all by themselves; and None of my business. A second reason was fear of the consequences: The people may turn on ME!; If I got involved I would probably get bashed; I would be scared it would happen to me; It might be embarrassing; and I dont want to be a sissy by telling a teacher. Thirdly, some felt that the responsibility is (or should be) with the victim. He [the victim] should stick up for himself. Most people can take care of themselves and sometimes the [victims] deserve it. Older children were more likely to feel unsympathetic toward victims and blame them for being victimized. Fourthly, some argued that personal action to stop the bullying would be useless, or might even make matters worse. They would not take any notice of me, wrote one child. If I ignored it, it might stop, because they are not getting any attention, wrote another.

Good Bystanders: Reasons given for HELPING the bullied student: Some children believed they would try to support the victim. We learned from the children what lay behind their good intentions. In many cases, children gave a simple moral explanation. They said that bullying was simply wrong, so then acting to stop the bullying was right. These children wrote: It feels like the right thing to do; It is wrong to harass someone like that; It is not right to bully. Some gave no morally explicit justification. They saw themselves as helping victims because it was their basic nature to do so, expressed in such statements as these: I am not a mean person; I always like to help others; and I dont know why, I just would. The responses of some students were related to empathic feelings, such as concern or pity, which they had toward victims: I feel sorry for them and do not want them to get hurt; I dont like seeing peoples feelings being hurt; They [victims] are usually the ones who cant stand up for themselves; They need supportthey may be scared; I can imagine how the person [the victim] would feel. Some closely identified with the victim. These childrens intentions appear to be strongly related to their own feelings about having been bullied, or their sense that they would appreciate being helped if

they were bullied. If I got pushed over I wouldnt like it. I have been in similar situations and I know what it feels like to be bullied. It has happened to me before and no one stuck up for me and that made me feel angry. I dont want other people to go through what I went through in Year 3. If it was me, I would like somebody to help me. Another group was looking for a reciprocal benefit. If I helped someone they might help me, wrote one child. It is nice to help and I would probably make a new friend if I did, wrote another. Source: http://greatergood.berkeley.edu/article/item/playground_heroes

Task 2: In your group access the following website http://www.stopbullying.gov/respond/be-morethan-a-bystander/index.html Under the heading Be More Than a Bystander click on Get Started in the lower part of the image. You will see five headings emerge, namely: Be their friend, Tell a trusted adult, Help them get away, Set a good example, and Dont give bullying an audience. Study all of the topics by accessing each section (clicking on Learn More) and in each section watch the videos both from the Advocates Perspective and the Kids Perspective. You can also read the information about each section on the left side of the video (in case you think you learn better this way). Take some notes about each section as you will report back to your colleagues in your home group.

Expert Group 4

Task 1: Read the following two articles about how to deal with bullying and the method of fogging and take notes about each.

How to deal with bullying: Tips

Tell your parents or other trusted adults. They can help stop the bullying. If you are bullied at school, tell your teacher, school counsellor, or principal. Telling is not tattling. Dont fight back. Dont try to bully those who bully you. Try not to show anger or fear. Students who bully like to see that they can upset you. Calmly tell the student to stopor say nothing and then walk away. Use humour, if this is easy for you to do. (For example, if a student makes fun of your clothing, laugh and say, Yeah, I think this shirt is kind of funny-looking, too.) Try to avoid situations in which bullying is likely to happen. You might want to avoid areas of the school where there are not many students or teachers around. Make sure you arent alone in the bathroom or locker room. Sit near the front of the bus. Dont bring expensive things or lots of money to school. Sit with a group of friends at lunch. Take a different route through hallways or walk with friends or a teacher to your classes.

Source: http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CGkQFjAD&u rl=http%3A%2F%2Fwww.schoolmentalhealth.org%2FResources%2FSBN8.pdf&ei=OB4xUueLCyaiQesuoDIBQ&usg=AFQjCNHl0A0h0pUX1tX3kHIkcvG0i4TEXQ&sig2=EASKkm7T89zxUQlnZNCZA

The method of Fogging

Fogging is a technique that can be used by children when they are being verbally teased or taunted in an unpleasant way. It would not be used with physical or group bullying. The idea with 'fogging' is to acknowledge that what the bully says may be true or seem true to him or her, without getting defensive and upset. Getting practically no expected reaction, the bully is often discouraged. To use this technique effectively children commonly need assistance from a teacher or counsellor who can help them to think about what they can say or do when they are verbally harassed - all the time remaining calm and self-possessed. Here is an example: Bully: You have a great big nose Target: True, it is large Bully: It looks like a beak Target: True, it does stand out Bully: You are the ugliest kid in the school Target: That's your opinion Bully: You are wearing pov shoes Target: You are not wrong

With growing confidence, the target might start asking the bully to explain. This can come as a surprise and put the bully on the back foot. Whatever the bully says, the target just listen. Bully: You are such an idiot. Target: Why do you think so ? (Wait for the answer) Bully: Everybody hates you. Target: That's interesting. Why do you think that ? (Wait for the answer) Bully: You are always in the library at lunch time Target: That's right. Why does that concern you ? (Wait for an answer) Bully: All those kids in the library are nerds Target: It may seem like that to you. Bully: You have no friends Target: Well, that's what you think. Source: Rigby, K (2010) Bullying Interventions: in schools: Six major methods. Camberwell: ACER.

Task 2: In your expert group, prepare a script (you have an example right above) where a student is being bullied by another student because he/she is gay . Try to make it end good for the bullied student by writing examples of fogging comments on the part of the victim. When you will return to your home group, you will teach your colleagues the method of fogging and share your script with them.