MAP STARS 8week 12step IntroductoryProgram PDF

MARTIAL ARTS FOR PEACE
MAP S.T.A.R.S.
8 Week 12 Step
Introductory Program
Its as easy as A. B. C.
STRANGER
AWARENESS
CHARACTER
DEVELOPMENT
CONFLICT
EDUCATION
SELF
PROTECTION
______________________
________________________
__________________________
____________________________
Stranger Awareness
SAP
12 Dos and Dont
For Keeping Safe
Character For Kids

CKF
12 Ways to Act with
Respect
Bully Buster System

BBS
12 Ways to Walk
Away with Confidence
Safety Options System
(15 Minute Segment)
(15 Minute Segment)
(15 Minute Segment)
(15 Minute Segment)
Courtesy
Gentleness
Honesty
Make Friends
Use Humor
Walk Away
The Force
The Circle of Awareness
Friend or Foe
Humility
Use Cleverness
Push - Spin-away
Intelligence
Agree With The Bully
Push - Roll-away
Kindness
Refuse to Fight
Push Back Stance
Order
Stand Up to the Bully
Grab Release: One Hand
Responsibility
Scream/Yell
Grab Release: Two Hand
Wisdom
Compassion
Use Authority
Ignore the Threat
Grab-Release: Both Arms

Hit Low Block
Respect
Reason with the Bully
Courage & Commitment

Demo
Take a Stance
Demo
Module 1 Aware
Do Know Name/Add/Ph#
Do Know Family Code
Do Be With Friends
DoTrust Gut Feelings
Do Go To An Authority
Figure If Lost
Do
Say
NO
When
Invited to a Strangers Car
Do Use Your Head In A
Bad Situation RUN, RUN
Do Know 12 Ways To Walk
Away with Confidence
Dont Tell You Are
Home Alone
Dont Take Shortcuts
Dont Take Candy/Gifts
From a Stranger
Dont Wear Clothes With
Your Name On Them
Demo
Module 2 Avoid
Module 3 - Bargain
Developmental, Age Appropriate Program designed

by Dr. Terrence Webster-Doyle
Module 4 Control
SOS
12 Ways to Protect
Yourself From Harm
Hit Middle Block

Hit - High Block
Certificate
STRANGER HEIGHTENED AWARENESS

RESPONSE PROGRAM
TM
Be SHARP! Be AWARE!
Twelve Ways To Sharpen Stranger Awareness
Dos and Donts for Staying Safe!
A Martial Arts for Peace
Life Skills for Kids Program TM
by
Dr. Terrence Webster Doyle
with Adryan Russ
based on the
Martial Arts for Peace books
Atrium Society
P. O. Box 816
Middlebury, VT 05753
Phone: (800) 848-6021
Online website: www.youthpeaceliteracy.org
Email: martialartsforpeace@gmail.com
ii
TABLE OF CONTENTS
Page
Lesson 1:
Do Be Aware
Act on Your Feeling That Something May Be Dangerous!
Lesson 2:
Dont Talk with a Stranger
Ignore a Suspicious Stranger When the Situation Doesnt

Feel Right!
Lesson 3:
Do Shout Leave Me Alone!
Shout I Dont Know You! to a Bothersome Stranger
Lesson 4:
Do Be Afraid to Say No, Thanks.
Walk Away from a Stranger Who Wants You to Follow!
Lesson 5:
Do Tell a Trusted Adult
11
Tell a Reliable Adult if a Stranger Is Bothering You!
Lesson 6:
Dont Accept Gifts
14
Never Accept Presents from Suspicious Strangers!
Lesson 7:
Do Tell Adults Where Youre Going
16
Let Parents and Teachers Know Where You Are
Lesson 8:
Dont Get Into a Strangers Car
18
Never Go Anywhere With Someone You Dont Know!
Lesson 9:
Do Go to a Safe Zone
21
Go Where You Know Theres Protection!
Lesson 10: Dont Go It Alone into Dangerous Areas
25
Stay Away from Deserted Houses and Dark Alleys!
Lesson 11: Do Trust Your Gut Feelings
27
Listen to the Voice Inside Your Head!
Lesson 12: Dont Distrust All Strangers
30
Many Strangers Are Good People!
iii
LESSON 1:
DO Be Aware
Act on Your Feeling

That Something May Be Dangerous!
1.
2.
Ask students the following questions. Encourage them to give you

quick, alert, but brief answers! You only have 15 minutes per lesson!
!
What does it mean to be aware?
Does being aware mean you are observant? Focused on whats going
on around you? Living in the moment?
Whats one way you were aware today?
What does it feel like to be aware? Is it hard work? Does it take

practice to stay in the moment rather than worrying about what
happened yesterday or what might happen tomorrow?
Does being aware make you feel strong? If so, in what way?
Tell students:
"
Sometimes we get a sense that something near us may be dangerous.
"
That awareness usually appears for a good reason. Pay attention to

it!
"
Its good to be aware all the time, but when youre in an unfamiliar
area, or talking with suspicious strangers, its especially important.
"
The voice inside us that tells us to beware is usually right! Listen to it!
Focus! Be aware!
Activity 1: Exercise
I Am Alive!
#
Ask students:
1.
One way to practice being aware is to challenge your senses! Do

you know what your five senses are? (Give students time to
respond.) Are they sight, sound, smell, taste and touch?
2.
When you walk down the street, are you aware of whats in your
line of vision? Do you really look at whats on the street, who is on
the street, and whats going on?
3.
Do you listen to sounds the birds in the trees, an airplane or

helicopter in the sky, people talking, horns honking? Are you aware
of any aromas or stenches garbage, or flowers, or gas?
Tell students:
1.
Lets sit, right where we are (if the weather is good, take students
outside). Sit comfortably, close your eyes and just LISTEN. For two
whole minutes, sit as quietly as you can and do nothing but LISTEN.
(Whisper:) On your mark, get set, go.
2.
(After two minutes:) Lets open our eyes now and just LOOK. Dont
move from where youre sitting but, as quietly as you can, just LOOK
around you. Say nothing, but NOTICE what you see.
Ask students:
1.
By sitting quietly with your eyes closed, did you notice any sound
that you dont normally notice? What did you hear?
2.
By sitting quietly and looking around, did you notice any sight that
you dont normally notice? What did you observe?
3.
How do you think you could practice being aware when youre
at home, at school, or out in the world? Does this activity help?
4.
Do you think your family would be amazed if you suddenly noticed

something good they do, and mentioned it to them? Would your
brother or sister pass out in disbelief if you observed something
they never knew that you noticed? Want to try it? It could be fun to
show friends and family your new powers of observation!
LESSON 2:
DONT Talk With a Stranger
Ignore a Suspicious Stranger

When the Situation Doesnt Feel Right!
1.
2.
Ask students the following questions. Encourage them to give fast,

but observant answers! Its important for them to think quickly, on
their feet! But limit their answers so you can finish on time.
!
Did you notice new things about any friends or family this week?
Did you try last weeks exercise on them? What happened?
How do you think you ought to apply your new awareness to

strangers?
Do you think its a good idea to talk with any stranger who
approaches you? Why do you think so?
Do you think you are always able to distinguish between a stranger

who intends to do harm, and one who doesnt? How can you tell?
Is it important to ignore a suspicious stranger get away from a

suspicious stranger when a situation does not feel right? Do you
think that your instinct, your awareness, your inner voice
sometimes tells you when a situation doesnt feel right?
Tell students:
"
Knowing when to ignore a suspicious stranger gives us a great

sense of power.
"
This feeling of power comes from using our brains instead of our
fists.
"
Our Mental Self-Defense strength increases as we learn how to

use our awareness to help us feel strong and, therefore, act in
ways that can be more powerful than anything we do with our fists.
Stranger Awareness!
#
BEFORE CLASS, write these column zones on the board, or make a

copy for each student.
STRANGER AWARENESS ZONES!

Zone 1
Zone 2
Zone 3
MILD!
MEDIUM!
HOT!
Be friendly
Use humor
Be clever
Walk away
Use reason
Agree with stranger
Ignore threats
Refuse to go
Stand up to stranger
Call an authority
Shout at stranger
Take a stance
Tell students: Here are three Stranger Awareness Zones that could help
you deal with a stranger who might be dangerous! Zone 1 has some mildmannered, gentle approaches, if the danger level feels low. Zone 2
approaches are more energetic, if something tells you there is danger! Zone 3
approaches are the most aggressive, and can be used when you feel certain
that danger is on the rise, and youre going to have to deal with it.
Read through EACH ZONE, then encourage quick, alert responses:

1.
If you were approached by a stranger, and unsure whether there was

danger, would you: Try to make friends? Use humor or be clever, to
throw the stranger off guard? Walk away, as quickly as you can?
2.
Do you think that being friendly, using humor, or being clever can throw
a stranger off-guard and give you more time to keep your distance, or
get away?
3.
If you agree with a stranger, ignore the strangers threats, refuse to go

with a stranger all the time keeping your distance, preparing to run
away is this a good strategy to use when you suspect there might
be danger?
5.
Which of the hot responses would work best for you, if you believe
the danger level is high? Standing up to the stranger? Calling for
help? Screaming loudly, Leave me alone!? Preparing to fight the
stranger?
LESSON 3: DO
Shout Leave Me Alone!
Shout I Dont Know You!

to a Bothersome Stranger
IMPORTANT: BEFORE CLASS,
MAKE TWO COPIES OF ROLEPLAY ON THE NEXT PAGE!
1.
2.
Ask students the following questions. Encourage rapid, brief

responses!
!
Do you think its important to know that when you shout, Leave me
alone! or I dont know you! you are not being a coward?
Do you think its important to understand that shouting these words, to

a stranger who might be planning something dangerous, might stop
the stranger from doing harm?
Do you think that shouting at a stranger might throw the stranger offbalance, and stop violence before it starts?
Tell students:
"
Lots of people hang around our schools and communities. We know

some of them, and others we dont know as well. Sometimes people
who hang around do so to make themselves familiar to us, so that we
begin to trust them.
"
Its smart to be on guard, to be ready to take action, in the event a

familiar person tries to take you somewhere, or attempts to hurt you.
"
Strangers who intend to do harm are sometimes very clever. They

might say, Would you help me look for my lost puppy? or Would you
show me how to get to the school? or Your mother is in trouble; let
me take you to her.
"
Its sad that there are such people who will say these things in order to
get their way, but the fact is they do exist, and we need to be aware,
in case were the ones theyre talking to.
"
Lets get two Volunteers to read a roleplay. Who wants to volunteer?

(Give each student a copy of the roleplay on the next page.)
Activity 3: Roleplay
I Dont Know You!
BEFORE CLASS, make TWO PHOTOCOPIES of the roleplay on the

following page.
Ask for two Volunteers to play the parts of STRANGER and DALE.
!
Remind Volunteers that words in parentheses ( ) are directions to

the Volunteer and should not be read out loud.
Tell Volunteers to get into their parts and to have fun with the
roleplay!
DO ROLEPLAY!
AFTER ROLEPLAY, thank the Volunteers. Leave enough time to ask

the following questions! Always encourage students to think quickly, on
their feet, and to respond with whatever thoughts enter their minds.
1.
Were there any indications that this stranger meant to do harm? Was
Dale imagining it all?
2.
Did Dale make use of any of the Stranger Awareness Zone skills? If
so, which do you notice? Did Dale use humor, reason, cleverness?
3.
Do you think the stranger intended harm? Were you able to know for
certain?
4.
Do you think that Dale wasnt sure but perhaps felt uncomfortable?
5.
Do you think Dale heard, saw, or became aware of something that

signaled possible danger?
6.
What do you think it was that made Dale feel that way?
7.
If you were in that situation, how would you handle it?
Thank Volunteers and other students for their good work.
I Dont Know You!
STRANGER
Hi, Dale. How are you doing?
DALE
Oh, hi. Okay. (Looks at Stranger.) Do you live near here? I dont
see you very often.
STRANGER
(Moves a little closer to Dale:) Oh, yeah. Just a mile or so.
DALE
Ive never seen you in school. Do you go to school here?
STRANGER
(Moves a little closer to Dale:) Um, no. I go to Roosevelt, the other
school in the neighborhood.
DALE
(Moves away from Stranger.) Im meeting my group director just down
the street. Gotta go.
STRANGER
(Moves closer:) Hey! Where you going so fast? Lets talk a minute!
Wait a second, Dale! Stop!
DALE
(SHOUTS:) How do you know my name? I dont know you! Leave
me alone! (Starts to move fast, but shouts with great authority:) If you
dont leave me alone, Im going to report you!
STRANGER
Hey! Im just trying to be friendly!
Be Afraid to Say
No, Thanks.
LESSON 4: DONT
Walk Away from a Stranger

Who Wants You to Follow!
1.
2.
Ask students the following questions. Be sure to limit the discussion

time so that you can get the whole lesson done in 15 minutes!
!
Do you sometimes find it difficult to say no to people?
What makes it difficult to say no? When youre talking to someone

with authority? Someone older? Apparently stronger? More
demanding?
Do you think its important to practice saying no, so that we are good at
saying no if were ever approached by a stranger who does not have
good intentions?
Tell students:
"
Learning how to say, No, thanks, is particularly important.

Especially when were talking to people we dont know.
"
The point is that we need to develop the mental strength to say No

thanks when we sense that what were being asked to do isnt
right.
"
Any suspicious stranger who invites us to follow out of the home,

out of the school yard, into a car, into a new area for whatever
reason! needs to be told, No, thanks.
"
Its important to not be afraid to say no, especially when our

instincts tell us that saying no is the only right thing to do!
Activity 4: A Mental Freestyle

All the Ways to Say No!
BEFORE CLASS, make ONE PHOTOCOPY of the following page.
Cut the page into strips, then fold the strips, so no one can see what
they say, and put them into a hat or bowl. Make sure there are
enough strips for everyone. You can make more than one copy of
each, or be creative, and make up some strips of your own!
In class, ask students to form a circle. They may stand or sit.
Ask for a Volunteer to pick one strip out of the hat or bowl.
Ask the Volunteer to open the strip and say whatever the strip says. The
Volunteer must give a quick, short response!
Then, ask that Volunteer to stand in front of another student, offer the bowl
or hat of strips, and ask that students to pick and say whatever question
is on the strip of paper. Allow student responses to be serious or funny.
The subject matter can be touchy, and we want students to be able to
respond any way they like. What matters is that they answer quickly and
spontaneously!
Continue until all students have had a chance to respond! But youll
have to move fast!
Dont forget to congratulate students on their good work!
All the Ways to Say No!

STRIP QUESTIONS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
--------------------------------------------------------------------------------------------------Someone youve seen around the schoolyard invites you to a party thats
happening in 15 minutes. What do you say?
--------------------------------------------------------------------------------------------------Someone you know whose lived in your neighborhood for 10 years offers
you a ride to school. What do you say?
--------------------------------------------------------------------------------------------------A stranger approaches you and says, Oh, my God! I cant find my child!
Will you help me find her, please? you say:
--------------------------------------------------------------------------------------------------A complete stranger calls you by name and wants to help you carry the
groceries youre carrying back to your house. What do you say?
--------------------------------------------------------------------------------------------------Someone you dont know says he knows you can be trusted and asks you
to keep a secret, and you say:
--------------------------------------------------------------------------------------------------You happen to get lost and you get separated from the adults you were
with. A stranger, instead of telling you to go to the security office, asks
you to follow, and what you do is:
--------------------------------------------------------------------------------------------------Someone approaches you and says, Im so sorry to bother you, but my
puppy is lost. Could you please help me find her? Im so worried about
her! And what you do is:
--------------------------------------------------------------------------------------------------If you sense someone following you, and that person catches up to you
and wants to show you a short-cut to the school, or back home, you say:
--------------------------------------------------------------------------------------------------Someone rings your doorbell when youre at home by yourself. You look
through the peephole and see that its someone youve never seen before.
What you do is:
--------------------------------------------------------------------------------------------------Whenever you get lost in a public place, the right thing to do is:
--------------------------------------------------------------------------------------------------Whenever you meet someone who gives you the feeling that this person
might be dangerous, the right thing to do is:
--------------------------------------------------------------------------------------------------There are lots of different ways to say no. One of them is:
10
LESSON 5: DO
Tell a Trusted Adult
Tell a Reliable Adult If a Stranger

Is Bothering You!
1.
2.
Ask students the following questions. Encourage them to respond

quickly and attentively! Theyre learning to think quickly, on their feet!
!
In todays world, do you think its sometimes difficult to tell trustworthy

people from people who are not?
What does it mean to be trustworthy? What are the characteristics of

a person you can trust? Is it usually someone you know well?
Who are the five most trustworthy people in your life? Can you name
them? You dont have to name them out loud, but you should know
who they are, just in case you have to call upon them.
Do you think that most of us are brought up to be kind to people, and

that sometimes its hard to believe that not all people are kind?
Tell students:
"
For stranger awareness, its good to practice what we would do if

approached by a stranger who bothers us.
"
The first thing to do is to think of one person you trust the person
you would contact first if you were in danger. This kind of thinking
enhances your Mental Self-Defense skills and strengthens your
brain!
"
Our number one martial arts goal is always to stop conflict before it
starts. With that in mind, lets focus on the best way to stop conflict that
could be caused by a stranger bothering you!
11
Who Do You Trust?
#

following page.
Ask for two Volunteers to play the parts of MRS. SAVION and WALKER.
!
Tell Volunteers that words in parentheses ( ) are directions to the

Volunteer and should not be read out loud.
Suggest to Volunteers that they really try to get into their parts and
have fun with the roleplay!
DO ROLEPLAY!

the following questions! Always encourage students to think quickly, on
their feet, and to respond honestly about what they think.
1.
Do you think Mrs. Savion was really interested in helping Walker?
2.
What makes you think so?
3.
Do you think Walker trusted this teacher?
4.
What do you think made Walker trust Mrs. Savion?
5.
Do you think Walker heard, saw, or became aware of anything that

signaled possible danger?
6.
If its an adult that was bothering Walker, do you think Walker might
find it difficult to tell another adult about it?
7.
How would you have handled this situation?
12
Who Do You Trust?
MRS. SAVION
Hey, Walker! Youre looking pretty down. Whats happening?
WALKER
Oh, nothing, Mrs. Savion. Nothing at all.
MRS. SAVION
Doesnt look like nothing to me! You look awful!
WALKER
Yeah, thanks.
MRS. SAVION
Look, Walker, the best thing to do when somethings bothering you is
to talk about it. If it sits on your chest, it never goes away!
WALKER
Well, its kind of personal.
MRS. SAVION
Okay. Its personal. I understand. Ive been teaching at this school for
10 years, and Ive seen it all. Okay. Let me guess. Someone lied to
you. Someone stole from you. Someone ticked you off. Someones
taking advantage of you. Am I getting warm?
WALKER
(No response.)
MRS. SAVION
Hey, listen. You dont have to talk to me, if Im not the right person.
But you should talk to someone. Cmon! Tell me youll talk to
someone I mean today! You need help. I can tell.
WALKER
I need help all right. Okay, will you listen to me?
MRS. SAVION
Sure.
WALKER
This isnt easy to talk about, but well, youve known my family and
me for a long time. Okay, here goes.....
13
LESSON 6: DONT
Accept Gifts
Never Accept Presents from Suspicious Strangers!
1.
2.
Ask students the following questions. Do your best to motivate them to

respond as quickly and honestly as they can! But limit the answers.
!
Do you like to get presents?
Do you think you would ever accept a present from someone you
dont know?
Would it be difficult to say no to a stranger who gives you a big box

of chocolate candy?
Do you think it would be very wise to not accept the box of candy?
Why do you think so?
None of us likes to think about it, but do you think its possible that
someone with bad intentions might add something to candy before
giving it away?
Do you go trick or treating for Halloween? If so, is the candy you get
always from people you know or people you know that are well
intentioned? How do you know?
Tell students:
"
Someone might try to give you candy, or take your picture and offer
to give it to you as a present, or offer you a box when you dont
know the contents of the box.
"
Its awful to have to be wary of gifts people give us, but as the
saying goes, Its better to be safe than sorry. All were trying to do
is keep everyone safe!
"
One of the most powerful defenses we have is awareness! When

we are aware that a gift might be dangerous, we are prepared!
"
Talk through the chart on the next page. Photocopy and enlarge it!
Keep adding to it, on an ongoing basis!
14
Activity 6: An Activity
Stranger AWARENESS Gifts!
Here is a list of possible stranger-awareness gift situations in which a
stranger might offer you a gift. Ask your friends, family, adults and other people
for suggestions and ideas to add to this chart. Keep adding to this chart!
1.
While shopping at the mall, a stranger offers to give you a free

backpack.
2.
In a movie theater, a stranger says he bought too much candy and

offers you some.
3.
In the schoolyard, a delivery person gives you a package for one

of the teachers and asks you to carry it inside.
4.
Someone you dont know says theres a gift for you in the car, but
you have to come and get it.
5.
6.
7.
8.
9.
10.
15
Tell Adults
Where Youre Going
LESSON 7: DO
Let Parents and Teachers Know Where You Are

1.
2.
Ask students the following questions. Remember to go after quick,

immediate responses!
!
Do you always tell your parents and/or teachers where youre going,
when you leave their sight?
Is there any reason why you would not tell them where youre going?
What would those reasons be?
Would you be afraid that perhaps they might not approve of where
youre going? Or might worry about you?
Sometimes we like to feel independent and either forget or dont

want to let our parents or teachers know where were going. As
much as you dont like to do it, can you think of one reason why its
safer not to tell them than to tell them?
Tell students:
"
The world today is more dangerous than it use to be. There have
always been people around with bad intentions, but there seem to
be more of them these days.
"
Its smart to always ask permission to leave the schoolyard or play

area, or to go into someones home.
"
Its always smart to let parents know where you are and when
youre expected back.
"
One way to prevent conflict from brewing is to keep the people you
know best informed about where you are and what youre doing.
That way, if you need help, they know where to find you.
16

Trust Your Intuition!
#
Tell Students:
"
Im going to toss a question one at a time at each of you. Your

job is to answer immediately, quickly! What makes this game fun is
to fire away with fast, intuitive answers! This is a mental freestyle, so
respond quickly! (Use the questions below its okay to repeat
them or make up some of your own!)
"
There are no right or wrong answers, so you have nothing to lose!

Act from your clear, focused mind! If something funny or crazy or
bizarre comes out, enjoy it! The point is to say it as it is.
"
Trust your intuition!
Ask Students:
1.
Why do you think its a good idea to talk with any stranger who
approaches you?
2.
How can you distinguish between a stranger who intends to do

harm, and one who doesnt?
3.
Can you think of a time when a person you dont know made you
feel uncomfortable? When was that?
4.
Can you remember meeting or seeing someone and immediately

thinking, This person is dangerous.? When was that?
5.
When is it appropriate to say no?
6.
When is it NOT appropriate to say no?
7.
Is there an advantage in telling a trusted adult a problem youre

having? If so, name one.
8.
Are there disadvantages in telling a trusted adult about a problem

youre having? If so, name one.
Thank your students for their willingness to trust their intuition!
17
Get Into a
Strangers Car
LESSON 8: DONT
Never Go Anywhere
With Someone You Dont Know!
1.
2.
Encourage students to give you rapid-fire, alert answers to these

questions! Its important for them to think quickly, on their feet!
!
Is there a time when you would even consider getting into a

strangers car?
Would it have to be an emergency of some kind? And how would

you know the emergency is real?
Do you think that someone could trick you into getting into their car
by using the names of people you know?
Would you ever consider going anywhere with someone you dont
know?
Tell students:
"
The way we think creates the way we feel, and the way we think
and feel creates how we act.
"
If we think that a stranger has told us the truth, we will believe it,
and possibly get into the strangers vehicle. If we are aware
enough to question whether a stranger has told us the truth, we are
prepared!
"
When we learn to think intelligently to stop and consider the best

approach to whatever were going to do next we develop our
Mental Self-Defense skills and get mentally stronger!
"
If we practice thinking, I will never, ever get into a strangers car,

then we wont!
18
Get in the Car!

following page.
Ask for two Volunteers to play the parts of LANE and CAMPBELL.
!

Suggest to the Volunteers that they get into their parts and have fun
with the roleplay!
DO ROLEPLAY!

a few short questions! Encourage students to think quickly, on their
feet, and to respond with whatever thoughts enter their minds.
1.
What do you think? Did Campbells mother really get into an accident?
2.
Can we tell from this roleplay what actually happened?
3.
Do you think Campbell knew for certain what happened?
4.
How do you think Campbell responded to Lanes offers to help?
5.
Do you think Lane was sincere?
6.
Were there any danger signs?
7.
How would you have handled that situation?
19
Get in the Car!
LANE
Campbell! Campbell! Quick!
CAMPBELL
(Squints to see:) Who is that calling me?
LANE
Get over here! Quick!
CAMPBELL
Who are you? What do you want?
LANE
Listen! Your mom just had an auto accident! Quick! Jump in the car,
and Ill take you to her!
CAMPBELL
What? What are you talking about?
LANE
I said, your mother just had a car crash. Shes right near your house!
Quick! Jump in the car, and Ill take you over there!
CAMPBELL
How do you know my mother? Who are you? (Shouts:) Leave me
alone! Im going home on my own! Dont get near me!
LANE
Hey, Im just trying to help! Ill give you a ride!
CAMPBELL
(Shouts:) If you get any closer, Ill call the cops! Get away! Get away!
Get out of my sight!
LANE
Okay! Okay! Im gone!
20
LESSON 9: DO
Go to a Safe Zone
Go Where You Know Theres Protection!
1.
2.
Ask students the following questions and, once again, encourage them
to give you quick, alert answers. Remember, you have only 15 minutes!
!
What does it mean to be safe? When do you feel safe?
Do you feel protected at home? In your room? In your classroom?

In your community? In your martial arts school?
Whats the safest place you can think of?
Tell students:
"
In todays world, places we think of as safe arent always!
"
Thats why its good to think about a variety of safe places

places you might want to go to, if you ever found yourself in some
kind of danger.
"
Think of one place, right now, that you believe is safe.
"
Ask yourself what makes this a safe place.
"
In a fire, or in an earthquake, being inside your home is not always

the safest place so it might be helpful to think of some good,
alternate locations!
21
Activity 9
My Safest Place!

following two pages.
Ask for two Volunteers to play the parts of SIMPSON and KARLIN.
!
Remind Volunteers that its good to really get into their parts and to
read their lines with enthusiasm!
Tell Volunteers to have fun!
DO ROLEPLAY!
AFTER ROLEPLAY, thank the Volunteers. Ask the following questions

and, as always, encourage students to think quickly, on their feet, and to
respond with whatever thoughts enter their minds.
1.
What did you think about Karlin and Simpsons choices for safe
places?
2.
Would these safe places work for you, in your neighborhood?
3.
What do you think of their idea of making a chart to put up at

school, at home and in certain places in the community?
4.
Do you think it might be helpful to make a chart for the people you
know, in your home or school?
5.
What are some of the safest places you know?
Thank Volunteers and class for their good work.
22
ROLEPLAY
My Safest Place!
SIMPSON
Are you crazy?
KARLIN
What do you mean am I crazy?
SIMPSON
During an earthquake, you would run outside?
KARLIN
Yes, I would!
SIMPSON
I cant believe it!
KARLIN
Well, its not like the sky is falling! We live in a rural area, there are no tall
buildings or anything. A tree might fall, but if all youre looking for is trees,
Id feel much safer outside than in a house that might fall on me!
SIMPSON
Well, maybe you have something there. I grew up in a big city, so I would
never think of running outside, but you may be right about that. What safe
place would you run to if someone was trying to abduct you?
KARLIN
Oh! That makes my stomach queasy. You keep hearing about those
things on the news. Its awful. I dont know where Id go. It depends on
where I was at the time. If I was home alone and someone broke in, Id
probably try to get out. If I was on the street, Id probably run to my martial
arts school. If I was far from home I dont know.
SIMPSON
You have to be more creative than that!
KARLIN
What do you mean?
SIMPSON
You have to close your eyes and pretend youre somewhere, and then
think of a safe place that isnt the usual or the ordinary, you know?
23
KARLIN
Oh. You mean, like if theres an earthquake, I could maybe slip into the
cement cave in the garage of our house?
SIMPSON
What cave? Yes, a cave! Great!
KARLIN
And if someone tries to abduct me, I could use one of the martial arts
techniques weve used distract the would-be abductor by being clever,
or walking away, and then hide behind bushes, or run in the opposite
direction that the abductor would expect, or run to someones house and
yell for help or run as fast as I can to the police station!
SIMPSON
Yeah! Those are great ideas!
KARLIN
Where would you go?
SIMPSON
Me? Well, our house has a hidden basement no one knows about. Well,
you know about it now, but no one else does. I wouldnt tell anyone I dont
know about it. And I would run anywhere there are lots of people and hide
among the people! Ive seen that in movies, and that always seems to
work!
KARLIN
Wow. Maybe we should get a bunch of kids together and make a huge
chart called Safe Places and keep a running list!
SIMPSON
Thats a very cool idea! We could put up a chart in school, and make
copies for kids to take home.
KARLIN
We could put up a chart at the community center or at the grocery
store, or anyplace a lot of people go.
SIMPSON
Lets get started!
KARLIN
Im with you!
24
Go Alone
Into Dangerous Areas
LESSON 10: DONT
Stay Away from Deserted Houses and Dark Alleys!

1.
2.
Ask students the following questions. Encourage them to think clearly

and effectively but fast!
!
Do you sometimes see or read the news and think, Im so

fortunate that has not happened to me?
Do you take a hard look at how these things DID happen to these
people?
Have you sometimes heard that someone walked through a dark

alleyway alone, or ran through a large park at night and was
attacked?
Do you sometimes think that these things could never happen to

you? Do you feel confident, strong, invincible?
No matter how strong you are, how much martial arts youve
studied, and how smart you may be, do you think that everyone is
basically vulnerable, at one time or another?
Tell students:
"
The phrase Better safe than sorry makes good sense! Whenever
you find yourself in a place where you do not feel safe, its good to
stop and think for a moment about your next step.
"
You never want to walk through dark alleys, poorly lit parks or
deserted areas especially when youre by yourself.
"
You never want to go into a deserted house, day or night

especially when youre by yourself.
"
The more we think about dangerous places to avoid, and safe

places to go, the more our Mental Self-Defense skills are
strengthened. Lets think!
25

Dangerous Areas!
Ask students to calmly sit in a circle and close their eyes. Ask them
to think silently about the most dangerous place they can think of.
(Give them half a minute.)
Then ask students to open their eyes and ask, Who wants to tell the
most dangerous place they can imagine?
Ask students:
1.
What makes this place so dangerous?
2.
Is there any time of the day or night when it would be okay to go to

this place?
3.
What kind of risk would you be taking to go to this place with a

friend?
4.
Do you think it would be helpful to let other people know that they
ought to stay away from this place?
5.
What do you think would be the best way to inform people you
know about the danger of this place?
6.
Are there any people you know who hang out in this place, even
though they are aware that its risky?
7.
Are there any people you know who hang out in this place, who do
not know that they may be putting themselves in jeopardy by being
there?
8.
Do you think that its always better to be safe than sorry?
Congratulate students on their excellent Mental Self-Defense work!
26
Trust Your Gut

Feelings
LESSON 11: DO
Listen to the Voice Inside Your Head!

1.
2.
Ask students the following questions. Keep the lesson only 15

minutes!
!
When we are in trouble, do you think we tend to panic and not

always use our best common sense?
Do you think that sometimes our inner voice may be shouting at

us and we dont hear, because were afraid, or unbalanced?
Is it your opinion that our inner voice is our gut feelings trying to
give us some good advice?
Tell students:
"
Its important to respect our gut feelings. Those feelings are not
just wild or crazy thoughts running rampantly through our heads!
Those feelings are based on our instinct, which is doing its best to
give us some important advice!
"
We tend to ignore our instinct, because it comes from a place

inside us that were not always used to listening to.
"
More often than not, our gut feelings are accurate. They are like
built-in signs or warning bells, signaling us to pay attention.
"
Trust your gut feelings!
27

Im Listening to That Voice!
#
Ask students to sit or stand in a circle, as comfortably as they can.
Tell them that this is a mental freestyle, designed to strengthen their

Mental Self-Defense skills and that they must respond with bright,
fun, intuitive answers! Remind them that:
!
There are no right or wrong answers!
The point is to be quick and fearless!
Its good to empty yourself of old thinking!
Its important to trust your instinct!
Go around the room many times, as many as you wish, firing the
questions that appear on the following pages. Youre always invited
to make up some of your own that you know are appropriate for your
students. Its okay to re-use the questions over and over again,
because different students will have different responses.
Go around more than once so there is an ongoing movement of

questions to keep students on their toes.
Afterward, congratulate students on their fine work!
28

Im Listening to That Voice!
1.
A stranger walks up to you and wants to show you some great stuff he has
for sale in his car. Your instinct tells you to:
2.
Someone youve seen around the neighborhood but dont know very well
knocks on your door, says his car is stalled and asks to use your
telephone. Your instinct tells you to:
3.
A person youve never seen before is following you down the street, and
you sense that you are going to be attacked. Your instinct tells you to:
4.
Youre invited to a last-minute party at the home of a classmate. Youre

not sure who else is going to be there. Youre trying to decide whether to
call home and let everyone know where youll be, or not. Your instinct
tells you to:
5.
A clown on the street is passing out candy to all the kids. You take the
candy and youre about to unwrap it. Your instinct tells you to:
6.
Theres been an explosion in your house, and a fire has started. Your
instinct tells you to:
7.
Youre in a neighborhood thats not your own, and youre heading home
when a car of teenagers stops and begins to follow you down the street.
Your instinct tells you to:
8.
Youve just moved to a new house and havent yet memorized your
telephone number. You need to call someone at home. Your instinct tells
you to:
9.
A group of kids is following you down the street. You think that if you run,
they will probably run after you. Still, you dont want to let them catch up
to you. Your instinct tells you to:
10.
You are a very trusting person, and you tend to believe everything people
tell you. Someone you dont know that well tells you that youd better
hurry and get in the car, because someone in your family has been hurt,
and this person will get you there quickly. Your instinct tells you to:
29
Distrust All
Strangers
LESSON 12: DONT
Many Strangers Are Good People!
1.
When you ask your students the following questions, keep in mind
that this is the last segment make it the best one! Remind students
that there are no right or wrong answers only honest ones!
!
Do you think we should distrust all strangers, no matter who they

are? Are all strangers dangerous?
What do you think is the best way to distinguish a kind stranger

from a menacing stranger?
Do you think we should trust our instinct all the time, no matter what
it tells us?
What is the most important thing you think youve learned from
becoming more aware of strangers?
Do you think youve developed your stranger awareness? In what

way?
Do you think youve strengthened your Mental Self-Defense

skills? In what way?
Divide students into groups of three or four. Then, tell students:

"
Lets say that youve been inducted into the local Police
Department.
"
Your job is to come up with safety tips for kids and to go around to
schools to help students learn more about stranger awareness and
what they can do to live as safely as possible.
30
Ask students to freely share their thoughts, their ideas in their

groups to not be afraid to say what they think. Give the groups
five minutes to come up with their ideas. Ask them to write them
down quickly!
After five minutes, call time. Ask each group to quickly report their
findings to the rest.
After all groups have reported, tell students:

"
Youve come up with some fine ideas. Congratulations on

your good work! Its been a pleasure to have you with us!
"
There are other classes we offer, that are longer, more

involving, where you can learn even more!
"
Next time, bring a friend!
"
Well see you soon!
31
Twelve Ways
To Act With Respect
An Education for Peace
Life Skills for Kids Program
Ages 9-14
by

with Adryan Russ
based on the
Education for Peace Series books
TM
LESSON 1:
Courtesy
Being Well-Mannered Can Be Unexpected Fun!

1.
2.

rapid-fire, alert answers! Remember, you only have 15 minutes per
lesson.
What does being courteous mean?
Whats one way you were courteous with someone today?
Did it make you feel strange to be courteous? Did it hurt? Did you get
sick when you decided to be courteous? Just kidding, of course!
Whats it like to practice good manners? Do you run out of breath,

like when you run fast? Is being well-mannered hard work? Or is it
easy? Does anything you practice eventually get easier?
Does being courteous make you feel sad? Peaceful? Happy?
Tell students:
Some people believe that being courteous is for wimps. What do YOU
think?
Being courteous makes you strong! AND being courteous makes you
feel good!
Being courteous makes you feel strong, because you make a decision
to use your mind to get to know someone else a powerful martial
arts skill!
Being attentive and courteous takes moments, sometimes seconds!

Who is someone you could be courteous and attentive to today?
Activity 1
Do The Unexpected!
Ask students:
1.
What are some ways you find yourself being less than courteous?
2.
Do you think were less courteous with people we know well? Why
do you think so?
3.
Do you refuse when an adult at home asks you to do a chore

around the house? Do you conveniently forget to do it?
4.
Do you groan when any adult asks you to do something that you
dont want to do? Does this sound vaguely familiar?
Tell students:
1.
Heres a way to apply courtesy to your daily life. Go home tonight and
after dinner when someone asks you to do the dishes, or finish your
homework early, do it! Do the unexpected!
2.
Heres how to really surprise them: Instead of complaining, stand up

and bow! Say, Thank you. Then do what they ask without a
complaint! At our next class, tell us how they respond!
3.
Lets practice! Who wants to volunteer? (When you get a Volunteer,

say to him or her:)
I need you to help me throw out the trash
students name). Would you help me?
4.
5.
(fill in
Give Volunteer a chance to practice what he or she will do and say.
First, I bow.
Then, I say: Im glad to help! Thanks for asking!
What do you think will happen? Will the adults at home pass out in
disbelief? Will they think youre ill? Will doing the unexpected be like a
focused block? Have fun!
Use Word 6.0c or later to
view Macintosh picture.
LESSON 2:
Gentleness
Self-Defense Is a Gentle Thing!
1.
2.

rapid-fire, alert answers! Its important for them to think quickly, on
their feet!
Tell us how you practiced courtesy at home! What happened when

you did the unexpected? Encourage responses; allow students to tell
brief stories.
What did you discover happens to people around you when youre
courteous?
Do they get angry? Do they get mean? Do they respond with

courtesy? Are you treated with greater respect?
What did you discover happens to YOU when youre courteous?
Do you feel any different in your mind? In your body? More in control?
When you did the unexpected, did you feel any conflict? Did you feel
calm? Is that feeling better than the feeling you get when you resist
doing what youre asked to do? In what way?
Tell students:
Becoming free of conflict is amazing! We feel powerful and gentle at

the same time.
This feeling of gentle power arises when we use our brain instead of
our fists.
Practicing gentleness is a way to pack a powerful punch without being

physical. It gives us great confidence!
Our Mental Self-Defense strength increases as we learn how to use

our brain to help us act in ways that are often far more powerful than
anything our fists can do.
Activity 2:
Turn the Bully into Jelly!
BEFORE CLASS, write these column zones on the board, or make a

copy for each student.
TARGET SAFETY ZONES!

Zone 1
Zone 2
Zone 3
MILD!
MEDIUM!
HOT!
Make friends
Use humor
Be clever
Walk away
Use reason
Agree with bully
Ignore the threats
Refuse to fight
Stand up to bully
Call an authority
Kiai/Yell
Take a stance
Tell students: Here are three Target Safety Zones to help you turn a bully
into jelly! Zone 1 has some mild-mannered, gentle approaches to use with a
bully. Zone 2 approaches are more energetic, but theyre still gentle! Zone 3
approaches are the most aggressive, but can still be done with gentleness!
Go through EACH ZONE, ONE AT A TIME, and ask:

1.
If you were approached by a bully, how would you: Make friends?

Use humor? Be clever? Walk away?
2.
Whats the gentlest, most courteous way you can think of to use this
approach with a bully?
3.
Do you think that being courteous and gentle with a bully can take the
wind out of the bullys puffy sails? Turn the bully from steel to jelly?
4.
Do you think that, in order to be a victor instead of a victim, you need

to use only your physical strength? Do you think being a victor means
using only your mental strength?
5.
Does winning, mean focusing your power on being peaceful and calm
so that you are in control of your self?
6.
Whats one way you can act gently today that will show the world how
powerful you are? Encourage all responses.
4
LESSON 3:
Honesty
The Difference Between Real and Fake Is Power!

1.
2.

rapid-fire, alert answers! Make the most of your limited time of 15
minutes!
Did you know that the martial arts were started by people who wanted
not only to protect themselves, but to understand themselves?
Do you think its important to understand yourself? Do you think

understanding yourself helps you understand others?
If youve told a lie, do you think it helps to understand why?
Does it hurt your feelings to know someone lied to you? Do you think it
helps to understand why that person may have lied to you?
Tell students:
Even though most of us, at one time or another, have been dishonest,
we know that being dishonest isnt good and doesnt feel good!
The reason it feels better to be honest is because honesty frees us from
being in conflict!
One way to stay honest is to be able to recognize the difference

between an opinion and a fact! Do you know the difference?
An OPINION is a particular thought or feeling

about something. I may play football and believe its
the best activity in the world! You may play in an
orchestra and believe its the best. Each of us has an
opinion.
A FACT is real, true and impossible to refute. The

world is round. People once thought it was flat, but
not anymore! Any one whos seen photos from outer
space knows this is true.
Its important to be able to tell the difference between an opinion

and a fact. Facts and opinions are often confused, and the better we
get at seeing the difference, the more we develop our mental strength!
5
Activity 3:
Faking It, Not Making It!
Tell students:
Im going to give you two minutes so you have to think quickly.

Think of as many people as you can whom you believe have acted
dishonestly who have faked it in order to make it! This can be
someone you know personally (but dont mention any names!), a
public figure, a politician, a celebrity, a person in history anyone!
But be prepared to tell how that person faked it in order to make it!
Are you ready to think silently? Shhhhh! (Whisper:) On your mark, get
set, go!
After two minutes, call time! Then, move as quickly as you can! Ask
students how that person faked it. Then ask:
Do you think this person who was lying was afraid of something? What
could this person have been afraid of?
How does fear get in the way of telling the truth?
After reviewing students responses, leave enough time to ask:
Do you remember not telling the truth sometime? Were you afraid of
something? What made you afraid?
If you could go back to that situation, do you think you could be truthful
this time around?
How would you handle any fear you might feel about telling the truth?
Would it be fun to feel the power of GENTLY breaking through a lie?
Congratulate students on their good work!
LESSON 4:
Humility
A Place Where Everyone Wins!
1.
2.
Ask students the following questions. Be sure to limit the discussion

time so that you can get the whole lesson done in the allotted time.
Have you seen people sometimes fire fighters or police officers

forget themselves in times of great danger, to help others?
In this full-power moment they experience, do you think that they are
free of fear, because all they can see is that someone else is in
danger and needs help? Is this real humility? Why?
Do you think theres any conflict in their minds at these times? Or are
they so focused that all they see is what they must do?
Tell students: Heres something to think about!
The cheetah can run much faster than we can! The gorilla is
stronger than we are! The monkey can climb higher and swing
better!
The best human athletes jump about seven feet high! An ordinary
flea can jump the equivalent of more than 100 feet!
There are more than six billion people on Earth. From a distance,
each of us is like a tiny grain of sand on the Sahara Desert.
The Earth is one of nine planets orbiting the sun, which is only one
of several billion stars in the Milky Way! And the Milky Way is one
of 30 or more galaxies in a local cluster thats a tiny speck in an
ever-expanding universe! Do you feel humble now?
When our focus tends to be too much on ourselves, when fear and
conflict distort our view of whats real whenever we take
ourselves too seriously, its good to think about these facts!
Activity 4:
One Grain of Sand!
A MENTAL FREESTYLE
BEFORE CLASS, photocopy the following page, and cut the sayings
on that page into strips.
Fold the strips, so no one can see what they say, and put them into a
hat or bowl.
In class, ask students to form a circle. They may stand or sit.
Ask for a Volunteer to pick one strip out of the hat or bowl. If there
arent enough strips for everyone, make two copies of each, or make
some up!
Ask the Volunteer to pick a strip! Open the strip and ask the
Volunteer whatever the strip says. The Volunteer must give a
quick, short response!
Then, ask that Volunteer to stand in front of another student,

offer the bowl or hat of strips, and ask whatever question is on
that students strip of paper. Student responses may be
serious or funny. What matters is that they respond quickly
and spontaneously! Have fun with this!
Continue until all students have had a chance to respond! But youll
have to move quickly!
One Grain of Sand!

STRIP QUESTIONS
1.
Whats the difference between wanting to win, and wanting everyone

to win?
2.
Do you think its possible for everyone to win? How?
3.
Would you rather spend time talking with someone who feels selfimportant, or with someone who likes to share credit? Why?
4.
What are some actions you could take to practice humility at school, at
home, and within your community?
5.
Would these actions involve being helpful to someone you know? What
are some ways youd like to help another person, or many other people?
6.
How would you define the power and strength that can come from being
modest, being humble practicing humility?
7.
Is humility a gentle thing? An honest thing? A way to be courteous? How

so?
8.
When your focus is on being humble, where does fear go?
9.
What happens when you do the unexpected, without resistance?
10.
Can you be invisible to anyone who tries to attack you? How?
11.
How does taking the time to understand someone set you free?
12.
Is it possible to honor something or someone we know is untrue?

Why do you think so? Is being humble being truthful?
LESSON 5:
Intelligence
Only One Thing Prevents Peace: Us!
1.
2.

their feet!
Suppose you meet someone new, and decide that you like this person.
Would you want to get together with that person again?
What if you discovered that this new person you met lives in a
neighborhood that a lot of people avoid. Would that change your
desire to get together with this person?
If so, do you think your reaction would be one of prejudice? Would you
be making a decision based on incomplete information?
How do you think we become conditioned to believe whats true and

what isnt? Do you know what it means to be conditioned?
Tell students:
As Martial Artists, we must do our best to understand how our

conditioned thinking gets started.
Conditioned thinking creates prejudice! Prejudice creates conflict!

Conflict is what prevents peace!
While learning our Physical Self-Defense skills, we must also practice

our Mental Self-Defense skills. Together, they help us achieve the
highest goal of the Martial Artist to stop conflict before it starts!
10
Activity 5:
Prejudice Is in My Blood!
Ask students the following questions. Let their discussion flow.

Allow them to THINK for themselves. But keep up the pace! Get
them to think quickly! Remember you have only 15 minutes total.
1.
What was the last time you saw someone who looks very different
from you, different from most people you know?
2.
What was your first thought about that person?
3.
Was your thought based on a fact, or on an opinion?
4.
What fact? Whose opinion?
5.
Did you have an opportunity to meet this person?
6.
If you did, what kind of questions did you ask, if any?
7.
Did you get to know this person?
8.
Did your opinion change after you met the person?
9.
Did your opinion stay the same because you never met the person?
10.
How would you feel if YOU were that person and someone had prejudged YOU?
11.
Do you think we humans tend to look for differences instead of

similarities?
12.
Why do you think we notice differences more often than we notice

similarities?
13.
Is it possible that this reason is based on fear?
14.
What fear would be involved in thinking in this way?
15.
Have you had this kind of fear? Does having this fear help you
understand how a foreigner or stranger might feel?
11
LESSON 6:
Kindness
Caring for Others as You Would Like to Be Cared For!
1.
2.

their feet!
Have you ever visited someone in a hospital?
Do you think your visit helped that person feel a little better?
Did the visit also help YOU? How?
Do you think its good to be kind? Do you think being kind can be
exciting, even awesome?
What would you think of starting our own Random Acts of Kindness
network and, instead of just watching good guys and bad guys in
action films, you actually got involved in actively helping people in your
neighborhood?
What do you think are some ways we could help our neighborhood?
Encourage as many ideas as you can get. There are no wrong
answers! Make the chart on the following page an activity!
Tell students:
We are all in this life together. We all have similar problems and
we all want and need to be cared for and helped.
It feels good to be cared for, and it also feels good to help others.
The most powerful defense we have is one that we can use

whenever we choose. Its a defense that wont hurt anyone and
can never be defeated. That defense is kindness!
12
Activity 6
Matters of the Heart Chart!
Here are some activities we want to try in our neighborhood! Add to this
chart anytime! Which of these should we do first? Ask your friends, family, adults
and other young people for suggestions and ideas. Keep this chart alive!
1.
Visit a childrens hospital and talk with the kids!
2.
Visit a firehouse, get a tour, and thank fire fighters for all they do,
and ask how we can help them.
3.
4.
5.
6.
7.
8.
9.
10.
13
LESSON 7:
Order
In Seeing Disorder, There Is Order
1.
2.

their feet!
Do you remember what it was like to bite into an orange for the first
time and taste its sweetness? Or smell a rose for the first time and be
amazed by the scent?
Do you think that, as we get older, our sense of surprise lessens? Do

we worry more about mistakes we made yesterday, and whats going
to happen tomorrow?
Do you sometimes get so caught up in worrying about what you

said and what you did and about what you will do and what you
will say that youre not even aware of where youre walking, or if
anyone is around you? Does this create disorder in your life?
Tell students:
When were caught up in the past, or concerned about the future,

we create conflict inside ourselves.
When were filled with conflict, our minds and bodies feel as if
theyre in a state of disorder.
One way to achieve a sense of order and balance is to prevent

conflict from ever getting started inside yourself.
One way to prevent conflict from brewing inside you is to see the
world as it is, as its happening, right here and right now. Just look
at it without doing anything! See it as it is!
14
Activity 7
Go for a Walk in the Dark!
A Mental Freestyle
Tell Students:
Im going to fire one question at a time at each of you. Your job is to

answer immediately, quickly, in rapid-fire succession. What makes
this game fun is to fire away with fast, intuitive answers! This is a
mental freestyle, so respond quickly! (Use the questions below its
okay to repeat them or make up some of your own!)
Trust your intuition! You are going to create order by saying it

exactly as it is without judging or censoring what you feel.
There are no right or wrong answers, so you have nothing to lose!

Act from your clear, focused mind! If something funny or crazy or
bizarre comes out, enjoy it! The point is to say it as it is.
Ask Students:
1.
Do you think its Okay to beat up a bully? Why?
2.
Do you think that its Okay to do what you want when you want to?
Why? Why not?
3.
Do you think that all politicians are crooked? Why?
4.
Do you think that the real goal in life is just to make money? Why?
5.
I understand you Martial Artists can kick the living daylights out of
anyone. Why dont you prove it? Why not?
6.
Arent the martial arts just more violence? Why? Why not?
7.
I think terrorists should be shot, dont you? Why? Why not?
8.
Do you think the only way to resolve a fight is to fight? Why not?
Thank your students for their willingness to take a walk in the dark!
15
LESSON 8:
Responsibility
Meeting Lifes Challenges with a Healthy Spirit!
1.
2.

their feet!
What does it mean to be healthy? Is it about exercising? Eating

healthy food? Drinking water?
Do you think good health also has to do with how a person thinks,
feels and acts?
Do you think a person with a negative attitude is healthy? What

about a person who thinks of him- or herself as not good enough?
Did you know that a baseball player who hits only one-third of the
time up at bat is considered a great batter? Thats about three hits
out of ten. Hows YOUR batting average in the things YOU do?
Tell students:
The way we think creates the way we feel and the way we think
and feel creates how we act and how we think and feel and act
creates what we believe and this affects how we respond to life.
If we spend our life worrying about what we did yesterday, what we

must do tomorrow, or what someone has done to us or might do to
us, we begin to live with fear and hatred. Thats not healthy.
A person whos not afraid to act intelligently in any situation is

more at peace within and more able to act peacefully and
respectfully toward others.
We need to stand back and see the big picture how we all
create the world by the way we think, feel and act.
16
Activity 8
Seeing the Big Picture!
Read the following short story to students:

The Blue Meanie said to the Red Barron, This is our land. We
were here first. Our prophet and our holy book tell us that we are the
rightful owners of this land. You are the trespassers, the terrorists and we
are the freedom fighters. We will defend our right to the death!
The Red Barron reacted by saying, No, you have it all wrong. We
belong here. Our tribe was here first. Our holy book says that we are the
honored ones, that that you are the trespassers and the terrorists, and we
are the victims of your bullying. We are the freedom fighters against
people like you who are not of our belief! You will die, not us!
Ask students and encourage them to respond quickly, with their

first thoughts:
1. Who is the terrorist and who is the freedom fighter?
2. Who is right and who is wrong?
3. How did each side think they were right?
4. What is creating conflict between these two people?
5. Is it the way each thinks? Why?
6. Where did this thinking come from?
7. Is it healthy thinking? Or is it conditioned thinking?
8. What does conditioned thinking mean here?
9. How is it creating conflict?
10. Is this conditioned thinking preventing peace?
Thank students for a job well done!
17
LESSON 9:
Wisdom
Discovering Who You Are
1.
2.

rapid-fire, alert answers. Remember, you have only 15 minutes to finish.
Leave at least half of this class session for the Role-play that follows!
What does it mean to know who you are? Do you think you know
who you are? Are you Tiger Woods? Brittany Spears?
Do you sometimes think that you should be someone different from

who you really are? If so, who do you think you should be?
Someone smarter? Taller? More athletic? More artistic?
Tell students:
As we grow up, we sometimes see ourselves as wrong, ugly,

imperfect, stupid, or nerdy.
Sometimes were taught so many different ways that were

supposed to be good, that we start to see ourselves as bad.
One of our main goals as Martial Artists and as human beings is to

look into the Mirror of Truth and see ourselves as we are.
Who we think we should be is often NOT who we are. That

creates conflict inside us! That can make us sad, depressed or
angry!
When we can wisely recognize who we actually are without any

judgment we are free of conflict that comes from shoulds.
When we are free of conflict within us, we do not create conflict

outside us with other people. Its that simple!
18
Activity 9
A Kick in the Chest!
BEFORE CLASS, make two PHOTOCOPIES of the role-play on the

Ask for two Volunteers to play the parts of TWINKY and MARSH.

Tell Volunteers to get into their parts and to have fun with the roleplay!
DO ROLE-PLAY!
AFTER ROLE-PLAY, thank the Volunteers. If time remains, ask the

following questions. Always encourage students to think quickly, on their
feet, and to respond with whatever thoughts enter their minds.
1.
Did you see any bullies in the role-play? Any victims? Any victors?
2.
Did these two friends make use of any Safety Zone skills? Which
ones did you see?
3.
Did they make friends? Use humor? Use reason?
4.
Did either of them show any sign of being scared?
5.
Are these two friends comfortable enough with each other to work
things out fairly easily? What makes this possible?
6.
Do they really listen to each other?
7.
Do they speak honestly with one another?
8.
Do you have a friend like this with whom you can be straightforward
and honest without being afraid?
9.
Do you think we should be able to act in this way with everyone?

What are the benefits?
19
ROLEPLAY
What A Kick!
TWINKY
Ooowwww!
MARSH
Oh! Wow! Oops! Sorry!
TWINKY
Youre not supposed to kick me for real! This is self-defense practice!
MARSH
I know. I know. Didnt mean it. Im really sorry.
TWINKY
Yeah, sure.
MARSH
I said Im sorry. Youll have to trust me. Besides, thats not why youre
upset.
TWINKY
I am NOT upset! (Pause.) Okay, Im upset. You kicked me in the
stomach, and its killing me!
MARSH
Thats not why youre upset.
TWINKY
Oh, this is really good. Youre gonna tell ME why Im upset. Okay, smart
aleck. I guess you know me better than I do.
MARSH
Actually, I do.
TWINKY
Im in too much pain to listen to this.
MARSH
Youre upset NOT because I kicked you but because your focus was
seriously lacking. When I kicked, your mind was I dont know WHERE
it was, but it wasnt HERE.
20
TWINKY
How do you know that?
MARSH
If you could have seen yourself in the Mirror of Truth, you would have
seen that you were distracted. You didnt block my kick.
TWINKY
Well, you didnt control your kick! You were as distracted as I was.
MARSH
(Pauses.) Yeah. Youre right, I was.
TWINKY
What were you thinking about?
MARSH
Okay, I have to be honest here. I wanted to show ME off. I forgot you
were there.
TWINKY
Its hard to get out of the habit of trying to win, isnt it?
MARSH
You also never thanked me for helping you the other day. Remember
Lesson 3, Honesty? I thought I did a pretty good coaching job.
TWINKY
Remember Lesson 4, Humility? Where is yours?
MARSH
Okay, youre right. Youre right. (He bows.) I bow to your wisdom.
TWINKY
Actually, you did a good coaching job, and it WAS disrespectful of me not
to thank you. So . . . . thanks.
MARSH
Dont mention it. You think theres any hope for us?
TWINKY
Lets go to class. Maybe the Sensei can kick a little sense into us.
MARSH
Please dont use the word kick in my presence ever again. Wow, that
hurts.
21
Compassion
LESSON 10:
Compassionate Thoughts Can Be Powerful!
1.
2.
3.

their feet!
What does it mean to be compassionate?
Were you compassionate today? Did it hurt?
Did you comfort someone today? Did someone comfort you?
Whats it like to be comforted?
Does it make you feel good? Sad? Peaceful? Happy?
Tell students:
Being compassionate helps you understand someone. The more

you can understand someone, the stronger you get!
Did you know that when you hear someone elses point of view,
you get smarter?
Ask students:
Some people believe that being compassionate, kind or

understanding makes us wimpy. What do YOU think?
Do you think that if we could listen to and understand how people

think, wed be incredibly powerful? Why do you think so?
When you offer compassion to someone, and you learn how that
person thinks and feels, how do you think this makes you powerful?
How much kindness will you show someone today? How powerful
do you want to be?
22
Activity 10
Today is a Bully Compassion Day!
Ask students to sit in a circle and close their eyes. Ask them to think
silently about someone they believe is a bully a classmate, an
adult, a person in the news that they want to be compassionate to.
(Give them half a minute.)
Then ask: Can everyone think of a bully? (Give them some ideas:
Someone who calls people names; someone who is mean; someone who
hurts peoples feelings.) Let the room be quiet for half a minute.
Then, ask students to open their eyes. Ask for Volunteers to talk
about the bully theyve chosen. (They should NOT name any person
everyone knows personally!)
Ask students:
1.
Why have you chosen this person for Bully Compassion Day?
2.
Did this person act in a mean, cruel way?
3.
Why do you think this person acted this way?
4.
Have you ever been angry enough to want to act that way too?
5.
Do you think you can understand why the bully acted this way?
6.
If you were that bully, what would you want?
7.
Would you want someone to see through your anger and help you?
8.
Would you want someone to act compassionately toward you?
9.
Do you think you have the courage to act compassionately toward

this bully youve named?
11.
Does it make you feel strong to think about offering respect and
comfort to a bully?
Congratulate students on their compassionate and intelligent thoughts.
23
LESSON 11:
Respect
The Act That Conquers Fear!

1.
2.

rapid-fire, alert answers! Keep the lesson to 15 minutes!
Have you ever watched a bird soar through the air, wings spread,
float easily, effortlessly, glide freely in the beauty of the endless
sky?
In that moment, have you wished that you too were free, soaring
above the earth with no cares, no worries?
Are people sometimes so earthbound, they seem to have no ability

to cut loose, or fly free? Do they tend to be disrespectful of life
around them? Why do you think this happens? Encourage a very
brief discussion.
Tell students:
Respect is honoring the dignity of all life, treating all people, all
things with care and sensitivity.
In the natural world, everyone and everything has its place and
purpose. A tiny spider is as special as the North Star.
Everything in the natural world is connected in a mysterious web of

relationships. If we disturb one thread, the whole web is affected.
The times we focus exclusively on ourselves and forget about our

connection to all things, we usually do so because we are afraid of
something.
24
Activity 11
Soar Like an Eagle!
A Mental Freestyle
Ask students to stand in a circle, in a comfortable position.
Remind them to answer immediately, quickly, in rapid-fire

succession, with intuitive answers. Tell them:
There are no right or wrong answers!
The point is to be quick and fearless!
Empty yourself of old thinking!
Act based on your focused, respectful mind!
Go around the room many times, as many as you wish, firing the
questions that appear on the following pages.
Go around more than once so there is an ongoing movement of

questions to keep them on their toes, and so students are asked
more than one question.
When you are done, have students bow to each other within the
circle; then, give themselves a round of applause!
Congratulate students on their fine work!
25
Activity 11
Soar Like an Eagle!
A Mental Freestyle
1.
For you, what is the greatest test of courtesy?
2.
For you, what is the greatest test of gentleness?
3.
For you, what is the greatest test of honesty?
4.
What prevents peace?
5.
For you, what is the greatest test of humility?
6.
For you, what is the greatest test of kindness?
7.
For you, what is the greatest test of intelligence?
8.
For you, what is the greatest test of order?
9.
What good does it do to look back?
10.
For you, what is the greatest test of wisdom?
11.
For you, what is the greatest test of responsibility?
12.
For you, what is the greatest test of compassion?
13.
For you, what is the greatest test of courage and commitment?
14.
For you, what is the greatest test of respect?
15.
How does understanding set you free?
16.
How can we honor what we know is untrue?
17.
How do we stop a fight before it begins?
18.
How does it feel to soar like an eagle?
19.
What is your greatest defense?
20.
What prevents peace?
26
LESSON 12:
Courage and Commitment
Creating Similarities Instead of Differences!
1.

rapid-fire, alert answers! This is the last segment make it the best
one!
Do you think we can achieve peace inside us, or in the world

by simply wanting to be peaceful?
Do you think we can achieve peace by understanding what creates

conflict? By understanding what prevents peace?
Do you think we have to see conflict in action recognize it in

ourselves when its happening in order to be free of it?
Do you think its important for each of us to recognize the martial

(the fighter) in each of us, without thinking of it as bad?
Do you think that then, and only then, we have an opportunity to be

free of the fighter inside us?
Is there a chance that your way of peace might come into conflict
with my way of peace? Is there any way to bring about peace?
Is this what probably created conflict in the first place?
Divide students into groups of three or four. Tell students:
Lets say that youve become Ambassadors for Peace for the world.
Its your job to work with two separate groups who fight constantly.
Youve been asked to turn a We vs. Them attitude into a mutual
attitude of Us.
What ideas would you suggest to all humanity to help these two
dissenting factions get along?
27
Ask students to freely share their thoughts, their ideas to not be

afraid to say what they think. There are no wrong answers!
Bow to students and congratulate them on their FINE WORK!
Tell them:
You hope that all of you can get together again to learn about
yourselves.
There are other classes you offer at your school that are like
this one but even more fun!
Next time, bring a friend!
Hope to see you all soon!
28
Twelve Ways
To Walk Away With Confidence
An Education for Peace
Life Skills for Kids Program
Ages 9-14
by

with Adryan Russ
based on the
Martial Arts for Peace books
TM
LESSON 1:
Make Friends
A Bully Can Be a Buddy!

1.
2.
Ask students the following questions. Encourge them to give you

short, quick answers. Remember, you have only 15 minutes per
lesson.
What is a bully? (Someone mean? A bad person?)
Whats your reaction when you see a bully?
Have you ever been a bully? Why, do you think?
Do you think bullies become bullies because someone once bullied

them?
Do you think that, at one time or another, were ALL bullies?
Would you ever treat a bully as a friend instead of an enemy??
Tell students:
Think about it. There isnt a bully alive who does not need
admiration and respect. Maybe its not a bad idea to think of a bully
as a friend instead of an enemy.
Some of the best ways to handle a bully come from understanding

that a bully makes demands on people to get a sense of control.
If you give a bully a sense of control in a friendly way without

either of you getting hurt, you both win.
We can stop a bully with our minds, instead of our fists, by making
friends.
Offer to help a bully in some way, in exchange for no fighting.

Make a deal. Make a friend.
Activity #1: An Exercise
Am I A Bully?
Tell students that youre going to walk around the room and say the first
part of an unfinished sentence. As you walk around the room, stop and
indicate that a certain student should finish the sentence. Tell students
there are no right or wrong answers. Have fun! Move quickly!
Am I a bully? The last time I got angry with someone, I . . . . .
Am I a bully? People get me really upset sometimes, and
when they do, I have to . . . .
Am I a bully? Sometimes, when Im really angry, I probably
would never DO this, but I feel I would really like to . . . . .
Am I a bully? Sometimes, I get very angry, but I dont want
people to know Im angry, so I . . . . .
Am I a bully? I enjoy telling people what to do and how to do
it,
because . . . . .
Am I a bully? I like feeling strong and pushing other people
around because it makes me feel . . . . .
Am I a bully? The thing I really dont like about kids who are
smart is . . . . .
Am I a bully? The thing I really dont like about kids who
have lots of friends is . . . .
Im going to make friends with a bully today. The way Im
going to do this is . . . .
Have as much fun with this as you can. Give every student more than one
sentence.
Make up more of your own sentences that you know will apply specifically
to your particular students!
When we recognize that we ourselves
COULD BE or HAVE BEEN a bully,
we start to understand how a bully thinks.
Thats the beginning of our strength
our power of perception!
2
LESSON 2:
Use Humor
This Is a Time for Fun!

1.
2.
Ask students the following questions. Remember to encourage them

to give you short, quick answers. You have only 15 minutes per
lesson!
Why do you think using humor might be good to use with a bully?
Do you think using humor might keep a bullys mind off fighting, and
keep the situation from getting scary?
Do you think that, even if the bully doesnt laugh with you, using
humor gives you a chance to take the puffy wind out of the bullys
sails?
Do you think it might be important to HAVE fun WITH the bully, but
not MAKE fun OF the bully? Whats the difference?
Tell students:
Humor is an individual experience. A joke that you think is funny

may not be something another person thinks is funny.
The main point of using humor is to distract a bully, and take the
bullys mind off threatening thoughts.
Whether or not a bully laughs, the idea is to throw the bully off
balance, by putting new thoughts in the bullys head.
While the bully is thinking about what youre doing, rather than
thinking about hurting you, this gives you time to think about your
next move.
Some people are natural joke-tellers and some are not.

Just know that as long as you dont make fun OF the bully,
your distraction might stop a possible fight and thats your
number-one goal!
Activity #2: A Roleplay
I Dont Get It!

Ask for two Volunteers to play the parts of TWEEDLE-DEE and

TWEEDLE-DUM.
Remind Volunteers that any words in parentheses ( ) or in italics

are directions to the Volunteer and should not be read out loud.
roleplay!
DO ROLEPLAY!
AFTER ROLEPLAY, thank the Volunteers. Ask the following questions.

Always encourage students to think quickly, and to freely respond with
whatever thoughts enter their minds.
1.
Did Tweedle-Dee use humor with the bully?
2.
Do you think the humor worked? Why?
3.
Did Tweedle-Dum believe that the money was phony?
4.
What happened to the bullys thought process when Tweedle-Dee

plucked the dollar bill from behind the bullys ear?
5.
Did Tweedle-Dees action distract the bully?
6.
Did the bully laugh? Did the bully think this was funny?
7.
Did the use of this prank work anyway? Did it stop a fight?
8.
Do you think you have to really be funny with a bully, or do you

think that the use of humor any kind does the job?
9.
Do you think the use of humor made Tweedle-Dee feel good? Feel
more confident? Have more time to think of other ways to keep the
bully from getting violent?
ROLEPLAY
I Dont Get It!
TWEEDLE-DEE
Uh-oh! Here comes that bully Tweedle-Dum. Hes going to ask for money
again and threaten to beat me up if I dont give him any. Maybe I can use
some kind of trick!
TWEEDLE-DUM
(Looks tough:) Well, hello there, my rich friend. Youre the buddy whos
going to give me a couple of bucks for my lunch RIGHT?!
TWEEDLE-DEE
Look, Tweedle-Dum, you must think the money I have grows on trees or
something, but look! (He pretends to draw a dollar bill from behind
Tweedle-Dums ear.) It grows on you instead!
TWEEDLE-DUM
What? What are you doing? Give me that dollar bill!
TWEEDLE-DEE
Yeah, sure. But you should know its funny money.
TWEEDLE-DUM
What do you mean, its funny money.
TWEEDLE-DEE
Its not real. I bought it at a toy store.
TWEEDLE-DUM
You did?
TWEEDLE-DEE
Its a really good copy, isnt it?
TWEEDLE-DUM
Gimme that! Let me see! (Examines the bill closely.)
TWEEDLE-DEE
Yes, you can get a hundred of these for 5 cents at the toy store up the
street. Isnt that amazing?
TWEEDLE-DUM
This looks real, you twerp. Are you making fun of me?
TWEEDLE-DEE
Of course not! Okay, okay. You win. Its real.
TWEEDLE-DUM
No, its not! Now youre tricking me again!
TWEEDLE-DEE
Well, you didnt believe me when I said it was funny money, and now you
dont believe me when I say its real.
TWEEDLE-DUM
(Throws dollar bill back at Tweedle-Dee.) Take this phony money, you
stupid kid! Get out of my sight before I punch you!
TWEEDLE-DEE
(Picks up his dollar bill.) Anything you say, Tweedle-Dum. Anything you
say. See you at the 5-cent store!
LESSON 3:
Walk Away
Act Instead of React!

1.
2.
Ask students the following questions. Encourge them to give you

short, quick answers. Remember, you have only 15 minutes per
lesson!
Have you ever listened to a bully call you names, or be mean, or

threaten you and you did nothing but walk away?
What do you think would happen if you did nothing but walk away?
Do you think the bully would come after you?
Do you think the bully would just let you go?
Do you think the bully would be surprised?
Is it good to surprise a bully? Why do you think so?
Tell students:
When a bully acts mean by, say for example, calling us a name,
and then we call the bully a name too, as a reply we are
REACTING to what that bully did. The bully ACTS, and we RE-act.
When a bully acts mean, and we ignore the bully, agree with the
bully, are nice to the bully, or walk away from the bully we do
something the bully does not expect. Rather than REACT to the
bully, we ACT based on our own thoughts and feelings.
Any time we think for ourselves and ACT instead of REACT we

strengthen our Mental Self-Defense skills.
By thinking up and doing the unexpected, we exercise our brains

with new, creative, unanticipated thoughts, which makes us
mentally stronger!
Walking away from a bully doing nothing else but walking away
is one of the best ways to bamboozle a bully. The bully expects
you to stay and shudder in fear, but instead, you turn and walk
away, which shows great personal confidence and strength!
Say Not hing!

following page.
Ask for two Volunteers to play the parts of BABBLER and STROLLER.
Remind Volunteers that any words in parentheses ( ) or in italics

are directions to the Volunteer and should not be read out loud.
roleplay!
DO ROLEPLAY!
AFTER ROLEPLAY, thank the Volunteers. Ask the following questions.

Always encourage students to think quickly, and to freely respond with
whatever thoughts enter their minds.
1.
Do you think that Babbler had control of this situation?
2.
3.
Do you think that Stroller had control of this situation?
4.
5.
What was Babbler focused on? Getting Stroller to do what Babbler

wanted?
6.
Where was Strollers focus?
7.
Do you think just walking away is a good tactic to use with a bully?
8.
Do you think that with some bullies, you could walk away, but you
might need to be prepared to do something more?
9.
Babbler, the bully, demanded a certain kind of attention. Do you

think this bully has been a victim in the past? What would you
guess would be some possible ways this bully has been a victim?
ROLEPLAY
Say Not hing!
BABBLER
(Shouts:) Stroller! Hey, Stroller! Ive been looking for you all day!
STROLLER
(Stops, looks at Babbler and says nothing.)
BABBLER
(Shouts:) You made a fool out of me in history class today, and Im gonna
pay you back!
STROLLER
(Just stands there, continues to look at Babbler and says nothing.)
BABBLER
Everybody laughed at me when I told you to stand there and wait, and you
just left! Do you not understand whos the boss around here!
STROLLER
(Looks at Babbler and starts to walk away.)
BABBLER
(Shouts and gets angrier and angrier:) You idiot! You dont have any
guts, do you! You think youre so smart, dont you! Well, I know and
everybody knows that youre a freaking coward, because you wont fight
me.
STROLLER
(Keeps walking, showing no sign of emotion.)
BABBLER
Well, guess what! Everyone knows I can beat you up, and theres no
reason to prove it!!! Thats why you walk off, isnt it!!! Youre scared Im
gonna beat you to a pulp, arent you!!!
STROLLER
(Looks at Babbler, turns and walks away, and says softly:) The highest
goal of a martial artist is to stop a fight. Id like nothing better than to show
this fool whos boss and thats what Im doing. There will be no fight,
because Im controlling this situation! (Smiles to self:) Say nothing, say
nothing, say nothing!
LESSON 4:
Use Cleverness
The Mind Is Stronger Than the Body !
1.
2.
3.
Tell students the following. Move quickly! Remember, you have only
15 minutes per lesson!
Sometimes, just walking away is enough. Other times, cleverly

talking a bully out of being violent can be a very strong move.
Since our highest goal is always to prevent a fight, the use of clever
conversation calls upon your creative imagination to fool a bully,
and can often stop a fight before it starts.
When our main goal is to stop a fight, we use whatever method we

can to get us there.
Continuing to move quickly, ask students:
What are some ways your creative imagination is telling you, right now, to
get a bully to not fight, to not hurt you or anyone else?
Could you pretend to only speak another language?
Could you say you have poison ivy?
Could you say you are sick and have a communicable disease?
Tell students:
When we hurt, sometimes our instinct is to hurt back, but thats not our
only choice! We can ACT instead of REACT!
Thinking of something clever, in the moment, that keeps a bully from

attacking is a pretty amazing act!
Its good to practice thinking in the moment for this very reason! The more
we practice, the stronger our minds and bodies become!
10
I Can Be Cl ever!
Tell students that youre going to walk around the room and say the first
part of an unfinished sentence. As you walk around the room, stop and
indicate that a certain student should finish the sentence. Tell students
there are no right or wrong answers. Have fun! Move quickly!
I can be clever! If a bully demands that I hand over my
money, I can . . . . .
I can be clever! When a bully comes after me and looks
pretty threatening, I can try to . . . .
I can be clever! There are some adult bullies I know, and
sometimes I have to do what they tell me. But when its
something I really dont want to do, I know I can . . . . .
I can be clever! I know a bully who is really annoying. Im
trying to picture this bully as a friend instead of an enemy. To
try to make this bully more of a friend, I could . . . . .
I can be clever! The best thing anyone can do when
threatened by a bully is to . . . . .
I can be clever! Theres a dog that barks at me on my way
home. This dog is a bully! Hes huge and his bark is scary.
The next time I pass this dog, I think Ill . . . . .
I can be clever! Bullies like to have their way. I think the best
way to get a bully calm is to . . . . .
I can be clever! I can do whatever a bully least expects. This
one bully I know would least expect me to . . . .
Im going to make friends with a bully today. The clever way
Im going to do this is . . . .
Make up more of your own sentences that you know will apply specifically
to your particular students!
When we practice being clever in potential bully situations, our power to

overcome a bully gets stronger and stronger!
11
LESSON 5:
Agree with the Bully

Yield Right of Way !
1.
2.
Ask students the following questions. Remember: short, quick

answers!
Did you know that the most important thing you can learn in the
martial arts is respect?
Do you know what respect means?
Do you think the act of respect is a way to show people you like
them, or honor them?
Tell students:
In the martial arts, one way we demonstrate respect is by bowing

(demonstrate). We place our head lower than that of the person to
whom we bow. This is a great sign of respect.
It is not healthy to think of the act of respect as something we

MUST do. In fact, showing respect is something we WANT to do
because it feels good inside like when someone is nice to you,
and you want to be nice back.
While breaking boards and bricks and doing flying kicks in the air
are powerful physical skills, the most important part of martial arts
is learning how to be aware of people and things around you and
how to get along with other people.
When we agree with a bully, we show respect. In the act of

agreeing, we prevent conflict between ourselves and the bully.
This demonstrates our respect for peace and our understanding
that this bully may need someone to agree with!
Agreeing with a bully immediately stops the conflict between you

and allows you to walk away with confidence.
Agreeing with a bully can be a very powerful move!
12
Okay!
Your e Right!
BEFORE ROLEPLAY, make a few PHOTOCOPIES of the roleplay on the

following page. Then, tell students:
1.
Every day there are people, places and things that can trigger
a reaction in us to fight.
2.
When we become familiar with how this reaction is triggered,

we get better at preventing it from happening!
Ask TWO STUDENTS to come to class early and be willing to

practice agreeing with a bully.
Ask for ANOTHER TWO STUDENTS to be bullies and to practice
shouting insults at these students.
DO ROLEPLAY (see next page).
AFTER ROLEPLAY, ask all students:

1.
Did any of the insults or mean words get to you?
2.
What was running through your mind when you heard

these words?
3.
What did you tell yourself about these words and thoughts?
4.
For those of you who yelled insults, how did it feel to say mean things and
put this other person down?
5.
Did it make you feel better?
6.
Did it resolve any conflict in your mind?
7.
Did you feel like a bully?
8.
Were your mean words facts or did you make them up?
9.
Would you rather IGNORE a bully, or AGREE with a bully?
13
ROLEPLAY
Okay! Your e Right!
BULLY #1
(Shout an insult at the Volunteer. Make it up! Shout it loud. Be angry!
Call this student a name!)
VOLUNTEER #1
Okay! Youre right! You are absolutely right when you say that
about me. Thats exactly how I am. I have always been that way.
Maybe I always will be that way. You are right! Your words dont
upset me. I am the one who controls my feelings not you.
BULLY #2
(Shout an insult at the Volunteer. Shout it loud. Be angry! Call this
student a name!)
VOLUNTEER #2
Whenever I want to, I can take a trip inside my mind and find lots of
fascinating places there. Its calm, peaceful, safe and I know Im in
good company. My mind understands that you believe what you are
saying is true. Okay! Youre right! But know that I wont fight!
Continue in this way, encouraging students to come up, one at a

time to be a BULLY shouting an insult, or a VOLUNTEER who agrees
with the Bully.
Give the VOLUNTEER the opportunity to respond peacefully and

calmly every time a BULLY tries to create conflict.
Make up some dialogue for the students.
Allow the VOLUNTEER to use this dialogue. Just make sure that the insults
are not too mean, saying real hurtful things to some of the kids who may feel
sensitive to certain insults. Also, make sure they do not use swear words.
14
LESSON 6:
Refuse To Fight
Just Say No!
1.
Ask students the following. Move quickly and passionately! Get them
excited about what you have to say!
When we are aware that something around us is going to happen,

often we can prevent it from happening! For example, if we are
aware that a bully is getting ready to push or shove us, we have
lots of choices! You know many of them already! What are they?
Try to make friends!

Use humor with the bully!
Walk away!
Use cleverness to get away!
Agree with the bully!
And....we can absolutely and completely refuse to fight!
It isnt always easy to make the right choice for a situation, but with
practice do you think we get better and stronger?
How many people does it take to have a fight? One? Two? Does
it take one to start it, and another to complete it?
What about a fight inside your mind? Does that take only one
person?
If you refuse to fight, can there BE a fight?
Do you think it takes a powerful mind to recognize our anger or

hurt, and NOT REACT?
Do you think that turning your back, walking away, and refusing to fight
even when friends are watching takes great mental strength?
Have you ever seen a movie or TV program in which someone

refuses to fight? Do people on TV always fight?
Do you think, when we refuse to fight, that decision can stop conflict in
an instant? Isnt it amazing, to be able to stop conflict in an instant?
15
I W ont Fight!
Ask students and encourage all responses:

1.
What is the angriest youve ever been?
2.
Whats something you can think of that would make you

angry enough to fight?
3.
If you were challenged to a fight, would you find it difficult to

refuse to fight?
Do the following exercise with your students. Ask them to

complete the following sentences quickly and spontaneously.
There are no right or wrong answers. Just have fun!
Heres what makes me really angry!

The reason I wont fight about this is
.
.
I got really angry this week when

.
.
When someone calls me names, I

.
.
I get very offended when someone

.
.
I hate when
.
.
I get very upset at home when

.
.
What really upsets me at school is

.
.
The angriest I get watching TV is when

.
.
Its okay to use the above statements over and over, but take the
time to make up some of your own that you know fit your students!
Give every student a chance to participate!

16
LESSON 7:
Stand Up to the Bully

Lets See That Confidence!
1.
2.
Ask students the following. Move quickly! Get them excited!
With an accurate attitude and with practiced mental strength, do

you think you have the power to stand up to a bully?
Do you think you can focus so you can see why a bully is upset
and tell the bully, with words, with your body, with how you
present yourself that you do not want to be bullied ever again?
Do you think you have the confidence to stand up to a bully, so that

the bully can sense that you are strong, self-assured, and positive
about your capabilities?
Do you think that a bully who expects you to be afraid might

back off if you are able to stand up to the bully with this kind of
strength and self-assuredness?
If you stand up to a bully and lose, do you think youll feel better
than if you give in? Why?
Tell students, with strength and confidence:
When you make a decision to stand up to a bully with your face,

your body, your mind, your voice your focus is to let the bully
know that youre not going to take the bullying anymore.
Standing up to a bully is a very strong position to take. It can

work very well, but it can also make some bullies even angrier than
they were before.
You must decide if you think this alternative will work for you. If a
bully does get angrier, you can always be prepared to try
something else!
Your first goal is always to stop a fight, if you possibly can, before it
begins. When you stand up to a bully, sometimes you stop the
fight, and sometimes you dont. Be careful!
17
Listen!
BEFORE ROLEPLAY, make TWO PHOTOCOPIES of the roleplay on the

following page. Ask TWO STUDENTS to be Volunteers to act out the
roleplay on the following page.
Tell students:
1.
We never know how a bully is going to act or react. When we

focus, however, we become aware of signals facial
expressions, body language, and tone of voice.
2.
The more practice we get observing rather than fighting back, the
stronger our minds become.
3.
When we make a decision to stand up to a bully, it is our focus that

lets the bully know that were not going to stand for his or her
bullying anymore not one second longer.
DO ROLEPLAY (next page).
AFTER ROLEPLAY, ask students:
1.
What do you think of the way Sammie stood up to Bobbie?
2.
Who do you think was the most powerful?
3.
Who maintained a high level of focus?
4.
Do you think one person surprised the other? Which one?
5.
Do you think Sammie became a bully when he stood up to

Bobbie?
6.
Did Sammie handle the situation in a non-bully-like way?
7.
How would you handle this situation if you were Sammie?
8.
How would you handle this situation if you were Bobbie?
9.
Can you see yourself standing up to a bully and making it work?
Congratulate students on their mental strength!
18
ROLEPLAY
Listen!
BOBBIE
Hey, you! Sammie! Listen to me! What are you doing just sitting there
with your eyes closed like a dumb idiot?
SAMMIE
(Sits calmly, without opening eyes:) Im practicing my martial arts.
BOBBIE
You are the weirdest looking person Ive ever seen in my life! Where did
you get those frumpy clothes? Did your baby sister pick those out? Wow,
Ill bet you think you look cool, huh? That hairstyle went out in about
1872. Dont you know how to get with it?
SAMMIE
(Keeps eyes closed and takes a big breath:) This is my martial arts
clothing, Bobbie. Its very comfortable.
BOBBIE
Are you too dumb to know anything? I guess, considering where you live,
how you grew up and the crazy people you hang out with maybe this
shouldnt come as a surprise to anyone. Ive seen those stupid, cowardly,
putty-brained people you call your friends. Youre just like them!
SAMMIE
(Takes a big breath, opens eyes and stands up to face Bobbie, eye to eye.
Takes a strong, self-assured stance, clears throat, then rattles off the
following as quickly but as clearly and calmly as possible:) Okay, heres
the deal. Listen! What I wear and who I hang out with has nothing to do
with you. Another thing: I dont have to listen to you. You know why?
Because you do not matter in my life. You know what else? I find it
difficult to even look at you. You know why? Because you take
advantage of people and have no respect for anyone. Do you know why?
Because you dont have respect for yourself! If you respected yourself,
you wouldnt pick on other people! And heres the best offer youve
probably had in your life: If you ever want to learn what respecting
yourself is about, ask me sometime when Im in the mood to tell you. In
the meantime, buzz off! (Walks away quickly.)
BOBBIE
(Standing alone and silent for a moment:) What a jerk!
19
LESSON 8:
Scream or Yell
Lets Hear That Voice!
1.
2.
Ask students the following. Remember: You have only 15 minutes to

get them motivated!
Do you think a powerful shout can end conflict before it starts?
Why do you think that a shout or strong cry a kiai or kiyop can
sometimes be more powerful than a punch?
Do you think its because our sense of hearing has a strong effect
on how we think and how we act?
Tell students:
Kiai is done by a sharp breathing out and tightening of the

abdomen muscles in the lower stomach.
Many parts of the body work together to create this shout. The
brain, the head, the body, and the arms and legs as support.
In the martial arts, kiai is used with a block, punch, kick or strike.
The body and the breath work as one, and the synergy that comes
from combining both is forceful.
Kiai is mental as well as physical; it gives strength to a block or

attack.
As a combination of physical and mental skills, Kiai can stop a bully

in the same way that a police siren or fire-truck siren can stop us
from walking or driving. Its a call to attention that packs a very
strong wallop.
Kiai can frighten a bully, or throw a bully off guard, and, for a
moment, make the bully forget about wanting to fight you or hurt
you!
20
Scr eam!
Ask students and encourage all responses:

1.
What is the loudest sound youve ever made? Encourage all

responses.
2.
Have you practiced performing a kiai? Do you think it came

from the pit of your stomach? Was it that strong?
3.
If your life depended on a scream for help, do you think that

scream would come from a very deep place?
Prepare a series of forms and moves to perform with your

students that include the use of kiai so that they can practice
emitting this call for help, this cry for peace.
Prepare a series of short sentences that students can use with

these forms and moves sentences that end with a kiai.
Each student performs a pattern of moves, says the sentence

aloud, and ends with a kiai! Here are some examples, but
make up some of your own!
Pattern of moves + I need help NOW! + kiai!
Pattern of moves + That bully deserves THIS! + kiai!
Pattern of moves + Dont use that knife! + kiai!
Pattern of moves + Look out! Hes got a gun! + kiai!
Pattern of moves + Stop that thief! + kiai!
Pattern of moves + Get First Aid, NOW! + kiai!
Pattern of moves + Look out! A speeding car! + kiai!
Use each statement as often as you like, but take the time to
make up some of your own that you know will fit your
students lives and situations, and inspire them to perform
strong kiais!

21
LESSON 9:
Use Authority
Help Is on the Way!
1.
2.
Ask students the following questions. Get them to think quickly!
Some people think that calling for help, or bringing in an adult to

help you in a difficult situation, is being a coward, or ratting on
someone. What do YOU think?
If a bully is hurting you, do you think you have the right to use any
means possible to get help?
Isnt our highest goal always to stop a fight, any way we can?
Do you think kids and adults should stop bullies together, as a

team? Why do you think so?
Who are some adults you would call if you needed help?
Would you call your parents? A brother or sister? A teacher? A

police officer? A friend?
Tell students, with assurance:
Its important for us to learn skills that help us end conflict before it
starts, and before anyone gets hurt.
One of those skills is knowing when to call for help.
There is a right time to call for help the right time to call for help
is when you know you need it!
Its okay to call someone who is more powerful physically,

mentally, or both.
When it comes to Mental Self-Defense skills, calling for help is

just as valid as refusing to fight or walking away.
22
Hel p!
BEFORE ROLEPLAY, make TWO PHOTOCOPIES for Volunteers.

Tell students:
1.
Calling for help is a positive way to stop a fight before it starts.
2.
Knowing when to call for help is a strength rather than a weakness.
Ask for two Volunteers to read the following roleplay between

Jaron and Jesster in front of the class.
Tell Jesster:
Tell Jaron:
You are an angry bully; you want to fight.

Your number-one goal is to prevent a fight.
Tell Volunteers that words in parentheses ( ) are instructions to

them and should not be read out loud.

1.
How do you think Jaron handled this situation?

Would you have handled it in the same way?
2.
Did Jaron try any other alternatives before calling

for help? Which?
3.
Did Jaron try to be nice? Make friends? Did it work?
4.
Do you think Jaron was wise to call for help? Why?

Was Jesster pretty threatening?
Remind students:
When you sense that you may be in danger, your main

goal is to prevent anything dangerous from happening.
Do not be afraid to call for help when you need it. If your instinct
tells you that you need help, call for it!
Calling for help stops a fight before it starts!
23
ROLEPLAY
Help!
JARON
(To self:) Uh-oh. Here comes that bully, Jesster. This could be scary.
Maybe if I say something pleasant, itll be okay.
JESSTER
(To self, angry:) Okay, okay. So Im gonna fail geometry. Big deal! The
stupid principal expects me to do something about it, right? (Kicks the
street.)
JARON
(To Jesster:) Hi, Jess. Great football game yesterday, huh?
JESSTER
(Angry:) WHO CARES! (Grabs Jargon by the collar.) WHAT MAKES
YOU
THINK I CARE ABOUT A STUPID GAME? WHAT MAKES YOU THINK I
CARE ABOUT ANYTHING YOU SAY!?
JARON
Hey. What are you doing? Let go! I didnt mean anything. I was just
trying to be friendly.
JESSTER
SHUT UP! I dont want to hear another word out of you!
JARON
I dont want to fight, so Im not going to get into it.
JESSTER
SHUT UP, Jaron! Take off those stupid glasses!
JARON
Didnt I help you with your geometry stuff last week? Whats the matter
with you, Jess? Are you not feeling well? What did I do?
JESSTER
SHUT UP! SHUT UP! SHUT UP! TAKE OFF THOSE GLASSES!
JARON
(Looks around and sees school principal, and shouts:) MR. ROTH! MR.
ROTH! HELP! COME HERE, PLEASE! JESS IS ABOUT TO GO NUTS!
I NEED HELP!
24
LESSON 10:
Ignore the Threat

The Bully Is Invisible!
1.
2.
Ask students the following. Keep them stimulated and animated!
What do you think it means to ignore a bully?
Does ignoring mean not listening to anything a bully says to you?
Does it mean to walk away, pretending you didnt hear a word the
bully says to you?
When we ignore a bully, do we pretend that he or she is invisible

isnt there? Do you think that this can work well with some bullies,
and not so well with others?
If a bully says something mean to us, or yells at us, or calls us a

name, or threatens to beat us up should we do absolutely
nothing?
Do you think it takes a strong mind to ignore someone whos calling

you names? Do you think you have the mental strength to let
someone call you names, and not fight back?
Tell students, as you would talk to a good friend:
Ignoring a bullys threats is a way to walk away with confidence,

because you know that you are stopping a fight from starting!
Ignoring a bullys threats requires caution. Many bullies dont like to

be ignored.
So if you decide to ignore a bully, you better get ready to move quickly
just in case!
25
Invis ibl e!
BEFORE ROLEPLAY, make two PHOTOCOPIES of roleplay.

Ask for TWO VOLUNTEEERS to read the following roleplay between
Marsh and Genghis in front of the class.
Tell Genghis:
Tell Marsh:
You are going to ignore this bully.

You are a bully and you know what you want.

1.
How did Genghis deal with the bully?
2.
Do you think ignoring the bully worked well for Genghis? Why do
you think so?
3.
Do you think Marsh has a powerful mind? Why?
4.
Do you think Genghis has a powerful mind? Why?
5.
Do you think that ignoring the bully is a temporary solution to the

problem? In other words, do you think that Genghis will have to
deal with this bully again?
Remind students:
When deciding to ignore the bully, it helps to imagine the bully gone
to pretend the bully is invisible!
When we ignore a bully, we take a chance. The bully could back

down, but the bully could also get angrier.
We never know for certain what a bullys response is going to be.
Thats why its good to be prepared. When you make the decision
to ignore a bully, you need to be prepared to get away just in
case as quickly as you can.
26
ROLEPLAY
INVISIBL E!
GENGHIS
(Sits in a comfortable position, reading a book.)
MARSH
(Shouting:) Hey, you! Genghis! (Waits for a while but gets no response.)
HEY! Im talking to you! Are you deaf?
GENGHIS
(Continues to ignore Marsh and to read.)
MARSH
Listen, you creep! You know you were supposed to do my social
studies homework for me yesterday. Where were you after class? I
was looking for you! (Waits for a response.)
GENGHIS
(Shifts sitting position but says nothing.)
MARSH
If you dont start talking. . .
GENGHIS
(Interrupts Marsh, as if Marsh wasnt really there:) Its difficult for me to
pay attention to my reading when you talk to me like this. I understand
that you have a problem, but Im afraid I cant help you.
MARSH
I need that homework!
GENGHIS
(Looks up from book.) Im leaving.
(Stands up and walks away, as quickly as possible.)
27
LESSON 11:
Reason with the Bully

Mind Over Matter!
1.
2.
Ask students the following questions. Make sure they understand, but
move quickly!
What does it mean to reason?
Does it mean to think things through before taking action?
Do you think its important in life to know how to reason well?
Do you think, as you move through your life, that it will be helpful for
you to practice reasoning skills to strengthen your mind? Why
do you think so?
Tell students:
Sen-no-sen is the expression used to define an awareness of an

attack before it happens.
Sen-no-sen is like a sixth sense the ability to sense when a bully

says or does something that communicates, without words, that an
attack is about to happen.
When your mind is involved in a mass of thoughts what you did

yesterday, or what you plan to do tomorrow, or how you wish you
might have done things differently it is impossible to access this
awareness.
When your mind is wrapped around daily concerns, you will not be
able to sense an attack that is about to happen.
When your mind is calm and the cup is empty! you can turn
up this awareness. Sensing an attack, you can try to reason with a
bully before the bully strikes.
28
Friend or Thr eat!
BEFORE THE EXERCISE: Ask your students to form a circle.

Ask for a Volunteer to go into the middle of the circle. This Volunteer
will get the chance to practice being aware, focused, on guard.
Tell the other students:

1.
One by one, approach our Volunteer in one of two ways

either friendly, or threatening (without touching!).
2.
Then, once directly in front of the Volunteer, you will either

stay friendly, or be threatening.
3.
So, you will do one of the following:
Approach friendly, and stay friendly.

Approach friendly, and become threatening.
Approach threatening, and stay threatening.
Approach threatening, and become friendly.
Ask for another Volunteer to be the first approacher. Then follow up with
another one or two approachers. Move quickly! Leave enough time to give
every student a chance to be in the center of the circle, to experience being
the victim.
DO EXERCISE.
AFTER EXERCISE, ask:
Give as many students as possible the opportunity

to come to the middle of the circle.
1.
How did it feel to be in the center of this circle?
2.
Was it fun? Was it frightening? Why?
3.
Were you forced to concentrate and clear your mind?
4.
Did you lose focus for a second? If you did, what happened?
5.
Were you forced to have a clear, focused-on-the-here-and-now state of

mind and act precisely in the moment? How did that feel?

29
LESSON 12:
Take a Stance
Show Your Unmistakable Intent!
1.
2.
Ask students:
There is a saying: He who hesitates is sometimes saved. What

do you think it means?
Do you think that the smart way to fight a bully might be to NOT
fight the bully at all? Why do you think so?
Tell students:
Taking a martial arts stance does not mean you are going to fight; it
means you are ready to fight, if necessary.
You hope, by taking this stance, that the bully will back down and
leave you alone. That, however, is not always what happens!
Hopefully, you will try all the other ways to walk away with
confidence before you take a martial arts stance.
The art of Mental Self-Defense consists of three main ways to

defend yourself if you are ever apporached or attacked by a bully:
PREVENT You can prevent a fight when you are AWARE

of a bully before he or she is aware of you. We look at how
the bully looks, and what the bully says.
PREPARE You can stop a fight when you learn to TALK

your way out of a fight, either before it happens or once its
already begun. Use your Mental Self-Defense skills!
PROTECT You can stop a bully from hurting you by learning

martial arts physical self-defense skills like ducking, dodging,
getting free of someones hold, and blocking.
By combining physical self-defense skills
with mental self-defense skills,
we can STOP a fight BEFORE it starts!
That is our highest goal!
30
Twelve SMART WAYS

To Resolve Conflict Peacefully
1.
Make Friends. Treat the bully as a friend instead of an enemy.

There isnt a bully alive who doesnt need admiration and respect.
2.
Use Humor. You can turn a scary situation into a funny one,
but be careful. When making jokes, dont make fun of the bully.
3.
Walk Away. Don't get into it. Walk away. This is a simple and often
overlooked way to end conflict before it ever begins. Keep walking.
4.
Use Cleverness. Use your creative imagination to resolve the

conflict.
5.
Agree With Bully. If a bully insults you, agree with him/her. Theres
nothing cowardly about walking away from a bully. Its a simple way to
end conflict before it begins.
6.
Refuse To Fight. This may sound contrary to what youve always been
told, but one way to stop conflict is to not fight, no matter what happens.
7.
Stand Up To The Bully. This can work, but it can make some bullies
angrier. You must decide if you think this alternative will work for you.
If the bully gets angrier, try something else.
8.
Scream/Yell. A good shout or yell (Kiai) can shock and distract a bully,
giving you time to get away. Develop your Kiai; it can help.
9.
Use Authority. Call a teacher, a police officer, a parent, or someone

you know who can help stop the bully from hurting you. This is not
being a stool pigeon. This is finding a way to stop a fight.
10.
Ignore The Threat. This is similar to simply walking away. You hear the
threats and you turn and walk away from the bully, even though the bully
is calling you a coward and trying to get you angry enough to react.
11.
Reason With The Bully. If you are a good talker, perhaps you and the
bully can talk it out. If you don't argue or get angry, if you act friendly,
you might convince the bully to not hurt you.
12.
Take A Martial Arts Stance: As a last resort, take a strong martial arts
stance. This tells the bully that you are prepared to protect yourself if
you are attacked. But hopefully, one or more of the first ways will work.
Congratulate students on their fine work!

31
!"#$%&'()*$+,-(#&.$/$
!"#$0#1&#'$2,'$&"#$34)-5&(,1$2,'$0"(64'#1$(1$0,126(-&$
7'#8#1&8$$
!"#$%&'()&"*!+,-&.($
/01$2#3#0#4#2#$$
560405374$!7879:1/7;3$<$5:;=9>53$7!?503>:;$
504774$340>;>;@$14:@40/$
$$$$$$$!"#$%&#'()$%*(+,$(-.#/.(0#+.(1$#&2&23()4#$.2.**(5.*6,2*.(07*%.89(
$
06./&#'&:&23(&2(;<''7(-$.=.2%&,2>(
$
%AB)$>($)A&$@&C&"B-$>C)&C)D$$$
!,$9',:(4#$5$*)6&(;6#:#6$-5'##';&'5(1(1<$9',<'5*$="#'#$95'&(-(951&8$4#:#6,9$&"#$5>(6(&.$$
&,$-,14)-&$&"#$?%7$+@!@%@A@+@$9',<'5*$&"5&$"#698$.,)1<$9#,96#B$
$$$$
$$$C$D#5'1$",=$&,$'#8,6:#$-,126(-&$9#5-#2)66.$
C$E#:#6,9$#F-#66#1&$-"5'5-&#';4#:#6,9*#1&$8G(668$
C$A#4)-#$8&'#88$>.$9',:(4(1<$9,8(&(:#$,)&6#&8$
$$$C$H14#'8&514$&"#$(*9,'&51-#$,2$"#56&".$6(:(1<$
$$$C$!'5(1$(1$5$852#$#1:(',1*#1&$&,$9',&#-&$&"#*8#6:#8$$
$$$C$D#5'1$5$-,*9'#"#18(:#$D(2#$+G(668$7',<'5*$
$$$C$A#-,<1(I#$&"#$:56)#$,2$-,**)1(&.$8#':(-#$
$$$C$J*9',:#$5-54#*(-$9#'2,'*51-#$
$
%A,$>($>)$>EF+")BC)$3+$6BG&$0$5AB"BH)&"$!&G&-+FE&C)$1"+I"BE$J+"$K+LCI$1&+F-&D$$$
J1$,)'$258&$95-#K$"(<"$8&'#88$-,*9#&(&(:#$=,'64$.,)1<$9#,96#$1##4$5$852#$965-#$="#'#$&"#.$
-51$ "5:#$ &"#$ 6#(8)'#$ &,$ #F96,'#$ &"#*8#6:#8$ 514$ &"#$ =,'64$ 5',)14$ &"#*@$ $ !"#$ (1&#1&$ ,2$
-,1:#1&(,156$ #4)-5&(,1$ (8$ &,$ &#5-"$ 5-54#*(-$ 8G(668$ &,$ 9'#95'#$ .,)1<$ 9#,96#$ :,-5&(,1566.@$$
L)&$.,)1<$9#,96#$568,$1##4$5$",8&$,2$45.;&,;45.$6(2#$8G(668$,&"#'$&"51$5-54#*(-8$&,$>#$5>6#$&,$
8)--#882)66.$-,9#$=(&"$&"#$-"566#1<#8$,2$6(:(1<@$$J1$51$5&*,89"#'#$,2$2'(#148"(9$.,)1<$9#,96#$
1##4$ &,$ >#$ 566,=#4$ &,$ (1M)('#$ (1&,$ &"#$ #88#1&(56$ M)#8&(,18$ ,2$ ="5&$ (&$ *#518$ &,$ 6(:#$ =(&"$
(1&#66(<#1-#K$&,$-'#5&#$"#56&".$<)(4#6(1#8$2,'$&"#('$>#"5:(,'$514$&,$>#$5>6#$&,$)14#'8&514$514$
'#8,6:#$-,126(-&$9#5-#2)66.@$$+)-"$(8$&"#$(1&#1&$,2$&"#$?%7$+@!@%@A@+@$7',<'5*@$$
$
M6+N$O($)A&$/01$2#3#0#4#2#$5+CJ-OH)$7PLHB)O+C$QL--,$1"+I"BE$POJJ&"&C)$J"+E$+)A&"$
'L--,$F"+I"BE(D$!"#'#$(8$-)''#1&$8(<1(2(-51&$#:(4#1-#$2',*$&"#$0#1&'#$2,'$J1251&$
0,<1(&(,1$5&$&"#$H1(:#'8(&.$,2$L'(&(8"$0,6)*>(5$&"5&$8&5&#8$episodes of bullying that mar
early grade school years for hundreds of children may be a partial result of the victims
DNA. !"#$8&)4.$8",=8$&"5&$>#"5:(,'8$&"5&$*,8&$,2&#1$6#54$&,$#F-6)8(,1$514$
:(-&(*(I5&(,1$(1$&"#$-6588',,*$,'$8-",,6.5'4$"5:#$&"#('$',,&8$(1$5$8&)4#1&N8$<#1#8$
5'<)(1<$&"5&$-"(64'#1N8$<#1#&(-$*5G#)9$"58$5$4('#-&$(*95-&$,1$&"#$M)56(&.$,2$&"#$
(1&#'5-&(,18$&"#.$#1O,.$=(&"$&"#('$9##'8@$$!"#$8&)4.$568,$8",=8$(1251&8$6#5'1$8,-(56$
8&'5&(2(-5&(,1$58$#5'6.$58$1(1#$*,1&"8@$$+(1-#$5--,'4(1<$&,$&"#$8&)4.$-"(64'#1$5'#$>#(1<$
<#1#&(-566.$9',<'5*#4$&,$>)66.K$>)66.(1<$9',<'5*8$1,=$1##4$&,$544'#88$&"(8$(1>,'1$
',,&$-5)8#$,2$-,126(-&$>.$9',:(4(1<$(11,:5&(:#$#1:(',1*#1&8$&,$9'#:#1&$&"(8$(14(:(4)56$
514$8,-(56$4(8,'4#'$2',*$,--)''(1<@$!"#$?%7$+@!@%@A@+@$0,126(-&$34)-5&(,1$L)66.$
7',<'5*$(8$544'#88(1<$&"(8$<#1#&(-$(1"#'(&51-#$&"',)<"$(&8$9',<'5*$-566#4$!"#$%#$&'"($
)'$&*++,-$$
"&&9BPP6(2#@15&(,1569,8&@-,*PQRSTPRTPSUP5'#;>5>(#8;>,'1;>)66(#8;)>-;8&)4.;8",=8;
(1251&8;6#5'1;8,-(56;8&'5&(2(-5&(,1;58;#5'6.;58;1(1#;*,1&"8P$$
"&&9BPP-(-@98.-"@)>-@-5PV#6-,*#@"&*6$$
$"&&9BPP===@5&'()*8,-@,'<P'#8,)'-#8;&#5-"#'8@9"9$$
$
!"#$?%7$+@!@%@A@+@$0,126(-&$34)-5&(,1$L)66.$7',<'5*$568,$4(22#'8$2',*$,&"#'$-,126(-&$
#4)-5&(,1P>)66.(1<$9',<'5*8$(8$&"5&$(&$(8$5$/,86'.%.(6$,3$#8$&"5&$&#5-"#8$.,)1<$
9#,96#$",=$&,$6$.=.2%?($.*,'=.(#2@(8#2#3.(/,2+'&/%$="#'#58$*,8&$-,126(-&$
#4)-5&(,1P>)66.(1<$9',<'5*$2,-)8$8)9#'2(-(566.$,1$&"#$&#'&(5'.$,'$*515<#*#1&$6#:#6$
52&#'$5$-,126(-&$"58$56'#54.$,--)''#4@$!"#$?%7$+@!@%@A@+@$0,126(-&$34)-5&(,1$L)66.$
7',<'5*$*5(16.$2,-)8#8$,1$&"#$9'#:#1&(,1$,2$-,126(-&$>.$)14#'8&514(1<$(&8$<#1#&(-$',,&$
-5)8#8@$$35-"$,2$&"#$9',<'5*8$&"5&$2,66,=$,22#'8$(1&#'15&(,1566.$5--65(*#4K$5=5'4$
=(11(1<$>,,G8$514$-)''(-)6)*$&,$5--,*96(8"$&"(8$<,56@$
A))FRSSNNN#B)"OLE(+H#+"ISB'+L)*BNB"P(#FAF$$
A))FRSSNNN#B)"OLE(+H#+"IS"&(+L"H&(*EB")OB-*B")(*OC()"LH)+"(#FAF$$
$
%AB)$+HHLFB)O+C($N+L-P$'&C&JO)$L(OCI$)A&$/01$2#3#0#4#2$5AB"BH)&"$!&G&-+FE&C)$BCP$
5+CJ-OH)$7PLHB)O+C$QL--,$1"+I"BED$
W!"'##$,--)95&(,18$>#6,=$"(<"6(<"&#4$(1$>6)#$5'#$95'&(-)65'6.$1,&#=,'&".X$
$
0J)&"$ 2HA++-$ 1"+I"BE$ 5++"POCB)+"R$ V,'G$ (1$ 5$ 8#&&(1<$ &"5&$ 9',:(4#8$ .,)1<$ 9#,96#$ =(&"$
-,126(-&$#4)-5&(,1P-"5'5-&#'$4#:#6,9*#1&$6(2#$8G(668$52&#'$8-",,6@$$!"(8$-,)64$-,*#$)14#'$5$
*5'&(56$5'&8$8-",,6N8$,)&'#5-"$9',<'5*@$
$
5+EELCO),$5&C)&"$7EF-+,&&B$$Y1#$-,)64$(1(&(5&#$514$')1$5$1)*>#'$,2$&"#8#$9',<'5*8$(1$
&"(8$&.9#$,2$25-(6(&.@$J1$&"(8$=5.$,1#$4,#81N&$1##4$&"#$2(151-(56$,'$*5'G#&(1<$8G(668$1#-#885'.$
&,$,9#'5&#$&"#$9',<'5*$58$&"#.$=,)64$(2$,1#$,9#1#4$2,'$#F5*96#K$51$(14#9#14#1&$25-(6(&.$,2$
&"#('$,=1@$$Z,'$8,*#$9#,96#$&"(8$(8$5$>#&&#'$,9&(,1$(1$&"5&$&"#.$"5:#$6#88$'#89,18(>(6(&.$(1$&"#$
54*(1(8&'5&(,1$,2$&"#$9',<'5*$514$&"#'#2,'#$=(66$"5:#$*,'#$&(*#$5:5(65>6#$&,$&#5-"@$$
$
5+LC(&-+"R$!"#$8G(668$,22#'#4$(1$&"#$?%7$+@!@%@A@+@$9',<'5*$"5:#$>##1$)8#4$8)--#882)66.$>.$
-,)18#6,'8$(1$"#69(1<$.,)1<$9#,96#$&,$>#&&#'$-,9#$=(&"$>#(1<$>)66(#4$>.$,22#'(1<$&"#*$&"#$
8,-(56$514$#*,&(,156$8)99,'&$&,$1#-#885'.$&,$>)(64$8#62;-,12(4#1-#$514$8#62;-,1&',6@$
$
2HA++-$ 3&BHA&"R$ ?51.$ ,2$ &"#$ ?%7$ +@!@%@A@+@$ 8G(668$ -51$ >#$ 15&)'566.$ (1-,'9,'5&#4$ (1&,$ &"#$
-6588',,*$-)''(-)6)*$58$5$95'&$,2$&"#$,:#'566$-"(64N8$#4)-5&(,1@$$%$8)>O#-&$5'#5$8)-"$58$+,-(56$
+&)4(#8$ (8$ 5$ 9#'2#-&$ ,99,'&)1(&.$ &,$ ,22#'$ &"#8#$ 8#':(-#8$ &,$ >#&&#'$ 588(8&$ (1$ &"#$ =",6#$
4#:#6,9*#1&$,2$&"#$-"(64K$(14(:(4)566.$514$8,-(566.@$
$
%+"T(A+F$ 1"&(&C)&"S3"BOC&"B$ !"#'#$ (8$ 5$ -5'##'$ ,99,'&)1(&.$ (1$ >#(1<$ 5$ V,'G8",9$
7'#8#1&#'P!'5(1#'$ ="#'#$ ,1#$ (8$ 95(4$ &,$ 9'#8#1&$ &"(8$ 9',<'5*$ &,$ #4)-5&,'8K$ -,)18#6,'8K$
8-",,6$54*(1(8&'5&,'8K$65=$#12,'-#*#1&K$>)8(1#88$9#'8,11#6$514$&"#$6(G#$=",$5'#$(1&#'#8&#4$
(1$(*96#*#1&(1<$&"#8#$8G(668$(1&,$&"#('$,--)95&(,156$#1:(',1*#1&8$$
$
2LEE&"$ 5BEF$ !O"&H)+"S7EF-+,&&R$ $ +)**#'$ &(*#$ (8$ 51$ #89#-(566.$ <,,4$ ,--58(,1$ &,$ 4,$
&"(8$9',<'5*$2,'$95'#1&8$5'#$6,,G(1<$2,'$5$-,*9'#"#18(:#$9',<'5*$&"5&$-51$>#$&5)<"&$#5-"$
45.$,:#'$51$#F&#14#4$9#'(,4$,2$&(*#@$$!"(8$522,'48$,1#$&"#$6)F)'.$&,$<,$(1&,$4#9&"$(1&,$&"#$
*,'#$ -,*96#F$ (88)#8$ ,2$ -"5'5-&#'$ 4#:#6,9*#1&$ 514$ -,126(-&$ #4)-5&(,1$ (1$ 5$ -,"#8(:#$
4#:#6,9*#1&56$ 9',-#88$ =(&"$ 6(&&6#$ (1&#'')9&(,1$ ,2$ &"#$ 6#5'1(1<$ 9',-#88@$ $ !"(8$ 566,=8$ 2,'$ 5$
>#&&#'$'#&#1&(,1$2,'$&"#$.,)1<$9#'8,1N8$15&)'56$#4)-5&(,156$9',<'#88(,1@$
$
7C)"&F"&C&L"R$ $ !"#$ ?%7$ +@!@%@A@+@$ 9',<'5*$ -51$ >#$ ,22#'#4$ 58$ 5$ >)8(1#88$ 9,&#1&(56$ (1$
89#-(56(I#4$-#1&#'8$-'#5&#4$=(&"$&"#$(1&#1&$&,$,22#'$&"#8#$8G(668$&,$.,)1<$9#,96#$(14#9#14#1&$
,2$ &"#('$ 8-",,68@$ $ !"#'#$ (8$ 568,$ &"#$ 9,88(>(6(&.$ &,$ -'#5&#$ *)6&(96#$ -#1&#'8$ 58$ D(-#18#4$
?#*>#'8"(9$8-",,68$8(*(65'$&,$Z'51-"(8#8@$
$
/B")OB-$ 0")($ 2HA++-$ >C()"LH)+"(R$ !"#$ ?%7$ +@!@%@A@+@$ 9',<'5*$ -,*9,1#1&8$ 5'#$ (4#56$ 2,'$ 5$
*5'&(56$5'&8$8-",,6@$$!"#.$"5:#$>##1$)8#4$(1$")14'#48$,2$*5'&(56$5'&8$8-",,68$(1&#'15&(,1566.$
4)#$ &,$ &"#$ #22,'&8$ ,2$ E'@$ !#''#1-#$ V#>8&#';E,.6#$ (1$ 4#:#6,9(1<$ "(8$ ?5'&(56$ %'&8$ 2,'$ 7#5-#$
7',<'5*@$
$
0)$4O(T$K+L)A$5+LC(&-+"R$!"#$89#-(566.$4#8(<1#4$?%7$+@!@%@A@+@$%&$A(8G$>)66.(1<$9',<'5*$
"58$>##1$)8#4$=(&"$&',)>6#4$.,)&"$15&(,1566.$514$(1&#'15&(,1566.$=(&"$*)-"$8)--#88@$$!"(8$
)1(M)#$ 9',<'5*$ (8$ 89#-(566.$ 4#8(<1#4$ &,$ *,'#$ 5--)'5&#6.$ *##&$ &"#$ 1##48$ ,2$ &"#8#$ 89#-(56$
.,)&"@$ J&$ (1-6)4#8$ &#5-"(1<$ 89#-(2(-$ -"(64$ 852#$ *#1&56$ 514$ 9".8(-56$ 8G(668$ =(&"(1$ 5$ 852#$ 514$
-,1&',66#4$ #1:(',1*#1&$ &,$ #4)-5&#$ .,)1<$ 9#,96#$ (1$ &"#$ 5=5'#1#88K$ '#8,6)&(,1K$ 514$
*515<#*#1&$ ,2$ -,126(-&$ &"',)<"$ 1,1:(,6#1&$ *#518$ 8,$ &"#.$ -51$ #F9#'(#1-#$ 5$ '#4)-&(,1$ (1$
#*,&(,156$ 514$ 9".8(-56$ (*9)68(:(&.@$ !"#$ 2)145*#1&56$ (1&#1&$ ,2$ &"(8$ 9',<'5*$ (8$ &,$ 8&,9$
-,126(-&$5&$&"#$9'(*5'.$9'#:#1&(,1$6#:#6$>)&$568,$5&$&"#$8#-,145'.$514$&#'&(5'.$6#:#6K$514$&,$
6#5'1$2',*$.,)&"$=",$5'#$5&$'(8G$58$=#66$58$(4#1&(2(#4$58$9',>6#*5&(-$>#"5:(,'566.@$$$
"&&9BPP===@5&'()*8,-@,'<P9',<'5*8;*,4#6@9"9$$
"&&9BPP===@5&'()*8,-@,'<P9',<'5*8;*,4#6@9"9$$
$
2HA++-$ 8O+-&CH&$ 5+C(L-)BC)R$ !"#$ ?%7$ +@!@%@A@+@$ 7',<'5*$ "58$ 568,$ >##1$ 4#8(<1#4$ &,$
544'#88$ #F&'#*#$ 8-",,6$ :(,6#1-#$ 8)-"$ 58$ &"#$ G(66(1<8$ 5&$ *51.$ 8-",,68$ (1$ &"#$ H@+@$ 8)-"$ 58$
0,6)*>(1#K$ 0,6,'54,$ 514$ +514.$ [,,GK$ 0,11#-&(-)&$ (1$ &"5&$ (&$ -'#5&#8$ 5$ 852#$ 514$ -,1&',66#4$
#1:(',1*#1&$ &,$ #F96,'#$ &"#$ 15&)'#$ 514$ 8&')-&)'#$ ,2$ :(,6#1-#$ '#8(4(1<$ <#1#&(-566.$ (1$ &"#$
9'(*(&(:#$>(,6,<(-56$>'5(1@$!"#$(1&#1&$(8$&,$-'#5&#$&"#$'(<"&$-,14(&(,18$&,$>.;9588$&"(8$>)(6&;(1$
(18&(1-&(:#$ *5654O)8&#4$ 8)':(:56$ '#5-&(,1$ &")8$ -'#5&(1<$ 51$ #9(<#1#&(-$ '#89,18#$ &"5&$ -51$
-('-)*:#1&$(&@$$$
"&&9BPP===@5&'()*8,-@,'<P'#8,)'-#8;&#5-"#'8@9"9$$
$
5AO-P"&C$ +J$ %B"$ 2F&HOB-O()R$ !"(8$ 9',<'5*$ "58$ >##1$ )8#4$ 8)--#882)66.$ =(&"$ ,:#'$ \RRR$
D(>#'(51$-"(64'#1$,2$=5'$8(1-#$QRRT@$!"#$2('8&$-)''(-)6)*$)8#4$2,'$&"#8#$=5'$&,'1$-"(64'#1$(1$
D(>#'(5$ >.$ &"#$ D(>#'(51$ 9#5-#$ #4)-5&,'$ E'@$ ?5':(1$ E5:(8$ =58$ %.,$ /0$ 12#",3'4,$ !+56,0$
789:8(;$ <($ =0-$ $ =(4#"0)6(48(;$ ).#$ >'')0$ '?$ 7"#@*489#A$ ="(-"$ <#1#'5&#4$ &"#$ (1&#'15&(,1566.$
-65(*#4$>,,G$&"62#$B#5$C.8+4$D$E83#"6)8(;$).#$C.8+4"#($'?$E83#"86$6(4$).#$%'"+4F$
"&&9BPP===@5&'()*8,-@,'<P9',<'5*8;*,4#6@9"9$$
"&&9BPP===@5&'()*8,-@,'<P9',<'5*8;*,4#6;6(>#'(51@9"9$$
$
G7+#60#$(')#H$6++$).#$9'IJ'(#()0$'?$).#$J"';"6I0$3#+'5$6"#$)6*;.)$8($6$I*+)8+#2#+$9'()#K)$'?$
"'+#LJ+6,8(;A$;6I#0A$6(4$').#"$#4*96)8'(6+$69)828)8#0$).6)$4#2#+'JI#()6++,$#(.6(9#0$).#$9.8+4M0$
638+8),$ )'$ 9'IJ"#.#(4$ ).#$ 8(?'"I6)8'($ 8($ 6$ I'"#$ I*+)8?69#)#4$ I6((#"$ ).*0$ 8(9"#608(;$ ).#$
J')#()86+$?'"$+#6"(8(;F$N.#$J"'J#"$6I'*()$'?$)8I#$(##40$)'$3#$;82#($)'$)#69.$).#$9'IJ'(#()0$'?$
).#$J"';"6IF$$N.#$I8(8I*I$6I'*()$'?$)8I#$J#"$5##:$0.'*+4$3#$O$.'*"0F$$/)$80$'328'*0+,$3#))#"$
)'$ .62#$ I'"#$ )8I#$ ).*0$ )#69.8(;$ ).#$ 9'IJ'(#()0$ '?$ ).#$ J"';"6I$ 6"#$ 3#0)$ )6*;.)$ 4*"8(;$ 6$
.'+846,$ '"$ 0*II#"$ )8I#F$ /($ ').#"$ 5'"40$ 8)$ 80$ #00#()86+$ ).6)$ 6$ 9'()8(*8),$ 3#$ 4#2#+'J#4$
9'(080)#()+,$'2#"$)8I#$?'"$,'*(;$J#'J+#$)'$;"60J$).#$#00#()86+$8(08;.)0$8($).#$J"';"6I$58).'*)$
*(4'$8()#""*J)8'(FP$
(
560405374$!7879:1/7;3$
$
3A&$5AB"BH)&"$!&G&-+FE&C)$5+EF+C&C)R$
UV$%B,($)+$0H)$NO)A$4&(F&H)$
$
5+L")&(,R$$L#(1<$V#66;?511#'#4$514$0,18(4#'5&#$$
$
@&C)-&C&((R$$D(:(1<$=(&"$%22#-&(,1$514$0,*9588(,1$
$
6+C&(),R$$L#(1<$!')&"2)6$$
$
6LEO-O),R$$%-&(1<$V(&",)&$+#62;J*9,'&51-#$
$
>C)&--OI&CH&R$$H14#'8&514(1<$V"5&$7'#:#1&8$7#5-#$$
$
WOCPC&((R$05'(1<$2,'$Y&"#'8K$58$],)$V,)64$D(G#$&,$L#$05'#4$Z,'$
$
$
:"P&"R$$L#(1<$%=5'#$,2$V"5&$0'#5&#8$E(8,'4#'$$
$
4&(F+C(O'O-O),R$?##&(1<$D(2#N8$0"566#1<#8$=(&"$5$L'5:#$+9('(&$$
$
%O(P+ER$$D(:(1<$V(&",)&$Z#5'$
$
5+EFB((O+C$/$0,18(4#'5&(,1$514$8#18(&(:(&.$2,'$51,&"#'N8$=#66$>#(1<$
$
5+L"BI&$BCP$5+EEO)E&C)R$$Z(<"&(1<$J1O)8&(-#$$
$
4&(F&H)R$$[,1,'(1<$&"#$E(<1(&.$,2$%66$D(2#$$
$
$
4OIA)($#2@$4&(F+C(O'O-O)O&($
$
/,$"OIA)R$$L#$5>6#$&,$&"(1G$2'##$&",)<"&8$
/,$"&(F+C(O'O-O),B$$%66,=$,&"#'8$&,$&"(1G$2'##6.$
$
/,$"OIA)B$+5.$514$4,$="5&$J$=51&K$="#1$514$",=$J$=51&$
/,$"&(F+C(O'O-O),B$$0,18(4#'$&"#$#22#-&$,1$,&"#'8$,2$51.&"(1<$J$85.$,'$4,$
$
/,$"OIA)R$%8G$M)#8&(,18$514$'#-#(:#$&')&"2)6$518=#'8$
/,$"&(F+C(O'O-O),R$D(8&#1$&,$,&"#'N8$M)#8&(,18$514$'#89,14$&')&"2)66.$
$
/,$"OIA)B$L#$",1#8&$514$,9#1$
/,$"&(F+C(O'O-O),R$L#$8#18(&(:#$=(&"$*.$",1#8&.$514$,9#11#88$
$
/,$"OIA)R$[5:#$*.$>58(-$9".8(-56$1##48$*#&$$
/,$"&(F+C(O'O-O),R$%66,=$,&"#'8$&"#('$>58(-$9".8(-56$1##48$
$
/,$"OIA)R$[5:#$*.$#*,&(,156$1##48$*#&$
/,$"&(F+C(O'O-O),R$05'#$2,'$,&"#'8$#*,&(,156$1##48$
$
/,$"OIA)R$0,1&'(>)&#$&,$51.$4#-(8(,1$&"5&$522#-&8$*#$
/,$"&(F+C(O'O-O),R$L#$'#89#-&2)6$,2$",=$*.$4#-(8(,18$522#-&$,&"#'8$
$
/,$"OIA)R$?5G#$*(8&5G#8$
/,$"&(F+C(O'O-O),R$%66,=$,&"#'8$&"#('$*(8&5G#8K$514$6#5'1$2',*$*.$,=1$
$
/,$"OIA)R$[5:#$9'(:5-.^$,'$>#$=(&"$51.,1#$J$-",,8#$
/,$"&(F+C(O'O-O),R$!#66$9#,96#$-6,8#$&,$*#$="#'#$JN*$<,(1<$
$
/,$"OIA)B$[5:#$*.$,=1$>#6,1<(1<8$
/,$"&(F+C(O'O-O),R$!5G#$-5'#$,2$*.$>#6,1<(1<8^$'#89#-&$&",8#$,2$,&"#'8$
$
/,$"OIA)R$Z##6$852#$514$6(:#$2'##$2',*$2#5'$
/,$"&(F+C(O'O-O),R$!56G$=(&"$8,*#,1#$J$&')8&$5>,)&$51.$2#5'8$J$"5:#$
$
/,$"OIA)B$+&514$)9$2,'$*.$'(<"&8$
/,$"&(F+C(O'O-O),R$A#89#-&$&"#$'(<"&8$,2$,&"#'8@$
$
$
5:;=9>53$7!?503>:;$
$
3A&$5+CJ-OH)$7PLHB)O+C$5+EF+C&C)$M$$$
$
!"#$599',5-"$(8$5$",6(8&(-$&"'##;6#:#6$8.8&#*$-566#4$3A&$0Q5$+J$5+CJ-OH)$7PLHB)O+C_@$$$!"#$
&"'##$ 6#:#68$ 5'#R$ 0G+OP$ X$ QB"IBOC$ X$ 5+C)"+-#$ 35-"$ 6#:#6$ "#698$ .,)1<$ 9#,96#$ G##9$ 2',*$
>#(1<$>)66(#4$(1$&"#$2,66,=(1<$=5.8B$
$
0G+OPR$$L.$)14#'8&514(1<$="5&$-5)8#8$9#,96#$&,$>)66.$(1$&"#$=5.$&"#.$"5:#$>##1$<#1#&(-566.$
514$ 8,-(566.$ -,14(&(,1#4$ &,$ &"(1G$ 514$ 5-&$ #(&"#'$ 58$ 5$ >)66.$ ,'$ 5$ :(-&(*K$ 5$ .,)1<$ 9#'8,1$ -51$
9'#:#1&$-,126(-&$2',*$5'(8(1<@$
$
QB"IBOCB$!"',)<"$&"#$)8#$,2$:#'>56$?#1&56$+#62;E#2#18#$+G(668K$5$.,)1<$9#'8,1$-51$6#5'1$&,$
)8#$=,'48$(18&#54$,2$2(8&8$&,$'#8,6:#$5$>)66.(1<$8(&)5&(,1@$
$
5+C)"+-B$$%$.,)1<$9#'8,1$=",$6#5'18$",=$&,$"5146#$")'&$2##6(1<8$(1$5$9,8(&(:#$=5.$(8$6#88$
6(G#6.$ &,$ '#5-&$ (1$ ,:#'6.$ 5<<'#88(:#$ *511#'$ ="#1$ "5886#4$ >.$ 5$ >)66.K$ 514$ *,'#$ 6(G#6.$ &,$
*5(1&5(1$ -,1&',6@$ J&$ 568,$ "#698$ &"#*$ &,$ -,1&',6$ 5$ 9,&#1&(56$ -,126(-&$ 8(&)5&(,1$ >.$ "5:(1<$ &"#$
-,12(4#1-#$ <5(1#4$ &"',)<"$ 6#5'1(1<$ ")*51#$ 8#62;4#2#18#$ 8G(668$ 8,$ &"#.$ 4,1N&$ '#5-&$
)11#-#885'(6.$(1$5$2'##I#P$2(<"&$,'$26(<"&$*511#'@$$E#:#6,9(1<$,1#N8$6#:#6$,2$)14#'8&514(1<K$
6#5'1(1<$:#'>56$*#1&56$8#62;4#2#18#$8G(668K$>#-,*(1<$=(8#$(1$=5.8$&,$"5146#$")'&$2##6(1<8$566$
6#54$&,$51$(1-'#58#$(1$8#62;-,12(4#1-#$(1$&,)<"$8(&)5&(,18$514$6#5'1(1<$&,$&"(1G$M)(-G6.$514$
#22(-(#1&6.$="#1$1#-#885'.@$$$$
$
3A&$>C)"+PLH)+",$9&G&-$5+CJ-OH)$7PLHB)O+C$1"+I"BER$$$
UV$%B,($)+$%B-T$0NB,$NO)A$5+CJOP&CH&$
$
S@$/BT&$="O&CP($$<$%$L)66.$051$L#$5$L)44.`$
$
VR$?(&$6LE+"$/$!"(8$J8$5$!(*#$2,'$Z)1`$
$
YR$%B-T$0NB,$/$%-&$J18&#54$,2$A#5-&`$
$
ZR$?(&$5-&G&"C&(($/$!"#$?(14$J8$+&',1<#'$!"51$&"#$L,4.`$
$
[R$0I"&&$NO)A$)A&$QL--,$/$](#64$A(<"&$,2$V5.`$
$
\B$4&JL(&$3+$=OIA)$/$a)8&$+5.$b,`$
$
]R$2)BCP$?F$)+$)A&$QL--,$/$D#&N8$+##$!"5&$0,12(4#1-#`$
$
^R$2H"&BE$+"$K&--$/$D#&N8$[#5'$!"5&$c,(-#_$
$
`R$?(&$0L)A+"O),$/$[#69$J8$,1$&"#$V5.`$
$
UaR$>IC+"&$)A&$3A"&B)$/$!"#$L)66.$J8$J1:(8(>6#`$
$
UUR$4&B(+C$NO)A$)A&$QL--,$/$?(14$Y:#'$?5&&#'`$
$
UVR$3BT&$B$2)BCH&$/$+",=$],)'$H1*(8&5G5>6#$J1&#1&`$
$
3A&$2#:#2#$2&-J$:F)O+C($2&-J*!&J&C(&$2,()&Ed$
UV$%B,($)+$1"+)&H)$K+L"(&-J$="+E$6B"E$W5$85*96#X$
$
U#$3A&$=+"H&$
$
V#$$3A&$5O"H-&$+J$0NB"&C&(($
$
Y#$="O&CP$+"$=+&$
$
4. 1L(A$*$2FOC*BNB,$
$
5. 1L(A$*$4+--BNB,$
$
\#$$1L(A$<$QBHT$2)BCH&$<$K&--$;+_$
$
]#$@"B'$<$4&-&B(&R$:C&$6BCP$
$
^#$@"B'<$4&-&B(&R$3N+$6BCP($
$
`#$@"B'*4&-&B(&R$Q+)A$0"E($
$
Ua#$6O)$<$9+N$Q-+HT$
$
UU#$6O)$<$/OPP-&$Q-+HT$
$
UV#$6O)$*$6OIA$Q-+HT$
$
$WQN.#$RF<FRF$R6?#$<J)8'(0$R#+?LS#?#(0#$R,0)#I$9'IJ'(#()$80$6$J.,0896++,$#??#9)82#A$+#;6++,$06?#A$
6;#$6JJ"'J"86)#A$4#2#+'JI#()6++,$0'*(4A$('(L+#).6+$8()#;"6)#4$0,0)#I$'?$J.,0896+$6(4$I#()6+$
I6")86+$6")0$0#+?L4#?#(0#$0:8++0$).6)$;82#0$,'*(;$J#'J+#$).#$)')6+$9'(?84#(9#$)'$9'J#$0*99#00?*++,$
58).$3#8(;$3*++8#4P$
$
3A&$2)"BCI&"$0NB"&C&(($1"+I"BE$<$J+"$0PP&P$2BJ&),$
UV$!+.($BCP$!+C.)($)+$2AB"F&C$2)"BCI&"$0NB"&C&((
$
$$9&((+C$UR$!+$Q&$0NB"&$/$%-&$,1$],)'$Z##6(1<$!"5&$+,*#&"(1<$?5.$L#$E51<#',)8`$
$
9&((+C$VB$!+C.)$3B-T$NO)A$B$2)"BCI&"$/$J<1,'#$5$+&'51<#'$V"#1$&"#$+(&)5&(,1$E,#81N&$
Z##6$A(<"&`$
$
9&((+C$YR$!+$2A+L)$b9&BG&$/&$0-+C&è/$+",)&$fJ$E,1N&$g1,=$],)è$&,$5$L,&"#'8,*#$
+&'51<#'`$
$
9&((+C$ZR$!+C.)$Q&$0J"BOP$)+$2B,$b;+c$3ABCT(è$/$V56G$%=5.$2',*$5$+&'51<#'$V",$
V51&8$],)$&,$Z,66,=`$
$
9&((+C$ [R$ !+$ 3&--$ B$ 3"L()&P$ 0PL-)$ /!#66$ 5$ !')8&#4$ %4)6&$ J2$ 5$ +&'51<#'$ J8$ L,&"#'(1<$
],)`$
$
9&((+C$\R$!+C.)$0HH&F)$@OJ)($/$b#:#'$%--#9&$7'#8#1&8$2',*$+&'51<#'8`$
$
9&((+C$ ]B$ !+$ 3&--$ 0PL-)($ %A&"&$ K+L."&$ @+OCI$ /$ D#&$ 75'#1&8$ 514$ !#5-"#'8$ g1,=$
V"#'#$],)$%'#`$
$
9&((+C$^B$!+C.)$@&)$OC)+$B$2)"BCI&".($5B"$/$b#:#'$h,$%1.="#'#$=(&"$+,*#,1#$],)$
E,1N&$g1,=`$
$
9&((+C$`B$!+$@+$)+$Bb$2BJ&$d+C&e$/$h,$V"#'#$],)$g1,=$!"#'#N8$7',&#-&(,1`$
$
9&((+C$UaB$!+C.)$@+$0-+C&$OC)+$!BCI&"+L($0"&B($/$+&5.$%=5.$2',*$E#8#'&#4$[,)8#8$
514$E5'G$%66#.8`$
$
9&((+C$UUR$!+$3"L()$K+L"$@L)$=&&-OCI($/$D(8&#1$&,$&"#$c,(-#$J18(4#$],)'$[#54`$
$
9&((+C$UVB$!+C.)$!O()"L()$0--$2)"BCI&"(`$$
$
4OIA)($#2@$4&(F+C(O'O-O)O&($=+"$B$QL--,$="&&$2+HO&),$<$$
$
C$J$"5:#$&"#$"OIA)$&,$1,&$>#$>)66(#4$,'$9".8(-566.$")'&$514$&"#$"&(F+C(O'O-O),$&,$6#5'1$=5.8$,2$
'#8,6:(1<$-,126(-&$9#5-#2)66.@$
$
C$J$"5:#$&"#$"OIA)$&,$1,&$>#$-566#4$")'&2)6$15*#8$514$&"#$"&(F+C(O'O-O),$&,$)14#'8&514$="5&$
=,)64$*5G#$*#$=51&$&,$-566$,&"#'8$")'&2)6$15*#8@$$
$
C$ J$ "5:#$ &"#$ "OIA)$ &,$ 1,&$ >#$ 9(-G#4$ ,1$ >#-5)8#$ J$ 4,$ 1,&$ >#6,1<$ &,$ 5$ -#'&5(1$ <',)9$ 514$ &"#$
"&(F+C(O'O-O),$&,$)14#'8&514$="5&$(&$*#518$&,$>#6,1<$&,$5$f<',)9@e$$
$
C$J$"5:#$&"#$"OIA)$&,$1,&$>#$*54#$2)1$,2$>#-5)8#$J$5*$f4(22#'#1&e$514$&"#$"&(F+C(O'O-O),$1,&$
&,$9(-G$,1$,&"#'8$2,'$="5&$J$"5:#$>##1$&5)<"&$&,$&"(1G$5'#$4(22#'#1-#8@$$
$
C$J$"5:#$&"#$"OIA)$&,$1,&$>#$>)66(#4$>#-5)8#$,2$'5-#K$<#14#'K$8#F)56$,'(#1&5&(,1$,'$-)6&)'#$514$
&"#$"&(F+C(O'O-O),$&,$#4)-5&#$*.8#62$5>,)&$=".$&"(8$"599#18@$
$
C$ J$ "5:#$ &"#$ "OIA)$ &,$ 1,&$ >#$ >)66(#4$ >#-5)8#$ ,2$ *.$ 9".8(-56$ 599#5'51-#$ 514$ &"#$
"&(F+C(O'O-O),$&,$1,&$9(-G$,1$*.8#62$2,'$="5&$J$&"(1G$,&"#'8$*5.$&"(1G$,2$*#@$$
$
C$ J$ "5:#$ 5$ "OIA)$ &,$ 1,&$ >#$ &#58#4$ >#-5)8#$ J$ 5*$ 1,&$ 58$ 8*5'&$ 58$ ,&"#'$ 9#,96#$ 514$ &"#$
"&(F+C(O'O-O),$&,$#4)-5&#$*.8#62$&,$>#$58$(1&#66(<#1&$58$J$-51$>#@$$
$
C$ J$ "5:#$ 5$ "OIA)$ &,$ 1,&$ >#$ >)66(#4$ >#-5)8#$ J$ 5*$ 1,&$ 58$ 5&"6#&(-$ 58$ ,&"#'8$ 514$ &"#$
"&(F+C(O'O-O),$&,$2(14$,&"#'$#14#5:,'8$&"5&$<(:#$*#$5$8#18#$,2$=#66$>#(1<@$$
$
C$ J$ "5:#$ &"#$ "OIA)$ 1,&$ &,$ >#$ >)66(#4$ *#$ >#-5)8#$ J$ 5*$ 8*566#'$ ,'$ =#5G#'$ 514$ &"#$
"&(F+C(O'O-O),$&,$2(14$=5.8$&"5&$=(66$8&'#1<&"#1$*#@$
$
e$ J$ "5:#$ &"#$ "OIA)$ &,$ 6#5'1$ &"#$ 8G(668$ &,$ )14#'8&514$ 514$ "5146#$ >)66(#8$ =(&",)&$ ")'&(1<$ ,'$
>#(1<$")'&$514$&"#$"&(F+C(O'O-O),$&,$&#5-"$,&"#'8$&"#8#$8G(668$8,$&"#.$=(66$1,&$<#&$>)66(#4@$
$
e$ J$ "5:#$ &"#$ "OIA)$ &,$ 9',&#-&$ *.8#62$ 2',*$ "5'*$ 514$ &"#$ "&(F+C(O'O-O),$ &,$ )8#$ &"#8#$ 8G(668$
")*51#6.@$$
$
e$3:#'.$-"(64$#:#'.="#'#$"58$5$>58(-$"OIA)$&,$>#$&'#5&#4$=(&"$'#89#-&$514$&"#$"&(F+C(O'O-O),$
(1$&)'1$&,$'#89#-&$566$,&"#'8@$$
$
9>=7$2W>992$5:/1:;7;3$
$
3A&$9OJ&$2TO--($5+EF+C&C)$
UV$1+(O)OG&$0H)O+C$9OJ&$2TO--($$
$
1&"(+CB-$2TO--($<$6+N$!+$>$2&&$/,(&-JD$$
$
e$6+N$!+$>$2)B,$;&B)$BCP$6&B-)A,D$
$$h,,4$h',,*(1<$514$7".8(-56$b##48$W],<5$2,'$g(48dX$
$
e$%AB)$!+&($>)$3BT&$)+$=&&-$@++P$0'+L)$/,(&-JD$
3*,&(,156$b##48$$
$
e$0E$>$5"&B)OG&D$$0E$>$2EB")D$
$$0'#5&(:#$514$J1&#66#-&)56$b##48$$
$
$
$
e$%AB)$!+&($>)$/&BC$)+$Q&$B$="O&CPD$
$$?511#'8$514$A#65&(,156$b##48$
$
$
2+HOB-$2TO--($<$6+N$!+$>$4&-B)&$)+$1&+F-&D$$
$
e$0E$>$1"+I"BEE&P$)+$0H)$OC$5&")BOC$%B,(D$$
$$0,14(&(,1(1<$?5G#8$H8$0'#5&)'#8$,2$[5>(&$
$
$
e$6+N$@++P$0E$>$B)$4&(+-GOCI$!OJJ&"&CH&(D$@$
$
$
$$E(85<'##*#1&8$514$0,126(-&8$
$
e$%AB)$1B")$!+$>$1-B,$OC$/,$=BEO-,D$
$$75'#1&;0"(64;Z5*(6.$A#65&(,18"(98$
$
e$%AB)$!+&($>)$/&BC$)+$Q&$B$@++P$="O&CPD$
$$$0,*951(,18"(9$+G(668$
$
$ $$$$$5+FOCI$2TO--($<$6+N$!+$>$4&-B)&$)+$)A&$%+"-PD$$
$
e$!+&($7G&",$1"OGO-&I&$6BG&$B$4&(F+C(O'O-O),D$
$$[)*51$A(<"&8$514$A#89,18(>(6(&(#8$
$
e$>($7G&",)AOCI$%&."&$3+-P$',$b7fF&")(g$3"L&D@$$
$$J1&#66(<#1&$?#4(5$A#5-&(,1$514$!c$V5&-"(1<$
$
e$%A,$2A+L-P$>$WC+N$0'+L)$3OE&$BCP$/+C&,D$
$
$$!(*#$514$?,1#.$?515<#*#1&$
$
e$!+$%&$;&&P$Q+LCPB"O&($J+"$:L"$Q&ABGO+"D$$
$$H14#'8&514(1<$&"#$D5=$
$
M$1A,(OHB-$=O)C&(($$<$$
K+IB$=+"$WOP($<$UV$%B,($)+$W&&F$K+L"(&-J$6&B-)A,$
$
0PGBCH&P$9&G&-$5+CJ-OH)$7PLHB)O+C$1"+I"BER$
Eight$2)BI&($+J$QL--,OCI$<$="+E$)A&$1-B,I"+LCP$)+$)A&$QB))-&JO&-P$
$
S@$%A,$!+$%&$QL--,D$$V"#1$=#$-51$)14#'8&514$&"#$-5)8#8$,2$>)66.(1<$$$
$i$&"5&$(8$',,&#4$(1$&"#$=5.$=#$&"(1G$i$=#$-51$9'#:#1&$(&@$
$
Q@$$%A,$>($7G&",'+P,$0-NB,($1OHTOCI$:C$/&D$$V"#1$5$>)66.$2(148$5$:(-&(*$&,$&,'*#1&K$$$
&"#'#$5'#$56=5.8$'#58,18@$$%$:(-&(*$>#1#2(&8$2',*$G1,=(1<$&"#$518=#'$&,$&"(8$M)#8&(,1$$
514$&,$",=$5$>)66.$&"(1G8@$
$
T@$%A,$0E$>$0-NB,($1OHTOCI$:C$/,(&-JD$$$35-"$,2$)8$"58$51$f(11#'$>)66.e$i$
$51$(11#'$:,(-#$&"5&$15<8$)8K$(1&(*(45&#8$)8@$$!"(8$(8$="#'#$>)66.(1<$-,1&(1)#8$$
$52&#'$,1#$"58$>##1$9#'8,1566.$9(-G#4$,1$>.$51,&"#'$9#'8,1@$
$
U@$$%A,$5BC.)$>$!+$%AB)$>$%BC)D$$],)1<$9#,96#$1##4$&,$6#5'1$&"5&$2,'$#:#'.$'(<"&$&"#'#$(8$5$
-,''#89,14(1<$ '#89,18(>(6(&.@$ $ D#51(1<$ &"(8$ *5G#8$ 2,'$ 5$ >5651-#4$ 2'5*#$ ,2$ *(14$ (1$ ,1#N8$
'#65&(,18"(9$&,$,&"#'8$514$&"#$=,'64@$$
$
\@$ %A,$ >($ 7G&",'+P,$ 0-NB,($ 1OHTOCI$ :C$ ?(D$ V"#1$ =#$ 6#5'1$ &,$ "5&#$ 514$ 2#5'$ >#-5)8#$
8,*#,1#$#68#$(8$4(22#'#1&$&"#1$=#$5'#$-5)<"&$(1$9'#O)4(-#@$$V"#&"#'$(&$(8$&"#$-,6,'$,2$,1#N8$
8G(1K$15&(,156(&.K$5<#K$4(85>(6(&.K$<#14#'$,'$'#6(<(,1$(&$,16.$-'#5&#8$95(1$514$8)22#'(1<@$
$
j@$%A,$0"&$%&$0-NB,($9&))OCI$)A&$QL--O&($1OHT$:C$3A&ED$$$L.8&514#'8$,2&#1$4,1N&$$
=51&$&,$8&,9$5$>)66.$8(&)5&(,1@$$?51.$&(*#8$&"#.$#1-,)'5<#$(&@$L)&$5$9#5-#2)66.$8G(66#4$$
>.8&514#'$-51$>#$9,=#'2)6$514$'#8,)'-#2)6$(1$8&,99(1<$5$>)66.(1<$(1-(4#1&@$
$
k@$ %A,$ 0"&$ 3A&,$ 0-NB,($ @&))OCI$ 1OHT&P$ :CD$ $ ],)&";5&;'(8G$ 5'#$ >)66(#4$ >.$ 2#66,=$ .,)&"$
514$>.$54)6&8@$$H14#'8&514(1<$",=$514$=".$&"#.$5'#$9(-G#4$,1$i$>.$&"#$.,)&"$&"#*8#6:#8$
58$ =#66$ 58$ >.$ 95'#1&8$ 514$ &#5-"#'8$ i$ -51$ 6#54$ &,$ "#69(1<$ &"#8#$ .,)1<$ 9#,96#$ 6#54$ *,'#$
"#56&".$6(:#8@$
$
$l@$%A,$0"&$%&$0-NB,($1OHTOCI$:C$7BHA$:)A&"D$V5'8$>'#5G$,)&$>#-5)8#$,1#$<',)9$,2$$
9#,96#$ >)66(#8$ 51,&"#'@$ $ J&$ (8$ :(&566.$ (*9,'&51&$ &,$ )14#'8&514$ ",=$ 514$ ="#'#$ &"(8$ >)66.(1<$
>#<(18$(1$-"(64",,4$8,$&"5&$.,)1<$9#,96#$-51$>#<(1$&,$#14$(&$,1$&"#$965.<',)14$>#2,'#$(&$<#&8$
&,$&"#$>5&&6#2(#64@$
$
0C$>C)&"CB)O+CB--,$0HH-BOE&Pc$0NB"P$%OCCOCI$1"+I"BE$
$
C$+#6#-&#4$>.$&"#$;B)O+CB-$130$W75'#1&$!#5-"#'8$%88,-(5&(,1X$$
$$
C$314,'8#4$>.$R9'*)8(;$T6;6U8(#$/$Q+,$BCP$@O"-$2H+L)($+J$0E&"OHB$
$
V$$314,'8#4$>.$06,$%*(A''<*%$#%.@(+,$(B&@*$
$
C$%99',:#4$>.$&"#$;&N$K+"T$5O),$Q+B"P$+J$7PLHB)O+C$
$
C$314,'8#4$>.$&"#$;B)O+CB-$7PLHB)O+C$0((+HOB)O+C$Wb3%X$
$
C$314,'8#4$>.$/+)A&"OCI$/BIBhOC&$
!"WN.#$3'':0$'?$S"F$%#30)#"LS',+#$6"#$).#$?8"0)$6))#IJ)$/$.62#$0##($)'$#KJ+68($)'$,'*(;$J#'J+#$
6(4$ 64*+)0$ ).#$ 9'(9#J)$ '?$ I6")86+$ 6")0$ 60$ 6$ J#69#?*+A$ ('(28'+#()$ X56,$ '?$ +8?#X$ 6(4$ )'$ ;82#$
0)*4#()0$).#$)''+0$)'$699'IJ+80.$).80$;'6+FW$/$9OCPB$9&&$5BPN&--c$NOP+N$+J$Q"LH&$9&&$$
V$ W%#$ .62#$ @*0)$ 9'IJ+#)#4$ )"68(8(;$ '*"$ /0"6#+8$ 6(4$ 76+#0)8(86($ Y6"6)#$ /(0)"*9)'"0$ 8($ ,'*"$
WC.6"69)#"$?'"$Y840W$J"';"6I$6(4$6"#$*08(;$,'*"$3'':$WZ8;.)8(;$).#$/(28083+#$1(#I,W$)'$)#69.$
'*"$,'*(;$3"'5($6(4$3+69:$3#+)0$63'*)$*(4#"0)6(48(;$).#$#??#9)0$'?$9'(48)8'(8(;F$R'I#$'?$'*"$
8(0)"*9)'"0$69)*6++,$"80:$).#8"$+82#0$)'$)#69.$).80$J#69#$#(.6(98(;$I6)#"86+A$60$).#$3*++8#0$8($'*"$
"#;8'($ 6"#$ "#6+$ )#""'"80)0$ [).#$ '(#0$ ,'*$ '(+,$ "#64$ 63'*)F$ N.#"#$ 80$ ('$ 4'*3)$ ).6)$ ).80$ 80$
)"#I#(4'*0$ 0)#J$ ?'"$ 0*9.$ 6$ 28'+#()$ "#;8'($ 5.#"#$ .6)"#4A$ 28'+#(9#$ 6(4$ 480)"*0)$ 80$ ).#$ ('"I@$
2&C(&O$!BCC,$6BTOE$<$=+LCP&"$<$5AO&J$>C()"LH)+"$+J$QLP+$J+"$1&BH&c$>("B&-$<$N+"TOCI$
>("B&-O$BCP$1B-&()OCOBC$HAO-P"&C$+J$NB"$)&BHAOCI$)A&$EB")OB-$B")(#$$
C$E'@$D5='#1-#$+"59(',$,2$&"#$5&C)&"$J+"$0FF-O&P$1(,HA+-+I,$4#8-'(>#4$E'@$V#>8&#';$E,.6#$
58$ 51$ W#+'\*#()$ +#64#"$ '?$ ).#$ I'2#I#()$ )'$ 9'I38(#$ J"8(98J+#0$ '?$ #4*96)8'(A$ J0,9.'+';,A$ 6(4$
).#$I6")86+$6")0$)'$)#69.$,'*(;$J#'J+#$)'$"#0'+2#$9'(?+89)$J#69#?*++,FW$$
C$Why is Everybody Always Picking on Us? explores the roots of prejudice. I don't think I've
seen another book like it. How wonderful if this book could be used in social studies
classrooms! I have learned where prejudice begins, how it is created, how it is perpetuated,
and how it can be resolved. This book looks at stereotypes, bigotry, discrimination,
scapegoating, racism, and more. It is a wonderfully comprehensive manual for young people
and adults alike on understanding our conditioning and the root of prejudice. American
Pride Through Education.
C$10-time winner of the Benjamin Franklin Awards for Excellence in Independent

Publishing
C$"Helps young people deal with conflict and violence by describing practical skills for Peace."
Holistic Education Review
C$We use his books and thoroughly endorse the usefulness of his methods which have high
potential in schools."
Stewart W. Twemlow, M.D. Psychiatry and Psychoanalysis Menninger Clinic and Martial
Arts School owner
V$WN'$06,$).6)$/$6I$J+#60#4$6(4$4#+8;.)#4$58).$).#$9'()#K)$6(4$9'()#()$'?$,'*"$+8)#"6)*"#$80$6$
9'IJ+#)#$6(4$)')6+$*(4#"0)6)#I#()F$N.#$?69)$80A$,'*"$5"8)8(;0$6"#$0'$*(8\*#$6(4$48??#"#()$?"'I$
).#$62#"6;#$8(?'"I6)8'($'($).#$I6":#)A$).6)$/$?8(4$I,0#+?$"#648(;$6(4$"#"#648(;$8)$?'"$(#5$6(4$
"#?"#0.8(;$8(08;.)0FW$/$5#$/+"IBC$Q&HT&"c$6&BP$>C()"LH)+"$6+$QBC$i9BT&$6+L(&j$3BCI$2++$
!+$!+kBCI$2BC$0C)+CO+c$=-+"OPBc$?20$$
$
CmV#>8&#';E,.6#n8$ (18(<"&$ (8$ &"5&$ >.$ '#-,<1(I(1<K$ )14#'8&514(1<K$ 514$ 5--#9&(1<$ ,)'$ :(,6#1&$
&#14#1-(#8K$=#$-51$5:,(4$5-&(1<$&"#*$,)&@$$!"#8#$1#=$>,,G8$@$@$@$5'#$<,,4$2,'$&#5-"#'8$514$
95'#1&8$ ,2$ #6#*#1&5'.$ 8-",,6$ -"(64'#1$ =",$ 1##4$ 599',9'(5&#$ 651<)5<#$ 514$ 5-&(:(&(#8$ &,$
"#69$ -"(64'#1$ 4#56$ =(&"$ &"#('$ 2##6(1<8$ 514$ &"#$ :(,6#1-#;9',:,G(1<$ 95'&8$ ,2$ &"#$
#1:(',1*#1&@$ $ !,$ &"(8$ '#:(#=#'K$ &"#.$ 5'#$ '#56(8&(-$ 514$ 9'5-&(-56@miC,<23( DE&'@$.2(((
i/BIBhOC&$+J$)A&$;B)O+CB-$0((+HOB)O+C$J+"$)A&$7PLHB)O+C$+J$K+LCI$5AO-P"&CX$
C$!"#$%&'()*$+,-(#&.$&,45.$(8$51$(1&#'15&(,1566.$G1,=1$7#5-#$34)-5&(,1$,'<51(I5&(,1$=",8#$
=,'G$ (8$ 5'-"(:#4$ 5&$ &"#$ H1(:#'8(&.$ ,2$ 0,11#-&(-)&n8$ b,'&"#58&$ 0"(64'#1n8$ D(&#'5&)'#$
0,66#-&(,1K$ +=5'&"*,'#$ 0,66#<#$ 7#5-#$ 0,66#-&(,1$ 514$ &"#$ H1(:#'8(&.$ ,2$ +,)&"#'1$
?(88(88(99(n8$4#$h')**,14$0"(64'#1n8$D(&#'5&)'#$0,66#-&(,1$ (1$ &"#$ H+%@$ !"#$=,'G$ (8$568,$
,1$9#'*51#1&$4(8965.$(1$&"#$J1&#'15&(,156$?)8#)*$,2$7#5-#$514$+,6(45'(&.$(1$+5*5'G(14K$
HI>#G(8&51K$ &"#$ 0,**,1=#56&"$ ,2$ J14#9#14#1&$ +&5&#8$ 5&$ &"#$ [(',8"(*5$ 7#5-#$
?#*,'(56$?)8#)*K$[(',8"(*5$a5951, and archived in perpetuity at No Gun Ri International
Peace Foundation, South Korea. $"&&9BPP===@5&'()*8,-@,'<P5>,)&;5=5'48@9"9$$
Staff
Dr. Terrence Webster-Doyle, the Education Administrator of the Atrium Society, has a
Ph.D. in Health and Human Services, a Master's degree in psychology, a life-time secondary
and community college teaching credential and draws on many years of experience in
teaching character development and conflict education prevention. He is the Director of
the Youth Peace Literacy Program that has effectively helped over 5000 children of war in
Liberia. He is the founder and Director of the Martial Arts for Peace Association and is the
author of over 60 internationally acclaimed, award winning peace educating and character
development resources used throughout the U.S. and worldwide.$
l&BC$ %&'()&"*!+,-&$ (8$ &"#$ Z,)14#'$ 514$ 7'#8(4#1&$ ,2$ &"#$ %&'()*$ +,-(#&.K$ 51$ #4)-5&,'K$
.,<5$ &#5-"#'$ 514$ &"#$ -'#5&,'$ ,2$ ?#&5*,'9",8(8$ 34)-5&(,1$ 514$ [5'*,1(,)8$ ?(14$ ],<5@$$
+"#$=58$#4)-5&#4$5&$&"#$H1(:#'8(&.$,2$?54'(4K$b#=$],'G$H1(:#'8(&.$514$+5'5"$D5='#1-#$
0,66#<#@$ +"#$ "58$ &'5:#6#4$ =,'64=(4#$ #4)-5&(1<$ 9#,96#$ 5>,)&$ &"#$ -5)8#8$ ,2$ -,126(-&$ (1$ &"#$
-,14(&(,1#4$ =5.$ =#$ &"(1G$ 514$ "58$ -,;-'#5&#4$ 1)*#',)8$ >,,G8$ 514$ 9',<'5*8$ ,1$ &"#$
8)>O#-&@$ $ ?8@$ V#>8&#';E,.6#$ =58$ &"#$ -,;2,)14#'$ ,2$ &"#$ %&'()*$ +-",,6$ 514$ &"#$ A5(1.$
?,)1&5(1$Y)&4,,'$34)-5&(,1$+-",,6@$$+"#$(8$568,$5$?58&#'$!#5-"#'$514$!'5(1#'$(1$&"#$?%7$
+@!@%@A@+@$7',<'5*.$
1A+C&R$$U*âa*^Z^*\aVU$+"$7*EBO-R$EB")OB-B")(J+"F&BH&mIEBO-#H+E$
$$$$$$$$$$$$$$$$$$$%&'(O)&R$A))FRSSNNN#B)"OLE(+H#+"IS"&(+L"H&(*EB")OB-*B")(*OC()"LH)+"(#FAF$
$
d$ h'54)5&#8$ 2',*$ &"#$ ?%7$ +@!@%@A@+@$ 7',<'5*$ =(66$ '#-#(:#$ 5$ -#'&(2(-5&#$ 58$ 5$ 0"5'5-&#'$
E#:#6,9*#1&$/$0,126(-&$34)-5&(,1$+9#-(56(8&@$
Anc
i
e
nt
War
r
i
or
MA
Mas
t
e
r
s
Hur
r
i
c
ane
Eagl
e
Fi
r
s
t
MA Book
Swor
d
Maz
e
Re
s
pe
c
t
MA Gui
de
Par
e
nt
s
OnUs
OnMe
Kar
at
e
One
Enc
ount
e
r

MAP STARS 8week 12step IntroductoryProgram PDF

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

MAP STARS 8week 12step IntroductoryProgram PDF

Diunggah oleh

Hak Cipta:

Format Tersedia

MARTIAL ARTS FOR PEACE

Character For Kids

Bully Buster System

Safety Options System

(15 Minute Segment)

(15 Minute Segment)

(15 Minute Segment)

(15 Minute Segment)

Agree With The Bully

Push Back Stance

Stand Up to the Bully

Grab Release: One Hand

Grab Release: Two Hand

Grab-Release: Both Arms

Reason with the Bully

Courage & Commitment

Developmental, Age Appropriate Program designed

Hit Middle Block

STRANGER HEIGHTENED AWARENESS

Act on Your Feeling That Something May Be Dangerous!

Dont Talk with a Stranger

Ignore a Suspicious Stranger When the Situation Doesnt

Do Shout Leave Me Alone!

Shout I Dont Know You! to a Bothersome Stranger

Do Be Afraid to Say No, Thanks.

Walk Away from a Stranger Who Wants You to Follow!

Do Tell a Trusted Adult

Tell a Reliable Adult if a Stranger Is Bothering You!

Dont Accept Gifts

Never Accept Presents from Suspicious Strangers!

Do Tell Adults Where Youre Going

Let Parents and Teachers Know Where You Are

Dont Get Into a Strangers Car

Never Go Anywhere With Someone You Dont Know!

Go Where You Know Theres Protection!

Lesson 10: Dont Go It Alone into Dangerous Areas

Stay Away from Deserted Houses and Dark Alleys!

Lesson 11: Do Trust Your Gut Feelings

Listen to the Voice Inside Your Head!

Lesson 12: Dont Distrust All Strangers

Many Strangers Are Good People!

Act on Your Feeling

Ask students the following questions. Encourage them to give you

What does it mean to be aware?

Whats one way you were aware today?

What does it feel like to be aware? Is it hard work? Does it take

Sometimes we get a sense that something near us may be dangerous.

That awareness usually appears for a good reason. Pay attention to

One way to practice being aware is to challenge your senses! Do

Do you listen to sounds the birds in the trees, an airplane or

Do you think your family would be amazed if you suddenly noticed

DONT Talk With a Stranger

Ignore a Suspicious Stranger

Ask students the following questions. Encourage them to give fast,

How do you think you ought to apply your new awareness to

Do you think you are always able to distinguish between a stranger

Is it important to ignore a suspicious stranger get away from a

Knowing when to ignore a suspicious stranger gives us a great

Our Mental Self-Defense strength increases as we learn how to

BEFORE CLASS, write these column zones on the board, or make a

STRANGER AWARENESS ZONES!

Read through EACH ZONE, then encourage quick, alert responses: