1. Duck Duck Goose Verbatim Theatre Tour 2016 Responding to Bullying
Resource Pack 2
Responding to Bullying
Anti-Bullying Works in partnership with Chichester Festival Theatre are proud to present the Verbatim Theatre Tour of Duck Duck Goose.
The play has been written using the real words of real people who talked to us about bullying. This is one of four Extension Activity Packs which can be used as a stand alone resource in a lesson or assembly, or can also be used in conjunction with video ‘shorts’ from the tour which will be available online.
This year’s Anti-Bullying week theme is ‘Power For Good’ and it is all about understanding ways in which young people are powerful. Children and young people all have the power to speak out about bullying and take individual or collective action to help create the best world possible.
The idea of children and young people being ‘Powered Up to Do Good’ will be explored alongside the themes arising from the play.
A big part of this is to encourage ‘talking schools’ where all young people are given a safe space to discuss bullying and are supported to report all forms of bullying behaviour.

2. Anti-Bullying Week 2016
Children and Young People are powerful. Take action to create the best world possible.
#powerforgood
This year the Anti-Bullying Alliance are asking young people to ‘Power Up Against Bullying’ and part of this is recognising that each person has their own power to decide how to behave.
Ask the learners how will you use your Power (or your Voice) – What do they want to say about bullying and what ideas do they have about making the world around them a better and safer place?
Explain what it means to take individual and collective action to STOP bullying and create the best world possible. Give an example: make a short film in school or start a peer mentor scheme.
[Teachers and school staff are encouraged to promote collective action to prevent bullying and create a SAFE environment where children can thrive].

3. Learning outcomes
Learners understand what stops people from intervening in a bullying situation
Learners understand different ways of responding to bullying

4. Responding To Bullying
Let’s talk about
Responding To Bullying

5. How would you react?
We haven’t invented these characters…
Listen to these stories of real people using their own words
The Duck Duck Goose tour is about using real people’s stories – in their own words.
Start thinking about what attitudes and beliefs might be lurking behind the words that people say.
Let’s look at 3 short extracts from the play.
We’ll read it out and then give you a chance to think about why this person is being picked on because they are different and we’ll then look at the consequences of the behaviour.
Note: We will also be making most scenes available as short video clips on YouTube.
When you read these you can refer to the key words that define bullying: deliberate, hurtful, repeated and power. 5

6. Scene 7
“I wanted to have lots of friends and, he wanted me to be [his] only friend, he was saying stuff…, like saying random stuff to make me feel bad…”
“…every time he did like something I would have to tell, um, the teachers…”
[Facilitators information - this is taken from Scene 7 – a boy talking about being bullied by one of his friends]
Why is this young person being targeted?
What are the consequences for the him and his friend?
He tried confronting the friend but this didn’t work – why do you think his friend wouldn’t stop?
Who do you think has the power in this situation?
What would you do if you saw this happening – or if it happened to you?

7. Scene 9
“…reactions to… comments and banter that have been aimed at [young people with additional needs]…if you can manage to stay calm and not show that you’re angry and not show that you’re upset, the bully will probably leave you alone in the long term because they’re not getting the reaction that they want, they’re not winning ”
[Facilitators information – this is taken from Scene 9 – advice given to a young person who is autistic and who gets picked on so that others can see them react ]
Why is this young person being targeted?
What are the consequences for the young person? What are the consequences for the bully?
Is ‘Banter’ a type of bullying behaviour?
What would you do if you saw this happening – or if it happened to you?
Who has the power in this situation? What can be done to help?

8. Scene 10
“[the coaches] saw it happening but they didn’t do anything which is one of the reasons why I left there in the first place, [they] kept calling me names and taking the mickey…I told the manager and she didn’t do anything about it and I told the coach and she didn’t do anything about it…”
[Facilitators information – this is taken from Scene 10 – a girl describes how she was treated by another girl and her dad on the way to and from football coaching]
Do you think this young person should have had to leave the football club to make this situation stop?
What are the consequences for the young person?
Why didn’t the football coaches do anything to help?
What would you do if you saw this happening – or if it happened to you?
Who has the has power in this situation?

9. Role of the Bystander
So what stops young people from intervening when they see bullying taking place?
Let’s think for a moment – why do people say stuff like this to other people?
Why do some people deliberately try and upset others – and continue doing so when they know its causing distress?
e.g. -
Fear of becoming a target
Don’t know what to do
Not wanting to be called a ‘grass’ or ‘snitch’
Ignore it and it will go away?
Person being bullied deserves to be bullied?

10. Banter or Bullying? Good teasing or banter Ignorant teasing
There’s no intention to hurt and everyone knows the limits
Ignorant teasing
‘Crosses the line’ with no intent to hurt. Will often say sorry.
Malicious teasing/bullying
Done to make a person feel inferior, it’s relentless and often in public
State there’s generally nothing wrong with banter, joking or good teasing as long as everyone knows what the limits are.
But, how do we know if we have ‘crossed a line’ with someone?
How might they be feeling or behaving?
However, the person doing the malicious teasing/bullying will often say ‘I’m just messing around’, ‘Just joking’ or ‘It’s just banter’ - how should this be challenged by the people around them?

11. How does bullying start?
Roles
Ringleader
Assistant
Defender
Outsider
Re-inforcer
Torn
Bystander
There are a variety of bystander attitudes & responses to bullying behaviour and being a bystander becomes a choice of activity or inactivity.
The key challenge is for group to consider: ‘I am no longer an innocent bystander; my choice (good or bad) has consequences’.
Describe the roles of people involved in bullying behaviour:
The Ringleader – those initiating or leading the bullying, but not always the person ‘doing’ the bullying.
Assistant – those involved in ‘doing’ the bullying.
Re-inforcer(s) - supports the bullying, might laugh or encourage other people to collude with what is going on.
Outsider(s) - ignores any bullying and doesn’t want to get involved.
Defenders(s) - stands up for someone being bullied. Knows that bullying is wrong. Feels confident enough to do something about it. This might include talking to an adult in or outside school.
Torn Bystander(s) – can’t decide what’s best, either doing the right thing or being part of the group.
Prompt question: How do you get more people to change from being an outsider or bystander to becoming a defender?
Ask – What role do you think you play in situations that happen?

12. Keep evidence Keep talking Keep positive
Telling someone
What if teachers (or other adults) don’t think it’s bullying?
Keep evidence
Keep talking
At the start of Duck Duck Goose, one of the characters talks about the difficulty of getting help if a teacher doesn’t see your situation as bullying.
If this happens, then do your best to find another adult to talk to – a parent / carer / youth worker / teaching assistant / Doctor…
If you are being bullied through social media then try to get screen shots and print them out, don’t delete text messages.
Talk to people you can trust and don’t keep it to yourself.
Try to remember that things will improve and get better for you if you start getting help.
For further ideas to share on what children and young people can do if they are being bullied go to:
(hyperlink in the Further Links and Reading page)
Keep positive

13. Power Up It starts with Me Against Bullying Be part of the solution
Let’s remind ourselves of this year’s Anti-Bullying Week theme – “Power for Good”
We all have a choice about how we behave and a choice about how we react to a bullying situation we see happening around us.
Discussion – What can you do to Power Up Against Bullying?
e.g. -
Empathy – understand how others might be feeling
Perception that friends expect them to help
Some experience of helping someone in trouble in the past
Age – primary age are more likely to help than secondary pupils
Gender – girls more likely to intervene than boys?
Remember: One kind word can change someone’s entire day

14. ? ? What now? What now? Walk away Talk to a teacher
Try not to say anything back
Try not to say anything back ?
Stand Up for your friends
Don’t keep it to yourself
Don’t keep it to yourself
Tell an adult that you trust
Speak to your parent / carer
Speak to your parent / carer
What other ideas or suggestions can you think of?
Option – watch Scene 14
This is the advice from the young people who told their stories through ‘Duck, Duck, Goose’.
Remember: You have the power to change the situation. This might be a situation you are in, or a situation that you see one of your friends in.
Doing nothing is not an option! ?
Ignore as best you can

15. Collective Response Challenge all forms of bullying .
Think about ways in which you can help others.
Work together to help create the best world possible!
#powerforgood
Watch the Anti-Bullying week official film:

16. Further Links and Reading
Anti-Bullying Alliance Top Tips if you are being bullied:
Anti-Bullying Works – responding to incidents
ENABLE (European Network Against Bullying in Learning and Leisure Environments)
‘Understanding School Bullying’ by Peter K. Smith
stopbullying.gov has a range of advice and help on how to respond to bullying including ‘Be more than a bystander’
Follow these links for further information and ideas about how to plan sessions and activities around Bullying.

17.
@AB_Works