ENVIRONMENTAL

& SOCIAL INTERVENTIONS:

LESSON 1


COMBATTING CYBERBULLYING

ASCA Standards:
PS: A1 Acquire Self-knowledge
PS: A1.6: Distinguish between appropriate and inappropriate behavior
PS: A1.7: Recognize personal boundaries, rights, and privacy needs
PS: C1 Acquire Personal Safety Skills
PS: C1.2: Learn about the relationship between rules, laws, safety, and the
protection of rights of the individual
PS: C1.7: Apply affective problem-solving and decision making skills to make
safe and healthy choices

NYS Learning Standards:
Health, Physical Education, and Family and Consumer Science:
Standard 2: A Safe and Healthy Environment Students will acquire the knowledge
and ability necessary to create and maintain a safe and healthy environment

NOSCA Components:
1. College Aspirations Build a college-going culture based on early college
awareness by nurturing in students the confidence to aspire to college and the
resilience to overcome challenges along the way. Maintain high expectations by
providing adequate supports, building social capital, and conveying the conviction
that all students can succeed in college

Grade Level: 9-12

Time needed: 45 minutes

Objectives:
85% of students will be able to understand what cyberbullying is, how it
occurs, and its negative impact on others.
85% of students will identify behavior that can escalate or de-escalate acts of
cyberbullying.

Key Lesson Vocabulary:
Cyberbullying
Target
Offender
Bystander

Up-stander
Escalate
De-escalate

Materials/Technology Needed:
Whiteboard or SMART Board
Large Poster size paper
Tape
Markers
Pens/pencils
Post-Test

Purpose: This lesson addresses the issue of cyberbullying and its impact on
students. Cyberbullying, unlike traditional bullying, can occur outside of the school
setting and invade a students privacy in their own home causing students to feel
unsafe and unprotected at all times. Additionally, these cyberbullying messages can
be communicated via multiple online platforms and at rapid speeds. Other students
can see the harassment online and on social media sites affording the opportunity
for other parties to join the abuse/harassment. These behaviors are strictly
forbidden under Article 2 of the Dignity for All Students Act. This lesson will
educate students on the definition of cyberbullying and how other students can
further help or harm victims of cyberbullying through various actions. In
conclusion, students will learn the proper ways to combat cyberbullying in an effort
to foster a safe school environment that should promote learning, creativity, and
excellence.

Introduction:
Brainstorming Activity: Begin this lesson by reading the case study of John aloud
(see case study #1 below). Direct the students to break down into small groups of 34 students. Each group is tasked to brainstorm answers to the below questions and
write their answers on the poster paper provided throughout the room. The
students will have approximately 10 minutes to complete this group activity and the
counselor will walk around the room to answer any questions/monitor progress.
One completed, each group will discuss their answers with the class.
Case Study #1: John is a 16-year-old student who often makes fun of his
classmates on Facebook. He calls people stupid and ugly in the comments
section under pictures theyve posted on their personal profiles. He also
makes fun of peoples appearances even if hes friends with the person.
John enjoys that people see his comments and quickly respond with similar
comments that make fun of people. He feels cool when he criticizes people
because other students from school validate his thoughts by liking his
comments on Facebook or laughing at them through the use of emoticons or
abbreviations such as LOL (laugh out loud).
o Activity Questions:
Is John a cyberbully? Why/why not?

Why do you think John makes fun of people online and not in
person?
If John were doing this to you, how would it make you feel?
Include specific emotions and key feelings.

Procedures:
After the first activity is accomplished, inform the students that John was in fact a
cyberbully. Review how people felt or would feel as a result of being bullied by John
(i.e. sad, upset, hurt, etc.). Define cyberbullying as Bullying that takes place using
electronic technology. Electronic technology includes devices and equipment such as
cell phones, computers, and tablets as well as communication tools including social
media sites, text messages, chat, and websites (http://www.stopbullying.gov).
Provide further clarification by providing examples of cyberbullying such as
harassing text messages (SMS, photos, video, etc.), creation of rumors via email or
social media sites, and the development of hate websites specifically targeting an
individual or group of individuals.

Also explain that cyberbullying messages are often cruel, threatening, abusive,
embarrassing, and hurtful in nature. Enlighten students that cyberbullying can
follow students outside of the school setting and into their homes because of mobile,
Internet, and wireless technologies. Additionally, cyberbullies communicate their
harassing messages quickly and to a large audience, which can lead to very
damaging effects.

After the definition of cyberbullying has been explained in detail, move on to the
second part of the lecture where key terms are defined that relate to parties
involved with cyberbullying. Explain which terms are negative and positive and the
reasons why. For example, it is negative to be a bystander because you can be
responsible for the continued victimization of another student and escalate the
issue. However, it is positive to be an up-stander because you are supporting the
victimized student and assisting in the de-escalation of the problem.
o Key Terms to be defined:
Target a person who is the object of an intentional action
Offender a person who has malicious intent to hurt or damage
someone
Bystander a person who does nothing when they witness
something happen
Up-stander a person who supports and stands up for someone
else
Escalate to increase or make more intense
De-escalate to decrease or make less intense

Student Activities/Guiding Questions:
After the first lecture section is complete, move on to the second group
activity/discussion. Read the case study of Susan aloud (see case study #2 below).
Using the terms defined in the previous lecture as a guide, discuss the activity

questions as a collective group. Answer any and all questions to encourage the
group to share their feelings on the subject matter. Enlighten students on how to
report acts of cyberbullying as well.
Case Study #2: Susan is one of the students that John used to criticize on
Facebook because she is younger (14 years old), wears glasses, has braces,
and her family cant afford nice clothes like the other kids in her school wear.
Susan feels not only harassed by John, but by other students as well because
multiple people will jump onto the comments section under her photos and
make fun of her and call her names as well. At this point, Susan has taken
down most of her personal pictures because she is so upset and scared from
all of the harassing statements. Other students have gone so far as to
threaten her by saying they will break her glasses and force her to buy new
ones so she can see how ugly she is with the new prescription. Susan is now
scared for her physical well being as well. She feels like everyone talks
behind her back but is happy to have a few close friends who have stuck up
for her on Facebook by making supporting comments and dismissing the
negative jokes. Susan is too scared to tell her parents or teacher about the
harassment online.
o Activity Questions:
Who is the cyberbully or offender?
Who is the target?
Who are the bystanders? Why?
If you were in Susans shoes, what would you do to stop the
cyberbullying?
How could you support Susan? Would that make you a bystander
or up-stander?
Would you tell a teacher or someone in school? Why or why not?

Culminating Activity:
Review the types of online behaviors that are considered cyberbullying. Highlight
why its important to be an up-stander, not a bystander, and summarize examples of
how to be an up-stander such as stick up for a fellow classmate/victim, approach the
cyberbully in person but in a civil and non-threatening fashion, talk to a teacher,
counselor, or the principal, and always stop bullying in its tracks.

Play the Cyberbullying PSA video (4 minutes and 40 seconds in length):
https://www.youtube.com/watch?v=OpQuyW_hISA. Continue to drive home the
message that cyberbullying isnt funny, its hurtful, cruel, dangerous, and has serious
legal and potentially lethal consequences.

Assessment:
In order to gauge the effectiveness of this lesson, a post-test will be distributed at
the end of the lesson. The purpose of this post-test is to judge how well the students
understand the material presented in the lesson. The post-test will include
questions that will analyze if the lesson plans objectives were accomplished
successfully or if students need further education on the subject.


Post-test questions may be a mix of multiple choice and short answer and will
include or be similar to the below:
How is cyberbullying different from traditional acts of bullying?
Give two examples of how you can combat cyberbullying.
What is the difference between a bystander and an up-stander?
What is the difference between escalation and de-escalation?
How can you help someone who is the target of cyberbullying?

Additional Resources for Students, Teachers and Parents:
Students:
Cyberbullying PSA video:
https://www.youtube.com/watch?v=OpQuyW_hISA
Three questions to ask yourself about cruelty:
http://www.nscsd.org/files/filesystem/Cyber%20bullying%20flier.pdf
Teens Against Bullying: http://www.pacerteensagainstbullying.org/tab/

Teachers
False Friends vs. Real Friends & Peer Conflict vs. Bullying:
http://www.nscsd.org/district.cfm?subpage=44232
Build a Safe environment: http://www.stopbullying.gov/prevention/atschool/build-safe-environment/index.html
Bullying Prevention and Intervention:
http://www.americanhumane.org/children/stop-child-abuse/factsheets/bullying-prevention-and-intervention.html
Teaching Tolerance: http://www.tolerance.org/classroomresources?keys=cyberbullying&type=All&topic=All&grade=All&domain=All
&subject=All

Parents:
Prevent cyberbullying:
http://www.nscsd.org/files/filesystem/Prevent%20Cyberbullying.pdf
Common sense on cyberbullying:
https://www.commonsensemedia.org/sites/default/files/uploads/classroo
m_curriculum/6-12-familytip-cyberbullying.pdf









Adapted from Common Sense Media: https://www.commonsensemedia.org


LESSON 2


CONFLICT RESOLUTION


ASCA Standards:
A: A3 Achieve School Success
A: A3.5: Share Knowledge
A: B1 Improve Learning
A: B1.4: Seek information and support form faculty, staff, family, and peers
PS: A1 Acquire Self-knowledge
PS: A1.5: Identify and express feelings
PS: A2 Acquire Interpersonal Skills
PS: A2.2: Respect alternative points of view
PS: B1 Self-knowledge Application
PS: B1.2: Understand consequences of decisions and choices
PS: B1.6: Know how to apply conflict resolution skills

NYS Learning Standards:
Health, Physical Education, and Family and Consumer Science:
Standard 2: A Safe and Healthy Environment Students will acquire the knowledge
and ability necessary to create and maintain a safe and healthy environment.

Career Development and Occupational Studies:
Standard 3a: Universal Foundation Skills Students will demonstrate mastery of the
foundation skills and competencies essential for success in the workplace.

NOSCA Components:
3. Enrichment and Extracurricular Engagement Ensure equitable exposure to a
wide range of extracurricular and enrichment opportunities that build leadership,
nurture talents and interests, and increase engagement with school.

Grade: 9-12

Time needed: 40-45 minutes

Objectives: Students will define conflict and identify their own conflict triggers.
Additionally, they will analyze the role of emotions in conflict and set goals for
reducing conflict in their own lives.

Materials:
Whiteboard or SMART Board
Markers

Dictionary or Internet access

Pens/pencils
Paper
Worksheets

Introduction:
Conflict is a natural part of life and this activity gives students the opportunity to
explore what feelings come up during conflict, how to properly define conflict as
well as analyze how theyve managed conflict and stress well in the past or how they
can better resolve conflict moving forward.

Activity 1:
1. Students are advised to create a conflict web. Ask the students what they
think of or what emotions come up when they hear the word conflict.
Students should reflect on how conflicts arise, consider situations that create
conflict, and the results or resolution to said conflict. Students may share
aloud while the counselor records their responses on the board, grouping
similar responses to create a web or a cluster.
2. Students define conflict. When the students have exhausted their ideas, ask
them to review the web or cluster on the board and suggest a definition for
conflict. The counselor should record responses on the board. Ask a
volunteer to look up the word conflict in the dictionary or via an online
dictionary should the classroom have computer and Internet access. Have
students review their definition and revise if necessary. Upon completion,
direct students to recognize the idea that conflict is a mental struggle
between two individuals. It is possible that conflict can cause a physical
struggle, however it is most likely the result of a mental struggle that
escalates out of control.
3. Students consider the relationship between stress and conflict. Ask students
to explain the meaning of the saying: That was the straw that broke the
camels back. Lead students to recognize that when people are feeling
burdened a small incident might break them. Encourage discussion about
how burdensome stress can be and how that can escalate a small conflict into
an out of control situation.
4. Students identify recurring situations of conflict in their lives. Students are
encouraged to analyze their levels of stress and explore how that has caused
conflict. They should record several specific conflict situations that they
want to manage effectively and try to isolate what their triggers are.
Afterwards, they should reflect on how the previous discussion may have
affected their perspective on how to effectively manage their personal
conflicts. Students will need to hold onto this list for use in the next activity.

Activity 2:
1. Hand out the Stages of Conflict worksheet and briefly review with students.
As a group, discuss examples students recorded during the first activity to

2.

3.

4.

5.

6.

compare the stages of conflict. Have each student label his or her personal
situations with the corresponding stage of conflict. Reiterate that each stage
does not have to occur in sequential order. Brainstorm with students a few
examples of conflict situations that they have encountered and record the
situations on the board. As a group, review the situations using the stages of
conflict.
Students develop conflict role-play situations. Divide the class into groups of
four or five and tell students that each group is going to prepare and perform
a role-play of a conflict situation (allow several minutes to prepare). Assign
each group a scenario from the class suggestions or use one of the following:
a. Jen wants to join her older sister who is attending a movie with her
friends. Andrea, the older sister, doesnt want Jen tagging along.
b. Bob and Sam get lunch and when the check comes Bob says he doesnt
have money. Sam is frustrated because this has happened several
times before.
Students are prompted to perform the role-plays and may be interrupted at
certain points for class discussion. Prior to role-play performances,
distribute the Vocabulary of Feeling activity sheet and tell each student
they are going to observe the effects that emotions have in each role-play.
They can refer to the activity sheet for assistance. While the group is
performing watch for evidence of the different stages of conflict, have the
group pause and ask students regarding their observations leading up to the
conflict. Call on the group performing to identify the emotions that they are
portraying and what the next steps should be. Discuss areas of escalation and
diffusion as the role-play commences.
Students discuss the effects of inappropriate reactions during conflicts. Ask
students to point out inappropriate reactions during conflict and remind
them that these reactions are demonstrations of feelings that do not fit the
situation. For example, it is inappropriate for a student to laugh at another
student if theyve been hurt. Ask students if the think the conflict escalates or
deescalates when one party has an inappropriate reaction, highlighting selfawareness during stages of conflict (action and reaction).
Circle back to the situations recorded during the first activity and have
students apply their observations from the role-plays to determine real-life
conflict resolution goals. Have these activities changed their perspective?
Guiding questions include:
a. Are any of these situations similar to the situations in the role-plays?
b. Are the emotions discussed in the role-plays related to the situations
in their lives?
c. What alternative reactions might reduce conflict?
Guide students to set appropriate goals for reducing conflict in the areas they
have identified. Remind them of SMART goals that are specific, measurable,
achievable, realistic, and timely.

Reflection:
Have students reflect on the stages of conflict. Reiterate the following points:

Conflict is a mental struggle that results from opposing needs.

An effective strategy for managing conflict is to understand what situations
trigger conflict for you.
Controlling emotions is essential to deescalating conflict.
Demonstrating inappropriate reactions escalates conflict.
What areas of conflict resolution do the students feel positive about.

Assessment:
Take a picture of the conflict web to use for assessment and planning of future
activities or interventions. Distribute post-test to analyze how well the students
understood the material in this lesson. Post-test questions may include the below
short responses:
1. How do you define conflict?
2. What role does emotion play in conflict?
3. What are the 6 stages of conflict? Please provide an example for each stage.
4. Give an example of an inappropriate reaction during conflict? Does this help
or harm the situation?
5. How can you diffuse conflict?
























Lesson adapted from:
http://www.overcomingobstacles.org/sites/default/files/documents/curriculum/highscho
ol/59-020_-_HS_Module_Four_-_Resolving_Conflicts.pdf

Lesson adapted from:

http://www.overcomingobstacles.org/sites/default/files/documents/curriculum/h
ighschool/59-020_-_HS_Module_Four_-_Resolving_Conflicts.pdf

LESSON 3


SEXUAL HARRASSMENT

ASCA Standards:
PS: C1 Acquire Personal Safety Skills
PS: C1.3: Learn about the differences between appropriate and
inappropriate physical contact
PS: C1.6: Identify resource people in the school and community, and know
how to seek their help
PS: B1 Self-knowledge Application
PS: B1.1: Use a decision-making and problem solving model

NYS Learning Standards:
Health, Physical Education, and Family and Consumer Science:
Standard 2: A Safe and Healthy Environment Students will acquire the knowledge
and ability necessary to create and maintain a safe and healthy environment

NOSCA Components:
4. College and Career Exploration and Selection Processes Provide early and
ongoing exposure to experiences and information necessary to make informed
decisions when selecting a college or career that connects to academic preparation
and future aspirations

Grade level: 9-12 (Tailored to 9th)

Time needed: 45 minutes

Objective: Students will learn to define the term sexual harassment, identify
examples of sexual harassment, and consider appropriate responses to sexual
harassment.

Materials:
Paper
Pens/pencils
Poster paper
Markers
Pre- and Post-test
Reference Sheets

Procedures:
Distribute the pre-test to assess students pre-lesson knowledge. Once completed,
collect all completed pre-test assessments and move onto the first activity.



Activity #1:
Write sexual harassment on the board and ask students if they know what
it means. Encourage all students to share their thoughts and record their
ideas on the board. Review the terms on the board and open the discussion
to the entire class to give their opinions on what they believe may be
accurate or inaccurate.
Next, write the words Flirting and Harassment on the board. Students will
be asked to brainstorm the differences between flirting and sexual
harassment. For example, students may record that flirting feels good, is
wanted and fun, whereas harassment feels bad, is unwelcome and hurtful.
Upon completion of this brainstorm session, hand out the Flirting vs. Sexual
Harassment reference sheet and review with the class. Ask students if they
have any questions or concerns prior to moving to the next activity.
Activity #3:
Define sexual harassment. Help students understand that sexual harassment
is any unwanted physical or verbal advances that have sexual overtones. It
may be subtle or direct, and it may be verbal, physical or visual. Some
behaviors that are considered a form of sexual harassment include sexual
jokes, touching in an inappropriate way, inappropriate gestures, spreading
rumors about another persons sexual behavior, and calling other students
names with sexual connotations.
Ensure students are abundantly clear on the illegal nature of sexual
harassment. Under the Dignity for All Students Act (DASA) students are
protected at school from such discrimination. Illustrate that harassment does
not have to include intention to harm, or be directed at a specific target, or
involve repeated incidents. Harassment creates a hostile environment when
the conduct is sufficiently severe, pervasive, or persistent so as to interfere
with or limit a students ability to participate in or benefit from the services,
activities, or opportunities offered by a school. When such harassment is
based on sex, it violates the civil rights laws that U.S. Department of
Education Office of Civil Rights.
(http://www.p12.nysed.gov/dignityact/documents/DignityForAllStudentsA
ctGuidance_POSTING.pdf). Specific law listed below:
o Title IX of the Education Amendments of 1972 (Title IX), which
prohibits discrimination on the basis of sex, including sexual
harassment and stereotyping.

Discussion:
Hand out the Two Types of Sexual Harassment reference sheet and
introduce the two types of sexual harassment listed below:
o Quid pro quo sexual harassment refers to a person in authority who
puts conditions on grades or participation in extra-curricular
activities, dependent on the students willingness to submit to sexual

activity. For example, a teacher lowering a grade if a student refuses

their sexual advances.
o Hostile environment sexual harassment refers to when unwanted
sexual conduct interferes with an individuals ability to learn or feel
safe in the school environment, i.e., offensive language and notes,
vulgarity, unwanted physical contact.
Ensure all questions and inquiries on this topic are discussed prior to moving
forward.

Culminating Activity:
Explain that many students do not report sexual harassment. On two pieces of
poster paper, label two columns Reasons to Tell and Reasons to Stay Silent. Ask
students to brainstorm the many reason that people decide to stay silent about the
issue of sexual harassment. Then ask them to brainstorm some of the reasons that
people do decide to tell. At the conclusion, ask which list is longer (usually the
reasons to stay silent is longer). Allow students to explore why more people choose
to stay silent and encourage students to find and use their voices when they are
feeling harassed. Stress the importance of confiding in a teacher or adult in the
school to seek help if theyre unsure how to handle or become fearful as a result of
said harassment.

Assessment and Follow up:
Distribute the post test in addition to the below evaluative questions to gauge the
students understanding of this lesson:
1. Were you familiar with sexual harassment beforehand?
2. Have you ever experienced sexual harassment? If so, were you aware of it at
the time?
3. Suppose a boy repeatedly tells a girl, in public, that she has a great figure and
after originally feeling flattered she becomes increasingly uncomfortable. Do
you think she has a reason to feel uncomfortable? Is this an example of sexual
harassment?
4. Imagine that a friend confides in you that he or she has been a victim of
sexual harassment. What would you say to your friend? What would you tell
your friend to do about the harassment?

Based on the students ability to discuss sensitive topics with maturity and insight,
in addition to post-test responses, the counselor must analyze if any students
require additional follow up.





Adapted from: http://www.ccasa.org/wp-content/uploads/2014/01/Sexual-HarassmentPrevention-in-Schools-Curriculum-Manual.pdf; and
http://school.discoveryeducation.com/lessonplans/programs/sexualharassment/



Sexual Harassment Pre-Test:

Sexual Harassment Post-Test:

Sexual Harassment Assessment Answer Key:

Adapted from: http://www.ccasa.org/wp-content/uploads/2014/01/Sexual-HarassmentPrevention-in-Schools-Curriculum-Manual.pdf