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What does it mean?


Although bullying is not the only issue included in the GRI, it was a key factor in the dialogue that developed into the initiative. Bullying is when someone keeps doing things or saying things to have power over another person. Bullying is unprovoked abuse, repeated over time, meant to cause distress upon a person thought to be weaker in a one-way use of power. The behavior may be started by an individual or group.
The goal of the bullying segment of the GRI is to provide everyone in the district with the knowledge and skill to recognize bullying behaviors, prevent or reduce the number of bullying incidents, and support those who are bullied.
In a bullying situation, the players are the bully, the bullied and the bystander. Types of bullying may include:
  • Physical
  • Verbal
  • Psychological/Emotional
  • Relational
  • Reactive
  • Self-Bullying
  • Cyber-Bullying
We want to teach students how to handle a bullying situation. For example, before bullying behavior occurs, it is important for students to learn that bullying behavior is unfair and one-sided. It happens when someone keeps hurting, frightening, threatening, or leaving someone out on purpose. The GRI lessons can help students understand the difference between reporting and tattling. A key component is to learn that bullying is part of a problem, and everyone needs to learn how to become part of the solution.
Responding after bullying behavior occurs is another important aspect of GRI. The 3 R's of Bullying that will be taught are:
  • Recognize the bullying behavior
  • Refuse the bullying behavior
  • Report the bullying behavior
GRI also addresses the one who has been bullied. "Coaching the bullied" activities affirm the child's feelings, ask questions, identify what has and has not worked, generate a realistic plan with possible solutions, reaffirm the student as a worthwhile individual and schedule follow-up opportunities.
The bully is not ignored in the GRI process. "Coaching the bully" offers instruction to help the bully identify if he/she is the problem or the solution, discuss specifics of the bullying behavior, and diffuse reporting responsibility. This segment also allows the coach to ask questions and gather information, impose consequences, generate solutions for the future, and schedule follow-up meetings.

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