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Bullying vs. Conflict

Fifth Grade Guidance Unit by Sha Hall

Rationale:
As the new school counselor at Erskine Elementary I have reviewed
last years student data for office referrals and determined a small
group unit on bullying and peer conflict could be beneficial and
hopefully reduce the incidences of office referrals due to peer conflict
among a small group (6-8) of girls. Below you will find the rationale for
this group, the school data detailing the need for such a group and the
research supporting small group instruction of this type. I have also
provided a parent/guardian letter detailing the group goals and
learning outcomes.

School Data:
In the 2014-15 school year there were over a dozen office referrals for
peer conflict
and bullying incidents involving a small group (6-8) fourth grade girls.
This trend in
negative data drives the decision to offer this small group of now fifth
grade girls
an opportunity to learn more about bullying and peer conflict so they
can gain skills
to more effectively manage their friendships and resolve conflicts.

Research:
Bullying and peer conflict are too common an occurrence in school
settings today. The Centers for Disease Control and Prevention (CDC)
estimates at least 20% of high school youth reported being bullied by
other students during their middle school years (Espelage, 2014).
There is a distinct difference between bullying and peer conflict but
both may lead to social/emotional distress, which can affect student
academic performance in schools.

Schools are making efforts to prevent bullying and student conflict

through bullying preventions programs such as Olweus, Peaceful
Schools Project and other Social-Emotional Learning Programs (SEL)
(Espelage, 2014). School based SEL programs are developed on the
belief that emotion management and positive communication skills can
aid in peaceful management of interpersonal conflicts (Durlack,
Weissberg, Dymnicki, Taylor & Schellinger, 2011). The SEL framework
lists five skill areas that build upon one another: self-awareness, social
awareness, self-management, responsible problem solving, and
relationship management (Espelage, 2014). The five-group lesson plan
I customized from our districts PAART curriculum for this assignment
addresses many if not all of these five skill areas highlighted above.
The research supporting SEL programs is growing and I am comfortable
offering such a program to the students in my school this fall.

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Students exposed to SEL activities feel safer and more connected to
school and academics and building work habits in additional to social
skills, and youth and teachers build strong relationships (Zins,
Weussberg, Wang & Walberg, 2004).

Standard Alignment
This small group unit connects to the following mission statements and
standards by using data to identify needs and offering instruction,
which will empower students to find success and achieve their goals.
District Mission Statement
To develop 21st century learners and productive, responsible citizens.
Counseling Departments Mission Statement
To empower all students to achieve their academic, personal, and
career exploration goals through a comprehensive, developmentally
appropriate counseling program.
Iowa CORE: 21st Century Skills
Essential Concept and/or Skill: Utilize interactive literacy and social
skills to establish personal family, and community health goals.
American School Counselor Association (ASCA)
These lessons support the development of Category 1-Mindset
Standards (1, 3 & 6) and Category 2-Behavior Standards 1.) Learning
Strategies (3, 4, & 9) 2.) Self-Management Skills (1, 2, 7 & 10) 3.)
Social Skills (1, 2, 4, 5 & 6).
Lesson 1
Day 1 Recognizing Bullying

Goals and Objectives:

Students should gain awareness and demonstrate what constitutes bullying.
Students can articulate the goals and direction of the unit.
Iowa Teaching Standards: 1d, 1e, 3b, 3c, 4d, 4e, 6a, 6b, 6e
Materials Needed for Lesson: Copies of the book Bully by Patricia Polacco Levy,
Defining Bullying Poster
Student Activities:
1) Discussion Circle A time I saw someone being bullied was when.(remind students
to not name names in their scenarios.
Purpose of this activity To get the students thinking about situations they have
witnessed when a person or people were mean or bullied another person or people.
2) Next, read aloud from the book Bully, by Patricia Polacco Levy. Follow-up the book
read with discussion questions regarding the books characters (Lyla and Gage).
3) Define bullying use the poster. It is on purpose, repeated, there is an imbalance of
power and it can be physical, verbal, indirect or cyber-produced.
Infusion of technology: Will use the white board to display the Defining Bullying Poster
Multiple Intelligences: Intrapersonal, Verbal-Linguistic, Interpersonal
Assessment: Formative Assessment Ticket Out: Students write on index cards the four
elements that define bullying.
Differentiation for Special Needs Students:
Autistic Student: An outline of the activity will be given to the students para-educator
prior to the group lesson so there are no surprises for the student.
Special Needs Student: This student will be monitored closely during the small group
lesson be given assistance from the para-professional (checking for understanding).

Lesson 2
Day 2 What is a Conflict?
Goals and Objectives:
Students will define conflict and understand that conflict is a normal part of
life.
.

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Iowa Teaching Standards: 1d, 1e, 3b, 3c, 4d, 4e, 6a, 6b, 6e
Materials required for each lesson:
Copy of the book Andrews Angry Words by Dorothea Lachner, Talk it Out poster, Sample
Thermometer, chart paper
Student Activity:
1.) Read aloud from the book Andrews Angry Words by Dorothea Lachner. Follow-up by
asking questions regarding the conflict in the book. (Examples: What caused it to
escalate? Did the characters resolve their conflict? If so, how? Why are words so
powerful? etc.) .
2. Have the small group work together to define the word CONFLICT and record
answers on chart paper.
a. Lead a discussion about conflicts cover the following points: it is part of normal
life, it can occur anytime when two or more people are together, or even
sometimes when you are by yourself. Share examples of conflicts with the group
and explain how they can be mild to severe (good time to bring in the Sample
Thermometer that has VERY HOT, HOT, WARM and MILD on it).
3. Share the Talk it Out poster with four steps to talking out a conflict (Stop, Talk, Think,
Choose).
a. Let the group know that they will be learning about peaceful resolution to
conflicts in future lessons.
Infusion of technology: Use the white board to display the Talk it Out poster and the
Sample Thermometer
Multiple Intelligences: Intrapersonal, Verbal-Linguistic, Interpersonal, Spatial
Intelligence
Assessment: Formative Assessment Turn to a Partner: Talk with your partner about the
four steps to talking it out.
Differentiation for Special Needs Students:
Autistic Student: Para-professional will offer to support to the student throughout lesson
and provide warning signals prior to transitions.
Special Needs Student: The teacher and para-professional will consistently check with
this student for understanding and provide assistance when needed.
Lesson 3
Day 3 Conflict vs. Bullying ~ What is the Difference?
Goals and Objectives:

Students will recognize the difference between peer conflicts and bullying.
.
Iowa Teaching Standards: 1d, 1e, 3b, 3c, 4d, 4e, 6a, 6b, 6e
Materials required for each lesson:
Copy of the book Snail Started It by Katja Reider, Defining Bullying from the last lesson,
chart paper, post-it notes, Types of Bullying chart.
Student Activity:
1. Read aloud from the book Snail Started It by Katja Reider. Follow-up by asking
questions regarding the difference between bullying and conflict. (Example: Do you
think this story is about bullying or conflict? Why?)
2. Review components of the Defining Bullying poster from the previous lesson.
a. Read statements to students and have them give a thumbs up (agree) or down
(disagree) (Examples: bullying is accidental, bullying happens usually one only
one time, etc.).
3. Use chart paper with the headings physical, verbal, indirect, and cyber-generated on
them. Give students post-it notes and have them put examples of these types of bulling on
the chart.
a. Once all post-it notes are in place discuss them as a group and then facilitate a
small group discussion regarding the following: How will what we talked about
today help you in the future? What were you surprised to learn about bullying
from this activity? What are you still wondering about the difference between
bullying and conflicts?
Infusion of technology: use the white board to display the Defining Bullying poster and
Types of Bullying chart.
Multiple Intelligences: Intrapersonal, Verbal-Linguistic, Interpersonal
Assessment: Formative Assessment Turn to a Partner: Talk with your partner about
how bullying is different than a conflict. What are the four elements of bullying?
Differentiation for Special Needs Students:
Autistic Student: Para-professional will offer to scribe for the student during the post-it
activity.
Special Needs Student: The teacher and para-professional will consistently check with
this student for understanding and offer assistance to the student during the post-it note
activity (they could scribe for the student).
Lesson 4

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Day 4 Resolving Conflicts Peacefully
Goals and Objectives:
Students will learn the steps to resolving conflicts peacefully by using Istatements and changing what they can control.
.
Iowa Teaching Standards: 1d, 1e, 3b, 3c, 4d, 4e, 6a, 6b, 6e
Materials required for each lesson:
Copy of the book Pink Tiara Cookies for Three by Maria Dismondy, Talk it Out poster, IMessage poster.
Student Activity:
1. Read aloud from the book Pink Tiara Cookies for Three by Maria Dismondy. Followup by asking the students questions regarding the three girls in the book. (Examples: Has
something like like ever happened to you? How do you think the three girls felt? Did they
all feel the same? How would the story be different if it were told from another
perspective? etc.).
2. Review the 4 components of the Talk it Out poster from the previous lesson.
a. 1.) STOP and cool off, 2.) TALK and listen, 3.) THINK of solutions, 4.)
CHOOSE one you both like.
3. Discuss the I-Message poster and why it is important to use I-statements during a
conflict.
a. Make sure students understand the importance of staying calm during a conflict
and letting the other person know how you are feeling by using I-statements.
Have students practice using I-statements. Offer scenarios to students if they
struggle to come up with I-statements.
Infusion of technology: Use the white board to display the Talk it Out and I-Message
posters.
Multiple Intelligences: Intrapersonal, Verbal-Linguistic, Interpersonal
Assessment: Formative Assessment Ticket out the door: Give me an I-statement about
how you feel about todays lesson?
Differentiation for Special Needs Students:
Autistic Student: Para-professional will let student know about transitions a minute
before they happen so he/she will be prepared for the change.
Special Needs Student: The teacher and para-professional will consistently check with
this student for understanding and offer assistance throughout the lesson.

Lesson 5
Day 5 Valuing Individual Differences
Goals and Objectives:
Students will verbalize the value of diversity, celebrate differences and value
individuality.
.
Iowa Teaching Standards: 1d, 1e, 3b, 3c, 4d, 4e, 6a, 6b, 6e
Materials required for each lesson:
Copy of the book Smoky Night by Eve Bunting, Triangle Poster for the Every/Only
activity, masking tape, markers.
Student Activity:
1. Read aloud from the book Smoky Night by Eve Bunting. Follow-up by asking students
questions regarding the conflict in the story. (Examples: What is happening in this story?
Have you heard about riots in the U.S.? Have you ever been so angry that you did
something you knew wasnt right? What happens here at school when someone is not
accepted because they might be different from other students? How would you feel if you
came to school knowing you would be make fun of everyday? How can we make our
classroom a safe and comfortable environment for everyone? etc.).
2. Facilitate discussion about differences and uniqueness.
a. Introduce and define terms like TOLERANCE and RESPECT. Demonstrate
how one shows tolerance and respect through a short skit where you ask a student
to be different and you are the accepter. Discuss how we can celebrate differences
and unique qualities of others.
3. Have students participate in the Every/Only activity.
a. Have students talk with one another to discover things they all have in
common in the group EVERY person has shoes on. They should put these
EVERY things inside the triangle poster provided. After they discovered the
EVERY things have students talk with one another about things that are
unique to ONLY one person in the group ONLY one person has purple hair.
These ONLY things should be placed outside the triangle on the poster.
b. After the activity is complete use reflection questions to facilitate a group
discussion (Examples: What did you discover during this activity? Did you
have more in common with your group mates than you thought you did? What
surprised you the most? How does recognizing how we are alike and
difference help us get along?
Infusion of technology: Use the white board to display the Triangle Poster

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Multiple Intelligences: Intrapersonal, Verbal-Linguistic, Interpersonal
Assessment: Formative Assessment Question answered for the whole group: Why or
how will you celebrate diversity?
Differentiation for Special Needs Students:
Autistic Student: Para-professional will let student know about transitions a minute
before they happen so he/she will be prepared for the change.
Special Needs Student: The teacher and para-professional will consistently check with
this student for understanding and offer assistance throughout the lesson.

Resources
American School Counselor Association (2014). Mindsets and
Behaviors for Student Success: K-12 College- and Career-Readiness
Standards for Every Student. Alexandria, VA: Author.
Doing Our PARRT Curriculum, Cedar Rapids Community School District
Durlack, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., &
Schellinger, K. B.,
(2011). The impact of enhancing students social and emotional
learning: A meta-analysis of school-based universal
interventions. Child Development, 82, 405-432.
Espelage, D. (2015). Bullying. In R. H. Witte & G. S. Mosley-Howard
(Eds.), Mental Health Practice in Todays Schools Issues and
Intervention (pp. 213-239). New York, NY: Springer Publishing
Company.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004).
Building
school success through social and emotional learning. New York,
NY:
Teachers College Press.
Websites Accessed
https://iowacore.gov/iowa-core/subject/21st-century-skills
http://www.cr.k12.ia.us
Appendices

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Parent Letter
August 15, 2015
Dear Parent/Guardian,
Your student has been invited to participate in a small group that will
meet five consecutive weeks beginning September 15th, 2015. Group
participants will explore the following issues and skills:

Recognizing Bullying
What is a Conflict
Conflict vs. Bullying
Resolving Conflicts Peacefully
Valuing Individual Differences

I am excited to offer this opportunity for your student to explore issues

and enhance their skills with conflict management and celebrating
differences.
If you would like more detailed information on the lessons offered or
have any questions regarding your students participation in this small
group (6-8 girls) please do not hesitate to contact me.
I can be reached on my office phone between the hours of 8-4 pm
(558-2066) and on my cell phone in the evenings (533-4567).
Thank you so much for encouraging your student to explore these
issues and enhance their skills resolving conflicts.
Respectfully,
Sha Hall, LMSW
Erskine School Counselor
shall@cr.k12.ia.us

Teacher Letter
August 15, 2015
Dear Classroom Teacher,

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______________________ has been invited to participate in a small group

that will meet five consecutive weeks beginning September 15th, 2015
during WIN time. Group participants will explore the following issues
and skills from the PAART curriculum with enhanced modules:

Recognizing Bullying
What is a Conflict
Conflict vs. Bullying
Resolving Conflicts Peacefully
Valuing Individual Differences

I am excited to offer this opportunity for ________________________ to

explore these issues on a small scale and enhance her skills with
conflict management and celebrating differences.
My hope is to see an improvement in her peer relationships resulting in
fewer office referrals this year. If you would like more detailed
information on the lessons offered or have any questions regarding
your students participation in this small group (6-8 girls) please do not
hesitate to contact me.
I can be reached on my office phone between the hours of 8-4 pm
(558-2066) and on my cell phone in the evenings (533-4567).
Thank you so much for encouraging ____________________________ to
explore these issues and enhance her skills resolving conflicts.
Respectfully,
Sha Hall, LMSW
Erskine School Counselor
shall@cr.k12.ia.us

Summative Assessment
Quiz Bullying vs. Conflict
_____________________________

Student Name:

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1. What are the four elements needed for a conflict to be bullying

(circle the four correct answers)
On purpose
Accidental
Repeated
For Fun
Can be physical, verbal, indirect or cyber
Equal Power
Unbalanced Power
2. Describe the difference between bullying and a peer conflict:
_____________________________________________________________________
________________
_____________________________________________________________________
_________________
_____________________________________________________________________
_________________
3. What kind of statements are best to use when in a conflict with
another person? (circle best answer)
Me Statements
You Statements
We Statements
I Statements

4. What
1.
2.
3.
4.

are the four parts to Talking it Out?

______________________
______________________
______________________
______________________

5. How will you celebrate differences and uniqueness among your

classmates
and friends in the community? (give examples)