Enter to Win Eight Bullying Prevention Resources

giveaway-button-c2a9-by-free-spirit-publishing smThis month’s 30th anniversary giveaway will provide one lucky winner with bullying prevention resources to use during National Bullying Prevention Month in October, and throughout the entire year:

How to Enter: Leave a comment below telling us how you help kids build empathy, manage anger, work out conflicts, and stop bullying.

For additional entries, complete the following tasks and leave a separate comment below for each:

Each comment counts as a separate entry—that’s three chances to win! Entries must be received by midnight August 23, 2013. This giveaway is now closed.

The winner will be contacted via email by August 26, 2013, and will need to respond within 72 hours to claim his or her prize or another winner will be chosen. This giveaway is in no way affiliated, administered, or endorsed by Facebook or Twitter. Winner must be a U.S. resident, 18 years of age or older.



We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies.
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83 Responses to Enter to Win Eight Bullying Prevention Resources

  1. jean S says:

    i teach empathy to children. it is easy to love than hate. so I model giving and helping strategies in the classroom. I also ask for help when needed to show assistance . I tell stories about how to help friends and family when it is needed by cleaning up and putting toys or Landry away and even helping fold clothes or cooking .

  2. Karen Hand says:

    I work with team building exercises that require cooperation for total success. Also, I incorporate empathy exercises that assist students in seeing each other as unique individuals and not some nameless entity. It is more difficult to “bullying” another classmate when you see them as a person with feelings, thoughts, ambitions, etc., just like yourself. Activities have to incorporate more than just physical skills, but instead access skill sets that are cognitive and affective, for the whole person approach.

  3. Linda says:

    Shared on Twitter

  4. Linda says:

    I work with closely with my students to create a culture and community that supports itself on a foundation of respect. I hope that this has a ripple effect into other parts of their lives.

  5. Chelsea says:

    As the program director of a residential facility for kids who are homeless or who have behavior struggles, my staff and I work hard to empower our kids to be respectful to others and to use their big voice when they experience or witness bullying first hand. We love your products and hope to be adding more to our professional library soon!

  6. Tom says:

    I teach my kids to include all kids in activities. Not to exclude people because of differences. My kids also train martial arts so that is how they relieve stress. This also gives them the confidence to walk away from stressful situations and avoid a fight or conflict.

  7. Ashley says:

    Education is a key component when working with students who have emotional and learning disabilities. I have enjoyed providing psychoeducational groups to students ages 6 to 21. At our school, we have a school wide focus on Bullying Prevention each semester. It would be wonderful to add additional pro active, assertive bystander, and bullying educational books to our list of limited, regularly used resources! Themed books are a great way to engage students either by reading to a group, or individually, and completing interactive supportive lessons! We have so many learning styles in our school that we combine audio and visual aids with hands-on activities to explain, teach, and encourage behavioral change. Winning this great group of resources would not only add current and up to date information for our school, but would be used now to help others. Not an option to ignore the problem, No Bully Zone period!

  8. Ana says:

    I help kids build empathy by asking them how they would feel if someone did the same to them. I ask them to treat people the way they would like to be treated.

    To manage anger, it is good to avoid hitting by leaving the room or going outside and screaming, or doing something to release the anger, like punch a pillow. Sometimes this actually lead to fun and laughter.

    My sister and I argue sometimes, so I try and work out conflicts by understanding that she is younger than me and not as mature, so I try and realize she is younger and that helps me relax a little, because she hasn’t learned the same things I have learned yet. Also, my mom talks to us alot and asks us to resolve our own conflicts. If we can’t then there is a consequence, like a privilege being take away (like my ipad).

    To stop bullying, there are lots of different approaches. I think awareness if the number one thing – and giving kids lots of different tools and options to use to deal with a bully. A few examples are – telling a friend or teacher, ignoring the bully and moving on, or group together with other kids and stand up to the bully in a respectful way.

  9. Michael Bank says:

    In addition to weekly classroom counseling sessions, I also regularly check in with students during both lunch and recess times in a casual manner. Modeling appropriate responses is key.

  10. emk0825 says:

    And on twitter!

  11. emk0825 says:

    I also shared on Facebook!

  12. emk0825 says:

    I am starting at a new position this year but have set up a middle school advisory program that will meet twice a week to address various monthly themes, including bullying and relationships. I also planned a parent education series to supplement these discussions for the adults in our community and a buddy program to promote a safe environment as the middle schoolers mentor our elementary students. It’s going to be a great year!

  13. Donna Maccaroni says:

    Here is what I do to help stop bullying. As a mother of 5 and a foster mother of one, working to help my children navigate their emotions while being attentive to others is a daily challenge. In addition to parenting, I work with middle-school kids as they prepare for Confirmation. I find that the needs of my own children, the middle school kids and all children are the same. Children need to feel valued. They need to know they are an integral part of each community to which they belong. They need to know they are responsible to themselves, to others and to the community as a whole. When children know they are valued, they are empowered to have empathy – considering the feelings of others as much as their own; they are capable of managing their anger – limiting impulses and considering consequences; they are enabled to work out conflicts – standing firm in their beliefs while considering the opinions of others; and they are compelled to stop bullying – being a responsible by-stander as well as a respecting member of their community. Love children! Trust children Value children! Let them know that they are needed, necessary members of your families and groups.

  14. Donna M says:

    Shared on Facebook. Good luck to all in this giveaway and in putting an end to bullying! Live by these words – Love those who treat you right, and love those who don’t…just because you can!

  15. Regena Sipiala says:

    I work for a drop-out prevention program in a Title 1 school. Books like these are used to help students understand the impact that their actions and comments have on others.

  16. Stacey Schroeder says:

    Shared on Facebook!

  17. David says:

    We have hired three new deans and a full-time school psychologist for our elementary school. We are looking forward to developing a school-wide anti-bullying theme and incorporating some small group work with students.

  18. Jennifer says:

    I like to use lots of books and role play to help students understand the effects of bullying. This year I am hoping to show our high school students the movie “Bully”. Hoping it will have a huge impact.

  19. Kara H. says:

    I spend a lot of time working with students on how the bystanders can make all the difference and be the ones to completely change the climate in our school.

  20. Heidi Grange says:

    Shared on facebook (GeoLibrarian page).

  21. Heidi Grange says:

    I work at a school and unfortunately, bullying is something that needs to be constantly discouraged. I prefer to encourage kids to be ‘buddies not bullies’ and encourage them to treat each other kindly. Since I’m a librarian, I often use books to do this, but there is also plenty of one-on-one opportunities as well.

  22. Lee Love says:

    I am an antibully activist. Bottom line, until buy falls under the hate crime umbrella, simple keep your fact and records and file a civ suit against everyone. Especially a parent

  23. Shelly Stine says:

    I work as an elementary counselor on Fort Campbell, KY. Last year I mixed it up with classroom guidance lessons to teach my students empathy, manage anger, work out conflicts, and stop bullying. With most of my classes I use bibliotherapy, especially with the K-2nd graders as they love to be read to. With my older students we did a lot of role playing. This year I am very excited to say I am using your Safe & Caring Schools program to reinforce what I taught last year. Because my school is on a military base I was unable to receive funds to use your program, so not only did I purchase the skills books I have personally bought many of the books recommended in the skills books. I am hoping I will win your giveaway because I could use ALL the help I can get. Thank you!

  24. Kelli Joyner says:

    I do classroom guidance and provide role playing opportunities as well. I believe one of the most important components is simply providing a school atmosphere of safety and acceptance. Allowing students a safe place to discuss concerns and encouraging them to do so. Encompassing the bystander piece and explaining responsibility versus tattling in a bullying situation.

  25. Laura says:

    Shared on Facebook. 🙂

  26. Laura says:

    With first grade, we watch the beginning 10 min. of Bambi to the point where Thumper says, “if ya can’t say somethin’ nice, don’t say nothin’ at all.” Terrible grammar, but it sticks! It’s great when a 5th grader reminds me of that lesson!

  27. Margaret Wofford says:

    I teach empathy, kindness and conflict resolution during classroom guidance.lessons. Anger management is taught in small groups and on an individual basis, as needed. Bullying is addressed in many ways: teacher presentation on recognizing bullying and what to do, classroom guidance lessons with students, a parent meeting to define bullying and share our bullying policy and short re-visits to classrooms that have bullying reports.

  28. bj bowden says:

    Ok to answer your question I do lot of whole classroom lessons as a school counselor working on these skills. We talk a lot about empathy, compassion and how to stop bullying. I also do small groups and have a Civil Rights team that works on helping our school learn about these topics and put a stop to bullying. The team does things like skits and puppet shows for the whole school. Thank you for this great chance to win these amazing resources

  29. bj bowden says:

    Shared on facebook both on my own wall and also on my Positively Elementary School Counseling page!

  30. bj bowden says:

    Shared via twitter on my DCNorthernlights account. What a great contest someone is going to be very lucky to win.

  31. As an elementary school counselor, I strive to incorporate empathy, compassion, and kindness in every lesson and activity during classroom guidance and small groups. Promoting positive behavior and recognizing “bucket fillers” on the morning announcements has helped encourage students to demonstrate helpful, kind behavior and respect for others.

  32. Heather says:

    Increasing empathy and turning bystanders into allies is key! I help support our students by conducting classroom lessons k-5, run small groups, and provide individual counseling.

  33. Heather says:

    I shared the giveaway on Twitter – @helpfulcounsel

  34. Heather says:

    I shared this giveaway on The Helpful Counselor Facebook Page.

    https://www.facebook.com/TheHelpfulCounselor

  35. Ann Tompkins says:

    I use humor with children and help them see how to get a bully to stop and think by using humor or compliements to the bully. Perspectives help even the young child to see how others may be feeling. We practice individually or in groups.

  36. Teresa says:

    One of the schools that I work at has a great PBIS program that the staff really promotes throughout the year. The students earn incentives to follow the school code. I support this PBIS initiative with my social work students and we talk about how they can show they are following the school code. The initiative strives to help kids work out their conflicts and stop bullying, all the while following the basic school rules. When I work with kids individually, we talk about seeing situations from the other persons perspective which helps to build empathy. Managing anger is difficult for a lot of students. Sometimes I find that knowing that they have someone to talk to is helpful. When kids don’t have someone they can trust, they tend to keep things bottled up…which we all know leads to a big explosion.

  37. Margot Barry says:

    I work in the media center of an International Baccalaureate Primary Years Programme school. Addressing bullying is folded into the the programme’s Learner Profile (Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, Reflective) and PYP Attitudes (Appreciation, Commitment, Confidence, Cooperation, Creativity, Curiosity, Empathy, Enthusiasm, Independence, Integrity, Respect, Tolerance). Actively addressing, reflecting on, and discussing these concepts are a part of each school day – through academics, stories, play, etc.

  38. Susie says:

    I am a kindergarten teacher in a large urban school. We work on respect and communication from the very first day we walk into class. With other staff members especially my special ed team, we use Tribes agreements, Zones of Regulation, Restorative Practices and a variety of other tools to help build an environment where all members feel seen and heard. We are doing a lot work around our own communication as adults because often – even in school environments with educators – conflict resolution can be difficult and bullying can take many forms. In my classroom, I feel that relationships are at the heart of learning. We work a lot on how to build strong relationships so we can have a place where we can take risks with learning and feel respected for who we are.

  39. Linda Smaller says:

    I have spent time this summer reading research on Bullying, including the importance of working with students who show a pattern of being both the victim and the bully. As part of our back to school PD, we are going to introduce the idea of IF IT IS MEAN, INTERVENE, with what research tells us on how school staff can best respond to Bullying behavior when they see it, or students report it. We are also going to work on creating a school where Everyone Belongs, with a focus on Connection and Authentic Contribution. I have used many Free Spirit Items in my work with students and staff, so Thank You,
    Linda Smaller
    School Psychologist, Behavior Specialist

  40. Truth Healing and Uniting Greater Souls, Inc. help children and young adults in our community to build empathy, manage anger, work out conflicts, and stop bullying by teaching them intercommunication skills. Clients also have the opportunity to create real life situations by writing and performing plays and musicals that demonstrate how to resolve and prevent conflicts.

  41. Ruth Wilson says:

    I am a community based therapist. I work with children with behavioral and emotional issues. Bullying in school, and in their neighborhoods, and sometimes within the family is a common occurance. My kids feel singled out, isolated and different. I am always look for tools to heal their hurts and empower them to speak up and stand up in safe, positive ways.

  42. monica durgin says:

    I will use the materials with families in two elementary schools as we work together to address the issue of bullying.

  43. Teresa Aimer says:

    Hi My Son has been bullied since he has been in the 2nd grade now he is 16 going into the 11th grade. I see all this anger inside him and protect him as he continually gets bullies at school, in the apt complex and by his younger sister. Its terrible to bully some one just because he has Asperger’s, and Tourettes and ADHD. I cant sit back I have to take a stand and educate the public on Bully, and what it does to people. and try to help my son deal with his anger by channeling it to help teach others the impact bulling has. They don’t have anything in the school districts to educate kids on the effects of bulling they don’t even care so I want to be that person who makes a difference and stop bulling in this town.
    Thank you,

  44. Nancy Myers says:

    I do county wide trainings on Ability Awareness for students, staff, parents, agency reps and teachers in training. Students who have a variety of disabilities are often the target of bullies, so by providing training to help develop more understanding about differences and abilities, we help reduce some of the bullying. By having your excellent resource materials in our county wide resource library, we would have extra support to aid teachers and parents help deal with this systemic problem.

  45. Jas says:

    I keep my school informed of local Anti-bullying efforts going on in our community.

  46. Kye Thomas says:

    My high school child development classes do bullying projects with elementary students through an extra-curricular student led organization called “FCCLA”, Family, Career, and Community Leaders of America. Three FCCLA members developed and implemented an in depth project last year called, Bullying is Whack, Get On the Right Track. After completing project with their younger peers, they competed at FCCLA District, State, and National level. My high school students were successful in their leadership skills benefiting them as much as the younger students. It would be very beneficial to have a valuable resources to continue to share such a important message on prevention of bullying.

  47. Jenifer Serra says:

    I the 6th grade counselor at a Title I middle school in Central Florida. Our guidance program has an excellent Peer Counseling program. We select students based on their character and problem solving skills through an application process and interviews to be our Peer Mediators. We work to train these students thoroughly as they act as positive role models for other students in the school. The role of the mediator is to conduct effective Peer Mediations with students who are in any kind of conflict, big or small. They follow the proper procedure of getting the students in conflict from class, explaining the rules of mediation, conducting the mediation ensuring feelings are validated and a win-win solution is agreed upon by both students involved. A contract is completed and signed and then filed to have on hand as data. This Peer Mediation program is a great way for students to work through their issues of teasing, rumors, friendships, and be able to talk about it through the help of other students. Our students really enjoy the program and it is a great to have them as helpers and problems solvers!

  48. Trina M. says:

    I work with grade 4-6 students in small groups and one-on-one counseling them on various topics, including bullies and bystanders. I am also in the classrooms helping teach 2nd Step lessons on empathy, communicating with others, and anger management. Our school has also implemented a PBIS program focused on helping every student to succeed and feel good about school. It would be great to have some new material to use with all of our students!

  49. Denise Dallatore says:

    One of my empathy lessons is in the month of December. The class and I view the online video of Silverstein’s “The Giving Tree”. My lesson is modeled after his story. I can’t think of a more appropriate example.

  50. Debra E. Williamson says:

    I am a Professional Certified Elementary School Counselor in the great state of Texas. I work in a district in North East Texas where I am the counselor for grades K-4. My students build empathy by participating in the St Jude Math-a-Thon for the children in St. Jude Hospital. We discuss that the illness is and why we are doing what we are doing. Some students can use this session as an outlet to discuss the pain and hurt of losing a loved one. So for me and my students, this is a win win situation, where we can help others, but it also opens up dialogue where students may be able to share feeling and get help for themselves. I am the advisor for our National Elementary Honor Society and we adopted two nursing homes. We take field trips to go and perform for them. When we go to visit our friends we always sing and perform for them. We also manage to leave them with a card and a gift. We held a school wide sock and lotion drive to make sure that every resident receives a gift. I hold group and individual sessions for students to work on anger issues and for conflict management. I have a few Jr. Counselors that act as mediators when the need arises. It makes then feel good by sharing experiences and it gives the student an example of a success story that they know and see everyday, not just someone on the television or in a book. Twice a week I have the opportunity to address the entire student body during our morning program in the gymnasium. I use The Beginning of a Hero and Bully Alert from the Character Network. They listen to two minutes vignettes of famous people who exemplify good character and we have an opportunity to discuss it. The Bully Alerts help them with situations of bullying and what they can do to make a difference. Due to the cuts in budgets, I am an eclectic person that will use any researched based program that makes a difference in the lives of students and parents. I am constantly looking for things, free things that can enhance my ability as a counselor. Because when I an lifted up and learn more, I can lift my students, parents and my staff.

  51. Katie W. says:

    As a school counselor I believe in the I do, We do, You do approach. Lessons will be modeled by me, then done in groups, and as practice, the students will take the skills and do them on their own. As a staff we are continually reinforcing empathy and are tremendously hands-on with bullying reports. No reports are shrugged off or forgotten about and where there is a problem we will come up with a solution.

  52. Dorothy Bowker says:

    I work with at risk students in a middle school. I created a program to help them with executive function skills (organization, time management, etc.) as well as decision making skills. We get out of the building once a month for trips to local community service provider organizations (homeless shelter, family court, trauma center, nursing homes, foodbank, etc.) and often do community service. I work with them on tolerance, empathy, and relationship skills. We use meditation and relaxation regularly to help them calm their minds and find peace in a their chaotic lives and our hectic world.

  53. My small, non-profit organization has offered Cyber Safety training to Middle Schools and High Schools as well as parent groups for the last six years focusing on cyberbullying, sexting, and online predators. We expanded to offer anti-bullying peer mentoring groups the last two years. It is rewarding to train kids to spread the message to their peers that bullying is not okay and compassion & understanding is the way to go.

  54. Tracy L says:

    As a school counselor at a PBS school I model, teach, and reteach positive behaviors to students. I teach classroom guidance lessons on empathy, supporting others, conflict resolution, peer pressure, safety and community responsibility. I give parent workshops to help parents understand the difference between normal conflict and bullying and how to support their children who are being targeted or actively aggressively towards others. I work with students on the power of bystanders to help stop aggression.

  55. Jara says:

    Our elementary school has been teaching character traits across the board in Respect, Responsibility, Safety and Caring for our pre K-5 school. We have all the adults using the same language and teaching what is and what is not the behaviors of these traits. It has been a great learning curve for all!

  56. Debra L. Freeberg says:

    I am a parent of a bullied child and an educator. Last semester I trained college students to conduct workshops in elementary and middle schools. The Project was entitled: Speak Up! the Bully Busting Project. It is my goal to continue to train students and area teachers to conduct interactive workshops to help combat bullying in home, schools and places of faith. Bullying is so pervasive, I believe that we need to begin helping young students to exercise empathy and compassion for others. . .then move on into more specific anti-bullying training.

  57. Veronica Beltran says:

    I work with high school and elementary grade level students with special needs and provide school based counseling which focuses on anger managament, conflict resolution, and assertiveness training.

  58. Tanya says:

    Leave a comment below telling us how you help kids build empathy, manage anger, work out conflicts, and stop bullying. I do a lesson for each “part” of a bullying situation – strategies for the person bullying (I should mention I never refer to someone as a “bully”…I feel it is namecalling and labeling and once a child is labeled, it is very difficult for them to change that label. Instead I use the words, “acting like a bully” or “using bullying behavior”…actions are easier to change than an entire label.), the target/victim and the bystander(s). I have been wanting the Brave/Tough/Weird series for each of these lessons! For empathy, one of the lessons I created was using shoes & shoeboxes that have social situations them. Students literally put on the shoes (if they fit) and think from the perspective of the person in the situation/share their thoughts with the class. We also talk about putting empathy into action and doing or saying something to show helpfulness or kindness. Conflict resolution is addressed through using the Kelso’s Choice curriculum; differentiating between “small” and “big” problems has helped students to empower themselves to solve conflicts (small) and seek adults for help with true bullying situations (big). Thanks so much for this opportunity to win resources! I have no budget from my school district (everything I buy is out of my own pocket) and I would LOVE to win some new resources!

  59. Jen Pepper says:

    I teach our high school’s freshmen transition class which covers areas of character, self-esteem, and bullying. I also started an organization last year called STAND TALL that focuses on bullying and tolerance awareness.

  60. aarlencm says:

    I am a parent of two young children who have special needs. I began reading Free Spirit books to them as infants, about feelings, empathy and self-esteem – all of which are important in the development of empathy. We also use Ross Greene’s Collaborative Problem-Solving in our parenting at home, which uses empathy for the child during challenging behavior to diffuse “big feelings” and to teach kids to solve problems. We believe children who experience empathy from the outset will go on to employ empathy with others in the world. Since our children have ASD traits, as well, I often stop what’s going on and say: “If I said/did ___, would you feel ___?” — this goes a long way to helping them understand in the moment what another person is feeling. My older son attends Fraser Academy in NE Minneapolis – the younger attends Fraser School in Richfield. I would love for Fraser Academy to be able to use these fantastic resources with their students of multiple abilities and challenges – these kids are especially vulnerable to the effects of bullying and are the least likely to have the skills to deal with it.

  61. Linda says:

    On the first day of school we cover the school’s bullying policies plus I share my personal stories of how hurtful words have stayed with me to this day. Then I share my pet peeves that won’t be tolerated: destroying property and being mean. This seems to help. I also have a self-referral form the kids can fill out for what they said or did that was inappropriate, who heard them, how they plan to avoid repeating the behavior, how they will make restitution, etc. It gets approved by me and a parent.

  62. Jacki Carter says:

    As the coordinator for the Character Counts! and Positive Youth Development program in Queen Anne’s County Maryland, I work with the school system as well as various agencies, businesses and non-profits on working with our children and youth on making postive choices to promote success in their lives. We are very much a community-driven partnership. We are planning a Unity Day on October 9th which will include law enforcement, the school system, businesses, school bus drivers and many other community members. This is an outeach effort of our Anti-Bulying Committee which comprises 40 community members which I co-chair with the public school system’s Supervisor of Studnet Services. This committee is a sub-committee of our Local Managemnet Board (focuses on children and families adn their needs in our county). We ahve provided training two trainings for our school bus drivers, a teacher of the Year started a Hero Club (heroes stand up to bullying), parent fact sheets are just a few of the things we have been busy with within our first year. These resources would be a great bonus for our school system and community organizations to use on a daily basis. Thanks for the chance!

    Jacki Carter

  63. Molly says:

    I teach yoga to kids in school, along with basic teachings of the philosophy- nonviolence, being truthful, etc. the practices of breathing, poses, relaxation and partner work help in learning coping skills and confidence, as well as building empathy.

  64. As a school librarian I purchase and promote high-quality books give students a chance to learn empathy through the life of a fictional character. I also make sure the library is always a “safe zone” where all students can feel secure and loved.

  65. Elizabeth Coble says:

    Our school is instituting the Olweus anti-bullying program this year and these books would serve as great support for that!

  66. Mia K. says:

    I work with middle school and elementary age students with learning, emotional, and social needs. We strive to create a sense of community where students feel responsive and responsible for each other. We are helping students to better “read” social situations and to learn the skills to recognize and respond to teasing, bullying and discriminatory behavior.

  67. Joyce Taron says:

    I also shared this giveaway on facebook 🙂

  68. How do you teach empathy to a student who has a life soundtrack of violence and abuse? Or how do you teach empathy to someone who has it all and more? Two sides of the same coin? The best way I have found to reach students from all walks of life, all cultures, all socio-economic situations, is through a service learning curriculum partnered with relaxation and empowerment lessons. Through these “three legs” (to make the table sturdy) students receive experiences to build empathy as well as tools to change their own lives for the better. The fourth component, practice and application, students can become active and compassionate school and global citizens….a sturdy table!

  69. Joyce Taron says:

    As a middle school paraeducator, I work with some students who have behavior contracts, both bullies and the bullied. Also, our school has a zero-tolerance policy for bullying. If I win this contest, I will give the materials to our excellent principal, who will use them well.

  70. Ryan Engelstad says:

    I work with teenagers, many of whom have anger problems. We talk about the difference between assertive, aggressive, and passive forms of communication. Helping them to express themselves using “I feel” statements instead of “You are” statements makes a big difference in how they communicate with their friends and family.

  71. S. F. says:

    I am a guidance counselor. I use a lot of “character education” resources such as Berenstein Bears and PBS kids shows to help students deal with today’s pressures. It helps to go over the themes with them and emphasize the words used. There’s so much information out there and working with kids in the problem areas keeps me looking for new material I can use and give to teachers as resources.

  72. Alexcia Massey says:

    As an elementary school counselor, my vision and goals are to build empathy, manage anger, work out conflicts, and stop bullying by creating an atmosphere of confidence and peace. We use strong visuals, body movements and adaptive tools to help children interact, reflect, and understand how important it is to treat each with other with respect.

  73. Bonnie M. says:

    I work with every student and classroom in my Elementary School to help children develop an awareness of teasing and bullying. I want children to learn that teasing makes others feel uncomfortable. We read books and stories and talk about how we can get along with others and how to reach out for help.

  74. Wendy Caspersen says:

    I shared this giveaway on Facebook.

  75. Wendy Caspersen says:

    We spend a lot of time sharing with our preschool and kindergarten age children that all emotions are acceptable and appropriate, it’s how you manage them that matters. We often give the children lots of options on how to express themselves, both serious and funny.

  76. Jill Curry says:

    I have done an empathy-building activity with second graders called “In Their Shoes” wherein they get in a large circle in the gym, remove their shoes, and write responses to situations describing how they would feel or respond if they were “in that person’s shoes.” It was an effective way to help them understand how to empathize with others.

  77. Charity says:

    Our school does Anti-Bully programs throughout the year. We would love to expand this to a family event to bring the family together to help them with this important issue, but also have some fun activties to do as well such as creating a safety fair.

  78. Laurie says:

    As a school based clinician, I have used many resources to assist in self esteem building and anti bullying activities. One resource that I have found extremely beneficial has been from Lady Gaga’s Born This Way campaign. Through the use of a figure in popular culture, the students feel more connected and a stronger sense of responsibility to follow through with the anti bullying commitment.

  79. Bob Waltman says:

    We have speakers come in to talk to students about situations. We have been very fortunate to have speakers who have experienced situations which were uncomfortable and they have relayed those experiences to our students. Every year we are part of the Stand for the Silent program.

  80. Leslie M says:

    I have a fun conflict resolution activity that teaches kids to listen, empathize, brainstorm solutions, agree on an action, and then shake hands and put the conflict behind them.

  81. Liz Vu says:

    I have done small groups with elementary school-age girls using the theme of “Compassion” – we have read stories and quotes together, and reflected on how we impact one another through our action/inaction. It has made a profound impact on how they treat one another when they understand the big picture!

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