Curricular Outline This curriculum uses art therapy to help early adolescent students who are affected by bullying, whether they are victims or those who bully. Through creative activities, the program aims to help students express their feelings, build empathy, and learn better ways to handle emotions. Bullying, both in-person and online, can cause serious emotional challenges that talking alone may not fully solve. By combining art therapy with ideas from successful anti-bullying programs, this curriculum gives students tools to understand and communicate their emotions while creating a safer and more supportive school environment. The goal is to promote healing and personal growth for everyone involved. Typical (?) Session Format Check-In (5-7 Minutes): The facilitator will engage students in a quick check-in by asking each to share a feeling word or respond to a prompt reflecting on their day (example:” What color are you feeling connected to today?"). This activity creates a consistent routine for the group, encourages students to practice identifying and expressing their emotions, and gives the facilitator valuable insight on the group’s needs, which can be used to set a positive tone before starting the session. Introduce theme (5-10 minutes): The facilitator will introduce the theme of the session to group members. This time will be used for the facilitator to provide important information and explain the purpose and goals for exploring a particular topic. This helps students know what to expect from the session and encourages them to think about their thoughts and ideas surrounding the theme they will explore. Discussion (10minutes): The facilitator will ask a discussion question related to the theme, encouraging students to think about how the topic connects to their own experiences. This gives students a chance to share their thoughts and ideas related to the topic. Artmaking (45minutes): The facilitator will introduce the art prompt to the group. Members will engage in individual or group artmaking. Reflection (10minutes): Following artmaking, the facilitator will engage students in reflection questions by asking each to respond to a prompt reflection on their art or sharing how they felt exploring the given topic that day. (Example: “Is there anything that stands out or surprises you about your art? or” How did you feel while making your art today”). Grounding (5-7mins minutes): The facilitator will guide students through activities to help them feel calm and focused after the artmaking. This could include breathing exercises, stretching, or simple mindfulness activities to help students feel grounded before concluding the session. Phase 1: Introduction To Bullying Phase One of this program helps students understand bullying by learning what it is, the roles people play, and how it affects everyone involved in some way. They will explore different types of bullying and how it can impact people emotionally and mentally. Through group discussions and art activities the facilitator will guide students in forming a better understanding of bullying and its impact. Skills practiced in this phase will include recognizing and understanding bullying, identifying different roles played in bullying scenarios, developing empathy for others, and encouraging teamwork. Phase One helps students build a strong foundation for understanding bullying and sets the tone for them to explore and develop as they move throughout the other phases. *Sessions are designed to be taught consecutively * Phase I: Introduction to Bullying Session 1: Understanding bullying. Session 2: Exploring the different roles people play in bullying (victim, bully, bystander) Session 3: Exploring the impact of bullying. Phase I: Introduction to Bullying This phase will consist of three 90-minute sessions each focusing on foundational understanding of bullying, its impact, and fostering a supportive environment. The sessions will cover the following topics: Session 1 Theme: Understanding bullying Objectives: To explore bullying, its various forms (physical, verbal, social, cyber). Discussion: • What do you think of when you hear the word bullying? • How is cyberbullying different from bullying in person? In what ways can it be more difficult to handle. • What do you think is the difference between physical bullying and verbal bullying? Art intervention: Consider what you know about the different types of bullying and create a collage that represents your personal understanding of bullying as a whole. Materials needed: Poster board or cardboard, markers, magazines, printed images/clip art, scissors, glue, tissue paper/ fabric/ textured paper. Session 2 Theme: Exploring the different roles people play in bullying (victim, bully, bystander) Objectives: • To introduce the roles that people play in bullying situations. • To explore the motivations and factors that influence individuals to act in these roles. Discussion: • Why may an individual act in the role of a bully, what could be influencing their behavior? • Why do you think some people choose to be a bystander and not speak up when they see bullying happening? • How do you think a victim might feel when they experience bullying? Art intervention: Create a symbol or image that represents each of the roles we discussed today. Materials needed: Paper, pencils, colored pencils, markers, crayons, scissors, glue sticks, constriction paper. Session 3 Theme: Exploring the impact of bullying Objectives: • To discuss the impacts of bullying (physical, mental, emotional, psychological) • To promote teamwork and collaboration among group members though shared creative activity. • To increase empathy and understanding of the different roles involved in bullying situations. Discussion: • What are some emotions that can emerge as a result of bullying behavior? • What types of colors/symbols do you associate with each role. • How can understanding the emotional impact in different roles of bullying help us be more understanding of one another? Art intervention: *Group formation* students will be divided into small groups and assigned a specific role to focus on: Victim, Bully, or Bystander Using the poster board, create an emotion chart that visually represents the range of emotions your assigned role might experience. Consider the use of color, symbols, and imagery to visually represent each emotion. (assign colors and then create the thing) Materials needed: poster board, markers, pencils, crayons, magazines, glue sticks, scissors. Phase II: Bullying and External Influences Phase II focuses on how outside factors, such as media and the environment, can shape and influence behaviors. Students will examine how family dynamics, community, and other environmental factors can play a role in bullying behavior. Through group discussions and art activities, the facilitator will guide students in having a better understanding of the external factors that shape bullying, and how this may show up in their experience. Skills practiced in this phase will include self-awareness, reflection, and recognizing the impact of external influences. Phase two helps students identify and reflect on their experience and the external forces around them. *Sessions are designed to be taught consecutively * Phase II: Bullying and External Influences Session 1: Media influences Session 2: Environmental Factors/ Influences Phase II: Bullying- External influences This phase will include two 90-minute sessions, each looking at how outside factors affect bullying. The sessions will examine how media influences can shape how people view bullying, trigger emotional reactions, and impact their behavior. They will also explore how environmental factors can influence a person’s experiences with bullying and contribute to bullying behavior. Session 1 Theme: Media influences Objectives: • Analyze how various forms of media, including social media, television, and video games shape perceptions of bullying, trigger emotional responses and influence behavior. • To explore personal emotional reactions to bullying scenarios portrayed in the media. Discussion: • What examples of bullying have you seen on social media, in tv shows, or video games? How did it make you feel? • Do you think video games can encourage violence/bullying? Why or why not? • How might TV shows or movies make bullying seem normal? Art intervention: Role Play- scene creation: In small groups act out a bullying scene like one you might see in the media. Each group can pick or be given a type of media (social media, TV shows, movies, or video games) and create a short scene based on it. After rehearsing, each group will perform their scene for the others. Following each performance, the group will pause and reflect on the scene’s impact and how it can influence real life behaviors, emotional reactions, and perceptions of bullying. Materials needed: Props, costumes (optional), paper, pens, flash cards. Session 2 Theme: Environmental Factors/ Influences Objectives: To understand how various environmental factors, such as family dynamics, community influences, or environments can contribute to bullying behavior. Discussion: • How might family members/home environment influence your thoughts, feelings, and behaviors? • How can a supportive environment help people cope with bullying? • How can family values and beliefs shape perspective and the way that an individual treats others? Art intervention: Play Therapy Genogram: use the provided objects to complete the genogram diagram. Materials needed: found objects, genogram templates, markers, stickers, yarn, scissors. Session 3 Theme: Awareness and Identification Objectives: • To identify the various forms that bullying can take. • To develop skills to identify signs of bullying behavior in themselves and others. Discussion: - What are some signs that indicate that bullying is occurring? - Have students explore the different types of environments that bullying can occur in. (Ex: home, sports, school groups, etc.) Art intervention: Bullying map: Students will create a map illustrating the different areas and environments in their life where they have seen or experienced bullying. Materials needed: Large paper, markers, pens, colored pencils, pencils, stickers or stamps, post – it notes. Phase III: Addressing Bullying Behavior Phase three of this program focuses on addressing bullying behavior by exploring strategies that help identify and safely respond to bullying. Students will learn how to advocate for safe environments and intervene effectively when bullying occurs. Through group discussions and art activities the facilitator will expose students to the importance of taking action and advocating for a supportive environment. skills practiced in this phase will include teamwork, along with confidence and empathy building. Phase three helps students build resilience and identify ways to effectively support peers in need. *Sessions are designed to be taught consecutively * Phase III: Addressing Bullying Behavior Session 1: Advocating for safe/ supportive environments. Session 2: Safe Intervention Phase III: Addressing Bullying Behavior This phase will consist of two 90-minute sessions, each exploring different strategies to understand and address bullying behavior. The sessions will help participants explore ways to identify, develop empathy, and respond to bullying behavior. Session 1: Theme: Advocating for safe/ supportive environments Objectives: • To promote an inclusive school environment • To engage students in discussions about creating a safe environment for everyone Discussion: • What does a safe school look like to you? • What are the pros and cons of advocating for a cause? • How can advertising influence the thoughts of others? Art intervention: Safety and Support Poster Boards: Students will pair up to create poster boards that promote a safe and supportive school environment. They will include words and images that represent what safety, inclusivity, and kindness means to them. (Art intervention intended to be posted around the school) Materials needed: Poster boards or large sheets of paper, Magazines (for cutting out images and words, Glue, stencils, scissors, Markers, colored pencils, or crayons Session 2: Theme: Safe Intervention Objectives: • To explore safe and effective strategies to intervene in bullying situations • To promote peer/community support Discussion: • What are some safe ways to intervene when we see bullying occurring? • What are some pros and cons of intervening in an escalated situation? • Have you ever experienced being a bystander? What are some feelings attached to playing this role in a bullying situation? Art intervention: Story board students will create a storyboard illustrating safe intervention strategies for different bullying scenarios. provide each student with a storyboard template that includes 4-6 panels. Each panel will represent a step in a safe intervention strategy. Materials needed: Storyboard templates (with empty panels), Markers, colored pencils, or crayons, Scissors, and glue *optional *for cut-out images. Phase IV: Positive Coping Strategies In Phase four students will learn different ways to effectively deal with stress and challenges. Students will explore what causes them stress, practice positive coping skills, and identify their inner strengths. Through group discussions and art activities the facilitator will help students build resilience and identify tools that they can use when faced with challenges. Skills practiced in this phase will include self –awareness, confidence, and resilience building. Phase four helps encourage students to lean on their personal strengths and to be more prepared when faced with challenges. *Sessions are designed to be taught consecutively * Phase IV: Positive coping strategies Session 1: Identifying Stress Triggers Session 2: Developing positive coping skills. Session 3: Building Resilience Phase IV: Positive Coping Strategies This phase will include three 90-minute sessions. Each session will focus on learning different ways to handle stress and challenges in a healthy way. Participants will work on finding helpful coping tools, building resilience, and practicing positive reactions to tough situations. Session 1 Theme: Identifying Stress Triggers Objectives: - To help students recognize what causes them stress. - To help increase awareness to their responses to stressors. Discussion: • What types of situations or people cause stress for you? How do you typically react to stress? • How does your body feel when you’re under stress? Are there any physical signs that let you know. • Are there certain places or environments where you feel more stressed? Why do you think this is so? Art intervention: Stress flip books – Students will create flip books that visually represent their stressors and reactions. On the outside of their flip book, they will illustrate different sources of stress. On the inside of the flipbook students will illustrate how they tend to respond to that stressor (physically, emotionally, mentally) Materials needed: Paper or construction paper, Stapler, staples, scissors, markers, colored pencils, pencils, Session 2 Theme: Developing positive coping skills Objectives: - To help students identify positive coping tools for stress management. - To help students practice healthy responses to stress. Discussion: • What are some ways that you support yourself when experiencing stress? • What’s something that you could tell yourself to uplift yourself during a stressful moment. • What are some activities/hobbies that help you feel calm? Art intervention: Stress management toolbox: Students will be given a choice of boxes to choose from to decorate their “toolbox.” Students will illustrate things, objects, or strategies that they use to feel calm and supported to place inside of their toolbox. Materials needed: Variety of boxes, colored pencils, markers, stickers, magazines or cut out images, stencils, scissors, glue, construction paper. Session 3 Theme: Building Resilience Objectives: -To help students identify personal strengths that they can draw on during difficult times. Discussion: • What are some qualities that you rely on when facing challenges? How do these strengths help you in difficult situations? • What does resilience mean to you? • What can be the benefit of being aware of our strengths? Art intervention: strength symbol: Students will design a self-symbol that represents their inner strengths. Students will be asked to identify 4-6 strengths that they have and represent each strength using shape, line, or color. Students will then be instructed to combine these illustrations into a single symbol that represents their sense of personal power and capability. Materials needed: Paper, crayons, colored pencils, pencils, markers, magazines, glue, scissors, stickers, cut out images or stencils, glitter. Phase V: Resources This is the fifth and final phase of the program. It emphasizes the importance of building resilience and identifying both internal and external resources that can provide students with support they can use when faced with challenging circumstances. Students will better understand their strengths and the value of supportive relationships and resources. Through group discussions and art activities the facilitator will help students identify characteristics, people, and resources that students can pull from when faced with challenging situations. Skills practiced in this phase will include problem- solving, critical thinking, teamwork, mindfulness, and reflection. Phase five helps encourage students to lean on their strengths and their community, *Sessions are designed to be taught consecutively * Phase V: Resources Session 1: Identifying support systems. Session 2: practicing responses to bullying. Session 3: School Resources Phase V: Resources This phase will include three 90-minute sessions. Each session will focus on exploring both internal and external resources that can strengthen students' resilience and provide essential support. Students will identify personal strengths, helpful relationships, and available resources around them to handle challenges better. Session 1 Theme: Identifying support system Objectives: - To help students recognize their internal and external support systems. - To empower students by identifying sources of support they can rely on in challenging times. - To encourage students to lean on community and personal strengths in challenging times. Discussion: • What or who do you turn to for help when you need it? • What are some strengths you have that help you handle difficult situations? • How can community be a helpful resource in difficult times. Art intervention: Paper bag support tree Together with the instructor, the class will create a collaborative? tree using a paper bag. This tree will serve as a visual representation of each student's support system. Roots: will represent their personal strengths and qualities (example: kind, helpful, patient, courage) Trunk: will represent their ability to support/uplift themselves Branches: will represent external sources of support in their life. (example: family, friends, teachers, team members, mentor) Leaves: will represent specific acts that they use to feel supported. (talking to a trusted individual, receiving advice from an adult, asking for prayers, receiving hugs/verbal affirmations) Materials needed: brown paper bag, cardboard base support for tree), construction paper, pens/pencils, scissors, adhesive (tape or glue), markers, tape. Session 2 Theme: practicing responses to bullying. Objectives: - To create effective methods responding to bullying situations. - To identify different strategies to respond to bullying situations. - To encourage teamwork/ community help Discussion: • What are some ways you have handled bullying situations? How did it change the situation? • What are some hesitations associated with intervening in altercations? • What would make you feel more confident in responding to bullying in a safe way? Art intervention: My Response Plan (role play) Students will be separated into groups of 3-4 and given an illustrated scene that they must work together to brainstorm ways that they can respond to the scenario effectively. Journal: Students will reflect on the response plans discussed in the group and write about the strategies they feel most comfortable and capable of using in bullying situations. Materials needed: 5 printed/illustrated bullying scenarios, Props, costumes (optional), paper, pens, flash cards, lined paper, pencils. Session 3 Theme: School Resources Objectives: -To help students identify resources around the school. - To encourage student to reach out to an adult. - To create safe spaces for students to go to Activity: Who to go to – Scavenger hunt Students will participate in a school-wide scavenger hunt to identify trusted adults they can turn to when facing challenges, experiencing bullying, or witnessing bullying. Preparation: • Before the session, the instructor will select and coordinate with four trusted staff members (e.g., two teachers, the principal, and the school counselor) who will act as designated points of contact for students regarding bullying. • Each staff member will agree to participate in the program as a supportive adult students can approach. • The instructor will create visual clue cards (picture-only) to guide students to each staff member’s location. Activity Instructions: 1. Starting Point: a. Begin in an initial meeting room where students receive their first clue card. b. Explain that each clue will lead them to a different staff member who is part of their support network in the school. 2. Clue-Based Exploration: a. Working together, students use the image on the clue card to identify which staff member they should visit first. b. As a group, they go to this staff member’s room or office. 3. Meet & Learn: a. In each space, the assigned staff member will welcome the students, explain how they can support them (e.g., how to approach them for help), and share a little about themselves to foster trust and connection. (students may jot down notes) b. After the talk, students receive the next clue card leading them to the next staff member’s location. 4. Repeat the Process: a. Students continue following the clues and meeting each staff member until they’ve visited all four. Discussion: Students will reconvene in group meeting room and discuss how they feel knowing they have adults they can turn to and what they learned about asking for help. • Who are some people that you can talk to when you have a problem in and outside of school? • What are some other ways that you believe your school can foster a safer environment? • What is the importance of using your resources when faced with challenges? Materials needed: Clue cards, Map of school (optional), paper, pencils, clipboards (students can write down notes/information from visited staff members.) Exit Project The exit project is meant to celebrate the ending of the art therapy bullying program. It provides students with a chance to share their experience and reflect on their journey. The group video allows each student a space to showcase their voice. In this student will share their personal growth, and highlights of the program. Students will engage in a group panel where they will have the chance to express gratitude and capture the essence of the bullying program. Skills practiced in the Exit project include gratitude, introspection, reflection, self-expression, collaboration, and resilience. *Exit project is designed to be executed in this order * Exit Project Part 1: Participant reflections Part 2: Group reflections Part 3: Looking Forward/ Closing remarks. Exit project: Group video Purpose: The exit video will celebrate the end of the art therapy bullying program by allowing each student to share their experience and let their voice be heard. It will highlight what the students have learned about themselves, their growth, and their understanding of bullying. It will also highlight the connections they have built with others and give each student an opportunity to share the lessons and experiences they are taking with them from the program. Video Structure: Participant Reflections Each student will have a 1-2 minute to share the following. - Introduce Themselves: (Example) "Hi, my name is (Name), and I joined this program because...." - Share Their Growth: (Example) "One of the biggest lessons I’ve learned about bullying is...” - Express Gratitude: "Being part of this group has taught me about...” or "Participating in this group with others has helped me by..." - Share art: Student will hold up or stand beside a piece of art they created, (Individual or group activity) explaining its significance and how it connects to their experience in the program. (Example) “The art activity that was most enjoyable to me was....” or “The art activity that was most helpful for me was. Group Reflections This segment of the exit video will be a group discussion, (Panel style) requiring students to reflect on the following. (approximately 15 minutes) • "How has this program expanded your understanding of bullying from different perspectives?" • “What role did art play in helping you understand or express your feelings about bullying?" • “How have your relationships with others in this group influenced the way you think about teamwork and support?" • "What’s one thing you’ve learned here that will help you stand up to bullying, change hurtful behaviors, or support someone being bullied?" • "How did connecting and interacting with teachers during the scavenger hunt impact your sense of support and community in the school setting? “ Looking Forward and Closing remarks This segment of the exit video will encourage students to reflect on how they can apply what they’ve learned and look ahead to the future. The facilitator will make final closing remarks. Looking Forward - Each student shares one thing they will take forward: (Example) “I will continue to...” or “one thing that I look forward to taking outside of this space is...” Closing remarks - The facilitator will share final words that encourage students to use what they've learned to make positive changes, continue being kind, resilient, and stand up to bullying. They will thank the students for their participation and leave them with a hopeful message that they can take with them moving forward. (example) “Thank you students for your participation and dedication to learning and exploring using a variety of creative outlets! Remember that the work does not stop here, and that you now have tools that you can utilize to help foster a more inclusive and supportive environment that stands against bullying and bully behavior. Be sure to take advantage of the resources that you’ve gathered while you were here and to nurture the connections that you have formed here amongst each other. I want to leave you all with the understanding that you have power to make a positive impact and create change in your community. References My family genogram: A play therapy technique. Home Page: Learn Everything You Need to Be A Better Therapist Here! (n.d.). https://www.creativecounseling101.com/myfamily-genogram-a-play-therapy-technique.html Kinder Art. (2024, May 1). Paper bag trees: Crafts for kids. lessons and activities for children in kindergarten to grade 12. https://kinderart.com/art-lessons/crafts/paperbag-trees/ Tree of hope activity. Roots & Shoots. (2020, September 14). https://rootsandshoots.org/resources/tree-of-hope-activity-2/ Coordinator, M. O. (n.d.). Symbols of Strength - blog. Art Trek. https://www.arttrek.org/blog/tag/Symbols+of+Strength LLC, A. A. T. (2023, March 15). Coping strategies: What’s In your toolbox? Alexandria Art Therapy, LLC. https://alexandriaarttherapy.com/blog/coping-skills-toolbox Storyboard. Facing History & Ourselves. (n.d.). https://www.facinghistory.org/resourcelibrary/storyboard