nfralick
Mon, 01/13/2025 - 05:52
Edited Text
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
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