The Soetlief Bully-Program is about establishing Boundaries.
There are several options in addressing the challenge.
Plays are presented to the whole school as part of intervention or prevention by the school.
There are several plays of ±40 minutes. Each play focuses on one principle building upon another. The principles are presented in a fun way. Kids enjoy the storytelling, games and interactive aspects of the presentation. It is most effective for pre-schools and primary schools.
Teachers receive a lesson plan with different, short activities in order to do an overview and repetition of the principles learned.
The following is a list of the plays:
My teacher; the classroom queen or king
Something and nothing
Germy and Immy
BFF or BF
Running in my lane
Winning when losing
Taking a ‘NO’ like a ‘yes’
Good and bad actions
Who owns what and respecting stuff
My responsibility and consequence
Jokes that hurt
Relief for the perfectionist
Internal focus of control
Turns, choices and bossiness
Encouraging group interaction vs fixation on one friend
Reason for rules
Acceptance and attitude
2. Class lessons
Lessons are presented to one class for 30 minutes. The focus of the lesson is determined by whatever is a pressing challenge at the time.
The advantage of class lessons is that it creates an opportunity for debriefing. Kids get an opportunity to voice issues and concerns and the presenter gets a better understanding of the dynamic of the problem.
The ideal is to have class lessons as a following-up on a play in order to ensure recognition of own mistakes, admitting to wrong doing, modification of behavior and rectification of wrong doing.
The program is a great form of intervention if your child is a victim of bullying. It is important to empower the victim and break any possibility of establishing a cycle.
It is difficult for a parent to deal with a situation where your child is considered a bully. The job of a parent is to nurture and protect a child. The best way to protect your child is to empower your child. If your child is considered a bully it is possible that the child is knowingly or un-knowingly projecting a social cue that might be miss-interpreted. Finding the cue and adjusting behavior will provide a problem-solving learning experience for life.
The emphasis is on the establishment of Boundaries. The Program is called a Boundary Program and therefore does not pose a threat to the student or parent.
The perpetrator recognizes ‘I am a Bully’.
A focus on bully behavior may lead to sensitivity to negative behavior, resulting in irrational outcries, demands and expectations. The Boundary Program does not focus on the Bully nor the behavior, but the boundary as a principle that is being violated.
Perpetrators recognize their breaking of boundaries and the victim recognizes their maintaining of the cycle.
Breaking the cycle of abuse
Perpetrator and offender is empowered with practical steps on how to break a cycle of abuse.
Students admit to breaking a boundary and comply with carrying the consequence of breaking a boundary.
Internal locus of control
Taking responsibility for my actions and accepting the outcome.
Rectification of wrong
It has long been a focus of Soetlief to move towards rectification of wrong behavior, as opposed to punishment of wrong. Students are provided with steps to rectification.
Positive group pressure
Students take responsibility for their classroom and those around them. Students reprimand and call to accountability Boundary-Breakers and re-establish order within their boundary (classroom).