APPENDIX E - ADDRESSING BULLYING POLICY
HOW WE HANDLE BULLYING
If bullying is occurring during team-related activities , we STOP BULLYING ON THE SPOT using the following steps :
1 . Intervene immediately . It is ok to get another adult to help . 2 . Separate the kids involved . 3 . Make sure everyone is safe . 4 . Meet any immediate medical or mental health needs . 5 . Stay calm . Reassure the kids involved , including bystanders . 6 . Model respectful behavior when you intervene .
If bullying is occurring at our program or is reported to be occurring at our program , we address the bullying by FINDING OUT WHAT HAPPENED and SUPPORTING THE KIDS INVOLVED using the following approach :
1 . First , get the facts . a . Keep all the involved children separate . b . Get the story from several sources , both adults and kids . c . Listen without blaming . d . Don ’ t call the act “ bullying ” while you are trying to understand what happened . e . It may be difficult to get the whole story , especially if multiple athletes are involved or the bullying involves social bullying or cyberbullying . Collect all available information .
2 . Then , determine if it ’ s bullying . There are many behaviors that look like bullying but require different approaches . It is important to determine whether the situation is bullying or something else . a . Review the U . S . All Star Federation definition of bullying ; b . To determine if the behavior is bullying or something else , consider the following questions :
• What is the history between the kids involved ?
• Have there been past conflicts ?
• Is there a power imbalance ? Remember that a power imbalance is not limited to physical strength . It is sometimes not easily recognized . If the targeted child feels like there is a power imbalance , there probably is .
• Has this happened before ? Is the child worried it will happen again ? c . Remember that it may not matter “ who started it .” Some kids who are bullied may be seen as annoying or provoking , but this does not excuse the bullying behavior . d . Once you have determined if the situation is bullying , support all of the kids involved .
3 . Support the kids who are being bullied . a . Listen and focus on the child . Learn what ’ s been going on and show you want to help . Assure the child that bullying is not their fault . b . Work together to resolve the situation and protect the bullied child . The child , parents , and fellow team members and coaches may all have valuable input . It may help to : i .
Ask the child what can be done to make him or her feel safe . Remember that changes to routine should be minimized . He or she is not at fault and should not be singled out . For example , consider rearranging formations for everyone . If bigger moves are necessary , such as switching practice groups , the child who is bullied should not be forced to change . ii . Develop a game plan . Maintain open communication between the Program and parents . Discuss the steps that will be taken and how bullying will be addressed going forward . c . Be persistent . Bullying may not end overnight . Commit to making it stop and consistently support the bullied child .
4 . Address bullying behavior a . Make sure the child knows what the problem behavior is . Young people who bully must learn their behavior is wrong and harms others . b . Show kids that bullying is taken seriously . Calmly tell the child that bullying will not be tolerated . Model respectful behavior when addressing the problem .
( continued on next page )
34