1 A rigorous analysis of research supports the link between quality SEL and academic outcomes. (Durlak, Weissberg et al., 2011)
Transforming Education from the Inside OutAs the leading provider of social-emotional learning curricula, we have a long, successful track record of helping schools turn mission statements into success stories. Our award-winning, research-based Second Step program helps schools reduce problem behaviors and create safe, supportive environments where every child matters and every child can learn.
cfchildren.org
Early Learning–Grade 8
Why Choose the Second Step Program?
School leaders choose the Second Step program because it’s trusted by 26,000+ schools worldwide, it aligns with district standards, and SEL improves student achievement.1
Educators give the Second Step program a thumbs-up because it’s easy to use and can improve classroom behavior, which improves learning.
Students like the Second Step program because the lessons are engaging and the skills taught are useful in school, on the playground, and at home.
The Second Step program has been endorsed by numerous organizations, including the Collaborative for Academic, Social, and Emotional Learning, for the quality of its research, training, and teacher and family support.
‘Second Step’ provides students with the social-emotional skills and strategies to work through academic and social challenges, reducing the need for adult intervention and increasing the time on task.
—Wes Moreland Principal Hector Cafferata Elementary Cape Coral, FL
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SECOND STEP SEL PROGRAM Skills for Social and Academic Success
cfchildren.org
Comprehensive and Trusted• Age-appropriate coverage of all recommended SEL skills
• Short, focused lessons; fully planned and ready to teach
• Award-winning videos, songs, games, and stories loved by kids
• Online training and support included
• Take-home materials for families
• Lessons and family materials available in Spanish
Save on SEL Program BundlesOur standard pricing is highly competitive, and we offer significant savings for districtwide implementations.
Second Step Early Learning + K–5 bundle ................... $2629 $2933
Second Step K–5 bundle ................................................ $2259 $2494
Second Step Grades 1–5 bundle ....................................$1889 $2055
Second Step K–5 bundle with Principal Toolkit .......... $2399 $2693
Second Step Middle School bundle ................................$1179 $1287
Visit cfchildren.org to see individual grade pricing.
CALL FOR DETAILS: 800-634-4449
Bullying Prevention UnitKindergarten–Grade 5
Build on the foundation of social-emotional skills taught in the Second Step program to train staff, teach kids, and educate families about bullying prevention.
Lesson notebook and staff training: $199 per classroomLearn more at cfchildren.org/bullying-prevention
Child Protection UnitEarly Learning–Grade 5
It’s up to all of us to keep kids safe from abuse. Learn how to recognize possible abuse, respond effectively, and teach kids personal safety skills.
Lesson notebook and staff training: $199 per classroom
Learn more at cfchildren.org/child-protection
Complete the Suite with These Two Units
Suite bundles available—call for pricing.
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Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Kindergarten
Lesson Concepts Objectives —Students Will Be Able ToUNIT 1: SKILLS FOR LEARNING
LESSON 1Learning to Listen
Following Listening Rules helps everyone learn.
Our brains get smarter every time we use them.
Name and demonstrate the rules for listening in a group
LESSON 2FocusingAttention
Focusing attention involves using eyes, ears, and brain.
You can focus your attention just by thinking about it, and the more you do it, the better you get at it.
Using self-talk helps you focus attention.
Name and demonstrate the Listening Rules
Demonstrate attention skills in the context of a game
LESSON 3FollowingDirections
Listening and following directions are important Skills for Learning.
Repeating directions helps you remember them.
Following directions involves your eyes, ears, and brain.
Demonstrate listening and following directions within the context of a game
LESSON 4Self-Talk for
Staying on Task
Self-talk means talking to yourself out loud in a quiet voice or inside your head.
Self-talk helps you focus and maintain attention.
Demonstrate self-talk for remembering directions in the context of a drawing game
LESSON 5Being
Assertive
Being assertive involves using an assertive posture (face the person, head up and shoulders back) and tone of voice (calm, firm voice; respectful words).
Assertive communication is the best way to ask for help.
Demonstrate being assertive in response to scenarios
UNIT 2: EMPATHY
LESSON 6Feelings
If you can name your own feelings, it will help you figure out how other people feel.
All feelings are natural. Some feelings are comfortable, and some are uncomfortable.
Physical clues can help you identify others’ feelings.
Name happy and sad when presented with physical clues
Identify that happy is a comfortable feeling and sad is an uncomfortable feeling
Identify a variety of feelings displayed in response to scenarios
LESSON 7More Feelings
Situational clues can help identify others’ feelings. Name interested and afraid/scared when presented with physical and situational clues
Identify that interested is a comfortable feeling and scared an uncomfortable one
Identify a variety of feelings displayed in response to scenarios
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Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Kindergarten
Lesson Concepts Objectives —Students Will Be Able To
LESSON 8Identifying
Anger
It is natural to feel angry, but feeling angry is uncomfortable.
It is not okay to be mean or hurt others.
Empathy means feeling and understanding what someone else feels.
Name angry when presented with physical and situational clues
Identify that anger is an uncomfortable feeling
Identify a variety of feelings displayed in response to scenarios
LESSON 9Same or
Different?
People can have different feelings about the same situation.
It is okay for people to have different feelings about the same thing.
Compare physical and emotional similarities and differences between two students depicted in a story
Identify same and different feelings in response to scenarios
LESSON 10Accidents
An accident is when you do something you didn’t mean to do.
When you cause an accident, it’s important to say so, so others won’t think you did it on purpose.
Identify what to say when they do something by accident
Demonstrate saying, “I’m sorry. It was an accident. Are you okay?” in response to scenarios
LESSON 11Caring and
Helping
Compassion means caring about how someone else feels.
When you feel empathy for someone, compassion is a good way to show it.
You can show you care by saying or doing something kind.
Identify that listening is one way to show you care
Identify that helping is another way to show you care
Demonstrate caring and helping behaviors in response to scenarios
UNIT 3: EMOTION MANAGEMENT
LESSON 12We Feel
Feelings in Our Bodies
You can use physical clues in your body to identify your feelings.
All your feelings are natural.
It is important to talk to a grown-up when you feel worried.
Identify physical clues for feeling worried
Identify a grown-up to talk to when they feel worried
LESSON 13Managing
Frustration
Feelings vary in strength.
Feelings that are strong need to be managed.
Saying “Stop” and naming your feelings are ways to begin to calm down.
Identify “Stop” and “Name your feeling” as ways to begin to calm down
Demonstrate saying “Stop” and naming feelings in response to scenarios
LESSON 14Calming Down
Strong Feelings
Belly breathing calms down strong feelings.
Belly breathing pushes the belly out when you breathe in.
Demonstrate belly breathing
Identify and demonstrate the Calming-Down Steps
LESSON 15Handling
Waiting
The Calming-Down Steps can help you manage feeling excited or impatient while waiting.
Finding quiet things to do that won’t distract others also helps you wait.
Identify the Calming-Down Steps
Apply the Calming-Down Steps while waiting in a game situation
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Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Kindergarten
Lesson Concepts Objectives —Students Will Be Able To
LESSON 16Managing
Anger
Feeling angry is natural. Hurtful, mean behaviors are not okay.
Your body lets you know when you are angry.
Learning to relax calms you down.
Name physical signs of anger
Apply the Calming-Down Steps in a game situation
LESSON 17Managing
Disappointment
When you don’t get what you want, you can feel disappointed.
Strong disappointment can lead to feeling sad or angry.
Identify the feeling of disappointment
Demonstrate calming-down skills when they feel disappointed
LESSON 18Handling Being Knocked Down
When you get hurt, it’s important to calm down before you do anything else.
You need to ask for more information and not assume that the action was on purpose.
Demonstrate calming down in response to scenarios
Demonstrate telling the other person they feel hurt and asking what happened
Demonstrate apologizing and saying it was an accident
UNIT 4: PROBLEM SOLVING
LESSON 19Solving
Problems
You need to calm down before you solve a problem.
The first step in solving problems is to use words to describe the problem.
The second step in solving problems is to think of lots of solutions.
Use words to describe problems presented in scenarios
Generate multiple solutions to problems presented in scenarios
LESSON 20Inviting to Play
When you see other kids being left out of play, it is important to notice and have empathy for them.
Inviting others to play is a caring thing to do.
Playing with others is a way to get to know them.
Demonstrate inviting someone to play in response to scenarios
LESSON 21Fair Ways
to Play
Sharing, trading, and taking turns are fair ways to play.
Sharing means playing together with a toy.
Identify a problem in response to a scenario
Generate solutions in response to a scenario
Name sharing, trading, and taking turns as fair solutions when two students want to play with the same thing
LESSON 22Having Fun with
Our Friends
When children play in fair ways, everyone has fun.
Other children sometimes have different wants or preferences.
Choosing to have fun with others rather than get your own way helps you be friends.
Demonstrate the Problem-Solving Steps with a problem in the lesson
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Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Kindergarten
Lesson Concepts Objectives —Students Will Be Able To
LESSON 23Handling
Having Things Taken Away
It is important to calm down first before solving problems.
If someone is being mean to you on purpose, using words and being assertive are good ways to deal with it.
It is not okay to grab things away from others.
Identify a problem in response to scenarios
Generate solutions in response to scenarios
Demonstrate assertive communication in response to scenarios
LESSON 24Handling
Name-Calling
It is not okay to call people names that hurt their feelings.
If someone calls you a name, you can ignore the person or respond assertively.
If the person doesn’t stop calling you names, you should tell a grown-up.
Demonstrate assertiveness and ignoring as effective strategies for handling name calling that hurts feelings
Identify an adult to tell if they cannot stop the name-calling
LESSON 25Reviewing
Second Step Skills
You have all learned a lot of new skills.You can notice how much you have learned.
Recall and demonstrate the Listening RulesDemonstrate how to calm downRecall the Fair Ways to Play
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Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 1
Lesson Concepts Objectives —Students Will Be Able ToUNIT 1: SKILLS FOR LEARNING
LESSON 1Learning to Listen
Following Listening Rules helps everyone learn.
Your brain gets smarter every time it works hard.
Name and demonstrate the Listening Rules
Apply attention, memory, and inhibitory control skills in a brain-building game
LESSON 2FocusingAttention
Focusing attention involves using your eyes, ears, and brain.
The more you practice focusing your attention, the better you get at it.
Using self-talk helps focus attention.
Name and demonstrate the Listening Rules
Demonstrate attention skills in the context of a game
State typical classroom verbal cues that request student attention
LESSON 3FollowingDirections
Listening and following directions are important Skills for Learning.
Repeating directions helps you remember them.
Following directions involves using your eyes, ears, and brain.
Demonstrate listening and following directions within the context of a game
LESSON 4Self-Talk for
Learning
Self-talk means talking to yourself out loud in a quiet voice or inside your head.
Self-talk helps you focus and maintain attention.
Demonstrate self-talk strategies for remembering directions
LESSON 5Being
Assertive
Being assertive involves using an assertive posture (face the person, head up and shoulders back) and tone of voice (calm, firm voice; respectful words).
Assertive communication is the best way to ask for help.
Distinguish an assertive request from a passive or aggressive one
Identify assertive posture and tone of voice
Demonstrate assertive communication skills in response to scenarios
UNIT 2: EMPATHY
LESSON 6Identifying
Feelings
Identifying your own feelings helps you know how others feel.
Everyone experiences strong feelings sometimes.
Some feelings are comfortable, and some are uncomfortable.
Physical clues can help identify others’ feelings.
Name feelings when presented with physical clues
LESSON 7Looking for More Clues
Situational clues can help you identify others’ feelings.
Understanding how others feel improves relationships.
Name feelings when presented with physical clues
Name feelings when presented with environmental and situational clues
LESSON 8Similarities and
Differences
People can have different feelings about the same situation.
It is okay for people to have different feelings about the same thing.
Compare physical and emotional similarities and differences between two children
Demonstrate that people can have different feelings about the same situation
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Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 1
Lesson Concepts Objectives —Students Will Be Able To
LESSON 9Feelings Change
People may have different feelings about the same situation at different times.
Feelings may change over time.
Being inviting and welcoming can change people’s feelings.
Demonstrate welcoming and inviting behaviors
LESSON 10Accidents
An accident is when you do something you didn’t mean to do.
It is important to accept responsibility for an accident to prevent others from assuming it was intentional.
Know what the word accident means
Know what to say when they do something by accident
Predict how others might feel as a result of their own or others’ actions
LESSON 11Showing Care
and Concern
Compassion is empathy in action.
People feel better when others show them care and concern.
Recall that listening, saying kind words, and helping are three ways to show caring
Demonstrate caring and helping in response to scenarios
UNIT 3: EMOTION MANAGEMENT
LESSON 12Identifying Our
Own Feelings
You identify your own feelings by physical clues in your body.
All feelings are natural.
Identify physical clues in their bodies that help them identify their feelings
Identify grown-ups to talk to about feelings
LESSON 13Strong Feelings
Feelings vary in strength.
Strong feelings need to be managed.
Saying “Stop” and naming your feeling are ways to begin to calm down.
Recognize situations and physical body cues that signal strong feelings
Demonstrate two Calming-Down Steps to manage strong feelings
LESSON 14Calming
Down Anger
Belly breathing calms down strong feelings.
Belly breathing pushes the belly out when you breathe in.
Being mean or hurting others when you are angry is not okay.
Explain physical and situational clues to feeling angry
Demonstrate the proper belly breathing technique
Use a three-step process to calm down: Say “stop,” name your feeling, and do belly breathing
LESSON 15Self-Talk for
Calming Down
Positive self-talk is an effective strategy for calming down strong emotions.
Recognize situations that require the use of calming-down strategies
Use positive self-talk to calm down
LESSON 16Managing
Worry
Counting is an effective Way to Calm Down.
The Ways to Calm Down can help students manage worry.
Talking to a grown-up helps when you are worried.
Recognize situations that require the use of calming-down skills
Demonstrate the Ways to Calm Down—belly breathing, counting, and using positive self-talk
Identify grown-ups to talk to when feeling worried
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Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 1
Lesson Concepts Objectives —Students Will Be Able ToUNIT 4: PROBLEM SOLVING
LESSON 17Solving
Problems, Part 1
You need to calm down before you solve a problem.
The first step in solving a problem is to use words to describe the problem.
The second step in solving a problem is to think of lots of solutions.
Use words to describe problems presented in scenarios
Generate multiple solutions to problems presented in scenarios
LESSON 18Solving
Problems, Part 2
Part of problem solving is thinking about consequences.
The final step of problem solving is to pick the best solution.
Solving problems is a way to get along better with others.
Predict consequences using an if-then model
Select a reasonable solution to a problem
LESSON 19Fair Ways
to Play
Sharing, trading, and taking turns are fair ways to play.
Sharing means playing together with a toy.
Define and differentiate sharing, trading, and taking turns
Identify and state the problem in a given situation
Generate possible solutions to a problem situation
Demonstrate the Fair Ways to Play
LESSON 20Inviting to
Join In
It is important to notice and have empathy for children who are left out of play.
Inviting others to play is the right thing to do.
Playing with others is a way to get to know them better.
Apply the Problem-Solving Steps
Demonstrate how to invite someone to play in response to scenarios
LESSON 21Handling
Name-Calling
It is not okay to call people names that hurt their feelings.
If someone calls you a name, you can ignore the person or speak assertively.
If the person doesn’t stop calling you names, you should tell a grown-up.
Demonstrate assertive responses to name-calling
Identify adults to tell if name-calling doesn’t stop
LESSON 22Reviewing
Second Step Skills
You have all learned a lot of new skills.
You can notice how much you have learned.
Recall skills on all the posters
Demonstrate the Listening Rules
Demonstrate the Calming-Down Steps
Name one concept or skill they learned in their Second Step lessons
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Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 2
Lesson Concepts Objectives —Students Will Be Able ToUNIT 1: SKILLS FOR LEARNING
LESSON 1Being
Respectful
Thinking about how others want to be treated and treating them that way helps you be respectful.
Being respectful helps you be a better learner.
Identify respectful behavior in themselves and others
Determine respectful responses to scenarios
LESSON 2Focusing
Attention and Listening
Focusing your attention and listening help you be a better learner.
Focusing your attention and listening are ways to show respect.
Identify examples of focusing attention
Identify examples of listening
Apply focusing-attention and listening skills in the context of a game and in response to scenarios
LESSON 3Using
Self-Talk
Self-talk means talking to yourself in a quiet voice or in your head.
Self-talk helps you focus, stay on task, and handle distractions.
Identify classroom distractions
Demonstrate using self-talk in response to scenarios
LESSON 4Being
Assertive
Being assertive means asking for what you want or need in a calm and firm voice.
Being assertive is a respectful way to get what you want or need.
Demonstrate assertive communication skills in response to scenarios
Determine which adult to ask assertively for help in response to scenarios
UNIT 2: EMPATHY
LESSON 5Identifying
Feelings
Clues in faces, bodies, and situations help you notice and understand how people are feeling.
Everyone feels a wide variety of emotions.
Some feelings are comfortable, and others are uncomfortable.
Name a variety of feelings
Distinguish between comfortable and uncomfortable feelings
Use physical, verbal, and situational clues to determine what others are feeling
LESSON 6Learning
More AboutFeelings
People can have different feelings about the same situation.
People’s feelings can change.
Empathy is feeling or understanding what someone else is feeling.
Use physical, verbal, and situational clues to determine what others are feeling
Label their own feelings as the same as or different from others’ feelings
LESSON 7Feeling
Confident
Practicing helps you build your confidence.
Feeling confident helps you do your best and makes you proud.
Noticing how others feel and understanding that their feelings can change helps you have empathy.
Identify physical and situational clues that indicate the feeling of confidence
Detect when their own and others’ feelings change
LESSON 8Respecting
Different Preferences
Having empathy helps you notice when others have different preferences from yours.
Respecting others’ preferences helps you get along better with them.
Determine what others are feeling using physical, verbal, and situational clues
Label their own preferences as the same as or different from others’ preferences
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Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 2
Lesson Concepts Objectives —Students Will Be Able To
LESSON 9Showing
Compassion
Noticing and understanding what someone is feeling helps you have empathy.
When you have empathy for someone, you can show your care and concern by saying something kind or doing something to help.
Showing care and concern is called showing compassion.
Determine what others are feeling using physical, verbal, and situational clues
Identify ways to show compassion for others in response to scenarios
LESSON 10Predicting
Feelings
Accidents happen.
If something happens to you by accident, think about how it could have been an accident and find out more information.
If you do something by accident, think about how the other person feels, apologize, and offer to help.
Predict others’ feelings in response to scenarios
Offer possible reasons for others’ actions and feelings in response to scenarios
UNIT 3: EMOTION MANAGEMENT
LESSON 11Introducing
Emotion Management
When you feel strong feelings, it’s hard to think clearly.
Focusing attention on your body gives you clues about how you’re feeling.
Thinking about your feelings helps the thinking part of your brain get back in control.
Identify physical clues that can help them name their own feelings
LESSON 12Managing
Embarrassment
Using a stop signal and naming your feeling are the first two Calming-Down Steps.
Identify the first two Calming-Down Steps
Demonstrate first two Calming-Down Steps in response to scenarios
LESSON 13Handling
Making Mistakes
Everyone makes mistakes, but if you’re feeling strong feelings, it’s important to calm down.
Making mistakes helps you learn, because mistakes show you what you need to practice more.
You can use belly breathing to calm down.
Demonstrate correct belly-breathing technique
Use belly breathing to calm down in response to scenarios
LESSON 14Managing
Anxious Feelings
Negative self-talk can make strong feelings even stronger.
When you feel really worried and anxious about something, calming down helps.
Using positive self-talk can help you calm down.
Generate positive self-talk they can use to calm down in response to scenarios
Use positive self-talk to calm down in response to scenarios
LESSON 15Managing
Anger
Everyone feels angry sometimes, but hurting other people’s feelings or bodies is not okay.
It’s important to calm down angry feelings so you don’t do something hurtful.
Being assertive is a respectful way to get what you want or need.
Use counting to calm down in response to scenarios
Use assertive communication skills to get what they want or need in response to scenarios
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Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 2
Lesson Concepts Objectives —Students Will Be Able To
LESSON 16Finishing
Tasks
Calming down helps you stay focused and on task at school.
Using positive self-talk helps you stay focused and on task so you can be a better learner.
Identify situations that require the use of the Calming-Down Steps
Demonstrate using the Calming-Down Steps in response to scenarios
Use positive self-talk to stay focused and on task in response to scenarios
UNIT 4: PROBLEM SOLVING
LESSON 17Solving
Problems, Part 1
Calming down helps you think so you can solve problems.
Following steps can help you solve problems.
Saying the problem without blame is respectful.
Recall the first Problem-Solving Step
Identify and say a problem in response to scenarios
LESSON 18Solving
Problems, Part 2
Following steps can help you solve problems.
Solutions to problems must be safe and respectful.
Recall the first two Problem-Solving Steps
Generate several solutions for a given problem in response to scenarios
Determine if solutions are safe and respectful
LESSON 19Taking
Responsibility
Following steps can help you solve problems.
When you hurt someone’s feelings, it’s important to take responsibility.
Taking responsibility means admitting what you did, apologizing, and offering to make amends.
Recall the Problem-Solving Steps
Apply the Problem-Solving Steps to scenarios about conflicts with friends
Demonstrate accepting responsibility for their actions by admitting, apologizing, and offering to make amends in response to scenarios
LESSON 20Responding to
PlaygroundExclusion
Following steps can help you solve problems.
Being left out is a problem.
Inviting someone who is being left out to play is the respectful, compassionate thing to do.
Recall the Problem-Solving Steps
Apply the Problem-Solving Steps to scenarios that involve playground problems, such as students being left out intentionally
LESSON 21Playing
Fairly on the Playground
Calming down helps you think so you can solve problems.
Following steps can help you solve problems.
When you can’t agree on rules for a game, it’s a problem.
Finding a respectful way to agree on rules helps you get along better with others.
Recall the Problem-Solving Steps
Apply the Problem-Solving Steps to scenarios that involve playground conflicts that arise during games
LESSON 22Reviewing
Second StepSkills
Using Second Step skills can help you be a better learner and get along with others.
Recall Second Step skills learned
Identify Second Step skills in a story
Relate personal examples of skill use
37
Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 3
Lesson Concepts Objectives —Students Will Be Able ToUNIT 1: SKILLS FOR LEARNING
LESSON 1Being
Respectful Learners
Focusing your attention and listening help you be a better learner.
Focusing your attention and listening show respect.
Apply focusing-attention and listening skills in response to scenarios.
LESSON 2Using Self-Talk
Self-talk means talking to yourself in a quiet voice or in your head.
Self-talk can help you focus, stay on task, and handle distractions.
Identify classroom distractions
Demonstrate the use of self-talk in response to scenarios
LESSON 3Being
Assertive
Being assertive means asking for what you want or need in a calm and firm voice.
Being assertive is a respectful way to get what you want or need.
Demonstrate assertive communication skills in response to scenarios
LESSON 4Planningto Learn
Making a plan can help you be a better learner.
A plan is good if the order makes sense, it’s simple, and you can do it.
Evaluate three-step plans for different scenarios using the Good Plan Checklist criteria
Create a simple, three-step plan that meets the Good Plan Checklist criteria
UNIT 2: EMPATHY
LESSON 5Identifying
Others’ Feelings
Looking for clues on a person’s face or body and in the situation helps you notice and understand how that person is feeling.
People can have different feelings about the same situation.
All feelings are natural.
Name a variety of feelings
Determine others’ feelings using physical, verbal, and situational clues
Label their own feelings as the same as or different from others’ feelings
LESSON 6Understanding
Perspectives
People can have different feelings about the same situation, and their feelings can change.
Empathy is feeling or understanding what someone else is feeling.
Thinking about others’ perspectives helps you have empathy for them.
Identify others’ feelings using physical, verbal, and situational clues
Determine whether others’ feelings have changed, in response to scenarios
LESSON 7Conflicting
Feelings
You can have conflicting feelings about a situation.
Having empathy helps you notice when others’ feelings are the same as or different from yours.
Identify two conflicting feelings a person could have in response to scenarios
Explain possible reasons for someone’s conflicting feelings in response to scenarios
LESSON 8Accepting
Differences
Having empathy helps you understand and accept how others are the same as or different from you.
Accepting and appreciating others’ differences is respectful.
Name similarities and differences between people
Predict how others will feel when teased for being different
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Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 3
Lesson Concepts Objectives —Students Will Be Able To
LESSON 9Showing
Compassion
Focusing attention on and listening to others can help you have empathy and show compassion.
You can say kind words or do helpful things to show your compassion.
Demonstrate focusing-attention and listening skills in response to scenarios
Identify ways to show compassion for others in response to scenarios
Express appreciation for another person’s concern in response to scenarios
LESSON 10MakingFriends
Focusing attention and listening to others help you make conversation.
Making conversation helps you make friends and get along better with others.
Demonstrate focusing-attention and listening skills in the context of a game
Initiate, continue, and end a conversation in a friendly way in the context of a game
UNIT 3: EMOTION MANAGEMENT
LESSON 11Introducing
Emotion Management
When you feel strong feelings, it’s hard to think clearly.
Focusing attention on your body gives you clues about how you’re feeling.
Thinking about your feelings helps the thinking part of your brain get back in control.
Identify physical clues that can help them label their own feelings
LESSON 12Managing
Test Anxiety
Using a stop signal and naming your feeling are the first two Calming-Down Steps.
Identify the first two Calming-Down Steps
Demonstrate using the first two Calming-Down Steps in response to scenarios
LESSON 13Handling
Accusations
You can use belly breathing to calm down.
Calming down helps you handle accusations calmly and thoughtfully.
It’s important to take responsibility when you’ve made a mistake.
Demonstrate correct belly-breathing technique
Use belly breathing to calm down in response to scenarios
Demonstrate steps for handling accusations in response to scenarios
LESSON 14Managing
Disappointment
Negative self-talk can make strong feelings even stronger.
You can calm down by using positive self-talk.
Setting a new goal and making a plan to achieve it are positive ways to handle disappointment.
Generate positive self-talk they can use to calm down in response to scenarios
Make a simple three-step plan to achieve a goal in response to scenarios
LESSON 15Managing
Anger
Everyone feels angry sometimes, but hurting other people’s feelings or bodies is not okay.
It’s important to calm down angry feelings so you don’t do something hurtful.
Being assertive is a respectful way to get what you want or need.
Use counting to calm down in response to scenarios
Use assertive communication skills to get what they want or need in response to scenarios
39
Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 3
Lesson Concepts Objectives —Students Will Be Able To
LESSON 16Managing
Hurt Feelings
Calming down when your feelings have been hurt can help you avoid jumping to conclusions.
Thinking of other explanations and getting more information can help you avoid jumping to conclusions.
Identify situations that require using strategies for calming down
Demonstrate using strategies for calming down
Generate alternative explanations in response to scenarios
UNIT 4: PROBLEM SOLVING
LESSON 17Solving
Problems, Part 1
Calming down helps you think so you can solve problems.
Following steps can help you solve problems.
Saying the problem without blame is respectful.
Recall the first Problem-Solving Step
Identify and state a problem in response to scenarios
Identify blaming language in response to scenarios
LESSON 18Solving
Problems, Part 2
Following steps can help you solve problems.
Solutions to problems must be safe and respectful.
Solutions can have positive or negative consequences.
Recall the Problem-Solving Steps
Propose several solutions for a given problem in response to scenarios
Determine if solutions are safe and respectful
Explore positive and negative consequences of solutions
LESSON 19Solving
Classroom Problems
Calming down helps you think so you can solve problems.
Following steps can help you solve problems.
Getting along with others helps you be a better learner at school.
Apply the Calming-Down Steps to an emotional situation in response to a scenario
Recall the Problem-Solving Steps
Use the Problem-Solving Steps to solve an interpersonal problem between classmates, in response to a scenario
LESSON 20Solving
Peer-Exclusion Problems
Following steps can help you solve problems.
Being assertive is a safe and respectful solution to problems like being excluded.
Excluding others is not nice or respectful.
Apply the Problem-Solving Steps to the problem of being excluded by peers, in response to scenarios
Demonstrate assertive communication skills in response to scenarios
LESSON 21Dealing with
Negative Peer Pressure
Calming down helps you think so you can solve problems.
Following steps can help you solve problems.
Being assertive can help you resist negative peer pressure.
Apply the Problem-Solving Steps to the problem of being negatively pressured by peers, in response to scenarios
Demonstrate assertive communication in response to scenarios
LESSON 22Reviewing
Second StepSkills
Using Second Step skills can help you be a better learner and get along with others.
Recall Second Step skills learned
Identify Second Step skills in a story
Relate personal examples of skill use
40
Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 4
Lesson Concepts Objectives —Students Will Be Able ToUNIT 1: EMPATHY AND SKILLS FOR LEARNING
LESSON 1Empathy
and Respect
The Second Step program helps you succeed at school.
Having respect and empathy helps you get along with others.
Define respect
Define empathy
LESSON 2Listening
with Attention
Listening with attention helps you learn, work with others, and make friends.
Demonstrate listening-with-attention skills
LESSON 3Being
Assertive
Being assertive means asking for what you want or need in a calm, firm, respectful voice.
Being assertive helps you be successful in a variety of social and academic situations.
Identify passive, aggressive, and assertive responses
Demonstrate assertive responses with their partners
LESSON 4Respecting
Similarities andDifferences
People can have similar or different feelings about the same situation.
Being able to notice and then understand others’ feelings is an important part of empathy.
Identify clues that help them recognize other people’s feelings
Identify similarities and differences between how two people feel
LESSON 5Understanding
Complex Feelings
It is possible to have more than one feeling at the same time.
Being able to understand that others might have complex feelings is an important part of empathy.
Identify multiple feelings in a given scenario
Give possible reasons for multiple feelings
LESSON 6Understanding
Different Perspectives
People can have different perspectives about other people, places, and situations.
Perspective taking is a central component of empathy.
Identify differing perspectives in given scenarios
Generate prosocial responses to scenarios in which different perspectives could cause a conflict
LESSON 7Conversation
and Compliments
Having successful conversations with peers helps you make and build friendships.
Giving a sincere, thoughtful compliment is a good way to start a conversation or keep one going.
Identify components of a successful conversation
Demonstrate giving and receiving a compliment
LESSON 8Joining In
Being assertive can help you join and invite others to join a group.
Identify skills for joining a group
Demonstrate skills for joining a group
LESSON 9Showing
Compassion
Compassion means saying kind words or doing something helpful to show you care about how another person feels.
Having empathy helps you show compassion.
Demonstrate expressing concern or showing compassion for someone
41
Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 4
Lesson Concepts Objectives —Students Will Be Able ToUNIT 2: EMOTION MANAGEMENT
LESSON 10Introducing
Emotion Management
When you feel strong feelings, it’s hard to think clearly.
Unmanaged, strong emotions can lead to negative behavior and consequences.
Describe what triggers their own strong emotions
Describe what happens in their brains and bodies when they experience strong emotions
LESSON 11Managing
Strong Feelings
Staying in control of your emotions and actions helps you get along better with others and be successful at school.
Demonstrate the ability to interrupt escalating emotions
Determine a personal “signal”
Identify and name strong feelings as they occur
LESSON 12Calming
Down Anger
Calming down emotions that are getting out of control helps you think clearly so you can avoid negative consequences.
Identify situations in which they might need to calm down
Demonstrate the technique for deep, centered breathing
Identify and demonstrate other Ways to Calm Down (counting, using positive self-talk)
LESSON 13Managing
Anxiety
Effectively managing your anxiety makes it easier to focus and succeed in social and academic situations.
Identify situations that cause anxiety
Apply what they’ve learned about calming down to anxiety-provoking scenarios, including academic challenges
LESSON 14Avoiding
Jumping to Conclusions
Calming down strong emotions helps you think clearly about a situation so you can avoid jumping to conclusions.
Identify emotion-management strategies
Demonstrate assertiveness skills
Identify and demonstrate positive self-talk statements
LESSON 15Handling
Put-Downs
Calming down helps you handle put-downs and avoid making conflicts escalate.
Identify strategies for handling put-downs
Demonstrate what they’ve learned about strategies for calming down
Demonstrate assertive responses to put-downs
42
Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 4
Lesson Concepts Objectives —Students Will Be Able ToUNIT 3: PROBLEM SOLVING
LESSON 16Solving
Problems, Part 1
Following steps can help you solve problems.
Saying the problem without blame is respectful.
Solving problems helps you be successful at school.
Recall the S: Say the problem step of the Problem-Solving Steps
State a problem without blaming anyone
LESSON 17Solving
Problems, Part 2
Solving problems helps you be successful at school. Generate safe and respectful solutions to a problem
Identify consequences of potential solutions
Select an appropriate solution to a problem
LESSON 18Making a Plan
Some solutions to problems are complicated and need a plan.
Plans help you break down a big task into smaller, more manageable parts.
Explain the purpose of making a plan
Create a three-step plan to carry out a solution to a problem
LESSON 19Solving
PlaygroundProblems
You are better able to resolve playground conflicts when you are able to calm down and use the Problem-Solving Steps.
Identify common playground conflicts
Demonstrate using the Problem-Solving Steps to handle playground conflicts
LESSON 20Taking
Responsibility for Your Actions
Taking responsibility for your actions is the respectful thing to do.
Demonstrate the ability to use the Problem-Solving Steps to handle scenarios in which someone has been wronged
Demonstrate acknowledging mistakes
Demonstrate making an apology and offering to make amends
LESSON 21Dealing with
Peer Pressure
It is okay to say no to others, and it is okay for them to say no to you.
Negative emotions like guilt and remorse can be reasons not to go along with peer pressure.
Demonstrate using assertiveness skills to resist peer pressure
Demonstrate using the Problem-Solving Steps to figure out ways to resist peer pressure
LESSON 22Reviewing
Second StepSkills
The skills and concepts learned in the Second Step program can help you succeed in school.
Identify Second Step skills and concepts being used in scenarios students might encounter at school
Include Second Step skills in a written script about solving a problem
43
Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 5
Lesson Concepts Objectives —Students Will Be Able ToUNIT 1: EMPATHY AND SKILLS FOR LEARNING
LESSON 1Empathy and
Respect
The Second Step program helps you succeed at school.
Having respect and empathy helps you get along with others.
Define respect
Define empathy
LESSON 2Listening
with Attention
Listening with attention helps you learn, work with others, and make friends.
Demonstrate listening-with-attention skills
LESSON 3Being Assertive
Being assertive means asking for what you want or need in a calm, firm, respectful voice.
Being assertive helps you be successful in a variety of social and academic situations.
Identify passive, aggressive, and assertive responses
Demonstrate assertive responses with their partners
LESSON 4Predicting
Feelings
Being able to predict how what you do or say might make other people feel is respectful and will help you get along better with others.
Predict how others might feel as a result of their or another’s actions
State the cause and effects of a given action
LESSON 5Taking Others’
Perspectives
Others may have different perspectives.
Being able to recognize someone else’s perspective helps you get along with others.
Demonstrate the ability to take someone else’s perspective
LESSON 6Accepting
Differences
Accepting differences and finding similarities can create mutual respect and friendship.
Identify similarities and differences between two people
Define prejudice
LESSON 7DisagreeingRespectfully
Disagreeing respectfully involves using assertiveness skills.
Disagreeing respectfully helps you strengthen your relationships, avoid misunderstandings, and prevent aggressive conflicts.
Distinguish between respectful and disrespectful ways to disagree
Communicate their own perspectives
Demonstrate skills for disagreeing respectfully
LESSON 8Responding
withCompassion
Compassion is saying kind words or doing something to show you care about how another person feels.
Showing compassion for others is the respectful, kind thing to do.
Having empathy helps you show compassion
Demonstrate knowledge of how to respond with compassion
44
Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 5
Lesson Concepts Objectives —Students Will Be Able ToUNIT 2: EMOTION MANAGEMENT
LESSON 9Introducing
EmotionManagement
When you have strong, unmanaged emotions, it can lead to negative behavior and consequences.
Describe what happens in their brains and bodies when they experience strong emotions
Identify a personal signal
Identify and name strong feelings
LESSON 10Calming Down
Calming down emotions that are getting out of control helps you think clearly so you can avoid negative consequences.
Identify situations in which they might need to calm down
Learn the technique for deep, centered breathing
Identify and demonstrate other Calming Down Strategies (using positive self-talk, counting, taking a break)
LESSON 11Managing
Anxiety
Managing your anxiety effectively makes it easier to focus and succeed in social and academic situations.
Identify social situations that can cause anxiety
Apply what they’ve learned about calming down in scenarios causing social anxiety
LESSON 12Managing
Frustration
Frustration can get in the way of learning.
Managing frustration reduces the chance of doing something you may regret later.
Identify physical signs of frustration
Demonstrate reducing frustration by using the Calming-Down Steps
LESSON 13ResistingRevenge
Getting revenge can make problems worse. Identify consequences of revenge
Generate alternatives for seeking revenge
Demonstrate using the Calming-Down Steps
LESSON 14Handling
Put-Downs
Calming down helps you handle put-downs and avoid escalating conflicts.
Identify strategies for handling put-downs
Demonstrate what they’ve learned about the Calming-Down Steps
Demonstrate assertive responses to put-downs
LESSON 15Avoiding
Assumptions
Calming down strong emotions helps you think clearly about a situation and make better decisions.
Identify emotion-management strategies
Demonstrate assertiveness skills
Identify and use positive self-talk statements to avoid making assumptions
45
Second Step Program
© 2014 Committee for Childrencfchildren.org
Scope and Sequence: Grade 5
Lesson Concepts Objectives —Students Will Be Able ToUNIT 3: PROBLEM SOLVING
LESSON 16Solving
Problems, Part 1
Solving problems helps you be successful at school. Recall the S: Say the problem step of the Problem-Solving Steps
State a problem without blaming anyone
LESSON 17Solving
Problems, Part 2
Solving problems helps you be successful at school. Generate safe and respectful solutions to a problem
Identify consequences of potential solutions
Select an appropriate solution to a problem
LESSON 18Making a Plan
Some solutions to problems are complicated and need a plan.
Plans help you break down a big task into smaller, more manageable parts.
Explain the purpose of making a plan
Create a three-step plan to carry out a solution to a problem
LESSON 19Seeking Help
Seeking help from a trusted adult is sometimes the best solution.
State the Problem-Solving Steps
Demonstrate using assertiveness skills when seeking help
LESSON 20Dealing
with Gossip
Malicious gossip is hurtful and not respectful to others. Identify why some gossip is harmful
Generate ideas for refusing or avoiding harmful gossip
Demonstrate using the Problem-Solving Steps to deal with gossip
LESSON 21Dealing with
Peer Pressure
It is okay to say no to others, and it is okay for them to say no to you.
Negative emotions like guilt and remorse can be reasons not to go along with peer pressure.
Demonstrate using assertiveness skills to resist peer pressure
Demonstrate using the Problem-Solving Steps to figure out ways to resist peer pressure
LESSON 22Reviewing
Second StepSkills
The skills and concepts learned in the Second Step program can help you succeed in school.
Identify Second Step skills and concepts being used in scenarios students might encounter at school
Include Second Step skills in a written script about solving a problem
46
© 2011 Committee for Children Second Step: Skills for Social and Academic Success
Second Step ProgramKindergarten–Grade 5Visual Review of Research
• Students who can solve interpersonal conflicts with peers are less likely to engage in impulsive or aggressive behaviors.10–13
• The program teaches students to use four Problem-Solving Steps after calming down.
• Creating a neutral problem statement, generating safe and respectful solutions, and evaluating the consequences of these solutions steers students toward selecting prosocial solutions.
• Being able to feel or understand what another person is feeling prepares students to manage their own strong emotions and solve interpersonal problems with others.3–7
• The program teaches students skills for identifying emotions in themselves and others, labeling these emotions, and taking the perspectives of others.
• These skills are the basis for helpful and socially responsible behavior. Having empathy is also related to academic success.1, 4, 7
Problem SolvingEmotion Management
Skills for Learning
The Second Step Program Promotes• School success• School connectedness• Safe and respectful school climate
By directly teaching students the skills that strengthen their ability to:
• Learn • Manage emotions• Have empathy • Solve problems
• Students who can self-regulate are better able to participate in and benefit from classroom instruction.1, 2
• The program promotes development of students’ self-regulation skills. It provides practice through games for Kindergarten– Grade 3 and through instruction in skills for learning across all grades.
• Skills for learning are necessary for having empathy, managing emotions, and solving problems. The skills for learning are woven into all units.
• Students who can recognize strong emotions and calm down cope better and are less prone to aggressive behaviors.8, 9
• The program teaches students proactive strategies that help prevent strong emotions from escalating into negative behaviors.
• Calm students are better able to use other skills, such as problem solving, to help them get along better with others and make good choices.
Empathy
The Second Step Program Prevents• Problem behaviors • Antisocial behavior• Peer rejection • Low academic achievement• Impulsivity
By developing students’:
• Self-regulation skills• Social-emotional
competencies• School connectedness
47
Kindergarten–Grade 5Second Step Program Visual Review of Research
Second Step: Skills for Social and Academic Success © 2011 Committee for Children
1. McClelland, M. M., Ponitz, C. C., Messersmith, E. E., & Tominey, S. (2010). Self-regulation: The integration of cognition and emotion. In R. Lerner (Series Ed.) & W. Overton (Vol. Ed.), Handbook of lifespan human development, Vol. 4. Cognition, biology, and methods (pp. 509–553). Hoboken, NJ: Wiley.
2. Thompson, R. A., & Raikes, H. A. (2007). The social and emotional foundations of school readiness. In D. F. Perry, R. K. Kaufmann, & J. Knitzer (Eds.), Social and emotional health in early childhood: Building bridges between services and systems (pp. 13–37). Baltimore, MD: Paul H. Brookes.
3. Arsenio, W. F., Cooperman, S., & Lover, A. (2000). Affective predictors of preschoolers’ aggression and peer acceptance. Developmental Psychology, 36, 438–448.
4. Denham, S. A., Brown, C., & Domitrovich, C. E. (2010). “Plays nice with others”: Social-emotional learning and academic success. Early Education and Development, 21(5), 652–680. doi:10.1080/10409289.2010.497450
5. Eisenberg, N., Eggum, N. D., & Di Giunta, L. (2010). Empathy-related responding: Associations with prosocial behavior, aggression, and intergroup relations. Social Issues and Policy Review, 4(1), 143–180. doi:10.1111/j.1751-2409.2010.01020.x
6. Izard, C., Fine, S., Schultz, D., Mostow, A., Ackerman, B., & Youngstrom, E. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12(1), 18–23.
7. Raver, C. C., & Knitzer, J. (2002). Ready to Enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children (Policy Paper No. 3). New York: National Center for Children in Poverty, Columbia University Mailman School of Public Health.
8. McLaughlin, K. A., Hatzenbuehler, M. L., Mennin, D. S., & Nolen-Hoeksema, S. (2011). Emotion dysregulation and adolescent psychopathology: A prospective study. Behaviour Research and Therapy, 49(9), 544–554. doi:10.1016/j.brat.2011.06.003
9. Vitaro, F., Brendgen, M., Larose, S., & Tremblay, R. E. (2005). Kindergarten disruptive behaviors, protective factors, and educational achievement by early adulthood. Journal of Educational Psychology, 97(4), 617–629. doi:10.1037/0022-0663.97.4.617
10. Duckworth, A. L., Tsukayama, E., & May, H. (2010). Establishing causality using longitudinal hierarchical linear modeling: An illustration predicting achievement from self-control. Social Psychology and Personality Science, 1(4), 311–317.
11. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. doi:10.1111/j.1467-8624.2010.01564.x
12. Naglieri, J. A., & Rojahn, J. (2004). Construct validity of the PASS theory and CAS: Correlations with achievement. Journal of Educational Psychology, 96(1), 174−181. doi:10.1037/0022-0663.96.1.174
13. Orpinas, P., & Horne, A. M. (2006). Bullying prevention: Creating a positive school climate and developing social competence. Washington, DC: American Psychological Association.
48
The Power to Create a Positive School Climate
cfchildren.org
STAFFTRAINING
STUDENTLESSONS
FAMILYMATERIALS
Module 1 Helps principals and program coordinators understand the adult/student relationship, refine and communicate their bullying policies and procedures, and communicate with families.
45–60 minutes
Module 2Guides all school staff through scenarios that teach them how to recognize, respond to, and report bullying, and then make a plan for how to handle incidents.
75–90 minutes
Module 3Provides teachers and counselors valuable instruction about teaching the lessons, following through, and involving families.
45–60 minutes
Through age-appropriate lessons that have been put to the test in real classrooms and award-winning, story-based videos, students learn to recognize, report, and refuse bullying.
Lesson Topics• Class Rules
• Recognizing Bullying
• Reporting Bullying
• Refusing Bullying
• Role of Bystanders
K–3 weekly lessons each take approximately 30 minutes.
Grades 4–5 weekly lessons take 30–45 minutes.
Engaging families in your bullying prevention effort will help make your program a success. Engaged families have more confidence and trust in you and your school—a critical factor when dealing with bullying situations.
Family letters inform parents and caregivers that their children will be participating in the unit and provide access to more information and activities online. Take-home activities give students a chance to practice skills and help families reinforce the lessons at home.
Reinforce prosocial skills at home: ParkPalsGame.org
Bullying Prevention UnitKindergarten–Grade 5
The scenarios in the Bullying Prevention Unit lessons are reflective of the real-life concerns of elementary students, and the videos and activities are highly effective in promoting classroom discussion.
—Rebecca L. Bowen Elementary Team Leader Tahoma School District Maple Valley, WA
49
Bullying Prevention Unit Pricing Lesson Notebooks
• Student lessons for one classroom (available for Kindergarten–Grade 5)
• Online staff training
Lesson Notebook .........................................................................$199 each
Bullying Prevention Unit K–5 Bundle
• Unlimited online staff training (administrator, counselor, teacher, support staff)
• Lesson notebooks for one classroom in each grade
Kindergarten–Grade 5 Bundle .................................... $1099 (save $95)
CALL FOR DETAILS: 800-634-4449cfchildren.org
SECOND STEP BULLYING PREVENTION UNIT
Demo the staff training and preview student lessons at: cfchildren.org/bullying-prevention
Each lesson notebook includes:• Durable, bound set of five story-based lessons
• Lesson DVD of award-winning videos
• Reinforcement activities
• Colorful classroom poster(s)
• Family materials to connect with and educate parents
• Online access to lesson and family materials in Spanish
SAVE$ 95 WITH A K–5 BUNDLE
50
Child Protection Unit
Working Together to Keep Kids Safe from Abuse
cfchildren.org
Early Learning–Grade 5
STAFFTRAINING
STUDENTLESSONS
FAMILYMATERIALS
Module 1 Administrators create or revise their child protection strategy, then create customized policies and procedures to help reduce risk of staff misconduct.
Module 2Through realistic scenarios, all staff learn to recognize indicators of abuse and neglect, respond supportively to children who experience abuse, and report abuse.
Module 3Teachers and counselors learn to teach the lessons, engage families using the materials provided, and overcome discomfort with talking to students about touching safety.
Each module takes 60–90 minutes.
Easy-to-follow, scripted lessons teach children personal safety skills using clear, rules-based, age-appropriate instruction, giving kids the know-how and avenues to disclose abuse.
Lesson Topics• General Safety Rules
• Ways to Stay Safe
• Always Ask First
• Touching Safety
• Never Keep Secrets
• Reviewing Safety Skills
Early Learning daily activities each take 5–7 minutes.
K–3 weekly lessons each take 20–35 minutes.
Grades 4–5 weekly lessons each take 35–40 minutes.
It’s important that families understand what’s being taught in schools, especially with a subject as sensitive as child sexual abuse. So we’ve created a set of educational materials to explain what students are learning, alleviate anxiety, and provide guidance for talking to kids about safe and unsafe touch.
Family letters help explain the program and adults’ role in child protection. Take-home activities and online videos further reinforce skills and encourage family discussions.
Preview the family content at: earlyopenoften.org
Now translated into Spanish at: abiertoyamenudo.org
For teachers, we have the biggest responsibility after the parents. We spend the majority of the day with the children. And we need to understand that we’re there to protect the child.
— Baionne Coleman Student Life Director St. Luke School
Shoreline, WA
51
cfchildren.org
SECOND STEP CHILD PROTECTION UNIT
Child Protection Unit Pricing Lesson Notebooks
• Student lessons for one classroom (available for Early Learning–Grade 5)
• Online staff training
Lesson Notebook .........................................................................$199 each
Child Protection Unit Bundles
• Unlimited online staff training (administrator, counselor, teacher, support staff)
• Lesson notebooks for one classroom in each grade
Early Learning–Grade 5 Bundle ................................. $1279 (save $114)
Kindergarten–Grade 5 Bundle ..................................... $1099 (save $95)
Each lesson notebook includes:• Durable, bound set of six story-based lessons
• Lesson DVD (plus Safety Songs CD in EL notebook)
• Reinforcement activities
• Classroom posters and rule cards
• Family materials to connect with and educate parents
• NEW! Online access to lesson and family materials in Spanish
CALL FOR DETAILS: 800-634-4449
Demo the staff training and preview student lessons at: cfchildren.org/child-protection
NOW USE TITLE II FUNDS
52
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54
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am.n
et
KiV
a ha
s be
en e
valu
ated
in a
larg
e ra
ndom
ized
con
trolle
d tri
al in
clud
ing
117
inte
rven
tion
scho
ols
and
117
cont
rol s
choo
ls. T
he p
rogr
am h
as b
een
show
n to
redu
ce b
oth
self-
and
pee
r-rep
orte
d bu
llyin
g an
d vi
ctim
izat
ion
sign
ifica
ntly
1 . It
influ
ence
s m
ultip
le f
orm
s of
vic
timiz
atio
n, i
nclu
ding
ver
bal,
phys
ical
, an
d cy
berb
ully
ing2 .
In a
dditi
on,
posi
tive
effe
cts
on s
choo
l lik
ing,
aca
dem
ic m
otiv
atio
n an
d ac
hiev
emen
t ha
ve b
een
repo
rted3 .
KiV
a al
so r
educ
es a
nxie
ty a
nd d
epre
ssio
n an
d ha
s a
posi
tive
impa
ct o
n st
uden
ts’ p
erce
ptio
n of
the
ir pe
er
clim
ate4 .
A r
emar
kabl
e 98
% o
f vi
ctim
s in
volv
ed in
dis
cuss
ions
with
the
sch
ools
’ KiV
a te
ams
felt
that
the
ir si
tuat
ion
impr
oved
5 . Fi
nally
, Fin
nish
dat
a fro
m m
ore
than
100
0 sc
hool
s th
at s
tarte
d th
e im
plem
enta
tion
of K
iVa
in f
all 2
009
show
ed t
hat
afte
r th
e fir
st y
ear
of im
plem
enta
tion,
bot
h vi
ctim
izat
ion
and
bully
ing
had
redu
ced
sign
ifica
ntly
6 . Th
e po
sitiv
e ef
fect
s ha
ve b
een
repl
icat
ed in
oth
er c
ount
ries
as w
ell (
stud
ies
done
in E
ston
ia,
Italy,
and
the
Net
herla
nds)
. KiV
a pr
ogra
m w
on th
e Eu
rope
an C
rime
Prev
entio
n A
war
d in
200
9, S
ocia
l Pol
icy
Aw
ard
for B
est A
rticl
e in
201
2 an
d fo
ur N
atio
nal A
war
ds in
200
8, 2
010,
201
1 an
d 20
12.
KiVa
pro
gram
is e
ffect
ive
in re
duci
ng b
ully
ing
1) a
n ex
cep
tiona
lly la
rge
varie
ty o
f co
ncre
te m
ater
ials
for
stu
den
ts,
teac
hers
as
wel
l as
par
ents
,
2) u
tiliz
ing
the
Int
erne
t an
d v
irtua
l lea
rnin
g e
nviro
nmen
ts,
such
as
a co
mp
uter
gam
e ag
ains
t bul
lyin
g, a
nd
3) e
mp
hasi
s on
the
bys
tand
ers,
in o
rder
to m
ake
them
sho
w th
at th
ey
are
agai
nst
bul
lyin
g a
nd s
upp
ort
the
vict
im,
rath
er t
han
enco
urag
e th
e b
ully
.
1 Kär
nä, A
., Vo
eten
, M.,
Littl
e, T
., Po
skip
arta
, E.,
Kaljo
nen,
A.,
& S
alm
ival
li, C
. (20
11).
A la
rge-
scal
e ev
alua
tion
of th
e Ki
Va a
ntib
ully
ing
prog
ram
; Gra
des
4-6.
Chi
ld D
evel
opm
ent,
82, 3
11-3
30.
2 Sal
miv
alli,
C.,
Kärn
ä, A
., &
Pos
kipa
rta, E
. (20
11) C
ount
erac
ting
bully
ing
in F
inla
nd: T
he
KiVa
pro
gram
and
its
effe
cts
on d
iffer
ent f
orm
s of
bei
ng b
ullie
d. In
tern
atio
nal J
ourn
al o
f Be
havi
oral
Dev
elop
men
t, 35
, 405
-411
.
3 Sal
miv
alli,
C.,
Gara
ndea
u, C
., &
Vee
nstra
, R. (
2012
). Ki
Va A
ntib
ully
ing
Prog
ram
: Im
plic
atio
ns fo
r Sch
ool A
djus
tmen
t. To
be
publ
ishe
d in
G. L
add
& A
. Rya
n (E
ds.),
Pee
r Re
latio
nshi
ps a
nd A
djus
tmen
t at S
choo
l. Ch
arlo
tte, N
C: In
form
atio
n Ag
e Pu
blis
hing
.
4 Will
iford
, A.,
Nola
nd, B
., Li
ttle,
T.,
Kärn
ä, A
., &
Sal
miv
alli,
C. (
2012
). Ef
fect
s of
the
KiVa
An
tibul
lyin
g Pr
ogra
m o
n ad
oles
cent
s’ p
erce
ptio
n of
pee
rs, d
epre
ssio
n, a
nd a
nxie
ty.
Jour
nal o
f Abn
orm
al C
hild
Psy
chol
ogy,
40,
289
-300
.
5 Gar
ande
au, C
., Po
skip
arta
, E.,
& S
alm
ival
li, C
. (20
14).
Tack
ling
acut
e ca
ses
of b
ully
ing:
Co
mpa
rison
of t
wo
met
hods
in th
e co
ntex
t of t
he K
iVa
antib
ully
ing
prog
ram
. Jou
rnal
of
Abno
rmal
Chi
ld P
sych
olog
y, 4
2, 9
81-9
91.
6 Kär
nä, A
., Vo
eten
, M.,
Littl
e, T
., Al
anen
, E.,
Posk
ipar
ta, E
., &
Sal
miv
alli,
C. (
2011
). Go
ing
to S
cale
: A n
onra
ndom
ized
natio
nwid
e tri
al o
f the
KiV
a an
tibul
lyin
g pr
ogra
m fo
r co
mpr
ehen
sive
sch
ools
. Jou
rnal
of C
onsu
lting
and
Clin
ical
Psy
chol
ogy,
79,
796
-805
.
The
uniq
ue fe
atur
es o
f KiV
a pr
ogra
m in
clud
e:
55
KiV
a is
cur
rent
ly lo
okin
g fo
r Li
cens
ees
to d
istri
bute
KiV
a A
ntib
ylly
ing
Prog
ram
in
new
cou
ntrie
s an
d re
gion
s. S
ever
al la
ngua
ge v
ersi
ons
are
avai
labl
e. F
or m
ore
info
rmat
ion
on h
ow t
o be
com
e a
part
ner
plea
se g
o to
ww
w.k
ivap
rogr
am.n
et o
r co
ntac
t kiv
a@ki
vapr
ogra
m.n
et.
This
Mat
eria
l is
prot
ecte
d un
der
the
Finn
ish
copy
right
law
and
tra
dem
ark
law
and
all
othe
r ap
plic
able
int
erna
tiona
l, fe
dera
l, st
ate
and
loca
l la
ws.
The
ow
ners
of
the
copy
right
and
tra
dem
arks
are
Fin
nish
Min
istr
y of
Edu
catio
n an
d Cu
lture
and
the
Uni
vers
ity o
f Tu
rku,
the
ir af
filia
tes
or o
ther
third
par
ty li
cens
ors.
All
right
s ar
e re
serv
ed.
Copy
right
, Leg
al N
otic
e an
d D
iscl
aim
er
ww
w.k
ivap
rogr
am.n
et
56
The P.E.A.C.E. Pack: A program to reduce bullying in our schools
Author(s): Phillip T. Slee (PhD) and Grace Skrzypiec (PhD)
Websites: Flinders Centre for Student Well-Being & Prevention of
Violence http://www.flinders.edu.au/ehl/swapv/
Child, Adolescent Psychological & Educational Resources http://www.caper.com.au
Aim(s)
The purpose of the P.E.A.C.E. Pack is to reduce bullying & promote well-being through school-based strategies. The P.E.A.C.E. Pack provides a systemic framework for schools to provide a safe
learning and play environment for students.
Target group
The resource is intended for use by schools from Reception to Year 12 (R-12). It is particularly
directed at teachers, schools counsellors and school administrators interested in implementing or reviewing anti-bullying programs in their classroom or school. It could also be used in conjunction
with associated resources by social welfare workers who are delivering programs in schools and communities.
Designed for, or demonstrated applicability to, special groups
The P.E.A.C.E. Pack provides particular information regarding bullying in relation to children with special needs.
PEACE Framework
The P.E.A.C.E.Pack provides a framework through which schools can adequately address school bullying and violence, is as follows:
P – Preparation: preparation and consideration of the nature of bullying E – Education: education and
understanding of the issues
A – Action: action taken and strategies developed to reduce bullying C – Coping: coping strategies for
staff, students and parents
E – Evaluation: evaluation, review and celebration of the program
FRAMEWORK OVEROVERVIEW
OVERVIEW
57
Identified theoretical framework
The P.E.A.C.E. Pack is based on systems theory. The program has been evaluated in Australia and
overseas and the findings published so there is a strong evidence base for the efficacy of the program.
Evidence of effectiveness
Multiple studies document positive behavioral outcomes at post-test, with at least one study indicating positive behavioral impact at follow-up at least one year after the intervention ended.
PROGRAM EVALUATION
58
PEACE Pack structure
The P.E.A.C.E. Pack provides information on the following topics:
● Profiles of Bullies and Victims, and the role of Bystanders
● Bullying as a social process
● Recent statistics regarding bullying in Australian schools
● Forms of Bullying
● Collecting information via observations, interviews, surveys etc.
● Bullying and the Law
● Details of the latest community and school based interventions
● Presentation resources for conducting staff/community meetings
Additional information on useful resources is also provided, such as:
● A list of selected research articles
● A list of appropriate books/chapters
● A list of measures that are useful in obtaining data specific to your school
● A list of useful media resources (i.e. DVD’s)
● References to a number of ‘Special Interest’ resources, specific to children with special needs, school counselling, peer mediation, work place bullying, teachers etc.
● A listing of selected Internet sites from around the world.
● A comprehensive, regularly up-dated website http://www.caper.com.au
Schools as “settings” for interventions and health promotion
Schools have ready-made populations of students that can be identified for general, as well as
specific, health promotion initiatives such as school bullying. The focus of such initiatives in schools has moved, in accordance with World Health Organisation recommendations, towards a
“settings” approach, which is reflected in the concept of the health promoting school (Slee & Skrzypiec, 2016).
As defined by King (1998, p, 128) “A settings approach locates public health action in the social, cultural and physical places in which children live, learn and play”. Such initiatives include the
Australian KidsMatter Primary (Slee, et al 2009) and KidsMatter Early Childhood (Slee, et al, 2012).
PROGRAM IMPLEMENTATION
59
Intervention
‘Coping with Bullying Intervention’ Package
The PEACE Program includes an important element associated with assisting student to cope with bullying. An important element of the program is “C’ ie enhancing the coping skills and
strategies of staff, students and parents. All too frequently the focus of anti-bullying programs is on helping students cope but in an important systemic sense any intervention should also address
how important other individuals (parents cope with bullying
The teacher package includes the ‘Coping with Bullying’ DVD ( including 4 bullying scenarios,
namely physical, verbal, relational and cyber bullying), outlines for eight lessons, supporting information and class activity materials and resources, and pre and post questionnaires. The
package also includes a short 5 minute powerpoint PD for the teachers involved.
Delivery of the Programme
Teachers typically deliver the program as eight lessons as part of pastoral care or home-group curriculum (35-45 minutes). The teachers participating in the training receive a half day training
session which includes Student Work Books, Teacher Feedback Sheets, Pre and Post Questionnaires, and recommendations for Bullying/Harassment Policy.
In related research in the schools, data was collected regarding the multiple ways in which students reported they were bullied and the relationship to coping. Data was also collected
regarding the coping strategies that ‘seriously’ bullied students use compared with what school counsellors would advise. The framework is theoretically based on a systems perspective
emphasizing that we must identify key aspects of school systems that influence students’ abilities to achieve well-being and promote their learning. As noted earlier in this chapter there the five
generally agreed upon core SEL competencies include:
Self-awareness
Self-management
Social awareness
Relationship skills
Responsible decision making
Staff professional development (PD)
The program is specifically designed as a ‘stand alone’ resource that can be implemented by a school or organization. To this end the resource provides an outline of a workshop format for
staff meetings, seminars or a professional development day. This format has been used extensively by the author. Alternatively, the author is available to conduct such professional development.
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Program costs:
The P.E.A.C.E. Pack, which costs $Aus250.00 (plus $Aus10.00 p&h), comprises a 24-page booklet and 14 worksheets. The booklet contains:
● Information about the nature and effects of bullying in Australian and overseas schools
● Details of the outcomes of intervention programs implemented in schools
● A resource list and resources that can be copied for use in seminars, school meetings and conferences.
The worksheets provide:
● Ideas for policy and grievance procedures
● Examples of lesson plans addressing the issues of bullying
● Details of interventions with bullies and victims
● Ideas for involving parents in anti-bullying programs.
About the authors
Phillip T. Slee - Professor in Human Development, School of Education, Flinders University,
Adelaide. I am a trained teacher and registered psychologist. Areas of research interest include, child& adolescent mental health, childhood bullying/aggression, stress and teacher education.
My particular interest is in the practical and policy implications of my research. I have presented my work nationally and internationally in workshops and lectures. My research teams have
evaluated the KidsMatter Primary mental Health Initiative http://caef.flinders.edu.au/kidsmatter/> and the KidsMatter Early Childhood mental health
initiative. My web site is http://www.caper.com.au
I am the Director of the Flinders Centre for ‘Student Wellbeing & Prevention of Violence’
(SWAPv) http://www.flinders.edu.au/ehl/swapv/
Dr Grace Skrzypiec
I am a psychologist with a background in teaching and research methods and have worked on a
range of national research projects in the field of student wellbeing. I am a lecturer in the School of Education at Flinders University. Presently I am working with other researchers on various
anti-bullying projects including the “coping with bullying” intervention, which has been successfully implemented in several schools in South Australia and Greece. Currently I am also
working with a research team on a project exploring the nature of bullying in India. I have a strong interest in student well-being. In 2013-14 I led a team of three researchers and completed
a research project funded by the International Baccalaureate Organisation involving 2,000 students that investigated the well-being of students in the middle years. I am the Director of the
Flinders Centre for ‘Student Wellbeing & Prevention of Violence’ (SWAPv) http://www.flinders.edu.au/ehl/swapv/
61
References
Books
Morita, J., Smith, P.K., Junger-tas, J., Olweus, D., Catalano, R., Slee, P.T., Ohsako, T., Harada., Y., Soeda, H.(1999).School bullying around the world. Challenges and interventions.
Kaneko Shobo Co. Tokyo. Japan.
Shute, R, & Slee, P.T., (2015). Child Development. Theories and critical perspectives. Routledge. Psychology Press
Shute, R., & Slee, P.T. (2016, in press). Mental health and wellbeing through Schools: The way forward. Routledge . U.K..
Shute, R., Slee, P.T., Murray-Harvey, R & Dix, K.L. (2011). Mental health and wellbeing. Educational
Perspectives. Shannon Research Press, Adelaide.
Slee, P.T. (1997). The P.E.A.C.E. Pack: A programme for reducing bullying in our schools . JiJi-tsushin Publishers, Tokyo
Slee, P.T. (2016) School Bullying Teachers Helping Students Cope. Routledge. Milton Park.
Slee, P.T. Campbell, M., & Spears, B. (2nd. Edt.) (2012), Child, Adolescent and Family Development. Cambridge University Press. Melbourne
Slee, P.T. & Skrzypiec, G. (2016). Well-Being, Positive Peer Relations and Bullying in School Settings.
Springer. International Publishing, Switzerland.
Smith, P.K., Morita, J., Junger-Tas, J., Catalorio, R., Slee, P.T. (EDS.) (1999). The nature of school
bullying. Routledge. London.
Book Chapters
Campbell, M., Spears, B., Cross, D., & Slee, P.T. (2010). Cyberbullying in Australia. IN J. Mora-
Merchan & T. Jager (eds.) Cyberbullying: A cross-national comparison. Verlag, Empirische Padagogik, Landau. Pp.232-245.
Cross D. Campbell, M.A., Slee, P.T., Spears, B., & Barnes, A. (2013). “Australian Research to
Encourage School Student’s Positive Use of Technology to Reduce Cyberbullying. .” In Cyberbullying through the New Media: Findings from an International Network , edited by P. K.
Smith and G. Steffen, 136–161. London: Psychology Press.
Litt, S & Slee, P. T. (2008). Child Bullying. In Abuse & Violence. Wor\king with our patients in general practice. The Royal Australian College of general practitioners, Melbourne.
Murray-Harvey, R, Slee, P.T.., Taki, M. (2008,). Comparative and Cross-Cultural Research on School Bullying. In Shane R. Jimerson, Susan M. Swearer, and Dorothy L. Espelage (Eds)
The International Handbook of School Bullying. New York, Routledge.
Skrzypiec, G. & Slee, P.T. (in press, 2017). Implementing Wellbeing Programs in Schools: An evidence-based guide for schools and communities, In Cefai, C. & Cooper, P. (Editors).
Mental health promotion in schools: Cross cultural narratives and perspectives . Netherlands: Sense Publications.
Skrzypiec, G.K., Slee, P.T., Sandhu, D. & Kaur, S. (in press). Bullying or peer aggression? A pilot
62
study with Punjabi adolescents. In P. K. Smith, S. Sundaram, B. Spears, C. Blaya, M.
Schafer, and D. Sandhu (Eds). Bullying, cyberbullying and student well-being in schools: comparing Western, Australian, and Indian perspectives. London: Cambridge University Press
Slee, P.T. (2005). Bullying in Australia. IN M. Tsuchiya & P. Smith (eds.) Eliminating bullying in schools – Japan and the World. Minerva Publishing Co. Kyoto. Japan.
Slee, P.T. (2006). The P.E.A.C.E. Pack: Evaluation of a program for the successful reduction of
school bullying. IN H. McGrath & T. Noble. (eds.) Bullying solutions. Evidence-based approaches to bullying in Australian schools. Pearson. Sydney.
Slee, P.T. (2008). The PEACE Pack: A program for reducing bullying in our schools. In Shane
R. Jimerson, Susan M. Swearer, and Dorothy L. Espelage (Eds) The International Handbook of School Bullying. New York, Routledge.
Slee, P.T. (2013). Coping with School Bullying: Students and Expert’s Views on Effective Strategies. IN B. Gerrard & M. Soriano. (Eds.) School Based family Counselling.
Transforming Family-School Relationships. Create Space Independent Publishing Platform Ch. 37, pp, 615-634.
Slee, P.T.; Ma, L, Hee-og, S, Taki, M; Sullivan, K. (2003). School Bullying in Five Countries in the
Asia-Pacific Region. IN The Handbook on Educational Research in the Asia Pacific Region. J.Keeves & R Watanabe (eds.) Kluwer Academic Publishers. The Netherlands.
Journal Articles
Skrzypiec, G., Slee, P., Askell-Williams, H. and Lawson, M. (2012). Associations between types of involvement in bullying, friendships and mental health status. Emotional and Behavioural
Difficulties, 17(3-4) pp. 259-272.
Skrzypiec, G., Slee, P.T., Murray-Harvey, R., & Pereira, B. (2011). School bullying by one or more ways: Does it matter and how do students cope? School Psychology International, 32, 288-
312.
Skrzypiec, G.K., Slee, P.T. and Sandhu, D. (2015). Using the PhotoStory Method to understand the cultural context of youth victimisation in the Punjab. International Journal of Emotional
Education, 7(1) pp. 52-68
Slee, P.T. & Mohyla, J. (2014) THE PEACE PACK: A computerised on-line assessment of
school bullying. Journal of Educational Computing Research. special issue on Recommender Systems and Group Awareness in Collaborative Social Learning Environments. 50 (3) ,
431-447.
63
Contact information: Phillip T. Slee
Professor in Human Development - School of Education The Flinders University
GPO Box 2100
Adelaide, SA. 5001
Phone: (08) 8201 - 3243
Fax: (08) 8201 - 3184
Email: [email protected]
Website: www.caper.com.au
64