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MAKEWAVESa campaign against bullying
TEAM MEMBERSHanna Williams, Caitlin
Valtierra, Kaitlyn Bracken, Nicole Mynott,
Devon Hillard
FACULTY ADVISORSJanell Shearer, APR, and
Veston Rowe
2013 Bateman Case Study Competition Chapman University team
Introduction Make Waves was inspired by a small pebble which, when tossed into a quiet body of water, creates an expanding circle of ripples that radiate far beyond the original point of impact. Likewise, individuals have the potential to create change that extends past their immediate spheres of influence. When faced with the seemingly insurmountable challenge of bullying, we believe it is the individual student who has the power to make waves in his or her home, school, and community to create a more inclusive society.
Although each student is unique, many share similar bullying experiences. Make Waves aimed to equip students with strategies and responses that can be used in real life bullying situations. From WKHUH��WKH�PDQWUD�Ù“5HDOL]H��5HVSRQG��5HDFK�2XWµ” was born. When students realize the many forms of bullying, respond in an effective, appropriate, and time-sensitive way, and feel empowered to reach out to bullying targets, the cycle of bullying can stop from within a community. With the help of Bullying Awareness Resource Education (B.A.R.E.), we created a campaign that did just that.
The Make Waves campaign targeted middle school students in the Orange County area, created a social media platform for sharing personal experiences, and culminated in assemblies to educate students on bullying and bullying solutions. Although the Make Waves campaign only lasted one month, the messages we communicated will endure through each student’’’’’s scholastic career.
According to DoSomething.org, a national organization inspiring young people to ignite social change, more than 3.2 million students are bullied in United States each year. In response to this issue, the California legislature created bully-harassment laws aimed at punishing students for engaging LQ�DFWV�RI�EXOO\LQJ��VH[XDO�KDUDVVPHQW��RU�EHKDYLRU�Ù“that is sufficiently severe or pervasive to have the actual and reasonably expected effect of materially disrupting classwork, creating a substantial disorder, and invading the rights of either school personnel or pupils by creating an intimidating or hostile educational environment.”
Although California has taken the initiative to stop bullying, it is difficult to monitor every school in the state to ensure the bully-harassment laws are being enforced. As a result, many communities around California have taken more focused approaches to determine the best way to end bullying in their specific region. An example of such action took place in Huntington Beach, Calif., where city council officials commissioned a citywide study to examine the prevalence and effects of bullying on the Huntington Beach community.
While the city council researched effective methods to end bullying in Huntington Beach, we aimed to research and create a campaign specifically tailored to the Orange County, California, area. Our team decided to narrow our focus to middle school students as our research indicated that 77 percent of middle school students experience mental, verbal, and physically forms of bullying. Because of the oversaturation of bullying initiatives offered to students today, we worked to create a campaign that was both relatable and innovative, while still emphasizing our principle that one person can create substantial change in a bullying situation.
Situation Analysis
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Our campaign title, Make Waves, reflects the culturally ubiquitous Southern California beach lifestyle. Additionally, the message behind the title emphasizes how like a single wave gains massive momentum before crashing to shore, one single individual has the capability to take a stand and make the first wave of change. We communicated the slogan: Realize, Respond, Reach Out to promulgate the idea that each student, regardless of his or her role in a bullying conflict, can acknowledge bullying behavior, stop it, and work to help others realize that they have the potential to end bullying. Rather than our team presenting facts and lecturing students about why bullying is bad, we asked our students to participate in activities that encouraged interaction, individual responses, and physical representations of their thoughts on bullying. By allowing students to individually answer questions and communicate their opinions to their peers, we were able to promote the idea that every student can stand up to bullying and Make Waves in his or her community.
In terms of research, our team benefitted from the fact that the subject of bullying was already a topic of passionate investigation by one of our members, Kaitlyn Bracken, who investigated the subject through her reporting for the Orange County Register. In September, before her selection for the Bateman team, Kaitlyn met with various students, quasi-officials, organizations and local politicians, conducting various interviews that bolstered Make Waves.
In addition to Kaitlyn’’’’’’’’s findings, we wanted to focus our research efforts as much as possible on Southern California. While national bullying campaigns have made great strides in the area of awareness, they don’’t specifically address issues that face students in Southern California. However, we discovered there are not many statistics on bullying in our area. This led us to create our own means of gathering information through both a survey and a classroom activity.
One of our goals through the survey and activity was to see how much the students knew about different types of bullying, as well as to whom they could talk about bullying problems. We distributed a 16-question survey, of both multiple-choice and free response questions, that addressed all perspectives of bullying (target, aggressor, bystander) as well as bullying behaviors, locations, and solutions. Two local schools, McPherson Magnet School and Portola Middle School, allowed us to distribute this survey to several students. The results provided in-depth insight into how students felt bullying affected their school. An example of the survey’’s effect was shown in the results collected before implementing the program at McPherson. While 64 students marked that they had never physically bullied someone or had been bullied themselves, 36 students responded that they have seen a friend be bullied. This made it clear to us that we needed to focus on emphasizing the importance of the bystander during our time at McPherson.
Our team used a sticker game to begin our program activities as another method of research. By using this to begin our session, we were able to assess the students’ current thoughts on bullying. We noted that ZKLOH�UHVSRQGHQWV�DW�ERWK�RI�RXU�WHVW�VFKRROV�DQVZHUHG�LQ�PDVV�WR�SURPSWV�VXFK�DV�Ù“kicking or hitting” as being an element of bullying, it was interesting to see how the students differed on what they believed were other definitions of aggressive behavior. For example, only nine students at McPherson marked ÙWDONLQJ�DERXW�VRPHRQH�EHKLQG�WKHLU�EDFNµ�DV�EXOO\LQJ�
%\�XVLQJ�RXU�RZQ�VXUYH\�DQG�D�ÙVWLFNHUµ�DFWLYLW\�ZKHUH�VWXGHQWV�PDUNHG�WKHLU�DQVZHUV�RQ�SRVWHUV�WR�TXHVWLRQV�OLNH�Ù“:KHUH�GRHV�EXOO\LQJ�WDNH�SODFH"µ”, we were able to get results from the students we were targeting and hear their thoughts directly. This is also a great resource that we wanted to leave with the teachers and administrators so in the future they could distribute this survey or run this activity to gauge the bullying climate in their schools. It will allow them to implement our activities or use other resources to address the issues that are most prevalent in their school.
Research
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We also looked to local officials and bullying programs to learn more about California state regulations as well as efforts in our local schools. We talked to several Huntington Beach council members and Christine Laehle of the Orange County Department of Education. Through these contacts we were able to find our partner B.A.R.E. The founder, Deborah Reisdorph, proved to be an invaluable source in our campaign and
helped us strengthen the effectiveness of our school activities.
Our research derived from various methods, including interviews to gain insights into the community and ultimately develop the strongest direction for our campaign. Interviews were conducted with a variety of sources such as city council members, school administrators, county agencies, nonprofits, students and quasi-officials from several county organizations. Conducting these interviews led to many key findings that further developed our objectives and strategies.
Subjects and Key Findings Christine LaehleOrange County Department of Education, School Safety and Violence Prevention, Program Specialist�������� ��Parents are an essential audience to reach because they’’’re often unaware if their child is a target of bullying. It’’’s essential to provide support and guidance. ��Bullying is most prevalent in grades 6-9, peaking at grade six when kids are transitioning into middle school.�� ��Special education students are three times more likely to be targets of bullying. �The highest percentages of children bullied in California are of a minority race and ethnicity.Deborah S. ReisdorphBully Awareness Resistance Education (B.A.R.E), Founder������ ��B.A.R.E. works with schools, government/official agencies and various organizations to spread bully awareness in Southern California (Orange County, Los Angeles County and San Diego County). ��This interview established our partnership to work with this nonprofit organization and widely spread our message.Other interviews conducted for preliminary research:Joe CarchioHuntington Beach City Council member ��Carchio is leading a citywide anti-bullying campaign in Huntington Beach, Calif. Joe DagleyHuntington Beach Human Relations Task Force, Chair ��Dagley led an investigative research team to report on bullying within the city.Fred ProvencherH.B. Reads, Founder ��Provencher implemented an anti-bullying reading program for the community in Huntington Beach, Calif.Jason RossHuntington Beach High School, Assistant Principal ��Implemented the HB Reads anti-bullying reading program at Huntington Beach High School.Joe ShawHuntington Beach City Councilman ��Liaison to the Human Relations Task force and enforcer of the city’s anti-bullying proclamation.Don GarrickHuntington Beach Human Relations Task Force, Vice Chair ��Accepted the first anti-bullying proclamation in Orange County from the city council of Huntington Beach.
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High school students� ��Samantha Sharkoff, Huntington Beach High School, junior ��Greg Welker, Edison High School, senior ��Emily Le, Edison High School, junior ��Austin Smith, Edison High School, sophomore -- Key Findings: Bullying isn’t much of an issue past freshman year; however, the students all see a prevalence of cyber-bullying in high school.
As a result of our research, we designed a program to create awareness about bullying among elementary and middle school students ages 10-15 in Southern California. A Harvard University study determined that to combat bullying, we need holistic solutions that involve youth, parents, educators, social workers, community members, and others who touch the lives of youth. We then determined three important secondary audiences: parents, teachers, and the community.
Primary AudienceMiddle School and fifth grade students in the Orange County area, Ages 10-15Bullying has been shown to have long-lasting consequences for victims, for bullies, and for those who witness incidents of bullying. We felt that the most effective way to attack this issue was to address students at a younger age. This public is old enough to comprehend and retain information, but young enough to pick up new habits. We chose not to target specifically “ ÙEXOO\LQJ” µ�FKLOGUHQ�YHUVXV�“EXOOLHGµ” children due to findings in a Harvard University study that said we must have empathy for those who hurt as well as those who are being hurt. Recognizing that many bullies have problems at home or in school, and need help just as much as those who are targets of and bystanders to bullying, is crucial to stopping the cycle of bullying.
Secondary AudienceStaff/Faculty, Parents, the community (agencies and organizations advocating for safer communities)Throughout history, schools have been the archetypal setting for bullying to occur. Investigations nationwide have confirmed that this is a very pervasive phenomenon. At the same time, many parents and teachers have become more determined that action must be taken to stop severe bullying. Training youth is important, but adults need training in order to help young people. Bullying is a systems problem and many well-intended people don’’t realize the complexity of the issue. But more importantly, bullying doesn’t happen just in middle school - or even just in school at all. As we saw with the Huntington Beach Human Relations Task Force research report, opportunities exist for community involvement enabling concerned citizens to address an issue
that threatens the safety of all citizens
To make our campaign relevant to Southern California students, we chose a theme that not only fits our famous Southern California setting, but that would also resonate with students across America. Make Waves was the perfect choice for a few reasons. Few can picture the state without images of sun, surf, and sand coming to mind. We felth this theme would appeal to local students and beyond for its fun, beachy theme. Make Waves also exemplified the three main points that we wanted to get across to our students: Realize, Respond, Reach Out.
Key Publics
Theme
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Why those three? Well, much like a wave, change has a starting point and so first, before any change can happen, students must realize what bullying is. Realize is our first stage in the cycle to end bullying because without the proper knowledge of what bullying is, students will not be able to recognize the behavior in others and in themselves.
As the wave builds momentum and becomes bigger, students learn that they must respond to the situation. In the respond stage, students learn the techniques to handle bullying situations whether they are a target, a bystander, or an ally. By teaching students how to respond to bullying situations, they become models for their fellow students, building the wave against bullying.
Finally as the wave crashes to the shore, the water spreads across the beach making an impact on the sand. To make that same impact on their communities, students learn to reach out to end the cycle of bullying. Students understand how they can become allies and learn to see the consequences of negative behavior to know the lasting effects of bullying.
As we developed our campaign, we realized the extensiveness of the subject. As a result, we narrowed down some specific messages that we felt needed to be emphasized to inspire a change in behavior. All of these key points were part of the discussions with students and presentations/materials for parents and teachers. Students� � ��You can start the wave by being an ally to your friends. When you step up to stop a bullying situation or report an incident to a teacher or staff member you are starting a positive wave to end bullying. ��If you are the bystander in a bullying situation, you can make the wave stronger by standing up and reporting a bullying incident. ��Bullying may take place in unexpected places or come in unexpected forms. You can realize that bullying can happen anywhere and to anyone, so always think before you speak and know who to talk to if you see bullying or feel you are being bullied. ��Your parents, teachers, faculty, coaches, and after-school leaders are all great resources to talk to about bullying. They are there to help you in any way they can. ��A black eye and some name-calling may seem like it does not have much of an effect now, but it does. The consequences of bullying start now and continue later on in life. We need to stop the cycle of bullying now so it does not impact us negatively later in life. School Officials ��Multiple resources are available through online and non-profit organizations (like B.A.R.E and stopbullying.gov) that can give you tools and training for the employees at your school. ��Students need to believe that they can report bullying incidents in a safe and confidential way. They also need to be ensured that proper steps will be taken once a bullying situation is reported in accordance with Seth’’s Law. ��6WXGHQWV�DUH�ERUHG�ZLWK�WKH�VDPH�Ù“anti” µ�SUHVHQWDWLRQV��<RX�QHHG�WR�HQJDJH�WKHP�WKURXJK�� � activities that involve movement, participation and critical thinking. ��While students may be experiencing bullying all across the country, you need to discover what specific bullying problems are happening at your school. When you know the hotspot bullying areas, reasons for bullying and who is involved on both sides of the bullying situation, you can better address and solve the problem. Parents ��Your children look to you for guidance and support. They want to talk to you first about bullying situations so think about how you react when they speak to you. Give them
Key Messages
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your full attention and be understanding. Think before you react and calmly address the situation before you interact with staff and faculty at school. ��While your child may want to talk to you about bullying, they might not always know how. ��Be aware of signs that your child may be being bullied. ��Children play all types of roles in a bullying situation, which means yours may be the target, the bystander, or the aggressor. Know who your child hangs out with and pay attention to changes in personality or behaviors. When you know what role they play, you
will be better equipped to handle a situation should one arise.
During the course of the Make Waves campaign, our team faced several potential roadblocks. Nevertheless, we viewed each challenge as a trough in a wave, thus serving as a reminder of the wave’’s inevitable crest. For each challenge or trough, our team created a crest or opportunity.
The Trough - Although bullying is a common, widespread issue, attempting to encompass every aspect, form, or behavior of bullying into a campaign appeared daunting. Therefore it was essential that our team conduct thorough research to decide which aspects of bullying were most relevant to our middle-school demographic.
The Crest - While our team had the opportunity to tackle virtually any segment of bullying, we chose to research which forms of bullying Orange County area middle school students encountered most frequently. Our primary research enabled the team to focus on examples of bullying the students could relate to, therefore allowing us to facilitate positive, memorable solutions.
The Trough - Due to the immense amount of information, campaigns, and resources covering a wide spectrum of bullying topics disseminated throughout the nation annually, our team understood that we needed to develop an innovative campaign that would apply to our community while standing out from past anti-bullying efforts.
The Crest - We had the opportunity to show schools and students that we were a unique program driven by interactive activities and student responses. While students were encouraged to answer questions with verbal responses, our program also sought to incorporate activities that provided both physical and visual representation of students’’ opinions. We found that having multiple representations of their own ideas increased students’’ awareness of the different forms of bullying occurring in their own schools as well as their commitment to the “3R’’’s” of Make Waves.
The Trough - At one time or another during the research phase of our campaign, each member commented on how difficult it was to create a definition for the term bullying that adequately encompassed every form of bullying. Our team also felt that many resources failed to provide a definition of bullying that would be easily comprehended by younger students.
The Crest - This challenge helped in developing our goal to engage students in significant conversation regarding bullying rather than merely presenting students with a fact-based, consequence-heavy lecture. To derive a comprehensive, relatable definition of bullying, we turned to our local middle school students in the Orange County area, who anonymously provided personal ideas of bullying as the basis for discussing and defining bullying in ways that resonated with students at each school.
Challenges
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Objective One: Establish strategic partnerships with local influentials to deliver key messages to the community daily for the month of February.Strategy: Increase awareness of bullying behaviors and social definitions through two-way communication and collaboration. Rationale: There is not one all encompassing definition of bullying. We need to define it ourselves within our community.The Huntington Beach Human Relations Task Force Committee has identified a number of interventions related to bullying and recommends the sponsorship of a series of events DLPHG�DW�UDLVLQJ�DZDUHQHVV�ZLWKLQ�WKH�FRPPXQLW\�:H�ZDQWHG�WR�±UHDFK�RXW��WR�RXU�FRPPXQLW\�WR�KHOS�SHRSOH�±UHDOL]H��WKH�HIIHFW�RI�EXOO\LQJ�LQ�RXU�UHJLRQ� Tactics:ā�� � ��Create an Instagram page and a Facebook page for followers that include photos with � Ù� IHHO�JRRGµ�TXRWHV�RU�DQWL�EXOO\LQJ�PHVVDJHV��,QYLWH�IROORZHUV�WR�UHVSRQG�DQG�HVWDEOLVK�GLDORJXH��� within the online community. ��Partner with Bullying Awareness Resistance Education (B.A.R.E.) founder Deborah Reisdorph to deliver relevant, knowledge-based and effective programming and education. ��Expand on currently used anti-bullying programs and collaborate with test school principals and teachers in promoting the longevity of the message. � � ��Inspire school children through the presence of the Make Waves team members as role models to speak up in presenting their own knowledge and opinions about bullying. ��Partner with local middle schools and high schools to gather primary research and assess current bullying situations. ��Collaborate with B.A.R.E., the OC Human Relations Committee, and Huntington Beach City � � &RXQFLOPHPEHU�-RH�&DUFKLR�WR�GHOLYHU�D�Ù3DUHQW�8QLYHUVLW\µ�DW�2FHDQ�9LHZ�+LJK�6FKRRO�LQ� Huntington Beach. Teach parents how to respond to a bullying situation that involves their child.
Objective Two: Educate students and parents in two local school districts on how to best react to bullying situations by February 29.Strategy: Use dialogue and interaction to actively engage, ensure retention of the material, and inspire adoption of proactive behaviors in bullying situations among students in fifth through seventh grade at two local schools. Rationale: In our research, we determined that a majority of bullying happens at school. Therefore, we thought it was better to address this situation there. Our research showed that to be effective, much of what needs to be done needs to take a constructive form, even though much of the public narrative tends to emphasize punitive approaches. A Harvard University study mentioned that programs that emphasize social-emotional learning tend to work best. The Make Waves team compiled several activities that were adapted to address the needs of the school setting as well as to provide students with opportunities to make their own realizations about what bullying is and how to combat it. 7DFWLFV�ā ��Implement a program called Make Waves to create opportunities for repetition of key messages as well as chances for interaction among students on the topic of bullying. ��Plan activities to reinforce specific aspects of dealing with bullying: --Inform students about who they can talk to in a bullying situation and what their � � � IULHQGV�WKLQN�EXOO\LQJ�LV�WKURXJK�WKH�Ù6WLFNHU�*DPHµ�
Objectives Strategies Tactics
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� � � ��,QIRUP�VWXGHQWV�KRZ�WR�UHVSRQG�WR�EXOO\LQJ�VLWXDWLRQV�WKURXJK�WKH�Ù��FRUQHUV�DFWLYLW\�µ --Demonstrate to students the power of the ally versus the bystander in a bullying � � � VLWXDWLRQ�WKURXJK�WKH�Ù%\VWDQGHU�$FWLYLW\µ�� � � ��,OOXVWUDWH�WKH�FRQVHTXHQFHV�RI�EXOO\LQJ�LQ�D�VHULRXV�EXW�UHODWDEOH�ZD\�WKURXJK�WKH�Ù� �� � � 1HZVFOLS�$FWLYLW\µ� ��Program content that utilizes the students’’ knowledge and opinions as the foundation of activities and use their ideas to reiterate key points and research. ��Distribute a student resource card to provide interactive websites and other resources for students seeking more information. ��Quiz the students after each activity to reinforce bullying education and gauge retention of the material. ��,QVSLUH�FKLOGUHQ�WR�UHVSRQG�LQVLJKWIXOO\�WR�WKH�PDWHULDO�WKURXJK�D�VSRQVRUHG�Ù&UHDWLYLW\�� �� � &RQWHVWµ�WKDW�DVNV�WKHP�WR�VKRZFDVH�WKHLU�WDOHQWV�DQG�WKLQN�FULWLFDOO\�DERXW�WKH�VXEMHFW�PDWWHU�� by expressing their thoughts on “What adults should know about bullying” through art, music, poetry, etc., an assignment to be followed up on by teachers.
Objective Three: Create a long-standing campaign that can be used by schools after February 29.Strategy: Create a culturally relevant, provocative campaign theme that resonates with Southern California residents.Rationale: Our survey and observations proved that most students know what bullying is. Schools are required to uphold the three California laws surrounding bullying in addition to Seth’’s Law, and many already have anti-bullying programs in existence. The Huntington Beach Human Relations Task Force found that each of the three school districts in their study recognize that bullying is a serious problem and is attempting to address the issue as directed by recent state legislation. In fact, the study found that all three districts have taken steps even beyond their legislative mandates. Because schools are already enforcing the anti-bullying mandate, selection of a theme with a specific call to action was crucial to our success in adding to what is already being done. 7DFWLFV�ā ��Create a call to action that follows our flow of behavioral change.
��Start every program with an activity that exemplifies the message.
Strategy: Test and track program components to determine the effectiveness of Make Waves activities and messages. Rationale: We did not want to leave schools with a program that was ineffective in conveying our message. Proper testing and evaluation in addition to careful construction that parallels research would ensure a lasting campaign that teachers will find value in using in the future.
Tactics: ��Implement, evaluate, and revise each activity in an on-going process to test the age- appropriateness and interactivity of key messages as well as the children’s and teachers’’ responses to the planned activities at local schools in Southern California. ��Issue a written quiz prior to the program to evaluate retention of the key messages. ��Use daily oral quizzes to ensure maximum participation and evaluate what the children learned from each presentation. ��Provide an opportunity to record the children’’s feedback in their own words.
��Issue a survey for the teachers and administrators in attendance of our test program to determine their satisfaction with the Make Waves presentation and content.
��Provide copies of activity outlines and discussion questions to faculty for potential program reproduction.
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A major component of our campaign was reaching local schools and interacting with students H[SHULHQFLQJ�EXOO\LQJ�EHKDYLRU��7KH�KRXUORQJ�Ù0DNH�:DYHVµ�SURJUDP�LV�PDGH�XS�RI�DFWLYLWLHV�GHVLJQHG�to facilitate dialogue about bullying behavior students experience or witness and collectively strategize solutions they can employ when similar encounters arise in the future.
MAKE WAVESBefore the start of our first activity, we asked for a volunteer from among the participating students. This VWXGHQW�ZDV�GXEEHG�RXU�ÙZDYH�VWDUWHUµ��:H�DVNHG�WKLV�YROXQWHHU�WR�OHDG�WKH�DXGLWRULXP�LQ�GRLQJ�WKH�ZDYH��a practice common to sports fans who stand and raise their arms, section by section, creating a wave like crest throughout an arena. This activity demonstrates the theme key to the educational foundation of our presentation: that it only takes one person to start the wave. This illustrates how one person can step up to be the ally in a bullying situation.
STICKER GAMEThe first activity, based on questions from the surveys distributed before the start of the program, allows students to share their perceptions of bullying in their school. Using small stickers on labeled posterboard, students identify who they can talk to, what bullying is, and where it happens. This activity builds a sense of unity among the students, helping them to realize that bullying is a universal issue, and empowering them to work together in subsequent activities to create a solution. Students realized that while there are some things that they know are bullying, they must be sensitive to what others perceive as aggressive behavior.
BYSTANDER ACTIVITYThe second activity educates students through discussion of the many roles at play in a bullying incident including bully, bystander, target, and ally. This activity helps students see that even if they are not a bullying target or an aggressor, they are still a vital part of the bullying solution.
NEWSCLIP ACTIVITYIn the third activity, a facilitator leads a PowerPoint presentation illustrating the tangible consequences of bullying through real stories and news articles. According to our partners at B.A.R.E., legal consequences are a strong deterrent for bullying behavior, and this activity showed students that academic expulsion, lawsuits, and even prison time are possible outcomes for students who chose to participate in bullying behavior.
4 CORNERS ACTIVITYAfter clearly defining and explaining the negative consequences of bullying, the fourth activity engages students in a dialogue about how to handle hypothetical bullying situations. Students are presented with a scenario and choose one of four possible solutions, represented by the four corners of the room. After picking a corner, the facilitators and students discuss the benefits and drawbacks to each potential solution, helping students analytically evaluate how to respond to different bullying incidents in the future. By the end of the 60 minutes, students have a grasp on what kinds of bullying are most common in their community, what roles they can play in different bullying incidents, and how their simple actions can proactively make waves to end bullying.
For our campaign, we knew that it would be critical to set objectives that would best meet our goal WR�ÙPDNH�ZDYHVµ�DJDLQVW�EXOO\LQJ�LQ�RXU�ORFDO�VFKRROV��:H�ZHUH�DEOH�WR�HLWKHU�FRPSOHWH�RU�H[FHHG�our three objectives during the month of February. While numbers may reveal part of our success, the best reward was the excitement and interest from the students with whom we met. Their hugs, laughter, and insightful remarks showed us that our program left a positive impact that would �DOORZ�WKHP�WR�ÙPDNH�ZDYHVµ�ORQJ�DIWHU�RXU�DVVHPEO\�ZDV�ILQLVKHG��
Make Waves Program
Evaluation and Conclusion
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Objective One: Establish strategic partnerships with local influentials to deliver key messages to the community daily for the month of February. With our partnership with B.A.R.E. and resources from the Huntington Beach City Council, Task Force and the Orange County Department of Education, we were able to better focus our campaign to the Southern California area and structure our classroom assemblies to address the students in the most interactive and engaging way possible. The schools where we conducted our activities also were extremely important in delivering our campaign messages. Not only did they allow us to come into their schools and run our program, they continued to support us afterward. The principal of Cubberly sent an email to the students’ parents with a summary of our program and encouraged parents to engage their child in a conversation about bullying. They also helped us shape the direction of the messages on our social media platforms through Facebook and Instagram, which were posted to daily (sometimes with multiple posts per day) and focused on bringing uplifting, feel good messages to our audience. We were extremely successful in this, reaching 267 followers on Instagram with 7,264 likes and 164 likes on Facebook reaching 2,566 people during February.
Objective Two: Educate students and parents in two local school districts on how to best react to bullying situations by February 29. Our assemblies at the Parent University in Huntington Beach, McPherson Magnet School and Cubberley Elementary (K-8) allowed us to reach out to both students and parents about the topic of bullying in three different school districts: Long Beach Unified, Huntington Beach Union High School District, and Orange Unified. At the Parent University, held at Ocaen View High School on February 25, we were approached by several parents and school officials to ask for our opinions and experiences with bullying. From the evaluations that we distributed to the teachers of Cubberley, we were acknowledged for our enthusiasm, the structure of our
program, and our repetition of key ideas.
Objective Three: Create a long-standing campaign that can be used in schools after February 29 2QH�RI�WKH�PDLQ�LVVXHV�WKDW�ZH�IRXQG�ZLWK�PDQ\�VWRS�EXOO\LQJ�RU�Ù“DQWLµ” bullying programs is that they often offer only one-time activities that did not make an impact on students’’ lives. We designed Make Waves to be a series of activities that could be completed in multiple sessions. With the creation of our own survey, each school would be able to measure what their exact problem areas are for bullying. They can then use our activities or programs listed by our recommended partners and sites to create an anti-bullying program that fits the needs of their school. We also made our materials available to the schools to ensure that the program could be run successfully again. Deborah Reisdorph, our partner at B.A.R.E. sent us an email after implementation complimenting us on the structure of our campaign and saying that she used our metaphor of the wave several times in her own speaking engagements. To know that a professional speaker on the topic of bullying was using our concept with other audiences truly met our objective to create content that could be used effectively again.
Make Waves communicated key bullying messages to more than 225 students, their parents, and their educators through a dynamic campaign that defined bullying behavior, equipped students with solutions for responding to bullying behavior, and empowered both students and adults to reach out to prospective bullying targets. Parents expressed a renewed commitment to their child’’s emotional health, educators gained insight into their school’’s bullying climate, students eagerly shared their thoughts and personal experiences in support of their classmates, and we received multiple requests to repeat our programming at other local schools. More than anything, we were inspired by the way Make Waves opened up lines of communication between students, parents, and community members not only in person, but through online platforms.The Make Waves campaign is extremely versatile and can be replicated in groups of various sizes and with children of all ages in a wide range of settings. This program has the potential to reach children on both the local and national level and will give each child the inspiration to make waves in his or her own community!
COMPLETED
EXCEEDED
COMPLETED
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APPENDIXBudget.....................................12Program details............................13Print Material.............................16Primary Research - Survey..................20Evaulation.................................22Print Materials............................23Bibliography...............................26
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Budget
Item Quantity Price Each
Subtotal In-kind Donations
Subtotal
360 pack of
circular stickers
6 $1.00 $6.00 Printing
(Dodge
College of
Film and
Media Arts)
Approx.
$75.00
T-shirts for
facilitators to
wear during
presentations
5 $4.48 $22.40
Posterboard for
activity
2 $0.77 $15.40
Hard candies to
give to
participating
students
1 $8.48 $8.48
Total $52.28 $75.00
TOTAL CAMPAIGN COST = $127.28
12
Make Waves - Program DetailsOnce we had identified our target audience and developed an idea for our program, we wanted to understand how it would look in action. We sought out McPherson Magnet School and Cubberley Elementary School, two schools nearby, to help us test the effectiveness of Make Waves.
We presented to: ��115 5th graders, including special education students, in a 90-minute assembly at McPherson Magnet School.� ��107 5th graders, snf 25 6th and 7th graders representing various campus organizations, in a 30-minute
assembly at Cubberley Elementary School.
ā� We were trying to evaluate several key points of our program before leaving the activities and program sheets as a resource for the school.
These points were: 1. Can the Make Waves activities work with older kids involved too? 2. Could Make Waves be condensed into shorter time periods? 3. How did our selected activities and approach to education test with our selected age group? 4. Do students actively respond to activities? Are they responding to the dialogue?
.H\�(OHPHQWV��ā ��Start each program with the act of making the wave. ��Complete all activites within the alloted time. ��'LVFXVV�VXUYH\�UHVXOWV�ZLWK�VWXGHQWV��ā� ��Ask students to record the most important thing they learned. ��Distribute student resource cards.ā� ��Conduct a diolgue with students, encourage them to respond to facilitators and each other.
)URP�WKLV�WHVW�HYHQW�ZH�ZHUH�DEOH�WR�JDLQ�VHYHUDO�NH\�LQVLJKWV��ā� ��Children ages 8 to 10 have a short attention span, so sessions need to be kept brief and highly interactive. ��:KHQ�VWXGHQWV�HQWHUHG�WKH�DXGLWRULXP��PDQ\�ZHUH�TXLFN�WR�DVN�LI�WKLV�ZDV�ٱٓanother bullying assembly³���this was consistent with our understanding of the intense saturation of bullying � FDPSDLJQV�DPRQJ�RXU�WDUJHW�DXGLHQFH��ā� ��7KH�JDPHV�DQG�DFWLYLWLHV�DUH�DJH�DSSURSULDWH�DQG�YHU\�ZHOO�UHFHLYHG��ā� ��Retention of the material is ensured through repetition. ��For a shorter program, some activities need to be skipped in order to provide opportunities for more stimulating dialogue versus completion of programming.
Set Up: Time: 60-90 min session 3-5 facilitators Teacher(s) and students
13
Activities:
Introduction of Program Facilitators � ,QWURGXFH�HDFK�IDFLOLWDWRU�E\�QDPH�DQG�JLYH�D�EULHI�RYHUYLHZ�RI�WKH�Ù0DNH�:DYHVµ�PLVVLRQ�RI��� Ù5HDOL]H��5HVSRQG��5HDFK�2XW�µ�,QWURGXFWLRQV�VKRXOG�KHOS�JURXS�SDUWLFLSDQWV�IHHO�FRPIRUWDEOH�� with the facilitators and communicate the goals for the program. Facilitators chose one � VWXGHQW�WR�OHDG�WKH�±ZDYH��
Survey Results/ Sticker Game Discuss the results of the survey previously administered. Next, students will be given a small stack of dot stickers. Posters hung up around the room read different locations where bullying may take place as well as individuals who might play different roles in a bullying incident. When asked questions, students move around the room using the stickers to identify their responses to these questions. The purpose of this activity is for students to engage with each other to determine the climate of bullying in their community. The visual representation of the answers are a clear illustration of whom bullying affects and where it occurs. Locations Include: Home Class Break or lunchtime After-school activities In public In your neighborhood At a friend’s house People Include: Classmates Friends Family members Teachers Coaches Principal Adults Teammates Strangers
Bully Roles/Bystander Activity � ā7KLV�DFWLYLW\�GHILQHV�WKH�UROHV�SHRSOH�SOD\�LQ�D�EXOO\LQJ�VLWXDWLRQ��%\�GHILQLQJ�WKH�UROHV�DQG� the corresponding number of players in each role, students will be able to see how they can make a positive impact on a bullying situation and take note of their own target and aggressor behaviors. We asked students to identify the five roles people play in bullying situations, as they will normally only think of the bully and the target. As facilitators lead a discussion to identify these different roles: bully, target, bystander, ally, and potential ally - participants are asked how many people are in each of these roles in a typical bullying situation if the event occurred in a classroom. The breakdown reveals that there is one target, one aggressor, a small group of instigators (4-5), a large group
Questions Include: Where do you see bullying happen most? Are there places where you feel unsafe? Who have you seen be a target of bully? Who have you seen use bullying behavior? Who helps stop bullying most often? Who do you think has the power to stop bullying in your school/community?
14
of bystanders (15-20) and one ally. Facilitators ask which group can change behaviors to tip the balance, and who can start the wave of change. The purpose of this activity is to illustrate that like a wave coming onto the shore has to build momentum - starting as just a tiny wave and growing bigger and bigger as it comes to the beach - the ally has to be the one to start it all. They may think that they can’’’t do much, but really the ally has a lot of power. Once the ally starts the wave, the bystanders will know that they can stand up too. They can join the smaller wave and make a bigger wave. Once we realize that we can all be a part of the big wave of change, we can react by standing up to the aggressors, and reach out to help the targets out of those bullying situations.
News Clip Activity Present a slideshow of recent newspaper cli ps to show students the consequences that bullying can have for both targets and aggressors. Facilitators will encourage discussion and show cli ps of other students working on anti-bullying campaigns to illustrate the positive outcomes of taking action against bullying. Through our research, we found that middle � VFKRRO�VWXGHQWV�DUH�PRWLYDWHG�E\�QHJDWLYH�FRQVHTXHQFHV�RU�ÙJHWWLQJ�LQ�WURXEOH�µ�VR�PDQ\�RI�� our examples address the possible legal ramifications of engaging in bullying behavior. The articles also cover the emotional ramifications of bullying, briefly addressing recent suicides involving bullying victims. Our goal in this activity was not to scare students into good behavior but rather to present the diverse and long-lasting consequences of bullying.
Four Corners Activity� )RXU�DUHDV�RI�WKH�URRP�DUH�PDUNHG�Ù��µ�Ù��µ�Ù��µ�DQG�Ù��µ�6LPLODU�WR�D�TXL]��D�IDFLOLWDWRU�UHDGV�D�� potential bullying situation and four possible responses. Students move to the corner of the room that best matches their preferred response. Facilitators discuss the benefits and drawbacks of each outcome, and students learn the best strategies for handling bullying situations. One corner is always left open to give students the opportunity to share a different reaction. Example Question: Your friends start calling you names, sending you mean text messages and forcing you to give them things. You don’’t feel good when these things happen. What should you do? 1. Nothing.You must have done something wrong to make your friends act like that. 2. Start calling them names in return and threaten them. 3. Speak to your parents or teacher and tell them what is happening. 4. Something else (Open corner).
Wrap-Up and Dismissal Facilitators thank students for allowing them to visit and encourage them to consider � WKH�SRLQWV�DGGUHVVHG�LQ�WKH�SUHVHQWDWLRQ��6WXGHQWV�DUH�UHPLQGHG�RI�WKH�PHDQLQJ�RI�Ù� 5HDOL]H��5HVSRQG��5HDFK�2XW�µ�DQG�UHSHDW�WKH�VD\LQJ�ZLWK�WKH�VWXGHQWV��6WXGHQWV�DUH�� � asked to share the most important thing they learned and student resource cards, listing � RQOLQH�UHVRXUFHV�DQG�RWKHU�RSWLRQV�WR�Ù“reach out,” are distributed.
15
16
Make Waves - Print Material
One aspect of our campaign was to inspire children to respond insightfully to the material through a sponsored Ù&UHDWLYLW\�&RQWHVWµ��7KLV�IO\HU��GLVWULEXWHG�by teachers, asked them to showcase their talents and think critically about the subject matter through art, music, poetry, etc.
Because we wanted to implement this program in local schools, we had to abide by certain school policies. This parental consent form outlines our program concepts and activities to explain Make Waves to parents. The form also features several facts about bullying as a resource for them.
16
Make Waves - Print Material
Because we wanted to implement this program in local schools, we had to abide by certain school policies. This parental consent form outlines our program concepts and activities to explain Make Waves to parents. The form also features several facts about bullying as a resource for them.
Make a Story.Make Art. Make a Change. Make Waves.
Make Waves
PRIZES for 1st, 2nd, and 3rd place
Entries will be displayed at school
This program is sponsored by Chapman University PRSSA and B.A.R.E (Bullying Awareness Resistance Education)
If you have any questions, or wish to learn more about this program, please contact [email protected] or
visit us on Facebook, Instagram, or Twitter (@makewavesOC)
As a part of our campaign to create awareness of the consequences of bullying,
Make Waves, sponsored by Chapman University PRSSA, is holding a contest
to showcase the creativity in every student. By encouraging students to reflect
on the consquences and definitions of bullying, we hope to inspire students to
realize, respond, and reach out to stop bullying in our community.
Creativity Contest
Contestants are asked to submit entries that convey the following message:
SEE YOUR TEACHER FOR RULES AND ENTRY FORM
o:KDW�VKRXOG�DGXOWV�NQRZ�DERXW�EXOO\LQJ"p
Make Waves Bullying Prevention
Program
The Make Waves Bullying Prevention Program is a resource for students, parents, and teachers. The program demonstrates that we must:1. Realize what bullying behaviors are and how to recognize them in ourselves and others2. Respond to these situations differently and safely3. Reach out to others and work together to eliminate the threat of bullying locally
Activities:
This program is sponsored by Chapman University PRSSA, B.A.R.E (Bullying Awareness Resistance Education), and McPherson Magnet Middle School If you have any questions, or wish to learn more about this program, please contact [email protected] or visit us on Facebook, Instagram, or Twitter (@makewavesOC)
Child’s Name ________________________________________________________________________
Please return this form only if you wish that your child NOT participate in this program
[ ] My child may not participate in the Make Waves Bullying Prevention Program
Parent Signature _____________________________________________________________________
��6L[�RXW�RI����$PHULFDQ�WHHQDJHUV�ZLWQHVV�EXOO\LQJ�LQ�school once a day.��%XOO\LQJ�DIIHFWV�QHDUO\�����RI�$PHULFDQ�VFKRRO
REALIZE���6WXGHQWV�ZLOO�OHDUQ�WR�UHDOL]H�ZKDW�GHÀQHV�EXOO\LQJ�DQG�EXOO\LQJ�EHKDYLRUV�� �through the “Ever been a bully?” survey and interactive activitiesRESPOND - Students will engage in improv and role playing games to encourage them to think about the consequences of bullying behaviorREACH OUT - Students will have the opportunity to reach out to their community and spread their knowledge through art and other media
Key Concepts
FKLOGUHQ�LQ�JUDGHV�������������RI�JLUOV�DQG�����RI�ER\V�UHSRUW�H[SHULHQFLQJ�KDUDVVPHQW�
Our goal is to start the waves to make a change
15
The Make Waves contest entry form outlines the rules of our contest and provides other necessary information for potential contest participants.
Student resource cards were distributed to over 200 students who attended our program. The card details who to talk to and provides links to websites that are fun and interactive, but also provide multiple resources and educational tools.
The Make Waves team distributed these parental brochures to parents attending the Parent University in Huntington Beach. Content here supplimented our presentation and provided other bullying information to be kept as a permanent resource.
17
The Make Waves contest entry form outlines the rules of our contest and provides other necessary information for potential contest participants.
Student resource cards were distributed to over 200 students who attended our program. The card details who to talk to and provides links to websites that are fun and interactive, but also provide multiple resources and educational tools.
The Make Waves team distributed these parental brochures to parents attending the Parent University in Huntington Beach. Content here supplimented our presentation and provided other bullying information to be kept as a permanent resource.
Make Waves Contest
Contestant Name: ___________________________________________________________________
Age:_________________
Address:_____________________________________________________________________________
City:_______________________________ State:_________________________ Zip:_______________
Phone:______________________________________________________________________________
School:___________________________Teacher:___________________Grade:__________________
Title of Entry:_________________________________________________________________________
Entries must be delivered to your vice principal’s office by the end of school February 28, 2013
1. All entries must be accompanied by this form.
2. Entries may take the form of any variety of media including but not limited to: photography, artwork,
poetry, short story, film, song or dance (recorded onto a DVD).
3. You can express the theme in any way you want - the point is to GET CREATIVE and show us your BEST!
Rules and General Information:
4. Entries will be judged based on creativity,
originality, and consistency with the theme.
5. Prizes for 1st, 2nd, and 3rd place.
6. Entries will be displayed at school and winners will
be announced during the last week in March
7. Be sure to label your entry clearly with your name.
8. If you wish the return of your submission following
the showcase please check this box:
Entries will be available for pick-up during the first
week of April in your vice principal’s office.
Student Signature: ____________________________________________________________________
Parent Signature:______________________________________________________________________
Entry Form
If you have any questions please contact us at [email protected] or find us on Facebook/Twitter/Instagram
1618
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ersit
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arly
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ve c
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al c
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ns a
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ults
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re m
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ou
r C
ity
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ntio
n M
onth
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id D
on G
arri
ck, t
ask
forc
e vi
ce c
hairm
an.
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pur
pos
e of
the
pro
cla
ma
tion
is to
let e
very
one
know
tha
t we,
as a
city
cou
ncil,
take
bul
lyin
g se
rious
ly. W
e d
on't
wa
nt to
put
up
with
it in
our
com
mun
ity a
nd w
e're
goi
ng to
do
wha
t we
can
to st
op it
," C
ounc
ilma
n Jo
e Sh
aw
said
.
In M
arc
h, C
ounc
ilma
n Jo
e C
arc
hio,
com
miss
ione
d th
e ta
sk fo
rce
to c
ond
uct a
stud
y on
bul
lyin
g a
nd p
rovi
de
the
coun
cil w
ith a
reco
mm
end
atio
n w
heth
er o
r not
to e
nact
an
ant
i-bul
lyin
g o
rdin
anc
e. T
he ta
sk fo
rce
ultim
ate
ly d
ecid
ed a
n or
din
anc
e w
as u
nnec
essa
ry, b
ut re
com
men
ded
the
city
ad
opt a
pro
cla
ma
tion.
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re se
ems t
o b
e a
lot o
f int
eres
t and
a lo
t of e
nthu
siasm
," G
arri
ck sa
id. "
I ant
icip
ate
a lo
t of v
olun
teer
effo
rts
and
spon
tane
ous i
nitia
tives
by
vario
us g
roup
s."
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pro
cla
ma
tion
enco
ura
ges
the
com
mun
ity to
be
invo
lved
in p
reve
ntio
n.
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pro
cla
ma
tion
aim
is to
cre
ate
a sa
fer e
nviro
nmen
t for
stud
ents
and
resid
ents
, but
som
e st
uden
ts fe
el a
p
rocl
am
atio
n isn
't en
oug
h to
com
ba
t bul
lyin
g.
"I th
ink
it w
ill ra
ise a
wa
rene
ss, b
ut I
hone
stly
don
't th
ink
stud
ents
will
cha
nge
them
selv
es ju
st b
eca
use
of o
ne
pro
cla
ma
tion,
" sa
id E
mily
Le,
a ju
nior
at E
diso
n H
igh
Scho
ol a
nd m
emb
er o
f the
city
's Yo
uth
Boa
rd. "
I did
n't
even
hea
r ab
out t
his p
rocl
am
atio
n, so
I'm
pre
tty
sure
oth
er st
uden
ts w
on't
hea
r ab
out i
t eith
er."
Ca
rchi
o w
ill le
ad
the
imp
lem
enta
tion
of "B
e a
Bud
dy,
Not
a B
ully
," a
n in
itia
tive
to fu
rther
ant
i-bul
lyin
g e
fforts
a
nd ta
ckle
the
issue
at a
gra
ssro
ots l
evel
, sta
rting
with
hig
h sc
hool
s in
the
Hun
ting
ton
Bea
ch U
nion
Dist
rict.
Ca
rchi
o m
et w
ith v
ario
us c
omm
unity
mem
ber
s to
ga
in in
sight
s to
bes
t exe
cute
the
pro
ject
, wor
king
clo
sely
w
ith th
e Yo
uth
Boa
rd to
est
ab
lish
stud
ent p
ersp
ectiv
e.
Ediso
n H
igh
Scho
ol so
pho
mor
e A
ustin
Sm
ith is
also
on
the
Yout
h Bo
ard
, and
wa
s una
wa
re o
f the
ad
opte
d
pro
cla
ma
tion.
�,P�YHU\�JODG�LW�JRW�SDVVHG
��EXW�WK
LV�SURFODPDWLRQ�LV�IRU�2
FWRE
HU��D
QG�ZHUH�DOUHDG\�KD
OIZD\�WKURXJ
K�WKH�
mon
th,"
Smith
said
. "If
a lo
t of p
eop
le k
now
ab
out i
t and
it's
som
ethi
ng th
at t
he w
hole
com
mun
ity is
beh
ind
, th
en I
thin
k it
will
help
gre
atly
. But
I d
on't
wa
nt th
is to
be
just
ano
ther
'thi
ng' o
n b
ully
ing
. ...
It g
ets s
o re
pet
itive
a
nd it
doe
sn't
rea
lly d
o th
e jo
b."
Sha
w sa
id th
e ci
ty is
wor
king
with
scho
ols a
nd m
onito
ring
bul
lyin
g th
roug
h p
olic
e lia
isons
. Sha
w a
lso sa
id th
at
the
pro
cla
ma
tion
is m
eant
to re
ach
the
com
mun
ity a
t la
rge,
and
will
eng
ag
e re
siden
ts th
roug
h va
rious
eve
nts.
"To
do
som
ethi
ng li
ke th
is le
ts p
eop
le k
now
tha
t thi
s is a
n iss
ue th
at's
imp
orta
nt to
us a
nd it
's on
our
ag
end
a
and
tha
t we
care
ab
out i
t," S
haw
said
. "W
e d
on't
wa
nt a
nyon
e to
be
mist
rea
ted
in o
ur c
omm
unity
."
Le a
nd S
mith
bot
h ho
pe
the
pro
cla
ma
tion
will
serv
e a
s a st
arti
ng p
oint
to sp
rea
d w
ord
on
end
ing
bul
lyin
g in
H
untin
gto
n Be
ach
and
citi
es b
eyon
d.
"With
this
pro
cla
ma
tion
it's r
eally
goi
ng to
hel
p th
e co
mm
unity
set a
n ex
am
ple
for t
he c
ities
aro
und
us,"
Sm
ith
said
.
So
urc
e:
Ora
ng
e C
ou
nty
Re
gis
ter,
Oc
tob
er
17
, 2
01
2
It’s c
ritic
al t
o en
cour
ag
e ta
king
a s
tanc
e a
ga
inst
b
ully
ing:
Rea
lize,
Res
pond
, an
d Re
ach
Out
. RESPO
ND
REALI
ZE
REACH
OUT
1620
1. What is bullying? _______________
2. Which of the following actions are bullying? (Check all that apply)
��Telling people negative stories about someone that are lies��Telling people negative stories about someone that are true��Excludng someone from social groups��Spreading rumors about someone��Sending mean emails, messages, or texts
3. Have you ever hurt someone’s feelings on purpose?
��Often��Sometimes��Never
Explain: ______
4. Have you ever physically hurt someone on purpose?
��Often��Sometimes��Never
Explain: ______
5. Do you feel that you have ever been bullied?
��Often��Sometimes��Never
Explain: ______
6. Have you ever seen a friend bully someone else?
��Often��Sometimes��Never
Explain: ______
7. Have you ever told a teacher, parent, or other adult about someone getting bullied (you or another
person)?
��Often��Sometimes��Never
Explain: ______
8. Where have you been bullied? (Check all that apply)
��School ��After-school activities (sports, drama etc.) ��In your home
Primary Research - Survey
��In your neighborhood��None of these
21
9. What do you think people are most bullied about? (Check all that apply)
��Physical appearance��Being unpopular��Intelligence��Hobbies
10. What technology do you use? (Check all that apply)
��Twitter��Facebook��Myspace��Instagram��Youtube
11. Have you ever used technology to hurt someone else’s feelings?
��Often��Sometimes��Never
Explain: ______
12. What technology have you used to hurt someone’s feelings? (Check all that apply)
��Twitter��Facebook��Myspace
Explain: ______
13. Has someone ever used technology to bully you?
��Often��Sometimes��Never
Explain: ______ 13. What technology has someone used to bully you? (Check all that apply)
��Twitter��Facebook��Myspace��Instagram��Youtube
Explain: ______
14. Are you happy with the friendships you have at school?
��Yes Explain: ______
15. What is your gender?
��Male��Female��I don’t want to answer
��Race or ethnicity��Disability��Religious beliefs
��Instant Messaging��Online Forum/Message Boards��Texting��None of these
��Instagram��Youtube
��Instant Messaging��Online Forum/Message Boards��Texting��None of these
��Kind of ��No
1622
Evaluation
To reach our target audience and beyond, we utilized heavy social media techniques on both Instagram and Facebook. To effectively reach our younger audience, the majority of our social media outreach was conducted through photos shared on Instagram by @MakeWavesOC. Our research showed that younger audiences use platforms such as Instagram more often than Facebook, which draws an older audience (Dougherty).
Our Instagram page attracted more than 200 hundred followers in less than one week and throughout the month of February, all 48 photos posted received more than 100 likes. In four weeks, our photos accumulated a total of 7,264 likes.
Our Instagram account uploaded original content as well as re-posts from various accounts, and the page was highly supported by our community. The account @ILoveCaliCouture is devoted to California culture and clothing, and reposted our photo to more than 1,200 followers.
Social Media
The photos shared were engaging and relatable, and utilized the most popular hashtags on Instagram as well as specific hashtags to target our audience, IRU�LQVWDQFH�Ù�%LHEHUµ�DQG�Ù�VWRSKDWH�µ�7R�HQJDJH�RXU�followers, we posted photos encouraging others to speak out against bullying and let their voices be heard.
23
Examples of Content:
To effectively reach beyond our target audience and engage our university and local community, we also created a Facebook account. Our account was synchronized with our Instagram, so every photo posted was shared on both platforms. The Make Waves Facebook account had a totalof 164 likes and reached 2,566 people alone during just one week of the campaign. Analytics of the page show more followers in our target audience compared to anything else.
2224
Our page reached people across the world from seven different countries and more than 14 cities in California:
Users were highly engaged on our page and shared our content on their personal accounts or spoke about our pageto spread support:
25
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%R\G��'DQDK��DQG�-RKQ�3DOIUH\��Ù:KDW�<RX�0XVW�.QRZ�WR�+HOS�&RPEDW�<RXWK�µ�7KH�.LQGHU��%UDYHU�:RUOG�3URMHFW��5HVHDUFK�6HULHV��7KH�%HUNPDQ�&HQWHU�IRU�,QWHUQHW��6RFLHW\�DW�+DUYDUG�8QLYHUVLW\�����Feb. 2012. Web.
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26
Fletcher, Jaimee Lynn. "H.B. Elementary Students Take on Bullies." The Orange County Register. N.p., 26 Apr. 2012. Web. 18 Nov. 2012. <http://www.ocregister.com/news/-351234--.html>.
*DUULFN��'RQ��Ù2&�5HJLVWHU�%XOO\LQJ�,QWHUYLHZ��+�%��9LFH�&KDLU�RI�+XPDQ�5HODWLRQV�7DVN�)RUFH�µ�Telephone interview. 10 Oct. 2012
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/H��(PLO\��Ù2&�5HJLVWHU�%XOO\LQJ�,QWHUYLHZ��+XQWLQJWRQ�+LJK�6FKRRO�6WXGHQWV�µ�7HOHSKRQH�LQWHUYLHZ�����Oct. 2012.
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5RVV��-DVRQ��Ù2&�5HJLVWHU�%XOO\LQJ�,QWHUYLHZ��$VVLVWDQW�3ULQLFLSDO��+XQWLQJWRQ�%HDFK�+LJK�6FKRRO�µ�Telephone interview. 20 Sept. 2012.
27
Safe Place to Learn Fact Sheet. Rep. California Safe Schools Coalition, n.d. Web. 30 Nov. 2012. <http://www.casafeschools.org/getfacts.html>.
6KDUNRII��6DPDQWKD��Ù2&�5HJLVWHU�%XOO\LQJ�,QWHUYLHZ��+XQWLQJWRQ�+LJK�6FKRRO�6WXGHQWV�µ�7HOHSKRQH�interview. 21 Sept. 2012.
6KDZ��-RH��Ù2&�5HJLVWHU�%XOO\LQJ�,QWHUYLHZ��&RXQFLOPDQ�RI�+XQWLQJWRQ�%HDFK�µ�7HOHSKRQH�LQWHUYLHZ����Oct. 2012
6PLWK��$XVWLQ��Ù2&�5HJLVWHU�%XOO\LQJ�,QWHUYLHZ��+XQWLQJWRQ�+LJK�6FKRRO�6WXGHQWV�µ�7HOHSKRQH�LQWHUYLHZ��10 Oct. 2012.
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8QLWHG�6WDWHV��8�6��'HSDUWPHQW�RI�+HDOWK��+XPDQ�6HUYLFHV��6WRS%XOO\LQJ�JRY��&RPPXQLW\�$FWLRQ�Planning. N.p., n.d. Web. 1 Dec. 2012. <http://www.stopbullying.gov/prevention/in-the-community/community-action-planning/index.html>.
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Ù:KHUH�7KHUH�’s a Will, There’’s a Social Network: Instagram Is the New Facebook for Tweens and 7HHQV�µ�7ZHHQ�86��&KLFDJR1RZ�����2FW��������:HE�����-DQ���������KWWS���ZZZ�FKLFDJRQRZ�FRP�tween-us/2012/10/social-networking-will-find-a-way-instagram-is-the-new-facebook-for-tweens-and-teens/>.
2228
