How Do You See It?
Discuss with Your Peers
For behavior to be bullying, it needs to pass all parts of the ACID test.
- Using the ACID test, could you prove that what happened to Tasha at her locker was bullying behavior?
- What ongoing conditions at the school would make it a clear example of bullying?
- How might the school climate continue the cycle of bullying at the school?
What roles are the characters playing in the bullying cycle?
- Bully - The person doing the bullying behavior
- Target - The person being bullied
- Bystander - The person who sees the bullying but does not try to do anything about it
- Can you tell who assumes the role of a bully in this scene?
- Would anyone be considered a bystander? Who else at the scene tolerates the incident by allowing it to happen?
- How does Tasha respond to the situation? How might she respond more appropriately to the fear, stress, and anxiety she might be feeling?
- Would anyone be considered an upstander in this scene? What specific upstander behaviors did you observe?
- Do you see other opportunities for the bystanders to become upstanders? How might an upstander break or disrupt the bullying cycle that is witnessed in this scene?
- How was Tasha hurt by this incident? What pain or harm do you think she experienced?
- Why might Tasha behave differently the next day at school or at home as a result of this incident? How do you think her behavior might change?
- Do you think Tasha will be able to get over it quickly or will she remember it long after? How do you think her experience and memory of this event will affect her life?
- Do you think the perpetrators of this incident will repeat their bullying behaviors against Tasha or other students at the school?
- What did they 'learn' from this incident? Do you think that is the right lesson they should internalize?