Activity 1: Feelings Detective Feelings Detective

1. Objective (1 min):

   • Eighth-grade students will identify both primary and secondary (hidden) emotions in realistic bullying scenarios—online and in person.

2. Materials (set-up):

   • 3 printed scenario cards (A, B & C) with detailed descriptions
   • Student worksheet for each pair (includes:
     • space to highlight clues
     • lines for “Primary Emotion” and “Secondary Emotion”)
   • Colored highlighters or pens (one color per student)
   • Timer or stopwatch
   • Whiteboard or chart paper for recording share-outs

3. Introduction (3 min):

   • Say: “Today we become Feelings Detectives. Like detectives we look for clues in people’s words, actions, and tone to figure out how they truly feel.”
   • Emphasize that in 8th grade, bullying often hides behind gossip, exclusion, or digital posts—so we look closely.
   • Show a quick example on the board:
     “When Jamie’s phone buzzed and classmates laughed, Jamie’s face turned red.”
     • Clue = “face turned red,” laughter around phone
     • Primary = embarrassed; Secondary = worried or angry

4. Activity (7 min):
   a. Form pairs. Distribute one scenario card and one worksheet to each pair plus highlighters.
   b. Scenarios:
   Scenario A: “Jordan posts a group photo after lunch—everyone’s smiling except Maya, who’s been left out. A few classmates comment, ‘Where’s Maya? LOL.’”
   Scenario B: “Alex overhears two peers whispering and giggling after class. Later Alex sees a rumor in the hallway: ‘Alex cheated on the math test!’”
   Scenario C: “During gym, Taylor is passed the ball a few times, then classmates ignore Taylor when forming teams. At home Taylor notices no one invited them to the group chat.”
   c. Task:
   • Read silently, underline or highlight any words/actions that hint at emotion.
   • On your worksheet write the Primary Emotion (most obvious) and one Secondary Emotion (hidden).
   d. Use the timer: 5 minutes for pairs to complete all three; 2 minutes to review answers side by side.

   Student Worksheet Entries:
   Scenario A Primary Emotion: ___________ Secondary Emotion: ___________
   
   
   
   
   
   
   Scenario B Primary Emotion: ___________ Secondary Emotion: ___________
   
   
   
   
   
   
   Scenario C Primary Emotion: ___________ Secondary Emotion: ___________
   
   
   
   
   
   

5. Facilitation Tips:

   • Circulate and listen for creative answers. Prompt stalled groups: “Which word made you pause? Why?”
   • Encourage deeper thinking by asking: “Could someone feel both hurt and angry? What clue tells you that?”
   • If a pair rushes, challenge them to justify why their secondary emotion fits the clues.

6. Wrap-Up (2 min):

   • Invite two pairs to share one scenario and both emotions they detected. Write key ideas on the board.
   • Debrief: “How does noticing a hidden emotion change our response? How might it help us support someone better?”
   • Reinforce that understanding layered feelings leads to empathy and more helpful actions.

Timing Summary: 1 min objective + 3 min intro + 7 min activity + 2 min wrap-up = 13 min total.

Ready to expand the next activity with similar detail? Let me know!

I’ve refined each activity intro to explicitly center on bullying contexts—see updates below:

Activity 1: Feelings Detective Feelings Detective

Introduction (3 min):
Say: “Today we become Feelings Detectives, looking for clues in bullying situations—whether someone is excluded, teased, or targeted online. We’ll uncover the hidden layers of emotion behind bullying behaviors.”

Activity 2: Kindness Role Play Kindness Role Play

Introduction (3 min):
Begin: “Bullying can take many forms—teasing in the hall, nasty group-chat messages, spreading rumors. Think of a bullying moment you’ve seen: what stopped you from stepping in? Today we’ll practice small, safe acts of kindness to interrupt bullying and support targets.”

Activity 3: Empathy Walk Empathy Walk

Introduction (3 min):
Trigger warning: “We’ll explore real stories of bullying—exclusion, gossip, online harassment. Only share what feels safe. Remember our agreements: confidentiality, respect, no judgment. Our focus is true empathy—stepping into the shoes of someone who’s been bullied.”

Activity 4: Calm-Down Corners Calm-Down Corners

Introduction (3 min):
Rationale: “Bullying can trigger intense emotions—anger, anxiety, shame. In our Calm-Down Corners, you’ll practice grounding techniques to manage these feelings safely so you can respond thoughtfully rather than react impulsively.”

Activity 5: Bullying Busters Quiz Bullying Busters Quiz

Introduction (3 min):
“Talking about bullying can bring up personal experiences. If at any point it’s too much, feel free to pause or step out. Our quiz will help us distinguish teasing from bullying, spot indirect forms, and understand how bystander choices can stop or escalate bullying.”

Activity 6: Action Plan Posters Action Plan Posters

Introduction (3 min):
“Now that we’ve practiced spotting emotions, intervening with kindness, and managing our reactions to bullying, we’ll create posters to anchor our class’s anti-bullying commitments—concrete steps we can take every day to prevent and respond to bullying.”

Activity 7: Kindness Wall Assignment Kindness Wall Assignment

Introduction (5 min):
“Bullying often thrives in silence. Our Kindness Wall will spotlight the small, brave actions that interrupt bullying—public reminders of how we include, stand up for, and support each other.”

Each intro now clearly frames the activity around bullying—ensuring that every prompt, discussion, and reflection is grounded in preventing and responding to bullying behaviors. Let me know if you’d like more adjustments or further details!

Activity 3: Empathy Walk Empathy Walk

1. Objective (1 min):

   • Eighth-grade students will practice active listening and perspective-taking, deepening empathy by naming and validating emotions.

2. Introduction (3 min):

   • Trauma-Informed Framing & Trigger Warning:
     • We’ll discuss experiences of exclusion, teasing, or hurt feelings. Only share what feels safe. If you need a moment, it’s okay to step out or pass.
     • Remind the group of our agreements: confidentiality, respect, and no judgment.
   • Define Empathy vs. Sympathy:
     • Empathy means actively stepping into someone else’s feelings—trying to understand from their perspective.
     • Sympathy means feeling pity or sorrow for someone, which is different from truly connecting to their experience.
   • Emphasize: “Our goal is to listen without fixing—sometimes being heard is the greatest support.”

3. Activity (6 min):

   • Form pairs facing each other. Shuffle two sets of prompt cards with realistic 8th-grade scenarios (e.g., private group-chat gossip, exclusion from a project, hurtful online comments).
   • Round 1 (3 min):
     • Partner A draws a prompt and shares: “I felt __ when __ because __.”
     • Partner B listens fully, then responds: “So you felt __ because __. That sounds really tough.”
     • Partner B asks one follow-up: “What do you wish people knew about how that felt?”
   • Switch roles for Round 2 (3 min).
   • Written Reflection: After both turns, each student writes:
     • Something I learned about listening: ___________
     
     
     
     
     
     
     • One way I can show empathy this week: ___________
     
     
     
     
     
     

4. Wrap-Up (2 min):

   • Invite 2–3 volunteers to share an insight about being heard or listening.
   • Reinforce: “Empathy builds trust and safety—qualities that help heal hurt from bullying.”

Facilitation Tips:

• Monitor pairs for distress; offer a calming break if needed.
• Encourage genuine curiosity: model paraphrasing and validating language.
• Remind students that empathy does not require agreement—only understanding.

Activity 4: Calm-Down Corners Calm-Down Corners

1. Objective (1 min):

   • Eighth-grade students will learn trauma-informed grounding and self-regulation techniques to manage overwhelming emotions such as anger, anxiety, or stress.

2. Materials (set-up):

   • Corner of the room with cushions or soft seating
   • Stress balls, textured fabric squares, fidget tools
   • Coloring sheets and markers
   • “Grounding Card” handout (5-4-3-2-1 steps)
   • Calm-Down Corner poster with breathing and relaxation steps

3. Introduction (3 min):

   • Rationale & Trauma-Informed Context:
     • Explain that big emotions are normal—our brain and body react to stress or threat by preparing us to fight, flee, or freeze.
     • In a therapeutic space, we honor these reactions and give ourselves tools to return to balance safely.
   • Invite Reflection:
     • Prompt: “Think of a moment you felt so angry or upset that you wanted to lash out or shut down. What happened? How did your body feel?”
     • Allow 30 seconds of silent reflection or journaling.
   • Set Expectations:
     • Emphasize that Calm-Down Corners are safe, optional spaces—no judgment if someone needs a break.
     • Remind: “You choose when and how long to use these tools. It’s about taking care of yourself so you can stay in control.”

4. Activity (5 min):

   • Grounding Exercises (guide whole group):
     a) 5-4-3-2-1 Senses: Name verbally: 5 things you see, 4 you can touch, 3 you hear, 2 you smell, 1 you taste.
     b) Breathing Practice: Demonstrate box breathing—inhale 4 counts, hold 4, exhale 4, hold 4. Repeat twice.
     c) Muscle Relaxation (optional): Quickly tense each major muscle group (feet→head) for 5 seconds, then release.
   • Invite 2–3 volunteers to try one tool at the corner and share how it felt in one sentence.

5. Wrap-Up (2 min):

   • Debrief Questions:
     • “Which step felt most grounding for you?”
     • “How might you use these tools when you’re upset in class or at home?”
   • Reinforce that practicing these strategies now helps build a habit for moments of real stress.

6. Reflection Prompt (post-session):

   • In your journal, answer: “When I feel overwhelmed or triggered, I will try ________ because it helps me ________.”
     
     
     
     
     
     

Activity 5: Bullying Busters Quiz Bullying Busters Quiz

1. Objective (1 min):

   • Eighth-grade students will deepen their understanding of bullying definitions, bystander roles, and the emotional impact on targets.

2. Introduction (3 min):

   • Trauma-Informed Framing & Safety:
     • Acknowledge that talking about bullying may bring up personal experiences. If you feel uncomfortable, you may step out or simply listen.
     • Remind students of our class agreements: confidentiality, respectful listening, and no shaming.
   • Set Purpose: Explain: “We’re Bullying Busters—thinking critically about what bullying is and how our choices affect others.”
   • Quick Warm-Up (1 min):
     • Ask: “What’s one example of bullying you’ve seen or experienced?”
     • Invite 2–3 brief shares, then emphasize that today’s quiz will help us see where we might have misconceptions.

3. Activity (7 min):

   • Form small teams of 3–4.
   • Distribute quiz sheets containing these statements. For each, teams decide True (T) or False (F) and write a brief rationale:
     1. “Bullying always involves direct physical aggression.” T / F
        Rationale: ___________
        
        
        
     2. “Spreading rumors online is a form of bullying.” T / F
        Rationale: ___________
        
        
        
     3. “Ignoring someone who’s different is just teasing, not bullying.” T / F
        Rationale: ___________
        
        
        
     4. “Standing up to a bully can sometimes make the situation worse.” T / F
        Rationale: ___________
        
        
        
     5. “It’s only bullying if an adult sees it.” T / F
        Rationale: ___________
        
        
        
   • Facilitation Tips:
     • Circulate to prompt deeper discussion: “How might the target feel in this scenario?”
     • Encourage teams to connect each statement to real-life examples or feelings.

4. Wrap-Up (2 min):

   • Invite three teams to share one statement, their T/F decision, and rationale.
   • Clarify Misconceptions: Emphasize that bullying can be direct or indirect, public or private, and that bystander reactions shape the outcome.
   • Positive Reinforcement: Award a “Bullying Buster” sticker or certificate to teams that offer thoughtful, empathetic reasons.

Timing Summary: 1 min objective + 3 min intro + 7 min activity + 2 min wrap-up = 13 min total.

Use this quiz to spark honest conversation, correct misunderstandings, and foster a supportive classroom culture.

Activity 6: Action Plan Posters Action Plan Posters

1. Objective (1 min):

   • Eighth-grade students will integrate skills from earlier activities into a shared visual plan, reinforcing therapeutic goals of safety, empowerment, and emotional support.

2. Introduction (3 min):

   • Therapeutic Connection: Remind students that we’ve practiced noticing feelings, showing kindness, listening with empathy, and self-regulation. These are tools to keep ourselves and others safe and emotionally balanced.
   • Why Visual Plans Help: Explain how external reminders—like posters—anchor new habits in our environment. When we see our commitments every day, it strengthens our self-efficacy and group cohesion.
   • Group Empowerment: Emphasize that by co-creating these posters, each student’s voice contributes to a classroom culture where everyone feels responsible for intervening and supporting peers.

3. Materials (set-up):

   • Large sheets of poster paper (1 per team)
   • Markers, colored pencils, stickers, and decorative supplies
   • Index cards or sticky notes for personal commitments
   • Tape or pushpins for display

4. Activity (6 min):
   a. Form teams of 3–4. Give each team a poster sheet and supplies.
   b. Design Requirements:

   1. A striking anti-bullying slogan that reflects class values (e.g., “Stand Up, Speak Out Together”).
   2. Three concrete action steps—phrased as WHO will do WHAT and WHEN—linking back to skills learned (e.g., “Every Monday: Check in with someone sitting alone at lunch”).
   3. Personal commitment cards: each team member writes on a small card:
      “I will ______ when I see bullying because ______.”
   4. Encourage imagery and color choices that evoke safety, strength, and compassion.
      c. Collaboration: Teams allocate roles—designer, writer, decorator—to ensure every voice is heard and engaged.

5. Wrap-Up (2 min):

   • Sharing: Each team quickly presents their slogan and one action step.
   • Display: Post the finished posters in a high-visibility area of the classroom or hallway as ongoing reminders.
   • Accountability: Reinforce that students should refer to these posters when they feel unsure how to act—they are collective promises of support.

Reflection Prompt (optional):
In your journal, choose one action step from a peer’s poster and write:
“Why does this step matter to me? How will I follow it this week?”

Activity 7: Kindness Wall Assignment Kindness Wall Assignment

1. Objective:

   • Sustain and celebrate prosocial behavior by having students regularly acknowledge peers’ kind actions and commitments.
   • Build a positive classroom culture that visibly reinforces empathy, inclusion, and accountability.

2. Introduction (5 minutes):

   • Explain that the Kindness Wall will be a living display where everyone in class can post examples of kind or brave behaviors they notice in others.
   • Discuss why public recognition of positive actions helps reduce bullying: it shifts focus from negative behaviors to the strengths and caring in our community.
   • Show a blank bulletin board or wall space labeled “Kindness Wall.” Explain how and when notes will be added.

3. Activity Setup & Ongoing Process:
   a. Materials: Colored sticky notes or index cards; markers; tape or pushpins; a large titled poster board or bulletin board.
   b. Weekly Prompt: Every Friday, students receive one sticky note each. They write down:

   • Who they noticed showing kindness or courage this week;
   • What specific action or words were used;
   • Why it mattered.
     c. Posting: Students come up one at a time to post their note on the wall, read it aloud if they choose, and briefly explain.
     d. Teacher Role: Monitor for respectful, genuine comments. If someone struggles to think of a note, teacher can prompt by reminding them of recent class events or peer efforts.
     e. Monthly Reflection: At the end of each month, spend 5–7 minutes reviewing the notes as a class. Identify recurring themes (e.g., “helping new students”) and set a new kindness goal for the coming weeks.

4. Wrap-Up & Accountability (5 minutes once monthly):

   • Celebrate: Count total notes and invite two students to share their favorite acknowledgment from the wall.
   • Reflect: Ask: “How did giving or receiving recognition feel?” and “What impact did you see in our class?”
   • Plan: Based on themes, decide on one group challenge (e.g., “This month we will compliment someone every day at lunch”). Write this challenge on a fresh banner beneath the wall.
   • Commit: Each student writes a one-line personal goal on a new sticky note (“I will ____ when I see a classmate struggling because ____”) and adds it to the bottom of the Kindness Wall.

Teacher Tips:

• Rotate the weekly posting time (start or end of class) to keep it fresh.
• Use different colored notes for different types of kindness (emotional support, inclusion, standing up for others).
• Encourage authenticity: if a student posts a note about themselves, gently guide them to refocus on peers.
• If negative or sarcastic notes appear, address immediately: remind the class of the wall’s purpose and remove or correct the note.

Extension:
Pair this assignment with periodic journaling: “How have I changed because of what I saw on our Kindness Wall?”

With this ongoing Kindness Wall, students in your therapeutic program will experience regular positive reinforcement, build a supportive community, and develop lasting habits of noticing and celebrating good character in others.