1. The LESLEY BULLY REFORM Project:
Bullying and Children with ASD
Charlotte Hajduga, Victims with ASD

2. **interchangeable portion**
For More Information Period 2) to cover a "specific" need of each child.
Example if a child is bullied for race begin a new process of understanding one
another., ethnicity, religion, culture, gender identification, body type,
stereotype, socioeconomic background, a seen or unseen disability OR any other
specific standard of being a target this program has a portion that can be used to
educate the bully on any of these factors***
for purposes of this course the focus is ASD
This training is not intended to replace any ANTI-BULLYING Programs that your
school may already have in place.
This is meant to be used in addition to your program as a Reform Program to
provide an Alternative to Out-of-school suspension and attempt to STOP Bullies
from repeating behavior by teaching them how their victims feel.
The suggested age group is Middle School and High School but can be adapted to
fit Elementary School

3. Overview of Training
Our schools are failing our children when it comes to
bullying.
We are seeing elevated school violence and more teen
suicides and school shootings around the country. Even
though every school district seems to have Anti-Bullying
programs in place.
We still see daily evidence that these measures are still
happening. I know sometimes that teachers and
administrators do not think that certain types of bullying are
serious enough for Suspensions or scars on a student's
permanent record.
Let's face it, this is serious and ever child that is bullied in
school can grow up and tell you as an adult how bad this
feels, even if it ever only happened to them once.

4. We need a new and different approach!
Plus, with the influx of Autism diagnoses over the years we
are seeing new patterns in children with Asperger's, Autism
and disabilities in inclusion classrooms and the wiring that is
inside their brains, causes them to think, react and respond
in a different way then you or me. Some bullies will target
these children even more because they can be seen to them
as someone who is less likely to tell anyone.
We need an approach that will protect EVERYONE!!!
This is important to every child, and to children who already
struggle enough with their own disabilities we need to teach
them more about ASD and begin a new process of
understanding one another

5. The BULLY will be REQUIRED
to have an In-School Suspension course called
BULLY REFORM
Period 1) EMPATHY Class:
 This class will take an in depth look at what it is like to
experience the world through someone else’s daily struggles
and their differences.
 Learn How those daily issues already complicate life for that
person
 Compassion
 Caring
 Humanity

6.  Period 2) **Autism Spectrum Disorders Class:
 This will provide a general overview of ASD and provide
education and awareness to the BULLY.
 What is Autism?
Overview of different types
Asperger's, Autism, PDD-NOS
 How do brains work differently? (Intro to Understanding
Neurodiversity)
 Sensory Processing
 Non-Verbal Communication
 Emotional and Behavioral Reactions
** Interchangeable Class

7.  Period 3) Take back your POWER
 During this portion the BULLY and the VICTIM will sit face
to face: with a Trained School Moderator
 Moderator will encourage the Victim to Stand up and Use
their OWN words to tell the BULLY HOW their actions made
them feel, why it was wrong and
 "Tell them off" in a safe environment
ROLE PLAY activity-
the Bully and Victim will switch places
Bully will play the Victim
Victim will play the Bully
(this is meant to be safe a safe demonstration of how the victim felt)
 [Period 3) will be Video Recorded for parents to view later]
bully victim

8.  Period 4) Counseling Session:
 School Guidance Counselor, will join
both BULLY and Victim
and talk about the Role Play activity
 Discuss how it made the Bully Feel to become the
target and be the Victim
 Guidance Counselor: will offer
 Conflict Resolution,
 Coping Skills,
 Positive Behavior
 Positive Schools
 Safe Learning Environment.
conflict
resolution

9. Finding Common Ground
 Period 6) Common Ground
 Moderator/Guidance
Counselor will ENCOURAGE
both the Bully and the
Victim to find something
the BOTH have in COMMON
 Then encourage a REAL
Conversation about
something they BOTH LIKE
and have in COMMON
Victim
Bully
Find
something in
common

10.  Period 6) What Happens when Bullying
Encounters Law Enforcement?
 A discussion of the Law
 Types of Bullying that are punishable by Law,
 Juvenile Courts
 Juvenile reform programs,
 Victim services
 Adult prison
 Criminal Justice System

11.  Period 7) Group Meeting:
 BOTH sets of Parents, Both Victim and Bully, Moderator, School
Guidance Counselor, and School Principal or Vice Principal
[Parents will view Video Tape prior]
Review and Reflection
ALL will discuss the Event Periods of the day.
 IF Bully has been uncooperative,
 Bully will face additional consequences,
 Suspension or other at discretion of school administrators.
 Guidance Counselor will determine if more
in school counseling is needed.
Schools will keep all Video Recordings on file
Schools are encouraged to Film their own assembly to share with new staff

12. LESLEY UNIVERSITY collaborative opportunity
**interchangeable portion**
For More Information Period 2) to cover a "specific" need of each child.
Example if a child is bullied for race begin a new process of understanding one
another., ethnicity, religion, culture, gender identification, body type,
stereotype, socioeconomic background, a seen or unseen disability OR any other
specific standard of being a target this program has a portion that can be used to
educate the bully on any of these factors***
for purposes of this course MY focus is ASD
We have a Diverse population of LESLEY University students who are passionate
about different areas of Diversity. We offer many types of degrees and I would
like to see my fellow Graduate Students take on other areas of Diversity, Multi-
Cultural specialty and create the interchangeable parts, to extend the Learning
Project to any race, ethnicity, religion, culture, gender identification, body type,
stereotype, socioeconomic background, a seen or unseen disability, so we can all
REFORM BULLYING TOGETHER.