Activities

 

Selection of Anti-Bullying Ambassador

The role of anti-bullying ambassador is taken by senior students (Secondary 4 to Secondary 6). Teachers should first select the potential students who are interested in this programme to attend an interview, and then use a trait-measurement scale to evaluate candidates. The interview should be held for one hour, in a group setting.

To begin, teachers or social workers introduce the details of the Anti-Bullying Ambassador Programme to the candidates; then the candidates introduce themselves, discuss scenarios, fill in the questionnaire and participate in games to encourage cooperation in group activities. During this interview process, teachers or social workers can explore candidates’ creative thinking, expression, analysis, leadership, cooperation and communication abilities.

Teachers or social workers can select ten or more anti-bullying ambassadors from the candidates, or as many anti-bullying ambassadors as are required in the particular school.

Candidate's Traits Measurement Scale

i. Self-introduction

Candidates are asked to introduce themselves.

ii. Scenarios discussion

In the discussion, candidates are asked to give their personal opinions about the anti-bullying culture in the school, and answer questions about how they would interact with target students in specific scenarios.

iii. Fill in the questionnaire

From candidates’ answers to the questionnaire, teachers or social workers can discover more about candidates’ background, reasons and intentions for participation in the programme, and their experiences of arranging activities.

iv. Game for cooperation

In group activities, candidates need to work with other candidates and use the materials provided to complete the assigned tasks within a limited time.

 

Anti-Bullying Ambassador Training Programme

The Anti-Bullying Ambassador Programme emphasises in-depth peer-counselling and assists target students in solving emotional distress and interpersonal conflicts. During the training process, students selected as anti-bullying ambassadors receive two days of anti-bullying ambassador training, which comprises four sections (as below). This training is an essential part of the Anti-Bullying Ambassador Programme and develops the necessary capabilities.

i. Understanding goals, content and roles

This section assists the anti-bullying ambassadors to understand more about the concept and the purpose of the programme, and know more about the responsibilities of the role.

ii. Effective counselling skills

This section increases the anti-bullying ambassadors’ understanding of target students’ thoughts, emotions and behaviours. At the same time, it helps to enhance the anti-bullying ambassadors’ communication skills and counselling skills, to enable them to establish safe and trustful relationships with target students. It also encourages anti-bullying ambassadors to display positive attitudes and thus be good role models for the target students.

iii. Skills to solve interpersonal conflicts.

By teaching anti-bullying ambassadors how to deal with the conflicts experienced by their target students, this section helps them to establish safe and trustful relationships with their target students. It also enhances anti-bullying ambassadors’ ability to cope with interpersonal emergencies.

iv. Tips for organising activities

This section helps to enhance anti-bullying ambassadors’ ability to organise activities and build-up team spirit through cooperation.

Anti-Bullying Ambassador Training Process (excerpted from Anti-Bullying Ambassador Manual, p.19 - 35）

Anti-Bullying Ambassador Handbook

Promotion of Anti-Bullying Culture in School (Excerpted from Anti-bullying Ambassador Manual, p.36 - 43)

 

Roles of Teachers/Social Workers/Counsellors

i. Providing assistant to anti-bullying ambassadors in promoting activities.

1. Assist anti-bullying ambassadors to plan and promote various activities to facilitate the development of an anti-bullying culture in schools. Teachers/social workers/counsellors could share their opinions on the suitable type, content and budget of activities.
2. Provide supervision to anti-bullying ambassadors in writing activity proposals, activity review forms, claim forms and other related documents.
3. Provide supervision to anti-bullying ambassadors in the preparation stage of the activities, and remind them to prepare and conduct the activities according to the schedule.
4. Provide supervision and technical assistance to anti-bullying ambassadors when the activities are being held.

ii. Providing supervision to anti-bullying ambassadors in counselling with target students.

1. Remind the anti-bullying ambassadors to fill in the weekly report in the Anti-Bullying Ambassador Handbook after each counselling session.
2. Review the weekly report and the mid-term review form in the Anti-Bullying Ambassador Handbook.
3. Regularly contact the anti-bullying ambassadors to understand the progress of their counselling with the target students, such as how the relationship-building process is developing.
4. Provide advice and emotional support for the difficulties encountered by anti-bullying ambassadors and their target students.
5. Provide supervision of the interaction between anti-bullying ambassadors and their target students. When anti-bullying ambassadors encounter difficulties or special situations (e.g. the target students intend to suicide), teachers or social workers need to provide immediate intervention and support.