LessonPlanTemplate:

DIG(DifferentisGreat)

GradeLevel:11th
Length:6weeks
LengthofSessions:46Minutes
NumberofMembers:610
GenderofMembers:AllGender

GroupRationale:AccordingtoKenRigby,relativelypoorhealthwasacharacteristicofstudentsreporting
victimizationbypeersinearlysecondaryschoolingandalsoofseniorstudentswhoreportedbeingbullied
frequentlythreeyearsearlier.Bothmentalandphysicalhealthisaffectednegativelybybullyingfrompeersin
the secondary years of education. Lower academic achievement/higher dropout rates, high rates of
anxiety/depression, lower self esteem, higher risk of emotional/physical disorders into adulthood, etc. are
correlatedwithchildrenwhoarevictimizedbyneglect,abuse,oranyotherformofbullying.
(Rigby,2010)

Goals:
Studentswillunderstandthepurposeofthegroup
Studentswillgainsupportandunderstandingfromrelationshipswithothergroupmembers
Studentswillbecomeknowledgeableabouttheeffectsofvictimization,aswellashowtheyare
affected
Studentswillacquirecopingskillsindealingwithadversity(resiliency)
Studentswillgainleadershipandadvocacyskillstobecomepositivechangeagents

ASCAModelNewStandards(MindsetsandBehaviors)tobeAddressed:

Category1:MindsetStandards:
M1: Belief in development of whole self, including a healthy balance of mental, social/emotional and physical
well-being
M3: Sense of belonging in the school environment

Category 2: Behavior Standards

SelfManagementSkills:
B-SMS 6. Demonstrate ability to overcome barriers to learning.
SocialSkills:
B-SS 2. Create positive and supportive relationships with other students.
B-SS 7. Use leadership and teamwork skills to work effectively in diverse teams.

TargetPopulation:11thgradestudents

PreScreening:Studentswho:

1
 IdentifyLGBTQ
Haveamulticulturalbackground
Haveinvolvementinbullyingreport/s
Expressinterestinparticipation

Theinformationonstudentsthatwewillusedtobeinformedofpotentialgroupmemberswillbetakenfrom
counselor/teacher/otherprofessionalrecommendations,academicrecords,andstudentpersonnelfiles.

LeadershipStyleModified democratic- Goal directed with strong active leadership and, to a large extent,
considerable group governance (Greenburg, 2003)

Evaluation

Process:610studentswillcompletea6weekgroup

Perception:Perpreandpostevaluationform/groupdiscussion/activitysheets:
Studentswillreportahighersenseofbelonginginschool
Studentswillbetterunderstandeffectsofvictimization
Studentswillbetterunderstandpositivecopingmechanisms
Studentswillacquireknowledgeinadvocacyofchange

Outcome:Studentsgradeswillgoup1015%overall,studentsreportsofinvolvementinbullyingwillbe
reducedto0%

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Name:

Pre-Survey: Different is Great (DIG)

Part 1:
1. Define the word Different. :

2. What makes you different from others? :

3. How does being different feel to you? :

4. Is being different good or bad to you? :

5. What is a coping mechanism? :

6. What is a protective factor? Define and list 1 :

7. What is a risk factor? Define and list 1. :

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8. What is resiliency? :

9. Finish this sentence. At my school, my favorite thing is

Part ll
1. My school makes me feel welcome. 1 2 3 4 5 6 7 8 9 10

2. I feel included in activities with other students. 1 2 3 4 5 6 7 8 9 10

3. I have few close friends. 1 2 3 4 5 6 7 8 9 10

4. I am often anxious while Im at school. 1 2 3 4 5 6 7 8 9 10

5. People are generally nice. 1 2 3 4 5 6 7 8 9 10

6. I feel like I can make a positive change at my school. 1 2 3 4 5 6 7 8

9 10

7. School is overwhelming. 1 2 3 4 5 6 7 8 9 10

8. I have people who support me in my life. 1 2 3 4 5 6 7 8 9 10

9. I am a leader. 1 2 3 4 5 6 7 8 9 10

10. I often feel misjudged. 1 2 3 4 5 6 7 8 9 10

11. I am comfortable with who I am. 1 2 3 4 5 6 7 8 9 10

Great Job!
Thank You

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If this group is successful, then by using this as the pre and post-survey each student will
be able to fill out part 1, with more detailed and relevant information. Questions 1-4 will
contain more detailed responses and questions 5-9 will contain more accurate answers
using information learned in the group. For Part 2, questions 1,2,5,6,8,9,and 11 will have
higher-number responses while the rest will receive a lower number.

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Week 1:

Objective/Outcome Assessment/Evaluation
Studentswillbeabletoidentify Assessment=worksheet
strengthsandweaknesseswhen Evaluation=allstudentscomplete
workingwithanewanddiverse worksheet
group
Objective1 Assessment:
Studentswillbeabletowork HumanKnotActivity
togetherasagrouptofinishaEvaluation:
task 100%Completionofhumanknot
withingiventime
Objective2 Assessment:
Studentswillbeableto Postactivityworksheet&
communicatestrengthsand monitoredgroupdiscussion
weaknessesofworkingina Evaluation:
groupaswellaswhatwemight Whetherstudentisabletoidentify
dodifferentlynexttime astrengthaswellasaweakness,as
wellascontributetothediscussion
onmoreeffectiveprocedurefor
nexttime
Materials:610ActivityWorksheets,pens/pencils,posterboardforgroup
rules

Strategy/ActivitiesProcedure:1.Goaroundtheroomeachstatesname
andonetalentthattheyhave.
2.Explaingroupprocess,rationale,purpose,andgoalsofthegroup.
3.Creategrouprules;democraticstyle.
4.Explainconfidentiality.Eachday,eachstudentwillhavetostampthe
wordconfidentialnexttotheirnameastheywalkout.Thiswillbethe
attendancesheet.
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5.Icebreaker:GroupJuggle:
Personhastosayanotherpersoninthegroupsnameandthentossesitto
thatperson.Onceeachpersonhasbeencalledouttwice,anotherballis
added.Goeson58minutesdependingonlevelofenjoyment.
6.Explainthestrengthofbeingdifferent.Bybeingdifferentweallbring
ourownuniquestrengthstothetable.Withoutyourstrengths,something
likethisgroupcannotthriveinthewaythatwehopeitwill.Difference
allowsustoseethroughmultipleperspectives,whichwillhelpusto
acquirenotonlyabetterunderstandingofourselves,buttheindividuals
aroundus.Onlybyworkingtogethercanwemakeasafeandpositive
environmentforeveryone.
7.Explainandfacilitatehumanknotactivity.Studentswillhavea
maximumof8minutestocomplete:
Startinginacircle,participantsconnecthandswithtwootherspeoplein
thegrouptoformthehumanknot.Asateamtheymustthentrytounravel
thehumanknotbyuntanglingthemselveswithoutbreakingthechainof
hands.
8.Handoutactivityworksheets.(5minutestofillout)
9.Groupdiscussiononanswersofworksheetsandcollectthem.
10.Therewillbeadailyquote.Week1swillbeAteamisntabunchof
kidsouttowin.Ateamissomethingyoubelongto,somethingyoufeel,
somethingyouhavetoearn.GordonBombay,D3MightyDucks

Closing: Thank students for participation, explain that they will be

meetingtheeachweekfor6weeksandwhen,aswellasthattheywillbe
performinganotheractivityinthefollowingweek. Wishthemahappy
dayandremindthemtostampconfidentialnexttotheirnameonthe
wayout.

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Name:
CanyouDIGit?
Week1

IdentifyanddescribeATLEAST1strengthyouhadwhileworkingonthe
humanknot.

IdentifyanddescribeATLEAST1weaknessyouhadwhileworkingon
thehumanknot.

Ifyoucoulddothisactivityagain,whatwouldyoudodifferently?

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Week2

Objective/Outcome Assessment/Evaluation
Studentswillbeabletorecite Completionofactivity.Group
thedefinitionofacoping worksheetanddiscussion.
mechanism.Studentswillalso
beabletobetteridentifyrisk
factorsaswellasidentifya
resilientbehaviorthatthey
have.
Objective1 Assessment:
Understandriskfactorsaswell
Monitoreddiscussionaswellasa
asresilience. notethathassomethingbad
somethinghashappenedtothem
andanotherthatdescribesatime
theywereabletoovercome
adversity
Evaluation:
Activeinvolvementofallstudents
indiscussionaswellasreading
aloudatimetheyhaveovercome
adversity
Objective2 Assessment:
Defineacopingmechanismand Worksheetoncopingmechanisms
labelonethattheyhaveuse Evaluation:
Correctdefinitionand
understandingofacoping
mechanismbyallstudentswithat
least75%accuracy

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Materials:Scissors,1bucketlabeledtoxicwaste,onebucketlabeled
positivemindset,1ropetocreatethemind,2ropesforstudentsto
transportthebuckets,1garbagecan,tabsofpapertowriteon,610
activityworksheets,grouprules

Strategy/ActivitiesProcedure:
1.Goaroundroomandstatenames,remindthegroupoftheirtalentand
statefavoritefood
2.Reviewgrouprulesandconfidentiality
3.Giveeachstudentanactivityworksheet.Providelessononprotective
factors,riskfactors,copingmechanisms,andresiliency
ProtectiveFactorsareconditionsorattributesinindividuals,families,
communities,orthelargersocietythat,whenpresent,mitigateor
eliminateriskinfamiliesandcommunitiesthat,whenpresent,increasethe
healthandwellbeingofchildrenandfamilies.
RiskFactorssomethingthat,whenpresent,decreasesthelikelihoodof
healthybodyandmind.
CopingMechanismsarewaystowhichexternalorinternalstressis
managed,adaptedtooractedupon.
Resiliencytorecoverquicklyfromdisruptivechange,ormisfortune
withoutbeingoverwhelmedoractingindysfunctionalorharmfulways.
4.Giveeachstudentascissor,explainthattheynowhavetocuttheir
papersinfours.1sectionwillhavethefirsttwoquestionsandwillbe
handedin.The2ndsectionwillhavesomethinghurtfultheyhave
experienced,the3rdwillbesomethingthatmadethemfeelgood,andthe4
willbeatimethattheywereresilient.Explainthatthesectionwith
somethinghurtfulwillgointhetoxicwastebucketwhilethethingthat
madethemfeelgoodwillgointhepositivemindsetbucket.Explainthat
thesubmissionforthetoxicwastebucketwillnotbereadaloudandwill
bekeptcompletelyconfidential.Explainthattheyneedtoholdontothe4th
sectionuntiltheend.
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5.ToxicWasteActivity:
Studentswillbestandingontheoutsideofacirclewitha5footradius.
Explainthatthisareaisrepresentativeoftheirmindsandtheyarenot
allowedinsideofit.Inthecenterwillbethetoxicwastebucketwithall
theirnegativesituationdescriptions.Handthegroup2ropesandexplain
thattheymustusethese2ropestotransferthetoxicwastetothegarbage
canontheothersideoftheroom.Nexttothegarbagecanwillbethe
positivemindsetbucket.Thestudentswillthenbedirectedtopickupthat
bucketwiththeropesandplaceitwherethetoxicwastehadbeen.
6.Whencompletedhaveeachstudentpickoutatabfromthepositive
mindsetbucketandreaditaloud
7.Directstudentstoplacethe4thsectionoftheworksheetintheirpocket.
Explainthateverytimetheyfacesomethingthatishard,cruel,or
impossible,topulloutthissheetandrememberthatonetimetheywere
resilient.Remindthemthattheycandoanythingtheysettheirmindto.
8.Quoteoftheday,Ohyes,thepastcanhurt,butyoucaneitherrunfrom
it,orlearnfromit.Rafiki,TheLionKing

Conclusion:
Thankstudentsforparticipationandwishthemahappyday.Remind
themtostampconfidentialnexttotheirnameonthewayoutfor
attendance.

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Name:
Can you DIG it?
Week 2

What is a coping mechanism? Provide on example.

Define resiliency.

Describe a time someone said something hurtful to you or someone you

know.

Describe a time someone said something about you or someone you know
that made you feel good.

Identify 1 time that you were resilient.

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Week3

Objective/Outcome Assessment/Evaluation
Studentswillbeabletowork Assessment:
togetherwithdiverseteams. HollywoodGameNight
Theywillalsobefacilitating Evaluation:
positiverelationshipswithother Participationofallstudents
peers,buildingasenseof
belongingatschoolas
demonstratedthrough
HollywoodGameNight.

Materials:Grouprules,HollywoodGameNightBoardGame

Strategy/ActivityProcedure:
1.Goaroundroom,statename,onetalent,favoritefood,andfavorite
televisionshow
2.Reviewgrouprulesandconfidentiality
3.Tiebacktolastlesson.Groupdiscussiononprotectivefactors,risk
factors,copingmechanisms,andresiliency.
4.PlayHollywoodGameNight:
Breakgroupinhalftoformtwoteams.Do1roundofgameandthen
changeteamsandplayanotherround.
5.QOTD:Thesecretofchangeistofocusallofyourenergy,noton
fightingtheold,butonbuildingthenew.Socrates

Conclusion:Thankstudentsforparticipationandremindthemofgroup
timeforthefollowingweek.Tellthemtocomepreparednextweekwith
theirfavoritesong.

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Week4

Objective/Outcome Assessment/Evaluation
Studentswillbeabletoworkin Assessmentofsonglyrics.
diversegroupsanduse Participationingroupdiscussion
leadershipskillseffectivelyto andcompletedworksheet.
becomeadvocatesofpositivity.
Objective1 Assessment:
Studentswillbeabletodiscuss Monitoredgroupdiscussion
leadershipskills Evaluation:
Eachstudentparticipatesin
discussionatleastonce
Objective2 Assessment:
Studentswillbeableto Worksheetonsonglyric
demonstratethroughtheir assessmentandleadershipskills.
answersonaworksheetthe Evaluation:
messagesharedinthesong Completionofworksheetbyall
students.Therearenocorrect
answers
Materials:Grouprules,songlyricworksheet,songlyricshandout

Strategy/ActivityProcedure:
1.Statenames,1talent,favoritefood,favoriteTVshow,andfavoritesong
2.Reviewgrouprulesandconfidentiality
3.TellstudentstocloseeyesandlistentothesongLoveChainbyNappy
Roots.Linkis:https://www.youtube.com/watch?v=WczjBcWTKrk
4.Handoutlyricstosongandreadaloud.
5.Listentothesongonemoretime.
6.Explaintothegroupwhythissongwaschosen.TheNappyRootsarea
bandthathasbeenaroundforalongtime.Theyaresocialactivists,that
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promotepositivity,honesty,andequalitythroughtheirmusic.Thissongin
specificdemonstratestheirhopeforaworldofpeoplewhowishtowork
together,toendthehatredofotherbecausetheyaredifferentfromus,to
loveeachother.
7.Handoutworksheetandhavestudentscompleteit.
8.Havethestudentssitcomfortablyinacircleandexplaintheiranswers
fortheFIRST3QUESTIONSONLYontheworksheet
9.Enddiscussionwithquicklectureaboutleadership.Explainthatthey
havethepowertocreatechange.Thattheworldisabetterplacewith
theminit,andtogooutintotheworldandmakeitalittlebitbettereach
day.
10.QOTD: Donteverletsomebodytellyou,youcantdosomething.
Notevenme.Allright?Yougotadream?Yougottaprotectit.Peoplecant
dosomethingthemselves,theywanttotellyouthatyoucantdoit.You
wantsomething?Gogetit!Period!WillSmith,ThePursuitofHappyness

Conclusion: Thankstudentsforcomingandparticipating,tellthemthat
their homework will be to make somebodys day better. Either by
complimentingthem,givingthemsomethingthoughtful,orwhateverway
theyfeeltheycantospreadsomepositivitytosomeone.Comeprepared
forthenextclasswithastoryofwhattheydid. Remindthemtostamp
confidentialnexttotheirnameonthewayout.

15
 LoveChainNappyRoots

Iwonderwhattheworldwouldbelike,
Ifweleftallofourtroublesbehind
Ifwereachedouttothepersonbeside,
Andmadealovechain,lovechain
Wouldntitbenice,
Ifweleftallofourtroublesbehind,
Andwereachedouttothepersonbeside,
AndmadeaLoveChain,LoveChain

Thefutureisnowwecouldbetalkinboutspacetours,
Insteadwewaivinrebelflagsstartinracewars,
Ithinkaboutmygrannyscrubbingpeoplesbaseboards,
ThatswhyIcantlookback,Igottafaceforward,
Everythingshehopetoget,shehadtoslavefor,
Aintnobodygaveme****,Ihadtopayforit,
PicturethescenewheresupermancouldntsaveLois,
Theworldisallmessedup,somebodyprayforus,
Thoughwecantrewindbacktimethoughwetryinourdamndest,
Sendingourkidsofftocollegeandtheydyingoncampus,
Questionwhywesoviolent,Idontgottheanswers,
SwayIaintgotheanswers,
ButIknowwecantjustignoretheproblem,
CloseoureyespraytoGodandhopetheChistisgonnaendthiscrisis,
Threatshighrisk,forreal,theresnochillforIsis,
LordblessmyNappyRootsandscratchoutthosepolices,

Iwonderwhattheworldwouldbelike,
Ifweleftallofourtroublesbehind
Ifwereachedouttothepersonbeside,
Andmadealovechain,lovechain
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 Wouldntitbenice,
Ifweleftallofourtroublesbehind,
Andwereachedouttothepersonbeside,
AndmadeaLoveChain,LoveChain

ImagineiftheChristians,theMuslims,theCrips,theBloods,
TheDemocratsandRepublicans,allcalledatruce,
TheAfricans,Europeans,MiddleEastern,Koreans,
Allcoloredhumanbeings,allfollowedsuit,
Bringanendtoallthewar,proposesomebetterpolicy,
Buildabettersafetynetsothereaintnomorepoverty,
Insteadthesepoliticianshaveastrongcommittostealandrobbery,
Embezzlingbillionsfortheyownpersonalshoppingspree,
Bankstoobigtofailwhileschoolsindesperateneed,
Crumblinginfrastructuresandenoughbookstoread,
Iseeitclearasday,thatmostofourcrooksandthieves,
Arehidingoffintheboardrooms,andnotupinthestreets,
Theresalotofsmokeandmirrors,alotofsleightofhand,
Theymighthavefooledthemasses,buttheyfuelthefireman,
Keepfeedingthebeast,soonerorlaterwegonnabitethehand,
Dividedwefall,unitedwestand!

Iwonderwhattheworldwouldbelike,
Ifweleftallofourtroublesbehind
Ifwereachedouttothepersonbeside,
Andmadealovechain,lovechain
Wouldntitbenice,
Ifweleftallofourtroublesbehind,
Andwereachedouttothepersonbeside,
AndmadeaLoveChain,LoveChain

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Name:
Can you DIG it
Week 4

What do you believe is the main idea of this song and why?
Use the lyrics to support your answer. (Remember: there
are no wrong answers!!)

Read through the lyrics of this song. Pick 1 line from the
song that you find to be the most meaningful and write it
down below.

In your opinion, what is it about this line that makes it the

most meaningful?

The Nappy Roots find passion in writing and performing

music. What is something you are passionate about?

How could you use this passion to inspire positive change?

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Week5

Objective/Outcome Assessment/Evaluation
Studentswillbeabletodiscuss Discussionevaluation,worksheet
coping mechanisms and
multiplecopingtechniques.To
be more motivated students
abouteducationandbuildinga
more welcoming school
environment. To develop a
positive mindset that promotes
balance of mental,
social/emotional and physical
wellbeing.
Objective1 Assessment:
Studentswillbeabletodefine Worksheet
copingmechanismandshare Evaluation:
severaltechniques Completionwithcorrectanswers
onworksheetbyallstudents
Objective2 Assessment:
Todiscussapositiveand Monitoreddiscussion
motivatedschoolmindset Evaluation:
Eachstudentparticipatesatleast
once
Materials:GroupRules,Discussionactivityworksheet,Pens/pencils,
Computerwithinternetaccess

Strategy/ActivityProcedure:
19
1.Statenames,1talent,favoritefood,favoriteTVshow,favoritesong,
andsomethingtheyfindfun.
2.ReviewGroupRules
3.Sitincirclecomfortablyanddiscusshomeworkfrompreviousweek.
Eachstudentwillmakebestattempttoshareastory.
4.Reviewcopingmechanisms.Tellthemthatthereareallkindsof
possiblecopingmechanismsfrombadtogood.Badwouldbeextrinsic
suchasscreamorintrinsicsuchasbecomingdepressed.Goodor
POSITIVEcopingmechanismsarereframing(lookingforthesilver
lining),breathing,exercising,talkingtoafriend/familymember,writing,
listeningtoyourfavoritemusic,cooking,meditating,doingsomethingthat
makesyouhappyandmanymore!
5.ExplainthatsomethingIliketodoiswatchmotivationalvideosand
thatyourfavoritetowatchisWillSmith.Providethemwithanexample
byshowingthem10minuteWillSmithvideo.Linkis:
https://youtu.be/q5nVqeVhgQE
6.Handoutworksheetandaskstudentstocompleteit.(510minutes)
7.Collectworksheetsandiftimepermits,giveshortlectureonmotivation.
Explainthatanotherwaytodescribebeingmotivatedistowakeupeach
daywiththemindsetthatyouaregoingtobebetterthanyouweretheday
before.Thattheremaybebumpsintheroadandthosearethedaystouse
yourcopingmechanisms,butifyouaretobecomeabetterversionof
yourselfeachday,thatgreatnesswillbeachieved.
8.QOTD:ThebestprojectyoucaneverworkonisyouAnonymous

Conclusion:Tellstudentsthatthenextweekwillbethelastweekofthe
groupbutthattheycancometoyourofficeanytimeandthatyouwillalso
beavailableforthem.Explainthathomeworkwillbetofindsomethingin
theirschoolthatsupportsacceptanceofeveryone,andsomethingthatis
notsosupportive.Theyhaveplentyoftimetolookaroundwhiletheyare
inthehallwaysorcriticallythinkabouttheirschool.Eachwillbe

20
presentingtheirfindingsatthenextgroup.Remindgrouptostamp
confidentialitynexttotheirnamesonthewayout.

21
Name:
Can you DIG it?
Week 5

What is a coping mechanism?

Name a situation in which someone may use a coping

mechanism.

List at least 5 possible coping mechanisms.

What is one coping mechanism that you might use?

List something that you love to do and how often you do it.

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Week6

Objective/Outcome Assessment/Evaluation
Studentswillbeabletodisplay Discussion,worksheet,and
competenceofusingleadership creationofaprojectforschool
andteamworkskillstowork
effectivelyindiverseteams,
createastrongsenseof
belongingintheschool
environmentanddemonstrate
abilitytobeadvocatesof
positivity.
Objective1 Assessment:
Studentswillbeabletodiscuss
Monitoreddiscussionand
whatteamworklookslikeand brainstormingwiththegroup
shareexamplesofteamwork Evaluation:
Observationofthediscussion
Objective2 Assessment:
Createastrongersenseof Projectorproposal
belongingwhilealsobecoming Evaluation:
advocatesofpositivityinthe Completionofaprojectorproposal
schoolasdemonstratedbypost thatmeets80%ofthespecified
survey criteriaforthem.

Materials:GroupRules,constructionpaper,scissors,markers,computer
access,glue,pens/pencils

Strategy/ActivityProcedure:
1.Statenames,1talent,favoritefood,favoriteTVshow,favoritesong,
somethingtheyfindfun,and1strengththattheyhave.
2.Reviewgrouprules
23
3.Sitincirclecomfortablyandhavestudentsdiscusstheirfindingsone
byone.
4.Handoutworksheetandhavestudentsfillitout.(35minutes)
5.Reconveneandexplainthatforthegroup,eachstudentwillbe
brainstormingandcreatingsomethingfortheschooltohelpmakeita
morepositiveandwelcomingenvironment.Theycanusetheideasfrom
theirworksheetordosomethingnewbutitmustbesomethingthatthey
canhandin.Iwillbetakingeachintoconsiderationandpresentingthem
eitherinmyofficeoraroundtheschool.Displaythematerialsandtell
themthatitcanbeaposterwithpositivemessage,removingsomething
theyfindnegativeintheschool,aproposalforanideathatwecangiveto
theadministration,anythingtheyfindvaluable.
6.CollectProjects

Conclusion:Discusshowthisisthelastweekandthankstudentsdearly
forparticipatinginthegroup.Tellthemhowwonderfulofandexperience
itwasandhowmuchyouenjoyedgettingtoknowthem.Remindthem
thatyourofficeisalwaysopeniftheyeverneedanything.Wishthema
greatdayandremindthemtostampconfidentialitynexttotheirnameson
thewayout.

24
Name:
Can you DIG it?
Final Week

List and describe something positive and accepting about

your school.

List and describe something negative or in opposition to

acceptance about your school.

How can you make a positive contribution to your school

environment?

25
****Students will each have a follow up session individually
where we will meet about their thoughts on the group and
they will resubmit another version of the pre-survey.

26
 References

Rigby, K. (2000). Effects of peer victimization in schools

and perceived social support on adolescent well-being.
Journal of Adolescence, 23(1), 57-68.

27