Archive for Educators

I have long been thinking about the word civility.  When President Obama used the word in his speech at the memorial service for those killed and injured on January 8, 2011, in Tuscon, Arizona, I felt compelled to write about it.  The purpose of this article is to look at the function of civility in relationship to relational aggression. 

Civility is courtesy or politeness, a formal politeness and courteousness in speech and behavior.  Its synonym is mannerliness.  We commonly use the word nice instead of civil, especially with young children. Often the word respect is used instead of civility.  They are very close cousins.  But when someone has been relationally aggressive toward you, has acted as your emotional bully, it’s hard to address them with respect.  Respect means we hold the one who has bullied in some manner of esteem.  Truthfully,  “some manner of esteem” could be particularly low esteem.

Yes, I am quibbling over semantics.  Yet when I look at the opposite meaning of civility, I see all the qualities that make up relational aggression: rudeness, back talk, inconsideration, disrespect, and inappropriateness.  When extrapolated out into the adult world, we can see how our youth are exposed to incivility daily.  There are examples in international relations, media coverage, talk shows, in our homes, and out on the street.  Incivility breeds incivility.

When relational aggression happens to our daughters, students, or girls in our charge, use the opportunity to talk about civility.  Repeated relational aggression will need some type of response, and a civil response or action will have a greater chance of ending bullying than an uncivil one.  Civility breeds civility and has a good chance of leading to respect.

Begin teaching the word civility to children by third grade.  They will catch on quickly, especially if they hear it repeated.  It will help them understand bullying and friendship problems in a deeper, richer way.  Use everyday situations to illustrate the meaning.  Here are a couple of examples:

(In the media) “Those two people are world leaders.  They aren’t showing much respect to each other.  If they want to solve their problems, they need to show civility when they speak to each other no matter how much they disagree.”

(Daily life) “Mia has bullied you for quite some time, but you haven’t spoken up to her yet.  I know you don’t like her and what she does, but when you speak up to her, speak civilly.”

I admit I am a Wordie (I love words!).  I also like offering kids the opportunity to expand their vocabularies.  Introducing the word civility helps to increase their social and emotional verbiage.  So, am I suggesting the words “nice” and “respect” to be passé or misused?  Absolutely not!  But if you know some inquisitive kiddos who question speaking respectfully to someone they do not respect, speaking civilly might make more sense to them.  In that case, civility turns out to be a pretty “nice” word.  I hope you can respect that.

© 2011 A Way Through, LLC  

WANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com

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Resolution #1:  I resolve to stand up for myself.

Resolution #2:  I resolve to pay attention to which friends feel good to be around and which friends don’t.

Resolution #3:  I resolve to walk away from situations I don’t want to be part of.

Resolution #4:  I resolve to think about what I want in a friend.

Resolution #5:  I resolve to smile at girls who don’t have friends.

Resolution #6:  I resolve to be a Positive Active Bystander™ when I see bullying.

Resolution #7:  I resolve to practice using a strong voice.

Resolution #8:  I resolve to ask for friendship help from a trusted adult when I need it.

Resolution #9:  I resolve to be honest with my friends.

Resolution #10:  I resolve to trust my gut over what anyone else says.

Resolution #11:  I resolve to stand tall.

Resolution #12:  I resolve to avoid negative text messages.

Resolution #13:  I resolve to do what feels right to me.

Resolution #14:  I resolve to try out new friends.

Resolution #15:  I resolve to say goodbye to friendships that aren’t healthy for me.

Resolution #16:  I resolve to ask questions when I realize I’m making assumptions.

Resolution #17:  I resolve to let go of sarcasm.

Resolution #18:  I resolve to speak up instead of get revenge.

Resolution #19:  I resolve to say how I feel.

Resolution #20:  I resolve to respect myself as much as I respect my friends.

Resolution #21:  I resolve to look for friends who treat others kindly.

Resolution #22:  I resolve to ignore negative gestures.

Resolution #23:  I resolve to stick with friends I can trust.

Resolution #24:  I resolve to be open to making lots of friends.

Resolution #25:  I resolve to avoid gossip and rumors.

Resolution #26:  I resolve to stay away from friends who manipulate and use relational aggression.

Resolution #27:  I resolve to keep others’ secrets private.

Resolution #28:  I resolve to talk to girls who are being given the silent treatment.

Resolution #29:  I resolve to never say, “Just kidding.”

Resolution #30:  I resolve to be myself.

© 2011 A Way Through, LLC  

WANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com

Click here to read Part 1 in this series.

Bonding with a bully isn’t exceptional in grades K-2 girls, for they are freshly learning the ins and outs of friendships.  Our role as parents and educators is to guide them through the process.  We want them “through” it, because we don’t want them bound to a hurtful relationship.  We can help prevent or loosen the ties that blind.

A chilling fact is the five major thought processes that bind girls to a bully are the same five major thought processes of women who return to or remain in abusive relationships.

  1. There must be something wrong with me.
  2. There is something in it for me.
  3. This is normal.
  4. Who am I without this friendship (relationship)?
  5. This is comfortable.

What Can Be Done

It’s important to start teaching bullying refusal skills at an early age, so girls will have a lifetime to hone and practice them.  We do this to prepare and inform rather than scare or alarm.  Girls who know how to refuse bullying will have a direct impact on reducing it.  Here are the five factors necessary to developing bullying refusal skills in girls:

  1. Bullying awareness
  2. Assertiveness skills
  3. Positive self-esteem
  4. Exposure to healthy relationships
  5. Self-trust of what feels good or bad in a friendship

Loosening the Ties, Taking Off the Blindfold

Bullying refusal skills help prevent bonding with the bully and are crucial to a girl’s healthy development.  And they can help prevent workplace or domestic abuse in the future. Because when bullying feels comfortable or normal, you can’t tell the difference between what feels good or bad anymore.  And those are the ties that blind.

© 2010 A Way Through, LLC  

WANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com

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We just learned that the When Girls Hurt Girls® Parent Pack from A Way Through, LLC, was named Winner of The National Parenting Center’s 2011 Seal of Approval. This program is an independent testing procedure conducted to judge a variety of products introduced and marketed to the parent/child consumer market.

The review states, “This program empowers girls with realistic responses that are appropriate and effective. There are two wonderfully written guides that are filled with great ideas and examples.”

Click here to read the full review from The National Parenting Center.

A Way Through is honored to receive this award, which we dedicate to girls everywhere!

“I just don’t get it.  A girl in my classroom is bullied mercilessly by a girl she considers a friend.  She is betrayed and ridiculed yet consistently returns to the very girl who hurts her, hoping the next time will be different.  It never is, though.”    Sharon – middle school teacher

Many parents and educators have puzzled over why some kids don’t learn that they needn’t continue to be friends with someone who bullies them.  It seems brilliantly obvious to us these bullied kids are being used and abused.  Why can’t they see it?  That, by the way, is the wrong question.  Most kids are aware when they are treated badly.  The correct question is this: Why do they return for more?  The answer lies in how and why they are connected to the bully.  What type of bond exists?

In healthy relationships, conflict arises but abuse is not tolerated. Unhealthy relationships have unequal power distribution and abuse of that power.  This is true with adult relationships and childhood or teen relationships.  The difference with childhood friendships vs. adult friendships is that kids are still learning and experimenting with relationships. As they grow, we hope children detach from hurtful friendships, learn from them, and gravitate toward friendships that nourish them.

Blinding Bonds

When our children repeatedly return to a friendship in which they were treated badly, it’s helpful to recognize why they have bonded with the bully.  We need to help them sort out the thoughts that blind them from exiting unhealthy relationships.  Here are five major thought processes that bind targets to bullies.

  1. There must be something wrong with me. This child believes there is something wrong with her instead of the bully.  She feels she must continue to change and mold herself to be liked.  It never occurs to her that she is OK as she is, and something is amiss with the bully.  She keeps returning so she can get it right.
  2.  There is something in it for me. There is a payoff for this girl in the form of acceptance, popularity, or status – at any cost.
  3. This is normal.  A girl without many friendship experiences or only bad friendship experiences may think hurtful friendships are the norm.  Often adults reinforce this thinking through confirming “that’s just the way girls are.”
  4. Who am I without this friendship?  Girls who have been in a long-term hurtful friendship cannot fathom their identities outside of the relationship. 
  5. This is comfortable.  Although this thought seems counterintuitive, targets can become comfortable with the bully.  Bullying is traumatic, and the phenomenon of trauma bonding can occur.  Comfort can come from the predictability of bullying.

 To be continued with part 2…

© 2010 A Way Through, LLC  

WANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com

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Hi, there. Through emails to our VIP list, we completed a four-week exploration into how to guide grades K-2 girls to become independent friendship problem solvers. Their success depends on these 5 Key Friendship Skills:

  • Skill #1 — Self Trust
  • Skill #2 — Decision-Making
  • Skill #3 — Assertiveness
  • Skill #4 — Bullying Refusal
  • Skill #5 — Conflict Resolution

Read on for a complete recap of all 5 skills!

If you haven’t already, you’ll want to make sure you register for our F-R-E-E telelcass event on Tuesday, November 16, where we’ll share more information.  It’s easy!  Just click this link to reserve your seat on this call.  

http://www.awaythrough.com/teleclass3.htm

NOTE: Use this same link to register for our FREE teleclass on March 3, 2011, also!

During this FREE 45-minute teleclass by phone on November 16th, you will find information on “When Girls Hurt Girls®: How to Guide Grades K-2 Girls Through Painful Friendships and Emotional Bullying.”

Friendship Skill #1: Self Trust 

The foundation of building thriving friendships for all girls (and women) is Self Trust.  In order to connect with others who will feed them with healthy interactions, young girls need to learn how to trust their inner guidance system.  This shows up in the form of gut hunches, intuition, a voice in their head.  They learn what and who feels right for them, and what/who doesn’t.

When girls as young as kindergarten learn to trust their inner guidance system, they tap into the inner knowing that will help them choose friends wisely.  They’ll learn that if it feels bad, it is bad.  Self Trust helps young girls identify if there is a problem.  This is a great jumping off point to the second key skill, Decision Making.  

Friendship Skill #2: Decision-Making

Once our girls have developed self trust, they must then make a decision to do something about a friendship that feels bad.  Lingering in its uncomfortable feelings and negative energy makes for an unhappy girl. Through your guidance, she can come to understand she has options in the matter.  She does not have to stay stuck in the hurt. There is really something she can do about it!  A K-2 girl can and will learn there are several choices she can make concerning friendship woes.  When suitable choices are laid out for her, she can learn to decide which options feel comfortable to her.

A grade K-2 girl who has honed her decision-making skills knows there is a way through painful friendships. With practice, she can come to think of her own options. Soon enough she will become confident in deciding what to do.  The world opens wide for the girl who becomes skilled in the art of decision making.  One of the keys to developing high self-esteem is understanding a decision must be made and then making it.  That’s an element of personal power!

Friendship Skill #3: Assertiveness

We’ve said (1.) Self-trust will help a girl know that if a friendship feels bad, it probably is bad, and (2.) Decision-making is the next process she must go through to choose what she will do about it.  Assertiveness (#3) is the quality she needs to carry the decision out.  It implies confidence.  A girl who has made a decision to do something about a hurtful friendship must now take a step to do so.  With assertiveness, she carries out her decision.  Even one who is reluctant to speak up to her friend can do so with assertiveness. 

Practice will help.  With your help, your daughter or student can rehearse what she is going to say or do to stop the hurt.  And when she does this, whether her voice is quiet and shaky or bold, her confidence will grow.  Each time she practices, she will improve.   Assertiveness doesn’t come easily to everyone.  It is something that can be grown and cultivated.  Believe us.  This can and will happen!

Friendship Skill #4: Bullying Refusal

Many young girls don’t have enough experience to realize they don’t have to accept bullying.  When it happens, they don’t know what to do. Either they don’t know how to respond, or they don’t know they can respond.  When a girl is blind-sided by her first bullying experience, she may believe she has to do what the bully says or accept what was said or done.

It’s difficult to prepare kids for everything they could possibly encounter in life.  It’s tricky with bullying, because when introducing bullying prevention, there is a delicate balance.  While we don’t want to plant seeds of fear, we do want our girls to have a “heads up.”  There’s a natural route to take.  When sharing literature, movies, or family TV time, talk about any bullying situations that come up.

Discuss who the bully is and who is the target of the bullying.  Let your child know that the target can refuse bullying. There is something that can be done when bullying happens.  A target can refuse, or say no to bullying, in several ways.  Keep examples simple: tell the bully to stop or walk away or get help.  The clear message your child should get is that she can refuse bullying.  It is not something she has to endure.

Friendship Skill #5: Conflict Resolution

Conflicts are problems between and among people.  They are part of human nature, because we all are unique and have our own perspective on things.  Conflict is natural, and it is neither good nor bad.  Let’s teach our young girls this very point. 

Let them know that when there is a problem between people, the problem can usually be worked out.  Listening to another to really understand helps problems between friends.  Talking about differences also helps.  Walking away from conflict when it becomes too much to handle offers a cooling off period.  Don’t forget about taking a time out, too.  Frame the time out as a good thing to do for yourself when you need space.  It’s not about giving oneself consequences for having a problem with someone.  It’s about making space for thinking about what to do.

Girls who learn how to solve conflicts usually have fewer problems with bullying.  Teach the difference between having a problem with a friend and being bullied.  Girls with equal power can have a conflict but often call each other bullies.  Two friends who usually squabble about many things are not necessarily bullying each other.  They are having a conflict when they disagree.  Things change, though, when one asks the other to stop an unwanted behavior, and the behavior continues.  When the behaviors are one-sided, unwanted, and usually occurring more than once, there is a power imbalance.  That is bullying.

© 2010 A Way Through, LLC  

WANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com

The Challenge of Time

Today’s educators are barraged with hoops to jump through, metrics to measure, and legislative requirements to follow.  They don’t have a lot of time to stop and address friendship problems between their female students.

That is problematic because girls who are struggling with their friendships are not girls who are able to learn.  Emotional bullying trumps math every time in a girl’s world.

Educators who are tuned into this reality want to help girls and often run into roadblocks within their schools.  They ask me, “how do you get your school staff to pull together on relational aggression when it can take up their time?”

Common Tools

Here are three quick and easy tools to give your school staff to enable them to effectively guide their girls through painful friendships and emotional bullying when time is tight…

Tool #1:  Common Language

Agree upon and teach common terms for dealing with relational aggression in your school.  For example, when I facilitate the When Girls Hurt Girls® staff training, I explain the difference between victim and target.  Victim is a mindset, a choice.  Target is factual, based on what happened to you.  Consistent use of these terms is important.

Give your staff the language to use on the types of Friendship Weapons™ girls use against each other.  Types like Bad Memory (forgetting on purpose), Silent Treatment, Taunting, etc.

Tool #2:  Common Strategies

Provide a common set of strategies to use with your girls.  I like the It’s Time to Choose™ clock in the When Girls Hurt Girls® program that gives girls twelve strategies laid out in the form of a clock (everything from ignore to speak up to keep it light).  It shows girls they always have a choice.  A tool like this clock provides a quick reference for educators to use when helping a girl see her options.

Tool #3:  Planning Worksheet

Distribute relational aggression planning worksheets to all educators who may be in a position to provide friendship guidance to a girl.  Having a simple, 1-page worksheet that lists the commonly agreed upon strategies in a girl-friendly graphic makes for consistent problem solving in your school.

The worksheet should be used by the girl to identify the type of friendship problem she is experiencing, the strategy she will use, and how what she will do on a continuing basis.

Independent Friendship Problem Solvers

When you have common language, common strategies, and a common planning worksheet in your school, everyone on your staff is on the same page.  They can quickly identify a relational aggression situation, help the girl select a strategy she’s comfortable with, and head her toward being an independent friendship problem solver.

© 2010 A Way Through, LLC  

WANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com

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Nov
05

Let’s Talk

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Blair here. On Friday, October 22, I had the pleasure of being asked to join Karen Schachter of HealthyBodiesHappyMinds.com for a 30-minute teleclass and Q&A session. Karen and her callers were wonderful. We had a great time talking about  “How to Help Your Kindergarten-Grade 2 Daughter through Painful Friendships.”

If you’d like to hear our conversation, please listen at:
http://www.audioacrobat.com/note/C0XVpywQ

Thank you to Karen for inviting me to share my knowledge of emotional bullying, aka relational aggression. You can visit her website at http://www.healthybodieshappyminds.com/.

Please remember to join us on November 16 for our own detailed free teleclass series (1 of 2), “When Girls Hurt Girls®: How to Guide Girls (Grades K-2) through Painful Friendships and Emotional Bullying.” Get details and register now at www.awaythrough.com/teleclass3.htm!

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Everyone who educates, counsels or parents girls kindergarten through grade 2 is invited to register for a free teleclass series about emotional bullying (relational aggression) in girls. On Tuesday, November 16, 2010, at 3:30 p.m. central time, A Way Through, LLC, will conduct the first of two content-rich calls focused on helping young girls through friendship problems. Register now for “When Girls Hurt Girls®: How to Guide Girls (Grades K-2) through Painful Friendships and Emotional Bullying” at www.awaythrough.com/teleclass3.htm.

“This teleclass series will help anyone — elementary school counselors, administrators and teachers as well as parents — guide kindergarten through grade 2 girls to solve their own friendship problems before they even start,” said Blair Wagner, co-founder of A Way Through, LLC.

“Research shows that relational aggression can start as young as age 2 — when kids start making friends,” said Jane Balvanz, an elementary school counselor and co-founder of A Way Through, LLC. “It makes sense to start at the foundation of girlhood, because early prevention of relational aggression promotes healthy friendships and reduces the damage it can inflict upon children. Plus, girls this age eagerly participate and learn from our techniques.”

Over the past year, A Way Through released curricula for When Girls Hurt Girls® Grades 3-5 and Grades 6-8. This teleclass series will introduce the Grades K-2 materials, which address developmental milestones in young girls and how those milestones relate to friendships. According to the authors, Balvanz and Wagner, the curriculum introduces two new techniques — Whisper Coaching™ and Neutral Talk™ — which enable educators and parents to coach young girls who can’t read and provide responses that allow girls to think and feel for themselves.

“Choosing positive friendships and assertively addressing emotional bullying are skills young girls need to cultivate now, so they can successfully navigate their future,” said Balvanz, who will co-present with Wagner. “We’re excited to answer some questions about girls and painful friendships.”

The new K-2 guidebooks will be available for purchase online at www.awaythrough.com. Those who attend the teleclass will learn how to receive a limited time offer on the Grades K-2 materials. Register for this free 45-minute call at www.awaythrough.com/teleclass3.htm.

About A Way Through, LLC

A Way Through, LLC, enables educators and parents to guide girls in grades K-8 through painful friendships. The company developed When Girls Hurt Girls®, a series of CDs, educational guides and other products, to empower girls to solve their own friendship problems. A Way Through also offers workshops for schools, youth organizations and others to help educators, parents and girls handle the difficult situations girls face with relational aggression. For details, see www.AWayThrough.com.

Recently I was enticed to read a New York Times article with the headline Mean-Girl Bullying Trickles Down to Grade School.  The teaser sentence read “Mean-girl bullying used to set in over fifth-grade sleepover parties, but now the warfare increasingly permeates the early elementary school years.”

The Questions

Hmm, I thought.  Do I buy that?  I mean, the word “increasingly.”  After all, I’ve been in elementary education for nearly 30 years.  I’ve had a ringside seat to physical and emotional bullying among kids.  Has it increased in the younger girls?  As for mean-girl bullying trickling down, I’ve seen relational aggression start in preschoolers!   So really, what came first – little mean girls or big mean girls?  And while we’re on the subject, what came first – the rise in bullying or the rise in media reports on bullying?

I considered the plethora of hurtful stories I’ve heard from girls over the years to draw my own conclusions.  When you work with kids, you hear lots of stories.  You have a front row seat to the hurt.  I sifted through the stories I’d heard and chose the following to illustrate a point.

The Story

It happened on a bright summer day.  Two little girls sat back-to-back on the warm cement in front of the east entrance to the school.  That entrance was hidden from sight, and passersby on the street could not see the rope that loosely bound the girls together.  Minutes before, the rope was joyfully used for jumping.  Now it was a restraint.

The younger girl was in kindergarten. She cried softly, unable to contain her fear. The elder, a second grader, remained stoic and gave no indication of emotion as if she were playing poker. Their captors had already undone the girls’ long and tightly braided hair, laughing all the while.  This act further humiliated and terrified the girls.  It was clear who held the power.

Suddenly, a man burst around the corner of the building.  The captors fled.  The two frightened little girls were free to go home.  The man seemed frustrated and slightly irritated, though. Why didn’t you do something, he wondered aloud.  After all, those other girls were no bigger than you.  As for the rope, you weren’t actually tied.  You could have easily gotten free.

The Point

That story is over 50 years old.  I was the kindergartener, my sister was the second grader, and my dad was the man who came around the corner.  Our captors were girls in our school.  They were first and second graders.  And why didn’t we do anything?  We didn’t know what to do!

The point is relational aggression has been used by young girls for a long time.  History and stories tell us so. The trickle down theory implies relational aggression starts with older girls or adults, is modeled, and then picked up by younger girls.  And since bullying is now a burning topic, it appears it’s on the rise and trickling down to ages younger and younger.  We really don’t know, though.  As pointed out in the Times article, there are no longitudinal studies to prove this one way or the other. 

While role modeling hugely influences the way kids act, sometimes they simply come up with ideas on their own.  Sometimes those choices include acting relationally aggressive.  Without ever having exposure to exclusion, a trio of four-year-old girls can quickly become a duo with an odd girl out.  Yes, that is relational aggression.  No, this is not a new and sudden problem. 

The Lesson

In the not so distant past, bullies were big, mean boys who hit each other, and relational aggression wasn’t yet a term.  Sticks and stones could break your bones, but words could never harm you.  Develop a tougher skin was the sage advice of the times along with just ignore them.  You’re not really hurt.

It’s difficult to measure something that once wasn’t considered hurtful to the “growing mean girl problem we have today.”  Let’s consider this instead.  Emotional bullying can trickle down from role modeling.  It can also start at the bottom and flow upward as experiments in power become negative patterns.  Beware of the emotional tsunamis that unexpectedly hit girls from the sides in torrents of stinging words and mudslinging at any age.  Know that overexposure to hurtful friendships can sear in pain and inflame the desire to hurt back.  Understand that after soaking in a culture of incivility and a media shower of the glorification of bad behavior, acceptance of such can seep into the pores.  And do not doubt for a moment that early education in bullying prevention and assertiveness skills in our youngest girls can make all the difference in their successful navigation through relational aggression.

The Post Script

I would like to thank my sister for using the poker face.  I think you really faked those bullies out, and I felt safer with you there.

I would like to thank Chris and Diane (yes, I remember your names) for the bullying experience.  Through it I learned how scared small children could be when bullied.  It helps me relate to my students when they are bullied.

I would like to thank my dad for letting me know I didn’t have to accept bullying, that I could do something about it no matter my age.  (But Dad, really, those girls were bigger than me!)

© 2010 A Way Through, LLC  

WANT TO USE THIS ARTICLE IN YOUR EZINE OR WEB SITE? You can, as long as you include this complete blurb with it: Female friendship experts Jane Balvanz and Blair Wagner publish A Way Through, LLC’s Guiding Girls ezine. If you’re ready to guide girls in grades K – 8 through painful friendships, get your FREE mini audio workshop and ongoing tips now at www.AWayThrough.com

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Untitled Document When Girls Hurt Girls™ Parent Pack

Do you feel unequipped to help your daughter or students navigate painful friendships?

Finally, the instruction manual you need to help your Kindergarten – Grade 8 daughter or students find their way through painful friendships
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Listen to the program introduction here.

When Girls Hurt Girls™ is a home practice guide for parents who want to help their hurting daughters, but don’t know where to start. It's also PERFECT for use in school or small group settings.

Through loving discussions and role-play exercises, your daughter or students will connect with their personal power and gain the confidence to resolve conflicts and attract the right kind of friendships to their lives.

REMEMBER: Works great for educators and group/team leaders too!  

Untitled Document


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REMEMBER: Works great for educators and group/team leaders too!  
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