Module 6
The Pattern Everyone Notices
Module 6 – The Pattern Everyone Notices
| Section | Description |
|---|---|
| Module Type | Digital Adventure Learning Module |
| Theme | Bullying • Bystander behaviour • Group norms |
| SDG Alignment | SDG 16 – Peace, Justice & Strong Institutions |
| Focus | Recognising and interrupting harassment as a repeated pattern |
| Target Group | Young people (approx. 13–25), youth workers, educators |
| Format | Interactive, scenario-based digital experience |
| Use | Standalone module or facilitated group session |
About This Digital Adventure
| Purpose | Strengthens learners’ ability to recognise harassment and bullying as cumulative patterns rather than isolated incidents, supporting early, non-violent intervention. |
| Core Approach | Focuses on bystander responsibility, group dynamics, and calm boundary-setting to prevent the normalisation of harm. |
Scenario Overview
| Context | In a shared space (classroom, workplace, community group, or online team), one person is repeatedly targeted through jokes, dismissal, and “banter.” |
| Key Challenge | Deciding how to respond when no single moment feels serious enough, but the pattern is clearly harmful. |
| Learner Choices | Ignore • Participate • Support privately • Interrupt the behaviour |
Core Peacebuilding Lessons
| Lesson | What Learners Practice |
|---|---|
| Harassment Is Cumulative | Identifying patterns of harm and understanding how repetition increases impact over time. |
| Silence Reinforces Harm | Recognising how laughter, inaction, or passivity communicate approval. |
| Early Intervention Matters | Practising low-risk, non-confrontational ways to interrupt harm before it escalates. |
Key Peacebuilding Takeaways
| Takeaway | Learning Focus |
|---|---|
| Naming Patterns Shifts Responsibility | Describing repeated behaviour without blaming or shaming individuals. |
| Bystanders Shape Group Culture | Understanding how silence sustains harm and intervention reshapes norms. |
| Support and Accountability Work Together | Balancing private care with visible boundary-setting. |
Reflection & Discussion Questions
| Key Questions | Why does bullying often go unnoticed or unreported? What makes “banter” difficult to challenge? When does staying silent become participation? What are safe ways to interrupt harmful behaviour early? |
Recommended Use
| Best For | Anti-bullying and safeguarding programmes • Violence prevention • Workplace respect training • School and community group facilitation |
| Skills Developed | Pattern recognition • Bystander intervention • Boundary-setting • Non-violent response |
Partnership
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