Reduce Aggression & Raise Resilience, with Measurable Results

Rethink Bullying®: A New Approach to Aggression

For over two decades, schools have worked tirelessly to establish “bully-free zones.” Every state in America—and many countries worldwide—has implemented anti-bullying laws that require schools to protect their students from aggression and conflicts. Thousands of schools have adopted intensive, whole-school anti-bullying programs to address this pervasive issue.

While, some schools have seen success in reducing aggression, the overall effectiveness of anti-bullying initiatives has been far from impressive. Despite numerous initiatives and substantial research, childhood aggression and violence remains a widespread concern, often described as an epidemic. Incidents of suicides and school shootings have risen and research suggests that most celebrated anti-bullying programs yield only minor reductions in aggression— often even exacerbating the issue.

A major study from the University of Texas at Arlington found that students in schools with anti-bullying programs were more likely to experience aggression than those in schools without such programs. Similarly, a Canadian study revealed that anti-bullying laws at best reduce aggression by 20%. Alarmingly, the education industry consider a 20% reduction in bullying a mark of success, meaning an 80% failure rate is deemed acceptable.

If your school has been investing significant time and effort into anti-bullying programs with limited results, you’re not alone. It’s becoming increasingly clear that the prevailing approach to addressing aggression is not working and more comprehensive solutions that address other aspects of mental health are needed. Yet, rather than rethinking the strategy, many experts and organizations advocate for intensifying the very methods that have proven ineffective. Albert Einstein once said "Insanity is doing the same thing over and over again and expecting a different result". It's time to stop the insanity and rethink bullying®.

Introducing a Better Way: SQUABBLES® – Your Game Plan for Aggression

When it comes to social aggression, we need a fundamentally different strategy, and that’s where SQUABBLES®: Your Game Plan for Aggression comes in.

Our program is built on the science and psychology of human behavior and focuses on the core aspects— aggression caused by low frustration tolerance.While this approach is not knew, it's application in educational institutions is a breath of fresh air. The simplicity and effectiveness of this methodology quickly becomes evident.

Importantly, this approach is not based on untested theories. Instead, it draws from robust psychological principles, and ancient, universal wisdom. It’s a model designed to empower students to resolve conflicts, build resilience, and thrive both socially and emotionally.

Children deserve better. They need tools that truly address the problem of aggression. With SQUABBLES®, you’ll discover an approach that not only produces measurable results with less effort but also equips students with lifelong skills to handle social challenges. Your students will be happier, your workload more manageable, and you will see unity grow between staff and parents as you focus on the shared goal of empowering children. When put into action schoolwide, you'll see a positive change in school culture, increasing respect, safety, and responsibility. 

A Scalable, Sustainable Program for Transforming School Culture

Our goal in creating SQUABBLES® is to provide educators with clear, step-by-step resources that can be implemented with ease. By incorporating evidence-based principles and aligning with proven strategies, this program is designed to:

• Leverage Established Theories: Grounded in psychological and social frameworks, as well as evidence-based practices in conflict resolution.
• Rethink Bullying®: We replace this abstract, overused, and confusing term. Get to the root of the problem; social aggression comes from low frustration tolerance, high expectations, and lack of emotional regulation.
• Reinforce Understanding Through Practice: Uses effective teaching strategies and role-playing to ensure students understand and can exercise core principles.
• Target Specific Needs: Adaptable to various levels of intervention, from chronic victimization to occasional conflict.
• Scale Seamlessly: Suitable for one-on-one interventions as well as classroom and small group facilitation. Schoolwide and districtwide resources and implementation plans provide consistency through strategic initiatives.
• Quick Results: Recognized with two international awards for effectiveness in conflict resolution and excellence in bullying prevention. 
• Maximize Efficiency: Requires minimal resources while achieving significant impact.
• Developed by Professionals for Professionals: Our contributors include the top experts in education and mental health including Texas Teacher of the Year, a PhD-level crisis coach and an international award-winning youth treatment specialist and education consultant.

Join Us in Transforming Lives

Let’s work together to equip students with the tools they need—not just for surviving school but for for overcoming adversity (and adversaries) through their entire life. Together we can empower youth through play. We're SQUABBLES®: Your Game Plan for Aggression!

Our Theoretical Frameworks

SQUABBLES® is a researched-based program that takes a psychological and educational approach to minimizing aggression at school, at home, and online. We are a breath of fresh air for the "bully"-fatigued education industry. Our theoretical frameworks are why we are so successful. These frameworks include:

Social Learning Theory
The theory that we learn how to be human by observing and imitating others and by being rewarded or punished for our actions (Bandura, 2005).

Social-Emotional Learning (SEL)
These are tools to help us understand and develop the skills needed to control our emotions, set positive goals, feel and show empathy, create and maintain awesome relationships and make responsible decisions (CASEL, n.d.).

Social Cognitive Theory (SCT)
This is the idea that a kid’s attitudes and beliefs, their environment (home, school, playground, or classroom) and their actions are all connected and lead to certain actions throughout their life. SCT suggests that the central element of behavioral change is self-efficacy, or the feeling that one is in control of his or her destiny (Gurung, 2013).

Transtheoretical Model (TTM)
Teaches us that intervention can be fantastic when it’s the right time and place. For example, during the “pre-contemplation stage,” typically, people don’t know they need to change – in this stage our program shows us that it can actually be easy to prevent aggression without having to be scared of someone wanting revenge (Gurung, 2013).

Health Belief Model (HBM)
Focuses on the good things that happen when aggression is prevented. This model shows us that when kids really know that they can prevent hate, then they will be motivated to do the work (Gurung, 2013).

Cognitive Behavioral Therapy (CBT)
Suggests that our thinking colors our feelings. In other words, it’s not the event that affects our emotions, it is how we think and what we believe about the event that create the negative feelings (Myers, 2011). The SQUABBLES Game Plan For Aggression teaches kids to think about aggression differently and change their behavior because they become more aware of their negative thinking.

Rational Emotive Behavioral Therapy (REBT)
Suggests that the roots to all of our irrational thoughts is aimed toward self, others, and life. (Ellis, 2010). These include the following demands: "I must perform well and receive approval from important people, or I am inadequate. You must be fair and not block my goals, or you deserve punishment. Life must be comfortable and turn out how I envisioned, or it is unbearable."

The Kalman Method
SQUABBLES® is heavily influenced by the four decades of research and field work of nationally certified psychologist Israel "Izzy" Kalman. Izzy is the founder of the Kalman Bullying Institute. He's an international expert on bullying as well as being an outspoken critic on the modern-day anti-bullying movement and it's adverse effect on society. Additionally, he's a master teacher of the Golden Rule and it's usefulness in responding to those that treat others like enemies.

Developed & Tested on the Front Lines

With nearly 60 years of combined experience, our founders have applied the SQUABBLES® approach to conflict resolution in diverse settings, including school classrooms, residential treatment facilities, after-school programs, and crisis intervention. A 2017 pilot study demonstrated the program's effectiveness, showing up to an 80% increase in students' socio-emotional resilience.

Our pre/post Schoolwide Survey allows districts to measure program effectiveness in their own schools, meaning that you don't have to trust a study done across the country. Instead, you can collect real data from your students every year that you utilize one of SQUABBLES® programs. 

Each SQUABBLES® lesson is built upon our innovative Socio-Emotional Resilience Scale and is designed to address the root cause of aggression: Low Frustration Tolerance. The program aims to empower students by replacing a victim mentality with emotional resilience to everyday, non-criminal aggressions—hence the name "squabbles." The SQUABBLES® TV Student Lesson Library reinforces these foundational Core Concepts:

Do you believe it?
Students learn that verbal direct aggression (e.g., name-calling, criticizing, or insults) only causes subjective harm based on how they interpret the words. They are taught to look past the words and understand the aggressor's intent. The A-B-C model of REBT is introduced and explained, with the key intervention phrase: "Do you believe it?"

Are you hurt?
Students learn that nonverbal direct aggression (e.g., pushing, shoving, tripping, or poking without causing pain) also causes subjective harm depending on their interpretation. They are taught to avoid being easily angered to prevent being drawn into a physical fight. Additionally they learn how to de-escalate minor confrontations. The A-B-C model of REBT is reinforced, with the key intervention phrase: "Are you hurt?"

Is it true?
Students learn that verbal indirect aggression (e.g., rumors, gossip, or trolling) causes subjective harm influenced by their perception of the behavior. They are taught how gossip thrives on emotional reactions and how to end it by “starving it.” The A-B-C model of REBT is reinforced, with the key intervention phrase: "Is it true?"

What else can you do?
This lesson addresses nonverbal indirect aggression (e.g., avoiding, ignoring, or excluding). Students learn that exclusion causes subjective harm based on interpretation and explore the sociological importance of exclusion for preserving resources and values. The A-B-C model of REBT is reinforced, with the key intervention phrase: "What else can you do?"

How could this have been worse?
Students are taught to shift their mood from "devastated mad" to "disappointed sad." They learn to counter irrational thoughts, release rigid demands, and compare their situation to others less fortunate. The six “roots” of irrational thought are introduced, with the key intervention phrase: "How could this have been worse?"

Why won't this matter in your future?
This lesson helps students shift their mood from "disappointed/sad" to "indifferent/meh." They are taught to keep problems in perspective, seeing them as insignificant within the context of their lifelong timeline and understanding that emotional pain often reduces over time. The concept of automatic negative thoughts are introduced, with the key intervention phrase: "Why won't this matter in your future?"

How could this turn out for your good?
Students learn to shift from "indifferent meh" to "optimistic glad." They are taught to find the upside in let downs and view challenges as opportunities for growth. Optimistic thinking is introduced, with the key intervention phrase: "How could this turn out for my good?"

Are they bothering you?
This lesson explores aggression motivated by "bothering, provoking, or psychological domination." Students learn about the sociological value of dominance behavior and how to avoid it by applying "The Golden Rule." The key phrase is: "Don't get upset, treat them like a friend."

Are they joking with you?
Here, students examine aggression tied to "joking, humor, and pranks." They learn to appreciate jokes, embrace who/how they are, and enjoy self-deprecating humor. The key phrase is: "Don't get upset and laugh." 

Are they hurt by you?
This lesson focuses on aggression linked to a person's emotional pain and feelings of victimization. Students learn to empathize with others, hear them out, and appropriately apologize without shifting blame or making excuses. The key phrase is: "Don't get upset and apologize." 

Are they criticizing you?
Students learn to handle criticism, distinguish constructive feedback from harmful intent, and see criticism as an opportunity for growth. The key phrase is: "Don't get upset and thank them for their feedback." 

Additionally, SQUABBLES is Built on the 5 Core Competencies of Social & Emotional Learning.

• Self Awareness
• Self Management
• Social Awareness
• Relationship Skills
• Responsible Decision-Making