To Be Honest

Louisiana State Universitys 2013 PRSSA Bateman Case Study Competition Team
Team Members:
Jacquelyn Duhon
Chelsea Moreau
Catherine Parsiola
Remy Plas
Camille Walther
Academic Adviser:
Jensen Moore-Copple, Ph.D.
Professional Adviser:
Kristi Williams

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f a i t h l o y a l t y d o i n g t h e r i g h t t h i n g t r u t h g o l d e n r u l e c o m p a s s i o n
I stand for love respect friendship equality courage justice

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WHAT DO YOU STAND FOR?
Table of Contents
CAMPAIGN SUMMARY
Executive Summary....................................................................................................................................................1
Situational Analysis..............................................................................................................................................1 - 2
Secondary Research..................................................................................................................................................2
Primary Research ......................................................................................................................................................3
Target Audiences...................................................................................................................................................3 - 4
Theme & Key Messages.............................................................................................................................................4
Goal, Objectives, Strategies & Tactics.................................................................................................................5 - 10
Conclusion ...............................................................................................................................................................10
References........................................................................................................................................................11 - 12
RESEARCH
Appendix A: SWOT ..........................................................................................................................................A1 - A9
Appendix B: Secondary Research....................................................................................................................B1 - B5
Appendix C: Primary Research.......................................................................................................................C1 - C20
PLANNING
Appendix D: Style Guide................................................................................................................................D1 - D14
Appendix E: Strategic Message Planner .........................................................................................................E1 - E7
Appendix F: Partnerships..................................................................................................................................F1 - F8
Appendix G: Media Contacts ..........................................................................................................................G1 - G2
IMPLEMENTATION
Appendix H: Time Table ..................................................................................................................................H1 - H2
Appendix I: Media Coverage ............................................................................................................................I1 - I18
Appendix J: Baseball Event ..............................................................................................................................J1 - J3
Appendix K: BREC Event ................................................................................................................................K1 - K3
Appendix L: Stand Against Bullying Day ......................................................................................................L1 - L17
Appendix M: Tactics.......................................................................................................................................M1 - M17
Appendix N: Educational Program & School LIsts..........................................................................................N1 - N13
Appendix O: Informational Video....................................................................................................................O1 - O17
Appendix P: Website......................................................................................................................................P1 - P26
Appendix Q: Blog............................................................................................................................................Q1 -Q17
Appendix R: Facebook...................................................................................................................................R1 - R31
Appendix S: Twitter.........................................................................................................................................S1 - S49
Appendix T: Instagram....................................................................................................................................T1 - T20
Appendix U: Tumblr........................................................................................................................................U1 - U35
Appendix V: YouTube.......................................................................................................................................V1 - V8
Appendix W: Member Accounts...................................................................................................................W1 - W45
Appendix X: Expenses.....................................................................................................................................X1 - X2
EVALUATION
Appendix Y: Evaluation...................................................................................................................................Y1 - Y30
STEWARDSHIP
Appendix Z: Stewardship..................................................................................................................................Z1 - Z2

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To Be Honest, bullying is wrong. The Louisiana State University Bateman Case Study Competition team recognized a
need for bullying awareness and education in Baton Rouge, so the team launched an anti-bullying campaign called To Be
Honest. We decided to target middle school students primarily and the Baton Rouge community of parents and teachers
as a secondary audience. We knew we would need creative appeals to alert Baton Rouge audiences to the bullying issue
because students have heard the same bullying lectures for years and are tired of the issue. To encourage attention and
engagement, our team used a fresh campaign approach and partnerships with familiar Baton Rouge organizations.
Our team decided on the campaign name, To Be Honest, which originated from a game made popular on Facebook. With
the tbh game, an individual asks his or her friends to post comments stating how he or she honestly feels about him or
her. The game often results in rude, disrespectful and offensive posts and can become a vehicle for cyberbullying. The To
Be Honest campaign aimed to create a positive anti-bullying image to replace the negative connotation associated with the
games bullying.
To Be Honest set goals to stigmatize bullying behaviors with a strong emphasis on cyberbullying and to create a
community that stands against bullying while also encouraging bystanders to step in. To most effectively accomplish
this, the campaign targeted Baton Rouge middle school students and the Baton Rouge community.
The effects of bullying are serious; Danielle Cox, Hannah Pauley and Tessa Middlebrook are Louisiana high school students
who, in the past year and a half, took their own lives. Each had a bright future erased because of bullying. To right the
wrongs, the Louisiana legislature is debating the implementation of stricter anti-bullying laws. Until these debates generate
more structured laws, it is in the hands of individual schools to address bullying. To help schools educate students and raise
bullying awareness, the 2013 Louisiana State University PRSSA Bateman Case Study Competition Team confronted
the topic of bullying.
Through research, we found the attention spans of middle school students are short, so we chose an eye-catching color
scheme that would catch attention immediately. We used dancing silhouettes in our logo to show there are unique ways
to stand against bullying and to demonstrate our campaigns ties to popular songs that inspire confdence and improve
self-esteem. Some Nights, by Fun. describes the singers feelings of humility and isolation; this song gave us the idea for
the To Be Honest campaigns theme, What do you stand for?
We partnered with Boys & Girls Club of Greater Baton Rouge and The Recreational and Park Commission for the
Parish of East Baton Rouge (BREC) to create familiarity, credibility and longevity for our campaign. Both organizations
will use the To Be Honest educational program in the future. Boys and Girls Club will use the material in its after-school
programs, and BREC will use the program in its summer camps.
During Feb. the To Be Honest campaign educated Baton Rouge middle school students about bullying behaviors, effects
and prevention strategies through 20 educational programs reaching more than 1,500 students. Also, the To Be Honest
campaign created a community that stands against bullying with social media networks, such as Instagram, Facebook,
Twitter, Tumblr and Wordpress and by collecting 1,619 pledges. The mayor-president declared the last day of the campaign
Stand Against Bullying Day.
SITUATIONAL ANALYSIS
EXECUTIVE SUMMARY

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Bullying, both in person and online, is widely recognized as a problem in the United States, especially due to the rise of online
social interaction. The ever-evolving differences of the United States population also contribute to the problem.
According to the National Center of Education Statistics, about 28 percent of 12 to 18-year-old students reported having
been bullied at school, and six percent reported having been victims of cyberbullying. The Anderson Cooper 360
0
Bullying
Study stated that 42 percent of students had harassed one or more schoolmates, and 81 percent of aggressive incidents
were not reported to adults. Even more alarmingly, the Centers of Disease Control and Prevention stated suicide is the third
leading cause of death for adolescents and young adults and indicated suicide levels will not decrease in the near future.
Bullied children are twice as likely to commit suicide as non-bullied children.
Louisiana Gov. Bobby Jindal recently signed House Bill 1259 into law, making cyberbullying a crime. Our team recognized an
opportunity in targeting middle school students with bullying and cyberbullying information during a critical time in their lives

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when they are frst creating social media accounts and beginning to engage with peers online. We sought to increase their
awareness of bullying behaviors and prevention strategies at the age when they were beginning to engage on social media to
help them develop appropriate behaviors online from the start.
To Be Honest faced a cultural barrier challenge in that team members genders, races and socioeconomic backgrounds were
different from many audience members targeted in Baton Rouges inner-city public middle schools.
To Be Honests target audience values peer acceptance and makes decisions with the intent to ft in with the crowd. Because
middle school students strongly value belonging, some students resisted fully embracing To Be Honests message. Regardless
of how strongly the message resonated with their personal experiences, students did not want to break the status quo. We
sought to provide simple, subtle tips on reaching out to adults for help and ways to assist victims. We attempted to provide
tips to allow students to Stand Against Bullying without having to call too much attention to themselves or risk exclusion from
their groups of friends.
The To Be Honest campaign faced a disruption in the fow of information because of Mardi Gras break, a three- to fve- day
vacation from school. We sought to overcome this challenge by scheduling in-school and after-school educational programs
during the month of February when students were in school.
Middle school students often interact with more than one media message at a time, frequent social networking sites and
seek online information independently. They also appreciate interactive, original content and timely responses. Middle school
students have never known a world without the Internet. We sought to utilize our tech-savvy abilities to provide social media
that students will fnd appealing and interesting.
SECONDARY RESEARCH
Secondary research from more than 50 sources highlighted the need to reduce bullying behaviors among school-age
students. This also revealed the effects of bullying for the victims, the bullies and the bystanders.
Hirsh, Lowen and Santorelli, authors of Bully: an action plan for teachers, parents and communities to combat the bullying
crisis reported:
Children face bullying on the playground and every seven minutes one is bullied.
Students at a rate of 280,000 per month face physical attacks in seconday schools.
Students at a rate of three million per month are absent because they feel unsafe at school.
Students at a rate of 77 percent are mentally, verbally or physically bullied.
Students at a rate of nearly 42 percent have been bullied online.
Teachers at a rate of 25 percent see nothing wrong with bullying and will only intervene four percent of the time.
The To Be Honest campaign aims to use these statistics, along with other secondary research, to urge Baton Rouge
community members to stand against bullying.
In order to understand the specifc bullying problems affecting our community, we distributed online and oral surveys to East
Baton Rouge Parish middle school students and teachers. After securing approval through LSUs human subjects review
board, we personally administered surveys to 75 people. Having both an oral and online survey was extremely benefcial to
the team, for it allowed us to uncover the true opinions and behaviors of our primary target audience. Our pre-campaign study
provided an overview of: a) students perception of bullying behaviors; b) students use of social media and technology; c)
students frequency of participating in, seeing or being a bully; and d) recognition of the To Be Honest anti-bullying campaign
in Baton Rouge.
Survey Statistics
Of the students surveyed, 75 percent of were able to identify specifc bullying behaviors correctly.
Of the students surveyed, younger children indicated bullying happens more in the form of verbal bullying.
Of the students surveyed, older students reported more bullying problems happening over the Internet.
Of the students surveyed, most said they felt comfortable reporting any kind of bullying to their parents, siblings or
peers rather than any adult fgures in the school system, such as counselors, teachers or principals.
Of the students surveyed, 37 percent have participated in the TBH Facebook game. This drives recognition of our
campaign name and emphasizes the importance of stigmatizing this bullying behavior.
Of the students surveyed we discovered that they are present on more than 10 social media networking sites are
used daily by Baton Rouge middle school students. Some media are more frequently used than others.
Therefore, our campaign aims to use six of these platforms and a website to obtain an online community outreach.

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PRIMARY RESEARCH
In addition, we performed a qualitative survey
with teachers from four different schools,
giving us valuable insight into the minds of
bullying moderators. In this qualitative survey,
teachers provided their experiences with
bullying: the frequency with which they see
bullying in general, their personal prevention
methods, their schools stances on bullying
and their ideas about bullying solutions. Each
teacher and school handled bullying situations
differently with an overall theme of counseling
students individually. One teacher suggested
a solution to eliminating excessive amounts
of bullying would be a reduction in class size.
Overall, most teachers felt that students, along
with school faculty and staff, should work
together to address the bullying problems
within the schools.
TARGET AUDIENCES
Primary Audience
Sixth to eighth grade students in East Baton Rouge Parish public and private middle schools
We chose this specifc age group of 11 to 14-year-olds to help stop bullying behaviors before they start to expand onto social
edia platforms and help minimize frequency of bullying among peers. We further broke down this group into those who bully,
those who are bullied and the bystanders or those who witness bullying behaviors.
Demographics
Baton Rouge middle school students are members of Generation Z, which includes individuals born after 1994. About 29

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million strong, they are a more diverse and global generation than the generations before them. More than half of their income
comes from allowances from caregivers, and 81 percent of them are dependent on others for basic living expenses. This
audience has a sixth, seventh or eighth grade education level.
Psychographics
Middle school students prefer to communicate online; texting, rather than talking, is the norm. Playing outdoors is not the
norm, and they have never known a world without technology. Their lack of physical activity contributes to their generations
high rate of obesity. Their generation is known for short attention spans. It only takes a few seconds to perform a Google
search, and even texting, a shortened conversation as it is, has become flled with abbreviations. Instant gratifcation is the
most important thing to this generation. They are highly competent in technology and have increased technology use. They
are the frst generation to exercise adolescent independence on the Internet, meaning they can fnd information without the
assistance of teachers or parents. Because of their heavy technology use, they are highly aware of visual appeals. They have
lived their entire lives immersed in digital technologies. This generations main medium for encountering brand information
is television.
Secondary Audiences
Baton Rouge Community
The Baton Rouge community needs to know the bullying problems within their residential area. It is important for parents and
guardians, as well as administration, faculty and staff members of the private and public schools, to know the best policies
and procedures to handle bullying.
Community Organizations
We partnered with various community organizations to become an aggregate source of information to our primary audiences.
After the campaign ends, Boys & Girls Club of Greater Baton Rouge and The Recreational and Park Commission for the
Parish of East Baton Rouge (BREC) will carry on our messages and educational program within their summer camps and
after-school programs.
Demographics
Baton Rouge residents number around 230,000, and the community is largely comprised of members of the millennial
generation. Sixty-two percent of people in this generation are civilian employees, 10 percent are unemployed, 28 percent are
not in the labor force, and one percent are in the armed forces. The median household income for this population in 2008
dollars was $58,620. Of this population, 54 percent live in the suburbs. Three-fourths of those in the millennial generation
have never been married, while 21 percent are married and only four percent are separated or divorced. Compared to older
generations at their ages, this generation shows lower numbers in rates of marriage, percent who identify as white, percent
who end their educational journeys after high school and percent who choose to live in towns and rural areas. The population

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GOAL, OBJECTIVES, STRATEGIES AND TACTICS
Goal: To stigmatize bullying behaviors with a strong emphasis on cyberbullying and to create a community that stands
against bullying and encourages bystanders to support victims.
Objective 1: To improve actions regarding bullying behaviors, bullying effects and bullying prevention strategies in 75 percent
of 1,500 Baton Rouge middle school students by Feb. 28, 2013.
Strategy 1: Hold in-school and after-school educational sessions in an interactive setting to motivate Baton Rouge middle
school students to stop and prevent bully behavior.
Rationale: The Boys & Girls Club of Greater Baton Rouge suggested the best method for reaching middle school
students was to directly communicate with them in an entertaining and interactive setting. Also, to most effectively aid
Boys & Girls Clubs wishes to enter middle schools, we developed a program they could easily continue.
Tactic 1: Create informative, entertaining educational program to implement at educational sessions. Our educational
programs aimed to gauge students understanding of bullying and to correct any misconceptions. We also explained our
campaign name and the tbh Facebook game to encourage them to not use the game in a bullying manner.
Tactic 2: Create interesting, relatable informational video to utilize during educational program. Our informational
video capitalized on the familiarity Baton Rouge students have with LSU athletes by featuring them. Former and current LSU
athletes described their bullying experiences and offered advice to students dealing with bullying.
Tactic 3: Utilize incentives to encourage participation in the educational sessions. The To Be Honest team found that
using incentives produced more participation; therefore, we utilized wristbands, campaign buttons and candy.
Tactic 4: Distribute pledge cards at educational sessions. To create a sense of accountability with the students, we used
pledge cards that explained the reasons why they were signing their name and what they were committing to.
Strategy 2: Motivate Baton Rouge middle school students through interactive media.
Rationale: Research shows that middle school students prefer to communicate online, and they are the frst
generation to exercise independence on the Internet by fnding information without assistance.
Tactic 1: Create a captivating website to centralize campaign information. The To Be Honest team created a website to
THEME AND KEY MESSAGES
The To Be Honest campaign theme was What do you
stand for? We generated this theme from the popular
song, Some Nights, by Fun. Our campaign theme
collaborated with our central message to urge Baton Rouge
middle school students and community members to Stand
Against Bullying. The campaign team recognized that
different members of the audience would have different
bullying roles, so we used this broad, simple message to
appeal to all audience members.
Our overall Stand Against Bullying message was also
narrowed further into three messages tailored to each
segmented target audience by the groups roles in bullying:
students who bully, victims and bystanders.
Each message was carefully written to apply specifcally
to the segments of the target audience and to encourage
segmented audience members to take the appropriate
action to Stand Against Bullying, given their positions.
shows high rates, compared with older generations at the same ages, in the percent who choose to live in the suburbs,
percent who identify as Hispanic and percent who attend some college or four years of college or more. This generation has
the highest median household income compared to other generations at the same age.

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become the online hub for our campaign. It included information regarding bullying and To Be Honest. The team promoted the
website on all distributed materials. At educational sessions, each student received a sticker with the To Be Honest website
address.
Tactic 2: Develop a hypothetical diary of a bullied kid blog on WordPress. Our Wordpress blog depicted the story of a
bullying situation and the hypothetical victims response to create a relatable, informative resource for students.
Tactic 3: Create a YouTube channel that contained LSU athlete testimonials and the informational video. The YouTube
channel offered individual testimonials and our campaign videos to allow students to learn more about bullying and to share
our informative resources with others.
Strategy 3: Hold To Be Honest table-sit at BREC Extreme Sports Park to motivate BREC visitors to stand against bullying.
Rationale: BREC indicated the Extreme Sports Park would be a good location to reach our target audience.
Tactic 1: Create and distribute postcard invitations at educational sessions. To encourage middle school students to
attend the To Be Honest table-sit, we gave them postcard invitations that included the address, time and date of the event.
Tactic 2: Generate give-aways to encourage participation in the To Be Honest table-sit. BREC Extreme Sports Park is
an active park flled with many strenuous activities including skateboarding, rock climbing and cycling. To quench thirst and
satisfy stomachs, the To Be Honest team brought water bottles and granola bars to the table-sit.
Tactic 3: Distribute pledge cards throughout the park. To create a sense of accountability with the visitors, we used
pledge cards that explained the reasons why they were signing and what they were committing to.
Tactic 4: Play educational video to educate visitors about bullying. The To Be Honest team used the informational video
to encourage visitors to take the pledge and stand against bullying. The video educated viewers on best practices to deal with
and prevent future bullying through personal testimonials from LSU athletes and club athletes.
Tactic 5: Show website and its features to encourage visitors to fnd more information. The To Be Honest team
displayed the website pledge page, so visitors could see their names being added.
Tactic 6: Engage individual members of crowd to educate them on bullying and encourage them to stand with us.
The To Be Honest team approached park visitors to introduce the To Be Honest campaign and invite them to visit the table-sit.
Strategy 4: Attend Park Forests Coffee and Conversation parent conference to motivate attendees to encourage their
children to stand against bullying.
Rationale: Park Forests guidance counselor invited the To Be Honest team to its Coffee and Conversation with
parents, teachers, school administrators and law offcials to lead the bullying section of the bullying and gun violence
meeting. The To Be Honest team felt that by responding to this request, we would have the opportunity to indirectly
reach our middle school target audience through the adults in their lives. Also, research shows bullying situations
decrease when an adult steps in.
Tactic 1: Prepare a 30-minute presentation with questions and answers. Our presentation included bullying statistics,
prevention strategies, a brief segment of our informational video and tips adults can give children who experience bullying.
Tactic 2: Distribute newsletter to attendees. The newsletter provided an overall explanation of the To Be Honest campaign
with dates of events and the To Be Honest interactive platforms.
OBJECTIVE 1 OUTCOME - EXCEEDED:
Through the educational sessions, interactive media, table-sit and the Coffee and Conversation event, To Be Honest
reached at least 1,738 middle school students - 116 percent of our original goal.
The educational sessions allowed us to collect 1,168 pledges from 1,538 students, which indicates 75.9 percent of
students pledged to stand against bullying.
The comment cards revealed that after viewing our program, 90 percent of students had a better understanding of
bullying behaviors, effects and prevention strategies, indirectly enhancing students abilities to stand against bullying.
The comment cards also revelead that of the 228 students who had used tbh in a mean way before, 30 percent
would not use it in a mean way in the future.

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Objective 2: To improve awareness about bullying among 2,000 individuals in the Baton Rouge community by Feb. 28, 2013.
Strategy 1: Form a partnership with The Recreation and Park Commission for the Parish of East Baton Rouge (BREC).
Rationale: To create familiarity and credibility with the Baton Rouge community and to increase the longevity of To
Be Honest, the team partnered with BREC.
Strategy 2: Form a partnership with The Boys & Girls Club of Greater Baton Rouge.
Rationale: To create familiarity and credibility with the Baton Rouge community and to increase the longevity of To
Be Honest partnered with The Boys & Girls Club of Greater Baton Rouge.
Strategy 3: Use local media to publicize the problems that surround bullying to the Baton Rouge commmunity.
Rationale: Media is a crucial source that can create credibility and awareness for campaigns. For this reason, we
utilized the media for our campaign. Also, it allows our campaign to reach audiences who had not found To Be Honest
on social media or could not attend campaign events.
Tactic 1: Distribute press release for the start of the To Be Honest campaign. We sent out a press release at the start of
the campaign to inform local media of the campaigns purpose. We were hopeful to generate coverage in local media outlets
to raise awareness with our target audiences about the campaign.
Tactic 2: Distribute press release for the To Be Honest Stand Against Bullying Day. In order to raise awareness for
Stand Against Bullying Day, we sent out a press release to all local media outlets to generate coverage.
Strategy 4: Reach Baton Rouge community through an interactive online setting to spread our campaign message of standing
against bullying.
Rationale: Research shows campaigns that participate in social media garner more participation. To Be Honest also
found social media to be the most cost-effective manner to spread awareness of the campaign.
Tactic 1: Create Instagram profle. We created an Instagram profle to reach our target audience through visual communication.
Tactic 2: Create Tumblr page. The To Be Honest team utilized Tumblr because it has 96 million users that tend to be from
the younger generations, who are our target audience.
Tactic 3: Create Twitter account. Our Twitter account provided three to four daily messages encouraging followers to stand
The To Be Honest table-sit, we collected 110 pledges, indicating that 73 percent of the visitors approached would
stand against bullying.
The website had 876 people visit and had a returning visitor rate of 37.92 percent.

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against bullying.
Tactic 4: Create Facebook page-. Through Facebook, the To Be Honest team connected with the Baton Rouge community.
Tactic 5: Distribute newsletter through The Recreation and Park Commission for the Parish of Baton Rouge email
contacts.
BREC sent the newsletter to more than 400 people.
Tactic 6: Distribute newsletter through the Boys & Girls Club of Greater Baton Rouge email contacts.
Boys & Girls Club of Greater Baton Rouge sent the newsletter to more than 1,100 people.
Tactic 7: Create website. (See Objective 1, Strategy 2, Tactic 1)
Strategy 5: Hold To Be Honests LSU Baseball Season Opener tailgate to target the Baton Rouge community and encourage
them to stand against bullying.
Rationale: LSUs baseball games, on average, have more than 12,000 attendees. To Be Honest held a tailgate in
two prime locations outside and inside the stadium to encourage participation from these attendees.
Tactic 1: Create and distribute postcard invitations at educational sessions. To encourage middle school students to
attend the To Be Honest tailgate, we gave them postcard invitations which included the address, time and date of the event.
Tactic 2: Distribute pledge cards to visitors of the tailgate. To create a sense of accountability with the visitors, we used
pledge cards that explained the reasons why they were signing and what they were committing to.
Tactic 3: Play informational video to educate visitors about bullying. (See Objective 1, Strategy 3, Tactic 4)
Tactic 4: Distribute incentives to encourage participation. When baseball fans visited our tent, they had the option of
taking a campaign button or wristband.
Tactic 5: Drive traffc to our tailgate and website through LSU Baseball announcement. During the seventh inning
stretch, LSU Baseball announced a 15-second message about the To Be Honest campaign and tailgate.
Tactic 6: Drive traffc to our tailgate and social media through LSU Baseball Twitter mentions.
The To Be Honest team spread awareness of bullying to 2,272 people through our interactive community and the tailgate -
113 percent of our original goal.
The interactive community allowed the campaign to connect with 2,104 people.
The To Be Honest tailgate allowed the campaign to obtain 172 pledges to stand against bullying.
The To Be Honest campaign had 473,057 impressions resulting in $15,046 public relations value from the 10 media networks
that covered our campaign. We received coverage from the following media outlets: The Advocate, The Times-Picayune,
The Daily Reveille, DIG Magazine, 225 Magazine, KLSU 91.1 FM, WAFB TV, WBRZ TV, Manship Centennial website and
the Manship School website.
Objective 3: To engage 500 individuals in an interactive community that stands against bullying by Feb. 28, 2013.
Strategy 1: Establish online campaign-specifc outlets to provide an outlet for the interactive community to engage in the To
Be Honest campaign.
Rationale: Social media platforms are perfect outlets to encourage individuals to engage in campaigns, and one can
measure the level of engagement on social media platforms.
Tactic 1: Create Instagram profle. (See Objective 2, Strategy 4, Tactic 1)
Tactic 2: Create Tumblr page. (See Objective 2, Strategy 4, Tactic 2)
Tactic 3: Create Twitter account. (See Objective 2, Strategy 4, Tactic 3)
Tactic 4: Create Facebook page. (See Objective 2, Strategy 4, Tactic 4)
Tactic 5: Create website. (See Objective 1, Strategy 2, Tactic 1)
Tactic 6: Create blog. (See Objective 1, Strategy 2, Tactic 2)

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Tactic 7: Create YouTube channel. (See Objective 1, Strategy 2, Tactic 3)
Strategy 2: Promote the interactive community throughout Baton Rouge community to encourage the participation in the To
Be Honest campaign.
Rationale: Through our primary and secondary research, we found our target audiences are a part in todays social
media age; therefore, people are more likely to engage through an interactive community than via many traditional
methods.
Tactic 1: Hang posters and fiers to publicize campaign and campaign-specifc outlets. We hung 200 posters and fiers.
Tactic 2: Include webisite URL, social media outlet information and a QR code on deliverables. Through deliverables,
To Be Honest cohesively promoted the interactive community available.
Tactic 3: Drive middle school students to interactive media during educational sessions. (See Objective 1 Strategy 1)
Strategy 3: Collect pledges to stand against bullying from Baton Rouge middle school students and online community
Rationale: By having the opportunity to pledge to stand against bullying, we created an accountability system that
individuals and the community could partake in.
Tactic 1: Collected pledges at educational sessions. (see objective 1, Strategy 1, Tactic 4)
Tactic 2: Collected pledges at To Be Honests table-sit. (see Objective 1, Strategy 3, Tactic 3)
Tactic 3: Collected pledges at To Be Honest LSU Baseball tailgate. (see Objective 2, Strategy 5, Tactic 2)
Tactic 4: Utilize campaign website to collect pledges from visitors. We implemented a pledge page on our website to
more easily allow individuals to take the pledge.
Tactic 5: Display names of those who have pledged on website. The To Be Honest team utilized the pledge page to
display names to encourage visitors to take the pledge and to solidify the commitment people made to stand against bullying.
Strategy 4: Hold To Be Honests Twitter question-and-answer fnale event for the Baton Rouge and interactive community.
Rationale: In order to reach individuals that we couldnt directly reach, To Be Honest hosted a Twitter question-and-
answer session that allowed them to participate in the To Be Honest campaign.
Tactic 1: Promote event at educational sessions. (see Objective 1, Strategy 1, Tactic 1)
Tactic 2: Promote event on newsletter. The newsletter was distributed at Park Forests Parent Conference (See Objective
1, Strategy 4, Tactic 2), was delivered to BRECs mail contacts (See Objective 2, Strategy 4, Tactic 5) and was delivered to
Boys & Girls Clubs mail contacts. (See Objective 2, Strategy 4, Tactic 6)
Tactic 3: Promoted on social media networks. During the week leading up to the campaigns Twitter event and conclusion,
we announced reminder tweets and Facebook posts, letting followers know the date, time and purpose of the event to
encourage participation.
Tactic 4: Prepare questions and answers to engage in discussion. We prepared some conversation-starting prompts to
encourage participation near the beginning of the event and when conversation slowed. We made available all information
necessary to answer questions asked during the event.
The To Be Honest team used only fve of the 15 prepared questions because the 27 people who engaged in event
were very active. We answered 26 questions.
Strategy 5: Promote To Be Honests and Baton Rouges Stand Against Bullying Day.
Rationale: Mayoral proclamations provide credibility and awareness for campaigns.
Tactic 1: Obtain mayoral proclamation.
Tactic 2: Utilize #TBHStand to encourage communitys participation in Stand Against Bullying Day. To gauge
participation of Stand Against Bullying Day, we connected our hashtag to the day. We encouraged the Baton Rouge
community to show its support by posting pictures of themselves wearing green using the hashtag.
Tactic 3: Announce Stand Against Bullying Day on all To Be Honests social media networks. After we obtained

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the offcial proclamation, we announced our Stand Against Bullying Day on each of our campaign online outlets, including
information like the date, challenge to wear green and a picture of the proclamation.
CONCLUSION
Over the course of one month,
the To Be Honest campaign
surpassed every expectation,
generating huge support from the
LSU and Baton Rouge community.
Our team collected pledges from
students, parents, teachers and
other members of the Baton
Rouge community to stand against
bullying. Students pledged to stand
for honesty, courage, equality,
responsibility, friendship and many
other respectable qualities.
While our team faced several
daunting challenges, we feel
proud of our acomplishment in
overcoming obstacles, such as
diverse audiences and fnancial
limitations. The 20 educational
programs we led at public and
private middle schools were a
huge success; 90 percent of the
1,538 students we spoke to said
they had a better understanding
of bullying behaviors, effects and
prevention strategies after viewing
Campaign Effectiveness
Social Media
Traditional Media
Campaign Tactics
our program.
In summary, To Be Honest led 20 educational progams at six schools and hosted three campaign events. We reached
more than 15,000 people. Our 10 media segments resulted in 473, 057 media impressions and $15,046 in public relations
value. Our parternships with Boys and Girls Club of Greater Baton Rouge and The Recreation and Park Commission for the
Parish of Baton Rouge (BREC) ensured that our campaign will continue past February with both partners plans to use our
materials at their after-school and summer programs.
To Be Honest took on the important issue of bullying middle school students deal with every day and provided tools to
change bullying encounters in their lives. The To Be Honest invites you to join the 1,619 Baton Rouge supporters who
pledged to Stand Against Bullying!
The To Be Honest campaign had 5,348 engagements in the campaign 1,069 percent of our original goal. We had:
The campaign had 53 loyalists followers.
The campaign had 1,690 committed followers who supported our campaign with retweets, use of hashtag,
etc.
The campaign had 777 active followers who followed, commented, etc.
The campaign had 2,125 casual users who liked, were unique visitors, etc.
The campaign had 703 lurking viewers who saw our outlets and increased our number of impressions.
From comment cards completed, we found that 70 percent of the students said they would visit our social media sites.
Target
Market
Reached
Website Facebook Twitter Instagram YouTube Wordpress
Primary
Secondary
Target
Market
Reached
The
Daily
Reveille
KLSU WBRZ
The
Advocate WAFB
Manship
School
Website
Manship
Centinnal
Website
DIG
Magazine
NOLA.COM
| Times-Pic-
ayune
Primary
Secondary
Target
Market
Reached
Educational
Sessions
BREC
Table-sit
LSU
Baseball
Tailgate
Pledge
Cards
Informational
Video
Postcard
Invitations
Primary
Secondary
Coffee &
Conversation
Event
Parent
Newsletter
BREC
Partnership
Boys &
Girls Club
Partnership
Postcard/
Fliers
Mayoral
Proclamation
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Weissbourd, R., & Jones, S. (2012). Joining Hands Against BULLYING. Educational Leadership, 70(2), 26-31.
Williams, K. C., & Page, R. A. (2011). Marketing to the Generations. Journal of Behavioral Studies in Business,
3. Retrieved from http://www.aabri.com/manuscripts/10575.pdf.
Williams, S. (2010). WELCOME TO GENERATION Z. B&T Magazine, 60(2731), pg. 12.
YMCA. (2012). Youth Development. Retrieved December 3, 2012, from
http://www.ymcabatonrouge.org/AboutUs/areasoffocus/youthdev
13
Yoursphere Media Foundation and Coalition. (2012). I Choose Anti-Bullying Campaign. Retrieved
Dec. 20, 2012 from http://whatdoyouchoose.org/
Youthoria: Its All About YOUth. (n.d.). I am a bully, what can I do? Retrieved January 20, 2013, from
http://www.youthoria.org/home/life/relationships/relationships-bullying/1239707769.175/
14
Appendix A: SWOT
SWOT Analysis
Summary of Challenges
To Be Honest faces a great challenge in reaching the target audience because of the large volume of social media
the target audience is exposed to each day, particularly those messages that are more visual and appealing to
the target audience (Eletherld Smith, 2012). Most people in the target audience are drawn to original content
and are often accessing more than one social media site at once (Baton Rouge Area Chamber, 2012). To Be
Honest will have to create original content that appeals visually and contains relevant and popular information to
expose high numbers of the target audience to the campaign. Due to the target audiences need to belong, the
campaign will have to encourage most audience members to become followers in the movement towards anti-
bullying (Marketing to the Generations, 2011).
To Be Honest also faces limited funding due to Bateman Case Study Competition guidelines and will have to
rely on local organizations and companies to make in-kind donations. However, the campaign expects to fnd that
a limited number of in-kind donations will be offered due to the current economic recession (Radio Advertising
Bureau, 2012).
Strengths
1. To Be Honest will be developed by fve
upperclassmen in the Manship School of Mass
Communication at LSU.
2. To Be Honests team is familiar with social media
and has experience running organizations pages and
accounts.
3. To Be Honests team will be able to produce
relatable materials for the target audience because the
team is younger than most board members of other
anti-bullying organizations.
Weaknesses
1. To Be Honest will be limited by funding regulations
as issued by PRSSA; the campaign may use only
$300 in expenses and $1,000 in in-kind donations.
2. To Be Honest is a high-involvement campaign,
meaning it requires more thought for the audience to
accept.
3. To Be Honests name faces challenges in the target
audiences diffculty differentiating the campaign from
the commonly known social media bullying tactic,
TBH.
Opportunities
1. To Be Honest recognizes there is a growing
awareness of bullying as a problem in the greater
school community (Adams, 2007).
2. To Be Honests target audience appreciates current,
interactive and original content, and timely responses
(Baton Rouge Area Chamber, 2012).
3. To Be Honests target audience often interacts with
more than one media message at a time, frequents
social networking sites and seeks online information
independently (Eletherld Smith, 2012).
Threats
1. To Be Honests target audience values peer
acceptance and belonging and makes buying
decisions with the intent to ft in with the crowd
(Marketing to the Generations, 2011).
2. To Be Honest will face a potential disrupt to the fow
of information because of the timing of the Louisiana
D.A.R.E. program and Mardi Gras break.
3. To Be Honests potential monetary supporters will
be less likely to make in-kind donations because the
economic recession has left them with fewer total
funds (Radio Advertising Bureau, 2012).
A2
Analysis of Objectives & Strategies
Campaign, price, place and promotion have strong effects on the strengths and weaknesses of the To Be
Honest campaign. The campaigns main strength will be its innovative perspective on anti-bullying, and its
main weakness will be its initial lack of visibility to the audience.
Price is a very important factor to our campaign. We need to be very cost-effcient because our
funding is limited. We may only use $300 in expenses and $1,000 of in-kind donations. To our
advantage, the campaign has fve creative and inventive team members who will be thoroughly frugal.
The main focus of our campaign will be Baton Rouge residents; therefore, we will be publicizing
throughout the Baton Rouge community. This will minimize our campaigns weaknesses by
concentrating our efforts mainly in a small area, which will expand our campaign to more residents
attention.
We will be promoting the To Be Honest campaign through many different avenues, such as fiers,
postcards, programs and social media. The campaign will utilize Facebook, Instagram, Twitter,
Tumblr, YouTube and Wordpress; by implementing the campaign through many outlets, we will
enhance our campaigns strengths while diminishing its weaknesses. We will also communicate with
local radio and news outlets to promote our campaign outside of schools.
Successful past anti-bullying campaigns used various outlets of communication such as social media,
sponsorships and endorsements. Possible marketing outlets for the To Be Honest campaign are:

Social Media: Facebook, Twitter, Instagram, Pinterest, YouTube, YourSphere, Viddy, Wordpress
Sponsors/Partners: BREC, Boys and Girls Club of Greater Baton Rouge, Boy Scouts, Girl Scouts
Endorsements: LSU Athletes, past and present
The current awareness of anti-bullying issues in Louisiana may be higher than usual because a few anti-
bullying bills passed in the Louisiana House during the 2012 legislative session. These bills are now on the
Louisiana Senate foor awaiting fnal approval. Unfortunately, the anti-bullying awareness concerning the bills
peaked in May due to the end of Louisiana Houses session (Stop Bullying Louisiana, 2012). Governor Bobby
Jindal announced that he signed House Bill 1259 into law on July 9, 2013. The law makes cyberbullying a
crime in Louisiana.
Analysis of Competitive Considerations
The major competitive players of our anti-bullying campaign are campaigns that can distract our target
audience.
The Great American NO BULL Challenge: This challenge allows students to enter a national video
contest in which winners are presented and walk the red carpet at the Teen Video Awards Show. The
contest helps promote anti-bullying efforts (No Bull Teen Video Awards, 2012).
I Choose Anti-Bullying Campaign: A social media site, YourSphere, sponsors this campaign. Its
goal is to increase funding to aid anti-bullying efforts and to spread awareness (Yoursphere Media
Foundation and Coalition, 2012).
Not In Our Schools Movement: This movement aims to create safe environments in schools
where stereotypes and hate are non-existent (Not in Our Town, 2012).
Our campaign will be similar in that we will use the same social media vehicle. Ours will be unique in the
aspect that we have smaller budgets and a shorter time span to prepare for the implementation of our
campaign. Also, these campaigns are nationally focused, while ours is targeted to a smaller audience.
A3
Analysis of Creative History
High or low involvement
To Be Honest is a high-involvement campaign. High-involvement campaigns, by nature, require lengthy time
periods for consumption because careful consideration occurs before acceptance (Michaelidou, Nina and Dibb,
Sally, 2008).

The campaign should address both the rational and emotional aspects of a high-involvement
campaign, appealing both to the head and to the heart.
To diminish the negative effects of a high-involvement campaign, we will focus on our campaigns benefts in
advertisements while appealing to our audiences emotions with music and visuals. This will differentiate our
campaign from competing campaigns, allowing us to garner the attention of our desired audience.
Campaign Benefits
This campaign will create the following benefts related to the target audiences need for control:
To Be Honest will alleviate guilt by helping bullied victims realize it is not their fault, and they are
not the problem.
To Be Honest will alleviate victims fear of the abuse by providing resources to help them prevent
and stop further abuse.
To Be Honest will show bullies the harsh consequences of their actions.
To Be Honest will teach bystanders to eliminate the unpleasant consequences that result from
acts of bullying.
This campaign will create the following benefts related to the target audiences need for companionship:
To Be Honest will increase feelings of acceptance and belonging for victims, bullies and
bystanders by highlighting commonalities within the target audience, indirectly creating
friendships that encourage support and eliminate the acts of bullying.
To Be Honest will improve the self-image of victims, bullies and bystanders by providing access
to information, shared experiences and support systems.
This campaign will create the following benefts related to the target audiences need for confdence:
To Be Honest will increase the skills and knowledge of victims, bullies and bystanders by
teaching about the effects of bullying and how to stop bully behavior.
To Be Honest will improve status and reputation of victims, bullies and bystanders by utilizing
creative approaches that coincide with the popular topics of their generation.
Campaign Time Frame and Consumption
To Be Honest is a month-long implementation campaign with three months of preparation. The campaign is
primarily aimed at Baton Rouge students in sixth, seventh and eighth grades between the ages of 11 and 14.
The secondary audience is the general Baton Rouge community. The campaign will advertise using social media
and news outlets. Social media will also be used as a gathering tool to provide information and an outlet of aid
to individuals that campaign reaches.
The campaign will decrease the amount of bullying that occurs via social media by providing information that will
identify the bullies, inform the bystanders and help the bullied. It will identify bullies by clarifying types of bully
behavior and inform bullies of the harsh unintended consequences of their actions. It will encourage bystanders
to speak up and take action against bullies and to help individuals they witness being bullied. It will help the
bullied by offering them information about reporting bullying and providing them outlets to express their anger,
guilt or fear toward bullying.
A4
Analysis of the Target Audience
Target Audience
The primary target audience for To Be Honest is Baton Rouge Parish middle school students in sixth, seventh
and eighth grades. For audience research purposes, the campaign focuses on the Digital Native Generation or
Generation Z, meaning those who were born after 1994 and are currently 18 years of age or younger (Williams,
K.C., 2011).
The secondary audience for the To Be Honest Campaign is the Baton Rouge community.
Segmentation Strategy
To Be Honests target audience can be segmented in several ways. The target audience is made up of middle
school students in sixth, seventh and eighth grades. The campaign focuses on Generation Z or the Digital
Native Generation. This generation of about 29 million people is currently 18 years of age or younger. The
campaign focuses specifcally on those between 11 and 14 years of age. Demographics show more than half
of the income of 13- to 15-year-olds in this generation comes from allowances from caregivers, and 81 percent
of them are dependent on others for basic living expenses. The target audiences educational level is a sixth,
seventh or eighth grade understanding.
Psychographics show the target audiences generation has grown up with multiple media messages bombarding
them constantly; they have never known a world without the Internet. This generation is the most diverse and
most technologically advanced to date. They value peer acceptance and belonging, even defning their self-
concepts by their group memberships. They are an optimistic, confdent, imaginative generation that highly values
security, authenticity and strong moral values. They are a diverse generation with an array of backgrounds. They
enjoy observing their peers, and social networking sites allow them to build groups of close friends across the
globe through online interactions.
They frequently multi-task, and they are more aware of advertising and marketing tactics (Williams, S., 2010). They
are highly environmentally conscious as a result of their upbringing in the midst of climate change discussions
(Punchard, 2011).
Geographically, the campaigns target audience resides in and attends public and private middle schools in East
Baton Rouge Parish in Louisiana.
Behaviorally, this group interacts with technology and media messages more often than generations before
them. They often take in more than one media message at one time, such as watching television while on the
Internet. Twenty-fve percent of the media interactions of Americans between eight and 18 years old are with
multiple media.
Buying Decisions
The campaigns target audience cares greatly about what they wear, and they often make purchases independently.
Parents and grandparents of the target audience also buy goods for them. Their generation has $43 billion in
spending power, and they impact another $600 billion in their families spending, including family, food and
vehicle purchases. Their main areas of spending are normally video games, cosmetics, fashion and music. They
have especially strong infuences over their haircuts and wardrobes. Their buying decisions are made with the
intent to ft in with the crowd.
The target audiences generation is expected to seek online information independently and will require creative
approaches due to their high awareness of marketing and advertising (Adams, 2007).
A5
Motivation
The campaigns target audience encounters brands most frequently through television commercials, and they
respond especially well to product messages that promise peer acceptance. They value civic service, so appeals
containing the common good are effective with this group. They have short attention spans and are highly
aware of visuals. They appreciate current, interactive and original content, and timely responses online.
The target audience appreciates participation opportunities, value-added content and unique communications
rather than mass messages. Members of Generation Z also value content that is easy to share with friends
(Eleftherid Smith, 2012).
The target will likely connect the brand with the Facebook cyberbullying trend, TBH, from which To Be Honest
derives its name.
Analysis of the Geographical Area
Brand Region
The Baton Rouge metropolitan area is a nine-parish region with a population of 802,000 located between the
major cities of New Orleans and Lafayette. The region has grown 14 percent over the last 10 years, according
to the 2010 Census. East Baton Rouge Parish is Louisianas most populous parish. Additionally, Ascension and
Livingston parishes experienced the highest parish population growth in the state, growing just under 40 percent
(Stirling Properties, 2011).
The East Baton Rouge Parish School System (EBRPSS) recently began a new strategic plan developed by the
Committee for Educational Excellence. Additionally, in 2012, EBRPSS hired a new superintendent (Baton Rouge
Area Chamber, 2012). These two events make it an opportunistic year for the To Be Honest campaign to lead
and progress educational anti-bullying initiatives across the parish.
The To Be Honest Campaign aims to raise awareness of the effects of cyberbullying in the Baton Rouge
metropolitan area parish with the strongest commercial and retail sales: East Baton Rouge Parish. These
populous areas house the most retail opportunities for consumers with several small businesses, shopping
malls, strip malls, casinos and attractions. Therefore, the collateral materials produced by the To Be Honest
Campaign should be allocated throughout the parish.
Regional Media Exposure
Traditional and nontraditional public relations tactics will gain media exposure for our anti-bullying campaign.
Distribution of press releases and extensive social media networking are among these mixed mediums. The To
Be Honest campaign will focus on local media outlets to promote its anti-bullying program. Local news stations,
including WAFB, WBRZ, WGMB and WVLA, have an opportunity to promote the campaign on telecast. By
reaching audiences watching the news, To Be Honest Campaign hopes to gain the support of parents in the
greater Baton Rouge area.
Budget Allocation Exposure
Regionally, the metro market spending has been slowly but steadily increasing since 2010 (Baton Rouge Area
Chamber, 2012). Thus, business owners are growing more optimistic about the regional economy. To Be Honest
campaign can capitalize on this growth because the age group of the targeted youth audience cares immensely
about brand recognition and popularity among peers. Therefore, the campaigns budget should be distributed
almost evenly among a variety of collateral and local media coverage to reach target audiences.
A6
Analysis of Media Timing
Media Schedule:
To Be Honest has an opportunity to implement a media schedule that will raise awareness of the organization
and its cause. There are three types of schedules to choose from: continuous, fighting and pulsing.
A continuous media schedule is a timing pattern in which messages are scheduled continuously
throughout a designated time period. This would not work well with To Be Honest because, during
the summer, the campaign would be fairly irrelevant; therefore, utilizing the media during this time
would be ineffective.
A fighting media schedule is a continuity or timing pattern in which messages are scheduled
to run during intervals of time that are separated by periods in which no advertising messages
appear for the campaign, which are called a fight. Again, this schedule would not work for our
campaign because when school children are on vacation, media coverage would be irrelevant.
A pulsing media schedule is a timing pattern in which there is an obvious variation of media
spending in the media schedule, meaning some periods are heavier in message advertisement
than others. We believe that this type of schedule would work best with our campaign because it
allows us to choose specifcally cohesive times for media coverage (Radio Advertising Bureau,
2012).
Launch Timing:
The campaign will be launched Feb. 1, 2013 and will last until Feb. 28, 2013, as directed by the Bateman
Case Study Competition rules. This will be during the same time that other universities will be launching their
campaigns. To Be Honest is a localized campaign; it will not face much competition from the other universities.
The Competition:
To Be Honest faces competition from various local and national campaigns that advertise at different times of the
year with variant spending levels. Local competition includes Stop Bullying Louisiana, Bullying Stops with Me,
the Louisiana D.A.R.E. program, and an anti-bullying TV series by Louisiana Public Square.
Stop Bullying Louisiana is a coalition group formed around pushing the School Bullying Prevention
Act of 2012 and featured a petition that is now closed.
Bullying Stops with Me is a campaign that began in 2010 to help with bullying and features many
YouTube videos but has not posted anything in a year.
The Louisiana D.A.R.E. program is implemented in local schools once a year for a designated
time period but features no additional advertisement.
Louisiana Public Square produced a TV series called Bullying in LA that has aired once a month
since August 2012 and ended in December 2012, but not much advertising has been produced
for the series.
National Competition includes Stopbullying.gov, Great American NO BULL Challenge and PACERs National
Bullying Prevention Center.
Stopbullying.gov is a federal website that spreads awareness of bullying and using various forms
of social media. The website has Twitter and Facebook accounts to which they post two to three
times a week. The website also has a YouTube channel to which they last posted videos two
months ago.
The Great American NO BULL Challenge is a national video contest that encourages students in
grades six through 12 to submit entries. The contest will take place from Jan. 11, 2013 through
March 29, 2013 and is promoted via press releases and educators during the competition time
frame.
A7
PACERs National Bullying Prevention Center is an organization that helps to educate students
about bullying with frequent messages in the month of October.
From these campaigns and organizations, it can be said that advertising and public relations efforts are heavily
focused in the fall and mostly through social media accounts and websites. In order to combat the obvious
online competition and the organizations that work through the schools, we will work to appeal to students by
making To Be Honest more user-friendly and relatable. We should exceed the amount of public relations that our
competition utilizes, so that we may stand out. We should primarily use social media but will need to fnd a way
to cut through the clutter and reach our target audience.
Campaign Timing:
The campaign will be most effective when students are in school. The campaign should be made seasonal by
excluding holiday vacations. The Mardi Gras holiday will disrupt To Be Honest because schools have a break.
We should expect a lack of views and interest between Feb. 9 and Feb. 14. Valentines Day will also fall during
the time frame of the campaign so utilizing both holidays will be advantageous to the campaign.
Focusing on the hours before and after school will help to reach the target audience more effectively. Relaying
the message during the hours that school is in session will not be effective because the target audience will be
unable to see it. Facebook and other social media sites are accessed by 65 percent of users when they are not
at work or school. It would be best to send out messages around 3 p.m. and 8 p.m. on weekdays because these
times represent the biggest usage spikes (Warren, 2010).
Media support will be needed when promoting To Be Honests events. We will reach the appropriate audience
using press releases and other various deliverables. Using deliverables will supplement the messages relayed
through To Be Honest campaigns website and social media accounts.
Analysis of the Media Mix
Media Usage of the Target Audience:
In order to best match the lifestyle of the target audience, we should use social media to relay our message.
Ninety percent of 13- to 17-year olds use some form of social media, and three out of four teens have profles
on a social networking site. Using Facebook would best reach the target audience because 68 percent of teens
use Facebook as their primary means of social media, whereas Twitter is used by only six percent of teens. Half
of teens visit social media sites daily with more than a third visiting their main site several times a day. One in
four teens are qualifed as heavy users and visit two or more sites every day (Common Sense Media Inc., 2012).
The Competition:
The competition mainly uses websites and/or social media to reach the target audience. The faw in all of the
competing organizations plans is that they fail to update and post to their sites regularly. To Be Honest would
have an obvious advantage because LSUs Manship School of Mass Communication has placed high priority
in teaching social media to its mass communication students; therefore, the team members have a stronger
understanding of the best ways to utilize social media. The team is also younger and more profcient in the use
of social media, which will allow for more relatable posts by the To Be Honest campaign.
To Be Honest Campaigns Media Usage:
To Be Honest should use social media as its primary medium because of the number of teens using social media.
Delivering messages via social media will be the most effective way to direct teens to the To Be Honest website.
Second to social media will be the use of media deliverables to garner an audience so that schools and local
media will be aware of the campaign. The message will need to be simple yet capable of delivering information
about the organization and the resources To Be Honest offers to the target audience. The message will need
to be tailored to the various social media outlets used, and it will need to be easy for the target audience to
understand.
A8
Creative strategy will be powerful in generating response to social media, but unless it is specially
tailored to print media, then it will not be able to relay the message accurately across all media. Using a
creative strategy that appeals strongly to teens will generate awareness because image is important in
drawing teens to a brand. The color will be very important to the brand, as teens are drawn to colorful
and compelling images. Print material will be effective if used as posters or fiers.
A9
Appendix B: Secondary
Research
Secondar y Research
Hirsh, Lowen and Santorelli, authors of Bully: An Action Plan for Teachers, Parents and Communities to Combat
the Bullying Crisis report:
Every seven minutes, a child is bullied on the playground.
Each month, 280,000 students are physically attacked in secondary schools.
Each month, three million students are absent because they feel unsafe at school.
Mental, verbal, or physical bullying happens to 77 percent of students.
Nearly 42 percent of kids have been bullied online.
Only one in four teachers see nothing wrong with bullying and will only intervene 4 percent of
the time.
The To Be Honest campaign aims to use these statistics, along with other secondary research, to urge Baton
Rouge community members to stand against bullying. Our primary target audience is middle school students, or
Generation Z.
Louisiana Legislature
Louisiana Gov. Bobby Jindal recently signed House Bill 1259 into law, making cyberbullying a crime.
Demographics - Primary
Generation Z are 23 million strong and growing, with a birth period between 1994 and 2004. This generation
prefers to communicate online; texting, rather than talking, is the norm. Playing outdoors is not the norm, and
they have never known a world without technology or terrorism. Generation Z is said to exhibit behavior far
beyond their years. Instant gratifcation is the most important thing. They fnd privacy to have little meaning and
is only sensitive when it comes to money (Lyon, 2010). Therefore, bullying behaviors are exhibited more among
this age group due to need for a power imbalance and control.
Psychographics - Primary
For youth between the ages of 10 and 24, suicide is the third leading cause of death. It results in approximately
4,600 lives lost each year. The top three methods used in suicides of young people include frearms, suffocation
and poisoning. Deaths from youth suicide are only part of the problem. More young people survive suicide
attempts than actually die. Each year, approximately 157,000 youth between the ages of 10 and 24 receive
medical care for self-inficted injuries at emergency departments across the U.S. (Centers for Disease Control
and Prevention, 2012).
Generation Z has been named the generation of technology, the generation of lost childhood, the generation
of ambition while lacking hard work. They are highly competent in technology and have increased technology
use. This generation is the frst to exercise adolescent independence on the Internet, meaning they can fnd
information without the assistance of teachers or parents. Because of their heavy technology use, they have
shorter attention spans and are highly aware of visual appeals.
Researchers predict this generation will be the unhealthiest and most overweight generation to date. Their main
medium for encountering brand information is television. Playing outdoors is not the norm, and they have never
known a world without technology or terrorism. This possibly contributes to the high rate of obesity kids would
rather play a video game than go outside.
Demographics - Secondary
In 2011, the population of the City of Baton Rouge was estimated by the U.S. census as 230,139. Of this
population, those under the age of 18 made up about 22.4 percent, assuming that the statistics of this age group
B2
is relatively constant each year in recent history, there were likely about 51,551 people in this age group in 2011.
Those under the age of 5 made up about 6.5 percent, which means that in 2011 the total population between the
ages of 5 and 18 would have been 16.3 percent, or about 36,592 people. (U.S. Census Bureau, Baton Rouge
(city), Louisiana, 2012). The total number of public middle school students in Baton Rouge, according to the
school boards, is almost 10,000 students.
In 2011, the population of East Baton Rouge Parish was estimated by the U.S. Census as 441,438. Of this
population, those under the age of 18 made up about 23 percent, meaning that there were about 101,530
people in this age group. Those under the age of 5 made up 6.7 percent of the population, which means in
2011, the total population between the ages of 5 and 18 would have been 16.3 percent, or about 71,954 people
(U.S. Census Bureau, East Baton Rouge Parish, Louisiana, 2012). According to the East Baton Rouge Parish
School Board, the EBR School System has about 9,000 middle school students. The Louisiana Department of
Education (LDOE) reported that 89.1 percent of EBR students were minority (non-white) students in the 2011-
2012 academic year. The LDOE also reported that 82.2 percent of EBR students were eligible to receive free or
reduced price lunch in the same year, a poverty indicator (Louisiana Department of Education: East Baton Rouge
Parish, 2011).
Psychographics - Secondary
The education status of males in this generation is evenly split between high school and some college, which
represent 35 and 34 percent of this population, respectively. Fifteen percent of males have completed four years
of college or more. Females in this generation are more likely to have attended college, with 40 percent having
completed some college, 20 percent having completed four years of college or more, and 28 percent having
reached a high school degree.
Sixty-two percent of Millennials are civilian employees, 10 percent are unemployed, 28 percent are not in the
labor force, and one percent are in the armed forces. The median household income for this population in 2008
dollars was $58,620. Of this population, 32 percent reside in a central city area, 54 percent live in the suburbs
and 14 percent live in towns and rural areas. Seventy-fve percent of Millennials have never been married and
are single, while 21 percent are married and only four percent are separated or divorced.
Compared to older generations at their ages, the Millennial Generation show lower numbers in rates of marriage,
percent who identify as white, percent who end their educational journeys after high school, and percent who
choose to live in towns and rural areas.
This population shows higher rates, compared with older generations at the same ages, in the percent who choose
to live in the suburbs, percent who identify as Hispanic, and percent who attend some college or four years of
college or more. This generation has the highest median household income compared to other generations at
the same age (Pew Research Center, 2010).
Commonly Targeted Populations
Usually, the students targeted by hurtful comments or actions are different from their peers in some way.
According to the NEA survey, educators reported that bullying based on a students weight, gender, perceived
sexual orientation, and disability were of concern in their school. Homophobia plays a large role in the bullying
of students who are perceived to be lesbian, gay, bisexual, transgender (LGBT), gender non-conforming, or
those questioning their sexual identity. According to a 2011 National School Climate Survey conducted by the
Gay, Lesbian and Straight Education Network (GLSEN), eight out of 10 middle and high school LGBT students
experience harassment at school because of their sexual orientation. Students are also commonly targets
of bullying based on their religious beliefs. Research has shown a trend in the bullying of Muslim-American
students. Recent studies indicate the group most targeted for bullying is special education students. When
special education students are targets of bullying, some are likely to then bully fellow special education students.
B3
Louisianas Department of Education
Bullying is an issue that parents, students and teachers can prevent by working together. The DOE describes
bullying as a pattern of written, electronic or verbal communications, obscene gestures or malicious teasing,
ostracizing others and physical harm. Louisiana laws now address certain issues for bullying prevention:
School employees must attend a four-hour training session that teaches them how to spot, prevent and
handle bullying.
School employees who receive a bullying complaint must address the bullying situation by telling the
principal on that school day verbally and in writing no less than two days later.
An investigation must begin the day the complaint was fled and parents must be notifed. The
investigation must be completed in ten days.
Louisianas DOE also provides information and forms for school leaders and parents on how to fle complaints
and implement an investigation (Louisiana Department of Education, 2012).
Victims
Findings show that victims of traditional bullying reported that their bullying was more harsh, cruel and impactful
on their lives than cyber-bullying victims bullying. However, victims of cyber-bullying were found to have more
social diffculties and higher rates of anxiety and depression than victims of traditional bullying (Campbell et
al., 2012). Out of bullies, victims, bully-victims and the uninvolved, bully-victims ranked lowest in measures of
self-control, social competence, global self-worth and self-acceptance. They were also the group that was most
likely to be rejected by peers. This group also suffered most from psychosomatic symptoms, such as digestive
problems, somatic pain and skin conditions. They also were found to be relatively defcient in scholastic and
social competence, to have signifcantly more behavioral problems that the other groups, and to have the highest
level of post-traumatic stress related to bullying (Houbre et al., 2006). Victims experience physical suffering,
loneliness, resentment, anger, terror and humiliation. They can become withdrawn socially and have few friends.
Their academic performance can suffer as a result of the bullying, and they often feel as if they cant escape the
taunting. Some victims attempt to rectify their situations by obtaining revenge through violence against others,
self-destruction or suicide (2001). Findings show that victims of traditional bullying reported that their bullying
was more harsh, cruel and impactful on their lives than cyber-bullying victims bullying. However, victims of
cyber-bullying were found to have more social diffculties and higher rates of anxiety and depression than victims
of traditional bullying (Campbell et al., 2012).
Four categories of negative health conditions were found to result from bullying: low physiological well-being,
poor social adjustment, psychological distress and physical unwellness. Low physiological well-being results
in general unhappiness, feelings of anger and sadness and low self-esteem. Poor social adjustment indicates
that victims will feel aversion towards their social environments, will express dislike for their schools through
absenteeism, and will feel isolation and loneliness. Psychological distress means that victims will experience
anxiety, depression and, potentially, suicidal thoughts. Victims reporter higher rates of depression six years later
than non-victims. They report more somatic symptoms and anxiety three years later (Rigby, 2003, p. 583).
Even after controlling for lifetime factors known to increase the risk of suicidal behavior, adults who reported
bullying in childhood were still more than twice as likely as other adults to attempt suicide later in life. Victims
defeat and humiliation were found to lead to feelings of hopelessness, distress and longstanding depression that
could eventually lead to suicidal behavior (Meltzer et al., 2011).
Victims - How to Prevent Bullying
Tell the bully to stop, and try to get away from the bullying situation as soon as possible. Dont get angry in front of
the bully; becoming violent can cause more harm for everyone involved. Choose to hang out with other students
when you can, and think about asking a friend to buddy up with you if you need to go somewhere where there
arent many other people. Adults can often help solve big problems like bullying; tell an adult if you are being
bullied. Older siblings or family friends can also sometimes help think of ideas to deal with a bully (KidsHealth,
2010). Try to mask any anxiety with confdence, and be calm and assertive as you respond to the bully, or simply
walk away. Dont be threatening or unkind in your response; fghting back is not the answer (Eyes on Bullying,
B4 B5
2008).
Bullies
Those individuals who instigate bullying behaviors suffer from similar effects as victims. This group is more likely
than victims to experience high levels of depression and suicidal ideation (Consequences of Bullying in Schools,
2003) Because of this, a positive correlation was found between aggressive behavior and smoking, drugs and
alcohol (Houbre et al., 2006). Bullies were found to be six times more likely to be incarcerated by the age of 24
and fve times as likely as non-bullies to have serious criminal records in adulthood (The Real Consequences of
Bullying, 2011).
Bystanders
It is important to acknowledge the effects of bullying on bystanders and the potential effects on school climate.
Most students are neither bully nor victim. They are, however, witnesses to the bullying that takes place around
them. Childrens exposure to violence and maltreatment (including verbal abuse) of others is signifcantly
associated with increased depression, anxiety, anger, post-traumatic stress, alcohol use and low grades (Houbre
et al., 2006).
Tips for Bystanders
1. Set a good example and dont bully others.
2. Dont be an audience for bullying; ignore bullies or tell them what theyre doing isnt cool.
3. Help the victim get away by creating a distraction or inviting the victim to do something else.
4. Be nice and show them theyre not alone.
5. Tell an adult so further action can be taken.
(Stopbullying.gov, Be More Than a Bystander)
6. Dont join in with the bullies.
7. Stand up to the bully directly to stop the behavior.
8. Dont pass along rumors; these are a form of verbal bullying.
(Girlshealth.gov, If you see someone being bullied)
B5
Appendix C: Primary
Research
Primary Research
The To Be Honest team conducted primary research on Baton Rouge middle school students, our primary target
audience. After contacting 28 middle schools (see school contact list in Appendix N), eight responded with
intentions to have To Be Honest promoted at their school with six wanting us to hold an educational program
(see fnalized school lists in Appendix N). Of these six schools, two allowed us to survey students prior to our
campaign. The Boys & Girls Club of Greater Baton Rouge allowed our team to administer the surveys during
an after-school program at Park Forest Middle School and Mayfair Middle School. This pre-campaign survey
aims to fnd out: a) students perception of bullying behaviors: b) students use of social media and technology;
c) students frequency of participating in, seeing or being a bully; and d) recognition of the To Be Honest anti-
bullying campaign in Baton Rouge after implementation.
Our results show that middle school students are more likely to admit when they have seen acts of bullying
rather than revealing whether or not they were a victim or instigator of bullying behaviors. Seventy-fve percent
of students surveyed were able to identify specifc bullying behaviors correctly. Most students questioned in the
survey said they felt comfortable reporting any kind of bullying to their parents, siblings or peers rather than any
adult fgures in the school system, such as counselors, teachers or the principal. Thirty-seven percent of students
have participated in the TBH Facebook game. This drives recognition of our campaign name and emphasizes
the importance of stigmatizing this bullying behavior.
In addition to our pre-campaign survey of middle school students, we surveyed middle school teachers about
their experiences with bullying: the frequency with which they see bullying in general, their personal prevention
methods, their schools stances on bullying and their ideas about bullying solutions.
We chose a qualitative survey of teachers as a primary research strategy because we felt that surveying the
adults who work with students daily and observe their bullying behaviors would provide a helpful understanding
of how bullying happens and why current prevention strategies may not be the most effective in solving the
bullying problem. Middle school teachers were able to provide their personal experiences with bullying in writing
through our teacher survey.
Judging by the teacher responses, most schools in the Baton Rouge area had physical bullying incidents at
least once a month. Each teacher and school handled bullying situations differently with an overall theme of
counseling students individually. One teacher suggested smaller class sizes and human development courses
to alleviate bullying. Most teachers felt that students, along with school faculty and staff should work together to
help address the bullying problems within the schools.

Included:
Bullying Perceptions Among Baton Rouge Middle School Students Survey
- Abstract, survey, results and summary
IRB certifcations and survey approval
Teacher Qualitative Survey
C2
This pre-campaign study aims, through the survey of middle school students in East Baton Rouge parish middle
schools, to fnd out: a) students perception of bullying behaviors: b) students use of social media and technology;
c) students frequency of participating in, seeing or being a bully; and d) recognition of the To Be Honest anti-
bullying campaign in Baton Rouge.
With To Be Honest, the 2013 Louisiana State University PRSSA Bateman Team will ask middle school students
to recognize bullying behaviors, understand the tragic consequences that bullying can create, and pledge to
stand against it. The overall goal is to stigmatize the acts of bullying with a strong emphasis on cyberbullying and
create a community that stands against bullying and encourages bystanders to support victims.
Bullying is undoubtedly a serious problem across the nation and deserves attention in Baton Rouge middle
schools. Sixty percent of teenagers in the United States witness at least one bullying incident per day (National
Education Association, n.d.). Bullying statistics like these prove that victims are in dire need of assistance, and
the LSU Bateman Team will work directly with students to teach each student to stand against bullying in his or
her own way.
The teams goals and objectives are designed to be achievable, effcient and measurable strides toward raising
awareness about bullying and improving bullying education in the Baton Rouge middle school community.
Subjects: Approximately 400 students attending public and private middle schools in East Baton Rouge parish.
Subjects are expected to indirectly beneft from this study due to: general feeling of reward for being able to help
with this research; and general feeling of reward for being able to advance the cause of their neighborhood.
There are no anticipated risks to the subjects. Respondents will not be compensated in any way.
Materials and Devices: The survey instrument consists of basic demographic questions, questions about
respondents perception of bullying behaviors, students use of social media and technology, students frequency
of participating in, seeing or being a bully; and recognition of the To Be Honest anti-bullying campaign in Baton
Rouge.
Procedures: Middle school students have been selected for this study because research suggests that school
age bullying and cyberbullying are the most severe/intense during the middle school years. Approximately 400
middle school students in grades six, seven and eight (i.e., approximately ages 11- 14), experience cyberbullying.
After parental consent is given, students will be asked to complete the survey. Undergraduate students, under
the supervision of the researchers, will administer the survey and answer questions at each school site. Once the
survey data has been input into an electronic database, the original survey forms will be destroyed, along with
any information linking the electronic data with the original survey.
Pre-Campaign Survey:
BullyingPerceptions Among Baton
Rouge Middle School Students
C3
C4
C5
C6
C7
Results
Below are the results of our pre-campaign study, which aims, through the surveying of 75 middle school
students in East Baton Rouge parish middle schools, to fnd out: a) students perception of bullying behaviors:
b) students use of social media and technology; c) students frequency of participating in, seeing or being a
bully; and d) recognition of the To Be Honest anti-bullying campaign in Baton Rouge.
Our study shows that middle school students are more likely to admit when they have seen acts of bullying
rather than revealing whether or not they were a victim or instigator of bullying behaviors. Seventy-fve percent
of students surveyed were able to identify specifc bullying behaviors correctly. Younger children showed bullying
happens more in the form of name-calling or teasing. Older students reported more problems happening over
the internet. Most students questioned in the survey said they felt comfortable reporting any kind of bullying to
their parents, siblings or peers rather than any adult fgures in the school system, such as counselors, teachers
or principal. This is an important issue to be addressed throughout the To Be Honest Campaign because bullying
is more likely to happen in schools or by school peers through cyberbullying.
Thirty-seven percent of students have participated in the TBH Facebook game. This drives recognition of our
campaign name and emphasizes the importance of stigmatizing this bullying behavior. Those surveyed identifed
daily traditional and social media exposure. This provided insight on the best mediums to target our primary
target audience of Baton Rouge middle school students.
1.How many hours a day do you spend watching
television?
2.How many hours a day do you read the newspaper?
3.How many hours a day do you listen to the radio? 4.How many hours a day do you spend on Facebook?
Less than 1
hour: 13%
1-2 hours: 17%
3-4 hours: 37%
5-6 hours: 13%
More than 6
hours: 20%
Less than 1
hour: 89%
1-2 hours: 11%
3-4 hours: 0%
5-6 hours: 0%
More than 6
hours: 0%
Less than 1
hour: 37%
1-2 hours: 28%
3-4 hours: 15%
5-6 hours: 11%
More than 6
hours: 9%
Less than 1
hour: 45%
1-2 hours: 24%
3-4 hours: 11%
5-6 hours: 9%
More than 6
hours: 11%
C8
7. Which social media networking sites are you
a member of? (More than one may apply)
8. To Be Honest (TBH) is a game on Facebook. An
individual posts a Facebook status saying "Like for a
tbh" If liked, the receiver will get a personal post on
their Facebook wall. TBH can be used to be direct
while discussing something that is uncomfortable or
controversial. Have you ever participated in this game
as a sender or receiver?
9. Are you aware of the To Be Honest anti-bullying
campaign?
5. How many hours a day do you spend on Twitter? 6. How many hours a day do you spend on
Instagram?
Less than 1
hour: 91%
1-2 hours: 0%
3-4 hours: 0%
5-6 hours: 9%
More than 6
hours: 0%
Less than 1
hour: 49%
1-2 hours: 16%
3-4 hours: 7%
5-6 hours: 12%
More than 6
hours: 16%
Facebook: 74% Twitter: 35% Instagram: 67%
LinkedIn: 2% Tumblr: 7% Pinterest: 2% Google+: 37%
Skype: 26% Oovoo: 47% Other: 21%
No: 80%
Yes: 20%
No: 63%
Yes: 37%
C8 C9
11. Physical bullying happens when there is hitting, kicking, punching, taking peoples belongings or other acts
that hurt people physically and that happen repeatedly (not just one time).
10. Indicate if the action is considered a bullying behavior.
How many times have you been
phyiscally bullied in the past
month?
Not often or never: 80% Once a
month: 2% Several times a month:
2% Several times a week: 4% Once
a week: 7% Daily: 4%
How many times have you
seen someone being phyiscally
bullied in the past month?
13% Several times a week: 9%
Once a week: 9% Daily: 22%
phyiscally bullied in the past
month?
4% Several times a week: 2%
Once a week: 11% Daily: 9%
C10
12. Verbal bullying happens when people are teased in a mean way or called hurtful names.
13. Indirect bullying happens when people spread mean rumors about others, when people are intentionally
kept out of a group, or when mean gestures are made towards others.
verbally bullied in the past month?
Not often or never: 72%
Once a month: 9%
Several times a month: 7%
Several times a week: 4%
Once a week: 2%
Daily: 7%
How many times have you seen
someone being verbally bullied in
the past month?
Once a month: 15%
Once a week: 2%
Daily: 20%
verbally bullied in the past
month?
Once a month: 7%
Once a week: 0%
Daily: 7%
indirectly bullied in the past month?
Once a month: 7%
Once a week: 2%
Daily: 4%
someone being indirectly bullied in
the past month?
Once a month: 20%
Once a week: 7%
Daily: 13%
indirecly bullied in the past
month?
Once a month: 11%
Once a week: 2%
Daily: 5%
C11
14. Cyberbullying happens when people are teased, taunted, or threatened through the use of e-mail, cell
phone, text messaging, instant messaging, or any other internet use, including Facebook and Twitter.
15. How comfortable do you feel talking to your
FRIENDS about bullying?
PARENTS about bullying?
cyberbullied in the past month?
Once a month: 2%
Once a week: 0%
Daily: 5%
someone being cyberbullied in the
past month?
Once a month: 13%
Once a week: 4%
Daily: 7%
cyberbullied in the past month?
Once a month: 0%
Once a week: 4%
Daily: 4%
Uncomfortable: 16%
Somewhat Uncomfortable: 2%
Not Sure: 32%
Somewhat Comfortable: 14%
Comfortable: 36%
Uncomfortable: 36%
Not Sure: 11%
Comfortable: 41%
C12
SIBLINGS about bullying?
TEACHERS about bullying?
Uncomfortable: 24%
Not Sure: 18%
Comfortable: 36%
Uncomfortable: 30%
Not Sure: 22%
Comfortable: 15%
21. How knowledgeable do you feel about bullying? 22. How interested are you in learning more about
bullying?
19. How comfortable do you feel talking to your school
COUNSELORS about bullying?
school PRINICIPAL about bullying?
Uncomfortable: 24%
Not Sure: 20%
Comfortable: 34%
Uncomfortable: 30%
Not Sure: 26%
Comfortable: 30%
Unknowledgeable: 22%
Somewhat Unknowledgeable: 0%
Not Sure: 33%
Somewhat Knowledgeable: 16%
Knowledgeable: 29%
Uninterested: 29%
Somewhat Uninterested: 7%
Not Sure: 20%
Somewhat Interested: 18%
Interested: 27%
C13
23. What is your gender? 24. What grade are you in?
25. How old are you today? 26. Do you attend to public or private school?
27. What is your ethnicity/race?
Female: 41%
Male: 59%
6th grade: 46%
7th grade: 48%
8th grade: 7%
Nine: 0% Ten: 2% Eleven: 17%
Twelve: 28% Thirteen: 46%
Fourteen: 7% Fifteen: 0%
Public School: 95%
Private School: 5%
Caucasian/White: 7%
African-American: 87%
Pacifc-Islander/Asian: 0%
Latino/Hispanic: 2%
Native American: 2%
Other: 2%
C14
IRB Certifications
C15
C16
C17
C18
C19
School Teacher Qualitative
Survey and Results
We appreciate your time and effort to help us learn more about bullying in your school. Your answers will be
greatly helpful in our analysis of bullying in Baton Rouge as we plan and implement our anti-bullying campaign,
To Be Honest. We have focused on keeping our survey concise in order to maximize the beneft we can obtain
from your answers while respecting your time. Thanks in advance for your help!
We are interested in learning about several different aspects of your experiences with bullying the frequency
with which you see bullying in general, your personal prevention methods, your schools stance on bullying and
your ideas about bullying solutions.
1. Do you see bullying happen between students at your school? If so, how often?
2. How do you deal with bullying when you see it? What measures do you take to stop bullying?
3. Do you know your schools own bullying policy? If so, what is it?
4. What do you think will stop bullying in schools?
In addition to our pre-campaign survey of middle school students, we surveyed teachers from four different local
middle schools about their experiences with bullying: the frequency with which they see bullying in general, their
personal prevention methods, their schools stances on bullying and their ideas about bullying solutions. Judging
by the teacher responses, most schools in the Baton Rouge area had physical bullying incidents at least once
a month. Each teacher and school handled bullying situations differently with an overall theme of counseling
students individually. One teacher suggested smaller class size and human development courses to alleviate
bullying. Most teachers felt that students, along with school faculty and staff, should work together to address
the bullying problems within the schools. Due to confdentiality agreement, we can not release the results of this
qualitative survey.
Survey
C20
Appendix D: Style Guide
Logo
The To Be Honest logo is the offcial image of the campaign and is incorporated into all communication materials
and campaign deliverables. This logo is to be used only in color; color resonates best with our primary target
audience. The logo was inspired by playful fonts and colors and features three silhouette fgures that show there
are unique ways to stand against bullying. The logo should only be used in the following sizes; 240px x 200px,
150px x 150 px, and 100px x 100px.
Full Color
To Be Honest
The origin of the campaign name, To Be Honest, derives from a game made popular on Facebook. An individual
posts a Facebook status saying Like for a tbh or tbh. If liked, the receiver will get a personal post on his or
her Facebook wall, stating how the sender honestly feels about him or her. Often the resulting posts are rude,
disrespectful or offensive. This has become a permissible way for students to cyberbully their peers. The game is
popular among our target audience of middle school students on Facebook and Instagram. Our campaign aims
to create a positive image in relation to the game, which will help to stigmatize the bullying behaviors associated
with the game. We are hopeful that students will see the tbh status and think of the To Be Honest campaign
message. We want the middle school students and the community to stand against bullying.
Our Mission
To Be Honest strives to stigmatize the acts of bullying with a strong emphasis on cyberbullying and to create a
community that stands against bullying and encourages bystanders to support victims.
D2 D3
Fonts
To Be Honest uses fve different fonts with strict usage guidelines. NOVA Solid, AMERICAN FREEDOM, and
THROW MY HANDS UP IN THE AIR are used for offcial To Be Honest materials, such as posters, fiers,
postcards, etc. The Goudy Oldstyle family is used for headers in campaign documents and for print publications
of any press releases, letters or memos. The Arial family is used for body copy and online publications.
GOUDY OLDSTYLE
ABCDEFGHIJKLMNOPQRSTUVWXYZ
abcdefghijklmnopqrstuvwxyz
$1234567890. , : ; ? ! & ( ) -
GOUDY OLDSTYLE BOLD
$1234567890. , : ; ? ! & ( ) -
ARIAL (recommended web and body font)
$1234567890. , : ; ? ! & ( ) -

Color Guide
Below you will fnd To Be Honests approved colors, along with our unique CMYK, RGB and LAB color values.
This vibrant color scheme is attractive and eye-catching to our target audience. Any of the approved colors may
be used in conjunction with each other and can have varying transparency levels to meet stylistic needs.
C 25 M 0 Y 73 K 0
R 200 G 221 B 110
L 85 a 20 b 51
C 0 M 20 Y 100 K 0
R 255 G 203 B 5
L 85 a 9 b 84
C 0 M 40 Y 100 K 0
R 250 G 166 B 26
L 75 a 25 b 74
C 0 M 66 Y 74 K 22
R 200 G 67 B 52
L 53 a 38 b 38
C 64 M 0 Y 23 K 0
R 70 G 194 B 202
L 72 a 34 b 15
C 0 M 0 Y 60 K 0
R 128 G 130 B 133
L 54 a 1 b 2
Throw My Hands Up I n the Ai r
ABCDEFGHI JKLMNOPQRST UVWXYZ
abcdefghi j kl mnopqrst uvwxyz
$1 234567890
$1234567890. , : ; ? ! & ( ) -
D3
Business Cards
Jacquelyn Duhon
LSU Bateman Team
211 Journalism Building
Baton Rouge, LA 70803
225-578-6686
Chelsea Moreau
LSU Bateman Team
225-578-6686
Catherine Parsiola
LSU Bateman Team
225-578-6686
Remy Plas
LSU Bateman Team
225-578-6686
Camille Walther
LSU Bateman Team
225-578-6686
D4
Feb. 1, 2013
Name
Title
Company
Address
Dear NAME,
BODY
Sincerely,
Remy Plas
Strategy Director
To Be Honest Louisiana State University 211 Journalism Building Baton Rouge, La 70803
(Sample Letterhead, Web)
D5
Feb. 1, 2013
Name
Title
Company
Address
Dear NAME,
BODY
Sincerely,
Remy Plas
Strategy Director
(Sample Letterhead Print)
D6
Press Release
For More Information Contact:
Remy Plas
Strategy Director
Phone: (512) 656-5296
Email: TBHcampaign@gmail.com
FOR IMMEDIATE RELEASE
Feb. 1, 2013
TITLE
SUBTITLE

BODY
About To Be Honest
To Be Honest is dedicated to improving the understanding of the acts of bullying and cyberbullying and
its effects and prevention strategies and to creating a community that identifes itself as bullying-free
and encourages bystanders to support victims. Please search Facebook for To Be Honest, and follow
@TBHCampaign on Twitter!
###
(Sample Press Release, Web)
D7
Press Release
Remy Plas
Strategy Director
Phone: (512) 656-5296
Feb. 1, 2013
TITLE
SUBTITLE
BODY
About To Be Honest
To Be Honest is dedicated to improving the understanding of the acts of bullying and cyberbullying and its effects
and prevention strategies and to creating a community that identifies itself as bullying-free and encourages bystanders
to support victims. Please search Facebook for To Be Honest, and follow @TBHCampaign on Twitter!
###
(Sample Press Release, Print)
D8
Media Advisory
Remy Plas
Strategy Director
Phone: (512) 656-5296
Feb. 1, 2013
TITLE
What: hah

Who: jhsdfkjh

Where: ldsfhlkjdaf

When: kl;hdfkjsd

Why: hjsgdjfb

How: jkdshgfalh
About To Be Honest
###
(Sample Media Advisory, Web)
D9
Media Advisory
Remy Plas
Strategy Director
Phone: (512) 656-5296
Feb. 1, 2013
TITLE
What: hah

Who: jhsdflkjh

Where: ldsfhlkjdaf

When: kl;hdfkjsd

Why: hjsgdjfb

How: jkdshgfalh
About To Be Honest
###
(Sample Media Advisory, Print)
D10
Memorandum
Date: Feb. 1, 2013
To: Person
From: Remy Plas, RP
Strategy Director
Phone: (512) 656-5296
Email: TBHCampaign@gmail.com
Subject: Subject
BODY
About To Be Honest
###
(Sample Memorandum, Web)
D11
Memorandum
Date: Feb. 1, 2013
To: Person
From: Remy Plas, RP
Strategy Director
Phone: (512) 656-5296
Subject: Subject
BODY
About To Be Honest
###
(Sample Memorandum, Print)
D12
Memorandum
Date: Feb. 1, 2013
To: Person
From: Remy Plas, RP
Strategy Director
Phone: (512) 656-5296
Subject: Talking Points
Note: These points are only to provide information and suggestions. Do not use these points verba-
tim. Your speech must be original and should focus on your personal views and experiences.
About To Be Honest
###
(SampleTalking Points Memorandum, Web)
D13
Memorandum
Date: Feb. 1, 2013
To: Person
From: Remy Plas, RP
Strategy Director
Phone: (512) 656-5296
Subject: Talking Points
Note: These points are only to provide information and suggestions. Do not use these points verbatim. Your speech must
be original and should focus on your personal views and experiences.
About To Be Honest
###
(Sample Talking Points Memorandum, Print)
D14
Appendix E: Strategic
Message Planner
Strategic Message Planner
Campaign Goal
To stigmatize the acts of bullying with a strong emphasis on cyberbullying and to create a community that stands
Client: Key Facts
To Be Honest is Louisiana State Universitys submission into the PRSSA 2013 Bateman Case Study Competition.
Team members have an opportunity to apply classroom education and internship experiences to implement a
full public relations campaign.
This years Bateman Case Study Competitions goal is to increase awareness among children, teens and adults
about the serious effects traditional bullying and cyberbullying can have on individuals and society (PRSSA).
Campaign: Key Features
What is the Campaign?
To Be Honest is a month-long implementation campaign with three months of preparation.
To Be Honest is a new local anti-cyberbullying campaign aimed at Baton Rouge students in the
sixth, seventh and eighth grades between the ages of 11 and 14 and the Baton Rouge community.
To Be Honest will utilize social media and news outlets to promote the campaign. Social media
will also be used as a gathering tool to provide information and an outlet of aid to individuals that
the campaign reaches.
What is the Purpose of the Campaign?
This campaign will provide Baton Rouge middle school students with the resources to limit and
cease traditional bullying and cyberbullying within their community.
This campaign will decrease the amount of bullying that occurs via social media by providing
information that will identify the bullies, inform the bystanders and help the bullied.
This campaign will identify bullies by clarifying types of bully behavior and inform them of the
harsh unintended consequences of their actions.
This campaign will encourage bystanders to speak up and take action against bullies and to help
individuals they witness being bullied.
This campaign will help the bullied by offering them information about reporting bullying and
providing them outlets to express their anger, guilt or fear toward bullying.
What is the Campaign Made of?
To Be Honest will obtain essential information by surveying middle school students. The information
gathered will determine middle school students understanding of bully behavior and channels
where bullying occurs.
To Be Honest will have social media accounts on Facebook, Twitter, Instagram, Tumblr, Wordpress
and YouTube that will reach the target audience and direct them to the website.
E2 E3
To Be Honest will create a website to help attain the campaigns goals. It will help identify individuals
as bullies, bystanders or victims. It will provide areas for individuals to share their experiences and
speak out. It will also provide a hotline that individuals can call to talk to someone immediately. It
will also provide the educational program for parents and teachers to download and review. The
website will have testimonials from infuential individuals.
To Be Honest features an anti-cyberbullying education program that will be implemented within
Baton Rouge middle schools.
To Be Honest will develop and run a PSA called What Do You Stand For? featuring LSU athletes
giving testimonials, and encouraging the target audience to stop using bully behavior.
Who and What Made the Campaign?
Five Manship School of Mass Communication upperclassmen are participating in the PRSSA
2013 Bateman Case Study Competition as their capstone project for their fnal public relations
course.
Based on competition rules, the expense limit for this campaign is $300 and another $1,000 of
in-kind donations.
Target Audience: Demographics
The target audience for the To Be Honest campaign is local Baton Rouge middle school students who are
between the ages of 11 and 14 and are members of Generation Z.
East Baton Rouge Parish
In 2011, the population of East Baton Rouge Parish was estimated by the U.S. Census as 441,438. Of this
population, those under the age of 18 made up about 23 percent, meaning that there were about 101,530
people in this age group. Those under the age of 5 made up 6.7 percent of the population, which means in
2011, the total population between the ages of 5 and 18 would have been 16.3 percent, or about 71,954 people
(U.S. Census Bureau, East Baton Rouge Parish, Louisiana, 2012). According to the East Baton Rouge Parish
School Board, the EBR School System has about 9,000 middle school students. The Louisiana Department of
Education (LDOE) reported that 89.1 percent of EBR students were minority (non-white) students in the 2011-
2012 academic year. The LDOE also reported that 82.2 percent of EBR students were eligible to receive free or
reduced price lunch in the same year, a poverty indicator (Louisiana Department of Education: East Baton Rouge
Parish, 2011).
Baton Rouge, La. (City)
In 2011, the population of the City of Baton Rouge was estimated by the U.S. census as 230,139. Of this
population, those under the age of 18 made up about 22.4 percent, assuming that the statistic of this age
group is relatively constant each year in recent history, which would mean that there were about 51,551 people
in this age group. Those under the age of 5 made up about 6.5 percent, which means that in 2011 the total
population between the ages of 5 and 18 would have been 16.3 percent, or about 36,592 people. (U.S. Census
Bureau, Baton Rouge (city), Louisiana, 2012). The total number of public middle school students in Baton Rouge,
according to the school boards, is almost 10,000 students.
Generation Z
Generation Z, the youngest generation to date, includes individuals born after 1994. About 29 million strong,
they were less than 16 years old in 2010. They are a more diverse and global generation than the generations
before them (Marketing to the Generations, 2011). More than half of the income of 13- to 15-year-olds in this
generation comes from allowances from caregivers, and 81 percent of them are dependent on others for basic
living expenses (Ameritrade Investor Index, 2012). The target audiences educational level is a sixth, seventh or
eighth grade understanding.
E3
Target Audience: Psychographics
Generation Z has been named the generation of technology, the generation of lost childhood, the generation of
ambition while lacking hard work (Teen Life, 2010). The target audience prefers to communicate online; texting,
rather than talking, is the norm. Playing outdoors is not the norm, and they have never known a world without
technology or terrorism (Sparxoo, 2010). This possibly lack of physical activity contributes to the high rate of
obesity; kids would rather play a video game than go outside.
Generation Z has a short attention span. It only takes a few seconds to perform a Google search, and even
texting, a shortened conversation as it is, has become flled with abbreviations. Generation Z is said to exhibit
behavior far beyond their years (California Teachers Association, 2010). Instant gratifcation is the most important
thing. They fnd privacy to have little meaning and are only sensitive when it comes to money.
They are highly competent in technology and have increased technology use. This generation is the frst to
exercise adolescent independence on the Internet, meaning they can fnd information without the assistance of
teachers or parents. Because of their heavy technology use, they are highly aware of visual appeals (Marketing
to the Generations, 2011). They have lived their entire lives immersed in digital technologies. This generation
lives highly organized lives and is mature beyond their years.
Researchers predict this generation will be the unhealthiest and most overweight generation to date. Their main
medium for encountering brand information is television (Marketing to the Generations, 2011).
Campaign Benefits
This campaign identifes three different attitude groups from the target audience: the victim, the bully and the
bystander.
This campaign will create the following benefts related to the target audiences need for control:
not the problem.
acts of bullying.
This campaign will create the following benefts related to the target audiences need for companionship:
This campaign will create the following benefts related to the target audiences need for confdence:
Direct Competitors and Brand Images
The direct compettors of our ant-bullying campaign are local and natonal programs that spread awareness of
the consequences of bullying and provide outlets of educaton for children and adults.
E4
Local Competition
Louisiana Public Square Bullying in LA TV Series
This is a monthly public affairs program that provides Louisiana citizens a forum to voice
opinions and concerns about issues affecting Louisiana. After three Louisiana student suicides
connected to bullying, LPS made a documentary addressing the issues. It explains the recent
laws that have been passed in Louisiana to punish bullies and prevent bullying (Louisiana
Public Square).
Stop Bullying Louisiana
This coalition formed around the legislative push to pass the School Bullying Prevention Act of
2012. Their website provides news updates on the legislative act, links to helpful resources and
allows one to sign a statement of support (Stop Bullying Louisiana).
Bullying Stops with Me
This campaign was founded in 2010 by The Founding Tree and Acadian Open Channel to
highlight the problem of bullying in the Acadia Parish. Its website provides outlets of information
for children and parents who need help and for individuals who want to help change their
community. The campaign also has a YouTube channel with many PSAs to help answer
questions.
Louisiana D.A.R.E. Program
The Drug Abuse Resistance Education program teaches students from Kindergarten to twelfth
grade how to defy peer pressure and live a drug and violence-free lifestyle. This program covers
bullying and its consequences with students (D.A.R.E.).
Boys and Girls Club: Get Real About Violence
This is program that works with Pre-K through ffth grade students. It targets a wide range of
bullying tactics like physical, teasing, rumors, etc. Its goal is to provide students with skills to
stay healthy and safe.
National Competition:
Stopbullying.gov
This is a federal government website managed by the U.S. Department of Health & Human
Services to spread awareness of bullying.
The Great American NO BULL Challenge
This challenge allows students to enter into a national video contest where winners are
presented and walk the red carpet at the Teen Video Awards show. The contest helps promote
anti-bullying efforts.
PACERS National Bullying Prevention Center
This organization tackles bullying nationwide by educating individuals through a variety of
resources.
Indirect Competitors and Brand Images
The indirect competitors of our anti-bullying campaign are the organizations and campaigns available to distract
the attention of our target audience.
Local Competition:
Big Buddy Program
This program provides eductaional outlets to the youth of Baton Rouge by providing positive
role models. Big and Little Buddies do homework and activities together, creating a secure
atmosphere.
E5
YMCA
This organization provides services to adults and children of Baton Rouge area. Its mission is to
promote healthy lives and foster a sense of social responsibility for individuals. Specifcally for
the youth of Baton Rouge, YMCA wants to nurture the potential of every youth to discover who
and what they are.
Campaign Brand Image
Current brand image: TBH (To Be Honest) is currently known as a bullying tactic used on
social media networks. Bullies use this acronym to verbally abuse their target. The To Be Honest
campaign is not known to the targeted audience.
Desired brand image: The To Be Honest campaign is hopeful that it will dissipate the negative
connotations that correlate with the To Be Honest acronym and will become the general
understanding when individuals hear To Be Honest.
Brand image challenge: To Be Honest faces the challenge of making the target audience
differentiate the bullying tactic from the campaign and the true meaning of the word honest.
Strategic Message: The Promise
To Be Honest will teach middle school students to stand against bullying.
Supporting Evidence: The Proof
The following research supports the strategic promise and campaign benefts of To Be Honest:
not the problem.
More than 75 percent of students in grades six through ten have been victims of bullying
(National Education Association, n.d.).
Sixty percent of United States teenagers see a bullying incident every day (National
Education Association, n.d.).
Victims of bullying report lower self-esteem (Consequences of Being Bullied, 2009), more
unhappiness, anxiety and depression (Consequences of Bullying in Schools, 2003),
post-traumatic stress (Bullying Among Students and its Consequences on Health, 2006),
poorer academic performance, physical suffering, self-destruction and violence against
others (Tragic Consequences of Bullying in School, 2001).
Bullies are more likely to suffer from depression (Consequences of Bullying in Schools,
2003) and to become involved with drugs and alcohol (Bullying Among Students and its
Consequences on Health, 2006), and they are fve times more likely to have serious criminal
records later in life (The Real Consequences of Bullying, 2011).
Victims should be assertive and confdent as they calmly respond to bullies (Eyes on Bullying,
2008). Victims should try to escape bullying situations as quickly as possible, and they should
tell adults if they require advice or assistance to handle a bullying problem. They should avoid
becoming violent in their responses to bullying (KidsHealth, 2010). Other strategies include
fnding a way to distract a bully and getting involved in activities where the bully isnt around
(Girlshealth.gov: What can you do if you are being bullied?, 2009).
E6
acts of bullying.
Bystanders can help victims by creating distractions, refusing to endorse bullies or give them
an audience, befriending victims and getting help from trusted adults (Stopbullying.gov, n.d.).
They can also help decrease the number of bullying incidents by refusing to engage in bullying
behaviors and standing up to bullies who target victims (Girlshealth.gov: If you see someone
being bullied, 2009).
Target audience members aim to ft in with the crowd. They strongly value peer acceptance
and want to belong to a group (Marketing to the Generations, 2011).
Target audience members utilize online communication more than any other means of
communication (Sparxoo, 2010) and are more technologically savvy than any generation
before them. They have high awareness of visual appeals. They value interactive, up-to-
date content (Williams, K.C., 2011), and they desire opportunities to share content with
their peers (Eleftherid, 2012).
E7
Appendix F: Partnerships
To Be Honest partnered with two Baton Rouge nonproft organizations to improve familiarity and credibility
with the campaign and to expand the longevity of the campaign. Each partnership was mutually benefcial. We
provided both organizations with talking points to prepare the organizations board members for possible media
inquiries.
The Recreation and Park Commission for the Parish of East Baton Rouge:
We partnered with this organization through the following initiatives:
Promoted partnership and included logo in all deliverables and
collateral.
Hold To Be Honest table sit at BRECs Extreme Sports Park.
Dissiminated To Be Honest informational materials through email
contact lists.
Provided BREC with all fnal To Be Honest campaign materials so
they can implement the campaign during their summer camps which
see an average of 10,000 kids annually.
Boys & Girls Club of Greater Baton Rouge:
We partnered with this organization through the following initiatives:
Promoted partnership and included logo in all deliverables
and collateral.
Worked with after-school programs to conduct an initial
research survey, implement the To Be Honest educational
program and promote the To Be Honest campaign.
Dissiminated To Be Honest informational materials through email contact lists.
Provided Boys & Girls Club with all fnal To Be Honest campaign materials to jumpstart
their own anti-bullying programs in middle schools.
Partnerships
Included:
The Boys & Girls Club of Greater Baton Rouge Letter of Agreement
The Recreation & Park Commission for the Parish of East Baton Rouge Letter of
Agreement
The Boys & Girls Club of Greater Baton Rouge Talking Points
The Recreation & Park Commission for the Parish of East Baton Rouge Talking Points
Newsletter and Press Release (See Appendix M)
F2
LETTER OF AGREEMENT
between
Boys & Girls Club of Greater Baton Rouge
8281 Goodwood Boulevard, Suite A, Baton Rouge, LA 70806
and
Louisiana State University Public Relations Bateman Team
211 Journalism Buiding, Louisiana State University, Baton Rouge, LA 70803
This binding agreement of services, dated and effective January 22, 2013, is between Louisiana State University
Public Relations Bateman Team and Boys & Girls Club of Greater Baton Rouge, a local nonprofit organization
serving Baton Rouge school-age youth by providing them with programs to develop their true skills, ignite their
passions and inspire their confidence about their futures.
LSU Public Relations Bateman Team has expressed interest in working with Boys & Girls Club to implement the
To Be Honest anti-bullying campaign with the current student members of their organization. The work began
Thursday, January 17, 2013 and will continue on a weekly basis until the beginning of the March 2013. At this
time, all documents will be turned over to Boys & Girls Club to be used throughout their educational programs if
they so choose.
LSU Public Relations Bateman Team will offer the services of five public relations consultants who will attend
to implementing To Be Honest within their organization. One account liaison, Camille Walther, will serve as
the primary contact between the two units and will oversee the execution of work discussed in this agreement.
Four additional consultants will assist in the implementation, specializing in the following areas: strategy, writing,
design, events and research.
Project Description
LSU Public Relations Bateman Team will create, implement and promote the To Be Honest anti-bullying cam-
paign throughout the Baton Rouge community to middle school students ages 11 to 14. Boys & Girls Clubs
brand will be promoted, along with To Be Honest to create familiarity with the campaign and expand Boys &
Girls Clubs reach. LSU Public Relations Bateman Team will carry out research, event planning and strategy to
succeed in the promotion of To Be Honest and Boys & Girls Club.
Project Objectives
LSU Public Relations Bateman Team will launch an anti-bullying campaign, To Be Honest, aimed at
persuading the middle school students in the Baton Rouge community to Stand Against Bullying.
LSU Public Relations Bateman Team will link To Be Honest and Boys & Girls Clubs brand to create a
mutually beneficial relationship through the following initiatives:
1. Assemble and establish a partnership between To Be Honest and Boys & Girls Club of Greater
Baton Rouge by mentioning partnership and including logo in all deliverables.
2. Work along with Boys & Girls Club at after-school middle school programs to conduct an initial
research survey, implement the To Be Honest educational program and promote To Be Honest.
3. Hold a To Be Honest culminating event at where Boys & Girls Club will attempt to attend and
will promote the event through some of their channels.
F3
4. Provide Boys & Girls Club with all final To Be Honest campaign materials to jumpstart their own
anti-bullying programs in middle schools.
5. Use social media and guerilla marketing throughout Baton Rouge to promote To Be Honest Cam-
paign and Boys & Girls Club, including but not limited to: chalk advertisements, posters, fliers,
etc.
6. Create other deliverables to promote To Be Honest and Boys & Girls Club, including but not
limited to: news releases, media kits, op-ed, newsletter, etc. that can be distributed through Boys &
Girls Club channels.
All strategies, design material and any other planned initiative conceived by LSU Public Relations Bateman Team
will require prior approval from Boys & Girls Club before execution. If LSU Public Relations Bateman Team has
not received a response after 24 hours, they have permission to execute materials accordingly.
LSU Public Relations Bateman Team shall treat all information relating to services as strictly confidential, with
the exception of the revelation of information that is within the planned extent of work services. LSU Public
Relations Bateman Team is prohibited from using or disclosing information considered confidential without prior
consent of Boys & Girls Club. All property, documents and information relating to Boys & Girls Club are and
shall remain property of Boys & Girls Club.
Boys & Girls Club acknowledges that LSU Public Relations Bateman Team is a student-run team, and this en-
deavor is part of an assignment for the MC 4005 Public Relations Campaigns course at LSU taught by Dr. Jensen
Moore-Coople, Ph.D. Boys & Girls Club understands that LSU students do have responsibilities outside of the
classroom and that this partnership is an academic learning experience. LSU Public Relations Bateman Team
recognizes that Boys & Girls Club is a professional establishment and will utilize this partnership and time in a
respectful and professional manner. All deadlines will be adhered to and constant communication will take place
between the two entities.
I have read and agreed to the terms and conditions specified by this letter of agreement between LSU Public
Relations Bateman Team and Boys & Girls Club of Greater Baton Rouge. I also understand that the LSU Public
Relations Bateman Team is entering into a partnership with Boys & Girls Club and will strive to actively work
with this partner to promote the To Be Honest campaign.
Seresa Corbin, Director of In-School Programs
Carlos Daniels, Director of Program Operations
Camille Walther, Account Liaison
Louisiana State University Public Relations
Bateman Team
F4
LETTER OF AGREEMENT
between
The Recreation and Park Commission for the Parish of East Baton Rouge (BREC)
6201 Florida Blvd., Baton Rouge, LA 70806
and
211 Journalism Building, Louisiana State University, Baton Rouge, LA 70803
This binding agreement of services, dated and effective January 22, 2013, is between Louisiana State University
Public Relations Bateman Team and The Recreation and Park Commission for the Parish of East Baton Rouge
(BREC), a local nonprofit organization serving the Baton Rouge community by providing parks and recreational
opportunities.
LSU Public Relations Bateman Team has expressed interest in working with BREC to use BRECs facilities to
hold table sits at current events and a culminating event at the end of February 2013. The work began Monday,
January 14, 2013 and will continue on a weekly basis until beginning of the March 2013. At this time all docu-
ments will be turned over to BREC to be used during their summer programs at their discretion.
LSU Public Relations Bateman Team will offer the services of five public relations consultants who will attend to
implementing table sits and the culminating event within BRECs facilities. One account liaison, Camille Wal-
ther, will serve as the primary contact between the two units and will oversee the execution of work discussed in
this agreement. Four additional consultants will assist in the implementation, specializing in the following areas:
strategy, writing, design, events and research.
Project Description
LSU Public Relations Bateman Team will create, implement and promote the To Be Honest anti-bullying cam-
paign throughout the Baton Rouge community to middle school students ages 11 to 14. BRECs brand will be
promoted along with To Be Honest to create familiarity with the campaign and expand BRECs reach. LSU Public
Relations Bateman Team will carry out research, event planning and strategy to succeed in the promotion of To Be
Honest and BREC.
Project Objectives
LSU Public Relations Bateman Team will launch an anti-bullying campaign, To Be Honest, aimed at per-
suading middle school students in the Baton Rouge community to Stand Against Bullying.. LSU Public
Relations Bateman Team will link To Be Honest and BRECs brand to create a mutually beneficial rela-
tionship through the following initiatives:
1. Assemble and establish a partnership between To Be Honest and BREC by mentioning partner-
ship and including logo in all deliverables.
2. Work along with BREC at events inside the facilities to promote To Be Honest.
3. Hold a To Be Honest table at BRECs Perkins Road Community Park at the end of February (date
will be set with Jason Hoggatt). LSU Public Relations and BREC will promote this small event
throughout BRECs facilities. The table sit will target current attendees of the parks.
4. Use social media and guerilla marketing throughout Baton Rouge & BREC facilities to promote
To Be Honest Campaign, including but not limited to: chalk advertisements, posters, fliers, etc.
F5
5. Create other deliverables to promote To Be Honest and BREC, including but not limited to: news
releases, media kits, op-ed, position paper, etc.
6. BREC will provide printing and laminating of To Be Honest fliers.
All strategies, design material and any other planned initiative conceived by LSU Public Relations Bateman Team
will require prior approval from BREC before execution. If LSU Public Relations Bateman Team has not received
a response after 24 hours, they have permission to execute materials accordingly.
LSU Public Relations Bateman Team shall treat all information relating to services as strictly confidential, with
the exception of the revelation of information that is within the planned extent of work services. LSU Public
Relations Bateman Team is prohibited from using or disclosing information considered confidential without prior
consent of BREC. All property, documents and information relating to BREC are and shall remain property of
BREC.
BREC acknowledges that LSU Public Relations Bateman Team is a student-run team, and this endeavor is part
of an assignment for the MC 4005 Public Relations Campaigns course at LSU taught by Dr. Jensen Moore-Coo-
ple, Ph.D. BREC understands that LSU students do have responsibilities outside the classroom and that this
partnership is an academic learning experience. LSU Public Relations Bateman Team recognizes that BREC is a
professional establishment and will utilize this partnership and time in a respectful and professional manner. All
deadlines will be adhered to and constant communication will take place between the two entities.
I have read and agreed to the terms and conditions specified by this letter of agreement between LSU Public Rela-
tions Bateman Team and The Recreation and Park Commission for the Parish of East Baton Rouge. I also under-
stand that the LSU Public Relations Bateman Team is entering into a partnership with The Recreation and Park
Commission of the Parish of East Baton Rouge and will strive to actively work with this partner to promote the To
Be Honest campaign.
Jason Hoggat, BREC Area Supervisor - Extreme Sports
Cheryl Michelet, BREC Director of Communication
Camille Walther, Account Liaison
F6
Memorandum
Date: January 30, 2013
To: Director of Program Operations
Carlos Daniels
From: Camille Walther, CW
Account Liaison
Phone: (985) 237-8167
Subject: Talking points for possible interview
Partnership
Boys & Girls Club of Greater Baton Rouge has partnered with the 2013 Louisiana State University
Public Relations Student Society of America (PRSSA) Bateman Case Study Competition Team.
The LSU Bateman Team will implement its anti-bullying campaign within the Boys & Girls
ClubcommunityandspecifcallyParkForestsandMayfairsafter-schoolprograms.
Boys & Girls Club will try to continue the anti-bullying campaign in future middle school
programs.
About To Be Honest anti-bullying campaign
LSU Bateman Team created this campaign to target Baton Rouge middle school students because
studentscommonlycreatesocialmediaaccountsatthisage.Thesestudentswouldbeneftfromanti-
cyberbullying education during this initial period of engagement in the online community. To Be Honest
will stigmatize bullying behaviors with a strong emphasis on cyberbullying and create a community that
stands against bullying.
Benefts for both Boys & Girls Club and LSU Bateman Team
Both brands will be promoted with all disseminated information and promotional items creating a
connection between Boys & Girls Club and the To Be Honest campaign while expanding its reach. Also,
attheendofthecampaign,allfnalmaterialswillbegiventoBoys&GirlsClubsotheorganizationcan
begin working with middle schools.
About To Be Honest
To Be Honest is dedicated to improving the understanding of the acts of bullying and cyberbullying
and to creating a community that identifes itself as bullying-free and encourages bystanders to
support victims. Please visit www.tbhcampaign.com, like TBHCamapign on Facebook and follow
###
F7
Memorandum
Date: January 31, 2013
To: Assistant Superintendent
Ted Jack
From: Camille Walther, CW
Account Liaison
Phone: (985) 237-8167
Subject: Talking points for possible interview
Partnership
BREC has partnered with the 2013 Louisiana State University Public Relations Student Society of
America (PRSSA) Bateman Case Study Competition Team.
The LSU Bateman Team will implement its anti-bullying campaign within the Baton Rouge
community.
BREC will try to continue the anti-bullying campaign in its summer programs.
About To Be Honest anti-bullying campaign
LSU Bateman Team created this campaign to target Baton Rouge middle school students because
students commonly create social media accounts at this age. These students would beneft from anti-
cyberbullying education during this initial period of engagement in the online community. To Be Honest
will stigmatize bullying behaviors with a strong emphasis on cyberbullying and create a community that
stands against bullying.
Benefts for both BREC and LSU Bateman Team
Both brands will be promoted with all disseminated information and promotional items creating a
connection between BREC and the To Be Honest campaign while expanding its reach. Also, at the end
of the campaign, all fnal materials will be given to BREC so the organization can use it in its summer
programs.
About To Be Honest
To Be Honest is dedicated to improving the understanding of the acts of bullying and cyberbullying
and to creating a community that identifes itself as bullying-free and encourages bystanders to
support victims. Please visit www.tbhcampaign.com, like TBHCamapign on Facebook and follow
###
F8
Appendix G: Media
Contacts
Media Contacts
Publications
The Daily Reveille
Andrea Gallo
Editor-in-Chief
B16 Hodges Hall
225.578.4811
editor@lsureveille.com
The Advocate
Jordan Blum
Higher Education Reporter
225.383.1111
jblum@theadvocate.com
Legacy Magazine
Katie Macdonald
Editor-in-Chief
B26 Hodges Hall
225.578.5643
editor@lsulegacymag.com
NOLA.com | Times-Picayune
Missie Arata Noel
985-373-8186
jrnoel@bellsouth.net
225 Magazine
Jeff Roedel
jeff@225batonrouge.com
LSU Media Relations
Billy Gomlila
LSU Offce of Communications & University Relations
(225)-578-3867
bgomila@lsu.edu
Television
TigerTV
Ryan Brumley
Station Manager
225.578.6103
contact@tigertv.tv
WBRZ
Brittany Meisner
bmeisner@wbrz.com
225.387.2222 Fax: 225.336.2246
WAFB
Robb Hays
News Director
225.215.4800
rhays@wafb.com
WGMB
225.766.3233
info@tvbatonrouge.com
WVLA
225.766.3233
news@nbc33tv.com
WRKF
Amy Jeffries
News Director
225-926-3050 EXT: 26
amy@wrkf.org
Radio
KLSU Radio Station
Chad Bidner
Station Manager
stationmanager@tigers.lsu.edu
WRNO
Natalie Sollars
NatalieSollars@clearchannel.com
G2
Appendix H: Time Table
H2
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Appendix I: Media
Coverage
Media Coverage
Purpose
We sought local media coverage to increase awareness about the To Be Honest campaign from the
Baton Rouge community.
Publicity
We sent out press releases to all major media outlets in Baton Rouge. We were featured in radio, print
and television spots throughout the month of February.
Media Coverage Sections:
The Advocate
The Daily Reveille
Manship Centennial Website
Manship School Website
DIG Magazine
WAFB
WBRZ
KLSU 91.11 FM
NOLA.com | Times Picuyune
I2
The Advocate
The Advocate ran an article featuring an educational session the To Be Honest campaign held at Staring
Educational Center on Feb. 25, 2013. The article was published both in print and on theadvocate.com. The
Advocate has a daily circulation of 93,185. The Advocate is the largest daily newspaper in the Baton Rouge,
La. area. The Advocate has a daily circulation of 93,185.
(Print Article)
I3
(Print Article)
I4
(Digital Article)
I5
(Digital Article)
I6
The Daily Reveille
The Daily Reveille ran an article both in print and online introducing the To Be Honest campaign on Feb. 17,
2013. The Reveille has a daily circulation of 14,000 and averages 4,657 page views per day on the website.
The Reveille is the student-run newspaper of Louisiana State University.
(Print Article)
I7
(Digital Article)
I8
Manship Centennial Website
The Manship Centennial website featured the To Be Honest campaign in a story published on
Feb. 10, 2013. The story goes in depth on the processes behind creating the campaign. The website
celebrates the impact of students, faculty, staff, alumni and friends. The site features stories that
connect the past 100 years and will continue to infuence the next.
I9
I10
Manship School of Mass Communication Website
The Manship School of Mass Communication featured a story introducing the To Be Honest
campaign on Feb. 6, 2013. The story linked viewers to the To Be Honest website and YouTube page.
I11
DIGMagazine
DIG Magazine mentioned the To Be Honest Campaign on the frst page of the magazine. The clip took bullying
statistics directly from the To Be Honest website. The piece was also published on DIGs website. DIG Maga-
zine is the largest weekly magazine in Baton Rouge with a weekly circulation of 30,000.

(Print Article)
I12
(Digital Article)
I13
WAFB
WAFB is the CBS-affliated television station for Baton Rouge, La. and is the most-watched news
show in Baton Rouge. The station aired featured the To Be Honest campaign frst on the 10 p.m.
news on Sunday, Feb. 17, 2013. The coverage featured an interview of team member Jacquelyn
Duhon and team advisor Jensen Moore. WAFB also posted an article on the campaign on the
website. WAFB.com, where a video and transcription highlighted the article, has 168, 675 unique visitors daily.

(Digital Article)
I14
WBRZ
WBRZ interviewed two team members live on the four p.m. news show on March 6, 2013. WBRZ is
an ABC affliate television station serving Baton Rouge, La., south-central and southeastern
Louisiana and southwestern Mississippi. The arrangement of the interview occured before the Feb.
28, 2013 deadline. The station also posted the interview and a short story on the website.
(Digital Article)
I15
KLSU FM 91.1
KLSU (91.1 FM) is the student-run college radio station for Louisiana State University in Baton
Rouge, La. KLSU broadcasts across the Baton Rouge area and is able to reach up to 40 miles out-
side of the LSU campus. KLSU also has web streaming.
The following script is the basis for a live read during the breaks DJs take across their shows. The
script was read approximately 60 times throughout February.
KLSU Live Read
In the past year and a half, three Louisiana high school students took their own lives because of
bullying. The To Be Honest anti-bullying campaign aims to stigmatize bullying behaviors with a strong
emphasis on cyberbullying and to create a community that stands against bullying. What do you
stand for? The organization will be tailgating by Champions Lot for the LSU Baseball home opener on
Saturday February 15th at 8am. Stop by to take the pledge to stand against bullying. More informa-
tion is available at www.tbhcampaign.com.
After the tailgate, the script was altered to mention Stand Against Bullying Day.
I16
NOLA.com|Times-Picayune
NOLA.com | The Times-Picayune is New Orleans source for news, information and online interaction.
NOLA.com featured team member Camille Walther and the To Be Honest campaign. The online
article was published March 15, 2013. The print article was published March 22, 2013. The coverage
was not sought out; the reporter contacted Walther of her own inclination.
I17
I18
Appendix J: Baseball Event
To Be Honest LSU
Baseball Tailgate Event Plan
Plan Introduction and Event Research Summary: Our campaign team will approach
LSU Event Management to secure a tailgate before the LSU baseball game season opener on Feb. 16, 2013
and a table sit during the game itself inside the stadium. The tailgate at the game ties in perfectly with the
partnership with LSU student athletes featured in our campaign messages and educational program.
Brief Situation Analysis: As the middle of the campaign arrives, we hope to have gained a
substantial following on our campaign social media accounts, so we plan to promote our event using our social
media, and we also plan to promote it at our educational sessions during February. Visitors will be able to
take the pledge to stand against bullying at our tables and will have the chance to ask the team members any
questions about the campaign. An informational video about the campaign will also be broadcast during the
baseball game, reaching the entire audience. The offcial LSU Baseball Twitter account will also tweet twice,
once before the game, and one during, about the To Be Honest campaign.
Goals: The tailgate will aid the teams fnal effort to raise awareness about our campaigns goal: to
stigmatize the acts of bullying with a strong emphasis on cyberbullying and to create a community that stands
Target Audience: We know that a lot of parents bring their kids with them to baseball games, so we
can reach both audiences of the Baton Rouge community and the middle school students.
Measurable Objectives: With our tailgate, we will aim to move closer to reaching a campaign
objective:
To improve awareness among 2,000 individuals in the Baton Rouge community about bullying by Feb.
28, 2013.
Strategies, Theme, Messages, Channels, Deliverables: The strategies our team will
use to reach our measurable objectives include passing out postcard invitations at all events leading up to
the tailgate to generate awareness for the event, distributing bracelets and buttons at the event and allowing
visitors to sign the pledge to take a stand against bullying. The events purpose is to attract attention to the
campaign from the target audience and the Baton Rouge community. We will hand out our deliverables in the
hopes that visitors will visit our website at a later time.
Budget: Our campaign team will not incur any costs related to the tailgate or table-sit.
Timetable/Calendar: We will contact LSU Event Planning three weeks before the event. We will
promote the event via social media throughout the week preceding the event and via the parent newsletters
for a few weeks before the event, and we will send a press release to local news organizations several days
before the event to increase the likelihood of coverage. We will arrive at the stadium at 8 a.m. to set up our
tailgate. We will set up the table inside the stadium at 11 a.m. Both tables will be manned until the game is
over. After the event, we will put all the names of people who took the pledge on our website.
Evaluation Methods: We will evaluate the success of our event by measuring the number of Baton
J2
Rouge community members who took the pledge to stand against bullying. We will also measure the number
of people attending the game to fnd out how many people were exposed to the broadcast at the game. We will
also measure the number of followers the LSU Baseball Twitter account has to fnd the message exposure of
the tweets.
Conclusion and Backup Plans: We feel that this event plan will be successful and benefcial
for our campaign because it will provide a fnal opportunity for us to connect with Baton Rouge community
members and because it is consistent with our campaigns strong emphasis on community interaction and
social media communication.
J3
Appendix K: BREC Event
Plan Introduction and Event Research Summary
Our campaign team will approach BREC Extreme Sports Park management to secure a table-sit on Feb. 23,
2013. The table-sit at BREC Extreme Sports Park ties directly with the partnership secured with the Recreation
and Park Commission for the Parish of East Baton Rouge (BREC). BREC plans to use our campaign messages
and educational program in their summer camp programs.
Brief Situation Analysis
As this event nears the end of the campaign, we hope to have gained a substantial following on our campaign
social media accounts, so we plan to promote our event using our social media, and we also plan to promote it
at our educational sessions during February. Visitors will be able to take the pledge to stand against bullying at
our table and will have the chance to ask the team members any questions about the campaign. An informational
video will be played on a television at the table. This showcases the LSU athlete testimonials and tips about
bullying. The offcial BREC Extreme Sports Facebook page will post once about the To Be Honest campaign.
Goals
The table-sit will aid the teams fnal effort to raise awareness about our campaigns goal: to stigmatize the acts
of bullying with a strong emphasis on cyberbullying and to create a community that stands against bullying and
encourages bystanders to support victims.
Target Audience
Extreme sports, such as skateboarding, biking, rock climbing, etc. are popular among middle school students,
especially males. This table-sit at one of BRECs most popular parks will allow us to reach the Baton Rouge
community and the middle school students.
Measurable Objectives
With our table-sit we will aim to move closer to reaching a campaign objective:
To improve awareness among 2,000 individuals in the Baton Rouge community about bullying
by Feb. 28, 2013.
Strategies, Theme, Messages, Channels, Deliverables
The strategies our team will use to reach our measurable objectives include passing out postcard invitations at
all events leading up to the table sit to generate awareness for the event, distributing campaign personalized
water bottles, bracelets and buttons at the event and allowing visitors to sign the pledge to take a stand against
bullying. The events purpose is to attract attention to the campaign from the target audience and the Baton
Rouge community. We will hand out our deliverables in the hopes that visitors will visit our website at a later time.
Budget
Our campaign team will budget 35 dollars for water bottles and snacks for the table sit.
Timetable/Calendar
We will contact BREC to fnalize event plans ten days prior to the event. This will also count as a reminder that
the event was approved on Jan. 14 at initial partnership meeting. We will promote the event via social media
throughout the week preceding the event and via the parent newsletters for a few weeks before the event,
BREC Extreme Sports Park
Event Plan
K2
we will send a press release to local news organizations several days before the event to increase the likelihood
of coverage. We will arrive at the park at 10 a.m. to set up our tent and table. We will sit at the table from 12 p.m.
to 4 p.m. After the event, we will put all the names of people who took the pledge on our website.
Evaluation Methods
We will evaluate the success of our event by measuring the number of Baton Rouge community members
who took the pledge to stand against bullying. We will also measure the number of people in attendance to
fnd out how many people were exposed to the campaign. We will also measure the number of likes the BREC
Extreme Sports Facebook fan page to message exposure of the post.
Conclusion and Backup Plans
This event will happen regardless of weather conditions. If rain is to occur, we will plan to move our table
under the pavillion at BREC Extreme Sports Park. We feel that this event plan will be successful and benefcial
for our campaign because it will provide a fnal opportunity for us to connect with Baton Rouge community
members. Additionally, it is consistent with our campaigns strong emphasis on community interaction and
social media communication.
K3
Appendix L: Stand Against
Bullying Day
To Be Honest Stand Against
Bullying Day Event Plan
Plan Introduction and Event Research Summary
Our campaign team will obtain a proclamation from Baton Rouge Mayor-President Kip Holden naming the last
day of our campaign, Feb. 28, 2013, Stand Against Bullying Day in Baton Rouge. We want to use the fnal day
of our campaign to increase awareness about bullying in the Baton Rouge community, engage with Baton Rouge
community members using a Twitter question-and-answer event, and encourage Baton Rouge community
members to stand with us against bullying by wearing one of our campaign colors, green, and posting pictures
of their support on social media with our hashtag, #TBHstand. Our Twitter event will serve as an opportunity for
members of the Baton Rouge online community to ask questions they have about bullying behaviors, effects and
prevention strategies before the campaigns conclusion. Our research showed Twitter users commonly engage
on social media later in the afternoon and evening because they are normally in school and at work during the
morning and early afternoon, so we will hold our event between 5 p.m. and 7 p.m. in order to reach the greatest
number of Twitter users.
Brief Situation Analysis
At our campaigns conclusion, we hope to have gained a substantial following on our campaign social media
accounts, so we plan to promote our Stand Against Bullying Day using our social media, and we also plan to
promote it at our educational sessions during February and at our local events. Our Twitter account will be a
source of encouraging messages, information and campaign updates throughout February, and we feel that
local middle school students and other community members will appreciate the opportunity to share feedback
with us and contribute to a fnal campaign discussion about bullying on Twitter. We know that Baton Rouge
community members will likely have bullying questions and situations they arent able to share with us at our
school programs, events or meetings with parents and teachers, so we want to be available for this purpose
before the end of our campaign. We also think it is important to start conversations about bullying online to
increase awareness in our Baton Rouge community.
Goals
Stand Against Bullying Day will be the teams fnal effort in achieving our campaigns goal: to stigmatize the
acts of bullying with a strong emphasis on cyberbullying and to create a community that stands against bullying
and encourages bystanders to support victims.
Target Audience
Through our promotions of Stand Against Bullying Day on our campaign social media, we will attempt to reach
both middle school audience members and other members of the Baton Rouge community online.
Measurable Objectives
With our Stand Against Bullying Day, we will aim to move closer to reaching two of our campaign objectives:
To engage 500 individuals in an interactive community that stands against bullying by Feb. 28,
2013.
Our Twitter event will answer Baton Rouge community members questions about bullying.
To spread awareness about bullying to 2,000 people in the Baton Rouge community by Feb. 28,
2013.
Our offcial proclamation and request that Baton Rouge community members wear green in
support of our Stand Against Bullying message will increase local awareness.
#TBHstand Search Results (See Appendix S, T)
Press Release (See Appendix M)
L2
Strategies, Theme, Messages, Channels, Deliverables
The strategies our team will use to reach our measurable objectives include our fnale Twitter question-and-
answer event between 5 p.m. and 7 p.m. on Feb. 28, 2013, our request to proclaim the same day Stand Against
Bullying Day throughout Baton Rouge, and our challenge for members of the Baton Rouge community to stand
with us against bullying and to show their support by wearing green on Feb. 28, 2013 and sharing their support
online using our campaign hashtag, #TBHstand. We chose Stand Against Bullying Day as our theme because it
is the most important message of our campaign, and it appeals to each of our target audiences within the middle
school student audience: the victims, the bystanders and those who bully. The social media messages on Stand
Against Bullying Day will promote the proclamation, encourage followers to wear green, repost followers who
show us their support, and answer questions and contribute to the bullying discussion during the Twitter event.
We will use several channels to complete our Stand Against Bullying Day, including a banner at the top of our
website encouraging visitors to participate, informative social media updates promoting the event, an informative
section of our parent newsletter dedicated to promoting the event, social media messages throughout the day,
and our Twitter fnale event communications. Our deliverables for the day will include a news release sent to our
media contacts promoting the event.
Budget
As requests for proclamations from the mayor and operation of a Twitter account are both free services, our
campaign team will not incur any costs related to Stand Against Bullying Day.
Timetable/Calendar
We will request the proclamation from the mayor about one week before the event with enough time to secure the
proclamation and promote the event. We will promote the event via social media throughout the week preceding
the fnale event and via the parent newsletters for a few weeks before the event, and we will send a press release
to local news organizations several days before the event to increase the likelihood of coverage. During the
event, we will need to carefully monitor and frequently post on our social media, since this is a large aspect of
the day of awareness and wearing green to support the campaign. We will need to be especially alert during our
Twitter event to monitor feedback and answer questions in a timely manner. After the event, our campaign will
end, so we will need to document our online communications and remove our accounts.
Evaluation Methods
We will evaluate the success of our event by measuring the number of Baton Rouge community members who
are exposed to anti-bullying messages on social media with the #TBHstand hashtag throughout the day, the
number who participate in our wear green challenge, and the number who engage with our team during the
Twitter event.
Conclusion and Backup Plans
We feel that this event plan will be successful and benefcial for our campaign because it will provide a fnal
opportunity for us to connect with Baton Rouge community members and because it is consistent with our
campaigns strong emphasis on social media communications. We also feel that the offcial proclamation from
the mayor will lend our campaign credibility and help to generate awareness in Baton Rouge. We also hope
the people participating in wear green day will share their support with their followers, which will increase
our campaigns reach and increase awareness. Since our event requires only that our supporters wear green
on Feb. 28, 2013 and that we have access to our social media accounts to raise awareness and participate in
the Twitter conversation, our only contingency plan will be to ensure that we have connections to the Internet
throughout the day and multiple accessible computers in case of technical diffculties.
Included:
Proclamation
Twitter Event Tweets
#TBHstand Search Results (See Appendix S, T)
Press Release (See Appendix M)
L3
L4
Twitter Finale Event:
Tweet 266:
None.
Tweet 267:
None.
Tweet 268: Tweeted by Candace Elenez with
137 followers.
Tweet 269:
None.
137 followers.
Tweet 271:
None.
Tweet 272: Tweeted by Jordan Churchman
with 633 followers.
Tweet 273: Tweeted by Alli Bixler with 88
followers.
Tweet 274:
None
Tweet 275:
None.
L5
Tweet 276: Tweeted by Mallory Richardson with
300 followers.
Retweeted by Rachael Stanton with 228 followers.
Retweeted by Bailey Bigler with 832 followers.
Retweeted by Carldeon Nicole with 778 followers.
Retweeted by Kelsey Hyde with 276 followers.
Retweeted by Jordan Churchman with 633 follow-
ers.
To Be Honest retweeted.
Retweeted by PRSSA at LSU with 592 followers.
Tweet 277: Tweeted by Chelsea Decell with 284
followers.
Retweeted by Chelsea Moreau with 253 followers.
Tweet 278: Tweeted by Alli Bixler with 88 follow-
ers.
Tweet 279: None
Tweet 278: Tweeted by Alli Bixler with 88
followers.
Tweet 279:
None
Tweet 280: Tweeted by Jenna Tynes with
267 followers.
Tweet 281: Tweeted by Jacquelyn Duhon
with 221 followers.
None
L6
Tweet 282: Tweeted by Alli Bixler with 88 follow-
ers.
Tweet 283:
None
Tweet 284: Tweeted by Ben Alain with 225
followers.
Tweet 285: Tweeted by Jacquelyn Duhon with
221 followers.
None
Tweet 286:
None.
Tweet 287: Tweeted by Candace Elenez with 137
followers.
Tweet 288: Tweet quoted by Jordan Churchman
with 633 followers.
Tweet 289: Tweet quoted by Kelsey Hyde with
276 followers.
Tweet 290: Tweeted by PRSSA at LSU with 592
followers.
Tweet 291: Tweeted by John Gavin with 326
followers.
Tweet 292: Tweeted by Jordan Churchman with
633 followers.
L7
Tweet 293: Tweeted by Candace Elenez with 137
followers.
Tweet 294: None.
Tweet 295: Tweeted by Elizabeth Peterson with
1,364 followers.
Tweet 296:
Retweeted by Bailey Bigler with 832 followers.
633 followers.
Tweet 298:
None.
Tweet 299: Tweeted by Remy Danielle Plas
with 243 followers.
Tweet 300: Tweeted by PRSSA at LSU with
592 followers.
with 633 followers.
L8
Tweet 302:
None.
with 633 followers.
221 followers.
Tweet 305:
None.
633 followers.
Tweet 307: Tweeted by Emily Beck with 414
followers.
Retweeted by Don Ralph III with 71 followers.
Tweet 308: Tweeted by Ryan Anderson with
192 followers.
Tweet 309:
None
Tweet 310: Tweeted by Samantha Starr with
83 followers.
L9 L8
Tweet 311:
None
Tweet 312: Tweeted by Megan Gibbs with 403
followers.
Tweet 313: Tweeted by Mary Catherine Iles with
287 followers.
Tweet 314: Tweeted by Cyone Batiste with 302
followers.
Tweet 315:
None
Tweet 316:
Retweeted by Samantha Starr with 83 followers.
Tweet 317: Tweeted by Carli Thibodeaux with
107 followers.
Tweet 318: Tweeted by Kelsey Hyde with 276
followers.
Tweet 319:
None.
Tweet 320:
None
Tweet 321: Tweeted by Submit the Doc with
3,103 followers.
L10
Tweet 322:
None
Tweet 323: Tweeted by Sandra Castillo with 71
followers.
Tweet 324:
None
Tweet 325: Tweeted by Caroline Cappello with
406 followers.
Tweet 326: Tweeted by Dondalyn Breaux with
166 followers.
Tweet 327: Tweeted by Shaunda Johnson with
58 followers
Tweet 328: Tweeted by Christina Riviere with
424 followers.
Tweet 329:
None.
L11
Tweet 330:
None
Tweet 331: Tweeted by Brindan with 39 followers.
Tweet 332:
None
Tweet 333: Tweeted by Helen Butts with 299
followers.
followers.
Tweet 335:
Retweeted by Dondalyn Breaux with 166 fol-
lowers.
Tweet 336:
None
followers.
L12
Tweet 338:
None
followers.
Tweet 340:
None
Tweet 341:
None
Tweet 342:
None.
Tweet 343: Tweeted by Will Stevens with 188
followers.
followers.
Tweet 345: Tweeted by Natasha Honegger with
21 followers.
Tweet 346:
None.
L13
followers.
followers.
Tweet 349:
None
Tweet 350: None
followers.
Tweet 352:
None
Tweet 353:
None.
633 followers.
Tweet 355:
None
followers.
L14
Tweet 357:
Retweeted by Jordan Churchman with 633 fol-
lowers.
Tweet 358: Tweeted by Casey Henley with 52
followers.
Tweet 359:
None
Tweet 360:
None.
Tweet 361: Tweeted by Alex Mouton with 113
followers.
Tweet 362: None
Tweet 363: Tweet quoted by Kelsey Hyde with
276 followers.
Tweet 364: Tweeted by Allison with 19 followers.
followers.
L15
Tweet 366:
Tweet 367:
None.
Tweet 368:
Retweeted by Alex Mouton with 113 followers.
followers.
Tweet 370:
None
followers.
Tweet 372:
None
Tweet 373: Tweeted by Shaunda Johnson with
58 followers.
Tweet 374: Tweeted by Bailey Bigler with 832
followers.
Tweet 375:
None.
L16
followers.
followers.
followers.
followers.
followers.
Tweet 381: Tweeted by Emily Beck with 414
followers.
Retweeted by Don Ralph III with 71 followers.
Tweet 382: Tweeted by Ryan Anderson with 192
followers.
Tweet 383:
None.
L17
Appendix M: Tactics
Tactics
To Be Honest created and published a series of two posters and four fiers that were distributed throughout the
Baton Rouge community. A total of 200 copies of posters one and two, and fiers one, two and three - at 40
copies each - were printed on day one of the campaign and delivered and hung up during the frst week. These
posters and fiers contained only campaign messages. Flier 4, which featured information about the BREC table-
sit, was printed 10 times and distributed on Feb. 12. Distribution of the posters and fiers was limited to BREC
parks, the schools that we visited and Skate Galaxy, a local skating rink.
Postcards were also created as invitations for various events hosted by the campaign. Postcard one was created
for the LSU baseball event, and was distributed from Feb. 1 - 15 to the school programs visited. A total of 75
were printed, and 68 were distributed. Postcard 2 was created to promote the BREC table-sit. A total of 800 were
printed, and 797 were distributed.
The newsletter was created to distribute through the Recreation and Park Commissions for the Parish of East
Baton Rouge (BREC) and the Boys and Girls Clubs of Greater Baton Rouge email contacts. The newsletter was
also distributed to adults at the educational programs and parent teacher conference. Of the 40 printed, 30 were
distributed.
Two press releases were released to our various media contacts in the area. The frst press release was about
the launch of our campaign and our partnerships. The second press release was an announcement about Stand
Against Bullying Day. The releases were sent to The Advocate, The Daily Reveille, Legacy Magazine, LSU
Media Relations, TigerTV, WBRZ, WAFB, WGMB, WVLA, WRFK, WRNO and KLSU.
Pledge cards were produced to create a sense of accountability for their own behavior, as well as the commitment
to stand against bullying. We distributed 1,450 of the 1,500 produced. An additional 169 were signed online.
A comment card was produced to determine what the effects of educational program would be on students. We
distributed 1,200 of the 1,600 produced.
To Be Honest developed three items that were purchased and created by outside sources; buttons and stickers,
water bottles and wristbands. The buttons and stickers were distributed at each school we visited, the Baseball
Tailgate and the BREC table-sit. Of the 250 buttons that were purchased, 50 were distributed at educational
programs and 160 were distributed at the LSU tailgate, and 20 were distributed at the BREC table-sit. We
produced 2,000 stickers and distributed 1,650 at educational programs and Skate Galaxy. The water bottles were
created and distributed at the BREC table-sit. We produced 100 and distributed 86. Wristbands were created as
incentives for participation in the educational programs and for visitors to the LSU Baseball tailgate. Of the 300
donated, 90 were distributed at the educational programs, and 205 were distributed at the baseball event.
CD covers were created for the educational program video, and eight were created and distributed to the schools
we visited as well as our partners.
Thank you notes were created as a form of stewardship with the schools and our partners. Of these notes, eight
were distributed.
Included:
Poster 1
Poster 2
Flier 1
Flier 2
Flier 3
Flier 4
Postcard 1
Postcard 2
Newsletter
Press Release 1
Label
Wristband
CD Covers
Thank You Note
Press Release 2
Pledge Card
Comment Card
Button and Sticker
Water Bottle
M2
Poster 1
M3
Poster 2
M4
Flier 1
M5 M4
Flier 2
M6
Flier 3
M7 M6
M9
Flier 4
M8
Postcard 1
M9 M8
Postcard 2
M10
Newsletter
M11 M10
tbhcampaign
www.tbhcampaign.com
Water Bottle Label
Sticker and Button Proof
CD Covers
M12
Press Release
Jacquelyn Duhon
Strategy Director
Phone: (337) 852-3324
Feb. 1, 2013
To Be Honest Urges Students to Stand Against Bullying
Baton Rouge Campaign Focuses on Cyberbullying

Boys & Girls Club of Greater Baton Rouge and Recreational and Park Commission of East Baton Rouge (BREC)
have partnered with LSU seniors to motivate Baton Rouge To Be Honest and stand against bullying.
The To Be Honest campaign will run throughout the month of February. The campaign aims to stigmatize bullying
behaviors with a strong emphasis on cyberbullying and to create a community that stands against bullying.
In the past year and a half, three Louisiana high school students took their own lives because of bullying.
By targeting middle school students, To Be Honest wants to inform these students about bullying to prevent
tragedies like the three suicides.
The campaign features messages from former LSU soccer player and Homecoming Queen, Mo Isom, and other
LSU student athletes, and it will involve educational programs within Baton Rouge middle schools and after-
school programs.
We would like to incorporate the LSU Bateman teams campaign into our current programs, so we may better
serve our middle school groups, said Boys & Girls Club of Greater Baton Rouge Director of In-school Programs
Seresa Corbin.
The campaign asks students to refect on one central question: What do you stand for?
LSU seniors Jacquelyn Duhon, Catherine Parsiola, Chelsea Moreau, Remy Plas and Camille Walther created the
To Be Honest campaign as a part of the Public Relations Student Society of America (PRSSA) National Bateman
Case Study Competition. The competition gives participants the opportunity to apply classroom education and
internship experiences to create and implement a full public relations campaign.
About To Be Honest
To Be Honest is dedicated to improving the understanding of the acts of bullying and cyberbullying, its effects
and prevention strategies and to create a community that identifes itself as bullying-free and encourages by-
standers to support victims. Please search Facebook for To Be Honest, and follow @TBHCampaign on Twitter!
###
Press Release 1
M13
Press Release
Jacquelyn Duhon
Strategy Director
Phone: (337) 852-3324
Feb. 27, 2013
BATON ROUGE MAYOR DECLARES STAND AGAINST BULLYING DAY IN HONOR OF TO BE HONEST
Campaign asks Baton Rouge residents to wear green on Feb. 28
Baton Rouge Mayor-President Melvin L. Kip Holden has proclaimed Feb. 28, 2013 Stand Against Bullying
Day in Baton Rouge, LA in honor of the To Be Honest campaign. The campaign, created by fve Louisiana State
University public relations seniors, aimed to raise awareness about bullying actions, effects and prevention
strategies in Baton Rouge middle school students during the month of February.
Campaign team members aimed to connect with 5,000 Baton Rouge community members through social media
outlets, in-school educational programs and events in Baton Rouge. The campaign has already received more
than 1,500 pledges to stand against bullying from Baton Rouge community members.
The campaign team is asking Baton Rouge students, teachers, parents and other community members to wear
the color green on Feb. 28, 2013 to raise awareness about bullying and to post pictures of themselves on social
media sites using the campaign hashtag, #TBHstand. The Stand Against Bullying Day event is the campaigns
fnale event, and the campaign team will hold a question-and-answer chat on Twitter and Instagram between 5
p.m. and 7 p.m. the same day using its hashtag.
The campaign is part of the Public Relations Student Society of America Bateman Case Study Competition.
About To Be Honest
To Be Honest is dedicated to improving the understanding of the acts of bullying and cyberbullying, its effects
and prevention strategies and to create a community that identifes itself as bullying-free and encourages by-
standers to support victims. Please search Facebook for To Be Honest, and follow @TBHCampaign on Twitter!
###
Press Release 2
M14
Pledge Card
M15
Comment Card
1. Have you ever used TBH in a mean way before?
2. Do you have a better understanding, after viewing this program,
about bullying behaviors, such as spreading rumors, sending mean text
messages, and excluding people from groups?
3. Do you have a better understanding, after viewing this program about
the effects of bullying, such as anxiety, stress and depression?
4. Do you have a better understanding, after viewing this program,
about ways to sop bullying, such as talking to an adult, being a friend of
a victim, and apologizing to someone you may have bullied?
5. Will you visit our website and social media pages?
6. When you hear or see TBH, do you think of;
7. Will you use TBH in a mean way in the future?
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
TBH Facebook Game TBH Anti-bullying Campaign Both
M16
www.tbhcampaign.com
I stand for love respect friendship

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I stand for love respect friendship

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Thank You Note
M17
Appendix N: Educational
Program and School List
The To Be Honest team created an educational program to reach Baton Rouge middle school
students, our primary target audience. We understood that Boys & Girls Club of Greater Baton Rouge
and the Recreation and Park Commission for the Parish of East Baton Rouge would be continuing
these educational programs in the future, so we kept in mind their needs. Through our partnerships
and Baton Rouge middle schools, we found opportunities to lead the educational program.
After contacting 28 middle schools (see school contact list), eight responded with intentions to have
To Be Honest promoted at their school with six wanting us to hold an educational program (see
fnalized school lists).
We posted posters and fiers at all eight schools, reaching 4,594 middle school students to
promote the campaign and its social media (see Appendix M).
We taught 20 individual programs at the six schools, teaching 1,538 middle school
students.
Our eudcational program goal was improve the students understanding of bullying behaviors, effects
and prevention strategies. The 30- to 45- minute program included research-based information and
LSU athletes bullying testimonials. The educational program was interactive by asking the students
questions to gauge their understanding. An informational video is intertwined throughout the program
displaying many LSU former and current athletes (see Appendix O). To encourage participation, we
also used incentives like campaign buttons and wristbands (see Appendix M).
Included:
Formal Educational Program
Educational Program
N2

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h o p e p a t i e n c e d o i n g t h e r i g h t t h i n g t r u t h t h e g o l d e n r u l e
I stand for love respect friendship summer partying coolness
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N3
Dear Teacher,
is education packet, created during the To Be Honest anti-bullying
campaign, includes research-based information along with LSU athletes
bullying testimonials. e goal of this educational program is to improve
the students understanding of bullying behaviors, eects and prevention
strategies.
e educational program lasts 30 to 45 minutes with lecture and video
sections, depending on the interactivity of students.
is packet gives you step-by-step instructions on questions to ask,
responses to give and moments when the presentation video should be
played and paused. is program has been used in classroom settings of 30
students to gymnasium settings of 200 students. We used incentives to boost
participation in the program and had prizes for rst place winners of the
activities.
We are hopeful that this program will help you inform your students
about bullying in a fun, interactive way and also inform yourself about the
attitudes and beliefs of your students have about bullying.
Sincerely,

To Be Honest Campaign
February 2013

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N4
Introduce yourself and your reason for wanting to have a conversation with your students about
bullying. Some possible reasons you can give them are:
1 out of 3 students are bullied every month in the United States.
Bullying aects everyone involved for a lifetime.
60 percent of United States teenagers see a bullying incident daily.
Bullied kids are twice as likely to commit suicide as non-bullied
kids.
160,000 middle school students miss school each day for fear of
being bullied.
Let the students know what to expect during this program. Not only will the students be hearing
information about bullying, but they will also hear personal testimonies from Louisiana State University
athletes. e athletes want the students to be honest and ask themselves, What do I stand for?
VIDEO: Play introduction: Quick clips that ask students to be honest and to reect on what they
stand for?
Pause at What is Bullying?
?
ASK STUDENTS: What do you think is bullying?
You should receive responses like hitting, being mean, hurting someone.
Our governments denition for bullying is unwanted, aggressive behavior among school-aged children
that involves a real or perceived power imbalance. e behavior is repeated, or has the potential to be
repeated, over time.
So lets break it down. ere are three things that need to occur for a situation to be considered bullying:
1. Intention to hurt (unwanted, aggressive behavior)
2. Power imbalance (Someone is stronger, smarter, cooler, etc.)
3. Repetition (occurs over and over)
ASK STUDENTS: Who is bullying? Is it only for young people, elementary students, or girls? No,
ANYONE can bully.
Bullying can be directed toward ANYONE.
High school students bully; girls bully; boys bully; adults bully.
What is important to remember is that even though all ages, genders, and races bully, no one deserves to
be bullied. Everyone has the right to feel safe in school and at home from bullying behavior.
ASK STUDENTS: What are the dierent types of bullying?
Physical Bullying: is occurs when there is direct contact between individuals like hitting, punching, or
taking someones belongings.
Verbal Bullying: is occurs when people use mean hurtful language like spreading rumors or calling
someone names.
Indirect Bullying: is occurs when people use indirect methods of bullying like leaving others out or
using rude hand gestures.
Cyberbullying: is occurs on the Internet or on text messages when people are teased, taunted or
threatened.

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N5
Lets see what the LSU athletes have to say about bullying.
VIDEO: Play What is bullying?: LSU athletes tell their thoughts on bullying.
Pause at What is Dierent About Cyberbullying?
ACTIVITY: True or False Questions: Test the students knowledge about some bullying facts. If they
believe the statement you read to be true, they can raise their hands, stand up, or move to a designated
side of the room. Aer the kids make their decision on whether the statement is true or false, tell them
why they are right or wrong.
Statements:
Bullying is the same as arguing. False
Bullies come in all shapes and sizes. True
Bullying only happens in middle schools. False
Bullying is the bullied persons fault. False
Bullying can happen online and even by cell phone. True
Kids who are being bullied may not want to tell an adult. True
Bullying is just for boys. False
Words will never hurt you. False
If you see bullying, you can help stop it. True
ASK STUDENTS: How many of you have a cell phone? Social media?
ASK STUDENTS: How many of you have seen cyberbullying? Cyberbullying is bullying that takes
place using electronic technology.
Eighty-one percent of youth say bulling online is easier to get away with than bullying in person.
ASK STUDENTS: What are some examples of cyberbullying that you have seen or heard of?
ese can include mean text messages or emails, rumors posted and spread online, embarrassing
pictures and videos, mean websites or fake proles.
Cyberbullying is a serious situation. It allows bullying to leave the playgrounds and schools and enter
your home.
Explain to them how it enters the home: Cyberbullying follows the victim 24/7, so the victim
never gets a break from the pain.
Cyberbullying is now punishable by law. Anyone who participates in cyberbullying can get a police
record that will follow him or her the rest of his or her life.
ASK STUDENTS: Have you heard of the TBH game on social media?
TBH is a game on Facebook and other social media that students us to asks their peers to tell them
things by posting tbh. is game isnt always used for bullying, but it can be used for bullying
online.
To Be Honest campaign and the LSU athletes want kids to rethink this game by realizing it can be used to
cyberbully.
VIDEO: Play What is Dierent About Cyberbullying?: LSU athletes tell their thoughts on cy-
berbullying.
Pause at What are the Eects of Bullying?

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N6
ACTIVITY: Picture Your Future: Tell the students to close their eyes and picture where they would
like to be in ve to 10 years. Ask them what they pictured (attending college, being a singer, playing
professional sports are answers we heard.)
Explain to the students how long lasting the Internet is. Let them know that it continually
copies itself, making information that they post now available in the future. Colleges, jobs,
and graduate application o ces now use soware to nd past Internet pictures and posts,
and this could keep them from getting what they want.
Before you post think, would my mom like this? My grandma? Principal? Teacher? If the answer is no, do
not post it.

As mentioned earlier, bullying aects not only victims, but bullies and bystanders for their lifetimes.
ASK STUDENTS: What do you think are some eects of bullying?
All who have a connection to bullying:
Depression/ Anxiety Physical Injury
Not feeling safe Police Record
Decreased academic performance Substance abuse
Eating disorders Suicide
Bullied victims are twice as likely to commit suicide than students who are not bullied.
Children who bully by age 8 are four times as likely to have a criminal record by age 30.
VIDEO: Play What are the Eects of Bullying? LSU tell their thoughts on the eects of bullying.
Pause at Why Do People Bully?
ASK STUDENTS: Who knows who Mo Isom is?
She was a LSU soccer player, past Homecoming Queen, and she tried out for the LSU Football team
as a kicker.
ASK STUDENTS: Do you think she was bullied or cyberbullied for trying out for LSU Football?
Yes! She was cyberbullied terribly aer announcing her wish to try out for the LSU Football team.
People were saying things like:
Girls dont belong on a football team.
She is not good enough.
Lets watch her personal experience with bullying and how she dealt with it.
VIDEO: Play What Can Happen to Victims? : Mo Isom shares her past bullying experiences.
Pause at Why Do People Bully?
?
Bullying is a serious issue.
Dont think that your actions have no consequences. ink about how it feels to be put down no one
likes that feeling. Take into consideration how you could be aecting someone elses life.
Louisiana is beginning to take bullying more seriously. Legislative bills are trying to make not only
cyberbullying, but also in-school and in-person bullying illegal.
You have the power to stop bullying!

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N7
To understand what you can do, you must know why people bully.
ASK STUDENTS: Why do you think people bully?
ey think they are bigger, stronger, better. ey were bullied themselves.
ey have a bad living situation at home. ey are jealous.
ey are trying to t in and look cool. ey are stressed out.
How to stop bullying if you are somone who bullies?
LSU athletes want people who participate in bullying to Stand for Change. You need to make the
decision to stop your bullying behaviors. ere are several dierent ways to accomplish this:
Distance yourself from friends who encourage you to bully.
Learn how to manage stress in ways other than bullying, such as exercise and being outside.
Try getting involved in new hobbies where people wont know you for your bullying
behavior.
One major thing you must do if you participate in bullying is to apologize. Take responsibility for your
past actions. ere are a few things you should do when apologizing:
Be authentic.
Tell them what you are sorry for.
Dont participate in the behavior again aer you apologize.
Words are just words. e true way to apologize is to show youre sorry by not participating in the
bullying behaviors anymore. Remember, actions speak louder than words!
VIDEO: Play Why Do People Bully? LSU athletes talk about why people bully.
Pause at How Can Victims Deal With Bullying Situations?
LSU athletes are asking every victim of bullying to Stand Up For Yourself.
Vicims can feel hurt, confused and scared. Sometimes being bullied can make victims feel helpless and
alone. e good news is theres always a way out:
Deal with ths situation: Ask the bully to stop in a condent way. Condence will show the
bully youre serious about standing up for yourself.
Take yourself out of the situation: If the incident has become dangerous, get away from the
bullying situation.
Buddy up with a friend: A bully will think twice about taking on two people at once.
Tell an adult: Adults can oen help solve big problems like bullying. Older siblings or family
friends can also sometimes help think of ideas to deal with a bully.
Try not to become angry becuase that can only make the situation worse.
VIDEO: Play How Can Victims Deal With Bullying Situations? LSU athletes talk about how victims
can handle bullying situations.
Pause at What Should I Do When I See Bullying?
ASK STUDENTS: What is a bystander?
A bystander is someone who sees bullying occur and chooses to stand by and do nothing.
LSU athletes are asking bystanders to Take a Stand & Protect Others.
In most bullying situations (77 percent), bystanders do not intervene.
All students should realize that they have the power to make a dierence.
In more than half of the cases (57 percent) in which a person steps up, bullying stops.

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N8
ASK STUDENTS: How can a bystander stop bullying?
Step Up: Ask the bully to stop. Try to x the situation.
Get help: Adults are willing to help. Letting adults know what is going on allows them
to x the situation.
Befriend the victim: Let the victim know that its okay. Tell them Its not their fault. and
that You are here.
One thing you should never do is to tell that the victim being bullied to ght back. Two wrongs dont
make a right. Usually more violence will just make the situation worse.
VIDEO: Play What Should I Do When I See Bullying? and What Should I Do When Someone Is
Cyberbullying Me?: LSU athletes tell how they think someone can do about bullying.
Pause at Reach Out For Help
Most Imperative ing to Know:
e best way to end bullying is to TELL AN ADULT. As crazy as it might sound, adults are ready and
willing to listen.
ASK STUDENTS: What are some reasons yall think that people dont tell adults?
Do any of these thoughts sound familiar? (Reasons why kids dont talk to adults)
Telling an adult will just make the bullying worse.
I dont want to be labeled a tattletale or a snitch.
I dont need their help. I should handle this on my own.
No one cares anyway. Why bother telling anyone?
I have tried to tell an adult; they just dont hear me, or take me seriously.
ese reasons are not true. Adults want to know about when bullying occurs.
Adults have been your age before. Everyone has gone through the middle school experience and knows
how hard it can be.
e last part of these videos will give the students things to think about, ask them to take the pledge and
give them examples of what to stand for.

VIDEO: Play Reach Out For Help, Pledge to Stand Against Bullying, & What Do You Stand
For?
ere are many dierent ways you can be a part of making bullying a thing of the past.
You have way more power than you might think.
Speaking Out: e best thing to do - no matter who you are or what the situation may be is to tell
someone.
Looking Out: Be a peer advocate and an active, helpful bystander in bullying situations.
LSU athletes are asking you to take the pledge to Stand Against Bullying!
!

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N9
:
1. Have you used tbh in a mean way?
21%
79%
2. Do you have a better understanding about
bullying behaviors aer the program?
91%
9%
89%
11%
88%
12%
45%
6%
49%
84%
16%
the eects of bullying aer the program?
ways to stop bullying aer the program?
5. When you hear or see TBH, what do you
think of?
6. Will you use tbh in a mean way in the
future?
Yes: 79%
No: 21%
Yes: 91%
No: 9%
Yes: 89%
No: 11%
Yes: 88%
No: 12%
TBH Facebook
Game: 45%
TBH Anti-bullying
Campaign: 49%
Both: 6%
Yes: 84%
No: 16%
Below are the preliminary ndings of the To Be Honest educational program. Based on this analysis, we
believe that we accomplished the goal of this educational program by increasing students knowledge of
bullying behaviors, eects and prevention strategies.
Feel free to use the To Be Honest educational program with students of all ages! is information can
help all students deal with the bullying that they experience.

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N10
East Baton Rouge
East Baton Rouge Parish Schools:
Superintendent: Bernard Taylor
Phone: (225) 922-5400
Email: bernardtaylor@ebrschools.org
Assistant Superintendent: Mary Blunschi
Email: kblunschi@ebrpss.k12.la.us
Broadmoor Middle School
1225 Sharp Road
Principal Gavin C. Lewis
Phone: 225-272-0540
Email: glewis2@ebrschools.org
Capitol Middle School
5100 Greenwell Springs Road
Principal Viola Jackson
Phone: 225-231-9292
Email: vjackson@ebrschools.org
Central Middle School
11526 Sullivan Road
Superintendent, Mike Faulk
Phone: 225-261-2237
Email: mfaulk@centralcss.org
Crestworth Middle School
10650 Avenue F
Principal Shonel Branch-LeDuff
Email: sbranch@ebrschools.org
Glasgow Middle School
1676 Glasgow Avenue
Principal Diane Talbot
Phone: 225-925-2942
Email: dtalbot@ebrpss.k12.la.us
Glen Oaks Middle School
5300 Monarch Avenue
Phone: 225-357-3790
Kenilworth Middle School
7600 Boone Drive
Phone: 225-766-8111
Mayfair Middle
9880 Hyacinth Avenue
Phone: 225-761-7849
McKinley Middle Magnet School
1550 Eddie Robinson, Sr. Drive
Principal Herman Brister, Jr.
Phone: 225-388-0089
Email: hebrister@ebrschools
Park Forest Middle School
3760 Aletha Drive
Principal Curtis Walker
Phone: 225-275-6650
Email: cwalker@ebrschools.org
Prescott Middle School
4055 Prescott Road
Scotlandville Middle Pre-Engineering Academy
2555 DeSoto Drive
Phone: 225-775-0776
Sherwood Middle Academic Academy
1020 Marlbrook Street,
Principal Shalika Scott
Phone: 225-272-3090
Email: sscott4@ebrschools.org
Southeast Middle School
15000 Harrells Ferry Road
Principal Amber Boyd
Phone: 225-753-5930
Email: aboyd@ebrschools.org
Vice Principal E. Howard
Email: ehoward@ebrschools.org
Staring Educational Center
1645 North Foster Drive
Principal Clara Joseph
Phone: 225-357-0139
cwhitley@ebrschools.org
School Contacts
N11
Westdale Middle School
5650 Claycut Road
Principal Sherry Brock
Phone: 225-924-1308
Email: sbrock@ebrschools.org
Woodlawn Middle School
14939 Tiger Bend Road
Principal Shelly Colvin
Phone: 225-751-0436
scolvin@ebrschools.org
Baton Rouge Private Schools:
Christian Life Academy
2037 Quail Drive
Phone: 225-769-6760
Assistant Principal: Jeanne Johnson
Phone: 225-765-7337
Email: jeanne.johnson@gocrusaders.com
Principa: Jill Sprinkle
Ext. 7004
Email: jill.sprinkle@gocrusaders.com
The Dunham School
11111 Roy Emerson Drive
Phone: 225-767-7097 ext. 331
Episcopal High School
3200 Woodland Ridge Boulevard
Phone: 225.753.3180
Most Blessed Sacrament School
8033 Baringer Road
Principal Maria Cloessner
Phone: 225-751-0273
Email: mcloessner@mbsbr.org
Guidance: Donna Pacillo
Email: dpacillo@mbsbr.org

Parkview Baptist School
5750 Parkview Church Road
Middle School Dean of Students Lisa Jones
Phone: 225-291-2500
Ext. 128
Email: Lisa.Jones@parkviewbaptist.com
St. Aloysius School
2025 Stuart Ave.
Principal John Bennett
Phone: 225-383-3871
Ext. 101
Email: jbennett@aloysius.org
Counselor: Laurie Snaith (Grades 5-8)
Email:lsnaith@aloysius.org
St. George School
7880 St. George Drive
Principal Jack Nelson
Phone: 225-293-1298
St. Thomas Moore Catholic School
11400 Sherbrook Dr.
Principal Judy Armstrong
Phone: 225-275-2820
Email: armstrongj@stmbr.org
N12
Baton Rouge Public Schools:
Broadmoor Middle School (550 Students)
1225 Sharp Road
Primary Contact: Ingrid Fields
Phone: 225-272-0540
Email: ifelds@ebrschools.org
Posters & Fliers: 10 Posters, 18 Fliers
Educational Program: Febraury 26
1 session: 6
th
grade, 193 students
Glasgow Middle School (715 Students)
1676 Glasgow Avenue
Primary Contact: Bobbie Reed
Phone: 225-925-2942
Email: breed@ebrschools.org
Educational Program: Febraury 20 & 26
8 sessions: 6
th
, 7
th
, 8
th
grade
715 students
Mayfair Middle (280 Students)
Primary Contact: Ms. Allen
Phone: 225-761-7849
Email: sallen@ebrschools.org
1 sessions: 6
th
, 7
th
, 8
th
grade
30 students
Park Forest Middle School (985 Students)
3760 Aletha Drive
Primary Contact: Ms. Carter
Phone: 225-275-6650
Email: recarter@ebrschools.org
5 sessions: 6
th
, 8
th
grade, 150 students
Staring Educational Center (137 Students)
Primary Contact: Ebonis Murry
Phone: 225-357-0139
Email: emurry@ebrschools.org
1 sessions: 6
th
, 7
th
, 8
th
grade
137 students
Woodlawn Middle School (1042 Students)
Primary Contact: Principal Shelly Colvin
Phone: 225-751-0436
Email: scolvin@ebrschools.org
Baton Rouge Private Schools:
Most Blessed Sacrament School (535 Students)
8033 Baringer Road
Primary Contact: Donna Pacillo
Phone: 225-751-0273
Email: dpacillo@mbsbr.org
St. George School (350 Students)
Primary Contact: Linda Dutreix
Phone: 225-293-1298
Email: lindad@st-george.org
Educational Program: Febraury 20 & 27
2 sessions: 6
th
, 7
th
grade
150 students
Finalized School Contacts
N13
Appendix O: Informational
Video
To Be Honest Campaign
Informational Video
Our campaign team decided to approach LSU athletes and club athletes to gain endorsements for our campaign
messages and personalized testimonials from them. We felt that their star power would assist us greatly in
reaching our middle school audience online and capturing their attention during school programs. The fnal
product of our work was a 12-minute informational video, and we also posted individual testimonials from each
athlete on our YouTube account. We created talking points to allow the athletes to learn more about bullying
before recording their messages, but we encouraged the athletes to share the information with their personal
voice and their own expressions. We also requested that each athlete include a personal story of witnessing or
experiencing bullying, if applicable. We felt that the middle school students would respond strongly to seeing
successful LSU athletes sharing bullying experiences, and we hoped their notoriety would catch the students
interests and increase their curiosity in our campaign.
We were able to use our informational video as a supplemental resource during our in-school and after-school
educational sessions, as a featured campaign deliverable on our website and YouTube channel and as a
stewardship resource when we distributed the educational sessions and DVD copies of the informational video
to the schools with which we worked and to our partner organizations.
We worked with LSU Athletics Compliance Offce to obtain permission from the university to feature these
athletes, so our offcial compliance form is included in this appendix, along with a list of the athletes interviewed
and their respective sports and club sports. We have included a DVD containing our offcial informational video,
and we have also included storyboards of the videos we created for our campaign. Finally, we have included the
suggested talking points we created for the athletes review before they recorded their interviews.
j d
Included:
Offcial Compliance Forms
LSU Athletetics Compliance Emails
List of Athletics Interviewed
LSU Athletic Contact Information
Athlete Talking Points
Video Storyboard
O2
Official Compliance Forms:
LSU COMPLIANCE
STUDENT-ATHLETE APPEARANCE REQUEST FORM
Please review the following NCAA rules that govern the appearance of student-athletes at community service events:

12.5.1.1 Institutional, Charitable, Education or Nonprofit Promotions.
A member institution or recognized entity thereof (e.g., fraternity, sorority or student government organization), a
member conference or a noninstitutional charitable, educational or nonprofit agency may use a student-athlete's name,
picture or appearance to support its charitable or educational activities or to support activities considered incidental to
the student-athlete's participation in intercollegiate athletics, provided the following conditions are met: (Revised:
1/11/89, 1/10/91, 1/10/92)

(a) The student-athlete receives written approval to participate from the director of athletics (or his or her designee who
may not be a coaching staff member), subject to the limitations on participants in such activities as set forth in Bylaw
17; (Revised: 1/11/89, 4/26/01)

(b) The specific activity or project in which the student-athlete participates does not involve cosponsorship,
advertisement or promotion by a commercial agency other than through the reproduction of the sponsoring company's
officially registered regular trademark or logo on printed materials such as pictures, posters or calendars. The
company's emblem, name, address, telephone number and Web site address may be included with the trademark or
logo. Personal names, messages and slogans (other than an officially registered trademark) are prohibited; (Revised:
1/11/89, 1/10/91, 5/6/08)

(c) The name or picture of a student-athlete with remaining eligibility may not appear on an institution's printed
promotional item (e.g., poster, calendar) that includes a reproduction of a product with which a commercial entity is
associated if the commercial entity's officially registered trademark or logo also appears on the item; (Adopted:
11/12/97)

(d) The student-athlete does not miss class; (Revised: 1/11/89)

(e) All moneys derived from the activity or project go directly to the member institution, member conference or the
charitable, educational or nonprofit agency; (Revised: 1/11/89, 1/10/92)

(f) The student-athlete may accept actual and necessary expenses from the member institution, member conference or
the charitable, educational or nonprofit agency related to participation in such activity; (Revised: 1/11/89, 1/10/92,
4/28/05)

(g) The student-athlete's name, picture or appearance is not used to promote the commercial ventures of any nonprofit
agency; (Adopted: 1/10/92)

(h) Any commercial items with names, likenesses or pictures of multiple student-athletes (other than highlight films or
media guides per Bylaw 12.5.1.7) may be sold only at the member institution at which the student-athletes are
enrolled, the institution's conference, institutionally controlled (owned and operated) outlets or outlets controlled by
the charitable, educational or nonprofit organization (e.g., location of the charitable or educational organization, site of
charitable event during the event). Items that include an individual student-athlete's name, picture or likeness (e.g.,
name on jersey, name or likeness on a bobble-head doll), other than informational items (e.g., media guide, schedule
cards, institutional publications), may not be sold; and (Adopted: 1/16/93, Revised: 1/9/96, 4/27/06 effective 8/1/06)

(i) The student-athlete and an authorized representative of the charitable, educational or nonprofit agency sign a release
statement ensuring that the student-athlete's name, image or appearance is used in a manner consistent with the
requirements of this section (Revised: 1/11/89, 1/10/92)
Page 1 of 2
O3
STUDENT-ATHLETE APPEARANCE REQUEST FORM
LSU COMPLIANCE
Name(s) of Student-Athlete(s) Requested for Appearance
Organization Making Request
Contact Person for Organization Making Request
Telephone Number of Person/Organization Making Request E-mail Address of Person/Organization Making Request
LSU Athletics Department Contact
Purpose of Student-Athlete's Appearance and Activities Involved (e.g., reading, speaking, building homes, etc.)
Time of Appearance Location of Appearance
Co-Sponsorship or Advertising for Event (describe printed materials or use of logo/trademark)
Expenses/Items Provided by Organization and Amount (e.g., meals, transportation, t-shirts, etc.)
Note: Due to academic and athletic obligations, LSU gives preference to community service events that occur in
the Baton Rouge area.
I certify that all of the funds generated by the student-athlete's name, picture or appearance will be distributed directly
to the charity or educational agency, and that the agency understands and will adhere to all NCAA rules listed on the
first page of this form. I have read and understand NCAA rules governing student-athlete appearances.
Name of Individual completing this form Title of Individual completing this form
* COMPLETION OF THIS FORM DOES NOT GUARANTEE THAT LSU WILL FULFILL THIS REQUEST *
FOR COMPLIANCE USE ONLY
APPROVED
DENIED
Date Compliance Office Signature
Page 2 of 2
Revised 12/2011
Date of Appearance
Date
* PLEASE PRINT THIS FORM AS A PDF & E-MAIL ATTACHED FILE TO SAAPPEARANCES@LSU.EDU *
Laura Furr,Sarie Morrison,Christine Derbins,Sadie Landrieu,Emily Sullivan,Mo Isom,Ben Domingue,JC
Copeland (we may ll out another form with additional interested athletes at a later date)
Manship School of Mass Communication Bateman Team (student organization), advised by Dr. Jensen
Moore. We will not be selling any of the materials featuring LSU student athletes.
Catherine Parsiola
985-312-4733 cparsi1@tigers.lsu.edu
Film, photograph, and record student-athletes in uniform saying anti-bullying messages and their personal
bullying experiences as part of our non-prot anti-bullying campaign for the Bateman competition.
23rd/24th: 6-8
p.m, 25th: day
Cox Communications Academic Center for Student
Athletes
Videos using clips of the athletes would be posted to our YouTube account and shown in BR middle
schools. Photos of athletes would be printed on posters and iers as well as on our campaign Instagram.
None
Catherine Parsiola Bateman Team member
January 23/24/25
January 15, 2013
O4
LSU Athletics Compliance Emails
O5
O6
LSU Varsity and Club Athletes interviewed for the Campaign:
Ben Domingue Football
Anne Lee Parsiola Club Tennis
Devan Scioneaux Club Tennis
Philip Dempsey Track and Cross Country
Michelle Mobley Track and Cross Country
Meghan Charbonnet Track and Cross Country
Morgan Schuetz Track and Cross Country
Christine Derbins Track and Cross Country
Roger Cooke Track and Field
Quinn Thibodeaux Club Triathlon
Daniel Obioha Track and Field
Cyril Grayson, Jr. Track and Field
Darrell Bush Track and Field
Emily Sullivan Tiger Girls
Rheagan Courville Gymnastics
Alex Chiasson Tiger Girls
Michael Goodrich Club Lacrosse
Joseph Caraway Track and Field
Mo Isom Former Soccer
O7
Video Storyboard
Introduction:
Jump clips of LSU athletes saying To Be Honest and What do
you stand for?
Ben Dominque: Many people think that bullying is a joke, but let
me tell you, its not. Its not funny. 280,000 middle students are
physically attacked each month.
1.
3.
2.
What is Bullying?
Roger Cooke: Bullying is never the answer. It is a lose-lose situation
for both parties. On one hand, youre looking like the idiot, poking
fun at this person, and on the other youre having this person feel
unwanted, and they really dont need to feel that way. It is just not
big to make others feel small.
4.
Track Girls: Michelle: Bullying comes in all forms. Christine: That
is something I wish I would have known when I was going through
middle school and high school because it allows you to kind of
speak up whenever you see it in these other forms. Maybe some-
thing that you wouldnt have done if you didnt think that it came in
any other than violence or physical fghts.
5.
Devan Scioneaux: I had a friend all through junior high and high
school that made fun of me for the way my hair looked on certain
days for school and for what I wore or even as far as what I looked
like when I worked out or running or just anything, and that is verbal
abuse, and it took me until college to tell her something.
6.
Cyril Grayson Jr.: Have you ever been bullied? Darrell Bush: I
have. Cyril Grayson Jr.: Bullying is something that happens each
and everyday and everyone sees it from schools from elementary
and all the way up through college and even the real world. Darrell
Bush: It can be from just saying a little rumor to even talking about
someone it doesnt matter how big or small it is. That still counts
as bullying. Cyril Grayson Jr.: Many times you may bully without
even knowing that your bullying. Sometimes we just have to watch
what we say.
O8
What is Cyberbullying?
7.
Ben Domingue: Cyberbullying affects a person at home. You see,
when he leaves and he goes away from school, that carries home,
so you never know whats going on in his personal life. Theres that
old saying: Hurt people hurt people. So if you, you know someone,
or you know of someone, who is bullying another one, you should
stand up for whats right. And this is what I stand for.
8.
Rheagan Courville: Do you know what tbh is? You might have
seen it played as a game on Facebook, but Im here to tell you
that its a form of bullying. Some people may not know, but saying
hurtful things on the Internet is considered cyberbullying. I stand for
using your Facebook for good, not evil.
9.
What are the Effects of Bullying?
Emily Sullivan: Bullying can cause very many harmful effects on
victims. Bullying victims have a lower self-esteem and arent as
happy as other students.
Philip Dempsey: You know, and just think about what that would
feel like if you felt that way. You know what I mean, if you everyday
you had somewhere to go that you really really didnt want to go
because so many people were unwelcoming and mean and stuff
like that. That can have some serious effects, I mean suicide, you
think it sounds so out of the question but it happens.
10.
Daniel Obioha: Im against bullying because I was bullied for the
majority of my childhood. Coming from poverty and things like that,
my parents being African immigrants, I never really looked like any
other kids, I was a little bit darker complected and all these other
things. I never really had like the newest clothes. People singled me
out and picked on me for reasons that I didnt understand. Even as
I got older, even as I transferred out of the public schools and went
to private schools, people still found the need to pick on those little
things about me. I was just one case, but I could see it all around
the school, and Im sure it happens to other people as well. Bullying
is something that has no specifc cause, it makes no sense, it just
comes from all around. I feel that a lot of people have been troubled
or burdened by bullies. I feel like its just not me but its a lot of other
kids. People need to be more aware of it, need to speak out against
it. Thats why I hate bullying, because Ive been there.
11.
O9
What Can Happen to Victims?
Mo Isom: And I believe that bulling is wrong. I have been on both
sides of the equation: I have been bullied, and in turn, I have then
bullied other people. When I entered high school, I received a lot of
bullying because of my size, because of the way I looked. I walked
into high school six feet tall. I had a head that looked like a planet,
and I just orbited around the halls, but whether people were having
fun, whether they were my friends and just sort of picking on me
and making jokes or whether they were truly being cruel, I faced
a lot of bullying about my height, about my size, about nothing I
could really control. And I sort of lost control in that it really, it hurt
me. Peoples words really dug deep. I became very self-conscious
about my looks, very self-conscious about my body and my
appearance, and I sort of lost control. I so desperately wanted to ft
in. I so desperately wanted to determine what social group I would
ft with, you know, what clique I would be in in high school, and I
really didnt have much control over it at all. I was getting picked on
for my size, picked on for my weight, picked on for my body, and
so I developed an eating disorder because it was the one thing I
really could control. I kept it very secret. I didnt let anyone see that
I was hurting. I didnt let anyone see how deep their words were
really cutting me, but I started to get really defensive, and how that
manifested itself in my life and in my actions is that I started to
bully other people. So before they could get to me and cut me with
their words, whether it was fun or whether it wasnt, I always had
a sarcastic, quick response or a jab to throw at them frst. I sort of
disguised it as being playful, but really, I was aiming to hurt people.
I was aiming to sort of kick their legs out from under them before
they could do the same to me. And it turned into being a bully.
There are commonalities that exist between a bully and the one
being bullied, and thats that both really struggle with depression,
with sadness. And so what I was rooted in, on both sides of the
equation, was depression, self-image issues, insecurity, and a lot
of control issues.
12.
13.
Why Do People Bully?
Philip Dempsey: I think a lot of bullies, you know, they, they feel like
in order to boost their own self-esteem, they have to put somebody
down. And I think, as a person, you cant, like, you cant do that
your whole life. You need to fnd things that are good about yourself
and unique about yourself, that dont involve putting somebody
else down, you know, theres more to you than that. I mean, Im not
saying you have to be friends with everybody, necessarily, but you
defnitely need to respect everybody.
O10
14.
How Can Victims Deal With Bullying Situations?
Mo Isom: What I recognized was that I needed to stand for
something. I was either going to continue to live like this, in defense
mode, picking on other people and seeing if I could hit them harder
and faster, or I was going to stand for who I was, what I couldnt
control- my body type, I was going to be proud of it, I was going to
be proud of who I was as a woman, and stand for something when
it came to who I was as a person and my character. And so what
I stand for is love. I learned to embrace people with passion, with
kindness. I started to work to treat other people as I would want to
be treated, rather than trying to beat them to the punch and hurt
them before they could hurt me. And so I stand for patience, and I
stand for kindness, and I stand for being slow to temper and slow
to anger, to not have a one up on another person, but to humble
myself in front of other people, and to learn from them, to grow from
them, to embrace who they are as individuals because I want to be
embraced as who I am as an individual. So what I stand for is love.
15.
Devan Scioneaux: So if you have a person who is bullying you,
stand up for yourself just like I did, and that bully will always stop.
16.
What Should I Do When I See Bullying?
Quinn Thibodeaux: When I was in junior high, I remember seeing
a lot of kids get bullied and I never said anything about it because
I didnt want to get teased myself. But looking back, I really think I
should have stood up against them because no one deserved to get
picked on for any reason.
16.
Philip Dempsey: You know, and be a leader too. You know,
dont just do what the crowd is doing. That includes whether youre
directly bullying somebody or watching somebody else. You dont
want to be the person that brings people down. You want to be the
person that is like, Hey guys, come on. You know, lets include this
person. Lets all just be nice to each other. You know what I mean,
in the best way possible.
Anne Lee Parsiola: Dont participate in cyberbullying or TBH, and if
you see it happening, let your friends know that is not okay.
17.
O11
What Should I Do When Someone Is Cyberbullying Me?
Mo Isom: The advice that I would give, the counsel that I would
give, having been a victim of cyberbullying: If you are being bullied
online, whether its subtle or whether someone is just out right
attacking you online, theres unique advice that someone gave
me and the way that I handled it and what I want to pass on.
Before responding, before searching to even read what people
are writing, before responding to it, before acting on your knee jerk
defensive reaction: to, take a deep breath, read what they say and
then let it fy over your shoulder. Dont worry about their words. In
fact, in turn, think about that person who obviously also has some
issues and is either insecure or struggling with their own anxiety
or depression or unhappiness in their own life. Understand that
their words are just words. Theyre spoken and then they can be
tossed to the wind. And they dont defne who you are. They dont
defne how successful you can be. They dont defne how beautiful
you are. They dont defne your worth. They dont defne anything
about you. They are words that can be tossed to the wind. And kill
them with kindness. You dontDont ever retaliate back. That is
the biggest advice I have. Dont ever say anything back. Let the
words fy into the wind and just practice patience.
18.
Reach Out for Help:
Daniel Obioha: I had a lot of support from friends and family and
especially the teachers. They told me to stick it out, and I grew
stronger because of it.
Michelle Mobley: Talk to someone. It helps. There are people
willing to help you.
Joseph Caraway: You know the world is a bigger place than just
bullies, especially when youre in high school. And what bullies
dont realize is after high school, you dont, theresyou make new
friends. And when youre a bully, nobody wants to be your friends.
19.
20.
21.
22.
Conclusion: LSU Athletes tell viewers to take the pledge, and
what each stands for.
O12
David A. Taylor
Director of Game/Event Mgt.
Phone: 225-578-8428
Email: dataylor@lsu.edu
Julie Cribbs
Associate Director of Game/Event Mgt.
Phone: 225-578-5245
Email: jcribbs@lsu.edu
Jon Allen
Coordinator
Phone: 225-578-8424
Email: jballen@lsu.edu
Matt Shanklin
Assistant AD/Marketing
Phone: 225-578-7290
Email: shanklin@lsu.edu
Daniel Nunes
Director of Marketing
Phone: 225-578-8960
Email: dnunes1@lsu.edu
Luke Lovell
Director of Fan Experience
Phone: 225-578-1886
Email: lukelovell@lsu.edu
Lauren Taylor
Assistant Marketing Director
Phone: 225-578-6659
Email: ltaylor@lsu.edu
Erin St. Ledger
Assistant Marketing Director
Phone: 225-578-3917
Verge Ausberry
Senior Associate Athletic Director
Phone:578-6603
Email:vausbe1@lsu.edu
Miriam Segar
Senior Associate AD/Senior Woman Admin.
Phone: 225-578-5785
Email: msegar@lsu.edu
Herb Vincent
Associate Vice Chancellor for University Relations
and Senior Associate Athletic Director
Phone: 225-578-1863
Email: vincent@lsu.edu
Eddie Nunez
Senior Associate AD/Internal Affairs and
Development
Phone: 225-578-1801
Email: dnunes1@lsu.edu
Bill Demastes
Faculty Athletics Representative
Phone: 578-7147
Email: wdemast@lsu.edu
Wanda Carrier
Administrative Assistant to the Athletic Dir.
Phone: 225- 578-3600
Email: wcarrie@lsu.edu
Kristen Cain
L Club, Special Events & Community Relations
Coordinator
Email: khobbs2@lsu.edu
Tom Kelsey
Director of Basketball Operations (Mens)
Email: tkelsey@lsu.edu
Jon Silver
Director of Basketball Operations (Womens)
Email: jonsilver@lsu.edu
Katie OBrien
Coordinator (Gymnastics)
Email: kobrien@lsu.edu
LSU Athletics Contact Information
O13
Memorandum
Date: Jan. 23, 2013
To: LSU Athletes
From: Catherine Parsiola
Strategy Director
Phone: (985) 312-4733
Subject: Talking Points for Athlete Video
Note: These points are only to provide information and suggestions. Do not use these points verbatim.
Your speech must be original and should focus on your personal views and experiences.
Student who bully
By using LSU athlete endorsements containing the harmful effects of bullying and different types of
bullying behaviors, we will help students who bully realize that they are bullying and encourage them
to cease bullying.
This is what bullying and cyberbullying are. Are you engaging in these activities?
Bullying behaviors
Physical bullying happens when there is hitting, kicking, punching, taking peoples belongings or
other acts that hurt people physically and that happen more than one time. Physical bullying involves
damaging property and intimidating someone.
Verbal bullying happens when people are teased in a mean way or called hurtful names. Verbal bullying
includes homophobic or racist remarks and playing pranks or nasty jokes to embarrass or humiliate
someone.
Indirect bullying happens when people spread mean rumors about others, when people are intentionally
kept out of a group, or when mean gestures are made toward others. Indirect bullying involves starting
or spreading a rumor about someone, encouraging others to exclude someone, and making a mean
gesture to someone.
Cyberbullying happens when people are teased, taunted or threatened through the use of email, cell
O14
phone, text messaging, instant messaging or any other internet use, including Facebook and Twitter.
Cyberbullying includes participating in TBH or TBBH on Facebook and harassing someone via text
messages.
These are the short- and long-term effects bullying has on victims and bullies. Are you okay with
causing these harmful effects? Do you think these are worth it?
Effects of bullying
Bullying victims have lower self-esteem and arent as happy as other students. They experience anger
and stress as a result of being bullied. They can suffer from anxiety and depression, and they miss
school more often because theyre afraid of the school environment. They often suffer physical pain,
such as headaches and stomachaches, too. They feel lonely and rejected when they are bullied. Their
suffering sometimes causes them to hurt themselves or others. Some of the effects on victims last until
they are adults, such as depression and anxiety, and they can even lead victims to commit suicide.
Bullies also experience negative consequences from their behaviors. Bullies are more likely to be
involved with dangerous, addictive substances like drugs and alcohol, and they are more likely to be
arrested later in life. Some bullies have more depression and thoughts of suicide than victims.
VICTIMS
By using LSU athlete endorsements containing information about how to prevent bullying, we will
educate and encourage victims to stand up for themselves.
These are the prevention strategies you can use to get bullies to stop bullying you.
How to prevent bullying- victims
Be assertive in the face of bullying in your words, facial expressions, tone of voice and posture. Be
confdent in yourself and your ability to stand up to this bully. Stand tall and keep eye contact, but keep
a neutral expression as you calmly and briefy reply with a clear voice. Dont be threatening or unkind
in your response.
Tell the bully to stop, and try to get away from the bullying situation as soon as possible. Dont get angry
in front of the bully; becoming violent can cause more harm for everyone involved. Choose to hang out
with other students when you can, and think about asking a friend to buddy up with you if you need to
go somewhere where there arent many other people. Adults can often help solve big problems like
bullying; tell an adult if you are being bullied. Older siblings or family friends can also sometimes help
think of ideas to deal with a bully.
Tell a joke or create a distraction to shift the attention away from the bullying action. Find ways to get
involved at school and meet new people who arent bullies.
By using LSU athlete endorsements containing supportive messages for victims, we will encourage
victims to stand up for themselves.
O15
Supportive messages for victims
You should stand up for yourself. You havent done anything wrong to cause this, and you dont deserve
to be bullied. Youre not alone.
BYSTANDERS
By using LSU athlete endorsements containing supportive messages for bystanders, we will encourage
them to stand up for victims.
Heres what you can do to stand up to bullies and help victims:
Supportive messages for bystanders
1. Set a good example and dont bully others.
2. Dont be an audience for bullying; ignore bullies or tell them what theyre doing isnt cool.
3. Help the victim get away by creating a distraction or inviting the victim to do something else.
4. Be nice and show them theyre not alone.
5. Tell an adult so further action can be taken.
6. Dont join in with the bullies.
7. Stand up to the bully directly to stop the behavior.
8. Dont pass along rumors- these are a form of verbal bullying.
You should take action. Standing by and tolerating these behaviors allows them to continue and lets
more victims get hurt. These are the harmful consequences that bullies can cause if you dont help:
Effects of bullying
Bullying victims have lower self-esteem and arent as happy as other students. They experience anger
and stress as a result of being bullied. They can suffer from anxiety and depression, and they miss
school more often because theyre afraid of the school environment. They often suffer physical pain,
such as headaches and stomachaches, too. They feel lonely and rejected when they are bullied. Their
suffering sometimes causes them to hurt themselves or others. Some of the effects on victims last until
they are adults, such as depression and anxiety, and they can even lead victims to commit suicide.
Bullies also experience negative consequences from their behaviors. Bullies are more likely to be
involved with dangerous, addictive substances like drugs and alcohol, and they are more likely to be
arrested later in life. Some bullies have more depression and thoughts of suicide than victims.
O16 O17
About To Be Honest
###
General Opening Statements
Hi, Im ________________________________ from LSU _____________________________
__, and Im here to tell you that/you should know that/I think that _______________________.
What do you stand for? Do you stand for ______________________________________? This
is bullying, and its wrong. Im _______________________________________ from LSU ____
___________________________, and Im here to tell you that/you should know that/I think that
___________________________________________________________________.
Do you know what TBH is? You might have seen it played as a game on Facebook, but Im ___
_____________________________ from LSU _______________________________, here to
tell you that it can also be a form of bullying.
Hi, Im ________________________________ from LSU _____________________________
__, and Im here to tell you that bullying isnt cool. Bullying can cause tons of harmful effects on
victims, such as _____________________________________________________________.
Are you having trouble with a bully at school? Im ________________________________ from
LSU _______________________________, and Im you should know that you dont have to let
bullies get to you. When a bully is teasing you, try ________________________________.
Do you ever see ____________ happening at school? These behaviors all count as bullying,
and theyre wrong. Im ________________________________ from LSU ________________
_______________, and Im here to tell you that you can and should stand up to bullies. Some
things you can do to stop bullies and help victims are ________________________________.
General Closing Statements
I stand for ______________________________To be honest, what do you stand for?
All count as cyberbullying, and you should know that these behaviors can be just as hurtful as
traditional bullying like punching and kicking. If you think you might be bullying online, you should
look at your activity online and stop bullying. I dont stand for cyberbullying, and you shouldnt,
either. I stand for_____________________________. To be honest, what do you stand for?
Dont stand on the side of all these terrible effects. Dont bully. I stand for__________________
___________. To be honest, what do you stand for?
Remember, you dont deserve to be bullied, and you havent done anything wrong. I stand for_
____________________________. To be honest, what do you stand for?
Next time you see a bully in action, try one of these tips. Standing by and tolerating these
behaviors lets bullies continue and lets more victims get hurt. I stand for___________________
__________. To be honest, what do you stand for?
O17
Appendix P: Website
Website
Purpose
Because our campaign was social media based, we created a collective tool that would inform visitors about
bullying, persuade them to take the Stand Against Bullying pledge and allow them to share their stories. Our
website featured:
bullying information on behaviors and participants.
a testimonial page where visitors can share their bullying experiences.
a pledge page that gave the opportunity for visitors to Stand Against Bullying.
the campaigns cohesive color scheme and messages.
musicfromSoundCloudfeaturingsongsthatinspireconfdenceandimproveself-esteem.
links to all social media: Facebook, Instagram, Twitter, Tumblr, YouTube and
Wordpress.
Publicity
We targeted the Baton Rouge community. Every collateral and deliverable promoted the website. We encouraged
studentsattheeducationalprogramtovisitthewebsite.WeutilizedQRcodesontheposters,fiersandpostcards
to easily drive the audience to our website.
Included:
Home Page
What is Bullying? Page
What is Cyberbullying? Page
Why To Be Honest? Page
Stand For A Change Page
Take A Stand Page
Stand Up For Yourself Page
Stand With Us Page
Pledge Page
Share Your Story Page
LSU Student Athletes Page
Resources Page
News & Events Page
Home Page (Feb. 28)
Pledge Page (Feb. 28)
Stand With Us Page (Feb. 28)
P2
Home Page:
P2 P3
What is bullying? Page:
P4
What is cyberbullying? Page:
P5
P6
Why To Be Honest? Page:
Stand For a Change Page:
P7
Take a Stand Page:
P8
Stand Up For Yourself Page:
P9
Stand With Us Page:
P10
Pledge Page:
P11
P12
P12 P13
P14
P15
P16
P17
P18
P19
Share Your Story Page:
P20
LSU Student Athlete Stories Page:
P21
P21
P22
Resources Page:
P23
News & Events Page:
P24
Home Page (Feb. 28):
Pledge Page (Feb. 28):
P25
Stand With Us Page (Feb. 28):
P26
Appendix Q: Blog
Wordpress
Purpose
We created a Wordpress blog because we wanted to create a fctional story of a middle school student
facing bullying from other students. We posted in a short story format throughout the month, with the
main character having just moved to a new school in Baton Rouge. Our Wordpress account sought to:
provide effortless access to all of our videos for members of the Baton Rouge community,
allow us to share links to our videos on Twitter, Facebook, Tumblr, Instagram and Wordpress,
promote anti-bullying messages to another audience.
Publicity
We posted links to our blog on our website and announced our blog at events and educational sessions.
We promoted newly published blogs on our other social media account communications.
Followers
We had a total of 259 blog views in February with an average of nine views per day.
Included:
About Section
Blog Posts 1-12
Q2
About Section
Q3
Blog One
Q4
Blog Two
Q5
Blog Three
Q6
Blog Four
Q7
Blog Five
Q8
Blog Six
Q9
Blog Seven
Q10
Q11
Blog Eight
Q12
Blog Nine
Q13
Blog Ten
Q14
Blog Eleven
Q15
Blog Twelve
Q16
Q17
Appendix R: Facebook
Facebook
Purpose
We decided to create a Facebook account because our research showed that our target audience of
middle school students frequently spend time on social media accounts. Using our Facebook account,
we wanted to:
provide an open channel for communication with the Baton Rouge community,
make connections with our partners,
distribute bullying information and links to our website and other bullying resources, and
raise awareness and attendance for our local events.
Publicity
Our social media accounts, including Facebook, targeted Baton Rouge community members online.
We announced our social media accounts names at all educational sessions, on our website and at
each event.
Included:
Facebook Posts
Pictures
Baseball Tailgate Photo Album
R2
This post was shared by 16 people with a total of
2,835 people.
This post was shared by 3 people. 269 people saw
the post oganically, and 3 people saw it virally.
This post was shared by 1 person. 237 people saw the
post organically, and one person saw it virally.
This post was shared by 1 person. 292 people saw
the post organically.
1
2
3
4
This post was shared by 1 person. 233 people saw the post
organically, and four people saw it virally.
This post was shared by 3 person. 281 people saw the post
organically, and 12 people saw it virally.
6
5
R3
This post was shared by 1 person. 315 people
saw the post organically.
243 people saw the post organically, and 21 saw it
virally.
7
8
280 people saw the post organically, and 13 people
saw it virally.
9
291 people saw the post organically, and 21 people saw it
virally.
10
R4
virally.
144 people saw the post organically, and 114 people saw
it virally.
14
15
saw it virally.
246 people saw the post organically.
virally.
12
13
11
R5
virally.
218 people saw the post organically, and four
people saw it virally.
16
17
134 people saw the post organically, and four people
saw it virally.
18
19
R6
211 people saw the post organically, and fve people
saw it virally.
147 people saw the post organically, and six people
saw it virally.
21
176 people saw the post organically, and four people saw it
virally.
22
23
20
R7
24
25
157 people saw the post organically, and one person saw it
virally.
26
27
R8
154 people saw the post organically, and three people saw
it virally.
saw it virally.
178 people saw the post organically, and nine people saw
it virally.
29
28
30
233 people saw the post organically, and one
person saw it virally.
31
R9
260 people saw the post organically, and seven people saw
it virally.
32
virally.
196 people saw the post organically, and fve people
saw it virally.
33
34
it virally.
35
R10
virally.
123 people saw the post organically, and fve people saw it
virally.
265 people saw the post organically, and thirteen
253 people saw the post organically, and two
36
186 people saw the post organically, and eight people saw
it virally.
37
38
39
40
R11
133 people saw the post organically, and twelve
160 people saw the post organically, and 135
41
183 people saw the post organically, and three
42
43
44
R12
107 people saw the post organically, and nine people saw
it virally.
saw it virally.
45
46
47
R13
141 people saw the post organically, and two people saw it
virally.
48
49
50
51
141 people saw the post organically, and two people saw it
virally.
170 people saw the post organically, and seven
52
50
R14
it virally.
saw it virally.
53
54
292 people saw the post organically, and 2,996
55
56
R15
virally.
201 people saw the post organically, and four people saw it
virally.
57
58
R16
Pictures
R17
R18
R19
R20
R21
R22
R23
R24
R25
R26
Baseball Tailgate Photo Album
R27
R28
R29
R30
R31
Appendix S: Twitter
Twitter Account
Purpose
We decided to create a Twitter account because our research showed that our target audience of middle
school students frequently spend time on social media accounts, especially Twitter and Instagram.
Using our Twitter account, we wanted to:
make connections with other anti-bullying entities on Twitter,
Publicity
Our social media accounts, including Twitter, targeted Baton Rouge community members online. We
announced our social media accounts names at all educational sessions, on our website and at each
event. We also publicized our campaign hashtag, #TBHstand, in preparation for our fnale event on
Twitter and Instagram.
Following
We followed other anti-bullying Twitter accounts, such as @Proj_AntiBully, @StopxBully and @
STOMPOutBullyng. We also followed local celebrities, such as @MayorKipHolden, @LSUCoachMiles
and Todd Graves (@OneLoveFounder), to call their attention to our campaign and to try to raise awareness
of the campaign in our community. We followed our partners and other friends of the campaign, such
as @DomingueBen, @Mo Isom and @BRCLUBS. Finally, we followed the local students and other
community members who followed our campaign account during February.
Included:
Campaign Account Twitter Log: Tweets 1-236
#TBHstand Search Results (excluding campaign tweets): Tweets 237-265
Twitter Finale Event: Tweets 266-383 (See Appendix l)
S2
@TBHcampaign Tweets:
Tweet 1:
Retweeted by Bonnie Hatcher with 318
followers.
Retweeted by Remy Danielle Plas with 243
followers.
Retweeted by Jensen Moore with 629
followers.
Tweet 2:
followers.
followers.
Retweeted by Chelsea Moreau with 253
followers.
Retweeted by Jacquelyn Duhon with 221
followers.
Tweet 5:
followers.
followers.
followers.
Tweet 3:
Retweeted by Tatum Plas with 210 followers.
Retweeted by Samantha Lucia with 426
followers.
followers.
followers.
Tweet 4:
followers.
followers.
followers.
Retweeted by Mo Isom with 13,452 followers.
S2 S3
Tweet 6: (We retweeted.)
Tweet 7:
followers.
followers.
Tweet 8:
Tweeted by Mo Isom with 13,452 followers.
followers.
followers.
followers.
Retweeted by Candace Elenez with 137
followers.
Tweet 9:
followers.
followers.
Tweet 10:
followers.
followers.
Tweet 11:
Tweeted by Ben Domingue with 697 followers.
S4
followers.
followers.
followers.
Tweet 12:
Tweeted by Ben Domingue with 697
followers.
followers.
followers.
followers.
Retweeted by Opinionated Catholic with 3,485
followers.
TBH retweeted.
Tweet 13:
Tweeted by Ben Domingue with 697
followers.
followers.
followers.
Tweet 14:
Tweeted by Brett with 277 followers.
followers.
followers.
Tweet 15:
Tweeted by Jacquelyn Duhon with 221
followers.
followers.
Retweeted by Jensen Moore with 629 follow-
ers.
S4 S5
Tweet 16:
Tweeted by Jensen Moore with 629
followers.
followers.
Tweet 17:
Tweeted by PRSSA at LSU with 592
followers.
followers.
Retweeted by Tran Tran with 585 followers.
Retweeted by Manship School with 1615
followers.
followers.
To Be Honest retweeted
followers.
Retweeted by Marie-Therese Yokum with 115
followers.
Tweet 18:
Tweeted by Remy Danielle Plas with 243
followers.
followers.
followers.
Retweeted by Roy Martinez with 73 followers.
Tweet 19:
Tweeted by Kelsey Hyde with 275 followers.
followers.
To Be Honest retweeted
followers.
S6
Tweet 20:
followers.
followers.
Tweet 21:
followers.
followers.
Tweet 22:
Tweeted by Mallory Richardon with 300
followers.
followers.
followers.
followers.
Retweeted by PRSSA at LSU with 592
followers.
followers.
Tweet 23:
followers.
followers.
Tweet 24:
followers.
followers.
Tweet 25:
followers.
followers.
S6 S7
Tweet 26:
Tweeted by Jacquelyn Duhon 221
followers.
ers.
Tweet 27:
Tweeted by Jensen Moore, 629
followers.
Tweet 28:
followers.
Retweeted by Chelsea Moreau with 253 follow-
ers.
followers.
Tweet 29:
followers.
Retweeted by Damian Foley with 373
followers.
followers.
Tweet 30:
followers.
followers.
Tweet 31:
followers.
followers.
followers.
Tweet 32:
followers.
followers.
Retweeted by Emily Sullivan with 522
followers.
Tweet 33:
followers.
followers.
followers.
followers.
Tweet 34:
followers.
followers.
Tweet 35:
followers.
Tweet 36:
followers.
Retweeted by Jensen Moore with 629 followers.
Tweet 37:
followers.
Tweet 38:
followers.
Tweet 39:
followers.
followers.
Tweet 40:
followers.
Tweet 41:
Tweet 42:
followers.
followers.
Tweet 43:
followers.
followers.
Tweet 44:
followers.
followers.
Tweet 45:
followers.
S10
followers.
Tweet 46:
followers.
Tweet 47:
Tweeted by Jacquelyn Duhon, 629
followers.
followers.
Retweeted by Camille Walther with 69
followers.
Tweet 48:
followers.
followers.
Tweet 49:
followers.
Retweeted by Erin Kenna with 622 followers.
followers.
Tweet 50:
followers.
S11
followers.
Tweet 51:
Jacquelyn Duhon tweeted, 221
followers.
followers.
Tweet 52:
followers.
followers.
followers.
Tweet 53:
followers.
followers.
Tweet 54:
followers.
followers.
Tweet 55:
followers.
followers.
Tweet 56: Manship School 1615
followers.
S12 S13
followers.
followers.
Retweeted by Aaron Caffarel with 307
followers.
followers.
Tweet 57: Boys and Girls Club (BR) 884
followers.
followers.
followers.
Tweet 58:
followers.
Retweeted by Blanca M Hernandez with 2,521
followers.
followers.
Retweeted by Opinionated Catholic with 3,486
followers.
Retweeted by Ben Domingue with 696
followers.
followers.
Tweet 59:
followers.
Retweeted by Andrea Miller with 66 followers.
ers.
Retweeted by Wade Ellison with 6 followers.
Tweet 60:
followers.
ers.
S13
Tweet 63:
followers.
ers.
Tweet 64:
followers.
followers.
Tweet 61:
Retweeted by Remy Danielle Plas with 243 fol-
lowers.
Retweeted by Legacy Magazine with 324 follow-
ers.
Retweeted by Chelsea Moreau with 253 follow-
ers.
Tweet 62:
Retweeted by Remy Danielle Plas with 243 fol-
lowers.
S14 S15
Tweet 65:
Tweet 66:
followers.
Retweeted by Josh Dworaczyk with 1,279
followers.
Retweeted by Ben Domingue with 696
followers.
Tweet 67:
Manship School tweeted, 1,615
followers.
followers.
Retweeted by Mallory Richardson with 300
followers.
followers.
Retweeted by Nicole Dahmen with 188
followers.
followers.
S15
Tweet 68:
followers.
followers.
Tweet 69:
followers.
Retweeted by Jordan Churchman with 631
followers.
followers.
Tweet 70:
followers.
followers.
Tweet 71:
Tweet 72:
followers.
Tweet 73:
followers.
Tweet 74:
Tweeted by Alli Bixler 89
followers.
S16
followers.
followers.
Tweet 75:
followers.
Tweet 76:
followers.
followers.
Tweet 77: Tweeted by PRSSA at LSU, 592
followers.
followers.
followers.
Tweet 78:
followers.
Retweeted by Rowan Knight with 237
followers.
followers.
Tweet 79:
followers.
followers.
Tweet 80:
followers.
S17
followers.
Tweet 81:
followers.
followers.
Tweet 82:
followers.
followers.
Tweet 83:
followers.
followers.
Tweet 84:
followers.
followers.
Tweet 85:
Retweeted by David Brian Smith with 61
followers.
followers.
Retweeted by Emily Sullivan with 522
followers.
followers.
S18
Tweet 86:
followers.
followers.
Tweet 87:
followers.
followers.
Tweet 88:
ers.
followers.
Tweet 89:
followers.
followers.
Tweet 90:
followers.
followers.
Tweet 91:
followers.
followers.
Tweet 92:
followers.
S18 S19
followers.
Tweet 93:
followers.
followers.
Tweet 94:
followers.
followers.
Tweet 95:
followers.
followers.
Tweet 96:
followers.
followers.
Tweet 97:
followers.
followers.
Tweet 98:
followers.
Tweet 99:
followers.
S20
Tweet 100:
followers.
followers.
Tweet 101:
followers.
Tweet 102:
followers.
ers.
Tweet 103:
followers.
ers.
Tweet 104:
ers.
followers.
Retweeted by Brian Towle with 1,015 followers.
Tweet 105:
none
Tweet 106:
followers.
Tweet 107:
followers.
S21
Tweet 112:
ers.
Tweet 113:
none
Tweet 111:
none
Tweet 108:
followers.
Tweet 109:
followers.
Tweet 110:
followers.
S22
Tweet 114:
none
Tweet 115:
followers.
followers.
Tweet 116:
followers.
followers.
Tweet, following, follower count at halfway
point in campaign.
Tweet 117:
followers.
followers.
Retweeted by Erin Kenna with 622 followers.
S23
Tweet 118:
Retweeted by Rachel Hebert with 38 followers.
Tweet 119:
followers.
Tweet 120:
followers.
Tweet 121: Tweeted by Boys and Girls Club
with 884 followers
followers.
followers.
Retweeted by Melissa Moynahan with 82
followers.
Tweet 122:
followers.
Retweeted by Camille Walther with 69
followers.
followers.
Tweet 123:
Retweeted by Karen Hood with 270 followers.
Retweeted by Tonya Oaks Smith with 1,631
followers.
followers.
S24
Tweet 124:
ers.
followers.
Tweet 125:
ers.
followers.
followers.
Tweet 126:
ers.
followers.
Tweet 127:
ers.
followers.
Tweet 128:
ers.
followers.
Tweet 129:
ers.
followers.
Tweet 130:
followers.
S25
Tweet 131: Tweeted by LSU Baseball with
30,636 followers.
Retweeted by Kelli Richard with 162 followers.
Retweeted by Erica Kay Sweeney with 645
followers.
Retweeted by Timmy Cazares with 245
followers.
followers.
followers.
Retweeted by Mark Losey with 486 followers.
followers.
Retweeted by TedxLSU with 124 followers.
Tweet 132: Tweeted by Jacquelyn Duhon
with 221 followers.
followers.
Tweet 133:
followers.
S26
30,636 followers.
Tweet 135:
followers.
30,636 followers.
ers.
Retweeted by Jacquelyn Duhon with 221 fol-
lowers.
Tweet 137:
ers.
Tweet 138:
followers.
followers.
Tweet 139:
followers.
Tweet 140:
followers.
Retweeted by Karen Hood with 270 followers.
S27
Tweet 141:
Tweet 142:
followers.
Tweet 143: Tweeted by Jensen Moore with
629 followers.
Tweet 144:
Retweeted by Mary Catherine Iles with 285
followers.
Tweet 145:
followers.
followers.
Tweet 146: Tweeted by Harper Levy with
693 followers.
ers.
S28 S29
Tweet 147: Tweeted by WAFB with 33,362
followers.
Retweeted by Joe Daddy with 3 followers.
Retweeted by Michael Kade LaBarth with 100
followers.
Retweeted by Kid Ratchet with 36 followers.
Retweeted by Patricia Manetsch with 2
followers.
followers.
Retweeted by Kelli Richard with 162 followers.
Retweeted by Michael Peeler with 221
followers.
Tweet 148: Tweeted by Jason with 488
followers.
Tweet 149: Tweeted by Haley Armand with
270 followers.
Retweeted by Jensen Moore with 629 followers
Tweet 150: Tweeted by Daily Baton Rouge
with 493 followers.
followers.
Retweeted by Jacquelyn Duhon with 221 follow-
ers.
270 followers.
270 followers.
S29
Tweet 153: Tweeted by End Cyberbullying
with 41,470 followers.
followers.
Retweeted by Debbie Palm with 339 followers.
Retweeted by Linda with 365 followers.
137 followers.
followers.
Tweet 155:
Tweet 156:
followers.
Tweet quoted by Jensen Moore with 629
followers.
Tweet 157:
Tweet 158:
S30
Tweet 159: Tweeted by The Daily Reveille
Retweeted by Rachel Hebert with 38 followers.
followers.
followers.
Tweet 160:
Tweet quoted by Jensen Moore with 629
followers.
Tweet 161:
followers.
Tweet 162:
Retweeted by Harper Levy with 692 followers.
followers.
Tweet 163:
Retweeted by Harper Levy with 692 followers.
followers.
Tweet 164:
followers.
S31
Tweet 165:
followers.
Tweet 166:
followers.
Tweet 167:
followers.
Tweet 168:
followers.
Tweet 169:
followers.
S32 S33
Tweet 170:
followers.
Tweet 171:
followers.
Tweet 173:
followers.
Tweet 172:
followers.
Tweet 174:
followers.
S33
Tweet 178:
followers.
Tweet 179:
followers.
followers.
Tweet 180:
followers.
Tweet 181:
followers.
Tweet 175:
ers.
Tweet 176:
followers.
Tweet 177:
followers.
followers.
S34
Tweet 182:
followers.
Tweet 183:
followers.
Tweet 184:
Retweeted by Megan Gibbs with 402 followers.
followers.
Tweet 185:
followers.
followers.
followers.
Tweet 186:
followers.
Tweet 187:
followers.
S35
Tweet 188: Tweeted by Manship School with
1,615 followers.
followers.
followers.
followers.
Tweet 189:
followers.
629 followers.
Tweet 191:
followers.
Retweeted by Brett with 277 followers.
Tweet 192:
None.
Tweet 193:
None.
Tweet 194:
followers.
Tweet 195:
followers.
Tweet 196:
followers.
Tweet 197:
followers.
S36
Tweet 198:
followers.
Tweet 199:
followers.
Tweet 200:
followers.
Tweet 201:
followers.
Tweet 202:
followers.
S37
Tweet 206:
Retweeted by Corbo Booth with 4 followers.
Retweeted by Katie McManners with 1,673
followers.
Retweeted by Carley Wahlborg with 295
followers.
followers.
followers.
Tweet 207:
None.
Tweet 203:
Tweet 204:
Tweet 205:
S38
Tweet 203:
followers.
Tweet 204:
followers.
Tweet 206:
Retweeted by Corbo Booth with 4 followers.
Retweeted by Katie McManners with 1,673
followers.
Retweeted by Carley Wahlborg with 295 fol-
lowers.
followers.
followers.
Tweet 205:
ers.
Tweet 207:
None.
S39
Tweet 208:
None.
Tweet 212:
None.
Tweet 213:
Tweet 214:
Tweet 215: Tweeted by Manship School with
1,615 followers.
followers.
Retweeted by Ramon Hardy with 860 followers.
Tweet 209:
followers.
Tweet 210:
None.
Tweet 211: Tweeted by willUstand with 710
followers.
S40 S41
Retweeted by Nicole Dahmen with188
followers.
followers.
followers.
Tweet 216: Tweeted by SmartSign with 89
followers.
Retweeted by Jourdan with 1,360 followers.
ers.
Tweet 217: Tweeted by Boys and Girls Club-
BR Clubs with 884 followers.
ers.
Tweet 218:
followers.
Tweet 219:
followers.
Tweet 220:
followers.
S41
Tweet 221: Tweeted by SmartSign with 89
followers.
Tweet 222:
followers.
Tweet 223:
followers.
Tweet 224:
followers.
Retweeted by Dondalyn Breaux with 166
followers.
followers.
followers.
Retweeed by Jacquelyn Duhon with 221
followers.
Tweet quoted by Kelsey Hyde with 275
followers.
Tweet 225:
None.
Tweet 226:
None.
Tweet 227:
followers.
Tweet 228:
followers.
S42 S43
Tweet 233:
None.
Tweet 234:
None.
Tweet 229:
None.
Tweet 230:
followers.
Tweet 231:
None.
Tweet 232:
Retweeted by Megan Gibbs with 402 followers.
Tweet 235:
None.
Tweet 236:
followers.
Retweeted by Hailey Vincent with 160
followers
S43
Final tweet, following, follower count before Twitter Event
S44
#TBHstand search results:
Tweet 237: Manship School 1615
ers.
followers.
Retweeted by Aaron Caffarel with 307 follow-
ers.
Retweeted by PRSSA at LSU with 592 fol-
lowers
221 followers.
Tweet 239: Tweeted by Chelsea Moreau
with 253 followers.
Tweet 240: Tweeted by Chelsea Moreau with
253 followers.
Tweet 241: Tweeted by Erica Kay Sweeney
with 653 followers.
Tweet 242: Tweet quoted by Kerri Michael
Sernel with 127 followers.
Tweet 243: Tweeted by Chelsea Moreau
with 253 followers.
S45
221 followers.
Tweet 245: Tweeted by Emily Tiller Wascom
with 240 followers.
Tweet 246: Tweet quoted by Manship School
Tweet 247: Tweeted by Amanda Paxton with
115 followers.
ers.
Tweet 248: Tweeted by Hailey Vincent with 161
followers.
S46
ers.
Tweet 249: Tweeted by Lisa Lundy with 664
followers.
ers.
Tweet 250: Tweeted by willUstand with 714
followers.
629 followers.
629 followers.
with 240 followers.
629 followers.
with 240 followers.
S47
Tweet 256: Tweeted by Jacquelyn Duhon with 221
followers.
Tweet 257: Tweeted by Brett with 277 followers.
Tweet 258: Tweeted by Jacquelyn Duhon with 221
followers.
Tweet 259: Tweeted by Brett with 277 followers.
Tweet 260: Tweeted by Hailey Vincent with 161
followers.
Tweet 261: Tweeted by Paige Long with 156
followers.
Retweeted by Camille Walther with 69 followers.
Tweet 262: Tweeted by Mollie Williams with 289
followers.
Tweet 263: Tweeted by Bennett Koerber with 50
followers.
S48
138 followers.
Tweet 265: Tweeted by Rachel Connor with 80
followers.
S49
Appendix T: Instagram
Instagram
Purpose
We decided to create a Instagram account because our research showed that our target audience of middle school
students frequently spend time on social media accounts, especially Twitter and Instagram. Using our Instagram
account, we wanted to:
make connections with other anti-bullying entities on Twitter,
Publicity
Our social media accounts, including Instagram, targeted Baton Rouge community members online. We
announced our social media accounts names at all educational sessions, on our website and at each event. We also
publicized our campaign hashtag, #TBHstand, in preparation for our fnale event on Twitter and Instagram.
Following
We followed our partners and other friends of the campaign, such as @DomingueBen, @Mo Isom and @BRCLUBS.
We also followed the local students and other community members who followed our campaign account during
February.
Included:
Original Posts Mentions
Mentions
T2
1
2
3
4
5
6
Number of Likes: 7
Number of Comments: 0
Number of Likes: 13
Number of Likes: 10
Number of Likes: 10
Number of Likes: 18
Number of Likes: 9
Original Posts
T2 T3
7
8
12
10
9
11
Number of Likes: 9
Number of Likes: 5
Number of Likes:8
Number of Likes: 9
Number of Likes: 10
Number of Likes: 6
T4
18
16
15
13
17 14
Number of Likes: 9
Number of Likes: 8
Number of Likes: 11
Number of Likes: 11
Number of Likes: 5
Number of Likes: 13
T4 T5
19
20
21
22
23
24
Number of Likes:9
Number of Likes:9
Number of Likes:9
Number of Likes:7
Number of Likes: 10
Number of Likes: 6
T6
25
26
27
28
29
30
Number of Likes: 2
Number of Likes: 2
Number of Likes: 8
Number of Likes:7
Number of Likes: 5
Number of Likes: 7
T7
31
32
33
34
35
36
Number of Likes: 15
Number of Likes: 10
Number of Likes: 5
Number of Likes: 6
Number of Likes: 5
Number of Likes: 8
T8
37
38
39
40
41
42
Number of Likes: 5
Number of Likes: 11
Number of Likes: 5
Number of Likes:7
Number of Likes: 8
Number of Likes: 12
T9
43
44
45
46
47
48
Number of Likes: 11
Number of Likes: 12
Number of Likes: 8
Number of Likes: 8
Number of Likes: 14
Number of Likes: 9
T10 T11
49
50
51
52
53
54
Number of Likes:9
Number of Likes: 11
Number of Likes: 9
Number of Likes: 15
Number of Likes: 4
Number of Likes: 7
T11
55
56
57
58
59
60
Number of Likes: 19
Number of Likes: 5
Number of Likes: 8
Number of Likes: 14
Number of Likes: 11
Number of Likes: 14
T12
61
62
63
64
65
66
Number of Likes: 11
Number of Likes: 9
Number of Likes: 14
Number of Likes:7
Number of Likes: 10
Number of Likes: 6
T13
67
68
69
70
71
72
Number of Likes: 11
Number of Likes: 9
Number of Likes: 13
Number of Likes: 22
Number of Likes: 14
Number of Likes: 7
T14
73
74
75
76
77
78
Number of Likes: 18
Number of Likes: 17
Number of Likes: 20
Number of Likes: 11
Number of Likes: 8
Number of Likes: 6
T15
79 80
Number of Likes: 8
Number of Likes: 14
T16 T17
Mentions
User: Jackie Duhon
Number of Followers: 338
User: Jackie Duhon
User: Jackie Duhon
User: Mo Isom
Number of Followers: 2,952
User: Jackie Duhon
User: paulalgu
1
2
3
4
5
6
T17
User: Jackie Duhon
User: Jackie Duhon
User: Jackie Duhon
User: Jackie Duhon
User: pres1234
User: _cayleecollier
7
8
9
10
11
12
T18
User: Chelsea Moreau (chlcwade)
User: Jackie Duhon
User: Jackie Duhon
User: Jackie Duhon
User: _cayleecollier
13
14
15
16
17
18
T18 T19
User: Haley Vincent (haleyvincent)
User: jordanwhitneyc
User: Camille Walther (cwalth2)
User: jordanwhitneyc
User: Christina Rivierie
19
20
21
23
24
22
T20
Appendix U: Tumblr
Tumblr
Purpose
We decided to create a Tumblr account because our research showed that our target audience of middle
school students frequently spend time on social media accounts, especially Twitter and Instagram. Using our
Tumblr account, we wanted to:
make connections with other anti-bullying entities on Tumblr,
Publicity
Our social media accounts, including Tumblr, targeted Baton Rouge community members online. We
announced our social media accounts names at all educational sessions, on our website and at each event.
We also publicized our campaign hashtag, #TBHstand, in preparation for our fnale chat on Twitter.
Following
We followed other anti-bullying Tumblr accounts, such as tothisdayproject, bouska,
tab-togetheragainstbullying, make---it---stop, todayis-nevertoolate, youaremorecampaign and
bullyinghurtpeople among others. Finally, we followed our university (lsuverse), the local students and other
community members who followed our campaign account during February.
We felt that our campaigns Tumblr presence was especially important because of the prevalence of suicide
blogs and other blogs dedicated to self-mutilation. We were hopeful that these bloggers would fnd our
campaigns encouraging anti-bullying messages and be able to change their behaviors.
Hashtags
In order to drive traffc to our posts on Tumblr, we consistently used search hashtags, such as #tbhstand, #tbh,
#stand, #bullying, #anti-bullying, #repost, #inspire and #encourage.
U2
4
5
We reblogged and added a link to our
pledge on the TBH Campaign website.
Reblogged 4 times. Liked 2 times.
1
2
3
U3
7
6
8
9
10
11
U4
14
15
13
16
Reblogged once.
We reblogged.
12
U5
18
17
19
20
21
22
Reblogged 2 times.
U6
25
26
27
24
Reblogged once. Liked once.
Reblogged 4 times.
23
U7
28
29
30
31
We reblogged.
U8 U9
U9
U10
U11
U12
U13
U14
U15
U16
U17
U18
U19
U20
U21
32
33
34
U22
37
38
36
35
40
39
U23
42
41
43
44
45
46 U24
49
50
51
Reblogged 2 times. Liked once.
47
48
U25
53
54
55
56
52
U26
60
61
59
58
57
U27
64
63
65
66
62
U28
71
70
69
Reblogged 2 times. Liked once.
68
67
U29
75
76
72
74
73
U30
81
80
79
78
77
U31
86
85
87
82
84
83
U32
92
91 Reblogged 7 times. Liked 2 times.
88
89
90
U33
98
97
93
94
96
95
U34
100
101
102 99
U35
Appendix V: YouTube
YouTube Account
Purpose
We created a YouTube account because we knew our athlete endorsements would be powerful support
for our campaign messages, and we wanted a central base of all of the individual testimonials and the
edited campaign videos. Our YouTube account sought to:
provide effortless access to all of our videos for members of the Baton Rouge community,
allow us to share links to our videos on Twitter, Facebook, Tumblr, Instagram and Wordpress,
promote sharing of our videos online.
Publicity
We posted links to our YouTube account on our website and announced our YouTube channel name at
events and educational sessions. Finally, we frequently linked to our YouTube videos in our other social
media account communications.
Followers
While we did not generate a substantial number of YouTube account followers, we didnt expect our
middle school audience to frequently possess personal accounts on YouTube. We expected many
more students and other Baton Rouge community members to follow our links, watch videos and share
videos with friends, and we achieved much more successful numbers in these areas.
Included:
YouTube Account Video Log at Campaign End
YouTube Analytics at Campaign End
Account Description and Campaign Videos
V2 V3
YouTube Account Video Log at Campaign End
V3
Account Description and Campaign Videos:
V4
V5
V6
V7
V8
Appendix W: Member
Accounts
Team Member: Jacquelyn Duhon
Number of Friends: 985
Number of TBH Campaign Related Posts: 8
W2
2 1
Number of Likes: 23
Number of Shares: 3
Number of Likes: 10
Number of Shares: 2
W3
3 4
Number of Likes: 59
Number of Shares: 2, Jackie Gile () Mallory
Richardson
Number of Likes: 14
Number of Shares: 0
W4
9
Number of Likes: 9
Number of Shares: 1
5
6
7
8
Number of Likes: 8
Number of Shares: 0
Number of Likes: 8
Number of Shares: 0
Number of Likes: 8
Number of Shares: 0
Number of Likes: 2
Number of Shares: 2
W5
W6
W6 W7
Number of Likes: 3
Number of Shares: 0
Number of Likes: 9
Number of Shares: 1 - Kathy Kaleta (184 friends)
1
2
Team Member: Chelsea Moreau
Number of Friends: 1,114
Number of Likes: 4
Number of Shares: 0
3
W8
Number of Likes: 8
Number of Shares: 0
Number of Likes: 12
Number of Shares: 0
(Link to the pledge page of the TBH Campaign
website)
Number of Likes: 2
Number of Shares: 0
4
5
6
W9
Number of Likes: 14
Number of Shares: 0
Number of Likes: 5
Number of Shares: 0
Number of Likes: 8
Number of Shares: 0
7
8
9
W10
Number of Favorites: 1
Number of Retweets: 0
1
2
3
W11
Team Member: Chelsea Moreau
Tumblr Site: chlcwade.tumblr.com
Number of Follwers: 31
Number of Likes: 0
Number of Reblogs: 0
2
Number of Likes: 0
Number of Reblogs: 0
1
Number of Likes: 0
Number of Reblogs:0
3
W12
1
Number of Likes: 4
Number of Shares: 0
Team Member: Catherine Parsiola
2
Number of Likes: 1
Number of Shares: 0
W13
3
Number of Likes: 1
Number of Shares: 0
Number of Likes: 10
Number of Shares: 0
4
W14
Number of Likes: 2
Number of Shares: 0
Number of Likes: 5
Number of Shares: 1 - Diane Rutledge Plas (254
friends)
1
2
Team Member: Remy Plas
W15
Number of Likes: 3
Number of Shares: 0
Number of Likes: 3
Number of Shares: 0
Number of Likes: 5
Number of Shares: 0
Number of Likes: 3
Number of Shares: 0
3
4
5
6
W16
Number of Likes: 5
Number of Shares: 0
Number of Likes: 2
Number of Shares: 0
Number of Likes: 4
Number of Shares: 0
7
8
9
W16 W17
10
Number of Likes: 9
Number of Shares: 1 - Michelle Mobley (1,916
friends)
Number of Likes: 1
Number of Shares: 0
11
W18
Number of Likes: 4
Number of Shares: 0
Number of Likes: 6
Number of Shares: 0
Number of Likes: 6
Number of Shares: 1 - Sydney Rachel Plas
(1,102 friends)
Number of Likes: 2
Number of Shares: 0
12
13
14
15
W19
Number of Likes: 5
Number of Shares: 0
Number of Likes: 2
Number of Shares: 0
Number of Likes: 10
Number of Shares: 1 - Chelsea Wade Moreau
(1,114 friends)
16
17
18
W20
Number of Likes: 15
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
19
20
W21
Number of Likes: 0
Number of Shares: 0
Team Member: Camille Walther
Number of Friends: 1,047
1
Number of Likes: 7
Number of Shares: 0
2
W22
3
4
Number of Likes: 0
Number of Shares: 0
Number of Likes: 1
Number of Shares: 0
Number of Likes: 8
Number of Shares: 0
5
Number of Likes: 7
Number of Shares: 0
6
Number of Likes: 1
Number of Shares: 0
7
W23
8
Number of Likes: 0
Number of Shares: 0
W24
Team Member: Camille Walther
W25
1
Number of Likes: 8
Number of Shares: 0
Team Member: Jensen Moore, academic adviser
2
Number of Likes: 5
Number of Shares: 0
W26
5
7
6
3
4
Number of Likes: 0
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
Number of Likes: 0.
Number of Shares: 0
Number of Likes: 11
Number of Shares: 0
Number of Likes: 2
Number of Shares: 0
W27
8
9 Number of Likes: 1
Number of Shares: 0
Number of Likes: 3
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
10
W28
Number of Shares: 0
Number of Shares: 0
13
14
Number of Likes: 0
Number of Shares: 0
Number of Likes: 1
Number of Shares: 0
W29
22
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
23
Number of Likes: 0
Number of Shares: 0
W30
Number of Shares: 0
Number of Likes: 2
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
25
26
W31
Number of Likes: 0
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
27
29
28
Number of Likes: 0
Number of Shares: 0
W32
Number of Likes: 1
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
31
32
30
W33
Number of Likes: 0
Number of Shares: 0
Number of Likes: 1
Number of Shares: 0
Number of Likes: 1
Number of Shares: 0
36
34
33
35
Number of Likes: 0
Number of Shares: 0
W34
Number of Likes: 0
Number of Shares: 0
Number of Likes: 1
Number of Shares: 0
Number of Likes: 5
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
41
40
39
38
37
Number of Likes: 0
Number of Shares: 0
W35
Number of Shares: 0
42
43
44
Number of Likes: 0
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
W36
49
48
47
46
Number of Likes: 0
Number of Shares: 1 - Erin Coyle
Number of Likes: 0
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
Number of Likes: 6
Number of Shares: 0
W37
52
51
50
Number of Likes: 0
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
W38
54
53
Number of Likes: 0
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
Number of Likes: 1
Number of Shares: 0
56
55
W39
Number of Likes: 4
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
Number of Likes: 6
Number of Shares: 0
59
58
57
Number of Likes: 0
Number of Shares: 0
Number of Likes: 0
Number of Shares: 0
61
60
W40
Number of Likes: 0
Number of Shares: 0
62
Number of Likes: 1
Number of Shares: 0
Number of Likes: 8
Number of Shares: 0
64
63
W41
Number of Likes: 1
Number of Shares: 0
65
Number of Likes: 2
Number of Shares: 0
66
Number of Likes: 1
Number of Shares: 0
67
Number of Likes: 0
Number of Shares: 0
68
W42
Number of Likes: 1
Number of Shares: 0
69
W43
Team Member: Jensen Moore, academic adviser
W44
W45
Appendix X: Expenses
Expenses
In-Kind Donations:
Manship School
75 LSU Baseball Postcards $ 11.25 (.15 per page 75 pgs)
1600 Pledge/Comment Cards $ 40.00 (.10 per page 400 pgs)
900 Stickers $ 70.48 (.15 per page 45 pgs +sticker price)
100 Waterbottle Labels $ 7.50 (.15 per page 50 pgs)
18 Stamps $ 8.28 (.46/stamps)
2 packs of 5 DVDs $ 19.98 (9.99/pack)
Wristbands $120.00
Total: $277.49
LSU PRSSA
8 Educational Programs $ 56.50 (.15 per page 64 pgs + 15 binding 5$/program)
900 Stickers $ 70.48 (.15 per page 45 pgs +sticker price)
800 BREC Postcards $ 22.50 (.15 per page 800 pgs)
8 CD Covers $ .60 (.15 per page 4 pgs)
400 Pledge Cards $ 10.00 (.10 per page 100 pgs)
Pens & Pencils $ 18.68
4 Packs of Water Bottles $ 11.96 (2.99/pack)
10 Boxes of Granola Bars $ 19.90 (1.99/pack)
Survey Monkey $ 24.00
Wix Website $ 9.90
GoDaddy Domain $10.17

Total: $254.63
Moreau Services, LLC
5 Copies of the campaign book $350.00
Shipping $50 (Standard shipping)
Total: $400.00
In-kind Spent: $932.12
In-kind Remaining: $67.88
Itemized Budget Expenses:
Campaign Buttons $82.62
Total: $82.62
Budget Spent: $82.62
Budget Remaining: $217.38
X2
Appendix Y: Evaluation
GOAL: To stigmatize bullying behaviors with a strong emphasis on cyberbullying and to create a community
that stands against bullying and encourages bystanders to support victims.
OBJECTIVE 1: To improve actions regarding bullying behaviors, its effects and bullying prevention strategies in
75 percent of 1,500 Baton Rouge middle school students by Feb 28, 2013.
Strategy 1: Hold in-school and after-school educational sessions in an interactive setting to motivate Baton
Rouge middle school students to stop and prevent bully behavior.
Rationale: The Boys & Girls Club of Greater Baton Rouge suggested the best method for reaching
middle school students was to directly communicate with them in an entertaining and interactive setting.
Also, to most effectively aid Boys & Girls Clubs wishes to enter middle schools, we developed a
program that they could easily continue.
Tactic 1: Create informative, entertaining educational program to implement at educational sessions. Our
education programs aimed to gauge students understanding of bullying and to correct any misconceptions.
We also explained our campaign name and the Facebook game to encourage them to not use the game in a
bullying manner.
The To Be Honest team implemented 20 educational sessions at six schools, reaching 1,538
students. From the comment cards, we found that after viewing our program, 90 percent of
students had a better understanding of bullying behaviors, effects and prevention strategies.
Also, we found that of the 228 students who had used tbh in a mean way before, 30 percent
said they would not use it in a mean way in the future.
Tactic 2: Create interesting, relatable informational video to use during educational program. Our informational
video capitalized on the familiarity Baton Rouge students have with LSU athletes by featuring them Former
and current LSU athletes described their bullying experiences and offered advice to students dealing with
bullying.
The informational video had 1,538 impressions through the educational sessions.
Tactic 3: Utilize incentives to encourage participation in the educational sessions. The To Be Honest team
found that using incentives produced more participation; therefore, we utilized wristbands, campaign buttons
and candy.
We distributed 90 wristbands, 50 campaign buttons and more than 1000 hard candies at the
educational sessions.
Tactic 4: Distribute pledge cards at educational sessions. To create a sense of accountability with the students,
we used pledge cards that explained the reasons why they were signing their name and what they were
committing to.
At the educational sessions, we collected 1,168 pledges from 1,538 students, which means that
75.9 percent of students pledged to stand against bullying.
Strategy 2: Motivate Baton Rouge middle school students through interactive media.
Rationale: Research shows that middle school students prefer to communicate online, and they are the
frst generation to exercise independence on the Internet by fnding information without assistance.
Tactic 1: Create a captivating website to appeal to students. The To Be Honest team created a website to
become the online hub for our campaign. It included information regarding bullying and To Be Honest. The
team promoted the website on all distributed materials, and at educational sessions, each student received a
sticker with the To Be Honest website address.
The website had 876 people visit with an average visit duration of fve minutes, and 37.92
percent of visitors returned.
Tactic 2: Develop a hypothetical diary of a bullied kid blog on WordPress. Our WordPress story depicted a
bullying situation and the hypothetical victims response to create a relatable, informative resource for students.
Evaluation
Y2
The To Be Honest campaign had 12 blog posts with 259 visits.
Tactic 3: Create a YouTube channel that features LSU athlete testimonials and the informational video. The
YouTube channel offered individual testimonials and our campaign videos to allow students to learn more
about bullying and to share our informative resources with others.
The YouTube channel had 746 video views with 13 hours and eight minutes watched. Four
people subscribed to the channel.
Strategy 3: Hold To Be Honest table-sit at BREC Extreme Sports Park to motivate BREC visitors to stand
against bullying.
Rationale: BREC indicated the Extreme Sports Park would be a good location to reach our target
audience.
Tactic 1: Create and distribute postcard invitations at educational sessions. To encourage middle school
students to attend the To Be Honest table-sit, we gave them postcard invitations that included the address,
time and date of the event.
We printed 800 postcards and distributed 797.
Tactic 2: Generate give-aways to encourage participation in the To Be Honest table-sit. BREC Extreme Sports
Park is an active park flled with many strenuous activities including skateboarding, rock climbing and cycling.
To quench thu\irst and satisfy stomachs, the To Be Honest team brought water bottles and granola bars to the
table sit.
We brought 100 water bottles and 100 granola bars to the table sit, and we distributed 75 water
bottles and 82 granola bars.
Tactic 3: Distribute pledge cards throughout the park. To create a sense of accountability with the visitors, we
used pledge cards that explained the reasons why they were signing and what they were committing to.
We obtained 110 pledges.
Tactic 4: Play informational video to educate visitors about bullying. The To Be Honest team used the
informational video to encourage visitors to take the pledge and stand against bullying. The informational video
educated viewers on best practices to deal with and prevent future bullying through personal testimonials from
LSU athletes and club athletes.
The video encouraged 25 pledges to be signed.
Tactic 5: Show website and its features to encourage visitors to fnd more information. The To Be Honest team
displayed the website pledge page, so visitors could see their names being added.
The website encouraged 85 pledges to be signed.
Tactic 6: Engage individual members of crowd to educate them on bullying and encourage them to stand with
us. The To Be Honest team approached park visitors to introduce the To Be Honest campaign and invite them
to visit the table sit.
We approached more than 150 visitors. We engaged in lengthy discussions with fve invested parents
and 20 middle school students about their role in standing against bullying.
Strategy 4: Attend Park Forests Coffee and Conversation parent conference to motivate attendees to
encourage their children to stand against bullying.
Rationale: Park Forests guidance counselor invited the To Be Honest team to its Coffee and
Conversation with parents, teachers, school administrators and law offcials to lead the bullying section
of the bullying and gun violence meeting. The To Be Honest team felt that by responding to this request,
we would have the opportunity to indirectly reach our middle school target audience through the adults
in their lives. Also, research shows bullying situations decrease when an adult steps in.
Tactic 1: Prepare a 30-minute presentation with question and answers. Our presentation included bullying
statistics, prevention strategies, a brief segment of our informational video, and tips adults can give children
who experience bullying.
The To Be Honest team presented for 25 minutes, answering four questions, which ranged from stories
about their childrens personal experiences to why bullying continues to happen and what adults can do
Y3
about it.
Tactic 2: Distribute newsletter to attendees. The newsletter provided an overall explanation of the To Be Honest
campaign with dates of events and the To Be Honest interactive platforms.
We brought 25 newsletters and distributed 22 newsletters.
Through the educational sessions, interactive media, table-sit and the Coffee and Conversation event, To Be
Honest reached at least 1,738 middle school students - 116 percent of our original goal.
At the educational sessions, we collected 1,168 pledges from 1,538 students, which indicates 75.9
percent of students pledged to stand against bullying.
From the comment cards, we found that after viewing our program, 90 percent of students had a better
understanding of bullying behaviors, effects and prevention strategies, indirectly enhancing students
abilities to stand against bullying.
Also, we found that of the 228 students who have used tbh in a mean way before, 30 percent would
not use it in a mean way in the future.
At the To Be Honest table-sit, we collected 110 pledges, indicating that 73 percent of the visitors
approached would stand against bullying.
The website had 876 people visit and had a returning visitor rate of 37.92 percent.
OBJECTIVE 2: To improve awareness about bullying among 2,000 individuals in the Baton Rouge community
by February 28, 2013.
Strategy 1: Form a partnership with The Recreation and Park Commission for the Parish of East Baton Rouge.
Rationale: To create familiarity and credibility with the Baton Rouge community and to increase the longevity of
To Be Honest, the team partnered with BREC.
Strategy 2: Form a partnership with The Boys & Girls Club of Greater Baton Rouge.
Rationale: To create familiarity and credibility with the Baton Rouge community and to increase the longevity of
To Be Honest, the team partnered with BREC.
Strategy 3: Use local media to publicize the To Be Honest campaign and the problems that surround bullying to
the Baton Rouge commmunity.
Rationale: Media is a crucial source that can create credibility and awareness for campaigns. For this
reason, we utilized the media for our campaign. Also, it allows our campaign to reach audiences had
not found To Be Honest on social media or could not attend campaign events.
Tactic 1: Distribute press release for the start of the To Be Honest campaign. We sent out a press release at
the start of the campaign to inform local media of the campaign purpose. We were hopeful to garner coverage
in local media outlets to raise awareness from our target audiences about the campaign.
We sent the press release to 15 media outlets and received responses from ten networks.
Seven networks and two Manship School of Mass Communication outlets covered the introdution;
The Advocate, The Time-Picayune, The Daily Reveille, DIG Magazine, KLSU, WAFB, 225 Magazine,
Manship Centennials website and the Manship Schools website.
Tactic 2: Distribute press release for the To Be Honests Stand Against Bullying Day. In order to raise
awareness for Stand Against Bullying Day, we sent out a press release to all local media outlets to garner
coverage.
We sent the press release to 15 media outlets and received responses from two networks.
One network covered the introduction: WBRZ.
Strategy 4: Reach Baton Rouge community through an interactive online setting to spread our campaign
message of standing against bullying.
Rationale: Research shows campaigns that participate in social media garner more participation. To
Be Honest also found social media to be the most cost-effective manner to spread awareness of the
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campaign.
Tactic 1: Create Instagram profle. We created an Instagram profle to reach our target audience through visual
communication.
The To Be Honest Instagram posted 80 pictures and had 111 followers. The pictures received
773 total likes.
Tactic 2: Create Tumblr page. The To Be Honest team utilized Tumblr because it has 96 million users that tend
to be from the younger generations, who are our target audience.
The To Be Honest Tumblr posted 102 blogs and had 13 followers. The posts had 176 total likes
and were rebloged 418 times.
Tactic 3: Create Twitter account. Our Twitter account provided three to four daily messages encouraging
followers to stand against bullying.
The To Be Honest Twitter tweeted and retweeted 299 of times. It had 126 followers and was
mentioned 31 times, which reached 50,825 Twitter accounts.
Tactic 4: Create Facebook page. Through Facebook, the To Be Honest team connected with the Baton Rouge
community.
We had 592 people like the page. At the peak of the campaign, the page had 698 people talking about
it and a viral reach of 7,867 people.
Tactic 5: Distribute newsletter through The Recreation and Park Commission for the Parish of Baton Rouge
email contacts.
BREC sent the newsletter to more than 400 people.
Tactic 6: Distribute newsletter through the Boys & Girls Clubs of Greater Baton Rouge email contacts.
Boys & Girls Clubs of Greater Baton Rouge sent the newsletter to more than 1,100 people.
Tactic 7: Create Website. (See Objective 1, Strategy 2, Tactic 1)
Strategy 5: Hold To Be Honests LSU Baseball season opener tailgate to target the Baton Rouge community
and encourage them to stand against bullying.
Rationale: LSU Baseball games, on average, have more than 12,000 attendees. To Be Honest held
a tailgate in two prime locations outside and inside the stadium to encourage participation from these
attendees.
Tactic 1: Create and distribute postcard invitations at educational sessions. To encourage middle school
students to attend the To Be Honest table sit, we gave them postcard invitations which gave the address, time
and date of the event.
We printed 75 postcards and distributed 68.
Tactic 2: Distribute pledge cards to visitors of the tailgate. To create a sense of accountability with the visitors,
we used pledge cards that explained the reasons why they were signing and what they were committing to.
We obtained 172 pledges.
Tactic 3: Play informational video to educate visitors about bullying. (See Objective 1, Strategy 3, Tactic 4)
The informational video encouraged 115 pledges to be signed.
Tactic 4: Distribute incentives to encourage participation. When baseball fans visited our tent, they had the
option of taking a campaign button or wristband.
We distributed 205 wristbands, 180 campaign buttons.
Tactic 5: Drive traffc to our tailgate and website through LSU Baseball announcement. During the seventh
inning stretch, LSU Baseball announced a 15-second message about the To Be Honest campaign and tailgate.
This announcement had 12,000 impressions.
Tactic 6: Drive traffc to our tailgate and social media through LSU Baseball twitter mentions.
The three tweets made resulted in 31,333 impressions.
Y5
The To Be Honest team spread awareness of bullying to 2,272 people through our interactive community and
the tailgate - 113 percent of our original goal.
From our interactive community, we connected with 2,104 people.
At the To Be Honest tailgate, we obtained 172 pledges to stand against bullying.
Also, the To Be Honest campaign had 473,057 impressions resulting in $15,046 public relations value from the
10 media networks that covered our campaign. We received coverage from the following media outlets: The
Advocate, The Times-Picayunne, The Daily Reveille, DIG Magazine, 225 Magazine, KLSU 91.1 FM, WAFB TV,
WBRZ TV, Manship Centennial website and the Manship School website.
Objective 3: To engage 500 individuals in an interactive community that stands against bullying by Feb. 28,
2013.
Strategy 1: Establish online campaign- specifc outlets to provide an outlet for the interactive community to
engage in the To Be Honest campaign.
Rationale: Social media platforms are perfect outlets to encourage individuals to engage in campaigns, and
one can measure the level of engagement on social media platforms.
Tactic 1: Create Instagram profle. The To Be Honest Instagram had 16 committed followers and 95 active
followers. (See Objective 2, Strategy 4, Tactic 1)
Tactic 2: Create Tumblr page. Our Tumblr had 13 loyalist followers, 418 casual engagements and 176 lurking
likes. (See Objective 2, Strategy 4, Tactic 2)
Tactic 3: Create Twitter account. Our Twitter had three loyalist followers, 75 committed followers and 48 active
followers. (See Objective 2, Strategy 4, Tactic 3)
Tactic 4: Create Facebook page. To Be Honests Facebook had 592 active followers. (See Objective 2,
Strategy 4, Tactic 4)
Tactic 5: Create website. Our website had fve loyalists, 169 committed visitors, 702 casual visitors and 527
lurking engagers. (See Objective 1, Strategy 2, Tactic 1)
Tactic 6: Create blog. The campaign WordPress had six loyalists and 259 casual likes. (See Objective 1,
Strategy 2, Tactic 2)
Tactic 7: Create YouTube channel. To Be Honests YouTube channel had four loyalists, three active and 746
casual views. (See Objective 1, Strategy 2, Tactic 3)

Strategy 2: Promote the interactive community throughout Baton Rouge community to encourage the
participation in To Be Honest campaign.
Rationale: Through our primary and secondary research, we found our target audiences are a part in todays
social media age; therefore, people are more likely to engage through an interactive community than via many
traditional methods.
Tactic 1: Hang posters and fiers to publicize campaign and campaign-specifc outlets. We hung 200 posters
and fiers, reaching 4,194 students at eight middle schools and 5,166 visitors at BREC Extreme Sports Park.
Tactic 2: Include webisite URL, social media outlet information and a QR code on deliverables. Through
deliverables, To Be Honest cohesively promoted the interactive community available.
Tactic 3: Drive middle school students to interactive media during educational sessions. (See Objective 1
Strategy 1)
From comment cards completed, we found that 70 percent of the students said they would visit
our social media sites.
Strategy 3: Collect pledges to stand against bullying from Baton Rouge middle school students and online
community
Rationale: By having the opportunity to pledge to stand against bullying, we created an accountability
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system that individuals and community could partake in.
Tactic 1: Collected pledges at educational sessions. (see objective 1, Strategy 1, Tactic 4)
We collected 1,168 pledges.
Tactic 2: Collected pledges at To Be Honests table sit. (see Objective 1, Strategy 3, Tactic 3)
We collected 110 pledges.
Tactic 3: Collected pledges at To Be Honest LSU Baseball tailgate. (see Objective 2, Strategy 5, Tactic 2)
We collected 172 pledges.
Tactic 4: Utilize campaign website to collect pledges from visitors. We implemented a pledge page on our
website to more easily allow individuals to take the pledge.
The campaign website generated 169 pledges.
Tactic 5: Display names of those who have pledged on website. The To Be Honest team utilized the pledge
page to display names to encourage visitors to take the pledge and to solidify the commitment people made to
stand against bullying.
Strategy 4: Hold To Be Honests Twitter question-and-answer fnale event for the Baton Rouge and interactive
community.
Rationale: In order to reach individuals that we couldnt directly reach, To Be Honest hosted a Twitter
question-and-answer session that allowed them to participate in the To Be Honest campaign.
Tactic 1: Promote event at educational sessions. (see Objective 1, Strategy 1, Tactic 1)
Tactic 2: Promote event on newsletter. The newsletter was distributed at Park Forests Parent Conference (See
Objective 1, Strategy 4, Tactic 2), was delivered to BRECs mail contacts (See Objective 2, Strategy 4, Tactic 5)
and was delivered to Boys & Girls Clubs mail contacts. (See Objective 2, Strategy 4, Tactic 6)
Tactic 3: Promoted on social media networks. During the week leading up to the campaigns Twitter event and
conclusion, we announced reminder tweets and Facebook posts, letting followers know the date, time and
purpose of the event to encourage participation.
Tactic 4: Prepare questions and answers to engage in discussion. We prepared some conversation-starting
prompts to encourage participation near the beginning of the event and when conversation slowed. We made
available all information necessary to answer questions asked during the event.
The To Be Honest team used only fve of the 15 prepared questions because the 27 people who
engaged in event were very active. We answered 26 questions.
Strategy 5: Promote To Be Honests and Baton Rouges Stand Against Bullying Day.
Rationale: Mayoral proclamations provide credibility and awareness for campaigns.
Tactic 1: Obtain mayoral proclamation. One team member went to the Baton Rouge mayors offce and
explained our purpose to acquire a proclamation.
Tactic 2: Utilize #TBHStand to encourage communitys participation in Stand Against Bullying Day. To gauge
participation of Stand Against Bullying Day, we connected our hashtag to the day. We encouraged the Baton
Rouge community to show their support by posting pictures of themselves wearing green using the hashtag.
The hashtag #TBHStand was used 14 times on Twitter and six times on Instagram.
Tactic 3: Announce Stand Agaisnt Bullying Day on all of To Be Honests social media networks. After we
obtained the offcial proclamation, we announced our Stand Against Bullying Day on each of our campaign
online outlets, including information like the date, challenge to wear green and a picture of the proclamation.
The To Be Honest campaign had 5,348 engagements in the campaign 1,069 percent of our original goal. We
had:
53 loyalists who advocated for the campaign.
Y7
1,690 committed who supported our campaign with retweets, use of hashtag, etc.777 actives who
followed, commented, etc.
2,125 casual who liked, were unique visitors, etc.
703 lurking who saw our outlets and increased our number of impressions.
From comment cards completed, we found that 70 percent of the students said they would visit our social
media sites.
Results from our TBH Campaign
1. Have you used tbh in a mean way? 2. Do you have a better understanding about bullying
behaviors after the program?
3. Do you have a better understanding about the
effects of bullying after the program?
4. Do you have a better understanding about ways to
stop bullying after the program?
5. When you hear or see TBH, what do you think of? 6. Will you use tbh in a mean way in the future?
Yes: 19%
No: 81%
Yes: 89%
No: 11%
Yes: 90%
No: 10%
Yes: 89%
No: 11%
TBH Facebook
Game: 40%
TBH Anti-bullying
Campaign: 41%
Both: 19%
Yes: 13%
No: 87%
Below are the results of a post To Be Honest educational program survey. Based on this analysis we believe that
we accomplished the goal of this educational program by increasing students knowledge of bullying behaviors,
effects and prevention strategies.

Yes: 70%
No: 30%
7. Will you visit our website and social media pages?
Y9
Website Analytics
We used Google Analytics to observe the traffc for the To Be Honest website.
Y10
Wordpress Insights
Our bullying blog featured 12 posts detailing the journey of a bullied middle school student in Baton Rouge, La.
The blog recieved 259 views during the month of February. The most traffc on our blog came from Facebook,
the To Be Honest website and Twitter.
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Y19 Y18
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Facebook Insights
The Facebook page garnered 592 likes. At the peak our campaign, the Facebook page had 698 people
talking about it, and a viral reach of 7,867 people.
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Twitter Results
Mentions:
Sixteen unique accounts mentioned us for a total of 31 mentions. With the number of followers of each account
taken into consideration, we know that 50,825 Twitter accounts were reached with these mentions.
Hashtag Use:
Our hashtag, #TBHstand, was used by eight unique Twitter accounts, excluding the Twitter event, for a total of
13 tweets using our hashtag other than those generated by our campaign account. With the number of followers
of each account taken into consideration, we know that 3,828 accounts were reached with these tweets.
Twitter Event:
Thirty-three unique Twitter accounts participated in our Twitter event, for a total of 60 Twitter event tweets
other than those generated by our campaign account. With the number of followers of each account taken into
consideration, we know that 9,432 accounts were reached with this Twitter event.
Y27
Instagram Results
Our Instagram Account acquired 111 followers and 773 total likes. We posted 80 Photos and followed 115 users.
Y27
YouTube Analytics
To Be Honests YouTube channel videos generated 746 total views during February, for a total of 788 minutes
watched. Four YouTube account holders subscribed to the channel, and three viewers liked videos. Overall, 11.4
percent of playback locations were on mobile devices, which accounted for 60 views and 116 minutes watched.
Te average view duration on the channels videos was 1:29.
Tree videos garnered especially large numbers of views and minutes watched through extensive promotions on
our campaigns social media accounts and placement on our campaigns website: the informational video teaser,
the informational video and the Mo Isom testimonial video. Te informational video teaser generated 240 views
for a total of 138 minutes watched, and the informational video garnered 115 views with 431 minutes watched
and an average view duration of 3:45. Finally, the Mo Isom testimonial video generated 69 views and 201 minutes
watched.
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Appendix Z: Stewardship
Stewardship
Purpose
Stewardship is an essential part of public relations. The To Be Honest team decided it was, therefore, imperative
to thank our partners and the middle schools. We sent out eight packages and two thank you notes. The two
partners and six schools where we held educational sessions at received the packages, while the two thank you
notes went to the two schools that promoted To Be Honest through purely posters and fiers.
Packages included:
Personalized thank you note,
Educational program packet, and
DVD of LSU athlete informational video.
Below is the list of contacts who recieved the materials:
Seresa Corbin
Boys & Girls Club of Greater Baton Rouge
8281 Goodwood Blvd. Suite H
Cheryl Michelet
BREC
6201 Florida Blvd.
Ms. Allen
Mayfair Middle
Ms. Carter
Park Forest Middle School
3760 Aletha Drive
Ingrid Fields
Broadmoor Middle School
1225 Sharp Road
Bobbie Reed
Glasgow Middle School
1676 Glasgow Avenue
Ebonis Murry
Staring Educational Center (137 Students)
Linda Dutreix
St. George School
Below is the list of contacts who recieved the thank you notes:
Principal Shelly Colvin
Woodlawn Middle School
Donna Pacillo
Most Blessed Sacrament School
8033 Baringer Road
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