March 17, 2025
Bullying or Just Drama? The School Counselor’s Guide to Getting It Right
➡️ JOIN THE WAITLIST FOR THE BEHAVIOR BREAKTHROUGH KIT!
Every school counselor has been there—stuck in a conversation where the word "bullying" is thrown around, but something feels off.
A parent demands action because their child was left out of a game at recess. A teacher sends a referral for a “bullying” case that turns out to be a one-time disagreement. Meanwhile, students facing real, targeted harassment often go unnoticed in the noise.
So, how do you cut through the confusion and handle these situations the right way?
Here’s what I'm talking about in this episode:
- The 3 key markers of real bullying (and why missing even one changes everything)
- The biggest mistakes schools make when defining bullying—and how to fix them
- How to explain bullying vs. drama to parents, teachers, and admin (without the pushback)
- What to do when students over-report (or under-report) bullying
- The exact words to use when a parent insists, “This IS bullying!”
If you’re tired of mediating every social conflict and want a clear strategy for handling true bullying cases, this episode is for you.
00:00 Introduction: The Bullying Dilemma
01:23 Understanding the Difference: Bullying vs. Drama
05:15 Key Indicators of Bullying
06:54 Handling Peer Drama
08:57 Communicating with Parents and Administrators
12:48 Effective Responses to Bullying and Peer Conflict
19:27 Resources
**********************************
Our goal at School for School Counselors is to help school counselors stay on fire, make huge impacts for students, and catalyze change for our roles through grassroots advocacy and collaboration. Listen to get to know more about us and our mission, feel empowered and inspired, and set yourself up for success in the wonderful world of school counseling.
Hang out in our Facebook group
Jump in, ask questions, share your ideas and become a part of the most empowering school counseling group on the planet! (Join us to see if we're right.)
Join the School for School Counselors Mastermind
The Mastermind is packed with all the things your grad program never taught you IN ADDITION TO unparalleled support and consultation. No more feeling alone, invisible, unappreciated, or like you just don't know what to do next. We've got you!
Did someone share this podcast with you? Be sure to subscribe for all the new episodes!!
00:12 - Facing the Bullying Claim Challenge
01:35 - Defining True Bullying vs. Peer Drama
06:06 - Communicating Effectively With Parents
09:36 - Proper Response Strategies for Each Situation
17:57 - Behavior Breakthrough Kit Introduction
22:34 - Closing Thoughts and Next Episode Preview
WEBVTT
00:00:00.119 --> 00:00:09.134
You're in a parent meeting or maybe in a phone call, and you can feel it coming before they even say it.
00:00:09.134 --> 00:00:13.631
My child is a victim of bullying.
00:00:13.631 --> 00:00:18.870
The parent's frustration is probably written all over their face.
00:00:18.870 --> 00:00:24.945
You can hear it in their voice and you can tell they want action now.
00:00:24.945 --> 00:00:28.367
So you jump into action too.
00:00:28.367 --> 00:00:39.195
You start digging, you start asking questions, checking behavior reports, talking to teachers, expecting to find some sort of clear-cut case.
00:00:39.195 --> 00:00:41.116
But what do you find?
00:00:41.116 --> 00:00:49.923
Instead, you find a disagreement over who gets to sit at what table during lunch.
00:00:49.923 --> 00:00:53.411
Does this sound familiar to your school and your work?
00:00:59.340 --> 00:01:05.716
Hey, welcome back to the School for School Counselors podcast, where we're skipping the fluff and we're getting straight into real strategies that actually work in the trenches.
00:01:05.716 --> 00:01:22.281
I'm Steph Johnson, a full-time school counselor just like you, who's been exactly where you are now feeling overloaded, undervalued and trying to do the best for your students with way too little time and autonomy.
00:01:22.281 --> 00:01:36.274
And today we're going to break down one of the biggest time wasters in school counseling, and that's the time spent sorting out the differences between bullying and drama.
00:01:36.274 --> 00:01:53.629
Every year, school counselors spend hours upon hours investigating bullying claims that aren't actually bullying, and it's not just frustrating to devote so much time to something like that.
00:01:53.629 --> 00:02:11.992
It's a problem because when everything gets labeled as bullying, the real cases that need attention get overlooked and we get stuck mediating every single little student disagreement instead of focusing on the work that actually moves the needle.
00:02:11.992 --> 00:02:30.846
When I was a beginning school counselor, I had to learn this the hard way, I will admit I thought I was helping by jumping into every conflict that was reported to me, was helping by jumping into every conflict that was reported to me, trying to help students resolve all the things.
00:02:30.846 --> 00:02:38.346
But in the end I created more work for myself and I wasn't actually teaching students how to handle their own social challenges.
00:02:38.346 --> 00:02:57.204
And once I realized this and I'll admit it took a little bit longer than it probably should have I was able to shift my approach, and that's when I really saw a difference, and today I want to share with you how to make that difference too.
00:02:57.204 --> 00:03:10.929
Now a lot of people on our campuses believe that calling everything bullying just makes students feel more supported, but in reality it actually does the opposite.
00:03:10.929 --> 00:03:22.949
When every single student conflict gets labeled as bullying, it weakens the term and then, when real bullying happens, it doesn't get the attention it deserves.
00:03:24.491 --> 00:03:27.156
Let me tell you about a school counselor.
00:03:27.156 --> 00:03:31.331
She's theoretical, but I bet you probably know her pretty well.
00:03:31.331 --> 00:03:32.896
We'll call her Melissa.
00:03:32.896 --> 00:03:37.943
Melissa was drowning in so-called bullying referrals.
00:03:37.943 --> 00:03:52.812
She was handling dozens of lunchroom disputes, dozens of lunchroom disputes, arguments over who said what, when, where and why, and complaints from parents about social media drama that never seemed to end.
00:03:52.812 --> 00:04:09.924
But after months of these exhausting interventions she noticed something really important Her actual bullying cases weren't getting better.
00:04:09.924 --> 00:04:20.305
When she figured out how to stop lumping every single mean interaction under the bullying umbrella and instead handle peer drama differently, her time all of a sudden started freeing up.
00:04:20.305 --> 00:04:31.057
Her interventions were more effective and students started learning how to handle their own conflicts instead of just showing up and reporting them.
00:04:31.057 --> 00:04:33.666
Does that feel familiar?
00:04:33.666 --> 00:04:44.454
So if calling everything bullying is actually hurting us and we know that's happening on our school campuses then how do we know when something is bullying?
00:04:44.454 --> 00:04:56.822
There are three key factors we always need to look for, and if all of these three are present, then we know we're dealing with a true bullying situation.
00:04:56.822 --> 00:05:21.394
You probably already know these, but it's important to keep going over them so that we stay sharp, we stay focused in these situations and we're able to intervene effectively when we have so many emotions flying this way and that Bullying has three key indicators power, pattern and intent.
00:05:29.980 --> 00:05:31.223
And intent Power refers to a power imbalance.
00:05:31.223 --> 00:05:33.125
It's when one student somehow holds more influence and they use it to intimidate.
00:05:33.125 --> 00:05:38.925
It could be social influence, so we're typically talking about the popular kids, the it girl.
00:05:38.925 --> 00:05:44.725
Sometimes it's physical power, sometimes they're larger, they're taller, or sometimes it's emotional power.
00:05:44.725 --> 00:05:46.360
They have some larger, they're taller, or sometimes it's emotional power.
00:05:46.360 --> 00:05:49.045
They have some sort of bargaining chip.
00:05:49.045 --> 00:05:53.886
They're hanging over the other student's head but they use this power to intimidate.
00:05:53.886 --> 00:05:54.526
That's one.
00:05:54.526 --> 00:05:57.874
The second indicator is pattern.
00:05:57.874 --> 00:06:11.651
If it's not just a one-time fight, if it's repeated and the victim is starting to feel helpless or hopeless that it's ever going to be resolved, that indicates you might be looking at a bullying situation.
00:06:13.081 --> 00:06:14.963
But you have to have all three.
00:06:14.963 --> 00:06:33.793
And the third indicator is intent, where it's not just an argument, it's not just an isolated or short-term disagreement, it's a deliberate attempt to hurt another student, to isolate them or to degrade them.
00:06:33.793 --> 00:06:40.273
If we see all three of these, that's when we're looking at bullying.
00:06:40.273 --> 00:06:44.790
But think about the last bullying report that you got.
00:06:44.790 --> 00:06:48.331
Did it actually meet all of these criteria?
00:06:48.331 --> 00:06:52.670
Chances are, statistically it didn't.
00:06:54.380 --> 00:06:58.372
So then let's flip this and let's look at the opposite of bullying.
00:06:58.372 --> 00:07:05.194
What happens when a student is upset but the situation doesn't meet all three of those indicators?
00:07:05.194 --> 00:07:10.930
That's when we know we're dealing with peer drama, which is super frustrating.
00:07:10.930 --> 00:07:14.745
But y'all, it is not the same thing as bullying.
00:07:14.745 --> 00:07:20.495
Peer drama is different because there's mutual conflict.
00:07:20.495 --> 00:07:25.148
Both students are participating equally in the dispute.
00:07:25.148 --> 00:07:29.701
There's no power imbalance like there is in bullying.
00:07:29.701 --> 00:07:35.233
Nobody's using status or influence to overcome or dominate the other person.
00:07:35.233 --> 00:07:39.303
And this drama is situational.
00:07:39.303 --> 00:07:43.110
These are one-time or temporary conflicts.
00:07:43.110 --> 00:07:47.396
It's not patterns of intentional harassment.
00:07:49.281 --> 00:07:58.406
Usually, when we talk about peer drama, we see something like social exclusion or where a student doesn't get invited to something and so they call that bullying.
00:07:58.406 --> 00:08:08.067
Or we might see students calling each other names and those one-time insults get reporting as ongoing harassment.
00:08:08.067 --> 00:08:13.125
They call me names every day and when you get down to it, that's really not what's going on.
00:08:13.125 --> 00:08:23.987
And my personal favorite social media fights where things get heated online and then all of a sudden it gets labeled as cyberbullying.
00:08:23.987 --> 00:08:33.149
But again, we've got to remember we have to have all three conditions in place for it to actually be bullying.
00:08:33.149 --> 00:08:51.927
I bet you've probably had a student show up in your office or have their parent report that they were being bullied at school, and then you jumped in to help investigate or to help tease out what was going on and you really found out it was an isolated incident or a single argument.
00:08:51.927 --> 00:08:56.046
That is where this distinction matters.
00:08:57.995 --> 00:09:08.706
Now, knowing the difference between bullying and drama as a school counselor is one thing, but how about convincing parents and administrators?
00:09:08.706 --> 00:09:12.495
That's a whole different challenge.
00:09:12.495 --> 00:09:21.570
Because, let's be honest, when a parent walks into your office, they do not care about what the definition of true bullying actually is.
00:09:21.570 --> 00:09:35.149
They care that their child is upset, and if we don't handle this conversation in the right way, we are going to risk losing their trust before the conversation even begins.
00:09:35.149 --> 00:09:42.520
And this is where a lot of school counselors just give in right, because sometimes it's easier to go along to get along.
00:09:42.520 --> 00:09:50.582
So we need to make sure that we're not throwing in the towel from the beginning because we feel intimidated by the conversation.
00:09:51.904 --> 00:09:57.904
How do we explain these differences in a way that actually lands with the parents?
00:09:57.904 --> 00:10:04.865
The way that we explain this difference is going to make all the difference.
00:10:04.865 --> 00:10:13.823
We can't say things like well, this isn't bullying, because it sounds dismissive and the parent is not gonna be happy with you.
00:10:13.823 --> 00:10:20.423
We can't say things like well, you know, this is just part of growing up, you know it's just gonna be tough for a little while.
00:10:20.423 --> 00:10:24.105
That alienates the parent and their concerns for their kid.
00:10:24.105 --> 00:10:37.735
And we certainly don't want to say and there's not a lot I can do about this, because then that makes you look like you're powerless and you may be thinking I would never say those things to a parent.
00:10:37.735 --> 00:10:41.725
But I promise you those things happen every day.
00:10:43.177 --> 00:10:43.860
So what do we do?
00:10:43.860 --> 00:10:49.446
Instead, we can say something like I totally see why this is upsetting.
00:10:49.446 --> 00:10:59.490
So let's figure out the best way to support your child, because whether this is bullying or it's just a conflict, they both deserve my attention.
00:10:59.490 --> 00:11:08.336
That way, we are not agreeing with their assessment of bullying, but we're also not dismissing it.
00:11:08.336 --> 00:11:17.701
We can also approach it like this hey, you know, in order to qualify as bullying, it has to meet certain criteria.
00:11:17.701 --> 00:11:29.943
What's happening here, I think, is more of a peer conflict, but that's actually amazing news, because that means we have ways we can work through it and it's going to get resolved much faster.
00:11:31.609 --> 00:11:34.817
When we frame it that way, it's really hard to argue with right.
00:11:34.817 --> 00:11:44.123
Nobody wants to say the behavior doesn't match your definition, but I still know it's bullying and I want this to take a long time and be really hard.
00:11:44.123 --> 00:11:52.543
Nobody's going to say that, or you could just explain hey, I hate that this is happening.
00:11:52.543 --> 00:11:54.506
And here's what I can tell you.
00:11:54.506 --> 00:12:11.107
I'm going to focus on giving your student the tools that they need to navigate these kinds of conflicts successfully, and so by the end of this thing, they're going to be feeling stronger and more confident for the next time they feel some conflict with someone else.
00:12:11.107 --> 00:12:25.480
Having words like this at the ready will save you so much stress in these conversations, because they don't require you to capitulate to the parents' demands.
00:12:25.480 --> 00:12:34.443
You're able to hold your ground, but also explain how and why it may not be bullying and how you're going to help anyway.
00:12:34.443 --> 00:12:43.717
So we've covered what bullying is and what it isn't, and we've talked about how to explain it to parents and administrators.
00:12:43.717 --> 00:12:47.927
But y'all, the story doesn't end there, because that's half the battle.
00:12:49.096 --> 00:12:56.168
The real question becomes what do we actually do when these situations are brought to our attention?
00:12:56.168 --> 00:13:03.984
Let me walk through how we should respond whether it's legit bullying or whether it's just pure conflict.
00:13:03.984 --> 00:13:05.466
That needs a different approach.
00:13:05.466 --> 00:13:10.682
First, of course we're looking for that power imbalance.
00:13:10.682 --> 00:13:18.364
If we have two students that have a disagreement over whose seat it is in the cafeteria, that's not bullying.
00:13:18.364 --> 00:13:26.177
But if one student always gets their way and the other one's afraid to speak up, then we've got a power imbalance.
00:13:26.177 --> 00:13:40.008
If you've ever dealt with a situation where one student was just way more socially dominant and the other student felt kind of powerless around them, that's when this step really matters.
00:13:40.008 --> 00:13:42.038
We've got to look for the power imbalance.
00:13:43.399 --> 00:13:47.548
Then we look to see is this a one-time incident or is this a pattern?
00:13:47.548 --> 00:13:55.269
If a student gets called stupid once in an argument, it's mean but it's not bullying.
00:13:55.269 --> 00:14:06.344
But if that changes and then every day for weeks there's a group of kids that whisper stupid every time that kid walks by, that becomes bullying.
00:14:06.344 --> 00:14:08.649
So we have to find out.
00:14:08.649 --> 00:14:09.796
Has this happened before?
00:14:09.796 --> 00:14:12.177
How often has it happened?
00:14:12.177 --> 00:14:14.179
Third, is there an intent to harm?
00:14:14.179 --> 00:14:16.383
Third, is they're in intent to harm?
00:14:17.443 --> 00:14:22.488
The goal of bullying is to make someone feel small or scared or powerless.
00:14:22.488 --> 00:14:25.611
But peer drama is usually reactionary.
00:14:25.611 --> 00:14:31.078
They get mad at each other, they lash out and then they move on somehow.
00:14:31.078 --> 00:14:33.745
It's kind of like two girls and a rumor.
00:14:33.745 --> 00:14:36.953
I'm sure you've never had that situation at your school, right?
00:14:36.953 --> 00:14:37.073
Right?
00:14:37.073 --> 00:14:40.926
One student says I can't believe, you told everybody that.
00:14:40.926 --> 00:14:45.566
And the other student gets caught off guard and says whatever, I don't even care.
00:14:45.566 --> 00:14:49.345
That's an emotional reaction and it's not bullying.
00:14:49.345 --> 00:15:06.847
But if the same girl spread the rumor intentionally and maybe sends text messages or make social media posts telling people to avoid her because of this rumor and sort of makes it their mission to isolate that student, that becomes bullying.
00:15:06.847 --> 00:15:13.268
So we really have to be intentional on spotting the differences.
00:15:13.268 --> 00:15:16.961
Is there a power imbalance?
00:15:16.961 --> 00:15:19.631
Is there a pattern and is there intent to harm?
00:15:19.631 --> 00:15:23.376
Is there a pattern and is there intent to harm?
00:15:23.376 --> 00:15:35.650
Okay, so then, now that we can spot the difference, let's talk about what to do next, because how we respond matters just as much or even more as defining it in the first place.
00:15:44.294 --> 00:15:48.554
If we treat bullying like it's just peer conflict, we fail to protect the student that's being targeted.
00:15:48.554 --> 00:15:54.123
But if we treat peer conflict like bullying, then we escalate something kids could resolve on their own.
00:15:54.123 --> 00:15:54.464
So it gets dicey.
00:15:54.464 --> 00:15:59.359
We've got to make sure that we have the right read on the situation and then the right approach.
00:15:59.359 --> 00:16:01.724
Let's start with what to do.
00:16:01.724 --> 00:16:09.505
When it actually really is bullying there is a power imbalance, a pattern and intent to harm.
00:16:11.270 --> 00:16:13.636
Of course we're going to intervene immediately.
00:16:13.636 --> 00:16:16.102
We've got to stop the behavior before it escalates.
00:16:16.102 --> 00:16:23.446
We have to separate these students, make sure everybody feels safe and we need to support the target.
00:16:23.446 --> 00:16:32.078
We need to create a safe space for them to be in when they're at school and provide some coping strategies to get through the situation.
00:16:32.078 --> 00:16:46.767
We also, after consequences are dealt out and that is not in your wheelhouse, that needs to be your administration we need to find out why the bully is engaging in this type of behavior.
00:16:46.767 --> 00:16:56.936
We need to get to the root of the issue so that we can help prevent it from happening again, and we need to involve staff and parents.
00:16:56.936 --> 00:17:03.089
We need a consistent school-wide approach that translates to home.
00:17:03.089 --> 00:17:16.808
So, in addressing bullying, we're intervening, supporting the target, addressing the root cause with the bully, and we're creating a wraparound approach between school and home.
00:17:16.808 --> 00:17:23.458
But y'all, let's be real, most of what gets brought to us isn't actually bullying.
00:17:23.458 --> 00:17:41.813
It's friendship drama, it's social tension, it's everyday conflict and while that may not really be dangerous, it still causes a lot of real stress for students and if we don't handle it right, it's going to cause stress for us too, right.
00:17:52.335 --> 00:17:56.162
So how do we manage peer conflict without getting stuck in the zone where we're expected to mediate every single disagreement that pops up between students?
00:17:56.162 --> 00:17:56.903
First, we have to teach self-advocacy.
00:17:56.903 --> 00:18:00.690
We have to help students communicate clearly and confidently.
00:18:00.690 --> 00:18:07.219
We have to give them the self-concept, as well as the words sometimes, to be able to do that.
00:18:07.219 --> 00:18:11.006
We can coach problem-solving skills.
00:18:11.006 --> 00:18:20.565
We can help students look at ways that they can find solutions to the situation instead of just escalating them situation.
00:18:20.565 --> 00:18:23.569
Instead of just escalating them, we can model healthy conflict resolution.
00:18:23.569 --> 00:18:35.284
We can show them how to disagree with each other without becoming disrespectful and that's a huge lesson that a lot of our students are not learning elsewhere.
00:18:35.304 --> 00:18:39.678
And we can validate feelings in these situations of peer conflict.
00:18:39.678 --> 00:18:41.221
We shouldn't just dismiss it.
00:18:41.221 --> 00:18:47.480
We shouldn't just say, oh, that shouldn't bother you, this is a one-time thing that's not going to get you where you want to go.
00:18:47.480 --> 00:18:53.106
Validate their feelings, but also empower them to action.
00:18:53.106 --> 00:18:58.123
Let's move them from this is totally unfair to.
00:18:58.123 --> 00:19:00.248
This is what I'm going to do about it.
00:19:00.248 --> 00:19:09.766
Solution-focused approaches, if it's appropriate for your age range, is going to work masterfully here, all right.
00:19:09.925 --> 00:19:20.861
So addressing peer conflict, self-advocacy, problem-solving, healthy conflict resolution and validating feelings, while still empowering students to take action.
00:19:20.861 --> 00:19:32.887
This is just kind of the first steps to addressing these situations and I want to tell you we talk about these kinds of things all the time in our School for School Counselors Mastermind.
00:19:32.887 --> 00:19:48.625
So if you want to dive deeper into these topics, if you want to get real time, real world insights into situations that are happening on your specific campus in your unique circumstances, you need to look at joining us in the Mastermind.
00:19:48.625 --> 00:19:51.500
You can find out more at schoolforschoolcounselorscom.
00:19:51.500 --> 00:19:53.124
Slash mastermind.
00:19:54.246 --> 00:19:57.458
And before you go, I have something for you.
00:19:57.458 --> 00:20:08.969
If you feel like handling behavior and behavior concerns on your campus is just taking up way too much of your time, you might need to look into my behavior breakthrough kit.
00:20:08.969 --> 00:20:30.387
Now we're just gauging interest in this kit, but it's looking like it's going to be a thing jam-packed full of ready-to-use strategies that help you to reduce disruptions, support students more effectively and stop behavior issues before they start spiraling out of control.
00:20:30.387 --> 00:20:48.359
There are lots of things in here, but the things I'm most proud of are a new flow chart I just developed for Next Steps in Behavior Support, where you can literally start at the top of the chart and work your way through.
00:20:48.359 --> 00:20:50.565
Is this true, yes or no?
00:20:50.565 --> 00:20:53.458
Then go to the next option Is this true, yes or no?
00:20:53.458 --> 00:20:56.804
And it's going to lead you to your next best step.
00:20:57.946 --> 00:21:06.749
The other thing that I've included in this and again, there's tons of stuff in this kit is a decision tree for dysregulation versus defiance.
00:21:06.749 --> 00:21:09.806
How many times have you worked with a student?
00:21:09.806 --> 00:21:18.259
You've been called for them over and over again and you can't help but think are they really this dysregulated or are they playing me a little bit?
00:21:18.259 --> 00:21:21.884
Have you ever had that niggle of doubt in the back of your mind?
00:21:21.884 --> 00:21:27.128
This decision tree is going to help you make that determination, to the best of your knowledge.
00:21:27.128 --> 00:21:29.196
It's a fantastic resource.
00:21:29.196 --> 00:21:35.960
I've never seen anything like it anywhere else and I'm going to include it in the Behavior Breakthrough Kit.
00:21:35.960 --> 00:21:41.296
You can find out about all the components in the kit by going and signing up for the waitlist.
00:21:41.296 --> 00:21:43.480
I will include a link to the waitlist in the kit by going and signing up for the wait list.
00:21:43.480 --> 00:21:46.063
I will include a link to the wait list in the show notes here.
00:21:46.063 --> 00:22:00.229
Or you can go to the homepage schoolforschoolcounselorscom and at the very top there will be a spot that you can click and enter your information so that you are the first to know when the Behavior Breakthrough Kit is released.
00:22:01.976 --> 00:22:24.951
All right, I know this episode covered a ton, but if there's anything I want you to take away from this episode, it's this that when we define bullying correctly, it helps us protect the students who truly need our help, and that when we teach kids to handle conflict, we truly empower them for life.
00:22:24.951 --> 00:22:35.708
And, as a bonus, when we can communicate these differences clearly, we're going to build credibility not only with parents, but also with our administrators.
00:22:35.708 --> 00:22:42.147
So if this episode helped you clarify those differences, help me spread the word.
00:22:42.147 --> 00:23:05.300
You can share this episode with a school counseling friend who could use it, and you can also hit subscribe in your podcast player so that when the next episode comes out and spoiler alert the next episode is going to be focused on more behavior, intervention tactics and strategies You're going to be first in line to receive all the awesomeness.
00:23:05.300 --> 00:23:15.778
All right, I'll be back soon with another episode of the School for School Counselors podcast and in the meantime, I hope you have the best week.
00:23:15.778 --> 00:23:17.299
Take care, my friend.
00:00:00.119 --> 00:00:09.134
00:00:09.134 --> 00:00:13.631
00:00:13.631 --> 00:00:18.870
00:00:18.870 --> 00:00:24.945
00:00:24.945 --> 00:00:28.367
00:00:28.367 --> 00:00:39.195
00:00:39.195 --> 00:00:41.116
00:00:41.116 --> 00:00:49.923
00:00:49.923 --> 00:00:53.411
00:00:59.340 --> 00:01:05.716
00:01:05.716 --> 00:01:22.281
00:01:22.281 --> 00:01:36.274
00:01:36.274 --> 00:01:53.629
00:01:53.629 --> 00:02:11.992
00:02:11.992 --> 00:02:30.846
00:02:30.846 --> 00:02:38.346
00:02:38.346 --> 00:02:57.204
00:02:57.204 --> 00:03:10.929
00:03:10.929 --> 00:03:22.949
00:03:24.491 --> 00:03:27.156
00:03:27.156 --> 00:03:31.331
00:03:31.331 --> 00:03:32.896
00:03:32.896 --> 00:03:37.943
00:03:37.943 --> 00:03:52.812
00:03:52.812 --> 00:04:09.924
00:04:09.924 --> 00:04:20.305
00:04:20.305 --> 00:04:31.057
00:04:31.057 --> 00:04:33.666
00:04:33.666 --> 00:04:44.454
00:04:44.454 --> 00:04:56.822
00:04:56.822 --> 00:05:21.394
00:05:29.980 --> 00:05:31.223
00:05:31.223 --> 00:05:33.125
00:05:33.125 --> 00:05:38.925
00:05:38.925 --> 00:05:44.725
00:05:44.725 --> 00:05:46.360
00:05:46.360 --> 00:05:49.045
00:05:49.045 --> 00:05:53.886
00:05:53.886 --> 00:05:54.526
00:05:54.526 --> 00:05:57.874
00:05:57.874 --> 00:06:11.651
00:06:13.081 --> 00:06:14.963
00:06:14.963 --> 00:06:33.793
00:06:33.793 --> 00:06:40.273
00:06:40.273 --> 00:06:44.790
00:06:44.790 --> 00:06:48.331
00:06:48.331 --> 00:06:52.670
00:06:54.380 --> 00:06:58.372
00:06:58.372 --> 00:07:05.194
00:07:05.194 --> 00:07:10.930
00:07:10.930 --> 00:07:14.745
00:07:14.745 --> 00:07:20.495
00:07:20.495 --> 00:07:25.148
00:07:25.148 --> 00:07:29.701
00:07:29.701 --> 00:07:35.233
00:07:35.233 --> 00:07:39.303
00:07:39.303 --> 00:07:43.110
00:07:43.110 --> 00:07:47.396
00:07:49.281 --> 00:07:58.406
00:07:58.406 --> 00:08:08.067
00:08:08.067 --> 00:08:13.125
00:08:13.125 --> 00:08:23.987
00:08:23.987 --> 00:08:33.149
00:08:33.149 --> 00:08:51.927
00:08:51.927 --> 00:08:56.046
00:08:57.995 --> 00:09:08.706
00:09:08.706 --> 00:09:12.495
00:09:12.495 --> 00:09:21.570
00:09:21.570 --> 00:09:35.149
00:09:35.149 --> 00:09:42.520
00:09:42.520 --> 00:09:50.582
00:09:51.904 --> 00:09:57.904
00:09:57.904 --> 00:10:04.865
00:10:04.865 --> 00:10:13.823
00:10:13.823 --> 00:10:20.423
00:10:20.423 --> 00:10:24.105
00:10:24.105 --> 00:10:37.735
00:10:37.735 --> 00:10:41.725
00:10:43.177 --> 00:10:43.860
00:10:43.860 --> 00:10:49.446
00:10:49.446 --> 00:10:59.490
00:10:59.490 --> 00:11:08.336
00:11:08.336 --> 00:11:17.701
00:11:17.701 --> 00:11:29.943
00:11:31.609 --> 00:11:34.817
00:11:34.817 --> 00:11:44.123
00:11:44.123 --> 00:11:52.543
00:11:52.543 --> 00:11:54.506
00:11:54.506 --> 00:12:11.107
00:12:11.107 --> 00:12:25.480
00:12:25.480 --> 00:12:34.443
00:12:34.443 --> 00:12:43.717
00:12:43.717 --> 00:12:47.927
00:12:49.096 --> 00:12:56.168
00:12:56.168 --> 00:13:03.984
00:13:03.984 --> 00:13:05.466
00:13:05.466 --> 00:13:10.682
00:13:10.682 --> 00:13:18.364
00:13:18.364 --> 00:13:26.177
00:13:26.177 --> 00:13:40.008
00:13:40.008 --> 00:13:42.038
00:13:43.399 --> 00:13:47.548
00:13:47.548 --> 00:13:55.269
00:13:55.269 --> 00:14:06.344
00:14:06.344 --> 00:14:08.649
00:14:08.649 --> 00:14:09.796
00:14:09.796 --> 00:14:12.177
00:14:12.177 --> 00:14:14.179
00:14:14.179 --> 00:14:16.383
00:14:17.443 --> 00:14:22.488
00:14:22.488 --> 00:14:25.611
00:14:25.611 --> 00:14:31.078
00:14:31.078 --> 00:14:33.745
00:14:33.745 --> 00:14:36.953
00:14:36.953 --> 00:14:37.073
00:14:37.073 --> 00:14:40.926
00:14:40.926 --> 00:14:45.566
00:14:45.566 --> 00:14:49.345
00:14:49.345 --> 00:15:06.847
00:15:06.847 --> 00:15:13.268
00:15:13.268 --> 00:15:16.961
00:15:16.961 --> 00:15:19.631
00:15:19.631 --> 00:15:23.376
00:15:23.376 --> 00:15:35.650
00:15:44.294 --> 00:15:48.554
00:15:48.554 --> 00:15:54.123
00:15:54.123 --> 00:15:54.464
00:15:54.464 --> 00:15:59.359
00:15:59.359 --> 00:16:01.724
00:16:01.724 --> 00:16:09.505
00:16:11.270 --> 00:16:13.636
00:16:13.636 --> 00:16:16.102
00:16:16.102 --> 00:16:23.446
00:16:23.446 --> 00:16:32.078
00:16:32.078 --> 00:16:46.767
00:16:46.767 --> 00:16:56.936
00:16:56.936 --> 00:17:03.089
00:17:03.089 --> 00:17:16.808
00:17:16.808 --> 00:17:23.458
00:17:23.458 --> 00:17:41.813
00:17:52.335 --> 00:17:56.162
00:17:56.162 --> 00:17:56.903
00:17:56.903 --> 00:18:00.690
00:18:00.690 --> 00:18:07.219
00:18:07.219 --> 00:18:11.006
00:18:11.006 --> 00:18:20.565
00:18:20.565 --> 00:18:23.569
00:18:23.569 --> 00:18:35.284
00:18:35.304 --> 00:18:39.678
00:18:39.678 --> 00:18:41.221
00:18:41.221 --> 00:18:47.480
00:18:47.480 --> 00:18:53.106
00:18:53.106 --> 00:18:58.123
00:18:58.123 --> 00:19:00.248
00:19:00.248 --> 00:19:09.766
00:19:09.925 --> 00:19:20.861
00:19:20.861 --> 00:19:32.887
00:19:32.887 --> 00:19:48.625
00:19:48.625 --> 00:19:51.500
00:19:51.500 --> 00:19:53.124
00:19:54.246 --> 00:19:57.458
00:19:57.458 --> 00:20:08.969
00:20:08.969 --> 00:20:30.387
00:20:30.387 --> 00:20:48.359
00:20:48.359 --> 00:20:50.565
00:20:50.565 --> 00:20:53.458
00:20:53.458 --> 00:20:56.804
00:20:57.946 --> 00:21:06.749
00:21:06.749 --> 00:21:09.806
00:21:09.806 --> 00:21:18.259
00:21:18.259 --> 00:21:21.884
00:21:21.884 --> 00:21:27.128
00:21:27.128 --> 00:21:29.196
00:21:29.196 --> 00:21:35.960
00:21:35.960 --> 00:21:41.296
00:21:41.296 --> 00:21:43.480
00:21:43.480 --> 00:21:46.063
00:21:46.063 --> 00:22:00.229
00:22:01.976 --> 00:22:24.951
00:22:24.951 --> 00:22:35.708
00:22:35.708 --> 00:22:42.147
00:22:42.147 --> 00:23:05.300
00:23:05.300 --> 00:23:15.778
00:23:15.778 --> 00:23:17.299