Cyberbullying - Wednesday Class - Presentation on Cyberbullying - Presented by Mark, Lisa, Doug, Joanne
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Wednesday Class - Presentation on Cyberbullying - Presented by Mark, Lisa, Doug, Joanne

Wednesday Class - Presentation on Cyberbullying - Presented by Mark, Lisa, Doug, Joanne

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Cyberbullying - Wednesday Class - Presentation on Cyberbullying - Presented by Mark, Lisa, Doug, Joanne Cyberbullying - Wednesday Class - Presentation on Cyberbullying - Presented by Mark, Lisa, Doug, Joanne Presentation Transcript

  • Cyber Bullying Education 331 Mark Giardine Joanne Greidanus Doug Wagter Lisa VandenHaak
  • What is cyberbullying?
    • an electronic message sent or posted with deliberate repeated and hostile behaviour by an individual or group that is intended to harm others
  • Statistics show…
    • a 2005 Media Awareness Network Survey showed that 34% of students reported being bullied and 27% of those children were bullied over the internet
    • other surveys report that between 12% and 25% of students have been cyber-bullied
    • 30% of students who report cyber bullying are also victims of cyber bullying
  • Forms of Cyber bullying
    • email
    • instant messaging
    • chat rooms/bash boards
    • small text messaging (PDAs)
    • web sites
    • voting or polling booths
    • http://www.cyberbullying.ca/
  • Bullies, victims and bystanders
    • Bullies can inflict pain through:
    • Direct bullying  overt attacks involving physical or verbal aggression
    • Indirect bullying  secretive, covert attacks involving gossip or exclusion
    • Reactive bullying  feel provoked into attack
    • Proactive bullying  calculated, planned and predatory in nature (popular kids)
  • Bullies, victims and bystanders
    • Victims:
    • are withdrawn
    • are introverted
    • suffer from low self-esteem
    • do not possess the skills/capabilities to oppose bullies
    • can play dual roles, experiencing incidences of both bullying and victimizing
  • Bullies, victims and bystanders
    • Bystanders:
    • can encourage or discourage a bully by their actions
    • should be taught skills to help intervene in acts of bullying
    • should be held accountable for their lack of action
    "He who passively accepts evil is as much involved in it as he who helps to perpetrate it.” (Martin Luther King) http://www.bullyonline.org/workbully/bystand.htm
  • Taking action against cyber bullying
    • What can
    • teachers do?
  • Bullying often begins at school
    • Set a positive example
    • Believe and support victims of bullying
    • Use authority appropriately
    • Create a safe learning environment
    • Seek to change the school or board's bullying policy to include harassment perpetrated with mobile and Internet technology.
    • Seek to update the school or board's computer Acceptable Use Policy (AUP) to specifically prohibit using the Internet for bullying.
  • Avoiding the issue leads to:
    • a negative classroom experience
    • inhibited learning experiences
    • increased anxiety, depression, emotional and mental distress and absenteeism
    • feelings of tension and fear in students
    • “ Bullying strikes at the very values on which
    • the entire curriculum is based, interfering
    • with students’ ability or desire to learn.”
    http://ltc.umanitoba.ca/wiki/index.php?title=Identifying_Types_of_Bullying_and_the_Role_of_Teachers
  • Teachers are victims too
    • one in seven teachers have been cyber bullied
    • of those, 68% have received unpleasant emails
    • 26% have been the subject of abuse on websites
    • 28% have received abusive text messages.
  • Anti-cyber bullying classroom strategies
    • Books can begin discussions
    • Presentations such as Bisons Against Bullying
    • Role playing
    • Reaffirming positive actions
    • Awareness of computer activity
    • Teach students about the consequences of cyber bullying (legislation, emotional)
  • What about the consequences?
    • “Today's young Internet users have created an interactive world away from adult knowledge and supervision. Because bullies tend to harass their victims away from the watchful eyes of adults, the Internet is the perfect tool for reaching others anonymously - anytime, anyplace.”
    • http://www.bewebaware.ca/english/cyberbullying.html
  • Canadian Legislation
    • Under the Criminal Code of Canada, it is a crime to communicate repeatedly with someone if your communication causes them to fear for their own safety or the safety of others.
    • It is also a crime to publish defamatory libel which is designed to insult a person, and injure the person’s reputation by exposing him or her to hatred, contempt or ridicule.
    • A cyber bully may also be violating the Canadian Human Rights Act if he or she spreads hate or discrimination based on race, national or ethnic origin, colour, religion, age, sex, sexual orientation, marital status, family status or disability.
    • http:// www.bewebaware.ca/english/cyberbullying.html
  • Students should learn that:
    • cyber bullying is against the law
    • wireless words are not exempt from the law
    • the written word cannot be taken back
    • the written word carries a heavier responsibility
    • the punishment for cyber bullying is up to five (5) years in prison
    • http://bullying.suite101.com/article.cfm/it_is_against_the_law_to_bully
  • Taking Action on Cyber bullying
    • What can parents do?
  • Be Aware
    • Your child might be being bullied if:
    • she is spending long hours on the computer
    • he closes windows on the computer when you enter the room
    • she is secretive about internet use
    • you notice behavioural changes – attitude, dress or habits
    • he has trouble sleeping
    • she has stomach and head aches
    • he fears leaving the house
    • your child gives explanations that don’t make sense
    • she is acting out aggression at home
    • http:// www.cyberbullying.ca /
  • Get Informed!!
    • learn everything you can about the internet
    • know what your children are doing and/or posting online
    • discuss internet safety issues with your children
    • encourage your child to come to you if anybody says or does something online that makes them feel threatened or uncomfortable
    • encourage your child to develop a moral code about internet use
    • remind children that anything they post on line can be read by anyone including parents
  • Take Action
    • watch for signs that your child is being bullied
    • be available for conversation about the topic
    • if the bully is a student at your child’s school, meet with the principal
    • report any incident of harassment to the police and your ISP
  • Help Yourself
    • guard contact information
    • take immediate action
    • block sender messages
    • never reply to harassing messages
    • save any harassing messages and send them to your ISP
    • speak out against bullying
    • don’t open messages from unknown senders
    • give yourself a break from technology
  • How is your “netiquette?”
    • http://www.digizen.org/cyberbullying/fullFilm.aspx
    Let’s fight it together
  • References
    • http:// www.aama.ca/docs/cyberbullying.pdf
    • http://www.bewebaware.ca/english/cyberbullying.html
    • http:// www.bullyonline.org/workbully/bystand.htm
    • http://bullying.suite101.com/article.cfm/it_is_against_the_law_to_bully
    • http:// www.cyberbullying.ca /
    • www.canada.com/topics/lifestyle/backtoschool/story.html
    • http://www.gizmodiva.com/entry_image/0809/12/texting.jpg
    • ltc.umanitoba.ca/wiki/index.php
  • References, cont’d
    • http://www.mediaawareness.ca/english/resources/educational/teaching_backgrounders/cyberbullying/cyberbullying_law2_h4.cfm
    • http://www.reputationdefenderblog.com
    • http://www.stopcyberbullyingonline.com
    • http://www.teachingtimes.com/articles/cyber-bullying-teachers.htm
    • Estévez, E. M. (2009). Psychological adjustment in bullies and victims of school violence.
    • European Journal of Psychology of Education , 473-483.
    • Improving the transfer to secondary school: how every child's voice can matter.
    • (2008).
    • Support for Learning , 178.
    • Santrack, J. W. (2007). Educational Psycology - Second Canadian Edition. Toronto: McGraw-Hill Ryerson Ltd.