Larry Magid discusses the evolution of approaches to online safety. Early approaches in the 1990s focused on protecting children from pornography and predators online (Safety 1.0). Later approaches recognized risks from peers, such as cyberbullying (Safety 2.0). However, Magid argues for a new approach called Safety 3.0 that is research-based, respects youth agency, and focuses on empowerment. Safety 3.0 teaches media literacy, citizenship, and critical thinking; views youth as stakeholders rather than just victims; and promotes safety for good outcomes rather than just from bad outcomes. Magid advocates moving past fear-based approaches to online safety education.
Everything I know about protecting children I learned from a visit to Nairobi...Larry Magid
ConnectSafely.org co-director Larry Magid's presentation at the child protection panel at the Internet Governance Forum (IGF) in Nairobi, Kenya. September 30, 2011
Updated Online Safety 3.0 Talk for Mediterranean Association of International...Larry Magid
A newly revised Online Safety 3.0 talk prepared for the Mediterranean Association of International Schools by ConnectSafely.org co-director and SafeKids.com founder Larry Magid
Everything I know about protecting children I learned from a visit to Nairobi...Larry Magid
ConnectSafely.org co-director Larry Magid's presentation at the child protection panel at the Internet Governance Forum (IGF) in Nairobi, Kenya. September 30, 2011
Updated Online Safety 3.0 Talk for Mediterranean Association of International...Larry Magid
A newly revised Online Safety 3.0 talk prepared for the Mediterranean Association of International Schools by ConnectSafely.org co-director and SafeKids.com founder Larry Magid
Social Media: To Fear or Not - What's the Facts? Presented @ Atlantis Rising Campus in Second Life for Bernajean Porter. See AtlantisSeekers.ning.com for more details and information to join us in more conversations.
3Rs of Internet Safety: Rights, Responsibilities and Risk ManagementConnectSafely
This is not your tired old Internet Safety lecture, but a presentation by ConnectSafely.org CEO Larry Magid that emphasizes youth rights as well as responsibliities and the importance of media literacy
This was a presentation to 9th graders to help them explore how to take control of their online persona. Examples reach back in time and project into the future when things like augmented reality amplify the information we put online.
Lydia's BEaPRO Digital Literacy (Citizenship) Family Workshop PresentationLydia Smith-Davis
A collaborative effort by Verizon, iKeepSafe, and the California School Library Association--BEaPRO: Connect with Confidence is a family workshop on the Digital Literacy (Citizenship) concepts of balance, ethical use, privacy, relationships, reputation and online security.
The goal of this presentation is to increase your knowledge about social media and create a sense of awareness about social networking trends including cyber-dangers: sexting, bullying, stalking. Share social networking and media best practices and ultimately, start a conversation about a values-based approach to social networking.
Social Media 101 for Parents: Do you know where your children are?Sarah Welstead
Designed as an introduction to social media and social networking for parents of kids aged 5-18, the presentation contains an overview of leading social networks, information about security and privacy of particular interest to parents, and practical tips on how to ensure kids are being smart and safe online.
Perfect for an audience of parents who are comfortable with the internet but whose social media knowledge/experience is limited.
Social Media: To Fear or Not - What's the Facts? Presented @ Atlantis Rising Campus in Second Life for Bernajean Porter. See AtlantisSeekers.ning.com for more details and information to join us in more conversations.
3Rs of Internet Safety: Rights, Responsibilities and Risk ManagementConnectSafely
This is not your tired old Internet Safety lecture, but a presentation by ConnectSafely.org CEO Larry Magid that emphasizes youth rights as well as responsibliities and the importance of media literacy
This was a presentation to 9th graders to help them explore how to take control of their online persona. Examples reach back in time and project into the future when things like augmented reality amplify the information we put online.
Lydia's BEaPRO Digital Literacy (Citizenship) Family Workshop PresentationLydia Smith-Davis
A collaborative effort by Verizon, iKeepSafe, and the California School Library Association--BEaPRO: Connect with Confidence is a family workshop on the Digital Literacy (Citizenship) concepts of balance, ethical use, privacy, relationships, reputation and online security.
The goal of this presentation is to increase your knowledge about social media and create a sense of awareness about social networking trends including cyber-dangers: sexting, bullying, stalking. Share social networking and media best practices and ultimately, start a conversation about a values-based approach to social networking.
Social Media 101 for Parents: Do you know where your children are?Sarah Welstead
Designed as an introduction to social media and social networking for parents of kids aged 5-18, the presentation contains an overview of leading social networks, information about security and privacy of particular interest to parents, and practical tips on how to ensure kids are being smart and safe online.
Perfect for an audience of parents who are comfortable with the internet but whose social media knowledge/experience is limited.
E safety and vulnerable yp -Presentation for PRUS conference July 2011pr us c...Stevecd
Presentation given to delegates at the PRUS.org.uk network conference at Standstead Airport in July 2011. The presentation profiled the work that Stephen Carrick-Davies has been undertaking for the TDA looking at the social media and vulnerable young people. In particular what staff working with these YP need in temrs of training and support.
IAO publishes the White Paper for the month of April, 2017. In this White Paper you will read about Cyberbullying, a new emerging issue in schools around the world and what role can educators play in dealing with the offenders.
A Parent and Teacher Training Program for Cyberbullying Detection and Interve...Andy Jeter
A Parent and Teacher Training Program for Cyberbullying Detection and Intervention is a presentation of Andy Jeter's action research proposal for his Master's program.
Here is a presentation by UNICEF Innocenti Research Centre and UNICEF Regional Office for CEECIS on Child Online Safety at the Robert project final conference in Berlin in 2012.
Safeguarding Children & Young People OnlineClaudia Megele
The 10 Cs Risk and Resilience Typology & CARE Analytics. Presentation for PSW network in Dec. 2018 outlining research findings undertaken by Claudia Megele and Peter Buzzi.
Good Cybercitizens Make the Internet a Safer Place
Own your online presence. To keep yourself safe, set privacy and security settings on web services, apps, and devices to your comfort level. ...
Be a good digital citizen. ...
Respect yourself and others. ...
Practice good communications. ...
Protect yourself and your information.
Cyberbullying-Identification-Prevention-Response.pdf
1
Cyberbullying:
Identification,
Prevention,
& Response
Sameer Hinduja, Ph.D.
Justin W. Patchin, Ph.D.
Cyberbullying Research Center
October 2014
2
ids have been bullying each other for gener-
ations. The latest generation, however, has
been able to utilize technology to expand
their reach and the extent of their harm. This phe-
nomenon is being called cyberbullying, defined as:
“willful and repeated harm inflicted through the use
of computers, cell phones, and other electronic de-
vices.” Basically, we are referring to incidents where
adolescents use technology to harass, threaten, hu-
miliate, or otherwise hassle their peers. For exam-
ple, youth can send hurtful text messages to others
or spread rumors using smartphones or tablets.
Teens have also created web pages, videos, and
profiles on social media platforms making fun of
others. With mobile devices, adolescents have tak-
en pictures in a bedroom, a bathroom, or another
location where privacy is expected, and posted or
distributed them online. Others have recorded un-
authorized videos of other kids and uploaded them
for the world to see, rate, tag, and discuss. Still oth-
ers are embracing anonymous apps or chat func-
tionality on gaming networks to tear down or hu-
miliate others.
What are some negative effects that cyber-
bullying can have on a person?
There are many detrimental outcomes associated
with cyberbullying that reach into the real world.
First, many targets report feeling depressed, sad,
angry, and frustrated. As one teenager stated: “It
makes me hurt both physically and mentally. It
scares me and takes away all my confidence. It
makes me feel sick and worthless.” Those who are
victimized by cyberbullying also reveal that they are
often afraid or embarrassed to go to school. In ad-
dition, research has revealed a link between cyber-
bullying and low self-esteem, family problems, aca-
demic difficulties, school violence, and various de-
linquent behaviors. Finally, cyberbullied youth also
report having suicidal thoughts, and there have
been a number of examples in the United States
and abroad where youth who were victimized end-
ed up taking their own lives.
Where does cyberbullying commonly occur?
Cyberbullying occurs across a variety of venues and
mediums in cyberspace, and it shouldn’t come as a
surprise that it occurs most often where teenagers
congregate. Initially, many kids hung out in chat
rooms, and as a result that is where most harass-
ment took place. In recent years, most youth are
have been drawn to social media (such as Insta-
gram, Snapchat, and Twitter) and video-sharing
sites (such as YouTube). This trend has led to in-
creased reports of cyberbullying occurring in those
environments. Voice chat, textual chat, and texting
via phones or tablets also can provide an environ-
ment in whi.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Online Safety 3.0: From
Fear to Empowerment
Larry Magid
Co-director
ConnectSafely.org
Founder
SafeKids.com
Revised March 21, 2012
Slides are available at
SafeKids.com/cue2012
More at OS3.ConnectSafely.org
2. I wrote this in
1994. Too bad
people are still
following this old
advice
3. Evolution of online safety
Children as victims:
1.0 (most of the 90’s) Pornography & predators:
Protecting children from bad adults. Children as
consumers of information, not as creators and
based on assumptions of risk, not actual research
2.0 (around 2007) Protecting children from peers.
Recognizing that kids can create content harm other
kids and themselves. Cyberbullying & posting
inappropriate or dangerous content
5. And pretty much the same model online in
the 80’s and 90’s
Me, in 1981 on my
Apple II with an
acoustic MODEM
CompuServe
1981
Mosaic
browser, 1993
6. But, in case anyone didn’t notice,
things have changed
Media is now:
• One to one
• One to many
• Many to many
We are all publishers and
youth are leading the charge
7. Which calls for a new approach to
“online safety”
• Research-based, not fear-based, so relevant
• Flexible, layered – not one-size-fits-all
• Respectful of youth – stakeholders in positive
outcomes, not just potential victims
• Positive: Not just safety from (bad outcomes)
but safety for good outcomes
• Comprehensive = Incorporates safety, security,
citizenship, and research/information literacy
From Online Safety 3.0 (os3.connectsafely.org)
8. • View youth as participants and stakeholders in positive
Internet use rather than potential victims, and empower
them to protect themselves & each other
• Promote good citizenship
• Teach media literacy & critical thinking
• Understand the value of informal learning
• Be accurate and honest about risks
• Encourage industry to engage in best practices, including
promoting good citizenship in the communities they run
Elements of Online Safety 3.0
os3.ConnectSafely.org
9. The ‘net’ is mostly like the physical
world, but …
• What’s posted can be permanent
• Material can be copied and pasted
• Lots of people can see it
• You don’t know for sure who’s seeing it
AND
• Disinhibition: Lack of visual cues reduces
empathy
Source: adapted from danah boyd:
Taken out of Context, 2008
10. We need to understand risk,
not exaggerate it
• Of course there are risks online, but
they are not anything new or special
• Pay attention to the research
• Include children in the discussion
• Understand the limits of regulation and
the benefits of education
11. Fear works only if it’s
credible & actionable
• “How people respond to fear appeals depends on
their assessment of the threat and their perceived
efficacy.
• When assessing threat, the audience considers
severity, or the seriousness of it, as well as their
susceptibility, or the likelihood that it will happen to
them.”
Based on research from Kim White @ Michigan State
http://www.thcu.ca/infoandresources/publications/fear%20appeals%20-%20web%20version.pdf
12. Boomerang effect
If the perception of threat exceeds perception of
efficacy…
• They will avoid the message
• Deny they are at risk
• Mock the message or become angry at the source or
issue (and ignore it).
• They may even increase their unhealthy behaviors
(boomerang effect).
14. Predator Panic of 2004-2006
Was based on faulty interpretation of accurate data
“1 out of five youth received an unwanted “sexual
solicitation”
15. “Juvenoia”
“There are features of the Internet that increase risk for
young people above what they already encounter or what
they encounter in other environments, or what they used
to encounter.” BUT …
Source: David Finkelhor: The Internet,
Youth Safety and the Problem of
“Juvenoia.” http://bit.ly/AxCVVD
16. Things are getting better, not worse
• Sexual abuse of children down by 61% from 1992 to 2008
• Teen pregnancies (15-17) down 43% 1991-2007
• Teen suicides down 38% 1990-2007
• % of kids feeling sad down 17%
• Modest increase in math & writing proficiency
• High school drop-out rate down 33% 1995-2008
• Crimes committed by juveniles down 33% 1996-2008
Source: David Finkelhor: The Internet, Youth Safety and the
Problem of “Juvenoia.” http://bit.ly/AxCVVD
17. Moving right along
The Internet Safety Technical Task Force found that:
“Bullying and harassment, most often by peers, are the
most salient threats that minors face, both online and
offline.”
Which naturally leads to ….
19. It’s a problem, not an epidemic
Source: Teens, Kindness and Cruelty on Social Networks : Pew Internet & American Life,
November, 2011
20. Sexting Panic
A 2008 survey found that 20% of teens had sent or posted
“nude or semi-nude images of themselves”
Which led to stories like this:
21. Source: Crimes Against Children Research Center, Dec , 2011
• 1.3% sent an image where they
showed breasts, genitals or
someone’s bottom
• 2.5% sent an image where they
were nude or partially nude
But a 2011 study found
22. Should we eliminate all risks?
Why do we allow
sports, sharp
pencils &
“dangerous” books
in school, but ban
social media?
23. Fences have their place but …
To keep kids safe around all water,
we teach kids to swim
24. Ultimately, the best filter runs
between the child’s ears, not on a
device
Protection that lasts a lifetime &
works on any “device”
Training wheels for young kids
25. How you treat others affects your risk
* EU Kids Online +Internet Safety Technology Taskforce
“Youth who engage in online
aggressive behavior by making rude
or nasty comments or frequently
embarrassing others are more than
twice as likely to report online
interpersonal victimization.” +
“Among those who do not bully
others, being bullied is relatively rare
8% offline only, and 4% online”*
26. Approaches to empowerment
• Encourage student-led initiatives
• Work on “cultural change” initiatives like:
• Pink Shirt Day
• Friend Zone
• Poll your students about bullying and attitudes
• Celebrate “random acts of kindness”
• Celebrate diversity & bravery
Based on: Changing the Culture: Ideas for Student Action by
Anne Collier, Mia Doces and Lisa Jones
27. A few tips for educators
• Create a bullying prevention team
• Involve parents and community
• Integrate “reflection” into discipline program
• Support for targets (“it’s not your fault”)
• Connect students with positive adults
• Increases resiliency, reinforces positive
behavior
• Positive staff behavior: Don’t let students see
staff acting as bullies
Source: Empowering Bystanders in Bullying Prevention, by
Stan Davis
28. Bullying prevention programs
• A structured curriculum that provides youth with materials
over at least several sessions.
• One-shot assemblies or pulling a few bits and pieces from
a program is not going to make a difference.
• Teach youth new skills. These should be spelled out in the
program
• Activities must let youth practice these new skills in active
ways
• Take a whole school or community approach to prevention.
Offer training for school staff, involvement of parents, and
assistance to help the school improve its response to bullying
concerns and reports
Source: Implementing Bullying Prevention Programs in Schools: A How-To Guide.
By Lisa Jones, Mia Doces, Susan Swearer, and Anne Collier
(cyber.law.harvard.edu/node/7491)
29. Social norms approach
• People emulate how they think their peers
behave
• If people think their friends don’t smoke,
they’re less likely to smoke.
• Same is true with over-eating, excessive
alcohol use and other negative behaviors,
including bullying*
*Assessing Bullying in New Jersey Secondary Schools: Applying the Social
Norms Model to Adolescent Violence: Craig, Perkins 2008
30. Example of positive norming
Source: Assessing Bullying in New Jersey Secondary Schools: Applying the Social Norms
Model to Adolescent Violence: Craig, Perkins 2008
31. Resources
• Born This Way Foundation (BornThisWay.org)
• Center for Safe & Responsible Internet Use (CSRIU.org)
• Committee for Children (http://www.cfchildren.org/)
• ConnectSafely.org
• Cyberbullying Research Center (cyberbullying.us)
• GenYes.org
• Kinder & Gentler World Working Papers
(cyber.law.harvard.edu/node/7491)
• Olweaus Bullying Prevention Program (Olweus.org)
• RulerApproach.org: Social & emotional learning
• StopBullying.gov
In 1994 I wrote Child Safety on the Information Highway and “My Rules for Online Safety.” I guess I must have done a pretty good job, because lots of Internet safety educators are still using those “rules.” Unfortunately, they’re more than a decade out-of-date. The world is a lot different than it was in 1994. Back then, most people in the world weren’t even on the Internet. Most of those online were using proprietary services like CompuServe or the Source or even cruder electronic bulletin boards, often running on old Apple II computers.
----- Meeting Notes (3/16/12 15:07) -----Like a deer in the headlights, people tend to be paralyzed when they're afraid
THERE NEVER HAS BEEN A STUDY ON HOW MUCH CHILDREN ARE SOLICITED BY “PREDATORS.” NOTE THE HEADLINE: “All Children Vulnerable to Online Predators”. IT’S A TRICK QUESTION BECAUSE THE SURVEY WASN’T ABOUT PREDATORS. It was about unwanted sexual solicitations from anybody – flirting is often an unwanted sexual solicitation, as the researchers defined the term. Here’s what the 2000 study this refers to – updated in 2006 with the figure 1 in 7, so the no. of solicitations had gone down – actually said....READ THIS:“Youth identify most sexual solicitors as being other adolescents (48% in 2000; 43% in 2006) or young adults 18-24 (20%; 30%), with few (4%; 9%) coming from older adults, and the remaining being of unknown age.” THE TOTALS: 68% teens & 18-24-year-olds in 2000; 73% in 2006.
THESE ARE ALL IMPORTANT BUT VERY GENERAL – CERTAINLY EACH INCIDENT IS UNIQUE AND NEEDS CARING INDIVIDUAL TREATMENT - a full, nonconfrontational, child-caregiver discussion that looks at the situation’s circumstances. The psychological damage can be considerable – some kids have suicidal thoughts.School counselor I spoke with several years ago would find out all the parties involved, get them in a room, and do bully-victim reverse role-playing (empathy training). In families and schools, some of these incidents can be turned into TEACHABLE MOMENTS (maybe anonymized?) for all parties’ benefit.
Putting up a fence might keep a kid away from a specific swimming pool but teaching them to swim protects them around all water and helps them enjoy the water as well.