Online Safety 3.0: From Fear to EmpowermentConnectSafely
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
ConnectSafely's One Good Thing presentation for InSafe Vilnius meeting 2014ConnectSafely
The document discusses the "One Good Thing" campaign to promote positive stories about how individuals have made the internet or world a better place. It encourages sharing brief stories, either in text or video under 50 words or 15-30 seconds, of things like comforting a friend online, teaching parents about safe social media use, or providing wise advice to others. The campaign website is OneGoodThing.org and aims to collect positive anecdotes to promote for Safer Internet Day in order to encourage safer and more responsible online behavior.
While youth internet use has increased, rates of child abuse and bullying have generally decreased over time. Research shows that online risks reflect real-life dynamics and are better predicted by a child's environment than any single technology. Effective online safety involves addressing the full social context rather than focusing only on rules or devices.
Online Safety 3.0: From Fear to EmpowermentConnectSafely
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
ConnectSafely's One Good Thing presentation for InSafe Vilnius meeting 2014ConnectSafely
The document discusses the "One Good Thing" campaign to promote positive stories about how individuals have made the internet or world a better place. It encourages sharing brief stories, either in text or video under 50 words or 15-30 seconds, of things like comforting a friend online, teaching parents about safe social media use, or providing wise advice to others. The campaign website is OneGoodThing.org and aims to collect positive anecdotes to promote for Safer Internet Day in order to encourage safer and more responsible online behavior.
While youth internet use has increased, rates of child abuse and bullying have generally decreased over time. Research shows that online risks reflect real-life dynamics and are better predicted by a child's environment than any single technology. Effective online safety involves addressing the full social context rather than focusing only on rules or devices.
The document discusses the evolution of online safety approaches from the early focus on crime and adult content (1.0), to including peer harm (2.0), to the current need for a new approach (3.0) that empowers and protects youth. It outlines key aspects of youth online behavior and risks, noting that most experiences are positive and risks have decreased over time. The new 3.0 approach proposes comprehensive digital citizenship education and a whole-community response to issues like cyberbullying.
The document discusses the evolution of online safety approaches from the early Web 1.0 era focused on crime and adult content (Online Safety 1.0) to the current era of user-generated content on social media (Online Safety 3.0). It advocates for an approach that is research-based rather than fear-based, respects youth agency, and focuses on empowering youth rather than just protecting them from harm. Key aspects of the proposed Online Safety 3.0 approach include being flexible rather than one-size-fits-all, and focusing on media literacy, prevention tailored to risks like bullying or sexting, and intervention for youth already experiencing issues.
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
The document discusses a new approach to online safety called Online Safety 3.0. It argues that traditional fear-based approaches focusing only on risks are obsolete and irrelevant to youth. Online Safety 3.0 is research-based, respects youth agency, and aims to empower youth rather than view them only as potential victims. It focuses on both safety from harm and safety for full participation in online communities. The document advocates treating online safety as a whole-school responsibility and promoting digital citizenship and media literacy skills.
This document summarizes Larry Magid's talk on digital citizenship delivered at a National PTA conference. Magid discusses how the concept of online safety has evolved from early concerns about pornography and predators to issues like cyberbullying, reputation management, and digital citizenship. He emphasizes teaching digital citizenship skills like security, privacy, resilience and kindness. Magid believes the best protection for youth is for them to develop critical thinking skills to make good decisions, rather than relying solely on parental controls. He outlines ConnectSafely's work in consumer education, resources for schools, and advocacy to encourage thoughtful policymaking around digital issues.
This document outlines an action plan to prevent cyberbullying and promote healthy technology use among students. The main objectives are to educate parents about digital citizenship and cyberbullying, encourage discussion between parents and children about internet use, and enhance communication between educators and parents. The plan defines key terms like cyberbullying and digital citizenship. It provides resources for parents on cyberbullying prevention and suggests having children fill out internet usage logs that parents can sign daily to facilitate discussion. The goal is collaboration between home and school to ensure technology is used safely.
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 document summarizes a presentation about parenting in the digital world. It discusses digital citizenship, myths versus realities about technology and teens, and strategies for bullying prevention. The key points are that parents should talk to their kids about technology, set rules for tech use, get involved in their online activities, encourage digital citizenship, and recognize technology's importance in their lives. While kids are confident users, they still need guidance to use technology wisely.
A (very) brief history of Internet safetyConnectSafely
This document summarizes the history of internet safety laws and education in the US from 1995 to 2010. It discusses key laws passed such as the CDA, COPA, and CIPA and how they were challenged in courts. It also outlines how internet safety education evolved from a focus on law enforcement to incorporating research. Some key findings are that children's exposure to online pornography declined 12% from 2000-2010 and youth social problems also declined in the US during this period. The document recommends promoting digital citizenship education from pre-K to 12th grade.
2011, Cyber Bullying, Digital Citizenship, and Learning: Network World by Ji...Jim "Brodie" Brazell
NETWORK WORLD: Cyber Bullying, Digital Citizenship, and Learning. South Carolina CTE Conference Featured Session with Jim Brazell of Ventureramp.com on August 30, 2011. Topics: Cyber Bullying, Digital Citizenship, Digital Rights, Digital Ethics, Digital Culture, Digital Communication, STEM, TEAMS, STEAM, Digital Art and Digital Criticism. Jim Brazell, http://www.ventureramp.com, jimbrazell@ventureramp.com.
This document discusses cyber bullying and was presented by Lemon Grenades. It provides statistics showing that cyber bullying significantly impacts youth. Cyber bullying involves the use of technology like the internet or mobile devices to harass or threaten others. There are laws against cyber bullying, and seeking help from organizations like Childline and Samaritans is recommended. Prevention strategies include monitoring children's online activities, privacy settings, and teaching internet safety.
The document discusses online safety and how schools can prepare for Ofsted inspections by developing an online safety curriculum, training staff, establishing policies and reporting procedures, and educating students, staff, and parents on risks like grooming, bullying, and inappropriate content. It provides examples of questions an Ofsted inspector may ask school leaders and staff to evaluate a school's online safety practices and identifies indicators of good and outstanding practice. Resources and ideas are shared for creating age-appropriate online safety lessons and engaging parents.
Cyberbullying involves threatening, harassing, or embarrassing someone using the internet or mobile devices. It most often occurs on social media sites and through messages. Between 10-40% of young people experience cyberbullying. It is a major problem because 95% of teens in the US are online. To prevent cyberbullying, it is important to report incidents, block cyberbullies, and have open communication between parents and children about internet use. Schools and social media sites also work to address cyberbullying through support systems and policies against online harassment.
Cyber-bullying is a significant problem for students in schools across the US. Students are bullied through technologies like social media, texts, and emails both inside and outside of school. While laws against cyber-bullying exist, they are not always clear, and educators need to step in to stop harassment. Cyber-bullying can cause depression and even lead to suicide. Adults must be aware of this issue and how to prevent and address it.
Help put an end to cyber bullying but raising awareness. This flipbook includes descriptions, details and facts about the tragic act of cyber bullying.
A presentation from Natalie Bidnick on popular sites and apps used by teens today. All information copyrighted by Natalie Bidnick and may not be reused without written permission. Questions? Email nataliebidnick@gmail.com
This document discusses social media safety for high school students. It covers topics such as digital footprints, internet privacy, and how information shared online can affect one's reputation and future opportunities. Students are advised to be aware of what they post online, as it can have long term consequences. They are encouraged to carefully consider how their digital footprint presents themselves and to only share information that offers a positive authentic image. The document stresses the importance of privacy and choosing privacy settings wisely online.
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.
The document discusses various aspects of cybersafety including:
- The goals of cybersafety education which are to help people recognize online risks, make informed decisions, and take actions to protect themselves.
- The "3 Cs of Digital Citizenship" which are having appropriate contact, content, and conduct online.
- Tips for parents, educators, and communities to help youth become responsible digital citizens including keeping communication open, monitoring internet activity, and empowering communities.
- Guidelines around screen time, ethical use of technology, sharing personal information, maintaining online relationships, and digital security.
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.
Designed for community leaders, Parenting the Net Generation addresses family interests and concerns on issues that arise when young people go online. The workshop touches briefly on many key Internet issues including safety, privacy, marketing, ethics and cyberbullying, and evaluation of online information.
The document discusses the evolution of online safety approaches from the early focus on crime and adult content (1.0), to including peer harm (2.0), to the current need for a new approach (3.0) that empowers and protects youth. It outlines key aspects of youth online behavior and risks, noting that most experiences are positive and risks have decreased over time. The new 3.0 approach proposes comprehensive digital citizenship education and a whole-community response to issues like cyberbullying.
The document discusses the evolution of online safety approaches from the early Web 1.0 era focused on crime and adult content (Online Safety 1.0) to the current era of user-generated content on social media (Online Safety 3.0). It advocates for an approach that is research-based rather than fear-based, respects youth agency, and focuses on empowering youth rather than just protecting them from harm. Key aspects of the proposed Online Safety 3.0 approach include being flexible rather than one-size-fits-all, and focusing on media literacy, prevention tailored to risks like bullying or sexting, and intervention for youth already experiencing issues.
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
The document discusses a new approach to online safety called Online Safety 3.0. It argues that traditional fear-based approaches focusing only on risks are obsolete and irrelevant to youth. Online Safety 3.0 is research-based, respects youth agency, and aims to empower youth rather than view them only as potential victims. It focuses on both safety from harm and safety for full participation in online communities. The document advocates treating online safety as a whole-school responsibility and promoting digital citizenship and media literacy skills.
This document summarizes Larry Magid's talk on digital citizenship delivered at a National PTA conference. Magid discusses how the concept of online safety has evolved from early concerns about pornography and predators to issues like cyberbullying, reputation management, and digital citizenship. He emphasizes teaching digital citizenship skills like security, privacy, resilience and kindness. Magid believes the best protection for youth is for them to develop critical thinking skills to make good decisions, rather than relying solely on parental controls. He outlines ConnectSafely's work in consumer education, resources for schools, and advocacy to encourage thoughtful policymaking around digital issues.
This document outlines an action plan to prevent cyberbullying and promote healthy technology use among students. The main objectives are to educate parents about digital citizenship and cyberbullying, encourage discussion between parents and children about internet use, and enhance communication between educators and parents. The plan defines key terms like cyberbullying and digital citizenship. It provides resources for parents on cyberbullying prevention and suggests having children fill out internet usage logs that parents can sign daily to facilitate discussion. The goal is collaboration between home and school to ensure technology is used safely.
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 document summarizes a presentation about parenting in the digital world. It discusses digital citizenship, myths versus realities about technology and teens, and strategies for bullying prevention. The key points are that parents should talk to their kids about technology, set rules for tech use, get involved in their online activities, encourage digital citizenship, and recognize technology's importance in their lives. While kids are confident users, they still need guidance to use technology wisely.
A (very) brief history of Internet safetyConnectSafely
This document summarizes the history of internet safety laws and education in the US from 1995 to 2010. It discusses key laws passed such as the CDA, COPA, and CIPA and how they were challenged in courts. It also outlines how internet safety education evolved from a focus on law enforcement to incorporating research. Some key findings are that children's exposure to online pornography declined 12% from 2000-2010 and youth social problems also declined in the US during this period. The document recommends promoting digital citizenship education from pre-K to 12th grade.
2011, Cyber Bullying, Digital Citizenship, and Learning: Network World by Ji...Jim "Brodie" Brazell
NETWORK WORLD: Cyber Bullying, Digital Citizenship, and Learning. South Carolina CTE Conference Featured Session with Jim Brazell of Ventureramp.com on August 30, 2011. Topics: Cyber Bullying, Digital Citizenship, Digital Rights, Digital Ethics, Digital Culture, Digital Communication, STEM, TEAMS, STEAM, Digital Art and Digital Criticism. Jim Brazell, http://www.ventureramp.com, jimbrazell@ventureramp.com.
This document discusses cyber bullying and was presented by Lemon Grenades. It provides statistics showing that cyber bullying significantly impacts youth. Cyber bullying involves the use of technology like the internet or mobile devices to harass or threaten others. There are laws against cyber bullying, and seeking help from organizations like Childline and Samaritans is recommended. Prevention strategies include monitoring children's online activities, privacy settings, and teaching internet safety.
The document discusses online safety and how schools can prepare for Ofsted inspections by developing an online safety curriculum, training staff, establishing policies and reporting procedures, and educating students, staff, and parents on risks like grooming, bullying, and inappropriate content. It provides examples of questions an Ofsted inspector may ask school leaders and staff to evaluate a school's online safety practices and identifies indicators of good and outstanding practice. Resources and ideas are shared for creating age-appropriate online safety lessons and engaging parents.
Cyberbullying involves threatening, harassing, or embarrassing someone using the internet or mobile devices. It most often occurs on social media sites and through messages. Between 10-40% of young people experience cyberbullying. It is a major problem because 95% of teens in the US are online. To prevent cyberbullying, it is important to report incidents, block cyberbullies, and have open communication between parents and children about internet use. Schools and social media sites also work to address cyberbullying through support systems and policies against online harassment.
Cyber-bullying is a significant problem for students in schools across the US. Students are bullied through technologies like social media, texts, and emails both inside and outside of school. While laws against cyber-bullying exist, they are not always clear, and educators need to step in to stop harassment. Cyber-bullying can cause depression and even lead to suicide. Adults must be aware of this issue and how to prevent and address it.
Help put an end to cyber bullying but raising awareness. This flipbook includes descriptions, details and facts about the tragic act of cyber bullying.
A presentation from Natalie Bidnick on popular sites and apps used by teens today. All information copyrighted by Natalie Bidnick and may not be reused without written permission. Questions? Email nataliebidnick@gmail.com
This document discusses social media safety for high school students. It covers topics such as digital footprints, internet privacy, and how information shared online can affect one's reputation and future opportunities. Students are advised to be aware of what they post online, as it can have long term consequences. They are encouraged to carefully consider how their digital footprint presents themselves and to only share information that offers a positive authentic image. The document stresses the importance of privacy and choosing privacy settings wisely online.
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.
The document discusses various aspects of cybersafety including:
- The goals of cybersafety education which are to help people recognize online risks, make informed decisions, and take actions to protect themselves.
- The "3 Cs of Digital Citizenship" which are having appropriate contact, content, and conduct online.
- Tips for parents, educators, and communities to help youth become responsible digital citizens including keeping communication open, monitoring internet activity, and empowering communities.
- Guidelines around screen time, ethical use of technology, sharing personal information, maintaining online relationships, and digital security.
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.
Designed for community leaders, Parenting the Net Generation addresses family interests and concerns on issues that arise when young people go online. The workshop touches briefly on many key Internet issues including safety, privacy, marketing, ethics and cyberbullying, and evaluation of online information.
Information Literacy and Online SafetyDonna Murray
This document discusses information literacy and online safety. It defines information literacy and media literacy. It notes that the amount of new information online has grown exponentially. It emphasizes that students need skills like critical thinking, problem solving, digital citizenship, and research skills to navigate the digital world. The document outlines potential online risks like predators, cyberbullying, and sharing private information. It recommends parents communicate with their kids, set rules, use filters and monitors, and teach media literacy skills to promote online safety.
A comprehensive guide on cyberbullying for parents, teachers & children.
You can also read this on our website here: https://homeguides.co.uk/cyberbullying/
This document discusses cyberbullying, including defining it, common forms it takes, statistics on how many children experience it, and what schools and individuals can do to address it. Cyberbullying is defined as online or technology-based bullying. It can take many forms such as abusive texts, embarrassing photos shared without permission, or impersonation online. Statistics show about one third of teens experience cyberbullying, with girls and LGBTQ+ youth at higher risk. The document recommends steps for schools, teachers, parents and individuals to take to prevent and address cyberbullying.
How Our Kids Are Using the Internet in 2009bermandry
The document discusses how children are using the internet and social media in 2009. It provides statistics on teen internet and technology use and gives advice to parents on setting rules and boundaries regarding texting, social media, cyberbullying and plagiarism. The document suggests parents educate themselves on their children's online activities and have open conversations about topics like privacy and digital footprints.
The document discusses various challenges parents face in keeping up with their children's technology use and online activities. It provides statistics on teen technology and social media usage. It also discusses different parenting approaches to deal with these issues and offers tips for parents, such as setting rules for internet and cell phone use, knowing who their children interact with online, and discussing topics like digital footprint and copyright.
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.
Cyber Bullying is when a child is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child using the Internet, interactive and digital technologies or cell phones. This presentation shows signs and ways to prevent cyber bullying
Cyberbullying involves using electronic devices and communication tools to bully others online. A survey of students found that over 2 in 7 had been bullied online, and most felt it was easier to bully someone online than in person. The document recommends ways to prevent cyberbullying such as speaking to youth about its harms, creating school policies, and building community awareness.
Cyberbullying is a growing social problem that has become all too common in online communities. Research indicates that one in five tweens has been cyberbullied, while 59% of teens have been harassed online. And the rate at which online bullying is occurring does not seem to be declining. In the midst of the COVID-19 pandemic, cyberbullying escalated. During stay-at-home orders, research shows cyberbullying increased 70% and toxicity on online gaming platforms increased 40%.3
The document discusses parents' concerns about their children's online safety and activities. It notes that children today are "digital natives" who are comfortable using technology, while many parents are still learning to adapt as "digital immigrants." While the internet provides opportunities for learning, socializing, and creativity, it also poses risks like predators, cyberbullying, and accessing inappropriate content. The document provides tips for parents to educate themselves and their children about online safety through open communication, setting rules, using parental controls, and developing children's media literacy skills.
This document discusses teens' use of social media and parental concerns. It notes that approximately 75% of Canadians use social media, with some demographic differences. While 50% of parents worry about their child's social media use regarding things like privacy and interactions with strangers, research also shows that social media can have benefits for teens such as connecting with friends and collaborating on schoolwork. The document advocates that parents educate themselves about social media, communicate with their children about responsible use, and serve as role models for maintaining privacy online.
Magazine on the PERVENTION OF CYBERBULLYINGJaveriaZain1
CYBER BULLYING basic intro
its preventions
how it is dangerous
role of teacher , stdents ,parents, government, educational institute
in its prevention
ratio of cyber bullying now a days in our society
The document is a presentation on cyberbullying that defines key terms and explores various aspects of the issue. It notes that while cyberbullying occurs less frequently than traditional bullying, it affects about 30% of students aged 11-16. The presentation also discusses how cyberbullying can occur both inside and outside of school, and how no one is truly safe from online attacks when accessing the internet from home. Statistical surveys of thousands of students are presented on the prevalence of cyberbullying and mean online behavior.
This document discusses digital citizenship and provides guidance on online safety for students. It defines digital citizenship and outlines domains of digital citizenship like cyberbullying, cyber safety, digital conduct, and digital relationships. It provides tips for students on managing inappropriate content, social networking, privacy, and cyberbullying. It also gives advice for parents on talking to their kids, monitoring internet use, and dealing with issues like sexting, high mobile bills, and cyberbullying. Overall it aims to educate students and parents on online safety and responsible digital citizenship.
This document outlines topics to educate primary students about social media use and implications, including media balance and wellbeing, privacy and security, digital footprint and identity, relationships and communication, and cyberbullying. Strategies are proposed such as teaching media balance, identifying suspicious online activity, understanding digital footprints, practicing safe online interactions, and addressing cyberbullying. The presentation recommends the Common Sense education website for related lesson plans and resources.
Similar to Using Your WITS To Deal With Cyberbullying (20)
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
20. CYBERBULLYING
“Today, bullying doesn’t even end at the school bell
– it can follow our children from the hallways to
their cell phones to their computer screens… We
have got to make sure our young people know that
if they’re in trouble, there are caring adults who can
help them” (U.S. President, BarackObama)
24. “When people use technology, there is a lack of tangible
feedback about the consequences of actions on others.”
Nancy Willard
25. [With] the Internet, you can really get away with a lot more because I don't think a lot
of people would have enough confidence to walk up to someone and be like, “I hate
you, you're ugly.” But over the Internet you don't really see their face or they don't see
yours and you don't have to look in their eyes and see they're hurt.
Student
Young Canadians in a Wired World, Phase III: Talking to Youth and Parents about Life Online
“What makes cyber bullying so dangerous is that anyone can practice it without
having to confront the victim. You don’t have to be strong or fast, simply equipped
with a cell phone or computer and a willingness to terrorize” (King, 2006)
26. • perpetrator may be anonymous
• if anonymous targets do not know who among their peers to
“watch out” for or respond to
• there is no safe “place”
Could feel more threatened than in a face to face encounter
27. Passive response
The victim, deletes or ignores an aggressive message as an attempt to
avoid cyberbullying and hopes that it will just go away.
Two Common Responses
28. Active Response
Responds to the situation in a way that may be more
successful in leading to resolution.
Two Common Responses
29. Bystanders
9% became involved in the bullying behaviour
32% watched but didn’t participate
14% voiced their objection to the person doing the bullying
21% tried to stop the bully
11% left the online environment
7% tried to befriend the bully, and
7% reported the bully to someone who could help.[3]
In general, the longer the bullying persists, the more likely it is that the number of
witnesses who are willing to join in will increase.
N. Willard, "Fostering Responsible Online Behaviour (Part 1)." For The Cybercitizen Awareness Program: Guidance Channel Ezine, June 2007.
30.
31.
32. BC Digital Literacy Competencies
Research and Information Literacy
Students apply digital tools to gather, evaluate, and use information.
Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate digital
tools and resources.
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
Digital Citizenship
Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior.
Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
Technology Operations and Concepts
Students demonstrate a sound understanding of technology
concepts, systems, and operations.
41. Safe digital communication– RCMP
Lessons and Activities
Identify The Line A Thin Line
Where to draw the line? That’s Not Cool
WITS Website Cyberbullying Resources
47. There is no one-size-fits-all solution for providing children
with every aspect of online child safety. It takes a
comprehensive “toolbox” from which parents, educators
and other safety providers can choose tools appropriate to
children’s developmental stages and life circumstances.
Any solution to online safety must be
holistic in nature and multi-dimensional in
breadth.
Youth Safety On The Living Internet, 2010
Introduction of Brett, myself.Questions to ask: 1. Experience in working with youth 2. Experience in working/teaching in the classroom
Pose the question to the audience and generate answers
This is especially important in clearly communicating this with parents who may need clarification on the definition.
Intervention programs include BC’s Provincial ERASE Bullying strategy. The program usually involves a reporting mechanism for children to report an incident.
This approach deals with the issues before they happen. Opening conversations, dialogue and learning experiences to explore the issue and determine best strategies to minimize occurrence.
Intentionally simple.
Peer victimization is more objective language to describe people hurting people – without the labels.
Aimed at elementary schools in order to build a set of skills that they can use for the rest of their life.
Source from Pam
Pose the question to the audience
In Slide: “Today, bullying doesn’t even end at the school bell – it can follow our children from the hallways to their cell phones to their computer screens… We have got to make sure our young people know that if they’re in trouble, there are caring adults who can help them” (U.S. President, Barack Obama) OR“What makes cyber bullying so dangerous is that anyone can practice it without having to confront the victim. You don’t have to be strong or fast, simply equipped with a cell phone or computer and a willingness to terrorize” (King, 2006)I think we should include at least one of these quotes. What do you think?Possible video clip: http://www.youtube.com/watch?v=T6r-D-GGaM0Differentiated from traditional bullying:Technology, anonymity (potential), accessibility (difficult to escape abuse – 24/7)NOTES:Increasing access and use of technology concerns over cyber bullyingPew Internet and American Life Project (2010)Majority of teens (12-17) spent time online 36% go online multiple times a day 75% had their own cell phone, 1/3 send 100 texts a day! Texting more common instant messaging currently- Social networking sites very popular among youth, particularly FacebookMore than 800 million active usersPeople spend over 700 billion minutes a month on Facebook (across all users)
In Slide: “Today, bullying doesn’t even end at the school bell – it can follow our children from the hallways to their cell phones to their computer screens… We have got to make sure our young people know that if they’re in trouble, there are caring adults who can help them” (U.S. President, Barack Obama) OR“What makes cyber bullying so dangerous is that anyone can practice it without having to confront the victim. You don’t have to be strong or fast, simply equipped with a cell phone or computer and a willingness to terrorize” (King, 2006)I think we should include at least one of these quotes. What do you think?Possible video clip: http://www.youtube.com/watch?v=T6r-D-GGaM0Differentiated from traditional bullying:Technology, anonymity (potential), accessibility (difficult to escape abuse – 24/7)NOTES:Increasing access and use of technology concerns over cyber bullyingPew Internet and American Life Project (2010)Majority of teens (12-17) spent time online 36% go online multiple times a day 75% had their own cell phone, 1/3 send 100 texts a day! Texting more common instant messaging currently- Social networking sites very popular among youth, particularly FacebookMore than 800 million active usersPeople spend over 700 billion minutes a month on Facebook (across all users)
- IN SLIDE:Willard (2006) Types of Cyber Bullying:1) Flaming2) Harassment3) Denigration4) Impersonation5) Outing and trickery6) Exclusion7) Cyber stalkingAdditional types (Kowalski et al., 2012)1) Happy slapping2) SextingNOTES:Can be done through a variety of mediums (chat rooms, social networking, email, text messaging)
- IN SLIDE:Willard (2006) Types of Cyber Bullying:1) Flaming2) Harassment3) Denigration4) Impersonation5) Outing and trickery6) Exclusion7) Cyber stalkingAdditional types (Kowalski et al., 2012)1) Happy slapping2) SextingNOTES:Can be done through a variety of mediums (chat rooms, social networking, email, text messaging)
NOTES:- Cyclical relationships – victims bullies and vice versa - Potentially large numbers of bystanders online
NOTES:“THINK BEFORE YOU TYPE!”Don’t have to witness victim’s reactionCan say things they wouldn’t normally say in person Lack of empathy
Combine this quote in the previous slide?
- I will discuss these when I discuss how cyber bullying is different than traditional bullying I can re-iterate the key points here
Telling someone about it not always effective because individuals informed do not know how to help them A 3rd common response is confronting the bully or trying to get revenge (REACTIVE response)
NOTES:- Other aspects of bystander behavior important to consider my research … perceptions of the victim
Pose this question to the audience. Small group discussion- then large group discussion
Small group discussion – large group discussion
Small group discussion – large group discussion
Tour each of these websites. Take a more extensive tour of the WITS site includingFYI-Spotting The SignsLessons -ConnectED -Grade 5-Cyberbullying and harassmentEnd with the Cyberbullying Poster
Pose this to the audience to discuss in small groups.Emphasize the escalating stop measure. Stop does not just mean turn of the device it may mean - deactivating online accounts - changing your phone number - stop the social engagement and look for alternate healthier social experiences
As part of using the equipment children should understand how to record any interaction that may be deemed hurtful or unsafe. As teachers what is necessary in order to record interactions. - screenshots - copies of audio - an understanding that all browser history is to be recorded
Understanding how tools work to ensure safety. - filters - report mechanismsFacebook blocks https://www.facebook.com/help/116326365118751#Que-faire-en-cas-d%27attaque-sur-FacebookInstagram Blocks http://help.instagram.com/426700567389543
Often texting and posting escalates to a point of hurting someone. How to diffuse situations before a pattern of hurtful communication develops.
Last slide
- First reported case of cyber bullying: http://www.youtube.com/watch?v=HFsfDLCkfQU- Another possible clip: http://www.youtube.com/watch?v=rALek3hI_0s