• 沒有找到結果。

Follow-up Intervention, and Cyberbullying at School: Prevention, Handling

N/A
N/A
Protected

Academic year: 2022

Share "Follow-up Intervention, and Cyberbullying at School: Prevention, Handling"

Copied!
36
0
0

加載中.... (立即查看全文)

全文

(1)

Handling

Cyberbullying at

School: Prevention, Intervention, and

Follow-up

A whole-school approach

Professor Edward CHAN & Dr Lu YU Department of Applied Social Sciences The Hong Kong Polytechnic University

(2)

What is a whole school approach?

A whole-school approach (Cambridge Education, 2005) means that the whole school

community, including the students, teachers, support staff (counsellors, social workers);

parents and board of governors, are involved in confronting the issue of cyberbullying.

This is the most effective approach to tackling bullying and cyberbullying in school.

(Pearce et al., 2011)

School administrators

Teachers, social workers, and other

school faculty

Students Parents

(3)

Prevention

1. School Policy

 Definitions: What terms do you think should be clearly defined in the policy?

 Code of Conduct: Clear guidelines for Internet use

 Consequences

 Reporting system

(The Anti-Defamation League, 2007)

What is cyberbullying?

Cyberbullying is “the use of information and

communications technology, particularly mobile phones and the internet, deliberately to upset someone else”.

The particular forms of cyberbullying can include any of the following:

• harassment or cyberstalking;

• defamation or vilification

• impersonation;

• unauthorised publication of private images;

• manipulation;

• peer rejection.

(4)

Prevention

1. School Policy

 Code of Conduct: Clear guidelines for Internet use

Be polite: always use respectful and appropriate language

in your message

Use the Internet appropriately: for educational purpose

Keep personal information private

Web content filtering

(5)

1. School Policy

 Consequences: Updating policies to include consequences for cyberbullying and online cruelty

(6)

1. School Policy

 Establish reporting mechanisms, and make reporting of cyberbullying and online hate incidents a requirement

(7)

Prevention

2. School Faculty Development (teacher, social worker, counsellor, etc.)

 Participate in education and training regarding knowledge about Internet safety, awareness, and strategies of cyberbullying (Tangen & Campbell, 2010).

(The Anti-Defamation League, 2007)

 What is cyberbullying?

 How are students affected by cyberbullying?

 What does it look like?

 What can I (as a teacher/counsellor/social work/other school faculty) do?

(8)

3. Students Education

 Digital literacy: e-safety, netiquette, assessing one’s online risk, measures to protect oneself online.

 Knowledge and awareness of cyberbullying and strategies for reacting to cyberbullying as targets and as bystanders

 Promote empathy, social-emotional

competence, ethical decision-making skills, and respect among students

(The Anti-Defamation League, 2007; Grigg, 2010; Marczak & Coyne, 2010; Marczak, 2012)

Prevention

(9)
(10)

(The Anti-Defamation League, 2007; Grigg, 2010; Marczak & Coyne, 2010; Marczak, 2012)

4. Parents Education

 Increase awareness of Internet safety strategies

 Teach parents social media use

 Knowledge about cyberbullying: signs,

 What can parents do to help prevent and respond to cyberbullying

 Monitor their teenage children’s Internet use

 Communication: no restriction will be enforced when cyberbullying occurs

 Identify and respond to incidents of cyberbullying: report to school asap.

 Parents and school together

Prevention

(11)

5. Anti-Cyberbullying School Culture

 Reframing bully prevention to build strong school community

 Develop value of respect and social-emotional skills

Prevention

(The Anti-Defamation League, 2007; Grigg, 2010; Marczak & Coyne, 2010; Marczak, 2012)

(12)

Prevention: Whole-School Approach

5. Anti-cyberbullying school culture 1. School policy

2. School staff and teacher development

3. Student education

4. Parent education

(13)

My school policy: What can I

contribute?

(14)

My school policy: What can I contribute?

Please spend 1-2 minutes to recall the available resources and/or policy in your school as far as you know, related to the challenges of technology / cyberbullying.

What are the strengths and gaps in these resources?

Work with your group, choose one question in Handout 1 for discussion and write down your answers in the worksheet.

Choose one improvement that you want to make and develop an action plan in Handout 2.

(15)

Intervention

(The Anti-Defamation League, 2007)

5. Counseling

4. Reactive strategies 3. Assessing the problem

2. Immediate response 1. Early identification

Be aware of warning signs of

cyberbullying

(16)

Signs of Cyberbullying

Can you think of any warning signs that may

indicate that your student is a victim of cyberbullying?

Can you think of any warning signs that may indicate that

your student is a perpetrator of

cyberbullying?

(17)

 Hides or closes computer screen from others

 Uses computer late at night

 Becomes agitated if they cannot use the computer

 Uses multiple online accounts

 Shows excessive use of the computer and/or cell phone

 Displays excessive laughter while using computer

 Does not discuss what he or she is doing on the computer

Warning signs of cyberbullying perpetrators

(18)

 Shows anxiety when email or instant messages appear on the computer/mobile phone screen

 Appears upset or depressed after using computer/mobile phone

 Suddenly stops using computer or noticeable, rapid decreases/increase in devise use including texting

 Appears anxious about/avoid going out in public including school, even those that were enjoyed in the past.

 Tries not to engage in conversations about what he or she is doing on the computer

 Becomes withdrawn from social and family support systems

Warning signs of cyberbullying victims

(19)

Group Discussion: Case study

Divide yourself into small groups

Group 1: Class teachers

Group 2: Social workers /Counsellors /Guidance teachers

Group 3: School management

Watch the video and discuss among your group: what you can do if the case happens in your school

Summarize the actions you will take and choose a reporter to share your answers

5. Counseling

4. Reactive strategies 3. Assessing the problem

2. Immediate response 1. Early identification

(20)

Intervention

Listen and talk to the student

Step 1: Be a good listener

• Take your student seriously

• Find a private place that makes student feel safe

• Manage your own feeling well

• Be the role model for your student during the conversation

Step 2: Talk with your student about the problem

• Give your student unconditional support

• Use gentle exploration and empathy

• Save evidence

(21)

Intervention

Investigate and assess the

problem

1. Assess if the problem belongs to bullying behaviour

2. Help student to understand the difference between rude, mean, and bullying behaviours 3. Thoroughly investigate the incident: fully understand the situation, and have separate

conversations with all parties

4. Determine the consequences in accordance with school policies

5. Consult with other school staff about what to do next on reporting and handling the incident

(22)

Intervention

Take actions according to school policies

• Specific intervention: give the student advice for making sure the bullying does not

happen again.

• No retaliation: ensure that the young person does not retaliate or reply to the messages.

• Privacy: encourage the child to keep

personal information private on the internet.

• Work with parents and other parties (e.g., police).

(23)

Blocking offending e-mail addresses and cell phone numbers

Changing children’s e-mail address and cell phone numbers

Reporting cyberbullying incidents to police if extremely harmful

Reporting incidents to e-mail services, internet

service providers, web sites, cell phone companies, etc.

Cancelling services if providers do not respond to complaints

(24)

Intervention

(25)

Intervention: Victims

Counselling for cyber-victims

• Help the child to cope with the trauma of cyberbullying

• Deal with the physical and mental difficulties caused by cyberbullying

• Assertive skills

• Socialization skills

• Improving self-concept

• Assess for underlying issues that may lead to bullying behaviours

• Provide education to parents on how to support their child

(John et al., 2018)

(26)

Intervention: Cyberbullies

(Hinduja & Patchin, 2010; Williard, 2004)

Counselling • Assess for underlying issues that may have lead to bullying behaviours For Cyber- • Deal with the underlying issues including experiences of being victimized Bullies • Educate the child regarding the serious consequences of cyberbullying

• Increasing self esteem

• Improve social skills

• Impulse control, anger management, ways to appropriately express feelings

 Give support: let the bullies know you will listen and you will help them try to resolve the problem

 Assess the problem: Find out what happened:

 Communicate your school’s values and policy

 Create a plan with the student to take responsible action, following school policy

(27)

Intervention: Bystanders

(International Computer Driving Licence, 2016)

• Post words of support for the victim, such as “I disagree with what’s been said.”

• Encourage the victims to seek help, e.g., “You are being bullied, seek help from someone you trust”

• Rally your friends to post comments that show support for the victims.

• Alert someone in authority (teacher, parents, other adults) about what you are observing.

• Report what you are observing to the security team for the site you are visiting.

• Be aware of your own safety.

 Encourage bystanders to become upstanders: not taking actions gives bullies more opportunities to torment the victims (50% can be stopped due to upstanders’ action)

 Teach students what an upstander can do to stop cyberbullying

(28)

Intervention

(29)

Follow up

 Follow up with your student: to ensure they are safe, and feel safe in your classroom

1. Has the problem been resolved?

2. Does the student feel comfortable in your classroom and at school?

3. Has the child who engaged in bullying behaviour received education and support?

4. Are the students involved in the incident in need of mental health support or services?

5. Does your student have a support network of friends and family?

6. Have you developed norms around acceptable behaviours in your classroom and in the school community?

7. Are you teaching direct lessons on social and emotional learning?

 Follow up with parents of the student: to ensure communications were clear and the consistency regarding what to do to encourage the most positive outcome.

(John et al., 2018)

(30)
(31)

Anti-cyberbully school policy and culture: clear guidelines and reporting system

Intervention

Follow up with students and parents

School Staff Development Student

Education

Parent Education

Prevention

Systematic implementation

and evaluation

(32)

Useful Resources

• Making Your Primary School E-safe: Whole School Cyberbullying

and E-safety Strategies for Meeting Ofsted Requirements Kindle

Edition

(33)

Useful Resources

• Facebook has produced Empowering Educators support sheet

specifically for teachers and launched the Bullying Prevention Hub

with Yale's Centre for Emotional Intelligence.

(34)

Useful Resources

https://bullyingnoway.gov.au/NationalDay/ForSchools/ClassActivities

(35)

References

o Cassidy, W., Faucher, C., & Jackson, M. (2013). Cyberbullying among youth: A comprehensive review of current international research and its implications and

application to policy and practice. School Psychology International, 34(6), 575-612.

o Farrington, D., & Ttofi, M. (2009). Reducing school bullying: Evidence based implications for policy. Crime and Justice, 38(1), 281-345.

o Jones, L., & Mitchell, K. (2016). Defining and measuring youth digital citizenship. New Media & Society, 18(9), 2063-2079.

o Kowalski, R., Morgan, C., Limber, S., Von Marées, N., & Petermann, F. (2012).

Traditional bullying as a potential warning sign of cyberbullying. School Psychology International, 33(5), 505-519.

o MacKay, A. W. (2012). Respectful and responsible relationships: There is no app for that. Retrieved from https://www.prevnet.ca/sites/prevnet.ca/files/Mackay_Slides.pdf

(36)

References

o Patchin, J., Hinduja, S., Zeldin, S., Wilson, D., & Collura, J. (2011). Traditional and nontraditional bullying among youth: A test of general strain theory. Youth & Society, 43(2), 727-751.

o Tangen, Donna, & Campbell, Marilyn. (2010). Cyberbullying prevention: One primary school's approach. Australian Journal of Guidance and Counselling, 20(2), 225-234.

o Villarejo-Carballido, B., Pulido, C., De Botton, L., & Serradell, O. (2019). Dialogic model of prevention and resolution of conflicts: Evidence of the success of

cyberbullying prevention in a primary school in Catalonia. International Journal of Environmental Research and Public Health, 16, 918.

o Yilmaz, H. (2011). Cyberbullying in Turkish middle schools: An exploratory study.

School Psychology International, 32(6), 645-654.

參考文獻

相關文件

Hope theory: A member of the positive psychology family. Lopez (Eds.), Handbook of positive

Define instead the imaginary.. potential, magnetic field, lattice…) Dirac-BdG Hamiltonian:. with small, and matrix

With new ICE trains crossing Europe at speeds of up to 300 km/h, sound and vibration levels in the trains are an important issue. Hilliges/Mehrmann/Mehl(2004) first proposed

❖ The study group (including RS Department, Guidance Team and SENCO Team) at school analyzed the results and came up with the conclusion that students might be able to enhance

Having regard to the above vision, the potential of IT in education and the barriers, as well as the views of experts, academics, school heads, teachers, students,

 Provide education and training for teachers and school faculty regarding the knowledge about Internet safety, awareness, and strategies of cyberbullying (Tangen &

Topic 4 - Promotion and Maintenance of Health and Social Care in the Community 4CAspects of risk assessment and

PREP a RE school crisis prevention and intervention training curriculum Workshop 2 crisis intervention &recovery: The roles of school-based mental health professionals (2nd