ONLIVE: A GUIDE TO PREVENTING AND COMBATING CYBERBULLYING

A guide to preventing and combating cyberbullying (Project 2016-2ES02-KA205-008314)

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TABLE OF CONTENTS 1. FROM BULLYING TO CYBEBULLYING

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2. TYPOLOGIES OF CYBERBULLYING

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2.1 “FLAMING” 2.2 HARASSMENT 2.3 DENIGRATION 2.4 IMPERSONATION 2.5 OUTING & TRICKERY 2.6 EXCLUSION 2.7 CYBERSTALKING 2.8 “CYBERBASHING” OU “HAPPY SLAPPING”

3. ACTORS INVOLVED IN CYBERBULLYING

10 12 14 16 18 20 22 24

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3.1 INTRODUCTION TO THE QUESTIONNAIRE...

26 3.2 CYBERBULLY...

27 3.3 CYBERBULLY HELPERS... 28 3.4 SUPPORTERS...

29 3.5 VICTIM...

30 3.6 DEFENDERS OF THE VICTIM...

31 3.7 EXTERNAL OBSERVERS...

31 3.8 CHARACTERISTICS OF THE ACTORS... 33

4. DIFERENCES IN THE AGE INVOLVED

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5. CYBERBULLYING: SPREAD OF THE PHENOMENOM

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5.1 ITALY... 40 5.2 SPAIN...

41 5.3 FRANCE...

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6. CYBERBULLYING: CHARACTERISTICS, BEHAVIOURS AND REACTIONS 6.1 YOUNGSTERS...

6.2 ADULTS...

6.2.1 TEACHERS ...

6.2.2 PARENTS...

6.2.3 PEER EDUCATORS...

7. GOOD PRACTICES

44 46 47 47 48 49

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8. LEGISLATION 8.1 ITALIAN CONTEXT..

8.2 SPANISH CONTEXT...

8.3 FRENCH CONTEXT...

9. RESOURCES: CAMPAIGNS, PUBLICATIONS, AND WEB LINKS

56 56 57 62

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9.1. ITALY... 64 9.2 SPAIN...

68 9.3 FRANCE...

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10. QUESTIONNAIRE ON-LIVE 10.1 DESCRIPTION OF THE QUESTIONNAIRE...

10.2 ADMINISTRATION GUIDE...

10.3 PILOT PHASE...

10.4 EXPERIMENTAL PHASE...

72 72 74 74 74

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10.5 QUESTIONNAIRE...

76 10.6 ANALYSIS OF DATA FROM THE QUESTIONNAIRES... 80 10.7 FINAL CONSIDERATIONS...

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11. TOOLKIT

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11.1 A SYSTEMIC APPROACH...

154 11.2 THE EDUCATIVE APPROACH INVOLVED IN THE IMPLEMENTATION OF THE ACTIVITIES IN SCHOOL...

155 11.3 FACILITATION AND VALUE OF CO-LEADING... 156

12. LA STRUCTURE D’INTERVENTION POUR LES LABORATOIRES

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12.1 PREPARATION...

159 12.2 INVESTIGATION...

160 12.3 IMPLEMENTATION...

160 12.4 BEFORE TO START THE WORKSHOPS.... 160 12.5 WHEN TO PROVIDE THE QUESTIONNAIRE...

162 12.6 FIRST INTERVENTION (1H)...

162 12.7 DATA PROCESSING AND ATTENTION AREAS..

165 12.8 SECOND INTERVENTION (2H)...

166 12.9 THIRD INTERVENTION (2H)...

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13. COMICS BY TYPE OF CYBERBULLYING

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14.INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING PATHWAY

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14.1 TOOLKIT FOR THE TRAINING PATHWAY... 198 14.2 FIRST INTERVENTION: CREATION OF THE GROUP...

198 14.3 SECOND INTERVENTION: TOOLS FOR DIGITAL YOUTH WORK...

198 14.4 THIRD INTERVENTION: DISCUSSION OF PROBLEMS, OPPORTUNITIES, ETC...

199 14.5 FOURTH INTERVENTION: SHAPING THE INTERVENTION OF PEERS...

199 14.6 FIFTH INTERVENTION: BETA TESTING...

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This guide has been elaborated by the international consortium of partners of the project Erasmus+ KA2 Youth entitled ONLIVE. The Spanish version has been produced by the two Spanish partners, the association Cazalla Intercultural and the City of Lorca, both based in Lorca (Murcia). In particular, we would like to thank: Roberta Poli Clelia Gentili for the realization of the part relative to the definition of cyberbullying and its actors, the construction of the questionnaire and the analysis of the data arising for the different countries.

Andrea Messori for the application of the part relating to the methodological approach to action on cyber-bullying with young people in schools.

Aura Contarino Elisa Veglianti Virginia Quiñonero Alcázar Manuel Semitiel Sibisse Rodriguez for the systematization of the activities inherent to the workshops on cyberbullying in schools.

Michael de Paola for the systematization of the activities related to the course for mediators in the schools.

Virginia Quiñonero Alcázar Manuel Semitiel for the edition of the Spanish version of the ONLIVE guide and all related materials, both printed and online.

Sara Delgado Elvira Manuel Semitiel Hristijan Jordanoski for the illustrations, layout and graphic design of the ONLIVE guide.

In addition, we would like to thank you for your valuable contributions and support: Miriama Martinceková, Gabriela Bazan, Alessandro Pellegrini, Dolores Schiavano, Simonetta Ragni, Annamaria Autolitano, Cira Napolitano, Elisabetta Veterone, Maura Bernabei, Michela Corsi, Anita De Giusti, Jacopo Marzetti and Angela Gismondi (Crescere Insieme association).

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This manual has been developed and written by A consortium of six organizations from Spain, Italy, France and Macedonia.

The consortium is composed of: Cazalla Intercultural http://cazalla-intercultural.org/ (Non-profit organization active in European projects - Spain) REPLAY Network http://www.replaynet.eu/ (Non-profit organization active in European projects - Italy) Pistes Solidaires https://www.pistes-solidaires.fr/ (Non-profit organization active in European projects - France) Info-Front https://hors-pistes.org/english/ (Non-profit organization active in European projects - Macedonia) IIS Piaget Diaz http://www.jeanpiaget.gov.it/ (Istituto d’istruzione superiore statale - Italy) Ayuntamiento de Lorca http://www.lorca.es/ (Municipality of Lorca - Spain)

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1. FROM BULLYING TO CYBERBULLYING

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ictimization, especially the one between peers, is a phenomenon that has always existed, but in recent decades the phenomenon has been called bullying. This phenomenon has attracted the increasing attention of different kinds of actors: psychologists, sociologists, teachers, parents and pedagogues. This particular violence is acted upon at school and can be stressful and cause damage to not only the students and the staff, but also to the environment and the quality of the education system.

Bullying is a behaviour, or set of intrusive and violent, both physical and psychological, behaviors, deliberately implemented, repeated in time, in a more or less constant manner (a single aggressive behavior is not to be considered bullying) by a person or a group against subjects considered weak and helpless. These subjects easily become prey to be harassed, highlighting a power imbalance between the two subjects: bully and bullied.

Many times, the bully is assisted by supporters or helpers, while the victim is chosen among those peers who have some physical diversity or psychological weakness. The bully is characterized by generalized aggression that can be directed towards peers, but also towards parents, teachers and adults in general. They act impulsively and violent behavior increases their self-esteem.

Cyberbullying represents the evolution of the bullying phenomenon that has occurred over the years and is due to the change in society caused by the rapid evolution of technology, that has modified, for better or worse, the means of communication between individuals, particularly among adolescents.

In recent years, with the increasingly frequent use of internet, bullying has turned into cyberbullying. That is, from face to face persecution (verbal or physical abuse), it has passed into a kind of persecution amplified by the potential of the means used. The act of cyberbullying can also be done just once, but the reach of internet communication can make that single gesture be viewed or “reposted� by many people many times, making it become rampant, or viral.

Bullying and cyberbullying also have profound differences, one of which is related to the contextual dimension. In fact, in cyberbullying, attacks are not limited to the school context alone, the victim can receive messages or emails wherever he/she is and this makes his/her position much more difficult to handle and endure.

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1. FROM BULLYING TO CYBERBULLYING The victim can be reached anywhere and anytime, threatened on his/her pc, mobile phone, tablet, or smartphone with both textual and graphic expressions, audio and video.

The gravity is even bigger if one considers that these attacks are seen by a wider audience.

Another worrying fact is that while in the phenomenon of bullying, the bully - the one who performs devious and oppressive actions, acts face- to- face. In cyberbullying it can happen that the victim, while willing to react, does not know against whom to defend him/herself.

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2. TYPOLOGIES OF CYBERBULLYING

2.1 “FLAMING”

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t means violent and vulgar electronic messages, designed to generate online verbal “battles” between two or more subjects, that fight with “equal weapons”, where power is balanced and there is not always a victim like in traditional bullying. It happens in a period of time determined by the continuation of shared online activity.

Flaming can be limited to one or more conversations occurring in an online chat or characterize participation in interactive video games on the internet. In this second case, for example, the beginners can be targeted with insults and threats and become the object of aggressive discussions, under the pretext of errors, inevitably connected to inexperience.

The fun seems to be linked not only to the participation in the interactive game, but above all to the pleasure of insulting or threatening the new user who, feeling protected by the anonymity and the resulting, supposed invisibility, may respond in an aggressive way to provocations, inciting them. The consequence is that extending the sequence of offensive and violent messages over time can lead to real aggression.

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2. TYPOLOGIES OF CYBERBULLYING

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2.2 hARASSMENT

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t consists of offensive messages that are sent repeatedly over time, through Email, SMS, MMS, or sometimes unwelcome silent phone calls.

Unlike what happens in flaming, here we can recognize the features of persistence, the aggressive behavior is repeated over time, and imbalance of power between the cyberbully (or cyberbullies) and the victim.

It is therefore an unbalanced relationship, in which, as in traditional bullying, the victim is always in a position of submission, passively harassed or, in some cases, attempting unsuccessfully to persuade the persecutor to put an end to the aggression.

Sometimes it may also happen that the victim replies to offensive messages with equally harmful and aggressive communications but unlike what happens in Flaming, the intent is just to put an end to harassing behaviors.

In some cases, the cyberbully, in order to strengthen his offensive activity, may also involve his own online contacts, which, perhaps without knowing directly the target student, are willing to participate in these online assaults.

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2. TYPOLOGIES OF CYBERBULLYING

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2.3 DENIGRATION

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he goal of the cyberbully is, in this case, to damage the reputation or friendships of a peer, spreading online rumors and/or other offensive material. The cyberbullies may for example post or publish altered images (photographs or video clips) of the victim on the internet, by changing the face or the body of the target student in order to ridicule him/her or make him/her the protagonist of sexually explicit scenes, through the use of photomontage.

In these cases, the peers who receive the messages or view the photos or video clips on the internet are not necessarily victims (in terms of harassment and cyberstalking), but passive viewers of cyberbullying when they just watch, or active viewers, if they download the material, report it to other friends, comment on it and vote for it.

So, unlike what happens in cyberstalking, the offensive and intentional activity of the cyberbully can be realized in a single action, such as publishing a retouched photo of a classmate that, with the active contribution of other Internet users, is capable of generating unpredictable effects.

Finally, let us recall that denigration is the form of cyberbullying most commonly used by students against their teachers: there are, in fact, grossly offensive video clips on the internet, with scenes from life in the classroom. In some cases, the scenes represented are obviously false and therefore re-built ad hoc by the student, other times they are true.

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2. TYPOLOGIES OF CYBERBULLYING

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2.4 iMPERSONATION

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t occurs when a subject violates someone else’s account (because he/she has obtained the password consensually or because he/she managed, with appropriate programs, to identify it), pretends to be the account holder and send messages. The goal is to portray the account holder in a bad light, creating problems and damaging him/her.

There are many cases of students who take over a peer’s account and send messages without their knowledge, causing serious relationship problems.

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2. TYPOLOGIES OF CYBERBULLYING

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2.5 OUTING & TRICKERY

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his term identifies a form of cyberbullying where the cyberbully decides to publish information (SMS, chat, conversations), or confidential and intimate images a peer shared with him/her in confidence on a blog and/or spreads them through the web.

Sometimes the cyberbully can, through deception, convince the “friend” to share private secrets or information about him-/herself or others online. The cyberbully then distributes the information to other users on the network or threatens to do that unless the victim accepts the bully’s requests.

The cyberbully can initially have a balanced relationship with the future victim, pretending to be a friend, and then take a deceitful position helped, in some cases, by some unscrupulous internet users.

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2. TYPOLOGIES OF CYBERBULLYING

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2.6 EXCLUSION

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t is the intentional exclusion of a peer, by a cyberbully or an online group, from a chat, an interactive game or other password-protected sites. It is what the students indicate with the term “to ban�.

Contact with peers is especially important for young people and above all they value the number of friends they can talk to online. The exclusion appears as a punishment from peers because, by excluding the victim from groups of friends, he or she consequently becomes unpopular, contributing to his/her marginalization.

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2. TYPOLOGIES OF CYBERBULLYING

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2.7 CYBERSTALKING

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t occurs when the harassment becomes more insistent and intimidating and the victim begins to fear for his/her physical safety. In this case, the offensive behavior assumes the denomination of cyber-persecution. Cyberstalking often happens in the context of highly conflicting relationships with peers or in the case of discontinued personal relationships.

In this case, in addition to threatening the victim with physical violence, the cyberbully could spread confidential material in his/her possession (sexually explicit photographs, intimate video clips, personal manuscripts) online.

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2. TYPOLOGIES OF CYBERBULLYING

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2.8 “CYBERBASHING” OU “HAPPY SLAPPING”

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t represents the most violent form of cyberbullying that occurs when a youngster or a group of youngsters physically attack a peer while others record the aggression with a smartphone. The images are then posted on the internet and seen by users who view and share the footage online, “fueling” other comments, votes, and views.

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2. TYPOLOGIES OF CYBERBULLYING

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3. ACTORS INVOLVED IN CYBERBULLYING

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here are different actors involved in cyberbullying and they play different and complementary roles in the spread of the phenomenon.

Apart from the cyberbully and the cyber victim, we can find people that take the side of the victim, and others that play the role of supporters of the cyberbully.

Differently from bullying, in cyberbullying the possibility to be involved with the role of support/backing of the cyberbully is much easier, and often youngsters get involved in victimization situations without being completely conscious of the consequences of their actions. A disparaging image or video can be posted as a joke between friends and spread virally in a very short time, without giving the victim the possibility to defend his or her reputation.

The consequences of these abusive actions are very important, because the virtual identity of young people is as important as their real identity and exclusion from the group or derision on social networks can have devastating consequences on the cyber victim’s self-esteem.

Unlike offline bullying, cyberbullying is also characterized by the phenomenon of role reversal: a youngster who was bullied can assume the role of “avenging angel”, becoming a cyberbully on the web. This transformation involves many consequences for the protagonist, who projects his own suffering onto others by acting aggressively and revengefully toward his/her victims.

In light of these considerations, the drafting of the ON-LIVE questionnaire has also taken into account the possibility that, depending on the situation, the same people can play different roles, or even assume roles contrary to those that they usually take.

3.1 INTRODUCTION TO THE QUESTIONNAIRE...

The table below shows the frequency of episodes for each typology, which allows us to identify if they are episodes of cyberbullying or not.

The last section contains a number of useful indications to prevent and counter the cyberbullying phenomenon. You can choose more options among them and they also contain

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3. ACTORS INVOLVED IN CYBERBULLYING a last recommendation, customizable for each school institution involved, where you can give concrete examples of people it is possible to ask for help or support in case a youngster has been involved in cyberbullying episodes.

Among other things, the questionnaire explores the different roles played by the different actors involved in cyberbullying. It also allows to draw a picture of the predominance of certain figures compared to others within each class (and more generally within each school sample, local and international), which is important in such a complex and dynamic phenomenon.

Depending on the different types of roles played in the episodes of cyberbullying, we can distinguish between: • Cyberbully

•

Cyber victim

• Defender • Helper • Supporter

•

External observers

3.2 CYBERBULLY...

The cyberbully is the protagonist of these forms of abuse that are growing exponentially, because of the specific characteristics of the internet and of social networks used as a tool to attack the victim. Currently in Italy, about one of four youngstes is involved in episodes of online bullying.– There are gender differences in motivation that drive males and females to act aggressively against peers.

According to some research (Kowalski and Limber, 2007)1, female cyberbullies act mainly to counter boredom, to attract the attention of the target group and to not feel left out. In other cases, online bullying actions are designed to sweep away feelings of envy, jealousy, or revenge against other peers. Males can become cyberbullies for revenge because of their offline victim status, to exercise their power and feel strong, and thus mitigate their sense of insecurity, impotence and low self-esteem.

1 Kowalski R.M., Limber S.P. (2007), “Electronic Bullying among Middle School Students”Journal of Adolescent Health, 41, pp.822-830.

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The ways in which online bullying is practiced are listed in Chapter 2, where you can find illustrated definitions of the different categories of cyberbullying.

At this point we should highlight two major categories of cyberbully that are diametrically opposed.

On the one hand, we have the category of cyberbully that acts undisturbed because he/ she feels protected by his/her alleged anonymity. In reality, he/she is perfectly aware of the fact that he/she may be traced, but he/she counts on the victim’s difficulty in denouncing the attacks or is convinced that his/her actions are not so serious as to cause the intervention of the institutional control bodies (Postal Police).

On the other hand, we find a category of cyberbully who underestimates the effect of his/her actions thanks to mechanisms of moral disengagement and lack of responsibility, and brags to his/her friends about his/her online “stunts” in a sort of “narcissistic performance.”

In both cases, what emerges is that “the experience of impunity can function as a detonator of violent and hatred aggressions towards individuals or groups” (Genta, 2017)2.

3.3 CYBERBULLY HELPERS...

The cyberbully, depending on the very nature of this type of abuse, needs to feel supported by sharing the bullying act with others on the internet. In cyberbullying, roles are extremely dynamic and it is rather easy to be involved in a bullying episode, turning from mere spectators to helpers.

In these particular subjects, moral disengagement mechanisms (Bandura et al.

1996)3“unblock” aggressive and poorly emphatic attitudes towards the peers who are victims of online bullying. This makes them particularly useful in supporting cyberbullying actions.

This is seen especially in the case of the category of cyberbully who follows the mechanisms of “Narcissistic Exhibitionism”. The concrete support that comes from the “helpers” amplifies his/her sense of power and drives further the aggressive inclinations that are channeled into the attack of the victim, who is perceived as weaker and defenseless.

As with offline bullying, siding with the bully in cyberbullying safeguards peers from 2 Genta M.L. (2017) Bullismo e Cyberbullismo. Comprenderli per combatterli.

Strategie operative per psicologi, educatori ed insegnanti, Franco Angeli s.r.l. Milano 3 Bandura A. Barbaranelli C., Caprara G.V., Pastorelli C. (1996), “Mechanisms of moral disengagement in the exercise of moral agency”, Journal of Personality and Social Psychology, 71, 364-374.

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3. ACTORS INVOLVED IN CYBERBULLYING becoming victims themselves; in the group spirit, it is better to side with the stronger party to avoid the risk of eventually being on the side of those who are aggressively attacked.

3.4 SUPPORTERS...

In the phenomenon of cyberbullying, the strengthening role of the supporters is unfortunately difficult to identify and the presumed anonymity of acting out attacks over the web leads many young people to contribute to the spread of the phenomenon simply by viewing the disparaging contents disseminated by the cyberbully.

The degree of awareness of these subjects must be carefully evaluated because of the presence of mechanisms of “moral disengagement” (Bandura et al., 1996)4, that, through the “diffusion of responsibility”, attenuate guilt and induce attitudes of “de-empowerment”, producing actions that would never be acted upon by the same subjects in real situations.

In one of the first English campaigns against cyberbullying, there was a rather known slogan saying, “Laugh at you and you are in there too”. In fact, even just watching some videos or images can be an action that ends up supporting and helping the cyberbully to spread the materials, making his/her harassment against the victim more effective.

Supporters are usually recruited among the “bystanders” or “spectators” that can easily pass from a state of neutrality and/or indifference to a higher level of involvement, with a prevailing role of reinforcement towards the abusive behaviors, especially for that type of cyberbully who needs to show his/her power by attacking the victim of the moment.

3.5 VICTIM ...

He/she is the object of the cyberbully and his followers’ (helpers and/or supporters) attacks and is characterized by a disparity of forces compared to the cyberbully.

The victim of cyberbullying is inherently characterized as inferior regarding physical characteristics (physical and/or sensory disabilities, poor motor coordination, obesity, etc.) and/or psychological characteristics (mental disabilities, introversion, low self-esteem, poor social skills, etc.)

4 Ibidem The specific feature of the lack of space-time constraints in cyberbullying actions puts the victim at a constant stress so much that he does not feel safe even inside his/her home and fears real-world repercussions connected with the attacks and threats diffused through social networks.

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Apart from the virtual context, he/she can also be subject to offline abuse (bullying) in real situations, especially in school. He/she has a reduced number of social relationships and experiences and psychosomatic symptoms that make it difficult for him/her to attend school and have personal relationships. Sometimes it even suddenly affects school performance.

Basically anxious (social anxiety), the victim has low levels of self-esteem and reduced assertiveness and prefers the company of adults than that of his/her peers.

Usually cyberbullying makes headlines when news spreads of some youngster who has committed suicide, following victimization. It should be underlined that despite the fact that statistical data shows a greater frequency of suicidal ideation in victims of cyberbullying, it is in fact impossible to determine a direct causality between suicide and victimization because it is a complex behavior stemming from a variety of risk factors. Cyberbullying is just one of the possible aspects.

A constant element that presents itsself in those who come to commit suicide is the difficulty to have interpersonal relationships, given that they are convinced that they have no real meaningful family, love or friendly relationships, and certainly, victimization contributes to strengthening this conviction.

Surely, the defenders (those who take the side of the victim) can represent a potential resource for these subjects, to whom social relationships are a great difficulty to overcome because of the recurring traumas suffered, connected with the betrayal of trust they had in their peers.

3.6 DEFENDERS OF THE VICTIM...

They are those who witness peer harassment and who seek to intervene to help them.

The role they play is important because of the support and comfort they can give the victim who usually feels isolated and can not react.

In the case of cyberbullying, the defenders of the victim can intervene in many ways, sometimes their important contribution is realized by reporting the episodes of abuse to adults (parents, teachers, etc.).

Cyberbullies tend to isolate the victims from their peers, just to prevent others from defending them.

Usually the defenders of the victim have an uncomfortable role because they can be attacked by the cyberbully as well. The fear of becoming a victim can have negative effects on the possibility that peers can intervene to denounce the violence experienced by the victim.

The role of reference adults is crucial for activating these positive reactions of peers in

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3. ACTORS INVOLVED IN CYBERBULLYING helping the victims. Adults can represent positive identification models, especially if they embody the role of defenders themselves.

The possibility opened by an adult who is defending the victim can act as a stimulus for youngsters to shake off the indifference and to have the courage to denounce the violence suffered by a peer.

Sometimes the role of the adult can be important in soliciting conscientiousness and awareness of the consequences of aggressive actions towards the victim by mere viewers who can intervene in defense of their peers, denouncing what happened, following reflections made together that enabled them to reactivate their empathic skills.

3.7 OBSERVERS/OUTSIDERS...

These subjects constitute the majority of those who witness episodes of abuse and play an essential role in cyberbullying because they are a fundamental “tool” for the main purpose of the aggressor, which is “letting the world know”.

Spectators take on a role of active responsibility towards the victim, even if, paradoxically, they do not know the victim at all, simply because they witness the violence by downloading the contents that are broadcast on the social networks.

The media should reflect on this before giving so much prominence to aggressive episodes, because they indirectly amplify the positive effects for the aggressor and the negative effects for the victim.

This category is certainly the largest, consisting of people who do not take positions in defense of the victim or in support of the bully. They are involved in the phenomenon because they represent the public that the cyberbully needs to feel strong and recognized in their role.

These subjects can make a difference in the episodes of online and offline abuse, because they tend to take sides and take on the role of helpers/supporters of the cyberbully or defenders of the victim.

In the actions of prevention and fight against the phenomenon of cyberbullying, it is fundamental to act on the moral conscience of these subjects who can encourage or curb the spread of bullying by reducing the power of the cyberbully and making the difference in terms of making interventions much more effective.

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3. ACTORS INVOLVED IN CYBERBULLYING 3.8 CHARACTERISTICS OF THE ACTORS...

INDIFFERENT OBSERVER Represented by a big eye with arms and legs playing its main role: the one that observes the situation of cyberbullying with indifference, without getting involved or intervening.

His legs allow him to move around, so he is responsible if he stays looking.

FRIGHTENED OBSERVER Represented by a big eye with arms and legs playing its main role: the one that observes the situation of cyberbullying with indifference, without getting involved or intervening.

This time it is trembling because his non-action stems from thinking that if he intervenes on behalf of the victim he will become the next victim.

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DEFENDER Represented by an anthropomorphic creature with big eyes and glasses that reflect his attitude of attention and interest in situations of cyberbullying. He has four arms and large ears that represent his predisposition to help and listen to the victim.

It is the character who has all the characteristics to help the victim, without becoming the object of the action of the cyberbully.

HELPER A creature that mixes mechanical and organic parts. The mechanical part tries to represent that insensitive and non-empathetic part for the victim’s feelings.

Without directly attacking the victim, it helps the cyberbully in his actions against the victim.

It has a viewfinder in place of an eye; it amplifies/enlarges acts of cyberbullying and encourages their diffusion.

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3. ACTORS INVOLVED IN CYBERBULLYING SUPPORTER Similar to the figure of the cyberbully. It shares mechanical aspects with the helper and the cyberbully that try to reflect its insensitivity and lack of empathy towards the feelings of the victim. The most representative part of this creature is the multiplicity of antennas that represent the ability to spread the scope of the concrete action of cyberbullying through social networks using new technologies.

PEER A completely organic creature like the victim. Tries to represent the classmate of the victim and the cyberbully. It wears a backpack that represents the information potentially available to identify cases or situations of cyberbullying, resources or tools to turn to for help or offer the potential victim help in getting out of the cyberbullying situation.

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VICTIM An organic, semi-transparent creature that conveys a sense of fragility and vulnerability. Similarly, this transparency seeks to represent the invisibility of many cases of cyberbullying in their environment that victims must suffer in silence and solitude

CYBERBULLY It is depicted as a robot with mechanical armor that reflects his total lack of empathy for the victim. Inside you can perceive a person as the victim, because in most cases the cyberbully was one in the past. There is a parallel between them.

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3. ACTORS INVOLVED IN CYBERBULLYING PARENTS This is a two-headed character that represents the usual double presence of the victim’s parents and, more generally, the family, as a very important help in cases of cyberbullying. This dual presence also includes single-parent families and any other type of family, regardless of the sex of the couple. On the other hand, the parents’ appearance is similar to that of the victim to reinforce the emotional bond that unites them.

TEACHER The teacher is represented by an anthropomorphic figure who is similar in shape and color to the victim to highlight the function of prevention and support that it should have within the school in case of cyberbullying. Its main features are those typical for the imagined figure of the teacher, eyeglasses and a bag on which it is written, “I love to teach”, as an explicit statement of his/her passion for his/ her profession and the transmission of knowledge to his/her students.

The teacher has not been deliberately included in the exercises proposed in this guide, so that it can be integrated where it is useful and necessary, with the tasks that reflect the policy and methods of intervention with which the school hosting the workshop has equipped itself.

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4.DIFFERENCES IN THE AGES INVOLVED

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he age of access to a smartphone, and/or a tablet, and the consequent use of social networks has been lowered over the years and currently in Italy children receive a mobile phone (average age 11 years, the European average is 12 years) before the house keys (12 years).

The presumed control that parents exercise over their children through the use of a mobile phone, turns into an opportunity for the very young to put themselves at risk at an early stage, especially if they access the web without having the necessary knowledge and skills to defend themselves from the risks of the Internet.

Very young mobile phone users often use a fictitious identity to access social networks, as they do not yet have the minimum age required to register (usually 13 years).

The possibility to use all the prerogatives that a smartphone allows, without yet having a properly developed cognitive maturity and ethical awareness , can seriously endanger the youngest who prefer direct streaming (Periscope, YouNow, etc..) to send photos or movies, without any possibility to “reflect� and filter the content they want to share with others.

On the other hand, the very construction of the identity of a pre-adolescent passes through the sharing on social media and the virtual recognition, as well as real recognition on the part of the peers.

In younger children, abuse often starts as a joke, with devastating effects for the victim who is at the center of the attacks of peers, which often help to spread disparaging materials about the victim without being fully aware of the effects of their actions.

The most delicate moment in the developmental age is the phase of transition from the first level secondary school to the second level secondary school, when adolescents are more involved in relationships on the net, often living in solitude, with the danger of an exponential increase compared to risky behaviour on the web (eg.: Sexting) and cyberbullying.

Sexting in particular is quite common among teenagers who often suffer the consequences of hard images posted on the Internet with a lot of carelessness at an early age later in life, and the pictures can no longer be deleted, because the very nature of the internet is that forgetfulness is not possible.

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4. DIFFERENCES IN THE AGES INVOLVED

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5. CYBERBULLYING: SPREAD OF THE PHENOMENON 5.1 ITALY...

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he phenomenon of cyber-bullying presents alarming data. The situation appears to be diversified in different European countries, the only common fact is that cyberbullying has now become more common than bullying, in fact the number of victims of cyberbullying is much higher.

In Italy, various institutions offer advice and counselling as support for victims, the statistical data report higher requests for counselling for females (65%) than for males (35%).

The prevalence is between 11-14 years of age (55.2%), followed by 15-18 years (40.2%) and 0-10 years (4.6%).

In 82.4% of cases, the perpetrator of violent episodes is usually a person who is very close to the minor, such as a friend or acquaintance.

30% of teenagers said they had used online communication and regretted the actions they had made.

Data from various surveys (ISTAT, Osservatorio Toniolo, Studio Microsoft) show that cyberbullying manifests itself through unwanted contact (43%), online harassment (41%), hate speech and hate and intolerant speech. Half of them said they were worried and 62% of them felt great difficulty because they didn’t know where to ask for help, the majority of these were adults, while the remaining 48% said they knew where to turn.

To defend themselves from bullies, 65% of 11-17 year olds (60.4% of males and 69.9% of females) consider it appropriate to ask for help from parents and 41% from teachers (37.4% of males and 44.8% of females).

The phenomenon has a greater incidence in the regions of Northern Italy, followed by the South and then the Centre. Cases of cyberbullying are prevalent in the most disadvantaged social contexts.

Of concern is the increase in reporting by young children, who in 22% of cases are children in the age group close to 5 years.

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5. CYBERBULLYING: SPREAD OF THE PHENOMENON 5.2 SPAIN...

According to the WHO report, which includes 42 countries in Europe and North America, Spain is one of the countries where children suffer most from cyberbullying. It ranks seventh in the list of countries where 13-year-olds have received threats or insults through WhatsApp or social networks.

70% of victims of cyberbullying are girls, so it affects boys and girls very unequally. For every man who suffers cyberbullying there are 2.4 women in the same situation. This inequality becomes more relevant if we consider the previous statistics on the phenomenon in general in which the percentage of people affected divided by sex was much more balanced: 47% women compared to 53% men.

Cyberbullying is already one in four cases of bullying. This proportion increases with age, so that after 13 years, 36.5% of cases of harassment (more than one in three) are cyberbullying.

As for the weapon of harassment, the mobile phone is the most common tool to harass electronically and, within this medium, WhatsApp is the most widely used application (81% of those affected). Harassment through social networks represents a third of those affected (36.2%).

The majority of victims of cyberbullying are of Spanish nationality and come from conventional families (i.e. father, mother and siblings) and without economic problems in 86% of cases.

In most cases the cyberbullies belong to the same school as the victim and act as a group (between 2 and 5 people) of the same sex as the victim. Mixed groups are less common. Like their victims, they tend to be teenagers (87% of the time) and are driven by aggression or revenge.

As with bullying, victims of cyberbullying only ask adults for help when their situation continues beyond the school year. Parents are usually the people children trust with their problem and do so more frequently (81.3%) than victims of other types of harassment at school (62.1%).

5.3 FRANCE...

According to a national survey conducted by Unicef in 2014 on 11,232 children aged 6 to 18 years, 12.5% say they were harassed or attacked on the internet and social networks. At the classroom level, 32 pupils, 3 primary and university students and 5 high school students were victims of cyberbullying. According to socio-demographic characteristics, the

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phenomenon affects girls more than boys (13.4% against 11.1%), and young people living in an insecure neighbourhood (20.5% against 10.5%). This study reveals that teenagers harassed on social networks are also the most affected by the idea of suicide (2.30 times more) and attempted suicide (3.17 times more). This shows us the extent of the psychological suffering experienced by the victims.

At a national level, in addition to the Ministry of National Education and the Ministry of Social Affairs, Health and Women’s Rights, the association “E-Enfance” mobilizes against cyberharassment and cyberbullying in schools. Information, practical guides, steps to follow depending on whether the person is a victim, witness or cyberbullying actor are offered online. The association also provides the main national telephone service, NET ECOUTE (0800 200 000), to support and accompany children and parents who suffer from cyberbullying.

France also annually participates in the event supported by the European Commission “Safer Internet Day”. Through more than 400 workshops organised in France, this event raises awareness among more than 20,000 students, 10,000 parents and 180 media.

This event provides information on the tools available to report cases of cyberbullying and cyberviolence, such as the NET ECOUTE number, the serial games on the website of “stopalaviolence” and Pointdecontact.net, a French service that allows all internet users to report any harmful content found on the internet, using a simple form. In France, there is also a day established against harassment: the Thursday of the first week of November. On this occasion, a “No Bullying” award is given to videos made by students. This event mobilised 19,000 students and more than 600 schools in the years 2015-2016.

At school level, media education and awareness of cyberbullying can be carried out during periods of teaching which form part of the common core of knowledge (“Enseignement Moral et Civic”, “Education aux Médias et à l’Information”, “parcours éducatif et santé”, “parcours citoyen”). According to an IPSOS study conducted in 2015, teenagers between 13 and 19 years of age spend an average of 13:30 hours on the internet per week, which reinforces the hellish spiral of cyberbullying.

It is important to remember that in France 40% of students say that they have been victims of cyber violence, in particular through messages (20.3%), but also through humiliating phone calls (13.9%), identity theft (12.1%), exclusion from an online social group service (11.6%) or chat. Nevertheless, as Justine Atlan, director general of the association E-children, explains, “there have never been figures on cyberbullying for the entire French population: several studies have been conducted at school by the National Education and about 10 students are victims of cyberbullying: according to E-Enfance, it is worth noting some trends, such as the fact that 85% of acts of cyberstalking occur as part of a group.”

Another problem: the silence of victims. One in four students would not talk about any of this psychological suffering, which would explain the fact that 61% of harassed students have suicidal thoughts and that every year at least 3 adolescents commit suicide because they are victims of cyberbullying.

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5. CYBERBULLYING: SPREAD OF THE PHENOMENON

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6. CYBERBULLYING: CHARACTERISTICS, BEHAVIOURS AND REACTIONS

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yberbullying is a phenomenon of abuse of power that has its own specific characteristics and other aspects that are comparable to its offline equivalent, bullying.

Dans la définition classique du harcèlement (Olweus, 1993), trois caractéristiques distinctes du phénomène sont la Répétition, la Disproportion des forces et l’Intention de nuire. Nous allons voir comment ces trois aspects sont configurés dans le cas du cyberharcèlement.

In the classic definition of bullying (Olweus, 1993), the three distinctive characteristics of the phenomenon are Repetitiveness, Force Disparity and Intentionality. We will see how these three aspects are configured in the case of cyberbullying.

REPETITIVENESS: it is not always a necessary requirement in cyberbullying because a single episode spread on YouTube, for example, can have a potential negative repercussion so amplified that it is more than enough to “destroy” the reputation of the victim. However, this feature is undoubtedly present in cyberstalking. Moreover, repetitiveness could characterize spectators who “cascade” an offensive message received from the attacker.

FORCE DISPARITY: In cyberbullying it is not necessary for the attacker to have physical or psychological power. What counts in this inequality of power is the ANONIMITY behind which the aggressor, who makes the victims powerless and prevents them from defending themselves, hides.

INTENTIONALITY: this remains an open question because the diffusion of responsibility is often involved in this phenomenon and some young people can have an active role in spreading the contents that harm the victim, without being aware of the effects of their behaviour.

Usually in cyberbullying we can distinguish two types of action:

1) DIRECT Aggression through the dissemination of hard images, videos and news about the victim through the network or mobile phone (chat, video). In these cases, the Narcissistic Exhibition is a fundamental element for the cyberbully, because it satisfies his/her desire to exercise power over others.

2) INDIRECT Aggression, which is acted on incognito, using the alleged anonymity behind which the cyberbully hides and which leads to aggressive behaviour that in real life would be reproachable and punishable.

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6. CYBERBULLYING: CHARACTERISTICS, BEHAVIOURS AND REACTIONS This mode of action favors the lack of responsibility and the triggering of psychological mechanisms that can be devastating for both the victim and the cyberbully.

These are particular internal mechanisms of moral disengagement (Bandura et al.,1996) which can weaken or deactivate the internal moral control (system of self-regulation) which each individual applies to his own actions, attenuating the “empathic experiences” of the aggressor towards the victim.

In Cyberbullying, the following mechanisms in particular are very active: Dans le cyberharcèlement, les mécanismes suivants en particulier sont très actifs : • MINIMIZATION (Minimize the impact of your actions on the victim) • DISLOCATION OF RESPONSIBILITY (nobody takes responsibility for the actions that the group, as a whole, acts upon the victim) • DEHUMANIZATION of the VICTIM (consider the victim as an animal) The “physical” distance, implicit in relations through the internet, can amplify the aggressive act, since it favours the dehumanization of the victim.

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6.1 YOUNGSTERS...

Teenagers and pre-adolescents are the protagonists of the online and offline phenomenon of abuse of power, with all the consequences that these can have on their victimised peers.

In chapter 2, we describe the typologies with which the youngsters act on the phenomena of online abuse and in chapter 3 we describe the classifications of the different roles that the youngsters can take in this phenomenon.

Talking about young people and cyberbullying means reflecting on the sometimes pervasive role that social media plays in their lives, and on the effects that it has on their lives.

Personal identity passes through the virtual identity that builds the sense of self of the adolescent, causing him/her to be constantly connected to his friendship network through social media.

Digital natives constantly experiment with the networking of relationships through social media, with a whole series of features that make it exclusive in comparison to face-to-face communication.

Young people reach levels of communicative intimacy with online friendships that would be unthinkable in offline life, always aim to improving their profiles and the number of followers that follow their “movements” online.

In such a particular context that refers us to a completely new conception of our relational universe, we cannot be surprised if an incorrect use of new technologies can cause substantial damage to those who are the object of attacks that are very real even if they are aced upon in a virtual form, recalling the devastating effects of indirect bullying.

Virtual identity, in the era of Facebook, Twitter and Instagram, is as important to a young person as a real identity and the attack on the virtual self has devastating effects with direct consequences in the real life of the subject.

The component of the online spectacle of their lives makes the cyberbullies perform in their virtual bravado to consolidate their power in the eyes of the victim but especially of the “spectators”. The victims, for their part, can make dangerous turns into ruthless avengers, or can show their suffering through self-injury or suicidal conduct.

We are witnessing paradoxical situations of mothers who subject their cyberbully children to the “pillory of the media”, of victims who denounce the violence they suffered online too late to repair the traumatic consequences of cyberbullying actions, when they do not try to commit suicide live to punish the culprits with an extreme gesture and activate their sense of guilt.

In these unusual and extreme situations, emerges the unawareness of referencial

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6. CYBERBULLYING: CHARACTERISTICS, BEHAVIOURS AND REACTIONS adults, the only rescue anchors that can restore the rules of the game into shared and above all real boundaries.

It has been seen that effective communication and good relationships with referential adults are important protective factors for young people who sometimes need to find the compass of a “safe guide” to not get lost in the maze of the network.

6.2 ADULTS...

Cyberbullying is a phenomenon in which an alliance with the referencial adults is essential to carry out effective preventative actions and fight against the phenomenon.

Adults often have the cognitive and ethical tools to guide young people in the correct use of ICT, but they are not very familiar with new technologies as digital immigrants have to deal with digital natives.

Children, even very young ones, use smartphones and tablets with extreme ease, often resorting to useful strategies to avoid controls by adults, but have great difficulty in dealing with parents and teachers on the use of new technologies and social networks.

6.2.1 TEACHERS The school represents an excellent context for the prevention and fight against the phenomenon of cyberbullying, especially because it can become the ideal environment for educating young people and very young people in the correct use of ICT and the Internet.

Teachers, in particular, play the important role of secondary identification figures and can support the role of the family, especially where parents are poorly supportive and not involved, or unaware, of their children’s online lives.

Teachers have the opportunity to educate students in the conscious use of the internet and social media, acting at the same time on the development of an ethical sense and empathy, essential to use devices (tablets, smartphones) in full respect of individual freedom and different personal characteristics.

The possibility of combining an innovative didactic, which enhances the positive aspects of ICT, with the interventions aimed at the class group on socio-affective education, allows the teacher to act in a systemic way to carry out interventions of primary prevention on the phenomenon of cyberbullying, especially with younger children.

The school is also an efective environment for prevention because children spend many hours with their classmates and a sensitive and attentive teacher could catch early

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signs of discomfort and activate compensatory strategies to promote wellbeing and resolve conflicts that are often the basis of quarrels and misunderstandings that can lead to online attacks.

6.2.2 PARENTS...

The family represents a great resource for young people and an important factor in the prevention of cyberbullying, especially if effective and direct communication between parents and children is guaranteed, aimed at the correct use of new technologies.

Rather than teachers, it is with parents that the generation gap in the use of the internet and social media is highlighted, with a clear contrast between digital immigrant adults and digital native youth.

Parents often clash with their children in the use of devices that can be experienced as “dangerous” by adults, while they are considered a symbol of greater technological competence and autonomy on the part of children.

With respect to the correct use of new technologies and social media, parents exercise forms of control that can be classified into two main categories: Behaviour check and psychological check (Genta, 2017) .

Certainly, “parental control” plays a key role in regulating children’s behaviour, favouring the consolidation of correct attitudes and the extinction of inappropriate or ethically incorrect behaviour on the Internet.

From some conducted research, the effects of the two types of control are diametrically opposite; when the parents intervene on the children through clear, and above all, shared operative rules, which regulate the use of the devices and monitor the online activity of the children, the effects are positive and decrease the probability of deviant and incorrect behaviour, including cyberbullying.

On the contrary, if parental control is exercised on the psychological side, leveraging feelings of guilt, affirming one’s authority and resorting to the withdrawal of emotional investment, one obtains a counterproductive effect and there is a risk that problematic behaviours will increase online.

In any case, the role of parents can be essential, including with regard to childrens early exposure to new technologies and the possibility of close and constant monitoring of their networking activities.

Data from international literature confirms that parents tend to underestimate the risks that their children can run into while surfing the internet, and there is a difficulty

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6. CYBERBULLYING: CHARACTERISTICS, BEHAVIOURS AND REACTIONS in dialogue regarding the use of new technologies, especially by adolescent children who are less likely to share their browsing habits with their parents.

The identification models that pass through the behavioural habits of parents are also important. In the case of parents who misuse new technologies (there is a heated debate in Italy on the misuse of WhatsApp groups among parents of children belonging to the same class), modeling can only be negative, inducing children to repeat inappropriate parental behavior.

Ultimately, situations in which parents interfere with their children’s online lives through the use of fictitious identities with which to engage their children or their friends on the social media should be avoided. These are incorrect behaviours which can only reinforce cyberbullying behaviours of which these ones are an expression and which act as a negative model for children.

6.2.3 PEER EDUCATOR...

Peer Education is one of the models recognized by international literature as effective and useful for all ages to carry out activities to prevent risky conduct in adolescence, with particular reference to different forms of addiction.

This intervention methodology is based on the assumption that when an intervention aimed at changing certain behaviours or increasing life skills is requested by a significant member of the group of peers or young adults, the effects are enhanced compared to the same intervention carried out by a reference adult.

The advantage of involving Peer Educators is that they share similar experiences with the children involved in the intervention and can better support them in supporting the change of inappropriate behaviour on the internet.

Above all, with reference to the “digital natives�, the possibility of sharing the same interests with respect to social media and the same ease of use of the internet, simplifies relationships and allows a greater impact on the effectiveness of the campaigns of prevention and fight against cyberbullying.

The effectiveness of Peer Education is directly linked to the possibility of integrating the interventions within the school context, connecting them in a systemic perspective that involves the entire class group and teachers of reference.

The synergy of the interventions by the different actors involved must aim at the realization of specific actions aimed at the strengthening of coping abilities, of the sense of personal and collective self-efficacy, of assertive abilities and of empathic abilities, through focus groups aimed at experimenting strategies useful to counteract

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episodes of cyberbullying.

At the prevention level, it is important for young people to be able to share the main rules for safe navigation on the internet with Peer Educators, experimenting together with strategies to prevent risk situations and combat possible attacks by cyberbullies.

These young Peer Educators are important models of identification for young people, allowing them to open up and talk about their experiences, even traumatic experiences on the web, looking for strategies and solutions to solve problems, including the ability to address adults (parents, teachers, psychologists) or the judicial authorities, in case of particularly serious episodes.

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6. CYBERBULLYING: CHARACTERISTICS, BEHAVIOURS AND REACTIONS

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7. GOOD PRACTICES

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yberbullying is a complex and extremely dynamic phenomenon that requires continuous monitoring with respect to the modes of evolution that change, often radically, as a result of the development of new technologies and variations in the online offer of social media aimed at young people.

The important step that is essential to make, concerns digital immigrants (reference adults) who must try to keep up with new technologies to limit the generational gap with digital natives and the increasingly early connection with the virtual world thanks to the greater possibility of access to available devices (at home and at school).

Essential from this point of view could be the implementation of technological literacy courses managed by young people and aimed at parents and teachers, because what digital immigrants lack, is being able to enter into the perspective that spontaneously belongs to digital natives and is characterized by the ability to develop active skills and transformative resources accessible online.

Effectively intervening on cyberbullying involves the ability to combine the empathic and self-regulatory skills, which usually belong to adults, with the digital skills that are inherent in the younger generations. There is no need to demonise the internet and the use of devices, but we must accompany and support young people so that they make proper use of new technologies, avoiding the dangers associated with improper use of the web and social networks.

School is a fundamental place to intervene effectively on the abuse of power phenomena because children spend several hours in the classroom, in the company of peers and reference adults (teaching staff, non-teacher and other professional figures of experts/ educators).

The experiences made in recent years on the prevention of bullying in schools of all types and levels, have highlighted the effectiveness of systemic interventions aimed at all actors involved in the phenomenon, through the sharing of a “School Policy� that provides for a range of integrated actions, short, medium and long term, including any warnings or penalties for those involved in episodes of abuse of power.

Studies carried out in different contexts have revealed that there are forms of cyberbullying in which there are strong ties with offline bullying, especially in relation to the relationship that is created between the aggressor and the victim and that leads to a series

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7. GOOD PRACTICES of abuses that stem from real life and can extend to the virtual context.

In these cases, it is fundamental to activate all the positive resources of the class group, to clearly and jointly define the institutional social norms, to involve families in order to refine their parental skills and parenting styles, creating an “interinstitutional network” (school, family, local authorities), capable of fighting this phenomenon and better support the healthy growth of the new generations.

The main characteristic of cyberbullying is that it overcomes spatial and temporal boundaries, which is why the victim does not feel safe anywhere and at any time of day. Given this condition and the difficulty it usually manifests in asking for help from the reference adults, it is essential to establish a strong “educational alliance” between the school’s educational community and the families of the students who can contribute positively to the detection and combating of the phenomenon.

Where the victim is unable to seek help from parents and teachers, other children can bring this need to their families and it is essential to act quickly and involve the school because online attacks have the prerogative to spread quickly and cause considerable harm to the victims involved.

By creating this circularity of information, by working preventively on the diffusion of correct behaviours on the internet, by acting promptly on the reports received about cyberbullying, it could be possible to carry out incisive preventative interventions and fight against the phenomenon of cyberbullying.

In Italy there are several agencies that work at various levels on the national territory to combat the phenomenon and promote positive values of respect and solidarity among young people.

Interventions are usually distributed both on the normative side (informing on risk behaviours, on the penal consequences of cyberbullying, on the useful preventive strategies to be adopted to fight the phenomenon, etc.) and on the psychological side (intervening to strengthen life skills, providing training on assertiveness for victims, working on the empathic skills of cyberbullies and helpers/supporters, etc.).

Over the years, many intervention initiatives have been promoted, carried out by various public agencies and social private agencies; however, there is no unified strategy that, starting from scientifically validated “good practices”, can lead to the definition of a “shared intervention model” to be extended to the national level, albeit with all the adjustments and declinations required by the specifics that the phenomenon of cyberbullying assumes in the various territorial realities.

At international level, an important contribution has been made by European projects such as Daphne, now in its third edition, which has made it possible to draw up a rather exhaustive quantitative picture of the phenomenon, even if any effective intervention cannot ignore the combination of analysis of the qualitative and quantitative aspects of the diffe-

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rent realities.

There is still a need to create inter-institutional links to set up control points at local, regional and national level, capable of bringing together all the territorial forces and resources needed to deal with this problem effectively.

Moreover, in Italy, Law no. 71 of 29 May 2017, containing “Provisions for the protection of minors to prevent and combat the phenomenon of cyberbullying� has been in force for a year, providing technical and organisational tools useful for promoting systemic interventions in this area.

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7. GOOD PRACTICES IF YOU HAVE A GOOD PRACTICE, write it here

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8. LEGISLATION 8.1 ITALIAN CONTEXT ...

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ntil now, bullying and cyber-bullying were not covered in Italy. Actions resulting from such behaviour were however reported as stalking, online defamation, insults, harassment and theft of digital identity. Only in May 2015 a bill was presented to regulate the phenomenon of cyberbullying that introduces a warning for crimes committed by minors over 14 years of age and provides for the awareness of schools and the establishment of a permanent interministerial table to combat the phenomenon.

The chamber, after a long process, during which the text has been modified and redefined several times, approved the law against cyberbullying, which came into force on June 18, 2017. The law also extends its effects to adults and its dispositions give priority to prevention. The law defines cyberbullying as a form of pressure, aggression, harassment, blackmail, slander, denigration, defamation, alteration, manipulation of illegal data and personal identity against minors, carried out electronically, as well as the dissemination of online content about one or more members of the child’s family, whose intentional and predominant purpose is to isolate a child or a group of minors by engaging in serious abuse, malicious attack or ridicule. The aspect of online dissemination is highlighted with the aim of isolating or humiliating the victim. In order to prevent this, the law reserves a central role for the school, which must have a responsible figure who, according to the indications of the Ministry of Education, University and Research, must initiate training plans on the use of internet and measures to raise awareness of the tools. Parents, but also minors over the age of 14, victims of cyberbullying, can ask for the removal of inappropriate content posted on the web. The operator must obscure, remove or block any personal data of the child within 48 hours and if this is not possible, the person concerned may address the same request to the guarantor for privacy, which must obscure the content within 48 hours. The police commissioner will call the cyberbully for the admonition until a lawsuit is filed against him or her, the effects of the admonition cease on reaching the age of eighteen.

The Council Presidency will have to set up a technical table to identify and implement a strategy to prevent and combat cyberbullying, including the creation of a database to monitor it. The technical table includes representatives from the Ministry of the Interior, Education, the Ministry of Labour, the Ministry of Justice, the Ministry of Economic Develo-

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8. LEGISLATION pment, the Ministry of Health, the National Association of Italian Municipalities (ANCI), the Communications Guarantors Authorities, and the Guarantor for Children and Adolescents, the Committee for the implementation of the media and minors self-regulation code, the Guarantor for the protection of personal data and the organisations already involved in the national programme of the Safer Internet Center, as well as a representation of student and parent associations and a representation of associations active in combating bullying.

8.2 SPANISH CONTEXT...

Cyberbullying can take the form of different types of action, the legal importance of which varies greatly depending on the type of action, and it is possible that a single act may constitute several offences at once.

Cyberbullying, therefore, can constitute a crime: 1. Menace : It is regulated by articles 169-171 of the Penal Code 16, according to which the perpetration of this crime requires the occurrence of the following elements: -

The existence of a menace.

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The fact that the menace causes damage (regardless of whether there is a crime).

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The existence of conditions not to cause such evil.

In most cases the menaces are physical harassment of the victim (usually in schools) and the child is unprotected against repeated attacks by the harasser.

The harm with which the victim is threatened may or may not be a crime, but it should be noted that the threat most frequently used on the internet is directly related to the honour and privacy of the victim, with cases where the harasser intimidates his or her victim by posting images or videos that could put him or her in a compromising position in relation to third persons.

The affected child often hides the situation, despite the existence of specific legal protection and regulation, for fear of reprisals that might result.

2. Coercion : This type of crime is regulated by articles 172 and 173 of the Criminal Code, which establish that this crime occurs when the following elements take place: -

A third party is forced to do or not do something

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The fact that dignity, fame or self-esteem can be damaged.

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It is possible, therefore, that the crime of coercion may occur during harassment, provided that there is violence.

In this case the element of violence must be understood in a broad sense, including both physical and psychological violence, and applied to people or things.

3.Calumny: This crime is regulated by articles 172 and 173 of the Criminal Code, which establish that persecution of this crime requires the occurrence of the following elements : -

The existence of an action or declaration..

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The fact that dignity, fame or self-esteem can be damaged.

The offence of calumny normally consists of a declaration, involving the attribution of untrue facts, making value judgements, either verbally or in writing, or in a symbolic manner by “caricatures”, “emblems”, etc., which are not true.

This action, however, can also be understood as an act of omission that implies both negligence and an action that damages the dignity, reputation or self-esteem of the person.

In view of the importance that this type of behaviour acquires in the online world, situations and behaviours that previously existed in the physical world and cause significant damage to those involved must be taken into consideration. In any case, with the introduction of the electronic element and the greater extent of the damage caused to the users concerned, the damage is much more serious than it could be in the physical world.

4. Defamation : It is regulated by article 205 of the Criminal Code which provides for the occurrence of the following elements in order for this type of crime to be recognised: -

That there is an accusation of a crime.

-

That this accusation is false..

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That the attribution of crime is based on a specific fact.

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That the imputation is made in respect of an identified or identifiable person.

Although less frequent among online harassments, it is perfectly possible that false crime charges, that have not been committed, are associated with insults.

The crimes expressed above constitute the full range of acts that can result from cyberbullying. Attention is more commonly focused on early behaviours. In addition to the recognition of these offences, compensation for damages, which the interested party may claim in civil proceedings or as liability arising from the offence, may also be included.

Of particular relevance is the fact that the publication of this type of content of defamation, slander, threats and coercion is found on public websites and can be freely indexed

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8. LEGISLATION by search engines. This means that the accessibility and viewing of this content increases exponentially, thus aggravating the damage to users’ rights.

CRIMINAL LIABILITY OF THE CHILD FOR CYBERBULLYING From a legal point of view, the main implication to be considered when acts are carried out by children is the criminal liability of the child.

In this sense, it is a priority to discern when a child is considered a non-attributable subject - not responsible for his actions because he does not have the necessary degree of maturity - or when he is considered sufficiently mature to be judged.

In this respect, the following laws are applied in criminal regulations based on the age of the offender: - Organic Law 10/1995 of 23 November 1995, approving the Criminal Code. This law applies to persons of legal age and, exceptionally, to minors between the ages of sixteen and eighteen.

- Organic Law 5/2000 of 12 January 2000 on the Criminal Liability of Children (hereinafter LORPM). This law states in Article 1 that it “applies to persons between the ages of fourteen and eighteen who are considered responsible for the offences they committed under the Penal Code or special criminal laws”. This law therefore reduces the age at which a person can be held liable and criminally liable.

The two Regulations also provide that: “the provisions of the law governing the criminal liability of minors in the cases and for the persons covered by the requirements set out therein may be applied to persons who commit a criminal act and are over the age of eighteen and under the age of twenty-one. The LORPM adds that this can be done when judges consider it necessary that those who are defined by criminal doctrine as “young adults” may be subject to the law of minors.

As stated in the LORPM Explanatory Memorandum, the response of the Penal Code for Children must be two fold: - Penalty: A judicial measure against the violation of a criminal law, which encourages the acquisition of responsibility in the child, subject to rights and obligations.

- Educational character: the child’s best interests and the special prevention of his/ her education are more important than the special renumeration and prevention that is characteristic for adult criminal law.

Therefore, on the basis of this principle, certain behaviours cannot be punished, even though they are recognised in the Penal Code, because they are considered counterproductive for minors or because they are carried out by persons under 14 years of age, and these persons are considered not to be indictable for the purposes of criminal responsibility.

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8. LEGISLATION

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8.3 FRENCH CONTEXT...

In France, cyberbullying has existed for a long time but can be considered recent in terms of legislation. In fact, it was only after Marion Fraisse’s suicide on 13 February 2013, hanging with her mobile phone next to her, that cyberbullying in schools began to be mediated. It took more than a year after this tragedy for legislators to implicitly recognise cyberbullying as a criminal offence. Even if this crime is not punished as such, the personal liability of the author can be recognised on the basis of civil, press and criminal law. More specifically, this type of act falls within the cases of public insults and defamation (Article 32, Law of 29 July 1881), violation of privacy (Article 9, Civil Code), image rights (Article 226-1 and 226-2, Criminal Code), discrimination and identity theft (Article 226-4-1, Criminal Code), cyber-sexual violence (Article 226-2-1, Criminal Code) and “happy slapping” (Article 222-33-3, Criminal Code). These acts are likely to be considered as cyberbullying. However, following the law of 4 August 2014 on real equality between men and women, the legislator established a legal framework for cyberbullying. According to Article 222-33-2-2 of the Penal Code, cyberbullying is part of moral harassment. The latter is a crime and the law states that there is moral harassment when: - The victim suffers ‘a deterioration in his or her living conditions which results in a deterioration in his or her physical and mental health’.

- This deterioration in his living conditions is caused by “repeated words and behaviour”.

In addition to these conditions, the penalty is aggravated if: -

The victim is 15 years old

-

The victim has a vulnerability (age, illness, infirmity, physical or mental disability)

-

The repeated acts were committed through an online communication service

The legislator specifies that the penalty can be up to 3 years imprisonment and a fine of up to 45.000 euro in cases where two of these conditions are met. In France it is really the repetitive nature that legally distinguishes cyberbullying from cyber-violence such as defamation (public and non-public), discrimination and, more generally, the invasion of privacy. It is easy to confuse cyber-bullying with these other concepts, but it is important to make it clear that each concept has a specific legal framework. It is therefore necessary to characterise the nature of the facts before judicial or administrative proceedings are taken.

According to article 40 of the Code of Criminal Procedure, it is the duty of any official to report facts to the judicial authority that may constitute a criminal offence. Consequently, schools must take preventive measures in this regard. Despite this legal framework, case law on cyber harassment remains weak and judicial proceedings are rarely taken. This may be due to the complex and lengthy judicial process, the tendencyof the victims to stay

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8. LEGISLATION silent and the willingness of parents to resolve conflicts with the school or alone. This year, however, the responsibility of the state in the case of Marion Fraisse’s cyberbullying was recognised by the “Tribunal Administratif de Versailles” (5 January 2017). In fact, the state was ordered to pay damages to Marion’s family for moral injuries. In this case, the question of introducing the problem of bullying in school by regulation was also raised, but the court rejected this family request. In any case, the cyberbully student is often subject to disciplinary sanctions, so it is advisable to discuss the matter first with the other students or with a member of the school staff before considering legal proceedings.

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9. RESOURCES: CAMPAIGNS, PUBLICATIONS, AND WEB LINKS 9.1. ITALY...

APP and RESOURCES TO SIGNAL A CASE OF CYBERBULLYING https://play.google.com/store/apps/details?id=it.poliziadistato.youpol&hl=it “YOUPOL” Postal police app https://play.google.com/store/apps/details?id=com.daphne.deletecyberbullying L’Age has created the Deletecyberbullying app, the Italian version of the European App for students, teachers and parents to prevent and combat cyberbullying in schools and society; the app for Android tablets and smartphones is free and can be downloaded directly on Google Play https://www.commissariatodips.it/approfondimenti/cyberbullismo.html Website of the Commissariat of Public Security with useful information on cyberbullying http://www.garanteprivacy.it/web/guest/home/docweb/-/docweb-display/docweb/6732832 Infographic Privacy Guarantor Law no. 71 2017 on cyberbullying http://www.garanteprivacy.it/web/guest/home/docweb/-/docweb-display/docweb/6732688 Model for signalling/complaint on cyberbullying WEBLIOGRAPHIE www.generazioniconnesse.it Website and practical guide provided by the Ministry of Education www.azzurro.it Site Internet de Telefono Azzurro qui est à l’écoute des enfants et adolescents tous les joWebsite of the Telefono Azzurro that has been listening to children and teenagers

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9. RESOURCES: CAMPAIGNS, PUBLICATIONS, AND WEB LINKS every day for 30 years and offers concrete answers to their requests for help, also through collaboration with institutions, associations and other local realities. https://www.savethechildren.it Save the Children Italy NGO (Non-Governmental Organization) recognized by the Ministry of Foreign Affairs, which carries out activities and projects aimed at both children in so-called developing countries and those living in Italy. http://www.sonetbull.eu/?lang=it Sonet bulls – they use ICT social networking tools along with peer learning and crowdsourcing techniques to inform school communities on how to deal with student bullying. www.poliziadistato.it With #safeconnections on the Net, the awareness campaign on the delicate issue of cyberbullying, the State Police took to the field together with Unieuro, with the aim of raising awareness among children, adolescents, teenagers and families, on the risks and dangers of a distorted use of the internet. https://anticyberbullismo.it/ The National Anti-Bullying Centre (CNAC) intends to offer a first free legal consultation, so that victims of online cyberbullying and abuse (or their families/teachers) can know and exercise their rights. http://www.corecomitalia.it The Corecom (Authority for the Guarantees in the communications), realizes publications and does research on the prevention of risky behaviours online and of cyberbullying in various regions. www.ifos-formazione.com Training institution that offers advice to schools through linked sites available in Italian and English (http://www.cyberbullismo.com; http://www.cyberbullismo.it; http://www. cyberbullismo.eu) https://terredeshommes.it Terre des Hommes is a foundation that is in the front lines every day to protect children from violence, abuse and exploitation and to provide every child with school, informal education, medical care and food. https://www.asscrescereinsieme.org Association of the private social that deals with the prevention of risky conduct of young people, with particular reference to bullying and cyberbullying http://www.mabasta.org

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“Anti-Bullying Movement animated by Adolescent Students” born in 2016 thanks to the initiative of a group of students from the Galilei-Costa Institute of Lecce.

PUBLICATIONS AND ONLINE RESOURCES http://www.miur.gov.it/documents/20182/ 0/Linee+Guida+Bullismo+-+2017.pdf/4df7c320-e98f-4417-9c31-9100fd63e2be?version=1.0 MIUR: Update of ORIENTATION LINES for the prevention and fight against cyberbullying, October 2017 http://www.istruzione.it/allegati/2015/2015_04_13_16_39_29.pdf MIUR: GUIDELINE for actions to prevent and combat bullying and cyberbullying, April 2015 http://www.istruzione.it/allegati/2016/Piano_azioni_definitivo.pdf “United schools against bullying” Action plan for the prevention of bullying and cyberbullying at school 2016/17 http://www.generazioniconnesse.it/_file/documenti/Vademecum/2016/impaginato%20 vademecum.pdf Operational guide to educate and help orientate in the management of some problems related to the use of digital technologies by young people. http://www.generazioniconnesse.it/site/it/educazione-civica-digitale This “ Sillabo “ aims to frame the corpus of themes and contents that are at the base of the development of a full digital citizenship of students through the educational path. http://www.azzurro.it/it/content/ebook-il-nostro-posto-nella-rete Publication of the “Blue Telephone” titled: OUR POST IN THE NETWORK What every parent needs to know: perspectives, challenges and responsibilities http://www.azzurro.it/sites/default/files/Dossier%20Cyberbullismo%20-%20Telefono%20Azzurro.pdf DOSSIER CYBERBULLISM: Publication of the “Blue Telephone” on Cyberbullying https://www.giustizia.it/giustizia/it/mg_2_5_12.page Gloss@ 1.1 - the Abc of deviant behaviors online Consultation tool available in Italian and English. It gives essential information on illegal online conduct with a brief explanation of its main characteristics. dia

https://www.slideshare.net/libreitalia/cyberbullismo-e-uso-consapevole-dei-social-me-

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9. RESOURCES: CAMPAIGNS, PUBLICATIONS, AND WEB LINKS Slide on Cyberbullying and conscious use of social media INSTRUCTIONS for the prevention of cyberbullying and online navigation at risk: Parent GUIDELINES http://www.ifos-formazione.com/ifos/uploads/Manuali%20Peer%20to%20Peer/manuale%20genitori.pdf Student GUIDELINES http://www.ifos-formazione.com/ifos/uploads/Manuali%20Peer%20to%20Peer/manuale%20studenti.pdf Teachers GUIDELINES http://www.ifos-formazione.com/ifos/uploads/Manuali%20Peer%20to%20Peer/manuale%20insegnanti.pdf VIDÉO www.age.it/vorrei-essere-belen/ “I would like to be Belen” is a short film made by AGE in which the protagonists are boys and girls aged between 14 and 18 years. The screenplay is based on three true stories. The aim is to make it clear that anyone of any age, ethnicity or religion, who is the victim of bullying and cyberbullying, must find the courage to speak out and denounce those responsible. https://www.youtube.com/watch?v=SVGdPIFbc7I Police spot to explain to young people that anonymity on the Internet can easily be circumvented by the Postal Police in case of cyberbullying offences. https://www.youtube.com/watch?v=Ia2uT8n6_lI Paola Cortellesi with Marco Mengoni - Monologue on bullying - “My name is Giancarlo Catino and I believe in friendship”: it is a video that illustrates the “suffered” path of a boy victim of bullies and cyberbullies through the different levels of education (primary, secondary of first and second degree).

PROTOCOL OF UNDERSTANDING http://garanteprivacy.it/web/guest/home/docweb/-/docweb-display/docweb/7474354 Guarantor for Privacy and State Police together against cyberbullying: signed Memorandum of Understanding aimed at strengthening the system of protection for children against the dangers of the internet. http://www.moige.it/media/2017/12/protocollo-ANCI.pdf

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The MOIGE (Italian Parents’ Movement) has signed a Protocol of Understanding with ANCI (National Association of Italian Municipalities) with the aim of involving local authorities, schools and citizens in initiatives aimed at preventing and combating all forms of bullying and cyberbullying.

9.2 SPAIN... https://www.mecd.gob.es/educacion/mc/convivencia-escolar/recursos/materiales-otros-recursos/ciberacoso.html .

Web page of the Ministry of Education dedicated to “cyberbullying”. It contains many resources on the topic that you can download. http://www.madrid.org/bvirtual/BVCM013909.pdf .

Guide to resources for educational facilities in cases of cyberbullying. Intervention in educational centres: materials for educational actors and examples of activities. http://www.pantallasamigas.net/ .

“PantallasAmigas” is an initiative whose mission is to promote a healthy and safe use of new technologies and responsible digital citizenship in childhood and adolescence. http://www.contraelbullying.com/recursos-para-docentes/.

Resources for teachers against bullying and cyberbullying. https://edu.esemtia.com/LoginEsemtia.aspx# .

It allows any student, teacher or member of the staff of the educational centre to confidentially communicate any risk situation detected, then analyze it and, if necessary, follow it or act on it. http://www.buddytoolkids.com/main/ .

It is a very effective evaluation tool for detecting bullying as it allows you to make a “social X-ray” of the class through various questions to which the students answer confidentially and without being aware of the ultimate goal. In less than 10 minutes, the system makes it possible to identify cases of harassment, carry out a continuous proactive assessment, measure and place students, and indirectly verify their sincerity in order to strengthen the reliability and validity of the test. https://www.cibercorresponsales.org/pages/recursos-sobre-el-bullying-y-el-acoso-escolar .

A website dedicated to the security and world of the internet that has specific sections on bullying or cyberbullying. Recommends and presents videos and materials for viewing

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9. RESOURCES: CAMPAIGNS, PUBLICATIONS, AND WEB LINKS in the classroom as well as texts, opinions and other very interesting texts to follow and advise the educational community http://www.gabinetecomunicacionyeducacion.com/es/noticias/cinco-recursos-para-ensenar-los-mas-jovenes-combatir-el-ciberacoso.

Five resources to teach young people how to fight cyberbullying http://www.copmadrid.org/webcopm/recursos/CiberbullyingB.pdf .

Guide to educational resources for educational centers. http://www.eskolabakegune.euskadi.eus/web/eskolabakegune/recursos-ciberbullying .

Educational resources on cyberbullying published by the Basque Government.

9.3 FRANCE...

WEBSITE AND PRACTICAL GUIDE PROVIDED BY THE MINISTRY OF EDUCATION. https://www.nonauharcelement.education.gouv.fr/que-faire/ Web page of the Ministry of Education dedicated to “cyberbullying”. It contains many resources on the topic that you can download. https://www.nonauharcelement.education.gouv.fr/ressources/guides/guide-sur-les-cyberviolences/.

Guide provided by the Ministry of Education to combat cyberbullying among students http://media.education.gouv.fr/file/09_septembre/58/6/guide-cyberharcelement_190586.pdf.

Second guide available from the Ministry of Education to combat cyberbullying among students EMERGENCY NUMBERS AND RESOURCES FOR REPORTING A CYBERBULLYING CASE http://www.pointdecontact.net/.

Website for anonymous reporting of any content that could be considered cyberbullying. https://www.netecoute.fr/.

Website of emergency numbers to call in case of cyberstalking GAMES http://www.2025exmachina.net/.

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Interactive game to educate high school students (14-17 years) about online behaviour https://www.stoplaviolence.net/game#acceuil.

Interactive game to educate secondary school students (11-14 years) about online behaviour https://www.isoloir.net/projet/principe.

Online citizenship game to give children the right to express themselves in the digital society ASSOCIATIONS https://www.tralalere.com/page/actualite.

Association involved in the creation of resources and interactive games online http://www.e-enfance.org/cyber-harcelement.

Reference association fighting against cyberstalking in France http://www.marionlamaintendue.com.

Association engagée à sensibiliser à la lutte contre le cyberharcèlement à l’école. Dirigée par Nora Fraisse, la mère de Marion (13 ans) qui s’est suicidée à la suite d’un cas de cyberharcèlement à l’école.

APPLICATIONS https://itunes.apple.com/fr/app/stop-bashing!/id694158169?mt=8.

Association committed to raising awareness against cyberstalking in schools. Directed by Nora Fraisse, the mother of Marion (13) who committed suicide following a case of cyberbullying at school.

VIDEO https://www.youtube.com/user/Contreleharcelement/videos?disable_polymer=1.

Youtube channel with many resources on how to combat harassment https://www.youtube.com/watch?v=k2QmcskSiCI .

Advertising campaign against cyberbullying promoted by the Ministry of Education https://www.youtube.com/watch?v=cwTQ4vaUoAM. Video winner of the “no harassment” award in 2017 “Marion, 13 ans pour toujours”.

A film based on a true story that describes the life of Marion, victim of cyberbullying, and the struggle of his mother. It is the most advertised case of cyberbullying in France.

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9. RESOURCES: CAMPAIGNS, PUBLICATIONS, AND WEB LINKS EVENTS http://www.internetsanscrainte.fr/le-projet/safer-internet-program The “Sans crainte Internet Day� for Safer Internet is the most important awareness-raising event on cyberbullying. It is part of a European programme, brings together all the actors fighting against cyberbullying, and this year was held on 6 February 2018. http://eduscol.education.fr/cid72752/prix-non-au-harcelement-2016-2017.html A competition for all French schools to award the best awareness video against harassment and cyberbullying. This event generally takes place on the first Thursday in November.

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10. ON-LIVE QUESTIONNAIRE 10.1 DESCRIPTION OF THE QUESTIONNAIRE

T

he On-Live Questionnaire (see attachment 1), is a useful tool to investigate some aspects related to the Cyberbullying phenomenon with particular reference to the different forms of abuse acted upon online.

It has been curated by Dr. Roberta Poli, a school psychologist, and teacher Clelia Gentili, lecturers of the “Piaget-Diaz” Institute in Rome (Italy), Course for Social Health Services.

The draft of the introduction and the second and third sections were curated by Prof.

Roberta Poli in collaboration with Dr. Angela Gismondi, psychologist and psychotherapist, vice president of the “Crecscere Insieme” Association (www.asscrescereinsieme.org) that has been working in the field of research intervention on the phenomena of bullying and cyberbullying for years.

The questionnaire is anonymous to allow children to feel more confident in answering the various questions with sincerity and the only required data are age, sex and class to allow the demographic characteristics of the sample to be differentiated.

The introductory page includes preliminary instructions that illustrate the aims of the research. For the sake of clarity, it is emphasized from the outset that the answers must refer “... to the period from the beginning of the school year to today”.

The choice of circumscribing the reference period aims to detect relatively recent episodes in order to allow the school staff, in the event that situations of particular criticality emerge, to use the results of the survey to carry out targeted interventions in the school.

Before the compilation of the questionnaire the definition of Cyberbullying is reported and partially modified by Telefono Azzurro (2016), and it is clarified with some examples what is meant by the eight different types of cyberbullying (Flaming, Harassment, Denigration, Impersonation, Outing and Trickery, Exclusion, Cyberstalking and Cyber bashing or Happy Slapping).

The questionnaire, in its form, is divided into three sections structured as follows:

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10. ON-LIVE QUESTIONNAIRE First section: begins with two preliminary questions that are used to ascertain the degree of satisfaction in the choice of the course of study and possible repetitions of the student.

Following that are 10 closed questions that investigate different areas: Scholastic evaluation (n.3), relationship with schoolmates/friends (No. 4, 5 and 6), relationship with teachers (No. 7), relationship with other adults at school (No. 8), interest of parents for school (no. 9), assessment of well-being and safety at school (10.11 and 12).

The answers are distributed according to a scale in which the student has to choose between five possible answers that graduate in sequence (from “Very” to “For Nothing”), according to a specific criterion.

Second section: it is divided into 5 double entry tables that, through behavioural examples, investigate the main types of cyberbullying, crossing them with the frequency with which behaviours happen.

The elaboration of this section has been particularly complex both because of the novelty of the areas investigated (roles of the different protagonists within the phenomenon), and because of the the behaviours of children that sometimes oscillate from one position to the other; for this reason, the possibility of providing more answers to the same question was highlighted from the outset.

Particular attention was given to the formulation of the preliminary instructions to give a good explanation to the children how they can help or support a negative action taken by a companion.

The different tables investigate the following types of cyberbullying: Table A: Harassment Table B: Denigration Table C: Cyber bashing or happy slapping Table D: Trickery Table E: Exclusion The possible answers outlined the roles of the Cyberbully (“I did it”), of the Helper (“I helped to do it”), of the Supporter (“I encouraged it”), of the Victim (I suffered), of the Defender of the victim (“I helped those who suffered”) and external viewers (“I saw it done without intervening”).

Third section: composed of a single semi-closed application, allows the students to choose between 10 predefined answers, each corresponding to a different type of intervention to help a victim of cyberbullying (direct intervention, request for external help, reporting to adults at school or in the family, appeal to the competent authorities, abstention from

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any kind of intervention). It is allowed to add an open answer (F11 “other”), to be specified in the content.

In the end of the questionnaire a final part was inserted in which the students are asked to contact the school staff to tell their experience and understand better what to do. This section provides the possibility of personalization in each school, person, or situation (e.g. psychological counselling) and whom you can contact for more information and/or to request help.

10.2 ADMINISTRATION GUIDE...

Together with the questionnaire was prepared by Professor. R. Poli a “Guide to Administration” (see Annex 2) that allows operators to standardize procedures in order to ensure greater uniformity in data collection.

The guide provides preliminary instructions for the presentation of the On-live questionnaire to the Director, with indications on the moments of the day most suited to the administration of the instrument.

In the instructions for the administration are detailed all the procedures to be adopted section by section with particular attention to the presentation of the instrument and the preliminary definition of cyberbullying and its different types.

The guide includes a final form consisting of a data collection form, to be completed at the end of the administration to highlight any observations useful for detecting critical issues or possible interferences that occurred during the survey.

10.3 PILOT PHASE...

Before arriving at the final draft, the questionnaire was administered to two sample classes of the “Piaget-Diaz” Institute, to check for any errors or difficulties in the understanding of the questions by the students.

Following the pilot phase, some minor changes were made both in the definition of the questions and in the formulation of the instructions to make them clearer and more comprehensible to the young people of the first classes (average age 14/15).

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10. ON-LIVE QUESTIONNAIRE 10.4 EXPERIMENTAL PHASE...

The teachers of “Piaget-Diaz� elaborated the questionnaire and the guide to the administration, in their final draft, at the beginning of April 2017. Subsequently they were translated into Spanish and French to allow the use of the instrument in the selected schools from other partner countries.

Cazalla International edited the translation for the Spanish version and Pistes Solidaires for the French version.

In the period between April and May 2017 the questionnaires were administered to a total sample of 653 subjects distributed as follows: Italy: Piaget-Diaz Institute and ELIS Institute (N = 204 subjects), administered by Replay Network.

France: Paul Bert Institute (N = 165 subjects), administered by Pistes Solidaires Spain: Resumen Institute (N= 184 subjects), administered by Cazalla Intercultural.

Each partner proceeded to send the questionnaires, complete with the data collection forms for each class, to Cazalla Intercultural, which took care of the elaboration of the results, subsequently transformed into explanatory graphs.

Prof. Roberta Poli, professor of I.I.S. Piaget-Diaz of Rome, took care of the descriptive analysis and the final comment of the results that emerged from the administration of the questionnaire to the three different samples in Italy, Spain and France.

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10.5 QUESTIONNAIRE...

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10.ON-LIVE QUESTIONNAIRE

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10. ON-LIVE QUESTIONNAIRE

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10.6 ANALYSIS OF DATA FROM THE QUESTIONNAIRES...

10.6.1 ITALY The Italian sample considers 204 subjects coming from the I.I.S. “Piaget-Diaz� and the Istituto ELIS in Rome. This is a predominantly male sample (58%), in almost 50% of cases over the age of 15, with one third of the sample aged 16 and 1/5 having 14.

Data relating to the first section In the initial questions of the questionnaire, up to 80% of the students declare they are satisfied with their choice of study, while the repetitive ones turn out to be little more than a third of the sample (37%).

Regarding the academic performance only 8% of the sample are very satisfied, almost half (47%) consider themselves quite satisfied, with a 21% who claims to be moderately satisfied; there remains over 20% of the sample who is little or not satisfied with their performance.

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10. ON-LIVE QUESTIONNAIRE

Area of Peer Relationships: 70% of the sample say they get along either very good (26%) or quite well (45%) with classmates, 30% remain, more or less one third of the sample, who declare to have bad (27%) or even very bad (1%) relationships with classmates.

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When asked about the state of friendly relationships in the class, the situation in Italy is quite favourable because overall more than 80% of the sample has positive friendly relationshops within the class, while 18% have little or not too many relationships with companions; there remains the 1% that does not have any kind of friendships (corresponding to two subjects on the total sample of 204 students).

As for the Italian sample, 57% say they are comfortable with the other boys who attend school and in 10% of cases they even say they feel very well; there remains a third of the sample that is neither good nor bad (32%) or very bad (1%).

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10. ON-LIVE QUESTIONNAIRE Relationship with teachers: Almost two thirds of the sample are very or fairly satisfied with the relationship with the teachers at school; only in 8% of the cases they declare to have a poor relationship and only three cases out of 200 declare to have no relationship.

Expanding the range of investigation and assessing the type of support offered by most adults at school, it emerges that in 58% of cases the boys feel very or fairly supported, while a third of the sample (31%) declare to feel moderately supported from adults at school.

10% of the sample feel little support or not support (2%).

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Relationship with parents: 54% of the sample say they have parents who are very or quite interested in school, 28% of them are moderately interested; and then there is a small (18%), but still important sample, in which the childen declare to that the parents are sufficiently (8%), little (7%) or not at all (3%) interested in their progress in school.

Degree of well-being perceived within the school: the Italian sample shows a clear majority of positive feelings towards the scholastic context, with 25% of the subjects declaring to feel very good at school or fairly well (52%); there are still 16% of subjects who feel well enough at school, compared to 7% who feel little or not at all well at school.

It should be noted that, in many cases, the discomfort affecting 2-4 people (1-2%) is

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10. ON-LIVE QUESTIONNAIRE found in several areas: from the perceived level of safety, to the level of perceived relationship with adults, to the degree of positive relationship with the other school kids.

Positive atmosphere at school: it is noted that, in 58% of the cases, therefore almost two thirds of the sample, the atmosphere perceived inside the school is very or rather pleasant and welcoming; 29% of the subjects speak of a sufficiently welcoming and pleasant atmosphere. On the other hand, an 8% speaks of an unpleasant/welcoming environment with a percentage of 5% of people talking about an environment that is not at all pleasant/ welcoming.

Perceived level of safety: it is interesting to note that in most cases boys feel very (22%) or fairly (44%) safe at school; there remains a group that does not feel particularly safe at school (11%), unsafe (9%) or not at all safe (3%).

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Data related to the second section (Analysis of types of cyberbullying) Table A): threats, messages, offensive, disturbing and insulting comments in chat or on social networks Regarding the first type of cyberbullying, it is interesting to note that, in 17% of the cases of this sample, the boys admit that they have acted in this way only once or twice; the margin of those who helped (8%) or those who stimulated the behaviour (7%) with the same frequency was smaller. We also counted two subjects (1%) who help or support the bully’s actions two or three times a month.

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10. ON-LIVE QUESTIONNAIRE As for those who suffered the cyberbullying, there is a greater articulation in the frequency of episodes, so the impression is that, those who act are less aware of the oppressive value of their actions than those who suffer this kind of abuse; 17% of victims say that the attacks happened only once or twice, 1% say it happened two or three times a month, 2% say it happened about once a week and 1% says it happened several times a week.

So overall, there is at least a 4% sample (8 people) for which we can actually talk about cyberbullying acted upon in a rather systematic way.

As for those who have helped those who have been abused, 26% say they did it once or twice, 7% say they did it two or three times a month (this is already a fact that indicates a certain systematic of the proceedings), then there is the 1% that declares that it occurred once a week, and even 2% which state that it happened several times a week, confirming and expanding what was revealed by the victims.

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It is interesting to note that a 36% of the sample moved to help the victims; therefore, about a third defended those who suffered violence in a repeated manner by their companions.

The last graph reflects those who saw it happen without intervening.

Here, values are also important, because in 19% of the cases they say that they saw it happen only once or twice, 4% say they saw it happen two or three times a month, 3% once a week and 1% several times per week.

Overall, there is a sample of 27% that is perfectly aware of seeing acts of cyberbullying and that is determined to not intervene, even if the actions become rather insistent and serious, with a frequency of “several times a week�.

Table B) publication of offensive or unwanted photos/videos on social networks.

This phenomenon appears much more contained in this sample. 5% say they acted on this only once or twice, 3% say they have helped to make such content and 4% say they have helped share the content with the same frequency.

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10. ON-LIVE QUESTIONNAIRE These graphs show that the victim and the defenders are certainly a wider audience than those who claim to have acted/supported this form of abuse.

8% of those who suffered the violence say that it has only happened once or twice and 1% who say it happened two or three times a month.

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As for the victim’s defenders, the situation is more complex, with 12% claiming they helped those who suffered only once or twice a week and the remaining 3% that is distributed equally between those who helped someone who suffered two or three times month, once a week or several times a week.

With regard to those who watched without intervening, there is a distribution almost overlapping that of the defenders: 12% of the sample say they have seen something happen and they did not intervene once or twice, 2% say they have witnessed episodes and not intervened two or three times a month; 4 subjects in total say they observed successful episodes of cyberbullying without acting once a week (1%) or more times a week (1%).

Overall, the number of boys who suffer this type of abuse is rather limited and there are very few serious cases (between 1 and 3%) and they are seen both by the companions without intervention in any way, either by someone who offers instead of helping them.

Table C) Aggressive actions with kicks, punches, slaps, etc., while others observe the scene, sending the video online to share it with other users on the network

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10. ON-LIVE QUESTIONNAIRE In this context the values are even more circumscribed with a 5% who claim to have acted upon it once or twice in all, 3% that claim to have helped do it once or twice and 2% who claim to have encouraged the action one or two times. In all three graphs (concerning who acted, or helped, or encouraged) there is 1% who say that the episode happened several times a week.

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This takes the form of two people who routinely help or encourage each other in this serious form of bullying towards their companions.

The tables concerning the victim show that in 5% of the cases the subjects declare to have suffered an episode one or two times, which overlaps exactly with what has been declared by the people acting on the cyberbullying; as for those who help those who are suffering or who are attacked, 9% say they have helped those who suffered an aggressive action once or twice and 3% defended someone who was attacked two or three times a month. In the most severe cases there are at least 4 subjects involved in helping when an episode occured once (1%) or more times a week (1%).

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In the last graphic the data is almost superimposable, so a total of 13% watched without intervening and of these, 9% confirm that it happened once a week, 2% that it happened two or three times a month and 2% that it happened several times a week.

Table D) Revealing and sharing secrets, situations and embarrassing information about someone obtained in a deceptive manner online This type of cyberbullying does not seem to be widespread in the Italian sample because 5% say they have acted on it once or twice, while only 1% say they have done it two or three times a month.

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The number of those who have helped one or two times is even smaller (2%); the number of those who support with the same frequency is equally limited and corresponds to 4% of the sample. As far as the victims of this type of action are concerned, the figure is exactly comparable to that of the bullies (5%).

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10. ON-LIVE QUESTIONNAIRE

It is interesting to note that, in these cases, the margin of those who help those who are suffering is wider than in 13% of cases they intervene in because it happened once or twice, in 2% they intervene because it happened two or three times a month and in 1% because it happened once a week.

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In the last graph, 8% of the sample say they have seen episodes that happened once or twice without intervening, while 2% say that they have seen episodes that happened two or three times a month. and did not intervene.

Table E): Intentionally exclude a person from a chat or game to marginalize and isolate them from the group In this particular form of cyberbullying, the number of those who act is more extensive since about 18% say they have done this once or twice, others say they have done it two or three times a month (2%), about once a week (1%) and even several times a week (3%) so we can state that it is the most frequent type of abuse in the group of youngsters of this sample.

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The helpers are also present in a higher percentage of other forms of cyberbullying, with 12% of those involved claiming to have helped in episodes that happened once or twice.

We find 8% of the sample that has encouraged the behaviour with the same frequency, and more serious situations emerge that involve a small number of people (1%) in episodes that happened once a week or more frequently.

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The victim’s data shows that a 12% of episodes happened once or twice, with a minimum percentage of 1 or 2% of those who say that they are attacked two or three times a month, once a week or several times a week.

The number of subjects intervening to defend the victim is bigger; about 16% intervene in cases when it happened once or twice, 4% when it happened two or three times a month, 1% intervenes in episodes that happened once a week or even several times a week (2%).

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From the survey emerges a large group of subjects, more than a fifth of the sample, who align themselves with the side of those who suffer.

As for the last chart, those who see the episodes and do not intervene, we must say that in this sample about 1/4 of the boys, almost 24% of the total, watched without doing anything and of these 18% declare that it happened one or two times, 4% that happened two or three times a month and even 2% say it happened several times a week.

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Data relating to the third Section (Interventions) In the Italian sample the reactions of the subjects are distributed fairly homogeneously: 16% say that the best thing would be to try to stop the cyberbully, 14% use a friend to get help and then we have a big group of people who refer to adults: preferably their parents (14%), as an alternative to a teacher (13%), or an adult at the school (11%). There are 10% that would like to report the case to the competent authorities and it is interesting to note that only 1% say they would not do anything.

Overall, beyond the answers given to the individual tables, in which there is unfortunately a percentage of people who do not intervene, or are not involved in the action of abuse, when the children respond to the final request for possible solutions, everyone seems to contribute and only a minimal part (2%) does not know what to do to help the victim or does nothing (1%).

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10. ON-LIVE QUESTIONNAIRE

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10.6.2 SPAIN...

The Spanish sample consists of 184 individuals from the Sierra de Almenara, RamĂłn Arcas Meca and IbaĂąez MartĂ­n Institutes in Lorca.

It is a very young sample, with a slight female prevalence (56%); 2/3 of the subjects (66%) are between 13 and 14 years old while the rest of the sample (34%) is aged between 15 and 16 years.

Data relating to the first section The students are almost all satisfied with the chosen course of study (95%); this is a very significant fact because it already constitutes an index of the functionality of the choice and therefore expresses a good integration with the training path undertaken. Compared to the scholastic path, it emerges that only 12% of the sample is repetitive.

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The data regarding the satisfaction with school evaluation is interesting: the sample is distributed in a balanced way between those who are very or fairly satisfied and those who are little or not at all satisfied; in both cases accounting for around 31% of the sample.

There is a percentage of 38% of students who declare that they are moderately satisfied with the evaluation. Considering that the choice of the school path seems to have been the right one for almost all of them, one wonders why positive expectations do not seem to be reflected in the possibility of achieving good evaluations at school.

Area of Peer Relationships: 85% are very comfortable with their classmates, 13% are satisfied enough and only 2% are not satisfied.

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In 43% of the cases the subjects have a friendship with many/enough classmates and in 21% of the cases the relationships are poor or inexistent.

IThere is an intermediate area equal to one third of the sample (36%), which claims to have sufficient relationships.

In the application n. 6: (which seems not to be correctly formulated in the Spanish-language translation of the questionnaire) the values indicate that the majority of subjects (82%) feel they have very good relationships with the other classmates.

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10. ON-LIVE QUESTIONNAIRE

Relationships with teachers: in 56% of the cases the ratio is very or rather satisfactory, in 11% of cases it is little or not at all satisfactory; there remains one third of the sample who has a moderately good relationship with the teachers.

With regard to feeling welcomed or supported by most adults at school, 54% feel very or fairly supported, 29% moderately, 17% little or not at all.

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Relationship with parents: in 88% of the cases parents are quite interested in the child’s experience in school, 3% of the sample says their parents have little or no interest, while 9% say they are moderately interested. Overall, in this sample, the overwhelming majority of parents are interested in the child’s school experience.

Degree of well being perceived within the school: 79% of the sample say they feel good or very good in school, 15% feels moderately good and only a small percentage (6%) declares that they do not feel good in school.

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Positive atmosphere at school: most of the sample (71%) consider the school environment to be very or rather positive, one fifth of the subjects (21%) say they find a sufficiently welcoming atmosphere while 8% of children consider the atmosphere not so much or not at all pleasant.

Level of perceived safety: it is quite high because 85% of the sample feels very or fairly safe, only 11% responds that they feel moderately safe and there is a small minority (4%) who does not feel safe at all.

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Data related to the second section (Analysis of types of cyberbullying) TTable A): threats, messages, offensive, disturbing and insulting comments in chat or on social networks This type of cyberbullying is acted upon only once or twice by 14% of the sample, while there is are 2% that state that it happened two or three times a month.

The percentage of both those who have helped and those who have supported the cyberbully only once or twice amounts to 7%, while there is a 1% that has helped in successful episodes two or three times a month.

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Regarding the victim, 12% say that it has only happened once or twice, 7% say it happened two or three times a month, about 2% say once a week and finally there is 1% that declares that it happened several times a week.

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here is, therefore, a different perception of the gravity of the acts between those who act in a violent, offensive or prevaricatory way towards the others and those who suffer from the abuse, sometimes even in a systematic way in 3% of cases.

The data of those who help the victim is interesting. In this case a 45% of the sample take a helping position. Of these, 26% intervened in episodes of bullying once or twice in all, while 9% helped in episodes that happened two or three times a month.

In the most serious episodes there is a 5% that intervenes at least once a week and a 5% that intervenes several times a week.

Overall, the people who defend others, do it in greater percentage than has been declared by both those who suffer and those who act on the abuse.

16% say they watched without intervening when the episodes are one or two in all, 2% when they are repeated two or three times a month and 3% when it happens once a week; only 1% say they remain indifferent when it happens several times a week.

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10. ON-LIVE QUESTIONNAIRE Even in this case the people who watched without intervening say they have witnessed more incidents than victims and perpetrators actually admit. This is interesting because action needs to be taken to restore a greater level of awareness to the perpetrators and victims that they do not currently have.

Table B) publication of offensive or unwanted photos/videos on social networks.

In this type of abuse, those who act say they do it once or twice in 10% of cases and two or three times a month in 3% of cases.

Those who help say they do it only once or twice (6%), those who support it say they do it once or twice in 8% of cases.

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As for the victim of this form of abuse, the data is exactly superimposable to those of the abusers so a 15% in all, with the exact same distribution.

With regard to those who help the person who suffers the abuse, however, the case studiy widens, because as many as 15% state that it has only happened once or twice, 3% two or three times a month, 2% once a week and the 2% several times a week.

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As for the chart of those who have watched without intervening, the percentages are quite similar to those declared by the victims with the sole exception that those who have watched and did not intervene declare in 1% of cases that it happened several times per week.

A situation that is experienced more seriously by those who support themselves in defence of the victim emerges from the overall analysis.

Table C) Aggressive actions with kicks, punches, slaps, etc. while others watch the scene or send the video online to share it with other users on the network For this type of abuse, the data of those who act is extremely restricted: only 3% say that it has only happened once or twice.

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Only 2% of the sample helped or encouraged the act once or twice in all, with only one subject (1%) who helped in episodes that happened two or three times a month.

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With regard to the victim, the phenomenon appears to be very limited, since only 3% of the sample admit that episodes of this type happened once or twice.

There is a greater awareness of incidents of the phenomenon regarding those who helped the victim and say that it happened once or twice in 11% of cases, two or three times a month in 2% of cases, once a week in 2 % of cases and even several times a week in 1% of cases.

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Overall, there is a substantial discord between those who act/suffer this form of abuse and the rest of the companions. What is most noticeable is that only the defenders report a high frequency of acts, circumscribed to 4/6 victims who, in two cases, are attacked even daily.

Table D) Revealing and sharing online secrets, situations and embarrassing information about someone obtained in a deceptive manner.

As for this type of abuse, there is a 13% of the sample that claims to have done it only once or twice, while 1% say they have acted on it two times a month.

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10. ON-LIVE QUESTIONNAIRE

Both those who help, and those who encourage, do so in 5% of cases for episodes that happened once or twice. For the most frequent episodes, happening two or three times a month, 2% of the subjects offer their help while 1% encourages those who act.

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Among those who suffer, 9% say that the episodes have happened once or twice in total, while there is a 4% that states that it happened two or three times a month.

The episodes appear more widespread in the eyes of the victim’s defenders who intervened in 21% of the cases that occurred once or twice and in 4% of the cases that happened two or three times a month. However, serious incidents emerge that occur more frequently, forcing the defenders to intervene once a week (2%) or several times a week (1%).

The group of those who watched without intervening does so in 12% of cases due to sporadic episodes, which happened once or twice. Only in one case of episodes that happened several times a week.

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Once again it is evident that the defenders and, even if to a lesser extent, the spectators, have a wider perception of the frequency with which these phenomena occur, signalling situations in which it happens even once a week or several times a week.

Table E): Intentionally excluding a person from a chat or game to marginalize and isolate them from the group This is the most frequent form of abuse in this sample since it reaches 21% of people who claim to have done it at least once or twice, plus a rather small percentage (1%) of those who claim to have done so two or three times per month.

There is alo a small percentage that claims to have done it once a week or several times a week, so in 3% of cases the phenomenon becomes not only evident but also even serious.

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As for those who help do it, we find a 15% who claims to intervene on episodes that happen once or twice in all and there is a 2% that speaks instead of something that happens once a week; from those who help to act on the abuse of power, emerges a less serious perception, but one that still highlights the presence of the phenomenon.

Compared to those who encourage the act, the group of those who intervene on episodes that occur once or twice is more restricted (9%) and the perception is less clear, especially compared to the severity of the phenomenon.

The victim, compared to those who act, has a more serious perception of what happens, because compared to 15% who say that it only happened once or twice there is a 3% that states that it happened two or three times a month, 2% once a week and even 3% several times a week.

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This last data, the most serious, is also confirmed by the defendera who add that in 3% of cases it happens about once a week, in 6% two or three times a month and only in 22% cases say that it happens only one or two times.

Once again, the perception that the defenders have of the incidents of the phenomenon is decidedly interesting because it is more extensive than the victims themselves realize.

The last graphic presents how, even those who watched without intervening, show a greater awareness of the presence of more systematic phenomena.

In 19% of cases they report episodes that have happened two or three times, in 4% of cases episodes have occurred three times a month and in 2% of cases they report that they have witnessed behaviours that occurred several times a week.

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Data relating to the third Section (Interventions) In this sample 12% decide to tell the cyberbully to stop, 15% intervene directly to stop it and only 9% ask for help from one or more friends.

Regarding the possibility of addressing adults, 16% know that they can talk to a teacher, 13% are talking to another adult in the school and only 11% would like to talk to a parent.

We also find a percentage of 12% who prefer to report anonymously and in 11% of cases report the incident to the competent authorities.

Almost no one does nothing (3 answers) or does not know what to do to help the victim (5 answers); Even in this sample the children, faced with some possible alternatives, declare what they would like to do.

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10. ON-LIVE QUESTIONNAIRE

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10.6.3 FRANCE...

The French sample, made up of 165 subjects, is predominantly female, with 65% of girls and 35% of boys.

The age is uniformly distributed among fifteen (23%), sixteen (24%) and seventeen (24%); about a fifth of the sample (21%) is eighteen and small percentages are nineteen (4%) and fourteen (4%) respectively. 89% of the sample is satisfied by the choice of their field of study.

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10. ON-LIVE QUESTIONNAIRE

Data relating to the first section As for the French sample, it is interesting to note that only 27% of the sample declares that they are satisfied with the choice of this field of study.

Regarding the academic performance half of the sample (51%) is quite satisfied, 14% is very satisfied and 26% is sufficiently satisfied; only 9% say they are not satisfied with their performance.

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Area of Peer Relationships: Overall the sample has very good (51%) or quite good (42%) relationships with classmates, only 7% say the relationships are neither good nor bad.

80% of the sample has good or satisfactory friendships with classmates, 14% have sufficiently good relationships and only 6% have few friendships.

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10. ON-LIVE QUESTIONNAIRE

Regarding the relationships with the other youngsters who attend school, 82% are very good or good, 17% are neither good nor bad and only 1% say they are bad.

Relationship with teachers: Regarding the relationship with the teachers, 70% of the sample claims to be very (20%) or fairly (50%) satisfied, a quarter of the sample is sufficiently satisfied, while only 5% say they are little or not at all satisfied with their relationship with the teachers.

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68% of adolescents feel welcomed and/or supported a lot or well by most adults at school, on the contrary there is 8% who feel little or no support at all from adults.

Relationship with parents: Overall, parents are interested in the child’s experience at school. In 77% of cases, very or quite interested, 16% show enough interest and only 7% say the parents show little interest.

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10. ON-LIVE QUESTIONNAIRE

Degree of well-being perceived within the school: With respect to the feeling of well-being at school, 84% of the sample feels very or fairly well, 11% feels sufficiently well and only 5% say they feel bad or very bad (1%).

Positive atmosphere at school: 75% of the sample declares that in the school there is a very or rather pleasant and welcoming atmosphere while there is still a minority that claims to find it little (4%) or not at all (1%) pleasant/welcoming.

This data related to insufficient positivity of the environment is found in several graphics, related to the questions posed in this section of the questionnaire.

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Level of perceived safety: 76% of the sample feels very or fairly safe, 19% sufficiently safe, 4% just a little safe and 1% that does not feel safe at all; this 1% should more or less coincide with the same percentage that also feels bad in other situations.

Data related to the second Section (Analysis of types of cyberbullying) Table A): threats, messages, offensive, disturbing and insulting comments in chat or on social networks This is the area in which the children act upn most in forms of cyberbullying: in particular, 20% of youngsters say they have only acted once or twice, 10% say they have only helped one or two times while 3% say to have encouraged those who implemented these behaviours with the same frequency.

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As for those who suffer these forms of abuse, the perception of gravity is greater and is also reflected in the defenders and viewers. In fact 12% say they have suffered once or twice, 3% that it happened about two or three times a month and even a 1% that declares that it happened several times a week (index of gravity of the phenomenon).

The defenders intervene in 25% of cases once or twice in total. 5% say that it happened two or three times a month, 1% once a week and in 3% of cases several times a week.

This is an alarming fact especially because those who act and those who suffer do not seem to realize the seriousness of the situation.

Anyone who observes without intervening in 22% of cases declares to have done it successfully once or twice, there is even a 1% that says it happened about two or three times a month. None of them seem to highlight the presence of more frequent and more serious phenomena than have consequences for the victim.

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10. ON-LIVE QUESTIONNAIRE

Table B) publication of offensive or unwanted photos/videos on social networks.

For this type of abuse of power the percentage is more limited: 3% declare to have acted on it and have helped do it once or twice a month; almost negligent is (1%) the percentage of those who encouraged the abuse.

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Regarding the victim, the perception is slightly more extensive (9%) for they say the episodes happened once or twice and in 1% of the cases the subjects declare that it happened two or three times a month.

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10. ON-LIVE QUESTIONNAIRE

Those who intervene in the defense of the victim say they do so in 9% of episodes that remain sporadic.

As for those who watched without intervening, 13% say that it has happened only once or twice and 1% say that it happened two or three times a month.

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Table C) Aggressive actions with kicks, punches, slaps, etc. while others watch the scene or send the video online to share it with other users on the network For this type of abuse the percentages are extremely small and only 1% say they have acted on it two or three times a month, while 5% have done it once or twice overall.

Even the percentages of those who help (2%) or those who incite (1%) are rather limited and always refer to sporadic episodes, which happened once or twice overall.

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10. ON-LIVE QUESTIONNAIRE

Perception is minimal even in victims: only 2% say it happened once or twice and 1% say it happened two or three times a month.

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The awareness of the defenders is slightly broader: 6% say it happened once or twice, 3% say it happened two or three times a month.

Even the public observing without intervening states that in 9% of cases it has only happened once or twice.

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10. ON-LIVE QUESTIONNAIRE

Table D) Revealing and sharing o-line secrets, situations and embarrassing information about someone obtained in a deceptive manner For this type of abuse the percentages are rather low and oscillate from 5% of those who act once or twice in total, to 3% of those who help, to 2% of those who encourage it with the same low frequency.

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The victim has a perception almost overlapping with that of those who act, with a 2% who say that it happened once or twice in whole, or two or three times a month (1%).

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10. ON-LIVE QUESTIONNAIRE

The perception of the defenders is slightly higher. In 10% of the cases they declare to intervene for episodes that happened once or twice in total or, in 1% of cases, two or three times a month.

Even the number of subjects that observe without intervening is very limited (7%), due to episodes that happened once or twice overall.

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Table E): Intentionally excluding a person from a chat or game to marginalize and isolate them from the group In this case the phenomenon seems to be slightly more extensive and articulated, with 12% declaring to act on it once or twice in all or with a slightly higher frequency in 2% of cases.

This figure is partially confirmed by those who help (10%) and intervend once or twice in total, while it is not confirmed by those who encourage the abuse and intervene with the same frequency only in 3% of cases.

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10. ON-LIVE QUESTIONNAIRE

Even the victims seem to have a partial perception of what happens with an incident almost overlapping that of those who act; only 1% of the sample declares that it happened about once a week.

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Clearer is the perception of the situation by the defenders of the victim who in 11% of the cases intervened on something that happened once or twice in total or two or three times a month (1%); there remains a small percentage of subjects (1%) who intervene in episodes of cyberbullying that happen about once a week.

This is also confirmed by the spectators who watch the episodes (15% once or twice,

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10. ON-LIVE QUESTIONNAIRE 2% two or three times a month) and who even highlight, something that has not emerged from either the victims or the defenders, the presence of at least one person who suffered this type of abuse several times a week.

Data relating to the third Section (Interventions) Even in the French sample the percentage of those who abstain from doing something is minimal (1%); in this population the interventions are distributed fairly evenly: 11% intervene verbally to stop the action, 14% intervened physically to block the cyberbully, 15% resort to friends, 14% addressed the teacher or another reference adult (13%), 12% talk to a parent.

Compared to the reports, there is a 11% that report anonymously to an adult while 9% would contact the police.

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10. ON-LIVE QUESTIONNAIRE 10.7 FINAL CONSIDERATIONS...

The cognitive survey with the On-Live questionnaire was carried out on a total sample of 553 subjects; the three samples differ from a numerical point of view because they vary from 204 subjects in Italy to 184 subjects in Spain. The smallest sample is France, with only 165 subjects.

The sample is in principle close to half in the distribution between males and females for Spain and Italy with a prevalence of females in Spain and males in Italy while in the French sample only a third is represented by males.

The age of the subjects making up the sample is quite heterogeneous in the different countries: the Italian sample is in 20% of the cases made up of very young subjects (14 years) while in 80% of cases the students are in the 15/16 age group.

The other two countries are characterized in a diametrically opposite way: the Spanish sample is very young with 2/3 of subjects who are 13/14 years old, while the remaining 34% is equally distributed between 15/16 years old. The French sample is much more “mature� consisting of a minority of 14-year olds (4%), 47% 15/16 years olds and the remaining 45% equally distributed between 17 and 18-year olds with a minority (4%) of 19-year olds.

The degree of satisfaction with the course of studies is quite high and uniform and is 89% in France, 88% in Spain and 80% inItaly.

The repeat rate is the highest in the Italian sample where it reaches more than 1/3 of the children (37%) who answered the questionnaire, it is 27% in France and only 12% of the students in Spain (data directly attributable to their young age).

The results on the degree of satisfaction with the performance are distributed completely differently in the three countries: it is quite low in the Spanish sample where only 31% are very or fairly satisfied with the performance; it should be noted that the same percentage (31%) is also found among children who are not satisfied or are not satisfied at all.

The Italian sample is in an intermediate position with a percentage of 55% that declare themselves to be very or fairly satisfied. The French one shows a very positive trend, with 75% of the sample declaring a high level of satisfaction.

It would be interesting to better analyze these results to deepen the reasons why young people, in some cases, are not very satisfied with their performance: what would they like to have more or why are they underestimating themselves with respect to their potential?

As for the area of the relationship with classmates in France, 95% feel the relationships are good/very good compared to 85% in Spain and 71% in Italy.

In the relationship with teachers the students feel better in France where 70% of the sample feels very/quite satisfied, in second place we find Italy with 61% and followed by

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Spain with just over half of the subjects (56%) who feel very/quite satisfied with their relationship with teachers.

On the other hand, the percentage of people (11%) who feel they have little or no relationship with the majority of professors in Spain and Italy is practically the same.

As far as other people in the school are concerned, Italian students feel supported a lot/ enough by these adults in 58% of cases, the Spanish in 54% of cases, the French in 68% of cases; also, in this case the French sample has a greater confidence in adults within the school.

How much do parents care about their children’s school experience?

The most attentive parents seem to be the Spanish ones who in 88% of cases show a lot/enough interest against a 3% who are not interested or show very little interest; in second place we find the Italian parents who show a lot/enough interest in 82% of cases and little or no in 10%, finally the French who show a lot/enough interest in 77% of cases and little only in 7%. These differences should also be seen in the light of the different age of the subjects involved who, with regard to the French sample, in 25% of cases are of legal age.

How do the pupils find themselves in the school?

The ones that are feel very/enough good are the French (84%), followed by the Spanish (79%) and finally the Italians (77%).

What is the atmosphere in the school?

Here the differences are slightly more favourable for France with 75% of the sample claiming to have a very/favourable and welcoming atmosphere while Italy and Spain are on an equal level with 71%.

It should be noted that while Spain and France have only 1% of the sample that does not feel well, in Italy there is a 5% that declares this difficulty, this figure should make us think, because it is a small but significant group (about 10 people).

As for the level of safety, however, we find Spain with 85% of children who feel very or fairly safe at school, followed by France with 76% and finally Italy with a third of the subjects (66%).

In the Italian sample a 3% say they don’t feel safe at all at school compared to the 1% that we find both in the French sample and in the Spanish sample and it should be highlighted.

Typologies of cyberbullying Table A): threats, messages, offensive, disturbing and insulting comments in chat or on social networks

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10. ON-LIVE QUESTIONNAIRE The first table shows a slightly more significant presence of the phenomenon in France (20%) but, compared to gravity, we find the data more significant in Spain where in 2% of cases they declare that it happened two or three times a month or even several times per week (1%).

It is interesting to note that in all three samples, particularly in the Spanish and French, the defender of the victim is the one who has a greater awareness (twice the victim) of the actual presence of the phenomenon and its level of severity.

In all three samples of this first table, the cyberbully, as well as his helper, his supporter, tend to minimize what happened while a much more direct and complete conception is usually present in the defenders and, albeit in a reduced manner, in the same victims.

This greater awareness in some cases is also present in spectators who may not intervene, but are perfectly aware, especially in Italy and Spain, of the gravity or the systematic nature of the abusive actions.

Table B) publication of offensive or unwanted photos/videos on social networks.

The phenomenon is slightly more present in the Spanish sample where there is a slightly more systematic presence of the phenomenon, both by the cyberbully and by the helper.

With regard to the victim, there is certainly a slightly higher awareness than with the cyberbully in all three samples, but the systematic nature, and therefore the severity of the phenomenon, is more clearly understood by the defender in Spain and Italy and even by the spectators rather than the victim himself, this applies especially to the Spanish defenders and in part also to the Italian.

Table C) Aggressive actions with kicks, punches, slaps, etc. while others watch the scene and/or send the video online to share it with other users on the network.

The third table concerns the most aggressive form of abuse; in this case, fortunately, the detected episodes appear rather small in all three samples.

Especially on the part of those who act, support or help to make the abuses of power, the ability to differentiate the systematic nature and therefore the seriousness of the actions is not highlighted.

This awareness of the consequences of the committed abuses appears to be higher among the defenders, often even more evident than among the victims themselves, especially among the Spanish and Italian sample.

It would be very important for the future development of this work, to leverage on those who defend the victim because they are more aware of the seriousness of the phenomenon that is acted by the perpetrators.

Table D) Revealing and sharing online secrets, situations and embarrassing information about someone obtained in a decepive manner

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In this case, the phenomenon is rather limited in the French and Italian sample, while it is slightly more evident in the Spanish one, where it reaches 14%, above all with sporadic actions.

It is interesting to note that there is a percentage of people who admit to it more frequently, especially among supporters and helpers of the Spanish sample.

On the other hand, the perception of the phenomenon by the victims is rather small, especially in the French and Italian samples.

There is a greater awareness on the part of the victims in the Spanish sample (13%), but in this group the role of the defenders stands out above all, as they are clearly able to distinguish the greater incidence of the phenomenon (28%) that is detected in its various expressions, including the most systematic and, therefore, more serious episodes that make up 3% of cases.

Table E): Intentionally excluding a person from a chat or game to marginalize and isolate them from the group This form of abuse is more widespread in the Italian and Spanish sample (in both cases it concerns 24% of the subjects) but appears more differentiated in severity for the Italian sample. In this country, the cyberbully seems to be more aware of systematically acting on this type of abuse. In this case also the helpers and supporters, especially in the Spanish sample, seem to be more aware of the seriousness of their actions.

In the Italian sample, a limited number of the phenomenon is highlighted, but a greater awareness emerges on the part of the defenders, with regard to the intensity and systematic nature of the action; in particular, in the Spanish sample, where the phenomenon is more extensive, a partial overlapping can be highlighted between the perception of the gravity and the systematic nature of the phenomenon by the victim compared to the defender.

In the Spanish sample, the spectators themselves have a slightly higher awareness of the cyberbully, with regard to the more systematic and, therefore, more serious episodes.

In the Italian sample, the greatest awareness comes from the defenders, but also the spectators, who are more aware of the systematicity/severity of the abuse compared to the victim.

The third section of the questionnaire is the one that helps us to understand what they think should be done to help a victim. It must be said that, in all countries, there is not a clear prevalence of one of the possible answers, but what is shown in a uniform way, is the almost total involvement of the subjects; almost no one says, for example, “I do not know what to do to help the victim” or “I would not do anything” so much so that the results for these answers are always very close to zero or at most 1 or 2%.

It should be noted that at least 25% of each sample relies on both verbal and physical direct intervention to try to stop the cyberbully. In some cases, more evident especially in

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10. ON-LIVE QUESTIONNAIRE France (15%) and in Italy (14%), they rely on a friend or a group of friends.

There is a differentiation compared to adults: while in Spain and France there is a decrease in relying on professors in the first instance, to other adults at school as a second possibility and to parents as a third possibility, in Italy the first place is occupied by the parents, even if the percentage is only slightly higher than in the other countries (14%), secondly the teachers (13%) and finally the other reference adults at school (11%).

In all three samples there is a small percentage that relies on anonymous reporting and a 9-11% that relies on any reporting to the competent authorities (Postal Police in Italy).

From the overall analysis of the data reported in the questionnaires, there emerges a general tendency to act on some abuses more than others, in general the less aggressive ones, but in any case, those that are better able to be hidden because they aim at the exclusion of the person.

Regarding the possible interventions, it can be said that the percentage of helpers and supporters of the cyberbully seen in the questionnaires is quite limited, and this is an important element to consider with a view to preventing the spread of the phenomenon on social media.

It is constantly shown that the defenders, and to a lesser extent the spectators, have a greater awareness of the gravity of the phenomena that are perpetrated against the victims.

It is significant to note that the cyberbully, but paradoxically also the victim, albeit to a lesser extent, are not fully aware of the systematic nature of the actions of abuse.

This tendency to underestimate what happened, which is confirmed in the sample even if circumscribed in the three countries, should encourage us to work above all on the level of awareness of the emotions that the victim experiences in the abuses acted on by the cyberbully, that could make him not to ask for help or to not give the right importance to the action, effectively denying one’s suffering.

It is confirmed that it is important to activate some reference figures, such as the defenders, who are the most capable of grasping the real suffering of the victims.

In the last section we find interesting data related to spectators, who could be involved in a constructive sense in the light of the positive findings. Almost all the children are able to elaborate effective intervention strategies and overcome the inertia that seems to be connected, sometimes to their role as unarmed and detached spectators.

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11. TOOLKIT 11.1 A SYSTEMIC APPROACH...

T

he phenomena of cyberbullying it is often or almost exclusively dealt with from the point of view of information on the forms it can take or starting from the consequences it has had on the lives of the very young victims, of which we come to know through the media, when it is too late. Among the forms of bullying, what passes through cyberspace is more latent and fleeting to the possibilities of intervention and support that society can activate. A physical sign of violence can be visible and readable from people closer to the victim: family, friends and school. It unleashes reactions and active alerts, meanwhile the actions that happen online are hard to notice, and if they are, they are not considered serious enough (because usually they have no physical repercussions) to activate a protective system and collective support, allowing it sometimes to gradually have a definitive impact on the lives of those who suffer. The motivation for a lack of intervention in schools, except through the tool of awareness with information, is often a necessary choice for the awareness of the fragility of any approach that is not systemic and therefore structured and involves a whole range of actors such as family, class group, friends and peers outside the school, as well as the legislative instruments. Instruments that are available to the referential person for cyberbullying are not always available and that often goes beyond the boundaries of the proper mandate and the possibility of real intervention.

However, there are synergies and methods of intervention that often see external educators and facilitators (in Europe youth worker) build pathways with schools and teachers and functional synergies to prevent and combat the phenomenon, while using global collective communication tools, it takes interventions that have to be locally constructed and implemented to be effective. The same concept of virtuality should be reconsidered in the case of cyberbullying, because the social reference world of adolescents is limited and therefore the impact, even a small one, can be all-encompassing on the life of the victim.

If you then broaden your vision and abandon the search for the cyberbully, to get to the reconstruction of the conditions and reasons that moved him, it might not be so strange to find that he himself has been a victim of bullying. The choice of schools in which to intervene with this method of intervention will therefore be based on the existence of these conditions and the availability of its internal resources (teachers) to interface with the proposed activities, so that when cases emerge, the students can have a safety net to be

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11. TOOLKIT entrusted with a treatment that goes beyond the limits of the intervention proposed in this guide and the European project from which it derives.

11.2 THE EDUCATIVE APPROACH INVOLVED IN THE IMPLEMENTATION OF THE ACTIVITIES IN SCHOOL...

The intervention method proposed by the ON LIVE project focuses on tackling the problem of cyberbullying going directly to the source, or among the young people who are most involved, proposing non-formal education activities that can pass along information, stimulating the analysis of their context of reference and increase their awareness, in order to increase their tools for proactive adoption of behaviours that limit the spread of, or even contribute to countering the abuse.

The educational approach adopted for the structure of the interventions is that of non-formal education. Quoting from the definition of UNESCO in 1997, non-formal education can be defined as any organized and sustained educational activities that do not correspond to the definition of formal education. Non-formal education can take place both within and outside of educational institutions. Based on country contexts, it may cover educational programs for adult literacy, basic education, out-of-school children, life-skills, work-skills, and general culture. Non-formal education programs do not necessarily follow the “ladder” system and may have differing durations and may or may not have certification of the learning achieved.

The methodological context from which the activities studied for the workshops at schools and for the traning pathway for peer educators are derived stemms from active methodology.

The active methodology is based on learning by doing, experimenting situations or activities meant to encourage individual and group reflection, and of the individual in/within the group.

In a process of human growth towards the increasing self-awareness, the active methodology allows the participants to learn about themselves. A process based on the interaction with the group through a continuous input and feedback exchange. The participant is thus not “an empty box” using the training to get full of contents; but s/he assumes an active role for him/herself and for the other people involved. Every proposed activity (simulations, games, knowledge games, sharing in small groups…) mainly aims at building, together with the participants, an experience that can become an idea, a metaphorical bridge towards new activities and future experiences, keeping on growing and exploring. The active methodology refers to the development of the human being, as a process without a specific age span but as a continued evolution, based on lifelong learning.

11.3 FACILITATION AND VALUE OF CO-LEADING...

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W

ithin a context of active methodology, the facilitator has at his disposal a wide range of more or less structured didactic tools; We can cite the work in small groups for discussion and comparison with personal experiences, the frontal lesson for orientation and specific information as well as for the management of moments of plenary meeting, case studies for the study of specific situations on the basis of experiences really lived by other young people, role-play and simulations to provoke identification processes in plausible situations which, by analogy, can increase awareness of personal resources and limits in different contexts, movement and activation exercises (energizers) and creative activities which stimulate the use of other communicative codes besides words and enrich the quality of the information available to the group.

The common experience of the group of participants is represented by the activities that are proposed and that act as a stimulus for the participant to reflect on their reactions, on their way of relating to others and the topic addressed, collecting, through sharing, also the reflections of other participants. In this case, the circulation of the points for reflection is facilitated, supporting, if necessary, their systematization and abstraction in terms of analysis.

In this way, abstraction allows participants to grasp those elements that are useful for their learning, for the deepening of the theme and for the greater awareness that follows from it. The action in this case goes beyond the confines of the intervention and represents the conscious choice that the participant will decide to make of what he has learned during the proposed intervention, when certain dynamics should arise again. The training environment proposed aims to create atmospheres and conditions of trust, where there are nonviolent, non-competitive attitudes, where one does not judge and where one asks everyone, even in different roles, to become aware of what he is feeling without feelings of guilt or fear. The activities will therefore be carried out in such a way, in the absence of judgement, starting from the trust that is given to each person, starting from respect for every opinion or emotion; the reactions and the consequent responses, individual or group, do not generate judgements, but become the object of careful evaluation, of listening, of respect, of self-evaluation.

One methodological choice of the ON LIVE project, both because of the sensitivity of the topic and because of the extremely structured environment in which it operates, is that of co-conduction, an aspect that is the subject of international mobility that has gone to compose 3 international teams dedicated to carrying out the activities. The advice of this guide is therefore to follow up this methodological and operational approach when preparing to implement the ON LIVE method of intervention.

The choice of co-leading is undoubtedly more wasteful in terms of energy and time dedicated to preparation, but we believe that, together with the need to build a basis for intervention at the systemic level that can accommodate the effects and follow up support, it can bring multiple benefits such as: • To share a single common objective, sharing roles and responsibilities. • Perform an observation role of the group in parallel with the management of the activity.

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11. TOOLKIT • Focusing energies on adapting activities as new needs and interests arise to be explored by the group.

• Encourage the attention of the participants through an alternation of voices in the conduction.

• Provide individual support in the event of a crisis, while maintaining the focus on the group.

• Enhance gender diversity in the management team.

• Enhance the diversity of skills and styles within the management team.

Attention must therefore be paid to the construction of the management team by enhancing, where possible, the characteristics of individuals beyond the educational or training background of individuals, but noting the areas of competence as: • Communication • Creativity • Organization • Motivation • Proactivity • Conflict management • Feedback skills • Positivity • Reliability • Reflexivity

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T

he facilitation team will work with class groups of students between the ages of 14 and 15. In this guide we have identified and suggested activities (toolkits), organized and described so as to be effectively applied, adapted and customized according to the characteristics of the participants with whom we are interacting and based on the situation that the ON LIVE questionnaire on cyberbullying will return to the facilitators/ conductors of this process, also through the reading of the analysis matrix and to a whole series of evaluations carried out on the class group coming from the teachers involved in the process. This chapter will consider different elements useful to the team to prepare, bringing their reflection on the aspect of the choice and development of the activities to be proposed on the basis of considerations related to: • Critical elements indicated or not by the ON LIVE questionnaire on the possibility of the existence of cyberbullying activities in the social environment of the people involved in the class group, or even persistent within the class group itself.

• Elements linked to the analysis of the previous knowledge of the group and its members by the reference teachers • Elements linked to the competences of the facilitator group such as professional and experiential background and complementarity between them, as well as familiarity and personal propensity to use a particular technique or dynamic suggested by the intervention module.

Among the initial considerations that should guide the creation of the workshop is that these interventions were not requested by the students and that they will take place within the school environment, dimensions that need attention in their structuring. It will therefore be a guide for the development of a laboratory with the aim of raising awareness (knowledge) and countering (awareness in the choice of their behavior) cyberbullying.

Intervention carried out in a deliberately un-equipped space focused on peer learning, where reflexive experience will be promoted, an intentional attempt to grasp the ways in which actions and consequences are connected, to discover the links that connect them.

The proposed workshop environment will be based on a balanced pedagogical attention between the components of learning by doing and critical thinking, thus creating the conditions for “acting and interacting”. A listening context in which the students are the protagonists of what Dewey would define as a reflective experience, focused and guided by a common purpose in the group, reaching a conclusion and pushing in the direction of

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12. INTERVENTION STRUCTURE FOR WORKSHOPS the investigation of oneself and one’s behaviour (dictated by mental attitudes), in which one actively tries to understand and connect the content with one’s own experience and knowledge, thus contributing to the dynamic expansion of the object of confrontation in the group, cyberbullying.

A cross-laboratory method will make use of the visual matrix of comics. The humanoid characterization of subjects that will visually represent the roles and attitudes of identified cyberbullying, will be gradually replaced by the evocative cybermechanical trait in those who are most involved, involuntarily or voluntarily, up to the cyberbully. The comic book characters will not only make it easier for students to recognize possible roles in cyberbullying, but will also allow a comparison of possible interactions, especially using “non-verbal” expressions codified by the world of comics and therefore internationally understandable and close to the reference target group.

The activities suggested and studied specifically for these workshops can thus take their cue, start and/or end with the so-called “comic strips” in jargon in the field of comics, condensing and making the participants’ conclusions transmissible to the outside world.

Each workshop includes 3 different moments of activity in the same class group and the introduction and use of comics and the ON LIVE questionnaire in the first meeting. For the following 2 interventions you can choose to apply, adapt and complete the activities, being able to change the number and combination of those to be proposed, thus being able to follow the inclinations and characteristics of the group, as well as its times of reflection.

Therefore, the common structure that the workshop will follow, and which will be repeated as the implementation protocol for each of the workshops is realized, is the following: 12.1 PREPARATION...

Creation of the conditions for the proposal of workshops with schools, including the verification and possible activation, if not already present, of a systemic network of support for interventions as already discussed in the first chapters of this guide. Collection of reports on information relevant to the effective construction of the workshop(s) from the teachers responsible for the class.

12.2 INVESTIGATION...

Administration phase in the reference class of the ON LIVE questionnaire with the use of the comic book facilitator tool. Processing the data and identification of possible activities with an appropriate consideration between the results of the application of the analysis

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matrix and the reports/information from the teaching staff.

12.3 IMPLEMENTATION..

5 workshops lasting 3 meetings each (1 hour, 2 hours, 2 hours) to raise awareness and combat cyberbullying. The workshops in each country will involve 5 classes of students aged between 14 and 15 in secondary schools. The class group is estimated to be between 20 and 25 participants. The workshop will be organized on several interventions at school in the same class, in order to facilitate its integration with the teaching for a total minimum duration of 5 hours. They will be conducted by a team of 2 components; content and activities will be selected and adapted on the basis of the IO.2 intervention module.

12.4 BEFORE TO START THE WORKSHOPS....

Before proposing the administration of the questionnaire, ask for an appointment with the Headmaster and explain the aims of the project and the purpose of the questionnaire.

Clarify that the aim is to inform children about the characteristics of cyberbullying, investigate the role played by children with respect to some specific types of cyberbullying, also noting the frequency with which the phenomenon is highlighted during the school year.

Assure the Headmaster on the willingness to use the tool to better understand how the children are at school, their relationship with adults (parents, teachers, other school staff) and the strategies that they consider appropriate to combat cyberbullying. Highlight the fact that the questionnaire is anonymous and will be administered by specialised staff outside the school. Suggest that it would be appropriate to inform families that the school will be involved in the ON-LIVE project and that the questionnaire is the first useful tool to help children understand the characteristics of cyberbullying. It should be clarified that the questionnaires will be developed separately for each class and it will be possible to provide teachers with general information on the results.

Ask the Headmaster to appoint a teacher who is the Institute’s contact person for the project in order to facilitate the flow of information and organise the administration of the questionnaire in the various classes involved. The name of this person could be indicated at the end of the questionnaire to help the students who need to learn more about the topic.

After receiving authorisation from the Headmaster, set up an interview with the teacher in charge to illustrate the project and agree on a timetable for the administration of the questionnaires.

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Below are some indications to identify the most appropriate time for administration in the different classes involved.

12.5 WHEN TO PROVIDE THE QUESTIONNAIRE...

• Submit the questionnaire during times that do not coincide with the subjects that the students are more likely to prefer (Physical Education and Sports, Arts, Music…)

•

Do not submit it just before the breaks or before the end of the hour, so you can avoid the students from getting distracted and/or stop filling the questionnaire.

• Submit the questionnaire at the same time if more classes have been selected in the same school. It is not possible to submit the questionnaire for people who were absent, because their answers might be influenced by the fact that they will be talking with their classmates beforehand.

• Give priority to the hours of teachers willing to accept the study to prevent them from urging the students to complete the questionnaire quickly to be able to resume their lesson.

• Take care that students do not voluntarily extend their given time just to avoid taking lessons.

• The questionnaire should engage the class for 30 minutes at most but it is best not to urge students to conclude in any way because everyone has their own time, especially if the contents of the questionnaire directly relate to their personal experience.

12.6 FIRST INTERVENTION (1H)...

The ON LIVE questionnaire is a survey tool, an ad hoc questionnaire, aimed not only at detecting situations of latent cyberbullying, but also at accompanying students aged 14-15 to increase their awareness of often involuntary roles assumed in the propagation and implementation of cyberbullying actions. An instrument accompanied by guidelines for its administration that support its careful and considered use, as well as the treatment of any cases that emerge already in this phase, completed by a matrix of analysis of the results emerging in the micro (group) and macro (school), on which to calibrate possible interventions.

It is very important to read the questionnaire carefully before administering it and to

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12. INTERVENTION STRUCTURE FOR WORKSHOPS follow the instructions given in this section carefully. Prepare a sufficient number of photocopies (foresee two or three more copies for possible filling out errors) and distribute them to those present, inviting the students not to write anything until they are told that they can start the filling out.

Present the tool saying: “This questionnaire is administered in different schools in some European Union countries (on request you can give more information on the countries involved) and we need to know your experience with cyberbullying. We will soon read together a series of definitions that will help you to better understand the characteristics of this phenomenon.�

Read the initial instructions out loud, reassuring students about anonymity and respect for privacy. Make it clear that, if there are questions you do not want to answer, they can be left blank but it would be helpful if they could answer as many questions as possible. Highlight that it is important that each of them responds with the utmost sincerity, without talking to other comrades. Remind them to refer to the period from the beginning of the school year to the present day.

If someone asks to be able to talk about episodes of cyberbullying which occurred outside the school, tell them that they can talk about it with a reference adult (as indicated in the final part of the questionnaire) but that, within the questionnaire, they should refer only to the experiences related to the world of school. It is important to motivate them to do this by explaining to them that only in this way is it possible to organise any support interventions within the school. If someone needs clarification, they can ask questions that need simple and clear answers; when everyone is ready, invite them to write the date, school, class, gender and age in the appropriate section and, going through the desks, make sure that everyone has done so.

Read aloud the definition of cyberbullying and the eight types, if there are words or phrases that the students can not understand, you can give examples to better explain the meaning. If everyone has understood the explanations, the second page can be filled in with a single answer for each question. Explain to the pupils that they can place a mark or cross on the small square corresponding to the chosen answer. If they have any doubts about the answer to give, make it clear that there are no right or wrong answers but that they should indicate the one they feel is closest to their experience. Specify that everyone must fill in the questionnaire autonomously, avoiding talking with their peers. If necessary, go to the school to check that the students do not talk to each other during the administration.

When they have completed the second page, the pupils should be asked to read the instructions carefully before completing the following pages. Clarify that in the tables (A, B, C, D and E) it is possible to give more answers indicating what they have done in the face of certain episodes of cyberbullying and how many times it has happened since the

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beginning of the school year to date. It is important to periodically remember to refer to this time interval to make sure that the children take into account the entire period.

The final part (fourth page, section F), provides for the collection of information on what the children think should be done to help a victim of cyberbullying. This section is very important to understand their point of view about the possibilities of preventing and fighting the phenomenon; it is important to motivate them to give all the answers they consider adequate and useful for this purpose. There is no limit to the answers that can be given, but if some students have difficulty in choosing them, explain to them that it is appropriate to select those they consider most important and effective in their situation.

At the end of the administration, proceed with filling the data collection form that follows.

DATA COLLECTION MODULE (To be filled in at the end of questionnaire submission) DATE _________________ SCHOOL _______________________________________________________ CLASS ___________ NUMBER OF STUDENTS PER CLASS: ___________ NUMBER OF STUDENTS THAT WERE PRESENT DURING THE SUBMITTING OF THE QUESTIONNAIRE ___________ DO YOU THINK THAT SOME STUDENTS HAVE NOT ANSWERED SERIOUSLY TO THE QUESTIONNAIRE? YES NO IF YES, HOW MANY? ________ ARE THERE SPECIAL SITUATIONS THAT YOU BELIEVE SHOULD BE REPORTED, SUCH AS STUDENTS THAT TALKED TO EACHOTHER FOR A LONG TIME, STUDENTS WHO HAVE HAD DIFFICULTIES IN ANSWERING THE DIFFERENT QUESTIONS, INTERVENTIONS AND/OR COMMENTS BY THE CLASS TEACHER, OTHER? (PLEASE SPECIFY)________________________________________________________ Filling the questionnaire should engage the class group for about 30 minutes but it is good not to ask the students in any way to conclude because everyone needs to take their time, especially because the content of the questionnaire directly concerns their personal experience. It is up to the team to decide if they want to use the comics in this phase, producing them and sticking them on the wall while you explain the questionnai-

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12. INTERVENTION STRUCTURE FOR WORKSHOPS re. It depends on weather or not you think that it might help increase the efficacy of the submission by visualizing the roles tackled in the questionnaire or to use them to lead an introduction to the next 2 sessions.

12.7 DATA PROCESSING AND ATTENTION AREAS...

Using the data processing matrix developed by ON LIVE, it is possible to insert the results of the questionnaires and automatically obtain summary graphs that give an overall perception of the class group. Both numerical data and graphs can be good indicators for tracing a position of the management team with respect to which activities to adopt among those suggested by the toolkit. If the perception of a group, for example, is that there are cyberbullying activities, while some elements take the opposite side, it is highly probable that the denial in this case comes from the cyberbully and any of his or her helpers, as well as from the victim. It may be useful to refer to the session dedicated to the macro analysis of the data coming from the ON LIVE test survey carried out on more than 600 students in 3 countries, to acquire an analytical view of the results of the questionnaire during the first intervention, although it is worth remembering that it is a macro reading while in this case it is micro.

Other important elements of analysis come from the data collected by the teachers using the information form provided during the preparation. If the group works well together, you can choose more group activities, while a critical situation that suggests the presence of cyberbullying can make it clear it might be better to carry out more individual activities at the beginning and then move on to activities in a small group, once you know the participants involved better and there is a certain level of security that the participants are not involved in dynamics of cyberbullying amongst eachother. The modalities of participation and sharing in plenary can also change if participans have special educational needs, and the more physically dynamic activities must take into account the possible physical limitations of some members of the group.

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12.8 SECOND INTERVENTION (2H)...

The second objective of the ON LIVE workshop is to analyse together with the participants the dynamics and the effects that the various actions of cyberbullying can cause.

Through the proposed activities the students will be able to analyse: the profiles of the characters, the modalities of action, the effects they produce and how to recognize them.

The activities that have a more “practical” development, such as activities n. 2, 3 and 4 are recommended for class groups in which there is not an evident harmony, there is a feeling of shyness, the youngsters are not very inclined to dialogue and the exchange of ideas and group reflection. Less practical activities, such as activities 5 and 6, are recommended for those class groups in which it is easy to build a debate and a common reflection led by the youth worker.

12.9 THIRD INTERVENTION (2H)...

The proposed activities aim to work on a level of in-depth study, which allows each participant to arouse greater awareness of this phenomenon. During this intervention the observation and analysis by the youth worker will be very important with respect to the activities carried out in the intervention 2. Activity 7 is recommended in a class group that does not show clear references to the phenomenon, so the dramatization of an act of cyberbullying does not risk endangering a possible victim or “exalting” the potential bully, but “putting yourself in the shoes of” allows a deeper reflection that questions each child about his emotional reaction in a similar situation and at the same time it sensitizes it. Activity 8 is recommended for a close-knit class group with a good level of debate and analysis of the situation being proposed. Activity 9 is recommended in a class group that does not present particular references to the phenomenon, but which shows interest in the role of the defender or which is particularly suitable for the work of awareness and help in prevention.

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1. Thoughts, feelings and actions.

SessIoN 1

complexity

60 MIN.

15-30 pax

Introduction

In this session, students will discover the roles and characteristics that define each of the actors involved in a cyberbullying situation by relating them to their respective thoughts, actions and feelings. The aim is for the students to be able to empathize with each of the actors.

ObjecTIVES

• To make students aware of the preconceived ideas and prejudices they have about each of the roles.

• That students empathize with the different actors involved in a situation of cyberbullying.

• Discover the thoughts, actions and feelings of each of the main actors in a cyberbullying situation.

considErations

Materials

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• Definitions of the types of cyberbullying and comics that represent each of the typologies.

• Comic book characters with their thoughts, actions and feelings.

• Scissors, glue and white paper.

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

Evaluation

1. Groups of maximum 5 participants per group are formed with some group creation dynamics. (5 min.)

2. 1 or 2 roles (attached in the activity support material) are distributed to each of the groups depending on the number of groups created. (5 min.)

3. Each of the groups will have to write down, in the respective roles they have been given, what they believe each of the roles THINKS, FEELS and DOES (20 minutes) 4. Each of the groups should present their role(s) to the rest of the class. (20 minutes). You can do it the way you want (through a short theatre scene, reading it, etc....)

5. Once all the groups have made their respective presentations, the facilitators should clarify misspellings or complete the information presented by the students (10 min.).

The evaluation is carried out on the basis of the representation with the comic strips and to the extent that it comes close to reality or to the “correct definition�.

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DefenDER

I THINK

I FEEL

I DO

CYBER-BULLER I THINK

I FEEL

I DO

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12. INTERVENTION STRUCTURE FOR WORKSHOPS SUPPORTER I THINK

HELPER

I THINK

I FEEL

I DO

I FEEL

I DO

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INDIFERENT OBSERVER

I THINK

I FEEL

I DO

FRIGHTENED OBSERVER

I THINK

I FEEL

I DO

12. INTERVENTION STRUCTURE FOR WORKSHOPS

VICTIM

I THINK

I FEEL

I DO

PEER

I THINK

I FEEL

I DO

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2. Build a story

SessIoN 2

Introduction

ObjecTIVES

complexity

90-120

15-30 pax

Students will have the opportunity to create a comic book story with the pre-generated characters that are included in the support material. The aim is for students to reflect throughout history on the mechanisms that give rise to cyberbullying, to get to know and put themselves in the shoes of the different actors and to reflect on the solutions to the different types of cyberbullying.

• Reflect on the different mechanisms that give rise to a situation of cyberbullying.

• Know and empathize with the different actors involved in a cyberbullying situation.

considErations

Materials

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• Definitions of the types of cyber bullying • Characters from the comics to be cut out • Scissors, glue and white paper and colours

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

Evaluation

1. The class group is divided into small groups of no more than 4-5 people (5 min.).

2. Each group is assigned a type of cyberbullying with its corresponding written definition. At this stage, students should read the definition as a group and ask questions. The facilitator will clarify at this stage the possible doubts of the students about the different typologies.

(10 min.)

3. The students will receive a model with different types of vignettes (see support material) and the different comic characters that they can cut out and introduce to the story. With this material they should prepare a comic book story recreating real situations of the kind of cyberbullying that they have experienced. In addition to the cut-out characters, they will be able to draw anything that is missing or necessary for the story. (30 min.)

4. Presentation of the comic by each group (15 min.)

The evaluation is carried out on the basis of teamwork, the creativity of the scenes and the content of the text. Some non-formal evaluation dynamics (the target, the atoms, the corridor...) can be used.

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3. Keyword

SessIoN 2

Introduction

ObjecTIVES

considErations

Materials

178

complexity

60 MIN.

15-30 pax

It is important for students to know in detail the characteristics that define the actors in a cyberbullying situation. This will allow you to better understand the motivations of each of them, the background they hide and how they can act in a situation of cyberbullying.

• Identify key actors in a cyberbullying situation.

• Know and understand the motivations of each of the actors in a cyberbullying situation.

• It may be useful to take into account what the learners say during the game and use this in the reflection to guide them to the correct definition of roles.

• Card with roles of actors • Posters and colours

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

1. The facilitator appoints 6 students from the class. He then invites them to hold a comic book character corresponding to each of the actors on their foreheads without looking at them.

2. The rest of the students in the class will help with gestures (that do not contain the words closely related to the actor in particular) so that the 6 students can guess the actor they have on their forehead.

3. The class group is then divided into small groups, each of which is assigned a different role.

4. Each group should write keywords around the drawing of each actor that characterize that particular actor.

5. Afterwards, each group will read aloud the words they have written together with the corresponding actor.

6. The Facilitator will clarify doubts and finally read aloud the characteristics of each of the actors.

Some non-formal evaluation dynamics can be used.

Evaluation

179

4. Empty vignettes

SessIoN 2

Introduction

ObjecTIVES

complexity

60 MIN.

15-30 pax

It is important that students reflect on possible solutions to detected cases of cyberbullying and at the same time learn about the various support systems and resources that exist in schools and outside them that could be useful in helping to resolve or mitigate a situation of cyberbullying.

• Reflect on possible solutions to specific cases of cyberbullying.

• Identify types of cyberbullying.

• Know resources and support systems in case of detecting cyberbullying.

considErations

Materials

180

• Comics of cyberbullying typologies.

• Blank Vignettes • White paper, erasers, scissors, colors

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

1. The class group is divided into small groups of 4-5 people. (5 min.)

2. Each group is given a comic relating to one of the 8 types of cyberbullying that exist along with a copy with several blank bullets. (2 min.)

3. Students will be asked to continue the comic they have been given using the blank vignettes in a way that reflects what they think the victim should do or what the logical next steps would be to try to find a solution to the cyberbullying situation. These vignettes can be subdivided into others or even more blank bullets can be added as needed for each group. (30 min.)

4. Each group will present their vignettes to the rest of the class (15 min.)

5. The facilitator will make a brief presentation of existing resources and systems that could be useful as support in cases of cyberbullying (see the resource section of the guide).

Some non-formal evaluation dynamics can be used.

Evaluation

181

5. Mixed vignette

SessIoN 2

Introduction

ObjecTIVES

considErations

Materials

182

complexity

60 MIN.

15-30 pax

It is important for students to reflect on those actions (or inactions) that contribute to promoting or carrying out an act of cyberbullying. In this activity we will delve into the mechanism(s) involved in a situation of cyberbullying from the outset.

• To make students reflect on all the actions that contribute to the performance of an act of cyberbullying.

• Make them understand that even a small, seemingly insignificant action is involved in the persormance of a violent act.

• Avoid influencing children with their own opinions on the sticker given to the group.

• If the facilitator notices that wrong meanings have been attributed to scenes or characters, he starts a reflection with the class group.

• Vignettes with different situations • Images of the comics characters • Posters, glue and scissors

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

1. Students are divided into several groups of 4-5 people 2. They are given the vignettes of the different types cut out and mixed.

To make it a little more complicated, 2 or 3 typologies can be given to each group.

3. Groups are asked to place the comic strips in the order they think is correct to reconstruct the typology.

4. Presentation of the comics of each group 5. They are asked why they chose that order.

6. If the facilitator realizes that incorrect meanings have been attributed to the scenes or characters, begin a reflection with the class group.

The session can be evaluated based on the class group’s response

Evaluation

183

6. Short play/drama

SessIoN 3

Introduction

ObjecTIVES

considErations

184

complexity

60 MIN.

20-25 pax

Dramatization is a very powerful method for students to reflect on the characters they embody by helping them to empathize with themselves and to make decisions that their own characters would make. In this way, this activity will help us to make students more aware of the different roles involved in a cyberbullying situation and will help them to “put themselves in their shoes”.

• Acquire the ability to recognize the different forms of cyberbullying • Identify the importance of the action of each actor (both positive and negative) involved

• The evaluation is carried out on the basis of dramatization if the comic strip representation comes close to reality or the “correct definition”. Some of the known dynamics of non-formal evaluation can be used.

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

Evaluation

Materials

1. The group is divided into small groups of 4-5 students (3min.)

2. Each group is given one of the 8 types of cyberbullying available (2 min.)

3. Each group will have about 20 minutes to prepare a short 3-5 minute skit based on the typology given.

4. Each of the groups plays a role-play for the rest of the students (25 min.)

5. A space will be opened for discussion and reflection between facilitator and learners. The facilitator will resolve doubts and correct any errors that may have been made in the representations and, if necessary, the definition of the typology and the roles of the different actors will be rectified.

The evaluation is carried out on the basis of dramatization if the comic strip representation comes close to reality or the “correct definition”.

Some of the known dynamics of non-formal evaluation can be used.

• Definitions of the types of cyber bullying • Comics characters to cut out • Scissors, glue and white paper

185

7. Identity card of...

SessIoN 3

complexity

60 MIN.

15-20 pax

Students work in small groups.

Introduction

ObjecTIVES

considErations

Materials

186

• Know the characteristics of the individual actors involved in an act of cyberbullying • Reflect on the consequences that the action of cyberbullying also causes on the actors themselves.

• Avoid influencing pupils with their own opinions on the comics given to the group

• Paper cards with the “actor” characters • Paper

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

Evaluation

1. It is an activity that can be done individually, in pairs or even in small groups. The format to be used will be decided by the facilitator, depending on the characteristics of the group and the time available.

2. The facilitator distributes the sheet, attached in the support material for this activity, with the corresponding “actor� character along with a series of words relating to feelings, consequences and actions. Each group/student receives a different actor. If it is done individually or in pairs, actors can be repeated.

3. The students must choose the words associated with the actor that corresponded to them.

4. Each student, couple or group presents their actor and the words with which they have been associated.

5. After each presentation the facilitator will explain whether the words associated with the actor are correct or incorrect and give a more extensive explanation if necessary.

The session can be evaluated using some familiar informal assessment dynamics. The facilitator will highlight those aspects of the session that you wish to evaluate.

187

8. Who is “the defender”?

SessIoN 3

Introduction

ObjecTIVES

considErations

Materials

188

complexity

60 MIN.

15-20 pax

One of the key actors in mitigating or preventing cyberbullying or supporting the victim is the defender. It would therefore be appropriate to use this activity in the classes where the topic of prevention is to be discussed most (because the context allows it).

• Raise awareness and explain the importance of the defender in a situation of cyberbullying.

• Explain how the defender can act and help the victim without creating danger to himself or herself.

• Avoid influencing pupils with their own opinions on the comics given to the group

• Strip of complete vignettes • Empty vignettes where to insert the defender • Paper, scissors and glue

12. INTERVENTION STRUCTURE FOR WORKSHOPS step by step

Evaluation

1. Divide the class group into small groups of 4-5 students.

2. Distribute the comics of the cyberbullying typologies among all the groups. Each group should have a different typology.

3. Students in each group will then be able to add new cartoons to the comic strip, including the role of the defender, so that they can change the storyline or the flow of the story to a possible solution. Students can add, superimpose, and alter the comic strips of the given comic.

4. Each group will present their comics to the rest of the class. The facilitator, after each presentation, will correct, explain or add information about the content of the presentation if necessary.

5. At the end of the session, the facilitator explains the importance of the defender and provides students with instructions on how to act and whom to contact to report an act of cyberbullying (see the resource section of the guide).

The session can be evaluated using some familiar informal assessment dynamics. The facilitator will highlight those aspects of the session that you wish to evaluate.

189

1. FLAMING

13. COMICS BY TYPE OF CYBERBULLYING

190

2. Harassement

13. COMICS BY TYPE OF CYBERBULLYING

191

192

3. denigration

4. Impersonation

13. COMICS BY TYPE OF CYBERBULLYING

193

194

5. outing/trickery

6. exclusion

13. COMICS BY TYPE OF CYBERBULLYING

195

196

7. CYBERSTALKING

8. cYBERBASHING/HAPPY SLAPPING

13. COMICS BY TYPE OF CYBERBULLYING

197

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING PATHWAY

P

eer education is an educational strategy aimed at encouraging communication among teenagers by reactivating the exchange of information and experiences within the peer group. This practice - already successfully used in the Anglo-Saxon world for the prevention of HIV infection - has been adopted for some years, especially in the school context: this is a comprehensive approach to prevention involving close integration between adults and children, between information vertical and horizontal, thus promoting a constructive dialogue between the different generations. Peer education implements a dialogue that travels on two different but strongly linked trajectories, united by the same contents and objectives. In peer education, communication and information occur in a horizontal dimension, that of the peers and of the young people to whom they are addressed: young people close by age, culture, interests and experiences, assailed by the same doubts, by a thousand teenage fears and eager to find an answer or even help. Then they move into a second dimension: the vertical dimension, which is achieved thanks to technically skilled and expert people, who transmit contents and, above all, integrate the peer in the effective management of groups and communication. Precisely this dual dimension is the key to the success of peer education, a link between two often-distant worlds: that of young people and adults, who are not always able to interact, to dialogue and to communicate. Activating peer education processes means encouraging the development of skills and awareness among adolescents in order to redefine roles and relationships within the school, and also in the community, seeking, however, new forms of youth participation.

The training course for peer educators proposed by ON LIVE is a model of prevention and socio-educational intervention based on an active methodology. It integrates methods and techniques of Peer Education with the approaches of Media Education and is based on the common objective of empowerment of the subjects and groups involved in the processes in function of the development of critical awareness and responsibility. The result is an innovative form of educational presence and prevention. Digital media, especially social networks, become a space and an intervention tool thanks to the activation of widespread social skills. The result is the formation of a new generation of peer educators, able to overcome the dichotomy between interventions in real life and online.

The intervention module is addressed at students aged 16 to 17, involved in a training course for peer educators in the field of cyberbullying. It is defined as a map of activities organized and described by target areas in order to be effectively applied, adapted and customized according to the characteristics of the participants with whom you are interacting. The identified target areas will support the development and deepening of content and skills, fostering

198

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PATHWAY

proactivity of the participating students in contributing to the fight against cyberbullying in a dual key: Fonctionnelle (sensibilisation), c’est-à-dire soutenir ceux qui sont responsables du cyberharcèlement pour les jeunes élèves dans leur école, introduisant en fait une composante relationnelle entre pairs qui favorise un dialogue et un flux d’échanges plus ouverts et sans les inhibitions naturellement causées par les rôles, la différence d’âge et l’environnement scolaire.

Functional (sensitization), that is, to support those responsible for their school for cyberbullying towards younger students, introducing in fact a relational component between peers that favours a dialogue and a flow of more open exchange and without the inhibitions naturally caused by roles, age difference and school environment.

Perspective (prevention), or in other words, representing, because of their age and because they still attend the same school system, a permanent resource of real proximity and physical presence, both for the potential victims of cyberbullying and for the teachers themselves who are referral points for cyberbullying at school, who can continue the path of involvement of peers even after the end of the ON LIVE project, making it become a systemic element. The peers, as part of the preparation process, will also deepen the digital skills and strategies of dissemination and viralization of original information content on a local scale, based on comics specially made for the project, thus performing a function of prevention of the phenomenon online as well.

The group of participants can be made up of people from different second grade schools (16-17 years) and will be based on the assumption that participation takes place on a voluntary basis or at least agreed with the teachers of the school of origin, with which the partners of the ON LIVE project will also agree on a form of recognition for their work according to the local level and the school system.

The module will unfold in different target areas: • Peer education: encourage the development of skills and awareness among adolescents in order to redefine roles and relationships within the school, and also in the community, seeking, however, new forms of youth participation.

• Media education (media education): Methods and tools, as well as characteristic language and formats, with particular attention to media. Digital skills and the conscious and critical use of technology in the information society. Awareness of the risk and limits of its application (risk awareness panic).

199

14.1 TOOLKIT FOR THE TRAINING PATHWAY...

The course will be open to a maximum of 15 participants coming from different schools. The small number will maximize the comparison times and allow for in-depth analysis with a strong focus on the needs and interests of the individual participant. The duration of the course will be a minimum of 15 hours and can be built either on a vertically distributed model (e.g. 2.5 days) or horizontally distributed (different afternoons or different mornings), provide interventions immediately consecutive one to another or distributed with a distributed frequency over a longer period of time, depending on the pedagogical and educational needs of the program and the availability of the school to which it belongs. The contents and activities will be chosen and adapted based on local needs.

14.2 FIRST INTERVENTION: CREATION OF THE GROUP...

Objective: to reinforce relations within the peer group The objective of this session is to build a “warmer” and more lively relationship in the peer group, to make the participants know each other, to know their names, to find characterizing elements, and to place all the pre-conditions in order for the group to work well in harmony. In the first part, cooperative activities and games are preferred with the aim of a more superficial knowledge (names, origins, background), then we move on to map the expectations and ideas that the peers have on the job they will do, so as to be able to keep them in mind in the preparation of subsequent training activities; at the end, collaborative problem solving activities begin to put participants “in a situation”, bringing them to live within a playful space, situations of confrontation, and need for collaboration that they will experience during their journey.

In this case it should be kept in mind that, depending on how the group was composed (more people from different classes or a homogeneous group that for the most part already knows each other well), it is necessary, as in all cases, to choose, adapt or replace the activity with other similar ones, depending on the level of previous mutual knowledge.

14.3 SECOND INTERVENTION: TOOLS FOR DIGITAL YOUTH WORK...

Objective: to introduce the first tools for dealing with the digital environment This section introduces the theme of digital so that participants become familiar with issues and controversies related to the use of digital media, and also shows some simple mechanisms for conducting group activities, in a non-formal way. At the end of this session the participants will have a clearer idea of the discussions that can be initiated on some sensitive issues, and they will also have directly experienced

200

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

methods that can already be reused in their interventions, perhaps after simple adjustments or additions to the materials and sheets used to carry out the activities themselves.

14.4 THIRD INTERVENTION: DISCUSSION OF PROBLEMS, OPPORTUNITIES, ETC...

Objective: peer educator This session is necessary in the training process of peer leaders, to, together, problematize the issues related to the role of students as leaders of an educational activity and prevention, to share examples of experiences already made, to start building a model and a common program of intervention. At the same time, it offers a model to be used locally with peers, to motivate them, to make them aware of the problems and issues they may encounter, to give them an initial space to plan and organize their intervention in classes, youth centres, etc.

14.5 FOURTH INTERVENTION: SHAPING THE INTERVENTION OF PEERS...

Objective: to enable peers to use the comics produced for the ON LIVE project and to design completely original and new modifications or versions.

This session is the one in which to provide the latest inputs most related to the specific materials offered by the project (the comics) to support the preventive intervention that has begun to take shape, and in which to think about how to use them. It also offers a small set of possible tools/experiences/methods that can help organize the work with peers. Finally, the various interventions designed are reviewed in the light of local contexts and can be removed/added/modified, which allows it to work better in each individual reality.

14.6FIFTH INTERVENTION: BETA TESTING...

Objective: to accompany the process of developing a peer intervention through support and confrontation with a “benevolent and honest� public.

This session is a general test of what you have designed along the way. The peers will certainly need this test step (and in some cases even a couple of steps ...) while for the participants of this training it will be perhaps less necessary, but in any case, useful to deal with the implementation of what is designed and give themselves the opportunity to readjust - file - reorganize some steps.

201

1. Pistolero complexity

SessIoN 1

20 MIN.

All the group

---

Introduction • Knowing each other’s names

ObjecTIVES ---

considErations

---

Materials

202

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. Participants arrange themselves in a circle with one in the middle. The one in the centre is the gunman or “pistolero” who must hit another at his choice, pointing him/her out with his finger and correctly pronouncing his/her name. If the name is correct the called person must lower to dodge the shot, otherwise he will replace the player in the centre of the circle. If he/she lowers correctly, the two participants on his right and left will challenge each other by correctly pronouncing the name of the other. The one who first pronounces the correct name wins, while the other one has to take the place of the player in the middle who in turn returns in circle to the position of the defeated.

2. It’s useful to have a round of names before the game starts - to make it more exciting, it would be advisable to change places for all participants at least two or three times.

---

Evaluation

203

2. Human Bingo

Sesión 1

complexity

30 MIN.

All the group

---

Introduction • Knowing each other

ObjecTIVES

---

considErations

• Printed bingo cards, pens

Materials

204

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. Every player receives a card with a set of boxes to be filled in, each of which contains a description concerning the other participants. The player must find a participant who satisfies this description and write his name in the square. The same participant may not appear more than once. The number of squares must therefore be equal to the number of participants minus one (the player himself). Characteristics can relate to physical appearance (long hair, tattoos, glasses...) or clothes (yellow stockings, grey shoes, etc.), or life experiences - to allow participants to begin to get to know each other better, so required as who knows how to play an instrument, who has ever been to the United States etc., 2. The requests can also be personalized to introduce elements related to the theme on which the participants will work, such as those who have more than 200 followers on their Instagram profile, etc.

---

Evaluation

205

HUMAN BINGO

206

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

207

3. Expectations complexity

SessIoN 1

40 MIN.

INDIVIDUaL

---

Introduction • Reading of participants’ expectations, contexts and backgrounds

ObjecTIVES ---

considErations

• Post-it’s of at least 3 colours, pens

Materials

208

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. In pairs, the three topics are discussed and each pair produces three post-its - one for each topic - where they report the elements named by the partner. The post-its, then collected on three different posters, are quickly analysed by the conductor.

2. The objective in this case, in addition to offering other opportunities for mutual knowledge, is to return the temperature and pulse of the group to the leader - and this must be made explicit to the participants who receive a tool ready and useful to start the activities.

---

Evaluation

209

4. NASA complexity

SessIoN 1 45 MIN. Introduction

ObjecTIVES

COUPLES

This game was designed and used by NASA in the training of its teams of astronauts.

• It is a question of resolving a problem collaboratively. To make the identification of the participants in the proposed situation more effective, you can introduce the activity with a clip from the film The Martian.

---

considErations

Materials

210

Clip fom The Martian (https://youtu.be/QnUwHP4y3oY), ), pc speakers and video projector to play it, pens, cards needed for an adaptation of the materials found in the SALTO TOOLBOX for Training at the following link https://www.salto-youth.net/tools/toolbox/tool/accident-on-themoon.818/

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

Evaluation

1. After the possible clip, the builder reads the starting situation, i.e. the damaged landing of a spacecraft at a great distance from the point of the expected encounter with the mother ship on the moon. At this point, each participant receives a card that lists 15 objects that have survived the makeshift landing, which each one will have to sort from the most necessary to the most useless.

2. The compilation must be strictly individual. At the end of this step and without having previously indicated it, participants are gradually grouped - typically first in pairs, then triplets, quartets and so on, until they reach a final group all together. The objective and the time remain the same, i.e. to put the 15 objects in order. To increase the pressure on the group it is possible to resort to a particularly pressing timekeeping, and also to introduce the request that the list must be built with unanimous consent of all the participants at each step.

t the end of the activity a guided discussion will bring out the mood of the participants during the various steps, the possibility toor not to start immediately with larger groups, the role of the leader, who with time increases the pressure and makes the process more difficult, up to the theme of the emergence of leaders and the role of leadership in groups, which should be recognized, managed and considered in activities like these.

211

NASA Your spaceship has just crashed on the Moon. You had to meet your mother ship 300 km away, on the illuminated face of the moon, but the makeshift moon landing ruined the ship and destroyed the equipment on board, except for 15 objects listed below.

Your crew’s survival depends on reaching the mother ship, so you have to choose the most important items to take on your 300km journey.

Your task now is to put the 15 objects in order of importance for your survival. Put number 1 next to the most important object, number 2 on the second one and so on until 15, which will be the least important.

________Box of matches ________Food concentrate ________Fifty feet of nylon rope ________Parachute silk ________Solar-powered portable heating unit ________Two 45 caliber pistols ________One case of Pet milk ________Two 100-pound tanks of oxygen ________ Stellar map (of the moon’s constellations) ________ Self-inflating life raft ________ Magnetic compass ________ 5 gallons of water ________ Signal flares ________ First-aid kit injection needles ________ Solar-powered FM receiver-transmitter

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14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

Answers only for us Box of matches

No oxygen to sustain flame, virtually worthless

15

Food concentrate

Efficient means of supplying energy requirements

4

Fifty feet of nylon rope

Useful in scaling cliffs, tying injured together

6

Parachute silk

Protection from sun’s rays

8

Solar-powered portable heating unit

Not needed unless on dark side

13

Two 45 caliber pistols

Possible means of self-propulsion

11

One case of Pet milk

Bulkier duplication of food concentrate

12

Two 100-pound tanks of Most pressing survival need oxygen

1

Stellar map (of the moon’s Primary means of navigation constellations)

3

Self-inflating life raft

CO2 bottle in military raft may be used for propulsion

9

Magnetic compass

Magnetic field on moon is not polarized; worthless for

14

5 gallons of water

Replacement for tremendous liquid loss on lighted side

2

Distress signal when mother ship is sighted

10

Signal flares First-aid needles

kit

injection

Needles for vitamins, medicines, etc., will fit special 7 aperture in NASA space suits

Solar-powered

For communication with mother ship; but FM requires

FM receiver-transmitter

line-of-sight transmission and short ranges

5

213

5. Baffa Baffa

SessIoN 1

Introduction

ObjecTIVES

complexity

90 MIN.

2 sub-groupS

This game was designed and used by NASA in the training of its teams of astronauts.

It is a question of resolving a problem collaboratively. To make the identification of the participants in the proposed situation more effective, you can introduce the activity with a clip from the film The Martian.

---

considErations

Materials

214

• For the cards, the materials in the SALTO TOOLBOX must be adapted at the following link https://www.salto-youth.net/tools/toolbox/tool/ the-island-of-monomulti-3-cultures.257/

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

Evaluation

1. The group is divided into two parts that work in two separate rooms with two different conductors. To date, the group has been given a mandate to simulate the life of a population, subject to a series of very strict social rules. One group will simulate an apparently very empathic culture, based on physical contact, relationship and community life - but which in reality also has vertical and discriminatory aspects, while the other group will simulate a seemingly competitive culture but which also has equal characteristics and equal opportunities.

2. After the groups have introjected the rules of conduct of their culture, the cards with the explanation of the previously distributed rules will be withdrawn and they will let each other play in a group freely for about 15-20 minutes. At this point the conductors without saying anything will begin to bring individuals and then couples into the space of the other culture, giving as the only indication simply to continue to respect their rules of origin. After a period of stay in the other culture you can also return the participants to the original group.

3. Once a good number of members of each group (but not all, to keep different points of view) have experienced the experience of migration, the game breaks down, the group meets and starts a guided discussion, starting from the most superficial and engaging issues (each group reconstruct the rules of behaviour of the other) you can then move on to analyse emotions and personal moods of the participants both during the experience of immigration while watching the arrival of migrant players from the other group.

In addition to being an emotionally involving experience shared by the whole group, it also allows the participants to be easily made aware of the importance of the points of view, obviously highlighting the learning from the revelations of the activity itself.

215

6. Yes but... complexity

SessIoN 1

30 MIN.

2 sub-groupS

---

Introduction

ObjecTIVES

---

considErations

Papers, pens, blackboard or flipchart, chalk or markers

Materials

216

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. The group is divided into two subgroups. The first group will have to discuss and identify, with the widest possible consensus, a precise number of positive aspects why it’s worth using the internet, social networks and digital tools. The other group will have to identify the same number of negative elements and motivations, so using the same instruments could be risky, problematic or dangerous.

2. Each element must be associated with a spokesperson that can explain and motivate it.

3. At the end of this phase the two groups will face a challenge.

4. The starting group will be randomly selected and will present the first reason why it is good or bad to use these instruments. The conductors will reply Yes but... and they will pass the word to the other group, that will have to quickly identify among its already defined points a possible answer, to counterbalance in positive or in negative what was expressed by the first group. Then it will be up to this group to identify one of the remaining topics and expose it, and the leaders with the formula Yes but ... will give the floor again to the other, for a counter deduction extracted from their remaining elements, and so on until all the points are exhausted.

5. The conductor can fix the elements on a flipchart, arranging them in synthetic form and highlighting the links that gradually emerge, in order to obtain a small conceptual map of the positive and negative aspects of the use of digital media at the end of the game, produced by the participants themselves

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Evaluation

217

7. Digital disputatio complexity

SessIoN 2

45 MIN.

3 groupS

---

Introduction

ObjecTIVES ---

considErations

Materials

218

• Any disguise: robe, hammer, bell • Case sheets • Basket or container, if fitted, from which cases can be taken

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. The group is divided into three sub-groups that will impersonate the prosecution, defence and jury. A process is staged starting from a series of given situations (which can be modified or integrated, if necessary). For each situation, the defence must discuss and identify the elements that can exonerate the person at the centre of the situation, while the prosecution must, of course, discuss and identify the elements that oppose it.

2. A representative of both sub-groups should try in turn to convince the jury that their own opinion and that of their group is the correct one, without interacting with the opposite sub-group (i.e. no questions, no clap, no answers, etc.). At the end of the process, the jury may ask questions to each group and then retire to define its verdict.

3. To make the activity more engaging, it would be useful to have togas for the jury, a gavel, bell (there is an app) and respect a codified ritual (standing enters the court, etc.).

4. After the jury has expressed its verdict, a guided discussion brings out the most difficult elements of the work of the subgroups, the most blurred themes and the most ambiguous aspects of the technologies that have allowed / generated the problematic situation.

5. After the discussion, the groups change roles and a new case is analysed

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evaluation

219

DIGITAL DISPUTATIO What to say: introduce the difference between legal/illegal and normal/abnormal: There are illegal behaviors that are however completely normal (statistically). Divide the class into three groups: in turn each group will be the defense, the prosecution or the jury.

What to say: how does the debate work?

First the handler explains the case. Then the parties have a few minutes to gather ideas for the hearing, define their line and choose a spokesperson. The trial begins, the accused and the defence stand up as a sign of respect for the Court and the Jury.

Speech to the prosecution, the prosecution can not ask questions but only uphold his position. So I would like to say a word to Defence. After the harangues the members of the Jury may ask questions, or the Parties may add a short final harangue.

At this point the floor passes to the Jury, which after a short confrontation/council chamber must express themselves. The Jury must pronounce unanimously, but if unanimity is not found, they are allowed to express a majority opinion.

The cases: Download and Streaming Angelo has seen dozens of movies streamed to his mom Barbara’s computer. He also saved some illegally downloaded and copyrighted files. The accused must demonstrate Angelo’s guilt, the defence of his innocence.

At the end you can add some notes on what copyright is.

The Selfie of Marta Carlo is a photographer, and during a trip in the African rainforest he started photographing some animals. A curious monkey, whom we will call Marta, entered his tent and stole a camera, taking a selfie (it’s a real story, on the slides you can find the photo that was taken). Carlo then sold the photo to a magazine, but a disagreement over its payment was born.

The prosecution shows that Carlo was not entitled to be paid, because the photo does not belong to him (i.e. it is not a work of genius). The defense shows that Carlo has the legal right to own and therefore also to sell the photo.

The case was discussed at length at the International Court in The Hague. In the end the Court proved Carlo right: even if it was recognized that Marta’s selfie is NOT a work of Carlo’s genius, it was established that the legislation to be applied in this matter is that relating to the recovery of lost or submerged treasures. In practice, it’s as if Carlo had found a treasure in the jungle: in this case what he finds, pay taxes, it’s his.

The Pin of Discord Daniela received a smartphone as a gift from her mother Elda. Elda claimed to have the Pin of the phone to be able to check it, and Daniela had to accept it. Later, however, Daniela got rid of all the social apps she ins-

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talled on the phone and refused to give her mom Elda the passwords she needed to enter the apps to check on her daughter. Daniela claims that the pact concerned the Pin of the phone, which has not been changed.

Elsa claims that her daughter did not respect the spirit of the agreement.

The prosecution shows that Daniela is wrong, the defence that she is right.

Here, it is important to focus on the ownership of devices, the legal responsibility of parents and so on.

The Barbarians arrive Fernando loves playing Clash of Clans and has asked his father Gabriele to be able to install it on the family tablet. Gabriele also uses that tablet to shop online. After a few months, Gabriele comes to discover that Fernando has used the data of his father’s credit card, saved on the tablet, to make purchases in the game Clash of Clans (head turning figures, even two hundred euros of gems).

The prosecution shows that Fernando is a thief. The defence shows that Gabriel is so grossly lacking in knowledge that he has no right of recourse against his son.

Here obviously the law would punish Gabriele, who did not control his son as his duty.

“It’s a trap” Hacca-A produces a videogame set in the very popular world of Star Wars. Isabella and her friends buy it as soon as it comes out, because they are passionate about space and games. The game is very expensive, but to get it the full game, you need to make several purchases in the app, sometimes in random mode (you know how much you spend, you don’t know how much you have). Isabella takes Hacca-A to court.

The prosecution proves that Hacca-A is not entitled to sell a product with these characteristics. The Defense shows that Isabella has no right to complain about how a company conceives its products.

Obviously, the theme here is that of covert gambling, which is NOT legal.

The unexpected Teofilatto dei Leonzi Luca is isolated from his companions, who consider him boring and unpleasant. In particular, no one is willing to accept him in the facebook and WhatsApp groups of the class. One day Teofilatto dei Leonzi, a cute good very nice and beautiful guy asks to join these groups and everyone is happy to have him among friends.

Soon the deception is discovered and Teofilatto turns out to be none other than Luca himself.

The prosecution shows that Luca is guilty of lying (and even of being a bit creepy). Defense shows that Luca is innocent, indeed a victim.

The Master of the Beast The Beast’s master is called Marco. Marco has invented a social network that spread all over the world and is now so rich that when he thinks about it, he faints.

The prosecution proves that Marco’s money does not come from lawful sources. Let the defense prove that his gains are legitimate.

This is a good opportunity for young people to reflect on the social business model.

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The Witness Nestore is bullied. His two persecutors, Oreste and Pio, create a WhatsApp group and invite Nestore, two others and also Quinto. Quinto does not participate in the persecution of the poor Oreste but reads all the messages. Nestore turns to the police, and a case is opened against Oreste and Pio. Quinto’s actions are discovered and brought to the Court.

The prosecution proves that Quinto is guilty. The defense that he is innocent.

Mom came out of the group In the class group of 1Z Pippo goes home and tells his mother that his backpack is broken because he was spinning and maybe C. was also there, but he doesn’t want to talk about it. The mother goes on the group and makes a big mess, insults everyone and is expelled by the group because she uses bad language.

On Monday the boy returns to school and tears because his classmates tell him that his mother behaved badly with their mothers. Pippo is sad because he can no longer be a friend of C. Dad says you have to ask mum Alberigo filmed Petronio and Raul who beat each other. The mother of Alberigo, after a screaming match, posts the video in the WA group of 1K parents to alert them to the ugly society in which today’s young people live. Alberigo is humiliated when he discovers it, and goes to his father Zaccaria who says: Ask your mother!

•

Final notes

The rituals count, so the legal language, standing up, calling the participants Lawyer or Magistrate or Most Excellent Mr. President of the Guria etc. should be respected.

The Parties should discuss in sub-groups, but in each case only one of each sub-group, should take the floor.

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8. Guided profile analysis complexity

SessIoN 2

40 MIN.

small groups

---

Introduction

ObjecTIVES ---

considErations

Materials

224

• Printed analysis cards, pens, mobile phones of the participants, possibly wifi connection to share.

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

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step by step

1. Small groups choose and analyse a social profile (preferably Instagram, or Facebook) of a public figure / famous and known / appreciated by the entire subgroup, following an analysis card which they need to fill out. The compilation should be done with as much consent as possible from all the participants of the small group.

2. At the end, in a guided discussion, the results of the various items in the sheet are compared, underlining the differences and common elements. The discussion should focus mainly on the concept of profile care, highlighting what CARE means for the participants and how CARE is a profile for the participants, and what information is distributed about them by the profile owners.

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Evaluation

225

10. Brian the onion complexity

SessIoN 2

Introduction

ObjecTIVES

60 MIN.

A simple digital storytelling activity, using instagram pictures / videos and some hashtags. It may be used to open up discussions and increase awareness on how online pictures and video may have impact and leave traces, differences from reality etc.

• Addressing digital education topics (online pictures and videos impact, etc) with a “classic” non-formal education activity, engaging participants and fostering team-building processes. Opening up discussions on controversial topics without directly referring to personal experiences, using the result of the activity instead.

---

considErations

226

small groups

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

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step by step

1. Divide participants in groups of 3-4-5 persons.

2. Be sure that every group has someone with a mobile device with the instagram app installed, using a public profile - or provide them with a pre-created one if they are on private profiles and (correctly!) do not want to open up their pictures to the world.

3. Make every group choose 1 or 2 hashtags which you have previously written on different cards.

4. The hashtag will define the topics of the scenes to be pictured: for instance, #lunchtime, #partyallnight, #youthwork etc etc 5. Put all materials (onions, costume parts etc) on a table, and give them 15-20+ minutes to think about the 1-2 scenes they have to create according to the picked hashtags, create the setting, style up the onion’s costumes etc 6. Ask them to share a picture of the scenes on Instagram, using the hashtag #briantheonion AND the hashtag they picked 7. Display the website websta.me/search or instagram.com on the projector screen, login with your personal instagram account and search for #briantheonion 8. Refresh the page every few seconds, and pictures from the different groups will start to appear!

9. When all pictures have appeared, ask every group to write down 4-5 ideas about Brian The Onion character, his way of acting, what he likes or dislikes, his personality etc.

10. Share the results in plenary, writing the results on a flipchart. Is this the real Brian? Is it not? How we can tell?

11. Open up and facilitate a discussion on how easily labels can be attached to online pictures, what generalisations could be done starting from a single picture, etc.

Evaluation

227

Materials

228

1. Some onions (1 - 2 every group of 3-4-5 participants).

2. Markers, coloured paper, tapes, scissors, glue and everything that could be used to create a costume for the onions.

3. Any kind of other material to turn the onion into a character: feathers, little eyes, small hats, etc.

4. A few mobile devices with instagram app installed (1 for every group of 3-4-5 participants).

5. A PUBLIC working instagram account associated with every app (you can either ask participants to put their profiles as public for a while or provide them with some pre-created profiles. In this case you have to create them one by one on a mobile with the instagram app on it.

Use different emails - i.e. briantheonion1, briantheonion2, etc.- for the different profiles).

6. Internet connection 7. A device (pc - laptop - tablet - smartphone) connected to a big screen.

8. Your own instagram account (or one that you created for this activity) to enter the instagram website www.instagram.com or to sign up on the search engine website websta.me/search to retrieve the pictures.

9. A complete description of the activity at the link: http://educationaltoolsportal.eu/en/tools/briantheonion

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

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229

11. Video stimuli complexity

SessIoN 2

30 MIN.

small groups

---

Introduction

ObjecTIVES

Materials

230

• • • • •

Materials Required: https://youtu.be/xjRv3okyfww Sexting - Spain https://youtu.be/mhTcNsNJM9o Sexting - Spain https://youtu.be/iLtY9FDI7pE (Re)Action https://youtu.be/EBcftGbB8I4 - BullisNO

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

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step by step

1. In this activity different cyberbullying/sexting themed videos are shown, which can then be used by peers as tools to activate/start the activity in the classroom, introducing the topic and opening a discussion. First, they introduce themselves to peers to discuss with them and get feedback from them. All of them, but in particular the latest video (actually a collection of anti-bullying commercials by the civic film school of Milan) should be analyzed critically: 2. Possible guiding questions: 3. It’s well done (yes/no) but... does it hit the mark?

4. Is it credible?

5. What effect does it really have on young spectators?

6. Did you learn anything from the videos?

7. What is your reaction, what would you like to talk about now?

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Evaluation

231

12. How to organise working with peers: Issues/solutions complexity

SessIoN 2

Introduction

50 MIN.

small groups

The World Café is a methodology inspired by old cafes, creating a working environment that invites participants to a free discussion and tends to be self-managed by the participants within a common framework, with or without a very light form of facilitation and guidance of some reference questions. People sit around small tables and discuss the questions asked by the facilitator of the meeting. As in any café, they can write and draw on the tablecloth (paper), drink and eat something during the meeting. It is very important to create an attractive title-demand that is simple, clear and invites you to explore the proposed issues further.

ObjecTIVES

The world café allows you to: • create ideas • exchange information on a number of interlinked issues • seek full or partial agreement on specific points raised during the discussion

Materials

• • • •

232

4 - 5 tables with chairs White posters + markers Printouts of the guide questions Possibly you may serve something to drink/eat during discussions to increase the feeling of discussion in a café.

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

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step by step

It uses the world café method, organising 4-5 different discussion corners, with tables having white papers/posters and a phrase-stimulus on which to concentrate the discussion in that single corner. All participants are asked to take notes or drawings on the posters to keep track of the discussion. After about 10 minutes of discussion, everyone has to change tables (and possibly groups) to go and discuss another aspect in another corner, and so on until they visit them all.

The themes of our training will be more linked to the discussion among the organizations, but the themes to be discussed among the peers could be for example: • How to inform the school about the on-going project and avoid discontent/obstacles from the teachers?

• What are the best times and spaces to carry out such an activity?

(E.g. classroom - gym - garden - hallway etc. - 1h, 2h, two meetings of 2h etc.) And why? With how many/which peers? (Individuals, couples, groups, what gender, etc.)

• What recognition can be sought from the school? (Training credits, recognition as alternating hours/internships or similar…)

• In exchange for what? (Video for the school’s Youtube channel, report for the school newspaper, reportage and final photo exhibition…).

• Is the involvement of teachers in the classroom necessary / possible / required? Or not? Why? • What should be the rules of conduct of peers while conducting the activity?

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Evaluation

233

13. Verification complexity

SessIoN 2

20 MIN. ---

Introduction ---

ObjecTIVES

---

considErations

---

Materials

234

small groups

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

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step by step

1. In 4 - 5 groups of homogeneous origin, quickly reconcile the topics dealt with, the increased awareness or not about them, the learning elements. Conclude with a card to be sent to the drivers, indicating positive and negative elements of the work, what has been learned and especially any missing topics to be recovered in subsequent sessions.

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Evaluation

235

14. Getting into the stories complexity

SessIoN 3

30 MIN. ---

Introduction

ObjecTIVES

---

considErations

---

Materials

236

small groups

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

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step by step

1. Divide into subgroups to which we then assign the names of different types of cyberbullying: read the definitions of the actors involved in cyberbullying in the guide OnLive (pages 8 - 15) and its characteristics (page 17), then discuss them briefly by following this question guide and bring a mini poster to plenary: 2. Have you ever been in one of the situations described?

3. How did you realise this?

4. How did you change your position?

5. Do you find yourself in the characteristics of cyberbullying or is something missing?

6. Which of these features are the riskiest for you?

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Evaluation

237

15. Comics for change complexity

SessIoN 3

60 MIN.

small groups

---

Introduction

ObjecTIVES

---

considErations

Materials

238

• • • •

Materials required: sheets, pens, felt tip pens, glue and scissors OnLive guide printouts Comics strips Cut out Comics

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

Read the comics linked to your subgroup and follow the instructions: 1. Think about the comic together: does it include everything, is there something missing to adhere to the definition?

2. Think about the story that is told: how could this situation be handled in other ways; how would you change the story in a positive way?

3. Using the materials provided, concretely create a new comic book that solves the situation.

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Evaluation

239

16. Structuring the intervention complexity

SessIoN 3

60 MIN. ---

Introduction • Education for peers.

ObjecTIVES

---

considErations

---

Materials

240

All the group

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

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step by step

1. Taking inspiration from the results of the world cafe and from the group work, in plenary build the structure of the intervention guided by the presenter who verifies the time limit and content. The expected result is the Structuring of an intervention that is: 2. Conducted by peer groups (2-3) in a class 3. In a suitable space 4. For 1 or 2 matches of max 2h each 5. In which they include at least the following elements: 6. The Definitions 7. The different starting comics 8. The creation of different stories in subgroups starting from principles, rules, behaviours to be identified 9. The reconfiguration of these elements in plenary

---

Evaluation

241

17. Pros and cons of working with peers

complexity

SessIoN 3

30 MIN.

All the Group

---

Introduction

ObjecTIVES

---

considErations

• Sheets, pens, posters, markers

Materials

242

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

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step by step

1. Two different brainstorming sessions to identify first the possible positive aspects, then the possible negative aspects of working with peers. Everyone is invited to share a single word on the subject. In brainstorming the leader writes down anything that comes from the group, and nobody can comment on anything that is said. The participation of all is not compulsory, but obviously recommended.

2. At the end of each brainstorming process, the group is stopped and asked to identify connections and common elements between the different written words, and to give the possibility for people to ask for clarifications on words that are not clear.

3. You can briefly introduce brainstorming by indicating the possible strengths / weaknesses that are more obvious, and then exclude them from the process, so as to force a more in-depth reflection. The activity serves to highlight some themes that can then be more easily covered in the next activity.

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Evaluation

243

18. Product Gallery complexity

SessIoN 3

20 MIN.

All the group

---

Introduction

ObjecTIVES

---

considErations

• Projector, screen, speakers

Materials

244

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

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step by step

This activity briefly presents the products of some peer education activities, in order to illustrate both what final products could be achieved and the level of engagement and the activities devised by the peers. It is a powerful tool to motivate - inspire - push peers to active participation.

Some of the videos shown in the work session: https://youtu.be/xjRv3okyfww https://youtu.be/mhTcNsNJM9o https://youtu.be/iLtY9FDI7pE https://youtu.be/byqlgR5LAww However, the contents can be integrated or replaced.

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Evaluation

245

19. Designing interventions complexity

SessIoN 3

70 MIN. ---

Introduction • Education for peers

ObjecTIVES

---

considErations

• Sheets, pens

Materials

246

small groups

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

1. In small groups of different origins, starting from everything that has emerged so far, plan and write a peer education intervention that takes these elements into account: 2. Which management group 3. Which setting 4. Timeframes 5. Which activity - what duration - what conduct 6. Materials needed 7. Possible problems / obstacles and how to solve them 8. In 4-5 groups of homogeneous origin, quickly reconfigure the structure of the intervention conceived in the previous activity in the various groups and begin to introduce the specific local traits of the context to which they belong, to understand whether or not the interventions would be adaptable and how. Conclude with a card to be sent to the conductors, which indicates positive and negative elements of the work, and especially any missing issues to be recovered in subsequent sessions.

---

Evaluation

247

20. Online tools and apps complexity

SessIoN 4

45 MIN.

small groups

---

Introduction

ObjecTIVES

---

considErations

Materials

248

• Video projector and internet connection • Pc for the participants (at least 1-2 per group)

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

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step by step

1. Presentation of some online tools to be used to better work with peers and/or for peer work - among others: • Creation tools: bpowtoon, megisto, pixlr, canva...

• Communication tools/organization/ collaboration: slack, trello, basecamp...

• Storage tools / collaboration google docs, dropbox...

• Examples of use and experiments in small groups.

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Evaluation

249

21. ON LIVE tools complexity

SessIoN 4

20 MIN.

small groups

---

Introduction

ObjecTIVES

---

considErations

• ONLIVE comics strips with text and without

Materials

250

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

In groups divided into contexts of origin, reflect on how contexts, resources and local services of their territory can modify and interact with what has been planned so far. Produce up to 5 local customization proposals to share in plenary.

In this session we take the comics that have been used for workshops with 1st and 2nd grade students to see their effectiveness and eventually study different versions to spread on the web.

---

Evaluation

251

22. Local contexts and resources complexity

SessIoN 4

30 MIN.

small groups

Introduction

ObjecTIVES

---

considErations

• Sheets, pens, markers

Materials

252

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

In groups divided into contexts of origin, reflect on how contexts, resources and local services of their territory can modify and interact with what has been planned so far. Produce up to 5 local customization proposals to share in plenary.

In this session we take the comics that have been used for workshops with 1st and 2nd grade students to see their effectiveness and eventually study different versions to spread on the web.

---

Evaluation

253

23.Possible intervention ideas complexity

Session 4

45 MIN.

small groups

---

Introduction

ObjecTIVES

---

considErations

• Sheets, pens, markers

Materials

254

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

Return to the small groups of the previous session and finalization of the projects, possibly also include what emerged and was indicated in the meantime, in particular the indications on the local contexts. Preparation of a project sheet that explains well who - when - what - how - with which possible materials / links, etc. - in particular the materials must be well reported so there is time procure them in time.

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Evaluation

255

24. Possible intervention ideas - part 2 complexity

SessIoN 4 45 MIN. ---

Introduction

ObjecTIVES

---

considErations

Sheets, pens, markers

Materials

256

small groups

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

In 4 to 5 groups of homogeneous backgrounds, review the work that has been done during the day, its most valuable moments and the most difficult from the point of view of learning. Conclude with card should be sent to the conductors, what indicates positive and negative elements of the work, and especially any missing issues / to be recovered.

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Evaluation

257

25. Feedback to design groups complexity

SessIoN 4

45 MIN. ---

Introduction

ObjecTIVES ---

considErations

• Posters and markers

Materials

258

All the group

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

At the end of the test, more articulated feedback and thoughts on what has been done and above all what has been received (as a target group) from the interventions and shared in plenary. A representative of the design teams records the feedback received in real time on the floor placards.

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Evaluation

259

26. Beta testing complexity

SessIoN 5 150 MIN.

GROUps

---

Introduction

ObjecTIVES

---

considErations

• Those required for each design team

Materials

260

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

Each design group carries out its own intervention or a key step of it, taking a maximum of 30 minutes, using the rest of the participants as the target group.

At the end of each activity, the target group quickly gives feedback in the form of a “pop-corn”: keywords/attention elements said in extreme synthesis and with speed, that the design group can pin down and record.

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Evaluation

261

27. Fine-tuning complexity

SessIoN 5

45 MIN. ---

Introduction

ObjecTIVES

---

considErations

• Posters and markers

Materials

262

group

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

Design teams withdraw to discuss the feedback they receive and to think about how they could change their designs in the light of what has been said. Prepare a poster with the revised program. At the end the posters are shared in plenary.

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Evaluation

263

28. evaluation complexity

SessIoN 5

30 MIN.

GROUPS

---

Introduction

ObjecTIVES

---

considErations

• Post-its, pens, markers

Materials

264

14. INTERVENTION STRUCTURE FOR PEER EDUCATORS TRAINING

PATHWAY

step by step

For the final evaluation, the group is asked to fill the space of the room by going from point to point - to express their feedback on a number of different aspects, which may include: workloads in the days, the final result, the group climate, the level of collaboration reached, the level of interaction with others reached etc..

Then the group positions themselves in front of the posters, with the post-its with expectations, and in turn withdraws the expectations fulfilled leaving only those that are not, which are taken by the fascilitator.

Finally, some individual time is left to reflect and identify up to 3 possible suggestions to improve the work done, which are then reported on postsits and returned to plenary. The group then disbands.

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Evaluation

265

Rome 2018

Ce projet a été financé avec le soutien de la Commission européenne. Cette publication n’engage que son auteur et la Commission ne peut être tenue responsable de l’usage qui pourrait être fait des informations qui y sont contenues.

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