11. TOOLKIT 11.1 A SYSTEMIC APPROACH...
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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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