Joining forces to Combat Cyberbullying in Schools

Joining forces to Combat Cyberbullying in Schools

Editor: Matej Cepin Authors: Matej Cepin, UrĹĄka Slana, Beate Roggenbuck, Valborg Edert, Mathias Kaps, Giacomo Trevisan, Mojca Galun

1. Introduction 1.1 Cyber Bullying as a rising problem Newspapers and website are full of articles relating to problems and weaknesses of the educational system.

The role of teachers is becoming more and more important.

Violence at school is an everyday issue, not only between students but also against the school structure itself.

The core values of the school community are oftentimes missing, that is why, teachers are increasingly playing the role of educators. But how is that possible?

The recently deceased former associate editor of the Frankfurter Allgemeine Zeitung, Frank Schirrmacher, writes in his book “Minimum (2006)”: “… our children have fewer friends than previous generations. So not only the lives of individuals radically changed, but our society is reprogrammed insidiously; …. More and more we will be on our own, but alone we can not survive. At a time when the most valuable asset is its social capital – as we are forming new communities? … We are not prepared for the minimum of social relations.

We suddenly standing in front of the original question a society: What is a family? How is trust? Who help whom? ”

1.2 Our Commitment: Learn to trust!

These questions are quite interesting and pretty related to what we have been experiencing so far as Starkmacher association. One consideration came into my mind:

We need to create spaces of experience, where people can learn to trust!

For this reason, the target group of our activities and our allegiance should not be only the young people.

These latter certainly live in large transitional situations and struggle in finding their own position, their place in the society. However, equally important are the teachers in the schools, the social workers in youth and educational institutions, youth leaders and educators who often drag with a steadfast passion and against a negative opinion wave to the concerns of young people into the field.

Most of my colleagues are extremely committed and involved in activities targeting youth, and yet many of them feel overtaxed and alone. Teachers further of the transfer of knowledge are increasingly taking on educational tasks, which is no longer provided by parents or families. I was really surprised when I heard about teachers from the Berlin Rütli School (Berliner Morgenpost, 21.08.11 education crisis) who literally “gave up” because of the lack of ability to communicate in many schools. In recent years, working with teachers all around Europe, what I have been experiencing and witnessing is resignation and helplessness. It is a devastating feeling, leaving no room for improvements and no hope since these teachers are the ones our future generations will learn trust and confidence from. Therefore, it is not easy to find good and positive climates in the schools. This directly links to the violence and bullying I have witnessed in many schools. This behaviour translates into powerlessness and insecurity, and a great need for help.

Since 2003, along with friends and colleagues, we have been promoting a shared vision to tackle these challenges. Our wish was to combine our successful projects, exchanging so good practices and results, as well as difficulties and challenges in order to come up with new common effective projects. This was the inception phase of Starkmacher e.V. This latter was born in 2006 and it is currently based in Mannheim, with 5-7 permanent employees and numerous partners and volunteers from all around the world.

1.3 Our Approach: The change starts from me!

In the last years, Starkmacher has sustained more then 50 schools. Our approach has been focusing on the quality of the schools, in terms of climate, positivity , talent-oriented pedagogy and joyfulness. Unfortunately, most of the times we met a deficit-oriented approach, missing so the chances to empower the students, discover and appreciate their talents and positively make them active actors of the schools. Children from all around the world need to be sustained and guided with the hand in order to promote their holistic growth.

They need to be treated first of all as human beings, not as a target group.

This is the reason why, with some colleagues, we developed a pedagogy that gives more space and chances to discover the beautiful gifts children and students are born with, unfolding and promoting their talents, first of all at school. In the era of “patchwork-families” this accompaniment is not guaranteed and sometimes not available at all. Oftentimes parents are, or pretend to be, overwhelmed and too busy. However, teachers cannot absorb at school the lack of solid life-structures, the feeling of reliability and trust children should get from their families.

This thought is not new. Particularly in private schools or high schools there is a wide range of additional services and programs designed to promote students’ individual talents and abilities. However, disadvantaged students are often dropped by the wayside. At the same time, teachers are under enormous pressure to meet the demands of parents, Ministry and the public opinion.

Starkmacher projects perfectly match these challenges, targeting accurately teachers, pupils and families. The starting point of Starkmacher principle is: “The change starts from me: only when I, myself am strong, I can make others stronger”. Starkmachers’ projects create spaces of experience, in which individuals are strengthened and can experience being part of a community and the extreme importance of this latter.

Our approach has been developed establishing trustful relationships with teachers and, generally speaking, the administrative body. We bring everybody into the boat, to navigate the challenges and chances all together. This is an empowering exercise a “Starkmacher” exercise, in which everybody, teachers and pupils, those pretty much involved and those left out, feel being part of a unique and strong body.

Fabio, a young guy involved in a “musical Project”, said: “I have learnt that, what matters is being on the stage with the heart, as one body with the others. It is not a competition and, if you do something wrong you just keep going, with the help and support of the others”.

1.4 Our Project: Joining Forces to Combat Cyberbullying in Schools The challenges and issues raised by new forms of bullying in schools are of concern to Starkmacher and its partners. Together, as a consortium, we came up with a project called “Joining Forces to Combat Cyberbullying in Schools”, with the main goal of creating “cyberbulling free schools”: the project was carried out by 8 NGOs from 5 EU Member States (DE, IT, PL, SI, HU) which closely cooperated with local partner schools.

The implementation started by offering trainings to NGO staff from partner organisations in Conflict Resolution, Training of Trainers as well as new Social Media Management. The second strand was capacity building in schools, which was executed by the trained multipliers from a partner organisation. This included information and awareness raising activities with teachers/educators, school management, and parents in order to raise their awareness about the issue of cyberbullying and to increase new media know-how and critical awareness. It also intended to conduct local trainings on conflict resolution and social media competence with pupils and teachers, establishing so mediation clubs in each partner schools that shall provide trainings

as well as peer mediation.

The second year was characterised by an individual empowerment of youth through creative social media.

Organising Int’l Media Camps and local Creativity Groups helped in familiarising youngsters with respectful and safe media usage, but also unlocking hidden potentials, helping to promote a mentality of non-violence and respect in partner schools. After the 1st int’l workshop, the partner started local creativity contests for youngsters in order to produce new artworks. The winners have been then invited to the second int’l workshop. The final stage focused on awareness raising through a youth-led social media campaign helping to spread “anti-cyber violence messages to a widest possible public audience and especially younger people. The official launch of the campaign was on 20th November 2016, which marks the Universal Children’s Day. In the following chapter, we are going to talk about Cyberbullying and which ways of intervention and prevention are known.

Our holistic approach will be described by Matej Cepin talking about our goal of changing school cultures towards bullying-free zones, through addressing the challenge of cyberbullying from many different angles, through the combination of different action. We believe our approach is Holistic (promotion / prevention / intervention, determinants of health), Community oriented (teachers, pupils, parents) and able to develop competencies through an active participation of stakeholders. Our actions and supportive actions (training of multipliers, creativity campuses, social media campaign) will be extensively described in the different paragraphs.

Finally, we will provide the readers with useful guidelines on how to implement the project in different schools and environments.

Let yourself embark on this journey! Look around and get involved with us for young people who need your encouragement!

2. Young People and Social Media Within this chapter, we will try to put in context the phenomenon of social networks within integrated development of a young person. First, we will define elementary terms and changes that incorporation of social media into our lives brings. The last subchapter discusses whether social media is harmful or stimulating for young people and what are the advantages and disadvantages. We will also reveal the truth behind prejudices and stress, how the lifestyle of young people is changing because of social media.

2.1. How social media is changing the world?

Social media = “forms of electronic communication (such as Web sites) through which people create online communities to share information, ideas, personal messages, etc.” (Merriam-Webster’s Learner’s Dictionary) Young people discovered social media first. But now also adults can’t imagine life without social media. It became our way of communication, branding ourselves through online personas, building online communities and just spending free time. Whether it’s Facebook, Google+, Instagram Snapchat or some other social media app, it is slowly but firmly incorporating into every aspect of our lives.

The Rise of Social Media (Ben Brommell) “Social networking is the practice of expanding the number of one’s business and/or social contacts by making connections through individuals.” (Whatis.com)

Social Networking in Plain English(Common Craft)

You’re asking what is the difference between Social media and social networking?

To make it simple social media is the way to connect (more of a one-way communication) and social networking mean building relationships (two-way communication). Read more about the difference in a blog of Fauzia Burke at Huffingtonpost.

Source: Brian Solis & JESS3

If you are new to the field of social media, we recommend to check out online dictionaries: • Dara Fontein: The Social Media Glossary: 226 Essential Definitions • Carly Stec: Social Media Definitions: The Ultimate Glossary of Terms You Should Know • Pete Keyworth: Social Media Glossary an A to Z

2.1.2 Social media in numbers Every year the number of social media users is increasing and Statista is predicting that in the year 2020 the number of users will increase from 2,14 billion to almost 3 billion people.

There are so many different social media and last few years Facebook is the most used one.

And with that many people online and with the consideration that an average human spends 1.72h online, no wonder facebook and other social media is one of the biggest sources of information these days.

The Social Media Revolution 2016 (Click-Thru Consulting)

2.1.3 Changes (in everyday life, worldwide, future) Changes in everyday life With a regular use of social media, many aspects of everyday life changed. First of all, we changed the way we communicate. It would be completely unheard if you would leave in the middle of a telephone conversation, but it is completely normal to leave while chatting and respond the next day. With different communication, styles came also changes in socialization process and community building styles.

How Social Networks Have Changed The World! (Alex Moore)

Worldwide changes Modern technology has brought us many things: from easy access to information and quicker communication to increasing loneliness, from improving our productivity and efficiency to job losses and it made so many changes that sometimes it is hard to point a finger and decided whether we benefited as a society or it just brought us new problems in with that changed reality. But for sure it had a direct result in the availability of enormous quantities of data.

Did You Know 2016 (mesjms) Availability of big data is influencing the way we think and study and extracting knowledge from it will become more and more important.

Big data = “an accumulation of data that is too large and complex for processing by traditional database management tools” (Merriam-Webster’s Learner’s Dictionary) “Modern technology is simply an advancement of old technology, the impact of technology in modern life is unmeasurable, we use technology in different ways and sometimes the way we implement various technologies ends up harming our lives or the society we leave in. What we call modern technology is technically not so new in most cases.” (Use of technology)

Future As the previous video said, we are currently preparing students for jobs that doesn’t exist jet, using the technology that hasn’t been invented jet in order to solve problems we don’t know they are problems jet. So the only thing we can really predict for future is that we have no idea what to predict. We can only guess about new trends that are coming.

Social Media Trends for 2016 (MtoM Consulting, LLC)

2.2. Influences of social media Social media influences each single individual that uses it. Widespread use has resulted also in influencing and changing the whole society.

2.2.1 Influences on people as individuals As any new change social media has some advantages and some disadvantages. It is easy to see just one side, but nothing is black and white, so we would like to present both.

Social Media: Advantages and disadvantages (krismarfil) Positive influences: • Spreading messages out there in minutes: It is hard to conceal that something happened because people saw it and can share it on their social media. “What happens in Vegas, stay on social media!”

• Meeting new people with similar interest. It is easy to find groups that have a similar interest and join them.

• Speedy communication: Communication has never been this fast before.

• Geeting fast feedback: Either business wise or personal, you can put it out there and people will tell you what they think.

• Getting answers: Asking questions and getting answers from help communities, teachers or other people.

• Global marketing: You can now market and sell your products from home.

Negative influences: • Waste of time: People spend enormous time just browsing and searching social media, with no real intention or purpose.

• Personal details get revealed: If you are not careful with your personal information, it can be exposed to everybody. And revealing personal information on social media makes you more vulnerable to crimes like identity theft, stalking, etc.

• Harassment: You can easily become a target of a cyberbullying or harassment.

• Impact on productivity: Many companies have blocked social media in the offices since the work productivity suffered.

• Addiction: Feeling that you are the center of attention can be a soothing for every ego, but it can be also addictive

Marc Maron: The Social Media Generation Animated (Jess the Dragoon)

2.2.2 Influences on society Global spread of social media has enabled increased access to information and education to millions of people, which empowered them to become part of political processes in their societies. Voices that could not be heard in governmental and other mainstream media are suddenly given a chance to address wide audiences.

Even people not keen on active political participation have become political actors by supporting and sharing those newly empowered voices on social media. This new dynamic puts unprecedented pressure on all governments for democratisation, transparency, and accountability. Social media offers infrastructure to citizen’s initiatives to act, where governments fail, and for governments to work more efficiently with the help of their citizens, may it be on eradicating poverty, fight against corruption, protection of human rights, etc.

With its wide and instant reach, social media is a catalyst of social unrest everywhere where a government is unable or unwilling to listen to its citizens. It can even take down long-lasting authoritarian regimes, as we could see with the incredibly fast spread of Arab spring revolution (starting in Tunisia in December 2010).

Victories of perceived underdogs Barack Husein Obama and Donald Trump in US presidential elections in 2008 and 2016 showed us the impact of an organised and targeted campaign on social media can have on political processes in stable democracies as well. In the case of the latter even in total opposition of a vast majority of mainstream media.

Newfound space for political influence, however, brings to us substantial risks of political misinformation and abuse in social media as well. We receive crazy amounts of news via social media and it is impossible to reflect on the quality of so much information. All social media is new, so there is little chance to check long term credibility of the source. Such an environment is prone to exposure to misleading and even completely false information – “fake news”, sensationalism and with it populism. With no authority to trust on what is true and what fake, we are inclined to believe the information that is closest to our way of thinking.

In a big chunk of the world freedom of speech is still limited and that counts for social media as well. In China, the state imposed the so-called “Great China Wall”, which does not allow you to seek information on free Tibet, Tiananmen square massacre,… on social media. In many countries (from Turkey to North Korea) any social media is blocked at least from time to time, so the impact of them on societal changes is limited accordingly.

Does social media have the power to change the world? (devschooluea)

2.3 Young people and social media 2.3.1 Changes that effect young people Communication has changed and there is no point denying it. We used to communicate in person. If you needed to communicate with somebody from a different country, you wrote them a mail. It took forever. With digitalisation everything changes. Communication became instant: in merely a second you can spread an information worldwide. How is this possible? Social media is so widespread, that everybody can communicate with everybody all the time.

And with a bit more of a 2 billion social media users, sharing information can be almost instant.

See how social media is changing the way we communicate (Zurich Insurance Group)

How social media is affecting teens (The National)

How does this effect, young people? Since social media become such an important part of young people’s lives, it also influenced their thinking. Before young people were seeking approval in from their peers, but with the wide spread of social media, this need of beeing excepted transferred on the screens. It is getting more and more important to be excepted on social media. And as explained in the next video getting likes it is very important. It gives you a feeling that everybody is paying attention to you and who wouldn’t like that?

The problematic part of using social media is from the young age on is that it changes your perception of the world, which in turn change your values and scientists now agree that using social media is changing also your brain. It can be a psychological addiction and it’s users have a hard time turning off. Interesting enough brain scans of these people are showing similar impairment of regions those with drug dependence have.

Alarmingly this affects emotional processing, attention, and decision-making. This can be explained since the social media usage provides immediate rewards with a little of medium effort required, your brain begins craving for more and more of those neurological excitement. Interesting it is influencing also your ability of multitasking.

Communication on social medias it is also a bit more self-involved. Compared to 30 – 40% of talk about ourselves while chatting in real life, we spend around 80% of social media communication about our own experiences. Our body is even rewarding us with “dopamine” while talking about ourselves on social media.

Dopamine is a neurotransmitter that helps control the brain’s reward and pleasure centers.

It also helps regulate movement and emotional responses, and it enables us not only to see rewards but to take action to move toward them.

5 Crazy Ways Social Media Is Changing Your Brain Right Now (AsapSCIENCE) The other aspect of how the modern way of life influences our brain is making us more superficial as thinkers. The brain rewards us with dopamine for seeking new information.

The Internet is an incredible information rich environment.

For young people seeking information on the internet is a daily activity and this interrupts their focused calm thinking, which is essential for the way we learn. All the interruptions of the digital world (social media, emails, apps) are stopping our memory consilidation. It means transfering information from our short term working memory to our long term memory. And through moving information from working memory to long term memory we create connections and everything else that we know.

And the best things we can do for our minds is to find some time every day to unplug, calm down and focus our mind on one thing at a time.

What the Internet is Doing to Our Brains (Epipheo) There is also a phenomenon of The Google effect. With the extended usage of the internet, our brain started to memorize where we find information insted of what is the information. This will happen more and more and is even more visable with young people where a relationship with devices are starthing from the birth.

Not remembering pure facts can be in some situation very dangerous (like when a pilot forgets it’s initial training), but on the other hand, FMRI of the brains show, that searching for information online can make our brains more active than reading a book.

Is Google Killing Your Memory? (BrainCraft)

2.3.2 What needs of young peoples are beeing met on social media?

We used to form communities and satisfy our basic needs in local environments. But with the widespread of social media, communities outgrew local environments and become global. Previously we heard that young are joining social media to seek for fame. But that is not it. Young people are driven by two basic needs: • the need to belong, which refers to the intrinsic drive to feel close and accepted by others and gain social acceptance; and • the need for self-presentation, which is associated with the process of impression management.

Belonging somewhere Beeing a part of a community, belonging is one of the most basic human needs. Young people are trying to fulfill it online. They are searching for the right group. Not every group is the one for them. Young people need to be a part of a community. Where they are appreciated, where they feel unique, loved and most importantly where they can be heard. It is important to belong, to feel connected and to be a part of a community.

Self-presentation The second need is a more egocentric one. Online communication allows you to represent yourself in the best possible way. And for young people nowadays it is important to build a superb online personality, where they look better than reality. It is important to build up somebody unique, special and me memorable. Through building up online personas, the process of searching for the meaning of life begins.

Literature 1.

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5.

Merriam-Webster dictionary, Ben Brommell, The Rise of Social Media, Youtube, Whatis.com, Common Craft, Social Networking in Plain English, Youtube, Pete Schauer, 5 Biggest Differences between Social Media and Social Networking, 6. Dara Fontein, T h e Social Media Glossary: 226 Essential Definitions, 10.11.2016, 7. Carly Stec, Social Media Definitions: The Ultimate Glossary of Terms You Should Know, 24.8.2015, 8. Charlotte Tomlinson, Social Media Glossary an A to Z, 23.12.2016, 9. Jason Mander, Daily time spent on social networks rises to 1.72 hours, 26.1.2016, 10. Alex Moore, How Social Networks Have Changed The World!, Youtube, 11. Karehka Ramey, Modern technology advantages and disadvantages, 6.11.2012, 12. mesjms, Did You Know 2016, Youtube, 13. Merriam-Webster’s Learner’s Dictionary, 14. MtoM Consulting, LLC, Social Media Trends for 2016, Youtube, 15. krismarfilm, Social Media: Advantages and disadvantages, Youtube, 16. Jess the Dragoon, Marc Maron: The Social Media Generation Animated, Youtube 17. devschooluea, Does social media have the power to change the world?, Youtube 18. Zurich Insurance Group, See how social media is changing the way we communicate , Youtube 19. The National, How social media is affecting teens, Youtube 20. Psychology today, Dopamine 21. AsapSCIENCE, 5 Crazy Ways Social Media Is Changing Your Brain Right Now, Youtube 22. Epipheo, What the Internet is Doing to Our Brains, Youtube 23. BrainCraft, Is Google Killing Your Memory?, Youtube Silvia Casale, Giulia Fioravanti, Satisfying needs through Social Networking Sites: A pathway towards problematic Internet use for socially anxious people?, 2015

3. Cyberbullying Social media sites have tremendous value and potential for learning, socializing, leisure and development of young people. However, they are not always healthy and problem-free environments. Some potential challenges include interference with cognitive processes such as attention, memory, information processing and emotional processing, “Facebook depression”, sexting, exposure to inappropriate content and cyberbullying.

In this chapter, we will be focusing specifically on cyberbullying as one of the most problematic aspects of social media and communication technology. We will be thinking about how having fun online needs to come with responsibility. Social networking can often be just one click away from cyberbullying. The key to decreasing cyberbullying among young people is to ‘think before they click’, especially as just one click has the power to change someone’s life forever.

The first section of this chapter will define key terminology connected to cyberbullying. An overview of what research tells us about cyberbullying and how it works is followed by information on key risk factors and protective factors. Finally, we will list a few guidelines for addressing cyberbullying and legal considerations that we must keep in mind when working in school contexts.

3.1 What is What in Cyberbullying?

Short definitions below are listed with the purpose of establishing a common language and understanding among stakeholders within our project. They should be considered not final descriptions but working definitions that participants are welcome to discuss, challenge and amend as the project knowledge base evolves.

3.1.1 Bullying and cyberbullying Bullying is an aggressive behaviour of more powerful individuals against weaker ones, for example hitting, verbally threatening or mocking, spreading rumours, taking the money and other actions. Bullying typically peaks in frequency during adolescence.

Cyberbullying is deliberately using digital media to communicate false, embarrassing, or hostile information about another person. It can happen through cell phones, computers, tablets and other electronic devices and communication tools like websites, text messages, instant messages, e-mail, social networking sites, applications or chat. Cyberbullying is the most common online risk for teens, can occur to any young person online, and can cause psychosocial outcomes4 such as depression, anxiety, severe isolation, and even suicide.

Cyberbullying can have many forms. It can be a mean, hurtful or threatening message to someone or about someone. It can be an embarrassing post, picture or video. It can be a website or a fake profile.

It can be a rumour spread by e-mails, texts or posted on social networking sites and many other things.

Cyberbullying is often anonymous (the bully does not use his or her name), public (in open view for other people) and viral (rapidly and widely circulates on the internet or through other media). This video can give you an idea how cyberbullying can spread quickly, much like a virus.

The cyber bullying virus (Strutt Central)

3.1.2 Bullies, targets and bystanders Cyberbullying usually includes a bully (or bullies), a target and several observers. Cyberbully is someone who engages in cyberbullying. Cyberbullies use the internet and electronic devices to emotionally hurt others by making fun of them or insulting them.

Targets of cyberbullying are individuals who are hurt by such actions. Most often, cyberbullying does not stay limited to the bully and the target. There may be many observers, who can take on many roles: they can be passive bystanders, they can perpetuate the bullying or they can act to stop cyberbullying.

3.1.3 Preventative measures and strategies Cyberbullying is difficult to stop. However, there are things individuals and communities can do to stop it from happening or limit it from spreading. For example, targets of cyberbullying can temporarily limit their online connection time; avoid opening messages from unknown sources, change passwords or accounts. In extreme cases, authorities may get involved and legal actions may be taken.

Often, cyberbullying becomes a bigger problem than just something between individuals. A community might become aware that cyberbullying has become prevalent and threatens the well-being of its members and develop specific measures to fight it and to relieve negative effects. Such activities can be simple activities or complex strategies.

For example, a school might include a simple five-minute presentation on cyberbullying during a parent meeting. But they could also organize a complex year-long, school-wide project with counselling, workshops, and awareness raising activities for students, parents, and teachers.

With the rise of cyberbullying, certain organizations, initiatives, and projects have been developed to deal specifically with this phenomenon. Their activities can be online-based (some examples include informational and promotional videos, infographics, websites, virtual campaigns, online courses for teachers and youth workers) or done in-person or through other media (workshops, counselling, lectures, research, training, skill building activities, TV shows or magazines articles). Preventative measures to fight cyberbullying often include basic online safety training.

3.1.4 Online safety Online safety or internet safety is a preventative measure. It includes information, knowledge, and skills that help people (including children and youth) be safer while using the internet and online technologies. This includes personal safety, password protection, privacy, security risks and protection from cybercrime in general. You can learn a few simple tips for internet safety for young people in this video.

Safe Web Surfing: Top Tips for Kids and Teens Online (watchwellcast)

3.1.5 Digital citizenship Digital citizenship is an expression for the norms of appropriate, responsible use of technology.

Digital citizenship has nine elements: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness and digital security.

Themes like digital security, etiquette, rights and responsibilities, health and wellness are closely connected to the topic of cyberbullying. Many cyberbullying prevention programs focus on teaching these skills.

Digital etiquette or netiquette is a new word that combines the concepts of ‘internet’, networking and etiquette. It means online etiquette, the rules of online communication. Netiquette covers common courtesy online as well as the informal do’s and don’ts of cyberspace.

Respect, educate and protect (REPs) is another popular concept closely connected to digital citizenship that is often used in cyberbullying prevention. It is a way to present nine elements of digital citizenship in a way that is appropriate even for very young learners (from kindergarten level onwards).

3.2 How is Cyberbullying Different from ‘Traditional’ Bullying?

Hurting someone’s feelings, causing problems for them and making them feel bad are not new phenomena among young people. We would like to believe that we are teaching young people intra- and interpersonal skills that will help them feel confident in themselves as well as emphatic and respectful towards others, but the reality is that peer bullying has been a big challenge for schools, youth organizations, and local communities for many years. Is cyberbullying just a contemporary expression of this?

Studies are beginning to show3 that cyberbullying is very different from traditional schoolyard bullying.

Some important differences are shown in the picture below.

Traditional bullying is mostly pre-meditated, cyberbullying is often impulsive.

Research indicates that cyberbullying is rarely premeditated like traditional bullying. Cyberbullying is often done impulsively and not planned out like in traditional bullying where the bully plans the attacks.

Traditional bullying is more predictable, cyberbullying can happen anytime and anywhere.

Traditional bullying is usually limited to certain times and places, for example, the playground or the way to school. This gives the target some (although limited) sense of predictability, and there are times and places where he or she can feel safe. In contrast, technology is everywhere: we have our phones and computers around us all the time. Cyberbullying can happen 24 hours a day, 7 days a week and 356 days a year. It can happen in our close proximity or through great distances. It is difficult for the target to find a safe space.

Traditional bullying uses aggression and power to gain control; cyberbullying might not.

Furthermore, traditional bullying is characterized by the need for power and control, aggression and proactively targeting the target. These characteristics may not be present in cyberbullying cases.

Traditional bullying is done face-to-face, cyberbullying can be anonymous.

Cyberbullying is “an easier way to bully because unlike traditional bullying it doesn’t involve face to face interaction.”3 Hiding behind the computer decreases empathy the bully feels toward the target. When we do not see the person’s reaction to what we post or text them, we might not know that we have gone too far.

Desensitized by the computer screen, it becomes easier to say or do things we would not do to a person’s face.

Furthermore, while “traditional” bullies can mostly be identified, it can be very difficult to find out who the anonymous cyberbullies are, making it easier for bullies to avoid seeing and facing the consequences of their actions.

The roles in cyberbullying are usually not as clearly divided as in traditional bullying.

In traditional bullying, we are usually working with a bully, target or bystander. Although we often find that bullies have previously experienced violence themselves (perhaps when they were younger or by someone with more power), the roles in each case are pretty clear. This is not necessarily the case in cyberbullying.

Young people often play multiple roles at once, such as cyberbully, target, and witness. There is also no clearcut profile of who can be the cyberbully and who can be the target, it can happen to anyone.

Traditional bullying is done in secret; cyberbullying can go public and viral.

An especially problematic aspect of cyberbullying is that it often has many, many onlookers. Traditional bullying is more often done in private than in public. But in cyberbullying, technology makes it easy to quickly spread content to a large number of people. Online bullying can quickly become very public or even viral.

This wide audience makes the experience especially difficult and embarrassing for the target.

Traditional bullying seems to have clearer predictors and risk factors than cyberbullying.

Current research in public health indicates that many “social” factors such as education, socioeconomic conditions, access to services and resources, family ties, employment etc. are closely related to the person’s general health and mental health, including the ability to avoid or cope with violence and “traditional” bullying. Such connections with cyberbullying are less clear. It rather seems that there are no ‘typical’ cyberbullies and targets, it can happen to anyone. For example, it is well documented that in traditional bullying males are more likely to become bullies than females; that older adolescents are more likely to bully than preadolescents, and that bullies are more likely to have low than high self-esteem. For cyberbullying, on the other hand, age, gender or self-perception do not seem to be reliable predictors. Interestingly, high-quality relationships with important adults seem to be a strong protective factor in both types of bullying, traditional and cyber.

3.3 Dynamics of cyberbullying Cyberbullying is often done by young people who have increasingly early access to online media and technologies. In this section, we will review how this dynamic typically plays out.

3.3.1 How does cyberbullying begin?

A big part of cyberbullying does not start out with an intention to deeply hurt someone. Young people post or text something they think is a joke or a random comment, but it may not be all that funny for the receiver.

In fact, it could easily cross the line to cyberbullying.

In a recent online pilot study, young people who engage in cyberbullying behaviour reported the following reasons for their actions: posting without thinking they could hurt anyone (72%), to get back at someone (58%), the target deserved it (58%), for fun or entertainment (28%), to embarrass the target (21%), to be mean (14%), to show off to friends (11%) and other reasons (16%).

We will be exploring who is especially at-risk of becoming a cyberbully or a target in one of the following sections. For now, it is important to know that cyberbullying can happen to anyone. Relatively little can be said about a typical cyber target or a typical cyberbully: they can be rich kids or poor kids, left-out kids or popular ones, A-students or struggling students, majority or minority students, someone who has been bullied before or someone who has never experienced violence, someone who is online much too much or someone who rarely uses technology, it can be someone who uses technology to pass their free time by browsing and chatting, but also someone who mostly uses it for online learning, research, time management or school.

Nevertheless, there are some things young people can do to protect themselves online: • • • • • •

Keep privacy settings on. Secure all online information.

Protect their usernames and passwords. Do not share them with friends.

Choose friends wisely, including virtual contacts.

Only accept close friends on social networking sites.

Do not share personal information online.

Do not open anything from someone they don’t know.

3.3.2 What happens next?

After the hurtful messages, comments or pictures have been posted recipients are likely to respond inwardly with feelings of fear, sadness, and anxiety. Even if cyberbullying is done jokingly or unintentionally, it does not change the fact that this action can deeply hurt the targeted individual.

Signs that someone is being cyberbullied are similar to signs of being victimized in other ways. Some emotional, academic, social and behavioural indicators to look out for are listed in the chart below.

Outward responses of cyberbullying recipients can also vary. Some recipients may just ‘shake it off ’ and not let it bother them; others may react aggressively or retaliate. Some might respond, but be assertive but polite

and others may stay passive and not do anything about the problem. Some might plan steps and actions to take. Some might respond emotionally. They might tell someone or hide what is happening from others or do a range of other things.

In prevention work with young people, it is important to teach them how different kinds of responses are likely to impact the outcome of cyberbullying. For example, retaliation or aggressive response has been shown to make the situation worse, whereas passive avoidance could lead to serious psychological consequences for the targeted individual.

Some basic tips for young people who encounter cyberbullying are: • • • •

Tell a trusted adult if they are being cyberbullied.

If they know someone who is being a cyberbully tell them to stop or report it.

Contact host/site providers if inappropriate material is being posted on their site.

Save all evidence if they are being bullied online. Do not delete anything without keeping a copy for yourself.

• Do not respond to rude messages. Rude comebacks only make things worse.

• Do not post anything online that they would mind their parents and friends seeing.

• Most importantly, treat others as they want to be treated. Consider what they are posting or uploading and ask themselves: “Would I want someone saying or putting that about me online?”

3.3.3 How does cyberbullying end?

Cyberbullying might die out on its own in time. However, if not stopped, cyberbullying can go on for a long time, and due to its public and viral nature, it can be especially damaging. Prolonged exposure can lead to serious consequences, so it is not advisable to wait. Cyberbullying often stops only through the involvement of outside support, either by contacting the social media used that takes down the offending content and informs the cyberbully of the consequences or through parental and teacher involvement.

Prevention and intervention work for combating cyberbullying should include some simple strategies An example of a useful, simple four-step strategy for dealing with cyberbullying is presented in this video and this worksheet.

After the cyberbullying has stopped, follow-up work needs to be done with targets of cyberbullying as well as the bullies. Targeted young people need support to work through feelings of embarrassment, shame, guilt, fear, isolation, sadness and anxiety.

Counselling is often useful.

How to Beat Cyberbullies (watchwellcast) Cyberbullies, on the other hand, need to be shown the impact of their action and strengthen their social and communication skills, moral reasoning, empathy and conflict resolution skills. Non-judgemental and restorative approaches have been shown effective to stop cyberbullies repeat their behaviour.

3.4 Who is At Risk?

What does it mean to be at-risk of cyberbullying? This means that it is quite likely that someone might become involved in cyberbullying; either as a target, as a bully or as a bystander. In the last subchapter, we already mentioned some things that might put someone at risk of or protect them from bullying or cyberbul-

lying.

3.4.1 What puts someone at risk and what protects them?

When we talk about at-risk groups for any problems that children and youth face, we like to think in terms of risk factors and protective factors: what puts someone at risk of unwanted things happening to them? What protects them from the problem or at least from suffering serious consequences? We understand many risk factors and protective factors that influence the physical and mental wellbeing of children and youth, their educational success, their relationships, their self-esteem, their future happiness, job prospects and their resilience to difficult events or other challenges.

For example, we know that children and young people, who face higher risks of becoming involved in ‘traditional’ bullying, often feel lonely, perceive their parents as distant and have problematic relationships with other adults in their lives like their teachers. They might have personal experience with violence in the family, peer group or other immediate environment. Many also have low self-esteem, poor social skills and communication skills. Traditional bullies are more likely to be male than female and more likely to be older adolescents than preadolescents. Targets of ‘traditional’ bullying, on the other hand, are likely to have low self-esteem, distinct physical features are also very common (for example short and weak, glasses, obesity, disability), they are also often less popular among their peers. A very strong protective factor for someone that is a target of traditional bullying, for example, is having a trusted adult that they can talk to about what is happening, or growing up in an environment where information and support are available.

This short sampling of risk factors and protective factors probably seems so self-evident that we do not even need to mention them! However, it is worth mentioning them because something interesting happens when we take a closer look at cyberbullying.

3.4.2 What are risk factors and protective factors in cyberbullying?

A number of studies and scholarly papers investigate which children and adolescents are most and least at risk of experiencing cyberbullying. Results are interesting and unexpected: when it comes to cyberbullying, there are almost no common risk factors except opportunity. Online access and unsupervised online time and technology use is clearly a ‘prerequisite’ for cyberbullying. However, not all forms of media usages raise the risk of experiencing cyberbullying. Children and adolescents who spend more time using their cell phone are more likely to report receiving aggressive or threatening electronic communication, but no such relationship seems to exist between time spent on the internet and either form of online bullying.

There are no common risk factors except opportunity.

Most studies find that age and gender do not have a very clear predictive role in cyberbullying. Some early research findings suggested that cyberbullies are often kids who were themselves bullied in real life. But later research found that cyberbullies and targets can just as well be popular, well-adjusted kids who have not been exposed to peer-aggression before. Whereas low self-esteem is usually linked to traditional bullying, many cyberbullies demonstrate a high perception of self-esteem in perceiving their relationships with peers as satisfying. However, feelings of loneliness and a perception of unsafety at school were often linked to cyberbullying.

In short, there seem to be very few common risk factors and even fewer protective factors that would prevent children and young people from becoming involved in cyberbullying. It really can happen to anyone.

Research findings suggest that the most important protective factors against cyberbullying are strong parent relationships and positive experiences at school. Restrictions on media use enforced by adults were far less effective in fighting cyberbullying.

It really can happen to anyone.

However, although there are few risk factors that can help us predict involvement in cyberbullying and very few protective factors that would prevent children and young people from becoming involved, there are some important protective factors that can help them respond to cyberbullying resiliently. We might not be able to prevent cyberbullying from happening, but we can do things to minimize the damage so that the children and young people do not suffer prolonged or even life-threatening consequences. This can make a key difference in outcomes of cyberbullying both for the bullies and the targets.

Again, strong relationships among children and adults and positive school experiences are the strongest predictors of resilient response for children and adolescents who have faced cyberbullying. More specifically, students tended to behave resiliently if they: • they could find an environment that felt emotionally and physically safe, • had a trusted adult to talk to about problems, • had parents of caretakers with basic digital competencies and awareness of online safety, • experienced peer support and felt they are not alone in their experience, • had access to practical information on what they can do to stop cyberbullying, • had strong self-esteem, empathy, and social skills, • were able (or given support) to cope with emotions, especially feelings of shame, guilt, sadness and fe

Finally, an alarming statistic is that being a passive observer of cyberbullying, especially if there are no consequences or if the behaviour is not challenged, raises the likelihood of acting as a cyberbully in the future.

Children and young people who have been onlookers are often at risk of perpetuating such behaviour. This is why it is so important to build healthy, empowering communities where cyberbullying does not go unrecognized, where such behaviour is talked about and challenged and where solutions for better relationships are found and invested in.

3.5 Types of Cyberbullying Cyberbullying has many forms and can include a variety of acts. It can be sending a mean text message, making online threats, sending unwanted provocative photos, posting insults or hate speech, attempting to infect the target’s computer with a virus, flooding an e-mail inbox with messages2 or sending harmful material and any other form of social aggression using the Internet or other digital technologies. Some of the most common cyberbullying tactics are briefly described below.

Cyberstalking: a bully repeatedly and intensively harasses, denigrates or threatens the target, enough to create fear.

When Annie broke up with Sam, he sent her many angry, threatening, pleading messages. He spread nasty rumors about her to her friends and posted a sexually suggestive picture she had given him in a sex-oriented discussion group, along with her e-mail address and cell phone number.

Cyberthreats: a bully makes threatening remarks on the internet or implies violent behaviour. It can also be threatening with suicide.

Greg set up an anonymous IM account and sent a threatening message to his older sister suggesting that she would be killed the next day at school.

Denigration: a bully starts rumours about a person to damage their reputation. “Dissing” someone online.

Some boys created a “We Hate Joe” Web site where they posted jokes, cartoons, gossip, and rumors, all dissing Joe. Forms of Cyberbullying #3: Cyberbullying: Denigration (Socialna akademija) Exclusion: a group of bullies excludes someone from online conversations, groups or from events shared online to hurt their feelings.

Millie tries hard to fit in with a group of girls at school. She recently got on the “outs” with a leader in this group. Now Millie has been blocked from the friendship links of all of the girls.

Forms of Cyberbullying #7: Exclusion (Socialna akademija) Flaming: a bully starts or fuels online fights exchanged through emails, instant messages, chat rooms or comments. There is often harsh language directed towards a specific person.

Joe and Alec’s online exchange got angrier and angrier. Insults were flying. Joe warned Alec to watch his back in school the next day.

Forms of Cyberbullying #1: Flaming (Socialna akademija) Harassment: a bully repeatedly sends or posts mean, hurtful or insulting messages or comments.

Sara reported to the principal that Kayla was bullying another student. When Sara got home, she had 35 angry messages in her e-mail box. The anonymous cruel messages kept coming—some from complete strangers.

Forms of Cyberbullying #2: Harassment (Socialna akademija) Masquerading/impersonation: a bully creates a fake identity to harass someone anonymously or impersonating somebody else to him send malicious messages or post material to get that person in trouble or danger or to damage that person’s reputation or friendships.

Forms of Cyberbullying #4: Impersonation (Socialna akademija)

Laura watched closely as Emma logged on to her account and discovered her password.

Later, Laura logged on to Emma’s account and sent a hurtful message to Emma’s boyfriend, Adam.

Outing: a bully shares someone’s secrets or embarrassing photos online.

Greg, an obese high school student, was changing in the locker room after gym class.

Matt took a picture of him with his cell phone camera. Within seconds, the picture was flying around the phones at school.

Forms of Cyberbullying #5: Outing (Socialna akademija) Trickery: a bully tricks someone to share private information or photos with them and then shares this online.

Katie sent a message to Jessica pretending to be her friend and asking lots of questions.

Jessica responded, sharing really personal information. Katie forwarded the message to lots of other people with her own comment, “Jessica is a loser.”

Forms of Cyberbullying #6: Trickery (Socialna akademija) Of course, this is just one way of classifying cyberbullying. You might find another model that helps you and the young people you are working with even better. But it is always useful to have some language and tools to think and talk about a problem. Take a look at some real life examples below and think about them. Can you identify types of cyberbullying in the following examples? What would you do if you came across one of these messages in real life? How could you talk to a sender of these messages? How could you talk to the recipient?

Source: Nancy Willard, M.S., J.D., Educator’s Guide to Cyberbullying and Cyberthreats Center for Safe and Responsible Use of the Internet

3.6 Case studies Educators, youth workers, parents and other adults working with children and young people are likely to come across cyberbullying incidents. To successfully deal with cyberbullying we must first learn to recognize it, analyse it and understand what exactly is going on. Secondly, we need to be aware of effective strategies to support the victim and challenge the bullying behaviour.

Our reactions will often determine the outcomes of cyberbullying incidents: what will be the consequences for the victim, the bully, and the onlookers; how will the community and relationships be shaped by this experience; will children and young people learn from it or be harmed by it? Furthermore, when faced with

cyberbullying cases we might want to think about how to prevent similar events in the future and how to help children and young people develop skills for healthy, positive use of online media and communication technology.

In the following section, we have compiled short descriptions of six real-life cyberbullying cases that are also available on the internet in even more detail. We would suggest you take the time to read through them, think about them and try to propose solutions or guidelines for intervention. For the first three cases, we have already outlined some bullet points to help you think through them. However, these are suggestions rather than definite solutions. You might find solutions that are even more appropriate for your school, your community, your group of children or young people.

3.6.1 How to use case studies Case studies are a helpful tool to practice and apply concepts and skills that we have learned in Chapter 3 of this manual.

What is a case study? It is a form of problem-based learning. A case study describes a situation that needs a solution, an idea, an intervention, a strategy.

You may want to do this by yourself or with the discussion in small groups. Case studies are a wonderful tool to help you understand key concepts in much more depth. This is more important than finding perfect solutions. They are also great team-building opportunities. To solve a case, team members will have to work through different opinions, ideas, perspectives, and ways of working. This is why we recommend you use the following case studies in your training sessions for school staff, parents and youth workers.

To facilitate a training session using case studies, you might follow these steps: 1. Greet the group and introduce yourself.

2. Briefly, present the topic of a session (e.g. types of cyberbullying and effective strategies for each type).

3. Present the case study: Introduce the situation in a sentence or two.

• Give a print of the case (and perhaps some thought-provoking discussion questions) to each participant.

• Have participants quietly read through the text.

• Have the group summarize the key points; make sure everyone understands the basics of the case.

• Divide participants in pairs or small groups. Have them talk about the case and the discussion questions. Have them brainstorm and discuss possible solutions and strategies.

• Ask each pair or small group to contribute one or two important ideas 4. Address open questions and dilemmas. But remember: you are not expected to have all the answers. Your job is to help participants think deeply about this important topic, not to give answers and recipes.

5. Review key concepts of the training session together with participants.

Case studies are also a very helpful tool to work with children and young people. Real cases and specific situations are something they can understand and relate to. Experience helps them learn. You can use case studies during cyberbullying awareness workshops, mediation club meetings and in conflict-resolution training sessions. You might want to have the students read and discuss the cases or even use role-play to act them out.

However, a word of caution: students might perceive these cases very differently than adults. Make sure the case descriptions are age-appropriate, understandable, short and concise. A very important point is also NOT to overburden students emotionally: for example, it might be very difficult for them to process stories about cyberbullying resulting in suicides of young people. We also strongly encourage you to use case studies with happy or open endings when working with students.

It is your responsibility to ensure that you have enough time and skills to process any emotional and cognitive processes that selected activities might evoke in students.

3.7 Case study 1: Ashley’s new website, unknown to her Ashley lives in Colorado and has been growing up like any other teen, being influenced by her peers as much as she’s influenced by her parents’ guidance. However, she never expected how invasive the Internet could be without her knowing about it or even having a say in the matter. In Ashley’s case, the bullying that occurred may seem benign on the surface, but it had the potential to be far more.

Unknown to Ashley at the time, a classmate when she was 11 began taking photos of her. The images were then made part of a portfolio of information posted on the Internet with a fake social media page. The topic was Ashley and the website page was made to look as if Ashley posted everything herself. It was only through friends and third parties that Ashley became aware of the existence of the online information. The data was detailed as well; it included her school name, her home address, her family information, birthdays and more. Worse, all the data was set to be wide open to the public without any filtering or restriction. The creator of the page was confronted but denied the act. In the meantime, Ashley began to be ostracized by her friends at school. To break the freeze-out cycle Ashley had to enrol in a different middle school to regain a “clean slate.”

In Ashley’s case, the damage was limited and constrained to the loss of a few friends. However, it could have been far worse. Further, the damage was caused by another child who simply had the time and access to post whatever was desired on the Internet for anyone to read.

Source: Ashley’s story

3.8 Case study 2: Nude photo leaked online Jessica Logan was an 18-year-old high school senior who sent nude photos of herself to her boyfriend. After the couple broke up the boyfriend sent the photo that was meant for his eyes only to hundreds of other teenagers via group chats. The photo sharing led to name calling and taunts at school. Phrases like “slut, porn queen, and whore� were regularly spoken referring to Jessica by schoolmates. The taunting continued via

Facebook and through text messages.

Jessica was feeling miserable and depressed. She was afraid to go to school and started skipping classes. Jessica’s mother only learned of a problem at all when she started getting letters from school reporting that her daughter was skipping school. Jessica’s mother took away her daughter’s car and drove her to school herself, but Jessica still skipped classes.

She told her mother there were pictures involved and a group of younger girls had received them and were harassing her and calling her vicious names. Unfortunately, the mother didn’t realize the full extent of her daughter’s despair.

When the school officials became aware of the harassment they offered to go to one of the girls who had the pictures and tell her to delete them from her phone and never speak to Jessica again. Jessica’s mother saw the solution in talking to the parents of the girls who were bullying Jessica, but her daughter said that would only open her to even more ridicule.

2 months later Jessica committed suicide.

Source: Jessica’s story

3.9 Case study 3: Emails from an unknown sender At the beginning of the school year, Sara moved into a new school. At first, things were great and Sara was very popular. However, after a couple weeks at her new school, her parents noticed that she seems depressed and anti-social. They observe that she rarely socializes with her friends. Sara’s parents are worried about her and suspect that something is not quite right at school. They try to talk to Sara, but she is reluctant to talk.

She tells them that she and her friends had an argument and are not getting along. Sara’s parents do not re-

alize the problem is more dangerous than a disagreement between friends.

One day as Sara arrived at school, other students began to giggle and laugh at her. Some even made strange remarks about her eating lunch in the lunchroom. Sara was embarrassed and confused. She did not mention this to anyone that day and thought that it would just go away.

After returning home from school, Sara decided to check her email. She had one email from a person that she did not recognize. Inside the email, was an embarrassing picture of Sara in the lunchroom eating. Immediately, Sara realized that this picture was the reason that all the students had been laughing at her when she arrived at school that day. Another student must have taken this picture in the lunchroom at school and sent it to everyone in her class. Sara was alarmed and began to cry. She immediately deleted the email and did not tell anyone about the email.

As the weeks passed, the incidents escalated. Sara received more and more embarrassing and sometimes even threatening emails from the person. She deleted each and every one. Sara was too humiliated to tell her parents or her teachers. Her teachers noticed that she had begun to fall behind in school and seemed to be very depressed.

Source: Sara’s story

3.10 Case study 4: Hateful texting Gina, an exuberant and spirited high school freshman, had a falling out with a girlfriend over a boy they both liked at school. It wasn’t long before Gina began getting rude text messages to her phone at all hours, calling her names and saying inappropriate things such as, “I hope you die soon.” The angry friend had enlisted others to text hateful remarks to Gina too.

Gina’s parents had never talked to her about bullying, or how to handle such behaviour when you become the victim. The 14-year-old was completely unprepared to face such a major assault on her self-esteem. She was devastated, and soon began to withdraw from her friends and active social life.

She spent more and more time alone in her room.

Her mom grew concerned when Gina would no longer talk about what was going on at school or in her life. So she reached out to one of Gina’s closest friends and learned about the hateful texts her daughter was receiving.

Gina’s mom took action before the emotional toll became worse. She told Gina she knew about the cyberbullying, and together, they discussed the situation with the school counsellor and principal. With support from her family and teachers she trusted, Gina found the strength to talk to the girlfriend she had argued with, apologized for the quarrel and asked her to call off the texting campaign. While their friendship was over, the cyberbullying stopped.

Source: Gina’s story

3.11 Case study 5: Rumours and exclusion Ryan Halligan was a 13-year-old middle schooler from Vermont who first experienced bullying in the fifth grade because of his poor physical condition. By the time he made it to seventh grade Ryan was begging his parents to home school him or if they could move. His parents contacted the school and tried to work out the issues. Boys at school started rumours that he was gay. Over the summer he worked on establishing a relationship with a popular girl from his school online. When he returned for his eighth grade year, and went to approach his girlfriend in real life, where she told him in front of all her friends he was a loser and that everything she had said to him online was a lie. The girl had copy/pasted all of their instant messages and sent them to a friend for a laugh at Ryan’s expense. Humiliated, Ryan took his life.

Source: Ryan’s Story

3.12 Case study 6: The New Kid at School Henry was a shy sixth-grader who recently arrived at school from out of state. One day as he was browsing a social media site he came across a page about the school with pictures of students, including one of him labelled “The Fat Nerd.” Upset, he posted a reply expressing his dismay.

The postings became nastier, and soon some students were making loud comments in the lunchroom and on the playground. Henry had to endure many weeks of feeling humiliated and hurt before anyone realized what was going on. His parents didn’t even know because Henry was too embarrassed to tell them. Finally, a teacher overheard some of the names and asked Henry what was going on. He described the social media page and cyberbullying.

The school, which had trained its teachers and had a zero-tolerance policy on bullying, responded quickly.

They identified the ringleaders, and with the help of their parents, had the creator of the unauthorized school page take it down from the social media site. School officials hosted sessions for parents and students about cyberbullying and how to prevent it.

Source: Henry’s story

Literature 1 Definitions 2 Multilingual website about cyberbullying 3 Teen Angst 4 The Impact of Social Media on Children, Adolescents, and Families 5 Cyberbullying: How young does it start?

6 Risk and protective factors associated with cyberbullying: Are relationships or rules more protective?

7 Risk and protective factors on perpetration of bullying and cyberbullying 8 Wellcast: Cyberbullying protection guide

4. Addressing Cyberbullying in Schools As we learn more about cyberbullying, the question inevitably arises:

What can we do about it? In fact, a lot can be done. Effective programs, strategies and initiatives have been developed all over the world.

Activities to fight cyberbullying can be online-based or take plalce in-person, they can focus on awareness raising or skill building, on individuals or groups, they can be designed as preventative measures or intervention plans… it would be impossible to list and analyse all possibilities.

This section of the manual is designed as an overview of guidelines, ideas and resources on how to tackle

cyberbullying. Guidelines can provide a useful framework for all concerned to reduce cyberbullying and its negative effects, but of course they need to be followed by practical and effective action plans.

We will be focusing specifically on guidelines and suggestions for school environments. Throughout the world, school environments are (apart from online environments) the most utilized platforms for cyberbullying prevention and intervention.

School-based efforts to fight cyberbullying seem to be most effective if a whole-school approach is used and if school-family-community partnerships are involved.

Key elements of a school-wide approach are building a supportive school culture, development of skills and knowledge about cyberbullying among school staff, students and parents; consistent implementation of policy and practice to reduce cyberbullying behaviours; and partnerships between staff, students, families and the wider community1.

During 2008-2012, an interesting international study was done in 29 (mostly European) countries, including Germany, Slovenia, Poland, Italy and Hungary. In addition to a comprehensive review of available literature and research on cyberbullying, one of the project objectives was to analyse existing nationally published guidelines connected to technology use and cyberbullying from different countries. The aim was to disseminate best practices and to develop a set of common guidelines applicable on the European level.

Researchers reviewed 54 national guidelines (two per country) and scored each document on a number of criteria. They found that the most common target groups were parents (addressed in 41 documents), young people (35 documents), teachers (32 documents) and schools (23 documents). The key findings were that the existing guidelines varied greatly in covering important aspects of cyberbullying. Many documents emphasized skill building, awareness raising and modelling appropriate behaviour. School policies were often mentioned but not elaborated on.

Few guidelines recognized the importance of peer relationships, peer leadership and peer influence, although research consistently recognizes them as important aspects of cyberbullying.

4.1 General Guidelines Based on this comprehensive analysis, a number of recommendations were made for each target group. The following subchapters will summarize the recommended guidelines blended with some ideas and resources for further exploration. Guidelines are divided in four sections that are important for designing a good school-wide strategy: • knowledge and competences • proactive policies and practices • collaborative partnerships and • social environment.

In each section, suggestions are given for each of the main identified stakeholders: young people, parents, teachers, and schools.

4.1.1 Knowledge and competences Firstly, guidelines for raising awareness about cyberbullying and skill building are presented for all stakehold-

ers. This is the strongest area of many anti-bullying programs, including typical school strategies.

4.1.2 Proactive policies, plans and practices A good school-wide approach against cyberbullying includes proactive school policies, plans, and procedures that are effectively implemented in practice and regularly evaluated. The following guidelines emphasize some relevant considerations from the viewpoint of different stakeholders.

Firstly, guidelines for raising awareness about cyberbullying and skill building are presented for all stakeholders. This is the strongest area of many anti-bullying programs, including typical school strategies.

4.1.3 Collaborative school-family-community partnerships Schools and families are among the most important risk factors as well as protective factors in cyberbullying.

To deal with cyberbullying effectively, links between communities need to be established and resources in local communities should be utilized. The following guidelines discuss the needs of all stakeholders from the partnership building perspective.

4.1.4 Social environment and school culture The ‘climate’ or rather the ‘culture’ of social environments that students are a part of, plays an often invisible but important role in cyberbullying prevention and intervention. The following guidelines examine what different stakeholders need to contribute to a positive, healthy, bully-free social environment.

4.2 Supporting School Staff Cyberbullying is a real problem and it happens more often than we know or expect. Schools sometimes became aware of the problem but are poorly equipped to handle it. School staff might not know how to respond, what their competencies are and what is out of their area of expertise, how to respond to one-time incidents or how to develop a school-wide strategy if cyberbullying has escalated. Teacher and other school staff members often report that they would like to react, but do not know how and they feel powerless.

In this section, we will explore some basic guidelines and strategies for schools that wish to address specific cases of cyberbullying among students.

Members of school staff will need to recognize the problem, explore it, plan, implement and evaluate an intervention or a strategy.

The role of the multiplier in the intervention process is to be a facilitator, support person, and counselor. Multipliers cannot develop cyberbullying strategies and interventions for the school staff or instead of the school staff. They can, however, offer their knowledge and skills to help with the process. Most often, this will mean that they will help the school think and talk through the following steps: 1.

2.

3.

4.

5.

Recognizing incidents of cyberbullying Assessing incidents Reporting incidents Immediately responding to specific incidents Developing, implementing and evaluating a general strategy for dealing with cyberbullying

Cyberbullying is only one form of unacceptable behaviour that we might encounter among students. Schools often do not have a strategy or a procedure to deal specifically with cyberbullying; however, most schools have codes of conduct, policies for dealing with unacceptable behaviour or even counter-bullying policies.

Cyberbullying should be dealt in the context of these policies.

4.2.1 Recognizing Incidents of Cyberbullying Staff members usually become aware of cyberbullying through student reports, parent reports or by noticing problematic online activities or changes in student behavior.

Awareness raising activities for school staff, especially information on how to recognize common signs that students might be victims of bullying and cyberbullying, can be very helpful.

4.2.2 Assessing the Incident The cyberbullying incident may take many forms and need different approaches. The first step is to think about the incident. Some of the key questions are: • Impact: how extensive is the problem? How serious are the possible consequences?

• Location: where and when is the bullying happening? Cyberbullying is especially difficult to deal with because unlike “traditional” bullying it can happen anywhere and anytime.

• Duration: how long has the unacceptable behaviour been going on?

• Identity: does the person being bullied know who the bully or bullies might be? Cyberbullying can be especially challenging because the bully can be anonymous or the bullying can go viral and include many bullies and onlookers.

• Motivation: is there a motivation, a purpose behind the bullying? Is it possible the bully does not realize that his or her actions are cyberbullying? Does he or she come clean at an early stage and try to amend the damage that was caused?

• Evidence: what evidence is there of what happened?

• School context: how is the school involved? What can and cannot the school do? What is the school’s policy for dealing with such incidents?

4.2.3 Responding to Cyberbullying Incidents Each case of suspected or alleged cyberbullying should receive an immediate response. If needed, a wider strategy should also be implemented.

If staff member suspects or is told about a possible cyberbullying incident, there are some steps they can take to immediately respond to the incident.

4.2.4 Supporting the victims Students that are victims of cyberbullying may need different types of support: • Emotional support and reassurance that reporting the incident was the right thing to do.

• Advice not to take revenge, but to keep the evidence and show it to parents or staff members.

• Advice on how to prevent further hurtful communication (change passwords, block numbers or senders change numbers, report offensive content etc.)

• Take action to remove the problematic material, if possible • Discuss contacting the police if the content might be illegal.

Offer students what you can and help them find support in areas you are not able to help them. School counsellors are usually key staff members for organizing a support strategy and support network for the student.

4.2.5 Investigating The nature of investigation will depend on each specific case of cyberbullying. It might include: • • • • •

Reviewing available evidence Saving available evidence (printing, taking a picture, saving on a secure location etc.)

Interviewing students (victims, bullies, bystanders) Trying to identify the bully Looking at the media and technologies used

Take note that in most European countries, school staff members do not have the authority to search students’ belongings, including their phones, tablets, and other devices. You may ask the students to show you the devices and the content, but you cannot make them do it.

If the incident has signs of a criminal offense, the school is mandated to report to authorities and should be careful not to interfere with police investigations.

4.2.6 Working with the cyberbullies Working with the cyberbully or bullies is just as important as working with the victims. The consequences should be determined on an individual basis and should be in accordance with the rules and procedures the school has in place. Working with the bully should have the intention to: • • • •

Help the victim to feel safe again Make sure the bullying stops Hold the bully accountable Help the bully recognize the harm and consequences of their actions so that it is less likely for behaviour to be repeated • Demonstrate that cyberbullying and any kind of bullying is unacceptable behaviour, that it will not be tolerated by the school, and that the school has effective ways of dealing with unacceptable behaviour.

4.2.7 A strategic approach A strategic approach to cyberbullying is not always needed. Usually, a general strategy to ensure a good school climate, a strategy to develop students’ social skills and/or a conflict resolution strategy might be enough to prevent most cases or at least the most serious cases of cyberbullying.

If the school detects one isolated incident of cyberbullying, it should deal with that specific incident, but it might not make sense for a school-wide strategic approach. However, if there are many incidents or if their impact is potentially harmful, the school should review its existing policies and if needed, develop new ones.

Some of the tools that the school might use are: • Develop a communication strategy for relevant target groups.

• Develop educational activities and skill building activities for relevant target groups.

• Review existing policies and procedures for dealing with unacceptable behaviour.

• Develop a crisis response plan and procedures to deal with unexpected incidents.

• Examine the school culture and the hidden curriculum and messages.

• Engage in a strategic planning process and plan for organizational change.

4.3 Case Studies The following case studies can be used as an exercise to help you think about common scenarios, connected to cyberbullying, that might happen in schools. In each case, a cyberbullying incident is summarized and a brief description of a context is given. Think or talk about how you might respond to such cases. Try to plan an immediate response as well as a school-wide strategic intervention if it is needed.

4.3.1 Case study 1: Sara, 14 School context: High school in an urban setting, in the city centre. The student population is very diverse: some students come from middle-class families, some from a poor background and a few from wealthy families.

The school has about a third of minority students. The school general climate is pleasant, students tend to like school and most of them have a group of friends in the school. Students often approach teachers with their problems. There have not been many cases of cyberbullying reported yet and very few cases of traditional bullying. The school has an anti-bullying policy and monthly bullying prevention assemblies for students.

Case summary: Sara, age 14, has reported being cyberbullied to the school

counsellor. She had sent some ‘dirty’ photos to her 15-year-old boyfriend through Snapchat. He has shown the photos to his friends and now the boys are making fun of her. They are calling her names as she walks by them in the hallway. She has also received 13 Snapchat messages requesting naked pictures of her. The principal and the teachers have not reacted yet but plan to discuss the incident during the teachers’ conference next month. None of the other students have been approached about the incident so far.

Initial investigation: When Sara reported the incident, the school counsellor took notes of her statement.

Since Snapchat deletes shared content after it has been viewed, no record of either the photo or the messages exists.

In general, students in the school are very skilled in using social media. Almost everyone has a cell phone and most of the students use Facebook, Instagram, Twitter, Snapchat, Viber and Whatsapp. They use social media for fun, to send photos, videos, to express themselves. Teachers are mostly familiar with social media platforms, more than half of them also have Facebook, Twitter and Instagram profile, some are also using Whatsapp.

4.3.2 Case study 2: Tom, 15 School context: High school in a small town. Most students come from upper middle class families and live in suburban areas. The local communities are close-knit, most students, parents and teachers know each other by name.

Case summary: One case of cyber bullying has happened so far: exclusion of a boy Tom, age 15. His peers were calling him names and making fun of him through Facebook.

Tom was also bullied in person: two boys hit him in the stomach and threatened to do it again if he told anyone.

One of the teachers has seen that incident (in person) and after asking the boy, Tom told her that he was also bullied through social media, mainly Facebook. After that, the homeroom teachers talked with the bullies: three older students aged 18. They denied that they did anything bad or wrong; they didn’t see it as hurtful, just as innocent jokes. They promised not to do it again.

But the question remains – do they really understand the harm cyber bullying can cause?

Initial investigation: After this incident, teachers wanted to know more about how students use social media. One of the teachers mentored a student research group which wrote a research paper on the topic: they did a survey among all students and found that students know and love to use social media, mainly Facebook, Instagram, Twitter, Snapchat, Viber, and Whatsapp. They use the applications and platforms to stay in touch with friends abroad or from other cities, to talk in groups, to send photos and videos to each other. Teachers mainly use and know only Facebook, less than half of teachers have their own profile social media sites.

4.3.3 Case study 3: Tina, 10 School context: Primary school in an urban setting.

Case summary: Tina (age 10) mentioned during one of her random conversation with her teacher that some unknown ‘boy’ was inviting her to meet up with him. They started talking through Facebook (he ‘added

her as a friend’ and she responded, even though she does not know him in person). At first, he was nice and friendly, but after some time he started asking her to send him photos of her and pushing her to meet up in person. The teacher asked if her parents know and she said that “Of course not”, they don’t talk about that at home, her parents do not know/use social media, and therefore they cannot understand the situation. She does not think of the situation as problematic, she is just a little bit annoyed with that boy and not sure if she wants to meet up with him in real life.

Initial investigation: Social media and technology is popular in the school. Some teachers are very fond of Social media and use it daily. One of the teachers (Geography professor) made a survey and realized that more than 80 % of students are using social media. They use mostly FB, Instagram, Whatsapp, Snapchat.

Teachers also started an official FB and Twitter profile of the school one year ago and are posting interesting photos, motivational quotes, videos, events on the wall. The profiles have cca. 500 followers. Most students have computers or tablets at home, about half of them have cell phones. Most students know about Social media and apps like Snapchat, Viber, Whatsapp, and about half of the students use them and have social media profiles. Teachers and students are “friends” on social media.

4.4.1 A sampling of cyberbullying laws around the world Several countries across the globe have already developed seemingly effective cyberbullying laws. The strictest cyberbullying laws in the world are reported to be those found in Canada where under the Education Act individuals who engage in cyberbullying face suspension from school, and repeat offenders may also face expulsion from school and possible jail time. In United Kingdom, cyberbullying could result in six months or more in prison and a fine under the Malicious Communications Act. Certain states of the USA are also considered to have strict legislation with legal consequences ranging from monetary fines, charges of misdemeanour or imprisonment; whereas other US states have looser or no specific cyberbullying laws. Effective legislature is also reported to be in place in the Philippines and Australia.

In Europe, most countries do not have specific cyberbullying laws, but there are a number of existing laws that can be applied in cases of cyberbullying. Some countries have specific measures for certain online behaviours (for example, cyber stalking is illegal in Poland). International law covers some of the problematic areas: Convention on Cybercrime and European Data Protection Legislation is now being applied to issues of cyberbullying, online harassment and identity theft.

The European Commission has also formed agreements with 17 of the world’s leading social networks, including Facebook and MySpace, to stop online abuse and to better protect young people online.

4.4 Legal Considerations in Combating Cyberbullying Cyberbullying is a relatively new phenomenon. A need for anti-cyberbullying legislation is being recognized in many countries as cyberbullying can have serious consequences for individuals and communities. Many countries are beginning to recognize the emotional and physical harm that can result from cyberbullying and are designing protective measures and policies.

Most legal definitions describe cyberbullying as: • Actions that use information and communication technologies to support deliberate, repeated, and hostile behaviour by an individual or group that is intended to harm another or others.

• Use of communication technologies for the intention of harming another person.

• Use of Internet service and mobile technologies such as web pages and discussion groups as well as in-

stant messaging or text messaging with the intention of harming another person.

4.4.2 Applicable legislature Because the use of mobile and online communications has grown so rapidly and the crime is relatively new, many jurisdictions are deliberating over cyberbullying laws. However, if an online activity has indications or elements of a criminal act, existing laws should be considered, for example criminal law (assault, threats, harassment, protection of minors), civil law (defamation, data protection, consent), and in some cases regulations in special areas are also applicable (education, family, employment, human rights, data protection).

Cyberbullying is a serious problem, but not always illegal.

Cyberbullying is a serious problem and potentially extremely harmful. But in fact, a very small part of cyberbullying can be considered illegal activity. Most such behaviours are unacceptable behaviours that can and should be dealt with in the context of family and school environments.

However, at times cyberbullying incidents can have signs of criminal activity. We might believe there is a real threat to the target or the line toward harassment can be crossed. In such cases, local police departments or attorneys can be consulted to determine if the case should be reported to authorities.

It is important to realize that even if cyberbullying behaviours are not considered criminal acts, civil lawsuits may still be filed to determine the damage resulting from cyberbullying.

When designing policies and actions to fight cyberbullying, the applicable legislature should be considered.

Specifically, school staff, youth workers, and parents should be aware which actions need to be reported to authorities.

4.4.3 Mandated reporting In some cyberbullying cases, it may be advisable to inform the local police department or consult an attorney.

Very few cases of cyberbullying are being reported to the police, and even fewer are found to have characteristics of criminal acts and are investigated, eve fewer are persecuted. However, it might be better to err on the side of caution.

In most European countries, professionals working with children are required to report to authorities if they suspect a child is being abused, in danger or if there is a criminal act being planned. This is called ‘mandated reporting’. Often, schools and organizations have procedures and rules in place for such situations. It is advisable to review such rules and consider how they might be applicable to cyberbullying.

‘Mandated reporting’ is when professionals working with children are required to report to authorities if they suspect a child is being abused, in danger or if there is a criminal act being planned.

It might be difficult to assess if an incident or behaviour needs to be reported to authorities, especially in the context of cyberbullying. Some questions to consider are: Was the child physically or psychologically harmed in the incident? Does the incident pose a future threat to the wellbeing of the child? Would a reasonable, impartial person believe that there is a serious threat? Is there anyone that can be consulted? Often police officers specializing in child protection or cyber-crime are happy to help you discern if the case should be reported, or a national agency dealing with cyber safety might be able to provide some insight.

Lack of awareness about reporting cyberbullying can be detected in many settings. For example, a study of

national-level guidelines for cyberbullying prevention and intervention in 27 European countries found that whereas the importance of maintaining privacy and the need for reporting procedures were mentioned in around 50% of the guidelines, only about one-third included references to reporting incidents to the Police.

4.4.4

Social Media Rules and Terms of Use

Even though not all cases of cyberbullying can be considered criminal acts and although not every case needs to be reported to the police, cyberbullying should be reported to the platforms used to carry out the abuse.

Most social media providers have clear rules and terms of use deeming cyberbullying as unacceptable and a violation of terms of use. Most social media also have easy, anonymous reporting systems. For most social networking sites, the general reporting address is: abuse@websitename.com Social media tend to take reports of cyberbullying and other forms of online abuse very seriously. In most cases, the site will take down the offending content and sometimes ban the bully from using the site. They also have resources to track activities, restore deleted content and identify the bully, although this information might not be available unless specifically requested by authorities.

The key step is to teach young people to be aware that social media they use have rules about acceptable online behaviour and terms of use that need to be followed. Not complying with these rules can have consequences. Cyberbullying is not acceptable online behaviour, and if they see it, they should report it right away.

The site will take down the content and they can feel good knowing that they took assertive action to help stop cyberbullying.

Literature • • • •

Guidelines for preventing cyber-bullying in the school environment Cyberbullying Laws Around the Globe: Where is Legislation Strongest?

Legal Perspective Spotting the signs

5. Our approach

In previous chapters, we encountered how young people live their lives merged with social media and which are the posing risks of this kind of a lifestyle. We presented cyberbullying and recommendation for lessening its effects in the school environment.

In the project Joining Forces to Combat Cyberbullying in Schools, we tested different approaches of to tackling cyberbullying and compared them with conclusions and researches of previously implemented projects.

Based on our conclusions we believe that we can only stop cyberbullying with a holistic approach that entitles: • raising problem awareness of cyberbullying, • promotion of safer behaviours and changing the attitude of all involved parties towards cyberbullying, • minimising risks in specific groups of young people, • trainings for school staff and • interventions in specific cases of cyberbullying.

This approach addresses three target groups whose behaviour affects at most the occurrence of cyberbullying in the school environment: • pupils, • school staff and • parents.

This chapter represents the core of this publication. Interlinking knowledge about cyberbullying, youth and social networks (more detailed presentations can be found in previous chapters) with concrete measures and

guidelines for implementation (which are presented in next chapters).

5.1 Measures on Different Levels The World we live in consists of different subsystems. Each individual has certain genetic predispositions, lives in a specific family and grows up in a unique local environment with all its specifics. He attends school with a specific subculture, becomes friend with certain people and with them develops specific activities. His behaviour and attitude towards cyberbullying can be influenced by all of those predispositions. Some have more effect and others less, some can have a bad, others a good influence and the amount and connotation can differ from a person to person. It is not enough to change individual attitude and behaviour (we can do that with education,…). For an efficient change, we need to address everything around him, all categories and subsystems.

Socio-ecological model recognises various levels of addressing social problems: individual, interpersonal, organisational, community, and public policy.

Source: http://www.balancedweightmanagement.com/Socio-Ecological%20Model.jpg

Approaches on different levels require specific unique unalike strategies. As with all others issue it is usually easier to tackle them on lower levels (individual, interpersonal) and most cyberbullying prevention project is presenting educational workshops and raising youth awareness as their main outcome. Addressing the higher levels can require more sources, more time and a higher level of professionalisation.

A set of actions presented in this manual is primarily focusing on the organisational level.

Addressing these levels automatical includes tackling all the lower levels as well, individual and interpersonal.

We chose organisational level because it: • feels the most natural for prevention of cyberbullying in the school environment (don’t forget schools are organisations as well), • exceeds and upgrades outreach of most other projects about preventing cyberbullying, • allow us to show strong points of project partners (school access, the ability to address various target groups,…).

The project has certain effects also on the community level (cooperation project partners and schools in the coalition, creating a joint knowledge) and on a public policy level (action proposals).

The project has certain effects also on the community level (cooperation project partners and schools in a coalition, creating a joint knowledge) and on a public policy level (action proposals).

5.2 Our Philosophy The aim of Joining Forces to Combat Cyberbullying in Schools project was

To change school cultures towards bullying-free zones through addressing the challenge of cyberbullying from different angles and through the combination of different actions.

During the implementation of pilot activities in the project, several principles stood out, that would appar-

ently be important when addressing the challenge of cyberbullying in schools.

• Promotion, prevention and intervention. Cyberbullying should be simultaneously addressed using various strategies: informing stakeholders about its forms and potential risks, implementing preventive actions and interventions in occurring • Community Building. Different stakeholders should be addressed and included: pupils, parents, teachers, social workers, youth workers and NGOs. • Building Competences. The key to our project is in developing people’s competences (knowledge about cyberbullying, skills connected with recognising and preventing it and building a healthy attitude towards cyberbullying). Active participation of all stakeholders is needed to address the issue.

5.3 Measures Following these principles, 4 measures have been developed and tested. Together, they form a system of measures prepared to implement in a specific school culture.

1. Awareness raising. Informing stakeholders (mainly pupils, teachers and parents) about forms of cyberbullying, recognising it and its possible consequences (Chapter 6) 2. Mediation Clubs. Small groups of pupils meeting regularly and being active to speak about cyberbullying and prevention of it (Chapter 7) 3. No blame approach. Training for teachers to use this specific methodology in cases of intervention when cyberbullying appears (Chapter 8) 4. Creativity Groups. Offering pupils to use social media in a different way. Promoting positive use of social media through creativity clubs and creativity camps (Chapter 9) Each of individual measures focuses on more fields like promotion, prevention and intervention. But each acts primarily just on one.

As an actor in the school environment with its specifics needs and challenges, you can focus on one, two, three or all four of proposed measures. The decision is yours. In the frames of project, we also implemented two additional measures, that can help you: • Training of Multipliers. Within the project, we educated 20 multiplicators, that are entering school environment from inside or outside and are helping school staff on implementation of provided measures. Their typical tasks are implementations of awareness raising, education of school staff, facilitation of mediation clubs and leading creative groups,…

• Social Media Campaign on Cyberbullying. Campaign’s main focus are parents and school staff and transmits messages that are presented in the table

6. Awareness Raising Based on school testing in schools within the project “Joining Forces to Combat Cyber Bullying in Schools�, we are suggesting a holistic combined approach which we presented in the fifth chapter. It consists of four activities: Awareness Raising, No Blame Approach, Mediation Clubs and Creativity Groups.

And in this chapter, we will introduce you to our first activity: Awareness Raising. It is focusing on three target groups that are most involved in cases of cyberbullying in the school environment: student, school staff, and parents.

We are presenting two implementation plans of awareness raising with students – one that takes half to one working day and the other that can be implemented in a short workshop. We also prepared a program for school staff and another one for parents and at the end you can find suggestions for additional activities, that you can use if needed.

Methodological notes

The time of awareness raising activities will probably be short and the number of participants high. However, it is strongly suggested to find ways to interact and start a dialogue with the audience in order to engage them in the lesson and especially push them to come out with their own idea before we explain our point of view.

We recommend the use of some short videos to break the flow of the lesson and keep their attention on a high level. Some suggestions include: • the mind reader: (Virus, hacker, and data safety)

• Little Red on Facebook: (privacy)

• guess who:

• the sheep series: http://www. sheeplive.eu/

6.1 Meeting with students 1

Program Warm welcome, presentation of the trainer team, objective of the activity, presentation of the students Expectations of the day of the participants Division into groups up to 4, 5 min discussion, group chooses 5 expectations and visualizes them on cards (per card only one expectation), Groups share their results – team wraps up Overview of media usage and equipment Oral exchange in a big circle: • what are you using regularly?

• what are doing exactly? Playing, internet surfing, chats etc.?

• which social networks are you using?

• which websites are most interesting for you?

Exchange of the danger of using the net – “to carve out” the disadvantages – group work: • What do I know - what can happen? What has happened already to persons I know, to me…?

Each group writes the experiences on a flipchart as a list or mind map and presents it Alternative: pairs who will exchange experiences more in depth and then come together with another pair – they write the paper without telling the stories again – only facts – and then present Break Transfer of perspectives – opinion barometer Group will listen to statements and every individual decides which position reflects his/her personal opinion – the team will ask some students representing different positions for their reasons – the other students only listen – no discussion After some statements and listening to arguments, the students will take their seats again and the team will raise open questions: • What have you experienced?

• How did you assess the arguments of the others?

• How come that perception is so different?

Time

Material circle of chairs, flipchart, moderation Up to 30 material – should be organized beforemin hand!

15 min

cards, markers, scotch, pin board

10 min

circle – plenary

30 min

markers and flipchart paper

15 min

30 min

Prepared statements line with comments

Verbalisation of a definition of cyber-bullying by listening to a little story – presented by the team Plenary: what Flipchart and the story in your country does cyberbullying mean? Brainstorming and the team 15 min language will pick the main elements to formulate the definition with the agreement of the students Deepening of knowledge of different perspectives: 1. Show the video clip “ Let´s fight it together” for only 5 minutes and then stop. Cards of the different roles will be placed in the room and the students are asked to imagine the different roles (Joe, Kim, teacher, mother, bystander) • How does X feel in the clip?

• What do you think what could be his/her wish?

• What can he/she do to change the situation?

2. Show the rest of the clip – notice the atmosphere in class and reflect the situation: “I observe you are a little bit shocked,…we will go on and you can express what you think.” Students take turns to slip again into the different roles. The team doesn´t comment at this point.

Students who approach Kim´s card will be asked: ” Why is Kim doing this, what do you think?” The question to the bystander role: “ Why do they join in, what could be their motivation?” Question for the observers: “What hinInternet-connection , beamerRole dered the observers to intervene in favor of Joe? Summa- 20min cards with the name of the actors of ry of the team, students are asked to let go of the roles.

25min the videoclip 30-60 Long break min Energizer 10 min Development of strategies to react in situations of cyberbullying and prevention – students will be divided into two-three groups, parallel group work sessions and presentation – the other group can add ideas and propositions.

30min Evaluation and feedback. How was the day – looking back to the expectations and giving space to express impressions and feelings? In addition, students could be asked to write a letter to themselves where they reflect how they will react in the future in case of cyberbullying.

Letters will be collected by the team and send to them later by post. The team will cordially thank the students for their participation and input.

20 min Feedback questionnaires if wanted

Lists of links and material should be prepared for the students.

A follow-up session after 2-3 weeks would be appreciated to enhance the motivation to fight cyberbullying.

Possible questions: • Has the project day changed your attitude/perception?

• Was the project day helpful to prevent cyberbullying?

• Any other ideas to fight cyberbullying?

6.2 Meeting with students 2

Program

Time

The project

10 min

Details What is this European project about? Which other countries are working together with us?

Question and interaction to warm up: • Is the Internet virtual or real?

• Do we really know what the internet is?

(What is the “Internet”? When was the Internet born? How can the information “run” to the other part of the world in less than a second?...)

• Is the internet good or bad?

(What are the best use and the worse?)

Introduction: what is the Internet?

15 min

Conclusion and message: The Internet is not virtual at all… it is the biggest communication network ever existed, based on a huge number of infrastructures (servers, fiber-optic cables, ocean cables, antennas…) and services companies with thousands of employees and billions of real people connected to it. It represents the biggest archive of information ever and is constantly growing.

Good or bad? It can be both very good and very bad… it’s up to us, and the way we choose to use it. We all are responsible for making it a better and useful place.

Question to kids • What behaviors can be risky on the Internet?

Presentation (each topic may be associated with a catchy image and a keyword) • Virus • Privacy (image of the “social toilet”) • Personal data exposure (image of tooth-brush-passwords) • Masquerading (Do we know who is behind?)

• Insulting and hate speech • Addiction • Outing (diffusion of embarrassing information and photos) Overview of the main “web-safety” issues 20 min

Cyberbullying 20 min

Conclusions 15 min Conclusions 10 min

Conclusion with interaction and message: • Why do we take risks on the web? (because we don’t know the consequences because we feel smarter because we follow the “crowd”, or the fashion of the moment, lack of EMPATHY…) Presentation of the topic • What is cyber-bullying?

• What is the difference between traditional bullying? (why can the consequences be much worse) • How to protect ourselves • How to react (the role of the victim and of the group) • Examples (raising of empathy) Conclusion and message: Cyber-bullying is not a game. It can happen to anyone. Everyone is responsible for stopping / reporting it to reduce the damages. Empathy is a key point: if we put ourselves in the victims´ shoes than we can understand there is no excuse not to act against it.

What we can do together: • The mediation club, soon to be active in school: a team of students who will be trained to support their classmates to solve conflicts non-violently by offering a mediation which enables students to find fair solutions in case of conflict. (suggest not to mention NBA approach in this context since this is more useful for Teachers and Parents) • Promote a better climate in school • Promote a positive use of the web • Become a positive “digital-community” • Discussion of activity calendar • Question & answer time

6.3 Meeting with Teachers

Program

Time

The project

10 min

Introduction to topics and dialog 15 min

Overview of the main “web-safety” issues 15 min

Details What is this European project about? Which other countries are working together with us?

Presentation of the general goals: • Promoting a better climate in the school • Promoting a positive use of the web • Become a positive “digital-community” Question and interaction to warm up: • Are students more experts than adults in Internet use?

• Is the Internet mainly a positive or a negative invention? Why? • Can we (as adults and educators) support students to prevent and solve problems related to internet misuse?

Conclusion and message: The Internet has a great potential for students learning, but can also be a significant source of distraction and risk if not used with awareness, creative and constructive approach. Teachers and educators may have an important role in this field through a variety of strategies of promotion, prevention, and intervention.

Quick overview (each topic may be associated with a catchy image and a keyword) • Virus (mind your clicks) • Privacy (image of the “social toilet”) • Personal data exposure (image of tooth-brush-passwords) • Masquerading (Do we know who is behind?)

• Insulting and hate speech • Addiction • Outing (diffusion of embarrassing information and photos) Conclusion and message: • Why do students take risks on the web?

(Because they are in the “exploring” age because they don’t know consequences, because they feel smarter, because they follow the “crowd” or the fashion of the moment, because of lack of EMPATHY…) Conclusion with interaction and message: • Why do we take risks on the web? (because we don’t know the consequences because we feel smarter because we follow the “crowd”, or the fashion of the moment, lack of EMPATHY…)

Cyberbullying 25 min

Project details 15 min Conclusions

10 min

Presentation of the topic • What is cyber-bullying?

• What is the difference between traditional bullying? (why can the consequences be much worse) • Examples (raising of empathy) What can we do as educators (teachers or parents)?

• Talk about theuse of the digital media with youngsters: this can also help to keep updated with the technologies they use the most • Set rules (can be discussed together, but once approved should be followed) • Keep the dialogue open: besides the rules, youngsters should know they can refer to adults if something goes wrong, and they will get help, not blame Conclusion and message: Cyber-bullying is not a game. It can happen to everyone. Every student should feel responsible for stopping / reporting it to reduce the damages. Empathy is a key point: if students put themselves in the victims´ shoes then they can understand there is no excuse not to act against it. It’s very important that kids know they can talk with adults when something happens: “we all are in the same boat!”

The activities of the project: • The mediation club: a team of students who will be trained to support their classmates to solve conflicts non-violently by offering a mediation which enables students to find fair solutions in case of conflict.

• No Blame Approach:a way to reduce bullying and cyberbullying acts and their consequences, by asking all the students involved (on different levels) to contribute to changing the situation of the bullied child to the better and take responsibility to restore a positive climate This approach requires not to “blame” (= publicly accuse) the “bully”right away but rather try first to involve him in the problem solution. This is an important point which Teachers and Parents should discuss(especially) and agree on before starting to apply it.

• Discussion of activity calendar • Question & answer time

6.4 Meeting with Parents

Program

Time

The project 10 min

Introduction to topics and dialog 15 min

Overview of the main “web-safety” issues 15 min

Details What is this European project about?

Which other countries are working together with us?

Question and interaction to warm up: • Are students more experts than adults in Internet use?

• Is the Internet mainly a positive or a negative invention? Why? • Can we (as adults and educators) support students to prevent and solve problems related to internet misuse?

Conclusion and message: The Internet has a great potential for students learning, but can also be a significant source of distraction and risk if not used with awareness and a creative and constructive approach. Teachers and educators may have an important role in this field through a variety of strategies of promotion, prevention, and intervention.

Presentation (each topic may be associated with a catchy image and a keyword) • Virus (mind your clicks) • Privacy (image of the “social toilet”) • Personal data exposure (image of tooth-brush-passwords) • Masquerading (Do we know who is behind?)

• Insulting and hate speech • Addiction • Outing (diffusion of embarrassing information and photos) Conclusion and message: • Why do students take risks on the web?

(Because they don’t know the consequences because they feel smarter because they follow the “crowd”, or the fashion of the moment, lack of EMPATHY…) Conclusion and message: • Why do students take risks on the web?

Because they are in the “exploring” age because they don’t know consequences, because they feel smarter, because they follow the “crowd” or the fashion of the moment, because of lack of EMPATHY…) Conclusion with interaction and message: • Why do we take risks on the web? (because we don’t know the consequences because we feel smarter because we follow the “crowd”, or the fashion of the moment, lack of EMPATHY…)

Into Cyberbullying 25 min

Project details

15 min

Conclusions 10 min

Presentation of the topic • What is cyber-bullying?

• What is the difference between traditional bullying? (why can the consequences be much worse) • Examples (raising of empathy) What can we do as educators (teachers or parents)?

• Talk about theuse of the digital media with youngsters: this can also help to keep updated with the technologies they use the most • Set rules (can be discussed together, but once approved should be followed) • Keep the dialogue open: besides the rules, youngsters should know they can refer to adults if something goes wrong, and they will get help, not blame.

Conclusion and message: Cyber-bullying is not a game. It can happen to everyone. Everyone is responsible for stopping / reporting it to reduce the damages.

Empathy is a key point: if we put ourselves in the victims´ shoes then we can understand there is no excuse not to act against it.

It’s very important that kids know they can talk with adults when something happens: “we all are in the same boat!”

The activities of the project: • The mediation club: a team of students who will be trained to support their classmates to solve conflicts non-violently by offering a mediation which enables students to find fair solutions in case of conflict.

• No Blame Approach: a way to reduce bullying and cyberbullying acts and their consequences, by asking all the students involved (on different levels) to contribute to changing the situation of the bullied child to the better and take responsibility to restore a positive climate.

This approach requires not to “blame” (= publicly accuse)the “bully” right away but try first to involve him in the problem solution. This is an important point which Teacher and Parents should discuss (especially) and agree on before starting to apply it.

• Discussion of activity calendar • Question & answer time

6.5 Activity Suggestion: Bullying – Gray area – No bullying

7. Bullying intervention tool: the No Blame Approach 7.1 Context of the No Blame Approach The No Blame Approach (NBA) has been developed in the beginning of the 1990-ties in England by George Robinson, long term headmaster of a school for children with behavioral disorders and Barbara Maines, school psychologist. They were looking for a constructive method to fight bullying in the case of a teenage boy whose teacher had asked them for help as Maines and Robinson describe in their publication: Crying for help – the No Blame Approach to Bullying: “We wanted a strategy that was safe, did not accuse, interrogate or alienate young people. We wanted a process that would improve relationships between young people and the adults working with them.”

Up to then different bullying intervention tools have been applied which foresaw severe consequences for the bullying student. However, punishment and negative consequences did not necessarily improve the situation for the bullied child but also carried the danger of revenge. So Barbara Maines and George Robinson designed a concept which did not focus on punishment but rather on the belief that, if group dynamics in a classroom changed – meaning that the bullying actions would no Source: http://www.no-blame-approach.de/ longer be considered cool or funny by the

other classmates – the bully will change his behavior and stop bullying.

The NBA takes the fact into consideration that bullying is not just an interaction between the offender and the victim but rather a situation where a whole group, in this case a class is involved.

The bullying activities are being watched by others – and in a lot of cases it is the open or silent approval of the others which encourage a bully to continue. An intervention which leads to the withdrawal of support for the offender by bystanders or silent students will have an impact on this student.

And the results of the NBA intervention proved that it worked. In most cases the bullying was stopped.

Barbara Maines and George Robinson had the chance to apply the No Blame Approach and teach it in workshops in hundreds of cases, vividly described in several publications. 2 By now the No Blame Approach is used in the following countries: New Zealand, Switzerland, the Netherlands, Belgium and Germany.

7.2 Theoretical background The development of the NBA was inspired by the ideas of Thomas Gordon, an US-American clinical psychologist who became well known with his publication: “Parent Effectiveness Training”, a plea for a nonviolent education. It also represents a systemic approach, involving several members of a class in a change process.

The systemic approach was introduced by the US-American therapists Steve de Shazer and Insoo Berg and their team at the Brief Family Therapy Center in Milwaukee. The therapists were convinced that individual behavior changes in a system (a group) influence the functioning of the whole group. Consequently, a shift in behavior of some group members Source: http://www.gordontraining.com/thomas-gordon/ will have an impact on the other ones. Another important aspect is the future and resource – orientation. The idea is not to look back and not to analyze reasons for behavior patterns. It tries to create a setting which enables looking for solutions. The attitude of the teacher is to initiate a change in behavior.

The bullied student will not be confronted with his wrongdoing (“no blame”) but he/she will be integrated into a group process to improve the situation for the victim.

Resource orientation means that the bully is not only perceived as a deviant person but also as someone who has shown positive character traits before.

In case of bullying, this process can be initiated by the class teacher or another teacher who knows the class well, a social worker or school psychologist. Often the teacher has observed a change in behavior of the bullied student, parents turn to the teacher or bullying activities are reported by others. Since the NBA is working without blame the wording will also be changed, the teacher will address the victim as affected student and bullies will be called protagonists or actors.

The process consists of 3 steps: • A talk with the affected student • A meeting with a selected group of students of the class (neutral students, actors and bystanders) which is called “support group” • Follow-up meetings with the affected student and the members of the support group.

7.3 The three steps of the No Blame Approach No Blame Approach consist of three steps: • 7.3.1 Meeting with the affected student • 7.3.2 Meeting with the support group • 7.3.3 Follow-up meetings

7.3.1 Meeting with the affected student The first meeting with the affected student is crucial. The teacher expresses his/her concern about the situation, assures the student that he/she will take initiative to help him or her and conveys confidence that the situation will change. By doing this the teacher signalizes first of all that he/she knows about the bullying and is determined to intervene.

Bullying is an unacceptable behavior and will not be tolerated.

Secondly, the teacher tries to build up trust that the situation can change – like in a lot of other cases of bullying. In the course of the talk, the teacher asks for the names of the bully(-ies) and bystanders on the one hand and for the names of friendly students on the other hand. He/she explains the following steps and asks the affected student to watch out for positive signals from other students during the next days. There will be a follow-up meeting after 8 – 14 days (depending on the age of the pupil).

The teacher informs the parents of the affected student about the intervention (see also comment: Parents and the No Blame Approach). Parents can contribute a lot to the success of the NBA by being positive about it and not insisting on sanctions. Research has shown that parental intervention (addressing the bully themselves or contacting the parents of the bully) leads to an aggravation of the incidents and is most likely contra productive.

7.3.2 Meeting with the support group The second step (and most challenging) one is the meeting with the “support group”, consisting of the bully(ies) and colluders/bystanders on the one hand and friendly students on the other hand (6-8 pupils). The students receive an individual invitation for a meeting during classes. There needs to be a close consultation with the teacher whose lesson is concerned. The support group meets in a separate room. Initially, the teacher expresses also here his/her deep concern about the fact that one of the students is being bullied and clarifies that this is an unacceptable situation which needs to be changed. He/she tries to arouse empathy with the affected student. Then he/she is going to ask the students for help to overcome the bullying and addresses them as “experts” for the situation in class. This expresses the explicit difference to other bullying interventions.

The view is future oriented; students are treated as potential supporters/ subjects of a change of group dynamics.

This attitude also involves the protagonists, in a setting where it is obvious that the teacher knows who is bothering whom it will not be possible for the bullies to just continue. They are observed by teachers and classmates. But – and this is the big chance for them: stopping the deviant behavior now also means not

being punished plus having the chance to re-define their role in class, it is face saving. The teacher explicitly mentions a positive skill each of the students has, including the bullies, focusing on resources rather than on deficits. The next step is to ask the students to come up with concrete ideas how to help/support the affected student X. What can be done? (E.g. walking X home, inviting X, spending time with X‌) The teacher takes notes of the ideas on a flipchart/ blackboard and adds the names that are responsible for what. In the case of the protagonist(s), it is sufficient to say: I will stop bothering him/her.

Finally, the teacher thanks the students for their constructive ideas and support and finds a date for follow-up meetings.

7.3.3 Follow-up meetings The first meeting will be held with the affected student in a separate room.

The aim is to find out whether the situation has improved. What has happened? What was different? How does he/she feel now? Is there anything else that he/she needs or wants?

If the answers are positive, the bullying has stopped and classmates are friendly and supportive the NBA was successful. The teacher will thank the student for the trust and invite him/her to turn to him/her in case of difficulties.

However, if this is not the case, the teacher will announce a second meeting with the support group and assure the student that he/she will continue to take care of the problem.

After the meeting with the affected student the teacher meets the members of the support group individually.

He/she asks for an estimate how the affected student is feeling now. Have things improved? What did you notice? Were you able to contribute? Do you have any other ideas what can be done? In case of a positive course (the bullying stopped) the teacher expresses his thankfulness about the constructive role the student played. In case of an unsatisfying development the teacher announces another meeting of the support group in order to reflect the effectiveness of measures and develop new ideas.

In most cases a second round can attribute to an improvement of the situation of the affected student.

Nevertheless, in case of a failure, other measures should be considered.

7.4 The No Blame Approach and cyberbullying As pointed out in chapter three, in a cyberbullying case it might be difficult to identify the bullies unless the authorities are contacted to find out the IP address. Also, the provider can be contacted to take down the website. But even in a situation where it is not clear who is the wrongdoer, in the beginning, the No Blame Approach can be applied. A cyberbullying attack can harm the affected student much more since it is a 24/7 harassment visible for anybody in the net.

In this situation, it is extremely important for the affected student to receive help and support by peers and classmates to avoid a complete withdrawal of the affected student.

The support group needs to be sensitized for the devastating effects cyberbullying has on the affected student, can agree to delete the film etc., openly demonstrate solidarity and empathy. It can be agreed to conduct an

awareness-raising workshop with the whole class or take other measures to prevent a future case.

Sometimes there might be a suspicion who is responsible for the act. in this case, the potential bully should be invited into the group. One possibility is to set a deadline for deleting the offending messages/website (the same day). If the bully is known he/she will also be invited to join the support group. Deleting the message/ film/website etc. is mandatory.

If the cyberbullying has caused severe psychological and personal damages further steps need to be taken to stabilize the student (e.g. counseling, therapy).

7.5 Why is it good for teachers to know and apply the No Blame Approach?

The fundamental idea of the NBA is to have a tool at hand which significantly improves the possibility to stop bullying. Punitive measures always carry the danger of revenge on the part of the bully, a vicious circle of fear and harm. Measures like swapping the class, especially if the victim is asked to change classes, are disadvantageous for the student.

The NBA offers the chance to correct an unbearable situation by protecting the affected student with the support of classmates plus initiating a behavioral change of the bully and establishing a more peaceful atmosphere in class.

Empathy will be fostered. A student, grade 7, expressed in a follow-up meeting: “If I were bullied I would also feel awful therefore I won´t bully anymore.�

A survey conducted in 220 German schools who work with the NBA has shown that the bullying was stopped by the NBA intervention in 192 cases (87%).

Ideally, the NBA is not a single tool in school but is embedded in a set of measures e.g. the mediation club, awareness raising activities and other (preventive) programs.

7.6 Guidelines for implementation in schools Experiences show that in a lot of cases committed teachers started the implementation of the NBA at their school. After participating in an NBA workshop several steps were initiated to inform the school community.

7.6.1 Informing the headmaster and colleagues The headmaster and other teachers will be informed in detail about the steps of the concept, the philosophy of the approach and organizational conditions. The fact that this is a non-punitive tool will certainly provoke discussions amongst the teachers. Often the approach is accepted but not applied by all teachers. If this is the case it is important to ensure a general support of the application even if not every teacher agrees that he/she will work with the NBA. The application can also be delegated to a convinced colleague who knows the class.

It should be agreed on that open dissent should not be expressed. However, the support of the headmaster is crucial for a successful implementation.

Sometimes the whole teaching team is interested in participating in the NBA workshop which is an opportunity to fully understand the program.

Many schools have developed their own profile, the “school program”. It might be considered to officially include the NBA and other possible tools of constructive conflict resolution into the school program.

7.6.2 Informing the parents In several countries there are regular meetings of the class teacher and the parents. A meeting is a good opportunity to inform the parents about the introduction of the NBA in case of bullying at school. Sometimes parents are also interested in attending a NBA workshop if possible.

If a meeting is not scheduled for the next future parents should be informed in written form to explain the approach. It is advised to inform the parents of an affected student in a concrete case.

Annalena Scholz, teacher at the Aloisiuskolleg in Bonn: “Before the introduction of the NBA it was important to inform all colleagues and the principal to gain their support. And the concept works. We are able to stop difficult bullying situations. It was also important to explain the approach in detail to the parents of bullied children.”

7.6.3 Organization What is required: a room where the meeting with the affected student and the support group can take place without interruptions, a flip chart or blackboard, a circle of chairs, duration: Approx. 20 minutes meeting with the affected student, 30 – 40 minutes meeting with the support group.

The NBA is a tool which does not need a lot of preparation. What is essential is a room for the meetings with the affected student and the support group where no interruptions are allowed during the meetings, a corner somewhere in another room is not acceptable. If possible there should be a flipchart or a blackboard where the teacher can collect the ideas of the support group. Everybody should be able to look at each other, so a circle (with or without tables) is a good solution.

There should be close communication between the teacher who will apply the NBA and the teacher who is teaching in class. He/she has to be informed that 6 – 8 students will participate in the support group meeting.

At the end of the chapter interested teachers can find guidelines for the three steps of the concept.

7.7 Guidelines for a teacher training

7.8 No Blame Approach Workshop: Sample Agenda

Exercise, handout number Welcome, introduction Previous experiences with bullying interventions (positive/negative) Agenda

Time

Understanding bullying How do I recognize bullying?

“Bullying glasses” Definition of (cyber) bullying

40 min

Method

Material

20 min

Flipcharts: A-welcome

10 min

Flipcharts: B-Agenda-for-the-workshop Flipcharts: C-Understanding-Bullying D-Bullying-glases Flipcharts: E-definition-of-bullying-4ab F-Definition-of-cyberbullying-4c

Groups of 2-3 Collection of points on pin board

5 min

Teachers handout 1: Definition of bullying Break The Bullying system

15 min 30 min

The Characteristics of the No Blame Approach Steps of the NBA Preparation 1st role play: 90 min meeting with the affected student • Presentation of the guideline • Role play (2 turns) • Evaluation in small groups • Evaluation in the whole group: Helpful sentences, behavior?

Lunch

60 min

Groups of 3

Flipcharts: G-bullying-system H-the-no-blame-approach I-steps-of-the-process J-Goal of the support group Role play – John, Role play – Angela, Role play – Paul, Flipcharts: K_meetiing-with-the-affetive-student L-talk-with-the-affectivestudent M-procedure-explained-for-the-affective-student N-support group O-meeting-affected-student-role-play P-observation-role

Preparation 2nd role play: meeting with the support group (H12, H13, H14) • Conditions of the support group • Presentation of the guideline • Role play • Evaluation of role play groups • Possibly: evaluation in the whole group

120 min

Depending on the group size: 1 or 2 role plays (parallel)

Flipcharts: Support-group-conditions Q-meeting-with-thesupport-group R-express-personal-concern S-dealing-with-accusations T-meeting with suport group Handouts: guideline, evaluation Teachers handout 3: Guideline meeting with the support group

Break Follow up meetings with affected student and support group How to continue?

15 min Flipcharts: U-follow-up-meetings V-with-members-of-thsupport-group Further-steps Teachers handout 4: Follow up meeting with affected student and support group

Parents and the NBA Open questions Evaluation Goodbye

Teachers handout 5: Further steps Handout: Parents

Comment: This is a possible agenda for a 1-day-long workshop. If there is more time available, the trainers can include additional activities or exercises (see: Additional material).

A-welcome

B-Agenda-for-the-workshop

C-Understanding-Bullying

D-Bullying-glases

E-definition-of-bullying-4ab

Definition of bullying • Aims at systematically humiliating someone • Includes every form of aggressive behavior: Verbal Physical Material damage • Takes place repeatedly and over an extend period of time • Is characterized by an extreme power imbalance • Is a group phenomenon • Leaves the affected student hardly a chance to escape the situation To cyberbully someone means • To intentionally insult, threaten or show up someone via the internet or mobile services • For a longer period of time or once, but with a heavy impact • Imbalance of power between the bully and the victim • The victim can hardly defend him/herself Source: klicksafe, New thoughts on an old problem: (Cyber)bullying, 2014, www.klicksafe.de

F-Definition-of-cyberbullying-4c

G-bullying-system

H-the-no-blame-approach

I-steps-of-the-process

J-Goal of the support

No Blame Approach Training: Role play John This is a sample of a role play for the No Blame Approach training dealing with a case of bullying. It includes a description of the situation and a short characterization of the involved students and can be used for the role play meeting with the affected student (role play 1) and meeting with the support group (role play 2).

Instruction for implementation of role play 1: Distribute copies of the situation to the role players in the first role play who represent the teacher and the student. Allow the teacher to take some time (appr. 5 min.) to prepare the meeting and review the guideline. The observers will receive an evaluation sheet.

1) Role description and situation for the role play: meeting with the affected student: John, 14 years old , 7th grade, is being bullied by classmates since several weeks. The others laugh at him, roll their eyes or sigh when he tries to contribute to the lesson. His pens are destroyed and books are hidden. He is confronted with verbal put downs. In the school yard he is secretly pushed and beaten on the back. Lately, his rain jacket was full of mud.

Since a few days John does not attend school anymore. You have invited him to talk to you and he shows up.

Instruction for implementation of role play 2: Each role player will receive a copy of the description of the situation plus only his/her individual role instruction all other role characterizations will be deleted. The observers will receive an evaluation sheet. Also, follow detailed instructions for the preparation of the role play on the pages: “Meeting with the support group�.

2) Role description and situation for the role play: meeting with the support group John, 14 years old , 7th grade, is being bullied by classmates since several weeks. The others laugh at him, roll their eyes or sigh when he tries to contribute to the lesson. His pens are destroyed and books are hidden. He is confronted with verbal put downs. In the school yard he is secretly pushed and beaten on the back. Lately, his rain jacket was full of mud.

Roles: Bullies and assistants Leader You are the leader and initiator of the bullying. You enjoy giving John a hard time, you also incite others to beat or insult him. You know about everything what is going on since a lot of the bullying activities are your ideas/suggestions. But you are not only giving orders but also attack him personally.

Colluder 1 You admire the leader of the group, he/she is self confident and strong. However, sometimes you think that X, the leader, is going too far. Some actions are not funny anymore and X has crossed a 20

border. But you still continue to follow X´ orders and suggestions because you want to be part of the club.

Colluder 2 You just joined the class a few weeks ago. It´s not easy to be accepted there and since you belong to the club your classmates are respecting you. You don´t participate in the physical attacks because you don´t believe that this is correct but being a newcomer you try to avoid attention and you are still eager to be a member of the club.

Colluder 3 You never liked John, you consider him to be a spoiled kid. He is always wearing modern and expensive clothes and shoes, things your parents cannot afford. So he deserves a little bit of “punishment”.

Roles: friendly students Class representative You have been elected as class representative because your classmates appreciate your commitment for the issues of the class. You are not shy and speak your mind. Of course you have noticed that John is having a hard time in school and you are wondering whether this is bullying. When the teacher explains his/her concerns you fully understand and subsequently support him/her.

Supportive student 1 You saw that John was lately unhappy, although you don´t particularly like him you think that nobody should be treated like this. You have observed a few “actions” against John and want this to stop.

You are glad that finally one of the teachers is getting involved.

Supportive student 2 You are very upset about the way how John is treated, you are angry but you don´t have the courage to confront the leader and his followers with their behavior. You want to support John but only if others are also getting active, you will never do the first step.

Supportive student 3 You have been John´s friend since Kindergarten, you like him but you are afraid that if you show too much sympathy that you might be the next victim. On the other hand, you think that it´s time that someone intervenes. You are ready to spend more time with John if there is no more danger that you might also get in trouble.

20

No Blame Approach Training: Role Play Angela This is a sample of a role play for the No Blame Approach training dealing with a case of cyberbullying. It includes a description of the situation and a short characterization of the involved students and can be used for the role play meeting with the affected student (role play 1) and meeting with the support group (role play 2).

Instruction for implementation: Distribute copies of the situation to the role players in the first role play who represent the teacher and the student. Allow the teacher to take some time (appr. 5 min.) to prepare the meeting and review the guideline. The observers will receive an evaluation sheet.

1) Role description and situation for the role play: meeting with the affected student: Angela, 15, is the vicƚŝŵ ŽĨ Ă ĐLJďĞƌ ďƵůůLJŝŶŐ ĂƚƚĂĐŬ͗ ͞tĞ ŚĂƚĞ ŶŐĞůĂ͘͟ &Žƌ Ă ǁŚŽůĞ ǁĞĞŬ ƐŚĞ ĚŝĚŶDzƚ know about the site but then discovered it. So many nasty things about her, things that she didn´t do or think. She was accused of always lying, of talking behind the back of her friends or trying to flirt with the boy friends of other girls. The site even holds her responsible for the breakup of a relationship. Angela is hurt and desperate. Now she understands why the others have acted so strangely during the last week. She has the feeling that the whole world knows about the site and doesn´t want to go to school anymore. But she has a suspicion who might be responsible for the site.

Her teacher noticed that something is wrong and the usual friendly tone in class has changed and that Angela was excluded by others. He/she invites her to talk to her.

Instruction for implementation: Each participating role player will receive a copy of the description of the situation plus only his/her individual role instruction, all other role characterizations will be deleted. The observers will receive an evaluation sheet. Also, follow detailed instructions for the ƉƌĞƉĂƌĂƚŝŽŶ ŽĨ ƚŚĞ ƌŽůĞ ƉůĂLJ ŽŶ ƚŚĞ ƉĂŐĞƐ͗ ͞DĞĞƚŝŶŐ ǁŝƚŚ ƚŚĞ ƐƵƉƉŽƌƚ ŐƌŽƵƉ͘͟ 2) Role descriptions and situation for the role play: meeting with the support group: ŶŐĞůĂ͕ ϭϱ͕ ŝƐ ƚŚĞ ǀŝĐƚŝŵ ŽĨ Ă ĐLJďĞƌ ďƵůůLJŝŶŐ ĂƚƚĂĐŬ͗ ͞tĞ ŚĂƚĞ ŶŐĞůĂ͘͟ &Žƌ Ă ǁŚŽůĞ ǁĞĞŬ ƐŚĞ ĚŝĚŶDzƚ know about the site but then discovered it. So many nasty things about her, things that she didn´t do or think. She was accused of always lying, of talking behind the back of her friends or trying to flirt with the boy friends of other girls. The site even holds her responsible for the breakup of a relationship. Angela is hurt and desperate. Now she understands why the others have acted so strangely during the last week. She has the feeling that the whole world knows about the site and doesn´t want to go to school anymore. But she has a suspicion who might be responsible for the site.

Roles: Bully and assistants Leader You think that Angela deserves a lesson. She is too arrogant and always knows better. So you decided to give her a hard time by creating the site: We hate Angela. And you think that it is really funny how many people believe the rumours.

21

Colluder 1: You have nothing against Angela personally but you support the activities of the leader. You admire him/her but are astonished how quick the other students turn against Angela.

Colluder 2: You also think that Angela is too arrogant and should get a lesson. But this is going really far and after a few days you feel uncomfortable. But you don´t have the courage to contradict the leader.

Colluder 3 Some time ago you were the victim of harassment in class. So, this time someone else is affected and you are glad that it is not you again.

Roles: friendly students Angela´s friend You didn´t know about the website: We hate Angela. You are very upset and think that the offenders should be punished, Angela told you about her suspicion. But during the meeting you understand the intention of the teacher.

Supportive student 1 In the beginning you don´t know exactly why you have been invited but you assume that it has something to do with Angela. You are not into these gossip issues but of course you have noticed that something is going on. Normally you try to stay out of conflicts but cyberbullying goes too far.

Supportive student 2 You are not close to Angela but when you saw the site you were shocked. She is not such a terrible person and cyberbullying someone is so mean. But you felt helpless before and didn´t know who was responsible for it.

Supportive student 3 You are one of the students who integrate others with a lot of social skills but when it comes to cyberbullying you don´t know what to do. Also – nobody knew the offender.

21

No Blame Approach Training: Role play Paul This is a sample of a role play for the No Blame Approach training dealing with a case of cyberbullying. It includes a description of the situation and a short characterization of the involved students and can be used for the role play meeting with the affected student (role play 1) and meeting with the support group (role play 2).

Instruction for implementation: Distribute copies of the situation to the role players in the first role play who represent the teacher and the student. Allow the teacher to take some time (appr. 5 min.) to prepare the meeting and review the guideline. The observers will receive an evaluation sheet.

1) Role description and situation for the role play: meeting with the affected student: Paul, 14 years old, feels devastated. He is obese which is already a big problem for him and now he found pictures in the internet showing him half naked in the locker room after gym class where he changed clothes. Someone must have taken a picture and uploaded it in the internet. Within seconds the photo was visible for the whole school.

The teacher noticed that Paul withdrew himself more and more during the last days and that there was a lot of giggling in class when Paul went by. He/she talks to him.

Instruction for implementation: Each participating role player will receive a copy of the description of the situation plus only his/her individual role instruction, all other role characterizations will be deleted. The observers will receive an evaluation sheet. Also, follow detailed instructions for the ƉƌĞƉĂƌĂƚŝŽŶ ŽĨ ƚŚĞ ƌŽůĞ ƉůĂLJ ŽŶ ƚŚĞ ƉĂŐĞƐ͗ ͞DĞĞƚŝŶŐ ǁŝƚŚ ƚŚĞ ƐƵƉƉŽƌƚ ŐƌŽƵƉ͘͟ 2) Role descriptions and situation for the role play: meeting with the support group: Paul, 14 years old, feels devastated. He is obese which is already a big problem for him and now he found pictures in the internet showing him half naked in the locker room after gym class where he changed clothes. Someone must have taken a picture and uploaded it in the internet. Within seconds the photo was visible for the whole school.

Roles: Bully and assistants Leader (Jacob) You (Jacob) are the one who took the picture with his cell phone and uploaded it in the internet. You just found it funny and enjoyed how many other students liked the snapshot. You don´t hold anything personal against Paul. Now you are surprised that Paul is such a sissy.

Colluder 1: You think that Paul shouldn´t be so sensitive, he is not the only one whose picture was flying around in school. This is normal nowadays.

Colluder 2: 22

In the beginning it was only a joke but now you start wondering whether the action was okay.

Roles: friendly students Paul´s friend/ Class representative You (the class representative/friend) know that Paul is unhappy with his weight. And now this degrading picture! You tried to comfort him but it wasn´t sufficient since the giggling went on.

Supportive student 1 You feel pity for Paul and can imagine how painful the situation is for him. However, the picture is all over the place and won´t disappear any more.

Supportive student 2 You think that this is going too far. Paul is humiliated and can´t defend himself. The offender and his clique should be punished.

22

Support-group-conditions

K_meetiing-with-the-affetive-student

L-talk-with-the-affective-student

M-procedure-explained-for-the-affective-student

N-support group

O-meeting-affected-student-role-play

P-observation-role

Guideline: Meeting with the affected student -

Introductory phase

Build a relationship Build trust -

Share your observations

→ � ���e �o�i�e� ����� → � �o��� �ee you ��y �o�e� → �ou� ���e��� ��e �o��ie�� -

Ask the student to express his/her thoughts and feelings

→ Do you like coming to school? → Do you �eel �oo� i� you� �l���� → How are you?

-

Inquire whether the student wants to change the situation

→ ��i� i� � �i��i�ul� �i�u��io� → Do you want things to change/to improve? → I am sure that we can do something to modify what is happening. Would you like that?

-

Convey confidence

→ A lot of students have gone through similar experiences as you and found a way out.

-

Show interest and commitment

→ What is happening to you cannot be tolerated. → I want every student to be able to attend school without fear - that includes you.

-

Procedure will be explained

→ I will have a meeting with some of your classmates. → Together with them I will think about ways to improve the situation for you and the whole class. → The group will consist of students you like but also include those who are causing your problems.

-

Take away the burden of the student

→ You don´t have to become active. I will take care of it.

-

Convey safety

→ It is important for you to know that nobody will be punished or will get in trouble.

-

Who should belong to the support group?

-

Bullying protagonists

→ In order to be able to do something for you I need to know who is participating in giving you a hard time. → Who is bullying you? Anybody else?

-

���u����� ��ud����

→ �����d� → Who do you get along with?

-

Confidentiality

→ Student expresses what should not be mentioned.

-

Agree on a date for a follow- up meeting

Source: Fairaend, Heike Blum, Detlef Beck, Trainingmaterial 2009, Gespräch mit gemobbten Schüler

Q-meeting-with-the-support-group

R-express-personal-concern

S-dealing-with-accusations

T-meeting with suport group

No Blame Approach: Guideline: Meeting with the support group

-

Introduction

→ By addressing students personally and by name → Establish rapport -

Transition to the subject of the meeting

→ ��� ��� �������� ��������� ���� → � ������� � ���� ���� ���� -

Describe the problem

→ � �� ������ � ���� ����� → X didn´t come �� ������ ���� ����� → � �������� ���� �� �������� -

Express your personal concern/personal interest

-

Use I statements:

→ I am worried about X. → � �� ������� ����� → � ���� �� ��������� ����� → � ���� ������ �� ������� -

�������� �������� �� ��������� ��� ��� ����

→ I am convinced that you can help me. → ������� ���� ������� ������������ �� ������ � �������� ����� ��� ��� ���� ( Here it is important to refer to real skills the students have – nothing general or superficial) → You know your class and your classmates.

-

How to deal with accusations and criticism

→ Don´t respond to them in depth → We are not here to analyze who did what during the last weeks but to reflect on how to improve the situation for X. → Our view is future- oriented.

-

Develop ideas

→ Ask the students to contribute ideas and visualize them on a flipchart (including the names who is responsible for what) → All students have to participate (participating can also mean that the bullying protagonists declare that they will stop bothering X.)

-

Teacher expresses praise and confidence

→ Teacher thanks the students for their input and commitment → ��� ���� ���� ��� → Agree on a date for the follow- up meeting in 8 – 14 days

Source: Fairaend, Heike Blum, Detlef Beck, Trainingmaterial, Gespräch mit Unterstützungsgruppe Gesprächsleitfaden

U-follow-up-meetings

V-with-members-of-the-support-group

Further-steps

No Blame Approach: Follow up meeting with affected student, support group

Follow-up meeting With the affected student Individually, 10-20 min., after 8-14 days Questions: Has the situation changed for you? Has it improved?

How are you now?

Instruction for implementation: The facilitators refer to the follow up meetings which take place after 8 – 14 days (sometimes depending on the age of the students). First of all it is important to find out how the affected student feels by now. Has the situation changed to the better? Thus the teacher will be able to judge whether further steps are necessary to improve the situation. He/she will also talk to the members of the support group individually, inquiring what the person thinks how the affected classmate is doing now and also ask for an estimate of the current situation.

Meeting with members of the support group Individually, 5-10 min., after 8-14 days Questions: What did you observe?

Were you able to put your ideas into practice?

What do you think how is X doing now?

After the meetings the teacher decides whether the intervention was successful or whether further action needs to be taken.

Only after all the meetings the teacher will reflect on how to proceed. In case the intervention has not been successful he/she will invite the support group again. Could their ideas be put into practice?

If not, why not? Other ideas to include/help/support the affected student?

No Blame Approach: Further steps, open questions

Further steps -

How to continue?

Follow-up steps more meetings with the support group additional support of the affected student additional program for bullying protagonists Social skills training in classes/ (Cyber)bullying awareness raising training in classes

Even after a successful intervention it is important to keep an eye on the affected student. How is he/she doing? Are things fine? Also, talk to the members of the support group about how they experience the class atmosphere and the position of the affected student. More activities might be needed, e.g. additional support for the affected student, social skills training in class, a buddy program (an older student is the mentor of a younger one) or an additional program for bullying protagonists. Also, a (cyber)bullying awareness raising training for the whole class sensitizes the students to the problem.

7.8.1 Welcome, introduction

7.8.2 Agenda

7.8.3 How do I recognize bullying?

7.8.4 Definition of bullying

7.8.5 Bullying System

7.8.6 The No Blame Approach – characteristics

7.8.7 Bullying Intervention without sanctions – overview of the steps of the process

7.8.8 Meeting with the affected student

7.8.9 Guideline: Meeting with the affected student • Introductory phase Build a relationship Build trust • Share your observations I have noticed that…

I don´t see you anymore…

Your parents are worried…

• Ask the student to express his/her thoughts and feelings Do you like coming to school?

Do you feel good in your class?

How are you?

• Inquire whether the student wants to change the situation This is a difficult situation Do you want things to change/to improve?

I am sure that we can do something to modify what is happening. Would you like that?

• Convey confidence A lot of students have gone through similar experiences as you and found a way out.

• Show interest and commitment What is happening to you cannot be tolerated.

I want every student to be able to attend school without fear – that includes you.

• Procedure will be explained I will have a meeting with some of your classmates.

Together with them, I will think about ways to improve the situation for you and the whole class.

The group will consist of students you like but also include those who are causing your problems.

Take away the burden of the student You don´t have to become active. I will take care of it.

Convey safety It is important for you to know that nobody will be punished or will get in trouble.

• Who should belong to the support group?

- Bullying protagonists

In order to be able to do something for you, I need to know who is participating in giving you a hard time.

Who is bullying you? Anybody else?

-“Neutral” students Friends

Who do you get along with?

• Confidentiality Student expresses what should not be mentioned.

• Agree on a date for a follow- up meeting

7.8.10 Evaluation: Meeting with the affected student Depending on the size of the group the role play can be evaluated by a facilitator and a group member (observer). Here are lead questions for the evaluation.Step 1: The “affected student” will be asked Step 1: The “affected student” will be asked • How are you doing now?

• Which phrases/behavior/attitude were helpful for you?

• Were you able to build trust?

• Anything that was not constructive?

• What else could have been helpful/positive?

Step 2: Questions to the “teacher” • How are you doing now?

• What did you manage well?

• What was difficult?

Step 3: Feedback of the facilitator (observer) (directed at the teacher) • I liked…

• Some ideas on what the teacher could consider/change in the future

7.8.11 Role play teacher/student meeting

7.8.12 No Blame Approach Training: Support group: conditions

7.8.13 Meeting with the support group

7.8.14 Guideline: Meeting with the support group • Introduction By addressing students personally and by name Establish rapport • Transition to the subject of the meeting You are probably wondering why… … because I need your help • Describe the problem X is having a hard time…

X didn´t come to school last week… … anything that is relevant • Express your personal concern/personal interest • Use I statements: I am worried about X. I am alarmed that…

I find it important that…

I want things to change…

• Approach students as “experts” who can help I am convinced that you can help me.

Address each student individually by naming a personal skill he/ she has… ( Here it is important to refer to real skills the students have – nothing general or superficial) You know your class and your classmates.

• How to deal with accusations and criticism Don´t respond to them in depth We are not here to analyze who did what during the last weeks but to reflect on how to improve the situation for X. Our view is future- oriented.

• Develop ideas Ask the students to contribute ideas and visualize them on a flipchart (including the names who is responsible for what) All students have to participate (participating can also mean that the bullying protagonists declare that they will stop bothering X.) • Teacher expresses praise and confidence Teacher thanks the students for their input and commitment You will make it!

Agree on a date for the follow- up meeting in 8 – 14 days

7.8.15 Evaluation of the meeting with the support group Depending on the size of the group the role play can be evaluated by a facilitator and a group member (observer).

Step 1: Questions to the “bullying protagonist and colluders” • How are you doing now?

• How will you behave from now on? What will you do?

• What about the bullying activities: will you stop them?

• Will you try to put the ideas concerning the bullied student into practice?

Questions to the “neutral students, friends” • How are you doing now?

• What do you think, will the situation improve for X? • How do you judge the situation?

• Will you put your proposals into practice?

Questions to the “teacher” • How are you doing now?

• What do you think the students will do?

• How do you judge the situation? Are things going to change for the better?

Step 2: Feedback from the “students” • What did you like about the facilitation?

• What went well?

• What else could have been helpful? Any other ideas how the facilitator could have raised your motivation to support X? Feedback from the “teacher” • What did you manage well?

• What was difficult for you? Things you would change the next time?

Feedback from the facilitator • What went well? What was constructive?

• What could be intensified?

• What should be considered in the future?

7.8.16 Role play: Meeting with the support group

7.8.17 Follow up meeting with affected student, support group

7.8.18 Further steps, open questions

Literature • • • • • • • •

George Robinson, Barbara Maines, Crying for help, 2000, p.16 George Robinson, Barbara Maines, Bullying – A Complete guide to the Support Group Method, 2008 Heike Blum, Detlef Beck, Praxishandbuch No Blame Approach 2010, p.60 For better reading only the term teacher is used including the other professions ead. p. 27 ead. p. 70 www.no-blame-approach.de Flyer “Mediation in schools and the No Blame Approach”

8. Mediation Club 8.1 Introduction: Conflict resolution in schools and peer mediation Conflicts are part of our daily life in general, but also in schools. Conflicts and difficulties inevitably arise when people are working/living together. Many of these conflicts, especially the non-escalated ones are solved in one way or the other, not always satisfying for all parties but still acceptable. But schools also face a verbally or physically aggressive or violent behavior pattern of students as a way of dealing with conflicts and quarrels, complemented by cyber attacks in social media. These behavior patterns do not only harm the victims of violence but can also negatively influence the atmosphere in a class and create a climate of mutual mistrust. Furthermore, some teachers observe a change in the “quality” of violent behavior. Keeping in mind that students have always fought (verbally and physically) to ensure their status, enforce their interests etc., nowadays an intensified usage of violence can be ascertained. 1) On the other hand, the sensitivity concerning the issue of violent behavior has increased.2) In a situation like this schools are looking for support in order to deal with these challenges. What are the alternatives? How can a school enhance constructive conflict resolution skills? This project advocates a holistic approach of applying different measures in the fields of prevention (awareness raising workshops concerning social media), intervention (mediation club and the non-punitive bullying intervention tool No Blame Approach) and curative means like further counseling, therapy etc. depending on the severity of the case.

The aim of conflict resolution programs and peer mediation is not the abolishment of conflicts but a fostering of constructive techniques to deal with conflicts. Students will be supported to learn nonviolent ways to settle a dispute without harming the opponent. Traditionally, students (and adults) think in categories of win and lose, so it is either him/her or me. This is a conflict solution pattern which is prevalent in different areas of society. Constructive conflict resolution on the other side supports a solution beyond win-lose a win-win situation. It is an attitude which does not neglect different opinions but tries to find solutions which are satisfying for both sides. 3) Peer mediation is one of the key concepts of conflict resolution between students. It is based on the idea that the support and presence of a third, neutral party is helpful to solve a conflict. Direct confrontation and the escalation of the dispute will be avoided and instead the third party (often a team of two trained peer mediators) will create a situation where the involved students are encouraged to find a nonviolent solution they both agree on.

8.2 Background of peer mediation in schools The principle to include a third, impartial negotiator in difficult conflict situations is nothing new and has been practiced in different contexts and times in private affairs, in groups and organizations or in politics.

It is also a universal idea, not limited to European societies. What is relatively new is the principle that it is

not the arbitrator but rather the conflicting parties who find their own answer. Normally an arbitrator listens carefully and then offers a compromise. Mediation believes that conflicting parties can come up with fair solutions for their problem (they are the experts) after participating in a mediation process. And this is also true for adolescents. Students can be trained to be able to facilitate a mediation process and encourage quarreling students to think about possible and adequate solutions.

Where did peer mediation start? The first training programs for constructive conflict resolution for children and youngsters were conducted by the Religious Society of Friends (Quakers) in schools in New York City in the beginning 1970-ies. In the 1980-ies these trainings were further developed into mediation programs.

Since then the concept was widely spread in the USA and reached predominantly West European countries in the 1990-ies.

8.3 The concept of peer mediation Peer mediation is based on the assumption and experience that (older) students can assist (younger) students to solve their problem in a facilitated process, the mediation. 8th or 9th graders participate in a training which enables them to conduct mediation on their own. The training comprises approximately 30 hours in which the students deal with the following topics: • Definition of conflicts, conflict escalation model, conflict behavior patterns, personal conflict style; • The five phases of mediation, the mindset of a mediator.

• The procedure is trained in intensive role plays with a subsequent evaluation, key skills e.g. active listening are practiced in different exercises.

Five phases of the mediation process 4) 1. Opening statement (welcoming of parties, procedure, agreement on ground rules) 2. Viewpoints and issues: How does each party view the conflict? (parties express their point of view) 3. Understanding the conflict (what are the deeper issues? Feelings, needs and interests of parties, encouragement to change perspectives) 4. Looking for possible solutions: Who can offer what? (Parties develop possible solutions) 5. Agreement and closing (Parties agree on a solution, written or verbal contract, mediator wishes them well) 6. Usually, two students form a mediation team. Although a lot of adult mediators work on their own this is not advised in case of students conducting mediation.

A key point of the training will be the attitude or mind set of a mediator. In many cases adults and students tend to judge situations quickly: right or wrong, just or unjust, victim or offender. Being a mediator means to take a neutral position, not to judge and not to be one-sided. In case one of the peer mediators is a friend of a participating party another student should replace him/her.

8.4 Why mediation clubs in schools?

Unresolved conflicts, verbal or physical aggression can significantly worsen the atmosphere in a class. Often, a quarrel during a break which has not been solved distracts the attention of the affected students in class.

Another “classic” situation: the teacher observes a fight between two students intervenes but does not have the time to pacify it because the school bell rings. All of these cases can lead to frustration and anger or a continuation of the quarrel during the next break and after school. Teachers often feel frustrated because of the missing time to thoroughly deal with the problem. 5) In order to establish and support a constructive conflict resolution approach in schools it is advantageous to get students actively involved and experience the enhancement of their skills. So, there can be a mutual benefit for both teachers and students: students learn how to improve their competencies (conflict resolution, empathy); teachers are relieved in their daily tasks. Solutions which have been developed by the quarreling

parties themselves are more likely to be successful than a decision of a teacher. Students are empowered to take care of their own problems with the help of peers. Louisa, a peer mediator from a school in Bonn states: “We want that everybody feels comfortable at school. Young people are able to mediate, not only adults.”

6) and Špela, a peer mediator in Maribor, adds: “Mediation is a process where we learn how to calmly and effectively solve a disagreement between people. It teaches us how to see the other person’s perspective. We learned different techniques how to help them solve their problem. Role plays which we used to practice the mediation process were based on actual disagreements happening in our lives. The concept of mediation used to be strange for us because it is unusual for our schools and dorms but I think it can be a useful tool to solve conflicts. The introduction of a mediation club can contribute to an improvement of the school climate.”

8.5 What could mediation clubs look like?

Interested students will form a mediation club together with one or two committed teachers. A good size of the group is 10 -16 students consisting of 8th and 9th graders. The aim is to train the practical steps of a mediation process, to learn about conflicts (definition, development, escalation model, conflict styles), the attitude of a mediator and the limits of mediation (mediation is not advised in a case of (cyber) bullying, criminal acts, and mayhem because of an imbalance in power). The first step is the qualification of the mediation club members (teachers and students will be trained together), often carried out by an external expert.

Sometimes the selection of students who will be trained as peer mediators is sensitive, not all volunteers are equally suitable. Here the teachers might decide to give someone a chance because they see a potential for personal growth or decide differently, depending primarily on the circumstances in a particular case.

After the training, the commitment of the students/teachers should be appreciated by issuing a certificate.

Alternatively, teachers can attend a mediation training offered by further or higher education institutions, e.g. in Germany in order to be able to qualify their own students. By participating in the training the concept and didactic methods will be passed on to the teachers who from now on can train the next generation of students themselves. It is important to discuss the practical arrangements (see paragraph guidelines for implementation) before or during the training period to avoid a long break between the training and the first application. Students are usually eager to start right away. The members of the mediation club will meet with the teacher mediators on a regular basis, possibly once a week or every second week for an hour – depending on the conditions in school. During the meetings mediation cases can be reviewed: what went well, did any difficulties occur, what can be improved? If the students don´t have any or many cases yet they might want to discuss how to change the situation.

8.6 Guidelines for implementation In order to successfully implement a peer mediation program in schools, it is necessary to discuss a possible introduction of this method with the principal and teaching staff and gain the approval of the majority of the teaching staff. In several cases, some teachers who were interested in applying peer mediation in their schools started this discussion by informing their colleagues and principals about the concept and the philosophy behind it. Peer mediation is a conflict resolution approach which strongly advocates the competencies of youth and their empowerment to solve problems independently. This, on the other hand, also relieves teachers in their daily work. Teachers should be asked to promote the program by encouraging their students to try to solve potential problems in peer mediation. If possible, an introductory workshop for teaching staff should be offered by external multipliers.

In a next step the students and their parents will be informed. A good way to present the program is a visit to the mediation club in classes in order to explain the concept themselves. So the younger students get to know the peer mediators in person. Some mediation clubs include short role plays in their presentation. Parents can be informed personally during a parents/teacher meeting or in written form. Point out the chances and opportunities the program has. Parents of a peer mediator are often proud of their child´s commitment.

Practical steps of the implementation include: • Finding a room for the meetings of the mediation club and where mediation can be practiced without interruption, if possible, hang up pictures of the mediation club, a poster etc. so that students feel comfortable. Visualizing of the basic rules for behavior during a mediation and attach them to the wall • Agreeing on a timetable to offer mediation: g. Thursdays in the 5th lesson or once a day during a longer break • Forming of mediation teams, who wants to form a team with whom? Is it helpful to create mixed teams (female/male)?

• Should the peer mediators be recognizable by wearing caps or buttons?

• Finding ways to “reward” the commitment of the peer mediators, e.g. by a positive remark in the school report The implementation of a peer mediation program takes time and is sometimes accompanied by phases of standstill. 7) Then it is important to reflect whether the program receives enough support from the teaching staff, the conditions, e.g. time frame for mediation are still adequate or whether there are other conditions which could be improved.

A central aspect of a successful implementation process of peer mediation is the embedding of mediation as one approach to a concept of conflict culture in a school which also implies preventive measures (teaching of social skills, awareness raising units as described in chapter 6), intervening measures, (cyber) bullying intervention: No Blame Approach, chapter 7) and curative means, e.g. personal counselling by a social worker or school psychologist. A well thought through introduction of a conflict culture in schools will lead to a significant improvement of the school climate.

The principle, teachers and (if possible) representatives of parents should discuss the introduction of these measures of nonviolent conflict resolution as part of the school profile.

8.7 Mediation training curriculum The following planning describes a mediation training of 30 hours organised in 10 units for schools. Depending on the facilitation possibilities and venues, the training can also be held in 4 days (e.g during a project week in school) or at 3 weekends, whatever is possible. In these units, you will have a start and ending session which takes time and you will have less of this if you have whole day – workshops for instance. Feel free to organise breaks and energizers when it is needed according to the group and the exercise. The timing is calculated for a group of 10 to 16 participants in order to give you an orientation.

Unit 8.7.1 Coming together and building a group 8.7.2 Learning about conflict 8.7.3 Principles of win-win 8.7.4 Introduction of mediation phases 8.7.5 Introduction of role plays and application 8.7.6 Analysing conflicts and communication skills 8.7.7 Deepening phase 3 8.7.8 Solution phase 4 8.7.9 New role play with all phases 8.7.10 Repetition, challenges and go for it

Time 125 min 110 min 130 min 110 min 110 min 135 min 95 min 110 min 115 min 95+ min

8.7.1 Coming together and building a group Exercise, handout number Welcome, introduction

Time

Method

Material

10 min

Circle

Prepared flipchart with welcome Student pairs interview each other

Partner interview, mutu- 30 min al presentation Optional – if the students don´t know each other well Expectations and “rules”

20 min + 10 min

The three musketeers and 35 min conflicts What do you associate 10 min when you hear “conflict”?

Evaluation 10 min

Name, hobbies, motivation to participate in the project, any experiences with conflict resolution techniques?

Division into groups of 4, expectations, fears, contribution – 2 cards for each field, presentation; Exchange their perception of conflicts concerning the facts afterwards: exchange in whole group Closed eyes – perception – exercise of a conflict Closed eyes – perception – exercise of a conflict

Handout 2: The three musketeers and conflicts

6 cards in 3 colours per group, candies to find the members of the group Flipchart Groups of 3 students Copies of handout 2 Space Facilitators note associations on flipchart Ball to throw or “talking stone” to pass around

These are three aspects of conflicts we all dislike:

These are three aspects of conflicts that scare us:

These are three aspects of conflicts we find interesting or even exciting:

8.7.2 Learning about conflict Exercise, handout number Opening session

Time

Method

10 min

Conflict definition

10 min

Guideline conflict styles

40 min

Exchange in a circle – what has happened since our last meeting regarding conflicts?

Brainstorming of the Copies students and then presentation of the Glasl definition Self-assessment: How do Copies you handle conflicts? Understanding of behavior patterns Copies Copies

Types of conflict 15 min Conflict escalation model 15-30 min Evaluation 5 min Handout 3: Conflict definition

At two who interact There is a difference in goals, values, interests, needs, perceptions, ideas, resources Negative emotions arise At least one person is hindered in what he/she wants to achieve.

Handout 4: Guideline conflict styles SELF-ASSESSMENT: HOW DO YOU HANDLE CONFLICTS?

material

Handout 5: Types of conflict Conflicts over information and priorities Students: • Are not sufficiently informed.

• Have different opinions/ priorities concerning facts or data.

• Got the wrong information.

• Different sets of criteria.

Conflicts of interest Students: • Have different interests and needs.

• Experience assumed or actual competition • Try to enlarge their personal power.

Relationship conflicts Students: • Experience strong positive or negative feelings with regard to another student.

• Don´t communicate appropriately anymore .

• Don´t listen to each other.

• Develop false perceptions or prejudices.

Values conflicts Students: • Have different values and norms.

• Pursue differing goals.

• Represent differing lifestyles, basic convictions, religious views, ideologies, values…

Structural conflicts Students: • Show destructive patterns in their behavior and interaction.

• Have different personal or social resources.

• There is an imbalance of power and authority.

Handout 6: Conflict escalation model 9 STAGES OF CONFLICT ESCALATION – BACKGROUND INFORMATION FOR TRAINERS THE DYNAMICS OF ESCALATION IN CONFLICTS Friedrich Glasl defines nine stages of conflict escalation to describe the dynamics of escalation.

A central task within the framework of constructively dealing with conflicts is to compare signs of escalation in conflict with the various stages of de-escalation and find answers and potential for action at all stages, in order to limit violence or prevent it altogether and achieve cooperation and solutions for negotiation. Sensitivity and a realistic perception of what is happening in the conflict are just as important as consciously rethinking and planning one’s own steps.

The Nine Stages of Conflict Escalation according to Friedrich Glasl 1. Hardening Standpoints harden and take on a collision course. Awareness of the impending impact leads to agitation.

Despite this, the conviction still remains that tension can be dissipated through discussion. The parties or positions are still flexible.

2. Debate Polarisation of thought, emotion and will take place. Thinking in terms of black and white occurs along with a viewpoint of superiority and inferiority.

3. Actions, not Words The idea that ‘talking no longer helps’ and the strategy of fait accompli gains in importance. Empathy for the ‘other side’ diminishes, and the danger of wrong interpretations grows.

4. Images/Coalitions Rumors spread, stereotypes and clichés are formed. The parties manoeuvre each other into negative positions and fight. A search for supporters takes place.

5. Loss of face Open and direct aggression (unlawful) ensues which aims to cause the opponent to lose face.

6. Strategies of threats Threats and counter threats increase. Escalation of the conflict accelerates due to ultimatums.

7. Limited attempts to overthrow the opponent The opponent is no longer viewed as a person.

Limited attempts to overthrow the opponent are seen as a ‘fitting’ and carried out. Reversal of values: relatively slight personal damage is seen as a victory.

8. Dissipation The destruction and dissolution of the hostile system are pursued intensively as a goal.

9. Together into the abyss Total confrontation ensues and there is no way back. Extermination of the opponent at the price of self-extermination is seen and accepted.

CONFLICT ESCALATION MODEL ADAPTED FOR STUDENTS: UNTIL THE BITTER END 1. The guy/girl is getting on my nerves – tension He/she is staring at me. He/she talks behind my back. I can´t stand him/her.

2. I should talk with him/her – first verbal attacks I will talk to him but not listen anymore. I´m not putting up with anything anymore.

I think about his/her bad sides and talk to others about them.

3. I´ll show it to him/her – actions, not words I will show him/her what I am able to do. He/she is going to remember that.

I will teach him/her a lesson 4. I will look for friends and supporters – enemy images and allies I will involve my friends. I will draw others who are impartial on my side.

I am completely innocent, he/she started.

5. I will embarrass him/her – loss of face I will arrange embarrassing situations. I will put him/her down in front of others.

I spread rumors about him/her.

6. If I catch you I will… – threats I think about something mean. I threaten him/her.

7. I will wear him/her down – limited strikes I carry out my threats. I just want him/her lying on the ground.

8. I can´t retreat anymore – destruction I don´t listen to others anymore. Too much has happened so I can´t give up.

9. The bitter end – together into the abyssWe successfully destroyed each other. The costs were high but we made it. I don´t really remember what it was all about in the beginning but – I didn´t give up because at the end it was all his/her fault.

8.7.3 Principles of win-win Exercise, handout number Opening session

Time

Method

10 min

The orange conflict: different options to solve a conflict Optional: donkeys

15 min

Role play: 2 strategies to solve a conflict

20 min

Exchange in a circle – what has happened since our last meeting regarding conflicts?

Raising questions about options in order to solve the conflict Raising questions about options in order to solve the conflict Groups of 3, 2 rounds role play, plenary

Principles of a peer mediation Attributes of the mediator

20 min

Plenary

15 min

Group discussion – what Copy is needed for good listening? Brainstorming exercise Copy

10 min

Skills of a student medi- 15 min ator Good and bad listening – 15 min mini role play Evaluation

10 min

Handout 7: The orange conflict

exercise

material

Orange, flipchart, copy picture Scenario of a simple conflict. Instruction: role play 1: students quarrel, teacher decides Role play 2: students quarrel, will be sent to a mediator Copy

Facilitators/teachers will demonstrate good/bad listening in a mini role play

Handout 7B: The orange conflict

Handout 8: Principles of the mediation process There are four decisive principles of the mediation process: 1. Voluntariness The parties participate on a voluntary basis. A forced participation can hinder the process of opening up.

Students and mediators have the right to stop the process.

2. Confidentiality What is said during the mediation is treated confidentially by all partners involved (students and mediators).

However, the mediators can ask the students whether they can discuss the case on the basis of anonymity with mentoring teachers.

3. Individual responsibility The parties discuss and develop their own solution. Mediators’ don´t dictate a solution.

4. Impartiality Mediators are impartial. They don´t take sides and assure that both parties have an equal opportunity to express himself/herself. If a mediator cannot guarantee his/her neutrality anymore (e.g. because he/she is a friend of a party), he/she should ask a colleague to take over.

ROLE OF MEDIATORS As mediators, you offer your help and assistance to other students to moderate a talk between two conflicting parties.

The mediators are responsible for the process of the meeting but not for the outcome.

The mediators underline that it is the task of the parties to find a solution and that they are the “experts” of their problem.

Mediators are not judges and don´t take sides. They are impartial through the whole process.

PRINCIPLES OF NONVIOLENT CONFLICT RESOLUTION

Conflicts are normal Conflicts arise wherever people come together. We cannot avoid conflicts – but we can treat our conflict partners with respect and solve our conflicts without violence.

Different truths People experience the same conflict very differently – everyone has their own version of the truth. It is important to accept the other person’s truth.

Solving conflicts cooperatively No one is to blame for the conflict. We have a common problem and we will look for a common solution. In order to find the solution, we need to take a step back from the positions of the individuals to discover the underlying feelings, needs, and interests.

Solving conflicts creatively The best solution is not always a compromise. Sometimes it is possible to resolve a conflict in such a way that both or all conflict parties are satisfied.

Handout 9: Attributes of a peer mediation in schools • • • • • • • • • • •

The mediation is conducted by peers Mediators are impartial Voluntariness Conflict parties are present Parties agree to communication rules Mutual empathy is encouraged Respectful dialogue Watch the inner dialogue: how did each party contribute to the escalation of the conflict?

Mediators don´t blame the parties No one-sided solutions A written contract

Handout 10: Skills of a mediator

8.7.4 Introduction of mediation phases Exercise, handout number Opening session

Time

Method

20 min

Active listening exercise Preparation of the mediation (room, setting, time) Introduction of 5 phases Phase 1 introduction

30 min 10 min

Recap and open questions Groups of 3 Plenary

Evaluation

10 min

10 min 30 min

Plenary Plenary: short introduction Working groups: find your own phrases for the introduction

Materials

Copy

Copy Copy

Handout 12: The five phases of school mediation 1. Opening statement • Greet the disputants and introduce yourself • Explain the role of the mediator: assure the parties that you will maintain confidentiality, remain impartial and support them in their search for solutions to the conflict • Explain how you will proceed • Agree on ground rules • Get their go-ahead for beginning the process 2.

• • • • •

Viewpoints and issues: How does each party view the conflict?

Who wants to begin?

Ask each party to relate the conflict from their viewpoint Reflect back, summarize and ask questions Make sure the rules are adhered to Emphasize what the parties have in common and where they differ

3.

• • • •

Understanding the conflict Motivate the disputants to make “I-statements” Concentrate on the feelings, needs and interests involved Express the mood of the moment Support direct communication between the parties

4.

• • •

Looking for possible solutions: Who can offer what?

Brainstorm possible solutions and write them down Read the solutions out loud Check the ideas: are they realistic? fair? appropriate? specific enough?

5.

• • • • •

Agreement and closing The parties agree to a common solution Write up the agreement Have the parties sign the agreement and give them copies Arrange for a follow-up session in 1-2 weeks Thank the parties for their cooperation and wish them well

Handout 13: Starting the mediation process/Introduction The peer mediators welcome the students, ask them to sit down and introduce themselves. Tea/ juice and cookies might be offered.

The peer mediators explain their role and task in this process: • Mediators are responsible for facilitating the process • Mediators are neutral/don´t take sides and support the conflicting parties to develop their own solutions

• The students can rely on the confidentiality of the mediators Mediators give an overview of the course of a mediation process • Each party has a chance to explain his or her view of the conflict • What is the personal significance of the conflict/ What is the background?

• Mediators enhance communication and mutual understanding • Mediators support the parties to look for a fair solution • Both parties sign a written agreement describing the common solution Rules of discussion during the mediation • Students don´t interrupt each other, if necessary the other person can take notes • No insults • Both parties agree to listen to each other.

• What is said during the mediation is confidential.

Mediators ask the participants for their go-ahead.

8.7.5 Introduction of role plays and application Exercise, handout number Opening session

Time

Method

Materials

15 min

Checklist for observers Checklist of a mediation role play Phase 2: Viewpoints and issues –Role play 1+2

5 min 5 min

Recap of feedback rules and repeating of phase 1 Plenary Plenary

Copy Copy

40 min

Phase 2: Viewpoints and issues –Role play 1+2 (HO 16)

Role play cards Copy

Quit the role of the play

5 min

Evaluation of the role play

10 min

Energizer Evaluation

10 min 10 min

Plenary: importance of quitting the role, let´s shake the body Plenary: sharing of the observers of the different groups Plenary

Handout 14: Checklist for observers of role plays Observers of a mediation role play take notes of the process and contribute constructive feedback during the reflection phase. Observers concentrate on: CONCERNING THE MEDIATORS: The phases of the mediation • Appropriate, helpful moderation of the phases?

• Was anything left out or neglected/forgotten?

• Could anything improve the moderation?

Body language and impartiality of the mediators • Were the mediators able to express interest in the parties by body language • Were both parties equally considered (eye contact, open, friendly body language)?

• Did both parties get an equal share of contributions?

Helpful remarks/ questions • What were helpful, opening phrases or questions?

CONCERNING THE PARTICIPATING PARTIES • Did you have the feeling that the parties were able to express their point of view?

• What kind of behavior did you notice (parties opening up, showing feelings, becoming angry etc.)?

• Did you observe that the parties were able to take a change of perspectives?

• Anything else?

Handout 15: Worksheet: Evaluation of a mediation role play After the mediation role play the trainer moderates the evaluation.

Firstly, the mediators are asked: • What went well during the mediation role play? Do you have the feeling that you were able to support the process?

• Did you feel insecure at any time during the process?

• What was difficult? What would you like to improve?

Secondly, the parties are asked: • How do you feel now? Has the conflict been solved?

• What were helpful interventions/ phrases?

• Did you feel understood by the mediators?

• Anything else, you would like to mention, e.g. ideas how the mediators could have supported you more?

Thirdly, the observers give feedback.

After the evaluation the trainer asks the participants to let go of the role, e.g. by taking of the name tags and

actively stepping out of the role.

The group collects difficult situations during the role play on a flipchart and discusses possible alternatives.

Hanouts 16: Viewpoints and issues: How does each party view the conflict?

Who begins?

The mediators ask the parties who wants to begin explaining his/her point of view. Sometimes it makes sense to ask the less active person to begin, in some cases when the parties cannot agree who can talk first to throw a coin.

The parties take turns explaining their viewpoints and issues The parties have the chance to describe their points of view and are supported by the mediators by using the following skills: Repeat, summarize and ask (Active listening) The mediators repeat the crucial points and summarize what has been said. Anything they didn´t understand should be questioned again in order to make sure that they understand the parties point of view. (E.g. Can you please explain … again? or I didn´t fully understand … or From your point of view … happened. Am I right or did I misunderstand?)

Mediators pay attention that the rules are adhered to Mediators have to insist that the rules of communication are respected, e.g. not to interrupt each other or to call each other names.

“Please wait a second until it is your turn.”

“No name calling during the mediation, we all agreed to accept this rule.”

In a case of a heated situation where the parties have difficulties to calm down, it can be helpful to ask the students to turn around and not look at each other for a while. Another option is to work with a yellow and a red card (similar to the rules of a soccer game).

Emphasize what the parties have in common and where they differ Summarize their interests and feelings in order to clarify similarities and differences.

“I understood that both of you…”

“You have a different point of view/ opinion concerning …”

“Both of you want to…”

8.7.6 Analysing conflicts and communication skills Exercise, handout number Opening session Game with feelings Difficult statements in school

Time

Method

Materials

15 min 15 min 20 min

Plenary Exercise Plenary

Copy Copy

Reflect back

15 min

Introduction of the iceberg model and application I-statements Evaluation

30 min

Introduction and questions Application of the role play

30 min 10 min

Copy Copy Copy

Handout 17: Dealing with feelings Helpful sentences: If I understood you the right way, you feel… Am I right?

Could it be that you feel…?

My impression is that you are sad (angry, hurt…), because…

You seem to be very upset, am I right?

Handout 18A: Exercise: Difficult statements in School Mediation Imagine situations in a peer mediation in which a student makes the following statements. Each statement stands on its own – there is no connection between situations.

Try out each scene for a moment to get a feeling for the situation. Consider which feelings, desires and wishes could be hidden behind the statement. Then think of possible ways the mediators might react, e.g. ask for concrete information, have the parties reconstruct the situation, reflect back what you have heard, reflect back the feelings, ask the party to express his or her feelings or to reward a reproach into a desire, ask if there has ever been an exception. Often it will be important to use several techniques – what is important is the order in which you use them. Try out different reactions in a mini-role play but please avoid asking “why” as this might put people on the defensive.

1. He started! He kicked me first!

Feelings: Desires / interests: Mediators’ reaction: 2. She’s always doing that! It drives me crazy!

Feelings: Desires / interests: Mediators’ reaction: 3. I didn’t mean it like that – she shouldn’t take it personally.

Feelings: Desires / interests:

Mediators’ reaction: 4. That’s absolutely not true! She’s lying!

Feelings: Desires / interests: Mediators’ reaction:

Handout 18: Reflect back To reflect back is an essential communication technique during the whole mediation process. The mediators repeat what has been said by the parties in their own words and if necessary ask for clarification. Here are some helpful sentences: Do you think that…?

Did I understand you right?

You seem to be …

Let me see whether I understood what you mean…

My perception is that you are…

Could it be that…

You think perhaps that…

I noticed that you were nearly crying when you talked about…

On the whole, I think you mean…

Handout 19: The Iceberg Model of Conflict Dynamics

Handout 20: I – statements In order to support an open and authentic dialogue, mediators should encourage students to use I – statements. Instead of accusing the other partner of a certain behavior or using a put-down, the students express what the situation meant to them, how they felt etc. Marshall Rosenberg, a famous American psychologist, developed the concept of Nonviolent Communication.

When students express their personal feelings the focus is shifted from an accusation to the feelings or thoughts which arose after a certain behavior.

An example: “I am hurt/angry/upset… when you call me names/ talk behind my back/ exclude me for no reason…”

A more detailed I statement consists of four steps: “When you…

I feel/ am…

Because…

And I want…

Situation 1: Marco´s parents cannot afford to buy new sports clothes for him. Peter is making fun of him because he is still wearing the old fashioned clothes.

Marco: Situation 2: Susan got a bad mark in the latest math test. Irene is laughing at her and calls her a dummy.

Susan:

8.7.7 Deepening phase 3 Exercise, handout number Opening session Phase 3 introduction Open and closed questions Role play phase 3 (Including evaluation in subgroups) Position, interests, needs Evaluation

Time

Method

15 min 5 min 15 min

Recap – feelings, iceberg Plenary Splitting in pairs of two students Continuation in groups

30 min 20 min 10 min

Materials

Copy Copy Materials Copy

Handout 21: Understanding the conflict In the third phase, the mediators try to have a look at what is underneath the water surface, e.g. feelings, communication patterns, misunderstandings, different values, perceptions, needs… In other words, what is behind the conflict? The mediators encourage the parties to open up and use I – statements.

One possibility to start the third phase is to ask the following question: “What does this mean for you?” The intention is to learn something about the parties´ personal background and interests.

MEDIATORS CONCENTRATE ON FEELINGS AND INTERESTS: “What did you think when…/how did you feel when…?”

“What is important for you?”

“What is your goal?”

MEDIATORS ENCOURAGE I – STATEMENTS Mediators try to encourage personal statements (starting with I) instead of general accusations.

“Could you tell us what you did in the conflict?”

MEDIATORS SUPPORT THE EXPRESSION OF THE MOMENTARY MOOD OF THE PARTIES “It might be helpful if you can tell us how you feel right now.”

Mediators foster direct communication between the parties “Please tell him/her directly.”

“What do you think about that? Please tell him/her directly.”

MEDIATORS SUPPORT THE CHANGE OF PERSPECTIVE “Can you understand how he/she felt?”

“Imagine yourself in his/her shoes. Can you understand what happened?”

Sometimes it is helpful to ask the parties to change seats in order to intensify the change of perspectives. But make sure that both return to their original places!

Mediators summarize the progress of the process “ I am really pleased that…”

“You have made a big step forward…”

Handout 22: Open and closed questions In a mediation process, it is helpful to use open questions in order to avoid judgments or accusations. The mediator has a neutral attitude which should be reflected in the communication. Closed questions like • Did you do it?

• Do you think that’s o.k.?

• Do you always do it like that?

• Do you want to apologize? should be avoided.

OPEN QUESTIONS Open questions are questions that invite parties to open up and talk about the incident/conflict. It is not just a “Yes” or “No” answer.

Open questions can start with: How? What? When? Where? Who? ….

For example: • What happened?

• Who else was there?

• When did things get out of hand?

• • • • • • • •

How did you feel at the time?

Where did it hurt?

What upset you the most?

What did it mean for you?

Do you want to talk more in detail about…?

I am really interested in hearing how you felt when…

What is the most important issue for you, can you tell me?

I didn´t really understand what you said, please explain it again.

AVOID ASKING “WHY?” Asking “Why?” usually gives the person the feeling that he or she has to defend himself / herself. People sometimes feel attacked and go on the defensive. They close down rather than opening up.

Handout 23: Guideline: Position/ Interests/Needs

8.7.8 Solution phase 4 Exercise,handout number Opening session Square game

Time

Method

15 min 25 min

Phase 4 Introduction Checklist for a good solution Phase 5 Introduction Role play phase 4 + 5 continuation Evaluation phase 4+5 Evaluation of the session

10 min 15 min

Plenary Dividing into groups Wrapping up in the whole group Plenary Plenary

10 min 20 min

Plenary Group work

Copy

15 min 10 min

Plenary Plenary

Copy Copy

Handout 24: Square Game

Materials

Envelopes with puzzle cards Copy Copy

Handout 25: Looking for possible solutions: Who can offer what?

The third phase in the mediation process is aiming at strengthening the mutual understanding of the conflict parties, furthermore to enable a change of perspectives. On this basis, the parties can go a step further. They can think about possible solutions to solve the problem. The mediators should encourage the parties to find their own solution: “You are the conflict experts, you know best what to do in order to prevent more tensions and find ways to reconcile again.”

One method to find solutions is to ask the parties to brainstorm possible ways out of the conflict. The mediators take notes of the proposed points (if possible on a flipchart to enable the parties to keep an overview).

The next step is to identify proposals both parties agree on, discuss them in detail and apply the checklist for a good solution.

Another possibility is to prepare a paper circle, cut it in half and ask the students to answer the following questions: • What can I do to solve the problem?

• What do I expect from the other party?

The students write down their ideas and place the paper on the table, (the two halves don´t form a circle yet) and discuss the ideas. Again, the checklist of a good solution will be applied. If both parties agree the mediators ask the students to combine the halves to symbolize the solution.

This method is goal oriented and often suits the expectations of the students: both parties give and take. Plus it is less time consuming which is helpful in a school context.

If a problem is more complex it might be necessary to use moderation cards instead of paper halves, again following the give and take an idea.

In case the students don´t come up with proposals the mediators can offer assistance: “I have had a similar case before. These students agreed to… Do you think that this might be a possibility in order to solve your conflict?”

Handout 26: Checklist for a good solution As mediators you have to pay attention that the proposed solution is fair. Here are some questions which are helpful in order to assure a good solution: • Is the proposed solution fair? E.G. both parties feel responsible for the solution and contribute. No party will be disadvantaged.

• Is it a real solution for the problem? The conflict will be solved and not just delayed.

• Is the solution appropriate? The proposal does not cause additional problems ( e.g. too expensive, someone else will suffer, too complex)

• Is the solution realistic? Are the parties able to execute the solution on their own? • Is the solution concrete? Do the parties know what to do by when?

Handout 27: Agreement and closing Mediators can intensify the relevance of the solution and mutual reliability of the parties by asking them to sign a written agreement. The mediators write down the solution which the parties agreed on, make sure that nobody wants any more changes and then ask the parties to sign the paper. Both parties receive a copy of the agreement. Depending on the complexity of the conflict and/or on the commitment the students show, the mediators can offer another meeting in one or two weeks. The mediators thank the parties for their participation and their trust, wish them well and remind them (if agreed on) of the date of the follow-up session.

Sample for a contract: Party A

Party B

Mediator(s) Type of conflict On (date) we have voluntarily participated in a mediation process. This is the solution we both agreed on: We accept the agreement.

Party A

Party B

Mediator

Mediator

Exercise,handout number Opening session New Roleplay with all phases + evaluation in the working group Evaluation of all role plays Collecting “wishes� for the last meeting

Time

Method

Materials

15 min 60 min + 10 min

Plenary Dividing into working groups and 1 observer

Role cards

20 min

Plenary

10 min

Plenary

8.7.10 Repetition, challenges and go for it Exercise,handout number Opening session Repetition of the phases and the challenges Open questions, wishes of the group Overall evaluation and sharing of sweets and chips or healthy food + Certificates

Literature

Time

Method

Materials

15 min 30 min

Plenary Dividing into groups

Candies

30 min

Group work and presentation Plenary

20 min

Flipchart paper, markers Something to eat

9. Creativity 9.1 Introduction The formats included in this handbook aims to be used with a group of students as a tool to reflect on cyberbullying through a creative and ludic process.

The formats were developed during the Summer Campus which took place in August 2015 in Udine, Italy.

The Campus was one of the activities of the project “Joining forces to combat cyber bullying in schools� that aims to provide students with competent ways of handling digital media.

The Campus focused on the development of activities to carry out in schools and other educational institutions. The goal was to develop creative tools that can be used to raise the awareness for the topic of cyber bullying. One main point of the workshops was to reflect about the creative and competent handling of digital media and a responsible interaction on new social network platforms. The idea was to get a fresh look on the comprehensive topics cyber bullying and violence in social networks. During the Campus, creativity groups elaborated different contents in form of formats to promote a positive use of social media. This handbook provides some practical creative formats that can be applied in class. The formats were tested in classes of the partner countries.

9.2 A question of perspective New technologies bring with them familiar problems society faces, but they are appearing in new forms. Cyber bullying is one of these phenomena. In order to fight it, we need new ways of handling its problems and dangers. It is important to understand and grasp the complexity of virtual reality, the positive as well as the negative sides it is offering to users. When interacting and dealing with the topic of cyber bullying, and finally trying to bring about a change, it is crucial to open up a new perspective on the issue. Through the creative approach the project aims to address a large audience from students to teachers and parents.

The developed formats are games to do in class. Games are characterised by collective activity and fulfil an important and useful social function. By following certain action processes and by taking the role of another person, students will get a new perspective on different ways of behaviour, empathy and social roles. With creative contributions students can be supported to acquire important skills in order to combat cyber bullying.

9.3 Creativity as an educational tool Creativity in its various forms is a powerful resource to promote social change since a long time, and can be described as an important tool and decisive factor when it comes to handling new phenomena on social networks like cyber bullying.

Projects promoting a creative approach encourage a deeper participation of students in a certain process.

They learn to communicate about and deal with complex topics in a fun and playful way. Creative projects have the potential to reach and influence students in an easy way and set free a positive way of interaction with tools like social networks.

Furthermore, the transfer action is an important factor. Through producing creative content, one can reach peer goups in an entertaining way and transport a serious and important message through new forms.

An innovative, playful approach equips students with the capacity to open the point of view for other sides and possibilities, and they can imagine other contexts. Through this creative involvement, the critical thinking of students can be spread amongst friends and throughout the web. Therefore the creative approach can be described an important medium for dealing with social and cultural changes.

9.4 Preparing students for the workshops In the practical work during the Summer Campus it became obvious that it is important to invest some time before the format is implemented in class in order to prepare the students for the activity.

We advise you to divide the class into different creativity groups in order to make sure that all student groups know their tasks and responsibilities. You can prepare the content for each group before the class is held. Obviously you can adapt all formats to your individual ideas and needs.

9.5 How to organise the creativity groups in class Each creative format takes about two hours and is divided in different phases, each phase building on the previous step: after an introduction to the topic of the format, students elaborate their tasks in group work. They produce the content and finally all together you discuss, summarize and reflect on the elaborated results.

Before you will carry out the formats in class, you should take one lesson to contextualize the activity and introduce the topic of cyber bullying. Inform the students about the content and the results you want to obtain through elaborating the formats. Another lesson should be added after the implementation in class in order to draw a comprehensive summary and talk about the lesson learnt generally on the topic of cyber bullying.

Format’s toolkit Format n. 01 Mean comments

Format n. 02 Screenplaying lab #1

Format n. 03 Aangel & devil

Format n. 04 Reality vs facebook

Format n. 05 Tunnel

Format n. 06 Guess who?

Format n. 07 Show your face

Format n. 08 Social game

Format n. 09 Guess who? #1

Format n. 10 Radio show

Format n. 11 From social to visual

Format n. 12 Social game

Format n. 13 Transfer lab

Format n. 14 Screenplaying lab #2

Format n. 15 Audio lab #1

Format n. 16 Guess who #2

Format n. 17 Post-it film

Format n. 18 Guess who #3

Format n. 19 Audio lab #2

10. Implementation At the end of this Manual we would like to focus on some implementation advices which we learnt through our experimentation in the partner schools:

10.1 Awareness rising and school involvement The first goal is the active involvement of the whole school community Our experience with the partner schools demonstrated how important it is to involve effectively the whole school community in the project goals.

It is not an easy task since it requires an high motivation and effort from all the school staff and the stakeholders reference people.

These are our extra-tips based on our implementation experience: • Make sure the Head Master and his direct collaborators are highly motivated on the project. On this purpose make sure that the project brings many positive (and visible) outcomes for the school (ex: high visibility on the media, positive reputation towards parents communities‌). Without their high motivation the project will not give deep results. • Make sure that the teachers and school staff feel understood in their needs and prized in their effort. As far as possible, they should be actively involved in the project planning and appreciated in their

competences which may be a value for the project (ex: active participation in previous project on similar topics, finding links between project topics and ordinary school subjects, special personal competences – ex. Multimedia and artistic skills). Avoid to make them feel the project is an other Top-Down project (as often happens).

• Involve the representative of local communities as local NGO, social and health services, council and state authorities using focus group, media and public events to prize and underline their active involvement.

• Involve the parents through parents associations, community network, sport associations and any other form of organized gathering which can include the parents.

In our experience we could clearly see how Parents are strategical actors in the promotion of the responsible use of digital media; in the same time they are the most difficult to reach and involve so that they may result as a weak point in the digital culture reinforcement process.

10.2 Mediation club Right timing for implementation in the schools In many schools we could see how difficult it is to start the activities at the very start of the school year. A delay in the training start can be acceptable in many kind of project but when we come to “Mediation Club”, which may require a long training, we could realize how important it is to plan it in advance, possible at the end of the previous school year. In fact when the training has been completed too late in the school Year (ex: after the half term) the mediation club did not have enough time to operate and both students and teachers did not have enough time to touch visible outcomes of their activities.

Organize the trainings as early as possible (both multipliers and students ones) so that they can be completed as soon as possible (suggested: within 4 month from school start) and leave enough time for the mediation club to operate.

How to keep high motivation in the peer mediators • low number of actual mediations: most of mediation clubs could actually perform much less mediation then expected. This led to negative consequences on two levels: • mediators loose motivation • mediators could not practice so they loose part of their competences we had no data to evaluate the effectiveness of this tool • mediation number should not be the only goal and indicator: it should be stated from the beginning that the number of mediations is not predictable at the beginning. To become fully operative in terms of mediations a mediation club may need up to 3 or 5 years (German Experience).

• Other indicators should be considered as skills and competences acquired by partecipants and improving of general school climate • mediation club should have several different tasks: as a consequence of previous point it is important that the mediation club keep meeting on regular base after training even if there are lower or no mediations. They should therefore have different task as creative production, more role games, discuss cyberbullying cases with teachers and head masters…

• head-master should promote strongly the mediation club through all teachers community • teachers support actions: teachers leading the mediations club should be supported through further workshops, online tools, and experience’s exchange with other teacher in order to keep motivated, improve strategies and get through difficult problems

10.3 N.B.A. Avoid misunderstandings about “Punishment Abolition”

In some countries and/or schools we found at the beginning a resistance to accept the core values of the N.B.A. approach. Specially we realized that some schools get the message that the N.B.A. method means “No Punishment” or “Punishment Abolition” and they find this unacceptable.

In fact this is not really neither a request nor a goal of the project. The Punishment are still possible and needed in some cases. The method aims instead to reduce the use Punishment and specially the public “Blame” of guilty students. But the main goal is not related to it but to the change in the behavior of the class group, including the main actors of the aggressive behaviours, promoting positive, pro-social and responsible behaviours which can effectively improve the well-being of all the class members therefore prevent and reduce furthers negative conflicts among students.

To avoid this misunderstanding we found very useful to make very clear this point from very beginning with all the project stakeholders. In some cases we also find very effective to change the name of the method as happened in the UK where the name N.B.A. is not in use anymore for these very reasons (avoid useless misunderstaings). The name actually in use in UK is “Support group approach”).

Strategies to keep high motivation from teachers • low number of cases: in a single school year the trained teachers may have little chance to apply the N.B.A. technics since the bullying and cyberbulling cases may be (fortunately) few or none. In some cases (but not always) this led to small chance for the teachers to touch/see the benefits of this method and keep motivated.

• therefore we suggest that the N.B.A. method should be used also as PREVENTION tool, when the teacher see the signals of a potential bullying situation. In this way they will have more chance to test the approach and keep trained and motivated (plus adding the extra-value of a prevention tool, which we could touch in the school where we test the N.B.A. as a prevention tool).

• a wider range of prevention and intervention tools should be provided to teachers to enable them to act in diverse situations. One example is the well known technic of “circle time” as a prevention tool that helps class to discuss together problems and personal needs before they can lead to deeper conflicts.

• teachers support actions: to keep motivated and updated we suggest that teachers involved in the N.B.A. approach should be supported through further workshops, online tools, and experience’s exchange with other teacher in order to see the results from the collegues experiences, keep motivated, improve strategies and get through difficult problems. Building local networks between the schools that join these activities and experimentation is highly suggested.

Table of content 1. Introduction 2 1.1 Cyber Bullying as a rising problem 2 1.2 Our Commitment: Learn to trust! 2 1.3 Our Approach: The change starts from me!

3 1.4 Our Project: Joining Forces to Combat Cyberbullying in Schools 2. Young People and Social Media 4 2.1. How social media is changing the world? 5 2.1.2 Social media in numbers 7 2.1.3 Changes (in everyday life, worldwide, future) 8 Changes in everyday life 8 Worldwide changes 9 Future 9 2.2. Influences of social media 10 2.2.1 Influences on people as individuals 10 2.2.2 Influences on society 11 2.3 Young people and social media 12 2.3.1 Changes that effect young people 12 2.3.2 What needs of young peoples are beeing met on social media? 15 Literature 15 3. Cyberbullying 16 3.1 What is What in Cyberbullying? 16 3.1.1 Bullying and cyberbullying 16 3.1.2 Bullies, targets and bystanders 17 3.1.3 Preventative measures and strategies 17 3.1.4 Online safety 17 3.1.5 Digital citizenship 17 3.2 How is Cyberbullying Different from ‘Traditional’ Bullying?

18 3.3 Dynamics of cyberbullying 19 3.3.1 How does cyberbullying begin? 19 3.3.2 What happens next?

20 3.3.3 How does cyberbullying end? 21 3.4 Who is At Risk? 21 3.4.1 What puts someone at risk and what protects them? 22 3.4.2 What are risk factors and protective factors in cyberbullying? 22 3.5 Types of Cyberbullying 23 Source: 25 3.6 Case studies 25 3.6.1 How to use case studies 26 3.7 Case study 1: Ashley’s new website, unknown to her 27 Source: 27 3.8 Case study 2: Nude photo leaked online 28 Source: 29 3.9 Case study 3: Emails from an unknown sender 30 Source: 31 3.10 Case study 4: Hateful texting 33 Source: 33 3.11 Case study 5: Rumours and exclusion 33 Source: 33 3.12 Case study 6: The New Kid at School 34 Source: 34 Literature 34 4. Addressing Cyberbullying in Schools 34

3

4.1 General Guidelines 35 4.1.1 Knowledge and competences 35 4.1.2 Proactive policies, plans and practices 37 4.1.3 Collaborative school-family-community partnerships 39 4.1.4 Social environment and school culture 41 4.2 Supporting School Staff 43 4.2.1 Recognizing Incidents of Cyberbullying 43 4.2.2 Assessing the Incident 44 4.2.3 Responding to Cyberbullying Incidents 44 4.2.5 Investigating 45 4.2.6 Working with the cyberbullies 46 4.2.7 A strategic approach 46 4.3 Case Studies 46 4.3.1 Case study 1: Sara, 14 46 4.3.2 Case study 2: Tom, 15 47 4.3.3 Case study 3: Tina, 10 47 4.4.1 A sampling of cyberbullying laws around the world 48 4.4 Legal Considerations in Combating Cyberbullying 48 4.4.2 Applicable legislature 49 4.4.3 Mandated reporting 49 4.4.4 Social Media Rules and Terms of Use 50 Literature 50 5.1 Measures on Different Levels 51 5.2 Our Philosophy 51 5.3 Measures 52 6. Awareness Raising 53 6.1 Meeting with students 1 55 6.2 Meeting with students 2 57 6.3 Meeting with Teachers 58 6.4 Meeting with Parents 60 6.5 Activity Suggestion: Bullying – Gray area – No bullying 62 7. Bullying intervention tool: the No Blame Approach 64 7.1 Context of the No Blame Approach 64 7.2 Theoretical background 65 7.3 The three steps of the No Blame Approach 66 7.3.1 Meeting with the affected student 66 7.3.2 Meeting with the support group 66 7.3.3 Follow-up meetings 67 7.4 The No Blame Approach and cyberbullying 67 7.5 Why is it good for teachers to know and apply the No Blame Approach? 68 7.6 Guidelines for implementation in schools 68 7.6.1 Informing the headmaster and colleagues 68 7.6.2 Informing the parents 69 7.6.3 Organization 69 7.7 Guidelines for a teacher training 69 7.8 No Blame Approach Workshop: Sample Agenda 70 A-welcome 73 B-Agenda-for-the-workshop 74 C-Understanding-Bullying 75 D-Bullying-glases 76 E-definition-of-bullying-4ab 77 F-Definition-of-cyberbullying-4c 78 G-bullying-system 79

H-the-no-blame-approach 80 I-steps-of-the-process 81 J-Goal of the support 82 Support-group-conditions 89 K_meetiing-with-the-affetive-student 90 L-talk-with-the-affective-student 91 M-procedure-explained-for-the-affective-student 92 N-support group 93 O-meeting-affected-student-role-play 94 P-observation-role 95 Q-meeting-with-the-support-group 98 R-express-personal-concern 99 S-dealing-with-accusations 100 T-meeting with suport group 101 U-follow-up-meetings 104 V-with-members-of-the-support-group 105 Further-steps 106 7.8.1 Welcome, introduction 109 7.8.2 Agenda 110 7.8.3 How do I recognize bullying? 111 7.8.4 Definition of bullying 113 7.8.5 Bullying System 114 7.8.6 The No Blame Approach – characteristics 115 7.8.7 Bullying Intervention without sanctions – overview of the steps of the process 7.8.8 Meeting with the affected student 118 7.8.9 Guideline: Meeting with the affected student 120 7.8.10 Evaluation: Meeting with the affected student 121 7.8.11 Role play teacher/student meeting 121 7.8.12 No Blame Approach Training: Support group: conditions 123 7.8.13 Meeting with the support group 124 7.8.14 Guideline: Meeting with the support group 125 7.8.15 Evaluation of the meeting with the support group 126 7.8.16 Role play: Meeting with the support group 127 7.8.17 Follow up meeting with affected student, support group 129 7.8.18 Further steps, open questions 130 Literature 132 8. Mediation Club 132 8.1 Introduction: Conflict resolution in schools and peer mediation 132 8.2 Background of peer mediation in schools 132 8.3 The concept of peer mediation 133 8.4 Why mediation clubs in schools? 133 8.5 What could mediation clubs look like? 134 8.6 Guidelines for implementation 134 8.7 Mediation training curriculum 135 8.7.1 Coming together and building a group 136 Handout 2: The three musketeers and conflicts 136 8.7.2 Learning about conflict 138 Handout 5: Types of conflict 141 Handout 6: Conflict escalation model 141 8.7.3 Principles of win-win 8.7.3 Principles of win-win 144 Handout 7: The orange conflict 144 Handout 7B: The orange conflict 146

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Handout 10: Skills of a mediator Handout 10: Skills of a mediator 148 8.7.4 Introduction of mediation phases 149 Handout 12: The five phases of school mediation 8.7.5 Introduction of role plays and application 8.7.6 Analysing conflicts and communication skills 8.7.7 Deepening phase 3 158 8.7.8 Solution phase 4 162 8.7.10 Repetition, challenges and go for it 168 Literature 168 9. Creativity 169 9.1 Introduction 169 9.2 A question of perspective 169 9.3 Creativity as an educational tool 169 9.4 Preparing students for the workshops 170 9.5 How to organise the creativity groups in class Format’s toolkit 170 Format n. 01 Mean comments 170 Format n. 02 Screenplaying lab #1 172 Format n. 03 Aangel & devil 174 Format n. 04 Reality vs facebook 176 Format n. 05 Tunnel 178 Format n. 06 Guess who?

180 Format n. 07 Show your face 182 Format n. 08 Social game 184 Format n. 09 Guess who? #1 185 Format n. 10 Radio show 187 Format n. 11 From social to visual 189 Format n. 12 Social game 191 Format n. 13 Transfer lab 193 Format n. 14 Screenplaying lab #2 195 Format n. 15 Audio lab #1 196 Format n. 16 Guess who #2 198 Format n. 17 Post-it film 199 Format n. 18 Guess who #3 201 Format n. 19 Audio lab #2 202 10. Implementation 204 10.1 Awareness rising and school involvement 10.2 Mediation club 205 10.3 N.B.A. 205

151 152 154

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