Bullying in a Cyber World: Ages 9-10 by Teacher Superstore

RIC-6452 5.1/507

Bullying in a cyber world (Ages 9–10) This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

Titles in this series: Bullying in a cyber world (Early learning) Bullying in a cyber world (Ages 6–8) Bullying in a cyber world (Ages 9–10) Bullying in a cyber world (Ages 11–13)

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Accompanying resources for this series: Set of six posters each for: Bullying in a cyber world (Lower) Bullying in a cyber world (Upper)

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Only the blackline masters contained within this publication may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of these blackline masters for purposes of reproduction. No other part of this publication may be reproduced in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage and retrieval system, without written permission from the publisher.

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Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Bullying is not a recent phenomenon; it has always been with us. The negative effects of childhood bullying can remain with both the bully and his or her targets long into adulthood. Everyone, child or adult, should be free to live without the fear of emotional abuse which bullying engenders. Bullying in a cyber world (Ages 9–10) gives insight into the many facets of bullying, providing material to help students understand why bullying is wrong and that collectively, they have the power to eliminate it. Bullying in a cyber world is a complementary resource to the previously-released R.I.C. Publications® series, Bullying: Identify, Cope, Prevent.

This series of books is supported by two sets of six posters:

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• Bullying in a cyber world Lower • Bullying in a cyber world Upper

Contents

Teachers notes ................................................................. iv–xii Bullying reports ............................................................. xiii–xiv Class anti-bullying pledge ................................................... xv Student/Family anti-bullying pledge ................................. xvi Merit certificates/Bookmark ............................................ xvii Student Internet safety checklist/Parent cyber safety checklist .................................................................. xviii Resources ............................................................................. xix

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Titles in this series are: Bullying in a cyber world (Early learning) Bullying in a cyber world (Ages 6–8) Bullying in a cyber world (Ages 9–10) Bullying in a cyber world (Ages 11–13)

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What is bullying? .................................. 2–9 A girl called Tiranno ........................................................... 2–5 POWER! ................................................................................ 6–7 Is it bullying? ........................................................................ 8–9 Forms of bullying ................................ 10–21 Rough stuff ....................................................................... 10–13 False friends .................................................................... 14–17 Going crazy ...................................................................... 18–21

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Cyberbullying .................................... 22–33 What is cyberbullying? .................................................. 22–23 Bullying in cyberspace .................................................. 24–27 Staying safe in cyberspace .......................................... 28–31 What you can do ............................................................. 32–33 Targets of bullying ............................. 34–41 Logan has a secret ......................................................... 34–35 Marnie’s photo ................................................................ 36–39 Why are they being bullied? ......................................... 40–41 Effects of bullying ............................. 42–49 What’s wrong, Joe? ........................................................ 42–45 A life gone wrong ........................................................... 46–49

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Who bullies and why? ......................... 50–61 Cake face ......................................................................... 50–53 Four eyes .......................................................................... 54–57 What a bully! ................................................................... 58–61

Dealing with bullying ......................... 62–69 Show that you’re strong ................................................ 62–65 Smart replies ................................................................... 66–69 Preventing bullying ............................ 70–81 How can we stop it? ....................................................... 70–73 Not my business ............................................................. 74–77 Posting information ........................................................ 78–81 Glossary ........................................... 82–84

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Teachers notes The books in the series are divided into eight sections, each covering a particular aspect of bullying. Within each section are a number of individual units, each with student pages and supporting teachers pages.

Teachers pages Each teachers page includes the following components. A focus, identifying the main purpose of the activity Teacher information, providing information relating to the topic

background

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An introduction, with specific information and/or suggestions relating to the activity

Answers as necessary, to specific questions on student pages

Supporting activity/Supporting activities to develop the focus or section

Student pages

The student pages are divided into three parts:

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Discussing the text, suggesting questions to promote discussion about the topic. Possible answers may be included.

Read about it – a stimulus text to inform students about the theme and to promote discussion Write about it – in which students demonstrate what they have learned about the theme from the stimulus text

More about it – an opportunity for students to think more deeply about the theme and how it relates to their own lives

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These parts may be included on one page or on three different pages.

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Bullying in a cyber world

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Teachers notes The eight sections are:

What is bullying? pages 2–9 Bullying is the act of using superior strength or power to intentionally harm, intimidate or humiliate someone who is weaker. The act of bullying is generally repeated over time and is usually an enjoyable experience for the person(s) dispensing the behaviour.

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Bullying may occur within the school grounds; between home and school; at local shopping centres, parks and playgrounds or sporting facilities; at parties; or via the internet and mobile phones. Bullying can happen anywhere, at any time and to anyone. It can be directed by the same person towards the same target over a short or long period and it can be a repeat of the same behaviours or can involve a range of bullying behaviours.

Forms of bullying pages 10–21 Although the vast amount of research currently available categorises bullying in varying ways, the content remains consistent.

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An imbalance of power, whether real or perceived, is usually a key component of bullying. When one or more people feel they are more powerful than another, bullying situations and experiences may well develop and continue indefinitely. ‘Perceived power’ imbalances may include: intellectual, social, physical, verbal or financial.

Bullying, which can occur between an individual or a group of bullies and an individual or a group of targets, can broadly be categorised as physical, social or psychological. The resilience of the target and the extent of the bullying are key factors in determining how severely the target is affected emotionally. Depending on the circumstances, bullying acts can feature in any category. Physical bullying is direct contact between the bully and the target. Examples include verbal abuse relating to the target’s appearance, family, home, possessions, physical and intellectual abilities; punching, kicking and tripping; using or throwing objects to cause personal injury; intimidation which threatens physical abuse; extortion in which money or goods are demanded to avoid physical injury to the target or his or her family; deliberate damage to the target’s property, or something borrowed in his or her name, and theft of a target’s possessions, or those borrowed in his or her name.

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In order to identify bullying behaviours and tactics, we first need to identify behaviours which are sometimes misinterpreted as bullying. The first is mutual conflict between two students over a problem. In this type of situation, both parties generally want a fair resolution but are having difficulty reaching one, and there is a balance of power. The second situation involves social rejection or dislike. We don’t always have to like everyone, so long as we respect each person for who he or she is. Some children may feel they are being bullied just because someone doesn’t particularly like spending time with them. This does not constitute bullying behaviour. The third situation is when nastiness occurs on a single occasion. A child may push another child in the playground on a particular day. Unless physical, verbal or psychological acts occur over several occasions, this is also not considered bullying.

Social bullying is any actions on the part of the bully which make the target feel humiliated or embarrassed by his or her peers or excluded from them. Examples can include being excluded from conversations, jokes, games, peer groups, social activities; being mocked and mimicked for intellectual and athletic capabilities, physical appearance and habits; being the object of unkind messages sent to others via gestures, notes, sms texts, emails; talking negatively about something related to the target, pretending the target is not within earshot, making silent phone calls or sending cryptic sms text messages; and being ‘befriended’ by the bullies and asked to do foolish things ‘for a joke’. The target is then ridiculed for his or her foolish actions.

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Psychological bullying is a form of bullying which can be difficult for the target to prove and so he or she is less likely to report it. The bully can appear totally innocent of any wrongdoing but he or she has a powerful, negative hold over the target. Examples can include following or stalking, silently threatening intent to harm; gestures such as wafting a hand over the nose when the target approaches, implying that he or she has a personal hygiene problem; and subtle exclusion such as greeting everyone else with a smile and eye contact but ignoring the target. R.I.C. Publications® – www.ricpublications.com.au

Bullying in a cyber world

Teachers notes Cyberbullying pages 22–33 Cyberbullying is the act of bullying a target using technology such as mobile phones or the Internet as a vehicle.

The ‘upside’ of cyberbullying is that it does provide a hard copy which can be saved and used as evidence against the bully. The target must be educated to save and keep all documentation and share it with the appropriate authorities (school, parent, law enforcement officers) to have the matter dealt with. Criminal legislation is now available to pursue any specific behaviours involving such technology to cause harm to another person.

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In the ‘real world’ there are generally physical boundaries where the bullying stops; for example at home or in the classroom (with the teacher present). However, cyberspace knows no boundaries and a target has no reprieve or safe haven from his or her tormentor.

Individuals also need to be aware of the information they share with others. It is up to the individual to carefully consider the sharing of photographs, information and personal events. By taking simple precautions, individuals can take charge and reduce the risk of becoming an online target.

Types of cyberbullying

Cyberstalking occurs when an individual repeatedly sends threatening messages via the internet or a mobile phone. The messages instil the fear that the stalking might move offline and become physical.

Cyberbullying includes repeated attacks, threats, defamation or harassment designed to cause distress to the chosen target. The bully or group of bullies may use mobile phone messages or pictures; Internet social sites or blogs; or email to render the torment. They may stage the same attack over and over or vary the delivery. It may be organised by one bully and carried out by several others or it may be organised and carried out by the same person.

Flaming involves sending correspondence using chat rooms, email and instant messenger. Flaming refers to arguments to which images are often added to emphasise a point. It includes harsh language.

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Masquerading is a form of cyberbullying in which an individual creates a false identity and harasses another while pretending to be someone else. Masquerading includes attempts to steal log-in information, then using that information in a harassing manner, such as sharing it publicly.

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Traditional bullying may be observed by a few people or a large group of ten or more. However, technology allows the bullying to be witnessed (and carried on by) a far greater audience—adding to the target’s humiliation.

This form of bullying can also be continued over a longer period and total strangers can ‘join in’. Almost like a ripple in a pond, it can grow and grow. Every time someone forwards a text message or email, that person helps the bully to continue his or her campaign against the target. Fortunately, this technology also provides a level of security that can not be found in real life. It is education and an understanding of the technology which will provide a safe and secure environment. Individuals have the ability to lock their profile, blog or webpage—allowing only selected friends access to their information, while specific callers can be blocked from mobile phone contact list.

Outing occurs when an individual publicly shares personal communications involving another person using online communication methods or a mobile phone. That individual is then ‘outed’ when his/her private information is broadcast publicly, either online or offline.

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Cyberspace provides the bully with a sense of anonymity which they can’t possibly have in the ‘real world’. It allows them to take the bullying to another level beyond what is possible at school or other ‘traditional bullying hotspots’. It also provides the target with a hard copy of the event(s) which they are then able to read and reread many times over—causing much deeper harm.

Exclusion occurs when an individual is singled out and excluded from a group. The group then taunts the excluded person using the internet or mobile phones.

Impersonation is pretending to be someone else and sending or posting material online to make the impersonated person look bad, get him/her in trouble or danger, or cause damage to that person’s reputation or friendships. Harassment is the act of repeatedly sending offensive, rude or insulting messages. Denigration is the act of ridiculing someone online. It involves sending or posting cruel gossip or rumours about a person to damage his or her reputation or friendships.

Bullying in a cyber world

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Teachers notes Targets of bullying pages 34–41 Anyone can be bullied. It may be for a specific reason or for no particular reason. Bullies enjoy the sense of power they have over their targets and they thrive on the reactions elicited from them. A target who gets upset, showing fear or anger, is more likely to be ruthlessly pursued by a bully, whereas one who ignores a bully’s taunts may be left alone. Often, a person (or group of people) is singled out for bullying because they are different in some way from the mainstream group. This difference puts them in the minority. As the motivating force behind bullying is power, targeting a minority group is an easy option for the cowardly bully.

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Minority groups commonly targeted by bullies are those of different …

• Race – with different coloured skin, hair type or facial features • Religion – who follow a different (or any) religious faith

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• Sexual orientation – those who are gay or who are perceived to be gay because of their choice of style, fashion, activities, friends. A person can become a bully’s target if a family member of the target is gay or if his or her family unit comprises single sex parents. Bullying of this nature is known as homophobic bullying. • Physical ability – This can be divided into two main groups: those who have a medically recognised physical disability, including those who wear hearing aids and glasses, and those who have all their faculties but are not adept at either fine or gross motor skills. The latter are often bullied for their lack of sporting prowess.

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• Culture – from another region or country and who may have different accents, languages, foods, fashions and customs

• Physical features – In addition to those who may be bullied because of different physical features related to race, some become targets because they have features that do not match the ‘norm’. Examples include big ears, lower than average height, unruly hair, prominent birthmarks, and protruding teeth. • Social status – This is manifest in many areas, such as type of home, car, suburb, lower or higher than average income family, personal possessions (whether or not the target has the latest electronic toys and gadgets), types of holidays or destinations and social activities. • Personality – Shy students are often targeted by bullies. They lack the confidence to stand up to the bully and find it difficult to tell someone about the problem. Their vulnerability often prolongs the bullying onslaught and they may retreat even further into their shells.

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• Intellectual ability – This can also be divided into two main groups: those who have a medically recognised intellectual disability and those who have all their faculties but who are at either end of the curve of natural distribution. If a non-academic student is talented in another area, he or she may escape bullying. Academically gifted students are often bullied and some deliberately underachieve in order to fit in with the majority.

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Teachers notes Effects of bullying pages 42–49

Who bullies and why? pages 50–61

All targets are affected to some degree by bullying, but the extent depends on their confidence, self-esteem and resilience. Some will have strategies for coping with the bullying, thus ending the problem, but many more will suffer consequences in the short and the long term.

Although the focus in schools is often on providing support for the targets of bullying, the bullies themselves also need to be understood so they too can be helped. Categories of bullies • Bystander bullies: Even bystanders who observe bullying and take no active role in that bullying are themselves classified as bullies if they fail to take any action.

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• Advocates: There is a further category involved in bullying; those who are neither targets nor bullies. They haven’t actually observed the bullying, but they may suspect that bullying is occurring. This group can be very effective in preventing bullying.

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• Accessory bullies: Bystanders become accessories to bullying when they encourage a bully by, for example, making statements of support, laughing, jeering or mimicking.

Bystander bullying is of particular relevance in cyberbullying. Students may pass on images or information which amuse or shock them. They may do this without thinking of, or being aware of, the effect on the target or of their own role as a bully. Depending on the nature of the material being sent, these students could be performing an illegal act.

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• for the target are: loss of appetite; insomnia; feelings of sadness, fear, anger, shame, loneliness; excessive absenteeism from school; drop in school work standards; poor attention span; loss of interest in social activities; anxiety attacks; feeling responsible for the attacks; lack of trust in friends.

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Bullies may have a conduct disorder; lack empathy and sympathy; be confident and popular; lack self-esteem and have difficulty making friends; be physically bigger and stronger than their victims; be able to talk their way out of trouble; have a small group of friends who support their bullying; question authority, break rules, push boundaries and admire violence; tend towards physical bullying if they are boys, or be more likely to use social exclusion or humiliation if they are girls; be impulsive, socially dominant, easily frustrated, confrontational, aggressive, needing to control or attention-seeking.

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• for the bully are: shallow friendships (peers are ‘friends’ for fear of being bullied themselves); negative reputation among staff and some students. Some long-term consequences …

• for the target are: low self-esteem; difficulty in making and maintaining friendships; depression; non-fulfilment of academic potential; poor career prospects; open to bullying in the workplace; paranoia– specifically related to cyberbullying; self-harm; possible suicide; revenge attacks; and abusive behaviour at home. • for the bully are: unpopularity and loss of peer group as ‘friends’ no longer fear retribution; continued antisocial behaviour possibly leading to crime; and abusive behaviour at home.

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Some short-term consequences …

The following list contains generalisations about bullies. There can be no one set of characteristics to describe all bullies. A bully may be a very confident, high achieving, apparently popular student with high self-esteem or a target who is retaliating by bullying other less powerful or younger students in order to hide his or her own lack of confidence. Bullying is about power and control.

There is no common reason for bullying, but the following generalisations worthy of consideration are: jealousy and competition for attention and valued objects; personal experience of being bullied; inadequate supervision; child abuse and neglect; harsh physical discipline; overly permissive parenting or lack of limits; inconsistent enforcement of rules and consequences; or poor role models at home or school. Students have reported they have bullied others because: ‘They are annoying’, ‘To get even’, ‘It is fun’, ‘To take things I want from others’, ‘Others do it’, ‘To show how tough I am’, ‘They’re weak’, ‘They deserve it’ or ‘I can’.

Bullying in a cyber world

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Teachers notes Dealing with bullying pages 62–69 To persist with bullying, bullies rely on evoking a reaction from their targets. They want to see fear, hurt or anger. These responses give bullies the feeling of power on which they thrive. By learning strategies to deal positively with bullying attacks, students are empowered to stand up for themselves and are less likely to be regular targets in the future. Examples of strategies to give students include: inform an adult as soon as they receive any unwanted photos, texts or emails and if they discover anything negative relating to them on social networking sites. Students need to talk to their parents and trusted friends about being bullied in this way. It is one type of bullying from which it is almost impossible to escape so it is important that they have a supportive network in whom they can confide, discussing the content of the photos and/or messages.

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• Have a ready response for a given bullying situation and deliver it with direct eye contact with the bully before walking away confidently. Examples of these responses can be practised during role play of prevalent bullying situations. It takes courage for students to appear brave while inside they may be feeling quite the opposite, especially if they are on their own against more than one assailant. But by reacting in this way, they are challenging the bully who, in many cases will back down, as most bullies are cowards. • Do not react emotionally to the bully but look him or her straight in the eye before smiling and carrying on with the activity in progress. This action says, ‘You can’t hurt me and I’m not bothered by what you say or do’. Bullies do not like to be ignored, so if the student can calmly play out this response, the bully will get the message.

• If possible, avoid the bully. While no-one should have to use avoidance tactics to be safe, it is possible that keeping out of the bully’s way for a while may be enough to stop the opportunistic bully who has no specific gripe against the target but who bullies just because he or she can. In more serious cases, adults should be informed of unsafe areas where bullies are likely to strike.

• Turn what the bully says or does into a joke. Without making fun of the bully, if a target can make light of the situation, the bully will see that he/she has no power over the target.

• Avoid being alone when you are at risk of being bullied. It is not always possible to avoid bullies. In these cases students should try to always be in the company of their friends.

• Improve your body language. By walking purposefully with shoulders back and head held high, students will look less vulnerable, reducing the likelihood of being targeted.

• Know where the ‘Safety Houses’ are on your route home. If a bully saves his intimidation for after school, it is helpful for students to know if there is a place of safety between school and home.

• Increase your social circle. By making an effort to engage fellow students in general conversation and showing an interest in them and their lives, students develop a greater social network and potential support against bullying.

• Walk to and from school with friends. Students should feel safe to walk to and from school alone without harassment, but if they are concerned, walking with friends will ease their discomfort.

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• Talk to people if you feel you are being bullied. In sharing their experiences, students realise they are not alone and they will identify peers and adults in whom they can confide. They will need to know that in talking with school staff, their problems will be taken seriously and dealt with appropriately. If more than one student is being targeted by the same bully or group of bullies, they could go together to speak to a member of staff. The sooner targets talk about their problems, the sooner they can be dealt with, reducing the risk of emotional damage.

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• Keep any evidence of bullying. A record of events with names of bystanders and witnesses is useful for recalling details. Any physical evidence related to the bullying, such as a note that has been passed around, should be retained. While cyberbullying is difficult to trace and monitor, saving all messages and emails will help to find the initial perpetrator. Instruct students to

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Bullying in a cyber world

Teachers notes Preventing bullying pages 70–81 Bullying is not a new problem and or one that all teachers see the same need to deal with—some perhaps because they perceive bullying as ‘just a part of growing up’ and as something they and others have all survived. Others may believe the problem of bullying is too difficult and believe they lack the skills and training to deal with it effectively. But preventing bullying, particularly at a time when cyberbullying is affecting an increasing number of students, is important, and there is a great deal teachers and the students in their classes can and must do to protect targets from pain and humiliation. Teachers need to:

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participate in whole-school planning to deal with bullying … and include students in this planning ensure that students and parents understand the school bullying policy be consistent in imposing consequences for bullying behaviours assist students to accept and appreciate physical, cultural and attitudinal differences listen, try to understand and respond appropriately to reported bullying behaviours be sensitive to the needs of both targets and bullies ensure that all students are well-informed about different forms of bullying and how to deal with them provide opportunities for students to understand bullying and empathise through role-plays and discussions realise how effective well-informed advocates (students who are neither bullies nor victims) can be in preventing bullying • be informed about the different forms, possibilities and technologies involved in cyberbullying • realise cyberbullying between students at home needs to be addressed by parents and the school.

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• • • • • • • • •

All students need to:

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Targets need to: • • • • • • •

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• be able to identify bullying and differentiate between bullying and hurtful behaviours that are isolated or unintentional • be involved in the development of the school’s bullying policy • empathise with targets and understand more about bullying through discussions and roleplays • appreciate differences in cultural practices, values, physical appearances, abilities and attitudes, including sexual orientation • accept they have a role in supporting targets and preventing bullying • understand that it is acceptable to report bullying • understand some forms of cyberbullying are illegal • be aware of the need to protect personal details when posting information in chat rooms and network sites.

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be able to identify bullying behaviours and realise that bullying is wrong understand that it is acceptable to report bullying know they will be listened to and action taken when they report bullying realise they are not alone and that other students understand and will help them have strategies to employ when bullied; e.g. things they can do or say keep any evidence of cyberbullying develop a support network.

Bullying in a cyber world

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Teachers notes Bullies need to: • • • • • • • •

realise that bullying is wrong understand when they are bullying expect that bullying will be reported realise there are consistently applied consequences of bullying and that it will not be tolerated learn to empathise more with the feelings of others become more tolerant and less aggressive learn to interact with others and resolve differences in a more acceptable way understand that posting photos and hurtful or false information is a form of bullying.

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Accessories or bystanders who are also bullies because they actively support bullies need to:

• know they have choices and do not have to support bullying • know others will help them if they too become a target • understand that it is acceptable to report bullying.

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• realise if they support or encourage a bully by joining in, passing on hurtful material or even laughing, they are accessories and therefore are bullies too

Bystanders who are also bullies because they passively support bullies by doing nothing need to: • realise that by not supporting the target they are being bullies too.

Advocates who are neither bullies nor targets need to:

• learn strategies to deal with bullies and victims

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• report bullying.

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• realise the importance of their role in preventing bullying

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Bullying in a cyber world

Teachers notes BULLYING IN SCHOOLS It is now widely accepted that bullying is unacceptable at any level and that everyone has the right to a bully-free life at school and in the outside world.

A safe school environment

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While an anti-bullying plan is drawn up by the staff, if the students are also involved in the process they will feel ‘ownership’ of the document. Ensure the students know the policy and all procedures, including the consequences. As a result of this knowledge, they will be more likely to report bullying incidents if they believe the procedures will be followed.

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The school environment itself should discourage bullying activities. Staff supervision in the playground, school buildings and on school transport should create safe areas for play, areas of retreat and eliminate ‘blind spots’ where bullying may occur. The physical design of the school buildings may also need to be considered. Schools need to target key times and locations for bullying and take steps to minimise risks to potential targets. Students may assist in providing this information.

Students, parents and staff provide valuable information regarding their personal experiences of bullying. This will help the school establish, and evaluate the effectiveness of, the anti-bullying policy. When establishing an anti-bullying policy, the school leadership team should actively demonstrate positive antibullying behaviours and, if possible, gain support from the wider community, especially parents. Other schools in the local area may also be interested in working together to establish a bullying policy.

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Professional development In order for schools to effectively combat bullying, staff and other adult helpers or supervisors need to understand bullying fully. Professional development by experts should include information about legal responsibilities relating to the care of students at school. Welfare or government agencies may be approached. In Australia, the Australian Communications and Media Authority (ACMA) is a statutory authority within the federal government portfolio of Broadband, Communications and the Digital Economy. It provides trainers for teachers and parents, in particular in the area of cyberbullying.

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Sanctions for bullies should be fair, consistent and reasonable. The bully should be provided with opportunities to learn from and change the offending behaviour. Victims should be supported—disruption to normal routines should be kept to a minimum and they should be aware that the bully is being dealt with.

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Establishing an anti-bullying policy A school needs to assure its students that bullying will not be tolerated, incidents will be thoroughly investigated, perpetrators will be dealt with appropriately and targets will be supported. The biggest hurdle to achieving a bullying-free school is that many incidents go unreported, either because targets and witnesses fear retribution, because they believe that although an initial investigation may take place, there is no follow-up and the bullying is allowed to continue.

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Recording of bullying incidents should be clear and consistent. Confidentiality, fair and effective investigations, listening strategies and appropriate follow-up should all be included in a bullying policy.

Rewards for students taking care of each other and good behaviour should be well established. By engaging in roleplay, students should know how to support each other and assert themselves in a bullying situation. By building confidence and resilience, students should be able to better withstand bullying.

Including anti-bullying messages within other learning areas Curriculum areas provide opportunities to raise awareness of bullying. Physical education, Health and Personal development; and Society and Environment lessons can be used to discuss issues and support anti-bullying procedures. Creative activities such as music, drama and art can develop positive social and emotional aspects.

Bullying in a cyber world

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Teacher

Teacher completing form:

Date:

Student reporting incident:

Class:

Students involved and their roles – target/bully/bystander

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Time:

Location:

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r o e t s Bo r e p ok u S Incident details

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Steps taken to resolve incident

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o c . Follow-up interviewc date e her r o t s super Parents informed? No Teacher’s signature: R.I.C. Publications® – www.ricpublications.com.au

Yes

Date: Class teacher’s signature: Bullying in a cyber world

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Student

Name:

Date:

Who was involved?

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r o e t s Bo r Describe the incident. Include:e p o u • what happened • why you think it happened • why kyou were there S • exactly what you did • what you saw the others do

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. te o Who do you think was/were the target/targets, bully/bullies and. bystander/ c che e bystanders in this incident? r o r stBystander/Bystanders super Target/Targets Bully/Bullies

Student’s signature: xiv

Class teacher’s signature: Bullying in a cyber world

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Class

Primary School

Class:

We believe that everyone has the right to feel safe and happy at school. No-one has the right to threaten, humiliate or exclude another. We want to stamp out bullying in our school. We believe that together we have the power to achieve this goal.

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r o e t s Bo r e p ok As we sign this pledge, we agree to: u ❖ valueS the inner person and not the outward appearance

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❖ celebrate and respect our talents and differences ❖ make everyone feel welcome ❖ take no part in bullying ❖ report all bullying incidents ❖ support all targets of bullying ❖ help bullies understand that their behaviour is unacceptable.

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Class teacher: R.I.C. Publications® – www.ricpublications.com.au

Date: Bullying in a cyber world

Student

I believe that everyone has the right to feel safe and happy at school. No-one has the right to threaten, humiliate or exclude another. I want to help to stamp out bullying in our school. I believe that together we have the power to achieve this goal.

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Student’s name:

Class:

Teacher:

Date:

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In signing this pledge, I agree to: ❖ value the inner person and not the outward appearance ❖ celebrate and respect our talents and differences ❖ make everyone feel welcome ❖ take no part in bullying ❖ report all bullying incidents ❖ support all targets of bullying ❖ help bullies understand that their behaviour is unacceptable.

We believe that everyone has the right to feel safe and happy at school.

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No-one has the right to threaten, humiliate or exclude another. We want to help to stamp out bullying in our school. We believe that together we have the power to achieve this goal.

In signing this pledge, we agree to: . teattitudes towards all people ❖ foster positive o c ❖ welcome everyone to our community . c e ❖ work out positive ways to solve problems he r o t r s sup ❖ celebrate and respect our talents ande differences r ❖ support all targets of bullying ❖ help bullies understand that their behaviour is unacceptable. Student:

Class:

Parents:

Date:

Teacher:

Date:

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Bullying in a cyber world

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Merit certificates/Bookmark Awarded to ................................................................ ...........................................................for

Say NO to bullying!

r o e t s Bo r e p ok u S by . ............................................................

...................................................................

..........................................................................................................................

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Teacher..................................................................Date...............................

by . ............................................................

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Bullying in a cyber world

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xvii

Student

When online I will …

Name

❖ create a clever password and keep it private. ❖ always log out of shared computers.

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❖ never give out my full name, address, phone number, birthday, school or club names. ❖ communicate respectfully with others.

❖ only download from known or trusted websites.

❖ tell a trusted adult if I see something that makes me feel uncomfortable. ❖ never open emails from people I don’t know.

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❖ never arrange a face-to-face meeting with a stranger.

❖ seek permission before sharing pictures or information about other people online.

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To ensure my child is protected online, I will …

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Parent

❖ educate myself about dangers he/she may encounter, including online predators and cyberbullying.

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❖ talk to my child about things on the web that make him/her feel uncomfortable.

❖ monitor his/her internet use by sharing an email account, checking browser history,

keeping the computer is a shared situation, and maintaining access to my child’s account.

❖ research and recommend appropriate child-safe sites.

❖ maintain an appropriate amount of parental control of software through user time limits

and access to sites, games, chat and file sharing. ❖ install defensive software such as anti-virus, anti-spyware, spam blocker and personal firewall, and update these regularly. ❖ select child-safe mobile devices, including those which do not include a camera or web access, and phones with a limit on the number of calls that can be made.

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Bullying in a cyber world

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Resources Internet sites There are many internet sites which give information on how to recognise and deal with bullying. For example: www.kidscape.org.uk http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=286&id=1695 http://au.reachout.com/find/articles/bullying-what-it-is www.bullyingnoway.com.au http://www.ncab.org.au/

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http://www.police.govt.nz/service/yes/nobully/whats_bullying.html

http://www.bullying.com.au/

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http://www.childsafetyaustralia.com.au

http://www.ag.gov.au/www/agd/agd.nsf/Page/CyberSecurity_ProtectingYourselfOnline-WhatEveryoneNeedstoKnow http://www.kidspot.com.au/subsection+258+School-Bullying.htm www.notcooltobecruel.com www.antibullying.net/knowledge/questiononeg.htm www.teachers.tv/bullying/download http://www.squidoo.com/search/results?q=bullying http://www.cybersmart.gov.au/

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Christophe’s story by Nicki Cornwell The eighteenth emergency by Betsy Byars The man with no face by John Yeoman The striker by Johnny Warren and Deborah Abela

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Willo by Keith Purdie

Oddball by Janeen Bria

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Pyro Watson and the hidden treasure by Nette Hilton Something weird about Mr Foster by Ken Catran

Stinky ferret and the JJs by Candice Lemon-Scott Tessa by Sue Lawson Hoot by Carl Hiaasen

Joan of art by Margaret Clark Just one wish by Sally Rippin

Marvin Redpost : why pick on me? by Louis Sachar Night flight by Michaela Morgan No strings by Krista Bell Sorry Wally by Troy Mayne * Teachers may also like to refer to the resources list in Bullying in a cyber world Ages 11–13 or Bullying in a cyber world Ages 6–8 for resources appropriate to the ability and interest level of the students in their class.

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Bullying in a cyber world

xix

What is bullying?

A girl called Tiranno Focus

Answers

•

Page 4

To read and discuss the story ‘A girl called Tiranno’ to ascertain what it means to be bullied and to be a bully

1. (a) she considered her to be weaker than all the other girls (b) an untrue story about another person

Teacher information •

Bullying is the act of using superior strength or power to harm or intimidate someone who is weaker.

•

The act of bullying is generally repeated over time and is usually an enjoyable experience for the person(s) dispensing the behaviour.

(b) Yes, she purposely selected a target and planned the process which she would follow.

Bullying can happen anywhere, at any time and to anyone. It can be dispensed by the same person towards the same target over a short or long period and it can be a repeat of the same behaviours or can involve a range of bullying behaviours.

(d) Shared her experiences with an adult

Page 5

1. Answers will vary. 2. Answers will vary. 3. Answers will vary.

Refer to page v for further information.

4. Teacher check

Introduction

Supporting activities

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All of the names from the text are Italian: Gentile – kind; Tiranno – tyrant; and Traguardo – target.

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It is important that students understand that bullying is something that is repeated and happens over time. One-off incidence of unkindness are undesirable but are not considered to be bullying.

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Students need to take the time to write an appropriate resolution to the story ‘A girl called Tiranno’.

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Students must also identify the ‘intent’ to be mean or nasty. It is not simply a misunderstanding or a person taking offence to something that was not ‘intended’ to hurt.

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Bystander bullies are those who support the behaviour of the bully, and do nothing to help the victim. Refer to page viii.

Allow students the opportunity to select the best way to deal with bullying situations by playing: <http://pbskids.org/itsmylife/games/bullies_flash.html>

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Discussing the text •

What is the purpose of this story? (The author intended to create a story that would highlight and explain bullying behaviours and the impact they have on their target.)

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Do you think Tiranno was intentionally being nasty? (Absolutely, Paragraph 2 clearly states her intention.) Can you explain why? (Her family weren’t very nice to each other, so that is the type of behaviour she knows best.)

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Why did Tiranno target Traguardo? (She considered her to be ‘weaker’ than the other kids at school; therefore, she was an easy target.)

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2. (a) To highlight and explain bullying behaviours and the impact they have on their target

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(d) bully

Bullying may occur within the school grounds; between home and school; at local shopping centres, parks and playgrounds or sporting facilities; at parties; or via the internet and mobile phones.

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Bullying in a cyber world

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A girl called Tiranno – 1

What is bullying?

READ ABOUT IT Once upon a time, in a small village called Gentile, everyone was kind, thoughtful and considerate to their fellow villagers. The people went out of their way to be helpful and friendly—and they liked it that way. Then, one day, a new family moved into the village. They were different from everyone else. They were very unkind to each other, let alone their neighbours! Their daughter, who was in Grade 4, began going to school the following week. She didn’t like the way everyone was so kind and thoughtful to each other and decided it was time for a change. Her name was Tiranno.

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Tiranno started by selecting one girl—Traguardo— whom she considered to be weaker than all of the other girls. Tiranno began by laughing every time Traguardo answered a question in class. This went on for a few days until Tiranno became tired of it and decided it was time to be a bit meaner. Tiranno began a skipping club and invited all the other girls. However, when Traguardo tried to join in, Tiranno told her that she was terrible at skipping and wasn’t allowed to be in the club. Every day, the club would meet at recess and lunchtime to skip. All of Traguardo’s friends were in the skipping club, which made her feel very left out and lonely. What upset her even more, was that her friends were standing by and didn’t seem to notice that she was being left out.

© R. I . C.Publ i cat i ons Tiranno soon became bored and decided it was time to increase her antics. She decided to spread a rumour about Traguardo which was untrue. When Traguardo heard of the rumour about herself, she was shocked • f o r r e v i e w p u r p o s e s o n l y • that her longtime friends actually believed the stories being spread by Tiranno. She thought her friends knew

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her better than that! She was feeling really sad, lonely and hurt. Her friends were no longer her friends, they were friends with Tiranno, and she was all alone.

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This wasn’t enough for Tiranno, she wanted to destroy Traguardo; so she developed a new plan. Every time Traguardo walked past, Tiranno would hold her nose and say, ‘What stinks?’ as loudly as possible. Pretty soon, everyone else began avoiding Traguardo because they thought she smelt badly too. It all got too much for Traguardo: weeks had turned into months, her friends had all gone and she felt isolated and lonely. She began to take time off school, telling her mum that she was unwell. She didn’t know what else to do and would do anything to avoid what was happening at school!

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Bullying in a cyber world

A girl called Tiranno – 2

What is bullying?

WRITE ABOUT IT 1. Complete each sentence using your own words. (a) Tiranno selected Traguardo as her target because

(b) A rumour is

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2. Discuss each of these and record your thoughts in the spaces below. (a) Why do you think the author wrote such a story? What is he/she trying to express?

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(d) Tiranno is a

(b) Do you think Tiranno meant to be so nasty? Explain.

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(d) What could Traguardo have done in this situation?

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Bullying in a cyber world

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A girl called Tiranno – 3

What is bullying?

MORE ABOUT IT

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1. Draw a face to show how the story, ‘A girl called Tiranno’, made you feel. Write six adjectives to explain how you felt.

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2. Draw and write three things that you would have done if you were Traguardo’s friend.

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3. Explain your feelings if you were … Tiranno

Traguardo

4. After reading the story, work with your group to write a clear explanation of ‘bullying’.

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Bullying in a cyber world

What is bullying?

POWER! Focus

Answers

•

Possible answers include:

To read and discuss the poem about power

1. We all have power, but it is how we use this that is important. We need to make good choices.

Teacher information •

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2. Power can affect how we influence others or the impact we have on them. We can make them happy or sad.

r o e t s Bo r e p ok u S MORE ABOUT IT

Answers will vary. Teacher check

Supporting activity

Refer to page v for further information.

•

The poem is designed to encourage students to think about the choices they can make. If you identify role models within your community, you will often see that they use their public standing to raise awareness of various causes or to help others. However, there are always a few who do not use their influence in a positive way. The students need to identify that they are in control of their own choices.

Discussing the text •

What type of ‘power’ is the author of this poem talking about? (The amount of influence, strength or ability one person may have over another person)

•

What does the author mean when he/she says: ‘It comes down to personal choices … so, what’s it gonna be?’ (The author is trying to express the idea that we are all in control of what choices we make and that we can make good choices or poor choices.)

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Introduction

Ask students to write a poem or song of their own about ‘Power’. Students can work in pairs or small groups. Once completed, students should share their work with the class.

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Bullying in a cyber world

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POWER!

What is bullying?

READ ABOUT IT We ALL have power and can use it for good or evil It comes down to personal choices … so, what’s it gonna be?

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The imbalance of power can be good or bad it can make others happy or sad It comes down to personal choices … so, what’s it gonna be?

WRITE ABOUT IT

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Power is neither positive nor negative it’s what you do with it that counts It comes down to personal choices … so, what’s it gonna be?

1. What is this poem trying to express?

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2. Why is it important to understand the role of power?

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Identify how you use your power with … (a) your family.

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(b) your friends.

Bullying in a cyber world

What’s bullying?

Is it bullying? Focus

Answers

•

Possible answers may include:

To read and discuss the scenarios provided and evaluate whether or not each one would be considered bullying

Scenario 1 – It may be bullying as it is repeated, but Ewan just doesn’t think Riley is a good player so he keeps on not picking him to play. There does not seem to be an intention to harm.

Teacher information

Scenario 2 – No, it is not bullying—it is not repeated and there is no intent to harm, just curiosity.

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Scenario 3 – Yes, it is bullying because Tahlia keeps on finding new people to share Emma’s secrets with—there is intention to harm.

Answers for what Riley, Isla and Emma would do will vary. Supporting activity •

Allow students the opportunity to practise working through various scenarios which may or may not be bullying. Visit: <http://www.mcgruff.org/Games/stop_bully.php> for more practice.

Refer to page v for further information.

Introduction •

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In order to identify bullying behaviours and tactics, we first need to identify behaviours which are sometimes misinterpreted as bullying. The first is mutual conflict between two students over a problem. In this type of situation, both parties generally want a fair resolution but are having difficulty reaching one and there is a balance of power. The second situation involves social rejection or dislike. We don’t always have to like everyone, so long as we respect individuals for who they are. Some children may feel they are being bullied just because someone doesn’t particularly like spending time with them. This does not constitute bullying behaviour. The third situation is when nastiness occurs on a single occasion. A child may push another child in the playground on a particular day. Unless physical, verbal or psychological acts occur over several occasions, this is also not considered bullying.

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Three scenarios have been provided for students to analyse and determine which represent a bullying situation. Some situations may not appear obvious and different students may have differing opinions, depending on their own experiences.

Discussion among students will allow them the opportunity to express their ideas and listen to the opinions of others regarding the situations.

Do you think it is always obvious when someone is being bullied? (Not always, some bullying can be quite subtle)

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Do you think sometimes actions and words can be misinterpreted as mean or unkind, but the action was not intended that way? (It is all about perception and sensitivity; some children may have a lower self concept and be more sensitive, while other children wouldn’t notice at all.)

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Discussing the text

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Bullying in a cyber world

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Is it bullying?

What is bullying?

READ ABOUT IT, WRITE ABOUT IT and MORE ABOUT IT Read, discuss and consider each of these scenarios. Scenario 1 Riley enjoyed playing soccer with his friends until Ewan came to school. Ewan thinks he’s really good at soccer and has taken charge of the game. Every day he decides who gets to play and who doesn’t. Riley is no longer allowed to play soccer because Ewan doesn’t think he is a very good player. Now Riley spends lunchtime on his own.

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What would you do if you were Riley?

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Is it bullying? Explain.

Scenario 2 Isla suffers from a rare skin condition and often has wounds and bandages on her arms and legs. Isla feels comfortable with her friends because they understand; however, other kids that don’t know her always ask; ‘What’s wrong with your skin?’ She feels very embarrassed and often walks away crying.

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Scenario 3 Tahlia and Emma were best friends and they shared all of their secrets. Recently, the girls had a falling out. Tahlia decided to share some of Emma’s secrets with the other girls at school, some of which were really private. Emma found out about it and became very upset and told Tahlia to stop. Tahlia just kept finding new people to tell. Is it bullying? Explain.

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What would you do if you were Emma?

Bullying in a cyber world

Forms of bullying

Rough stuff Focus

Answers

•

Page 12

To read and discuss a collection of narrative texts in which different types of physical bullying are identified

1. target and the bully/bully and the target 2. (a) Claudia: Maddy and Georgia kept throwing things at her.

Teacher information

•

(b) Mason: Clark and Rosco kept tripping him up. (c) Jade: Adam kept elbowing Jade out of the way.

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Introduction

(d) Emil: Zara often punched and kicked him.

3. The boxes of all targets should be ticked.

4–5. Teacher check Page 13

Teacher check

Supporting activity

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Physical bullying involves direct contact between the bully and the target. Examples include verbal abuse relating to the target’s appearance, family, home, possessions, physical and intellectual abilities; punching, kicking and tripping up; using or throwing objects to cause personal injury; intimidation which threatens physical abuse; extortion in which money or goods are demanded to avoid physical injury to the target or his or her family; deliberate damage to the target’s property, or something borrowed in his or her name; or theft of the target’s possessions, or those borrowed in his or her name.

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Students brainstorm examples of possible physical bullying that have occurred recently in school. Discuss to determine if they were one-off incidents or actual bullying. Suggest positive ways in which the reasons for any bullying could be dealt with so that the bullying behaviour can stop.

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Present findings from discussions (above) as illustrated mathematics equations in the form of: reason for bullying + positive intervention = peaceful solution

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The text describes different types of physical bullying, all of which will be familiar to students.

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Explain what physical bullying is, using the definition above.

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On page 13, students illustrate the different forms of bullying. Focusing on each type as a form of bullying will help them to realise that such actions are unacceptable.

Create a class book of equations for the different types of physical bullying to act as inspiration for others.

Who are the bullies and targets in each scenario? (Claudia is the target/Mandy and Georgia are the bullies; Mason is the target/Clark and Rosco are the bullies; Jade is the target/Adam is the bully; Emil is the target/Zara is the bully)

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What is physical bullying? (Direct contact between the bully and the target in some form)

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What are the different examples of bullying mentioned in the text? (Throwing objects, tripping up, elbowing, using physical threats to harm, fighting)

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What are some other examples of physical bullying you may have seen or know about? (See above in ‘Teacher information’.)

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Bullying in a cyber world

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Rough stuff – 1

Forms of bullying

READ ABOUT IT Claudia was the new girl at school. She was tall with long hair and a pretty face. She was good at all her schoolwork and the teacher praised her for her beautiful writing. Maddy and Georgia decided they were not going to like her.

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To make things worse, Claudia knew some of the older girls in school who went to the same dancing school and swimming club. They all liked her and said how good she was.

The tripping up began as an accident, but when they saw how upset Mason got, Clark and Rosco decided to do it whenever they could. By the end of the week, Mason was covered with bruises from his falls. At lunchtime on Friday, he fell and sprained his ankle.

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Clark and Rosco wanted to be on the football team together but Mason was chosen instead of Clark. Mason was a much better player than Clark but the two friends would never admit it.

Each day, Maddy and Georgia threw things at Claudia. It might only have been crumpled-up paper or a soft ball, but Claudia never felt safe when those two girls were around.

The sports teacher phoned Clark’s mother and asked if he would be able to take Mason’s place in the cup match that afternoon. His mother said no and the school had to withdraw from the competition.

Where would the next missile come from? Would it ever stop?

Whenever the class had to line up, Adam used his elbows to make sure Jade never got ahead of him. If Jade was already in the line, Adam would just push in, and snarl,

Now Zara was in the top class, she didn’t seem interested in fighting anymore. But Emil knew that this was not true.

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All the boys in school knew Zara. Most of them had felt her punches and kicks a few times.

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The only way Adam could beat Jade at anything was by being ahead of her in the line.

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‘Out of my way, wimp – or else!’

as he dug his elbow hard into Jade’s side.

If Jade tried to stand up to him, Adam would reply with the threat, ‘If you don’t let me in, I’ll tell everyone you’ve done something awful!’ Jade did not understand why being in front of her was so important to Adam, nor why he was so unkind.

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Emil made Zara feel good. Each day, she thought of a reason to pick a fight with him. Emil would always fight back, even though he had no chance of ever winning. The angrier Emil became, the more Zara would laugh and egg him on. When she had enough fun, Zara would let Emil go, but not until she had the pleasure of seeing the young boy’s face streaked with tears.

Bullying in a cyber world

Rough stuff – 2

Forms of bullying

WRITE ABOUT IT Record your answers after discussing the text on page 11. 1. Complete the sentence. and the

Physical bullying involves direct contact between the

2. Explain briefly how each target was being bullied. (a) Claudia: (b) Mason: (c) Jade:

3. Tick the names of the targets who were being physically bullied. (a) Claudia

(b) Mason

4. Write some other forms of physical bullying that you know of.

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(d) Emil:

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(d) Emil

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5. Select two of the scenarios on page 11 to illustrate. Make the physical bullying obvious.

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Bullying in a cyber world

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Rough stuff – 3

Forms of bullying

MORE ABOUT IT When people deliberately hurt others by touching or threatening to touch them in some way, throwing something at them or stealing or damaging their things, this is called physical bullying. No-one has the right to do this to another person. bullying This sort of behaviour is wrong and it must be stopped.

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1. Draw a picture to represent each form of physical bullying. One has been done for you.

poking

damaging things

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spitting

throwing things

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tripping

kicking

elbowing

kneeing

2. Use your pictures to make a large poster against physical bullying. R.I.C. Publications® – www.ricpublications.com.au

Bullying in a cyber world

Forms of bullying

False friends Focus

Answers

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Page 16

To read and discuss a narrative in which someone is being socially bullied

1. The title suggests that Jane and Bobbie were pretending to be friends with Sasha but in fact were not friends at all. They were not true friends.

Teacher information

The fictional narrative text outlines a story of ‘false friend’ bullying. Sasha is befriended by Jane and Bobbie who have the specific intention of embarrassing her.

If necessary, after the students complete Questions 2 and 3 on page 16, read and discuss the information above about social bullying.

Discussing the text Who are the bullies in the text? (Jane and Bobbie)

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Who is the target? (Sasha)

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Who else was involved in the bullying? (The other girls)

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What specific acts of bullying were being done to Sasha? (Jane and Bobbie acted like her friend but were not. They took a picture and posted it without Sasha’s permission. They wrote unkind things about Sasha and gave out her personal information.)

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Which act do you think is the worst? Why?

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Is this type of bullying more insidious than physical bullying? Why? (It is ‘sneakier’.)

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How do you feel about acts of social bullying?

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4. Jane and Bobbie pretended to be good friends with Sasha in order to find out personal information. They used this information along with a picture to post her personal information on a social networking site for others to ridicule her as well. 5. All boxes should be ticked.

6. Teacher check Page 17 1. (a) Anita helped Sasha.

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3. Definitions will vary but may be similar to: Social bullying is bullying where others try to embarrass a target in front of others. It makes it hard for the target to be comfortable with others in a group. The target is often excluded or made fun of in some way.

(b) The text says that Anita is usually very shy so she may have experienced exclusion and embarrassment herself. 2. Anita is helping Sasha by supporting her as a true friend would. She is including her in a group of friends and is helping her get over her embarrassment. She may know how Sasha feels.

Introduction •

2. relating to, devoted to, or characterised by friendly companionship or relations

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Social bullying involves any actions on the part of the bully which make the target feel humiliated or embarrassed by his or her peers or excluded from them. Examples can include: being ‘befriended’ by the bullies and asked to do foolish things ‘for a joke’ or to discuss personal information; being excluded from conversations, jokes, games, peer groups, social activities; being mocked and mimicked for intellectual and athletic capabilities, physical appearance and habits; being the object of unkind messages sent to everyone else via gestures, notes, sms texts, emails; talking negatively about something related to the target, pretending the target is not within earshot ; or making silent phone calls or sending cryptic sms text messages.

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3–4. Teacher check

Supporting activities •

Study the four individual characters and two groups mentioned in the text. Suggest words and phrases to describe their actions and their possible character types.

•

Discuss and/or list the qualities of a good friend. Decide how having good friends can help a person withstand bullying acts of any form.

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Bullying in a cyber world

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False friends – 1

Forms of bullying

READ ABOUT IT ‘You can not make friends with her!’ exploded Jane. “She is such a loser!’ ‘Watch and learn’, replied Bobbie slyly. ‘I have a plan.’ Bobbie called out to the lonely figure walking nearby. ‘Sasha! Come and sit with us. You looked really upset when you came to school this morning. Come and talk to us. You’ll feel better if you share your problems. We find it helps … don’t we, Jane?’

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Jane eyed Bobbie suspiciously, ‘Yes, that’s right’, she answered sweetly. ‘Thank you so much’, Sasha whispered gratefully. ‘I do need to talk.’

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For the next 20 minutes, Sasha told the two girls what was wrong. She even managed a smile as Bobbie took a picture of her using her mobile phone that she kept hidden in her bag.

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After lunch, Sasha was aware of a lot of whispering between the girls, but no-one spoke to her. She heard the words, ‘network tonight’ but didn’t understand what they meant. The next morning, Sasha found out. Some of the girls pointed to her and laughed as she came near but they wouldn’t speak to her. She heard them talking about the network site everyone used. The other girls looked embarrassed and too upset to speak to her. Anita, who was usually very shy, put her arm around Sasha and said, ‘I think you’d better have a look at this … and we need to take it to Mr Eves’. Anita handed her a printout of what was written on the network site. It included the photograph Bobbie had taken.

CHATBOOK

0OPULAR

(OME

Jane McNasty Edit My Profile

0ROFILE

Top News

!CCOUNT

Most recent

What’s on your mind?

.EWS &EED

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about 11 hours ago • Comment • Like • Share • Write on Jane’s Wall

-ESSAGES

%VENTS

&RIENDS

0HOTOS

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,INKS 'ROUPS .OTES

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Jane McNasty D’you want to know why Sasha was so upset this morning? Well, we always knew she was a pathetic loser and here’s the proof. Bobbie Slitherston Ryes What? What? … Do tell! >:-) about 11 hours ago • Comment • Like

Jane McNasty Her dad doesn’t live at home. It’s just Sasha, her mum and her baby brother, Joel. >:-)

o c . che e r o t r s super about 11 hours ago • Comment • Like

Laila Müller Sutton OMG! No wonder she is so strange! :-o about 11 hours ago • Comment • Like

Jane McNasty Her mum has three jobs so when Sasha’s not in school, she’s looking after her baby brother, even changing his nappies. So gross! >:-o

!PPLICATIONS

about 11 hours ago • Comment • Like

Bobbie Slitherston Ryes Eeww! ... GROSS! :-P about 11 hours ago • Comment • Like

#HAT WITH &RIENDS OL

Aubery Charmichael They have no money to spare for her to do activities after school, and she couldn’t do them anyway because of looking after Joel. They can’t even afford to buy their own house! She had been crying because she hasn’t got the money to pay for the school trip next week. What a pathetic crybaby!

-ELANIE + 3NOBGRASS OL

"OBBIE 3LITHERSTON 2YES OL

!UBREY #HARMICHAEL !NITA #HATTERTON 3MITH OL

about 11 hours ago • Comment • Like

,AILA -ÓLLER 3UTTON Older Posts

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Bullying in a cyber world

Intelligent Filter

Edit Options

False friends – 2

Forms of bullying

WRITE ABOUT IT Record your answers after discussing the text on page 15. 1. What does the title, False friends mean?

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3. Using your answer to Question 1, write your own definition of social bullying.

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2. Use a dictionary to write a definition of ‘social’.

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4. What did Bobbie and Jane do to Sasha?

5. Under which headings below does the social bullying in the story belong? Tick the correct ones.

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(a) being ‘befriended’ by bullies to discuss personal information ...........................................................

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(b) exclusion ...................................................................................................................................................... (c) mocking or mimicking ................................................................................................................................ (d) being the object of unkind messages ..................................................................................................... (e) being spoken about in a negative way ................................................................................................... (f) making silent phone calls or sending cryptic messages ..................................................................... 6. Write another act of social bullying you know about.

Bullying in a cyber world

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False friends – 3

Forms of bullying

MORE ABOUT IT 1. Answer the questions below. (a) Which person in the text helped Sasha? (b) Why do you think he or she may have helped Sasha?

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Social bullying makes the target feel excluded and embarrassed. 2. In what way is the person in Question 1 helping Sasha?

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3. Answer the questions below.

(a) Write about an incident caused by another person which you experienced, or know about, when you or another person were excluded from a group or embarrassed in front of others. (This may be a single incident and not continued acts of bullying.)

(b) Tell how you felt and how you reacted to the incident.

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4. Select one of the social bullying acts below to write a scenario, poem or short play about on a separate sheet of paper. Use computers or mobile phones as the main method of social bullying. (a) mocking or mimicking (b) being the object of unkind messages (c) being spoken about in a negative way (d) making silent phone calls or sending cryptic messages

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Bullying in a cyber world

Forms of bullying

Going crazy Focus

Answers

•

Page 20

To read and discuss a narrative in which someone is subjected to psychological bullying

1. (a) stalking (b) harm

Teacher information

(d) hygiene

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Psychological bullying is a form of bullying which can be difficult for the target to prove and so he or she is less likely to report it. The bully can appear totally innocent of any wrongdoing but he or she has a powerful, negative hold over the target. Examples can include following or stalking; silently threatening intent to harm; gestures such as wafting a hand over the nose when the target approaches, implying that he or she has a personal hygiene problem; or subtle exclusion such as greeting everyone else with a smile and eye contact but ignoring the target.

3. They are very subtle and may make the target wonder if he/she imagined it (or is going crazy). 4. Psychological bullying is hard to prove as it is very subtle. The other students are not being subjected to it so may not believe it is happening to Jamilla. 5. Opinions may vary but many students will choose the bullying act which involves Sindara issuing a party invitation to Jamilla but deliberately writing the wrong date on it so that Jamilla arrives too late.

Introduction •

•

The fictional narrative text outlines a story of psychological bullying. Teachers may wish to read and discuss the information above before reading and discussing the text and completing the activities on pages 20 and 21.

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2. Students may choose from the following: Sindara ignores Jamilla when she smiles at everyone in the class. Sindara does not pass the ball to Jamilla when the girls play basketball. Sindara does not speak to Jamilla when they are working on a maths project together. Sindara makes a nasty comment about the type of food that Jamilla is eating for lunch. Sindara issues a party invitation to Jamilla but deliberately writes the wrong date on it so that Jamilla arrives too late.

1. Jamilla thinks she may be going crazy or imagining the things Sindara is doing.

The students will need some understanding of physical bullying before completing this section.

2. Teacher check

3. Answers will vary. Teacher check

Discussing the text

4. spiteful, nasty, cruel

Who is the target in the story? (Jamilla)

•

Who is the bully? (Sindara)

•

How is she being cleverly bullied? What actions are being used to bully Jamilla? (Sindara ignores Jamilla when she smiles at everyone in the class. Sindara does not pass the ball to Jamilla when the girls play basketball. Sindara does not speak to Jamilla when they are working on a maths project together. Sindara makes a nasty comment about the type of food that Jamilla is eating for lunch. Sindara issues a party invitation to Jamilla but deliberately writes the wrong date on it so that Jamilla arrives too late.)

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5. Teacher check

•

Write the words, ‘Going out of my mind’ around a picture of the human brain. Place this at the centre of a display. Illustrate examples of psychological bullying (for example, following and subtle body gestures) to place around the picture of the brain.

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•

Which of the bullying actions is very sneaky (or subtle) and clever because no-one would suspect that it is bullying? (Ignoring—the students may give the specific actions as listed above)

•

Jamilla is being psychologically bullied. What do you think this means? What actions in the story are examples of psychological bullying?

Supporting activity

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Bullying in a cyber world

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Going crazy – 1

Forms of bullying

READ ABOUT IT When Sindara walked into class, she looked around and smiled at everyone as she said hello … everyone that is, except Jamilla. She didn’t frown or sneer at Jamilla, she just completely ignored her as if she wasn’t even there. ‘It’s just me, I’m imagining it’, Jamilla said to herself as she sat down.

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By recess, Jamilla had forgotten about it and was happily playing netball with her friends when Sindara came to join them on court. She was a good player and she made the game move faster. Although she was on Jamilla’s team, Sindara didn’t pass the ball to her once.

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‘She’s done it again or I’m going crazy’, sighed Jamilla. ‘It’s like I’m invisible.’

‘It’s like she’s being super friendly to everyone else so no-one will believe that she’s being unkind to me’, Jamilla realised sadly. ’Why is she doing this?’

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Working together on a maths project with Jake and Toby, Jamilla thought Sindara was bound to talk to her. But no, the same thing happened again. She worked well and chatted happily with the boys but didn’t say one single word to Jamilla, ignoring everything she said as if she hadn’t even heard.

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Embarrassed, Jamilla hid her half-eaten samosa in her lunch box and almost choked on what she had left in her mouth as she quickly tried to swallow it. ‘At the end of school, I’m giving everyone an invitation to my party’, added Sindara. ‘It’s this weekend. Sorry about the short notice, but please come if you can.’

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At lunchtime, as Jamilla was eating a vegetable samosa, Sindara said out loud to the group, ‘Isn’t spicy vegetarian food disgusting? I can’t imagine eating anything worse. It makes your breath smell revolting’.

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As Jamilla looked at the invitation with her name on it, all thoughts of being ignored by Sindara disappeared completely. She couldn’t wait until 2 pm on Sunday afternoon. She spent ages choosing and wrapping a present for Sindara, doing her hair and deciding what to wear. Jamilla’s dad dropped her off at the party just after 2 pm and she skipped up the drive to Sindara’s house. As she rang the bell, she noticed how quiet the house seemed. After some time, the front door was finally opened. ‘Hello’, said Sindara’s brother. ‘If you’re here for the party, you’re a bit late. It was yesterday!’ R.I.C. Publications® – www.ricpublications.com.au

Bullying in a cyber world

Going crazy – 2

Forms of bullying

WRITE ABOUT IT Record your answers after discussing the text on page 19. 1. Complete the cloze information using the words below. subtle

harm

hygiene

stalking

target

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Psychological bullying includes actions such as following or (a)

, silently threatening to do

(b) (c)

approaches to indicate that he/she has a personal

(d)

problem, or

(e)

2. List four acts of bullying to which Jamilla was subjected. • • • •

exclusion.

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, gestures such as holding the nose when a

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3. ‘Psychological’ means ‘relating to the mind’. How do the acts of bullying Jamilla is suffering fit into this definition?

4. Psychological bullying is difficult for a target such as Jamilla to report. Why might this be?

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5. In your opinion, which act of psychological bullying was the meanest and why?

Bullying in a cyber world

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Going crazy – 3

Forms of bullying

MORE ABOUT IT 1. Why has this set of pages been titled ‘Going crazy’?

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2. Imagine you are in Jamilla’s position. Write how you would feel if these things happened to you.

3. Jamilla would have been very upset by Sindara’s last unkind act of psychological bullying. How could she react to such a cruel trick?

friendly

helpful

nasty

cruel

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pleasant

5. Answer the questions below.

(a) Tick any acts of psychological bullying below which you may have been subjected to, or seen happening to others or on a television show.

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(i) following or stalking ..........................................................................................................................

(ii) silently threatening to harm ............................................................................................................. (iii) gestures indicating something bad about the target .................................................................. (iv) excluding ............................................................................................................................................. (b) List some other actions which are examples of psychological bullying.

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Bullying in a cyber world

What is cyberbullying? Focus •

Cyberbullying

Answers

To read and discuss the poem ‘Under attack!’ and develop an understanding of cyberbullying

1. (a) ‘Gloom’ means darkness or dimness. Debra feels the attacks are taking the light and joy out of her life. (b) Debra is being cyberbullied.

Teacher information

•

Cyberbullying is the act of bullying a target using technology such as mobile phones or the internet as a vehicle.

(d) She is losing confidence in herself. She feels weak and powerless.

•

In the ‘real world’ there are generally physical boundaries where the bullying stops; for example, at home or in the classroom (with the teacher present). However, cyberspace knows no boundaries and a target has no reprieve or safe haven from his or her tormentor.

2. Cyberbullying is the act of bullying a target using technology such as mobile phones or the internet as a vehicle.

Supporting activities •

Review the information provided on:

<http://www.cyh.com/HealthTopics/ HealthTopicDetailsKids.aspx?p=335&np=288&id=2704> •

Invite students to share their own experiences.

Cyberspace provides the bully with a sense of anonymity which he or she doesn’t have in the ‘real world’. It allows the bully to take the bullying to another level beyond what is possible at school or other ‘traditional bullying hotspots’. It also provides the target with a hard copy of the event(s) which he/she is able to read and reread many times over—causing much deeper harm.

Introduction

The poem was written from the point of view of a schoolgirl who is experiencing cyberbullying. It demonstrates that mobile phones and the internet are used as a vehicle for this type of bullying, which then removes all traditional boundaries.

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Discussing the text •

Why do you think Debra compares the spreading of rumours and lies by mobile phone, to the spreading of a bushfire? (Modern technology allows the spread of information more rapidly than by any other means, just as a bushfire spreads rapidly.)

•

Debra refers to her room as a place where she ‘once’ felt safe. Explain why she doesn’t feel safe there any longer. (The use of mobile phones and the internet means that her bullies can target her wherever she is; therefore, she can even be bullied at home, in her bedroom.)

•

What impact is this cyberbullying having on Debra? (She feels threatened everywhere she turns, her self-esteem has taken a beating and she feels powerless to make it stop.)

•

What exactly is cyberbullying? (The use of mobile phones, the internet or other technology to bully another person.)

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3. Students would hopefully suggest to tell an adult, get help and block the bullies. Teacher check

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•

Cyberbullying includes repeated attacks, threats, defamation or harassment designed to cause distress to the intended target. The bully or group of bullies may use mobile phone messages or pictures; internet social sites or blogs; or email to render the torment. They may stage the same attack over and over, or vary the delivery. It may be organised by one bully and carried out by several others or it may be organised and carried out by the same person.

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Bullying in a cyber world

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What is cyberbullying?

Cyberbullying

READ ABOUT IT

Under attack! Under attack at school and at home my one-time friends use their mobile phone to torment, to hurt, to spread rumours and lies as quickly and easily as wild bushfires.

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Now, with nowhere to go and nowhere to hide I feel myself slowly shrinking inside. What can I do to make it all cease and once again have my mind at peace? — Debra

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At home, where I once felt safe in my room their chat room assaults fill my heart with gloom. Reading them over and over hurts even more. Their resounding attacks are hard to ignore.

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(a) Find the meaning of ‘gloom’ and explain why you think Debra used this word in her poem.

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(b) What exactly is happening to Debra?

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(d) What do you think Debra means when she says: ‘I feel myself slowly shrinking inside’?

MORE ABOUT IT

2. Use the information you gained from the poem to write a definition of ‘cyberbullying’.

3. Discuss and share what Debra could do to: ‘make it all cease and once again have my mind at peace.’ R.I.C. Publications® – www.ricpublications.com.au

Bullying in a cyber world

Bullying in cyberspace Focus

Answers

•

Page 26

To read and discuss a comic strip story about bullying using technology

1. (a) The main character is being targeted by cyberbullies. (b) internet and mobile phone messages

Teacher information

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This form of bullying can also be continued over a longer period and total strangers can ‘join in’—almost like a ripple in a pond, it can grow and grow. Every time people forward a text message or email, they are helping the bully to continue his or her campaign against the target.

•

View the online video:

<http://www.acma.gov.au/interforms/Cybersmartvideos/ cyberbullying_isnt_right/cyber_isnt_right.html> •

Provide students with the opportunity to create their own video in small groups.

Do you think the target is doing the right thing by quitting the football team? (No, that would just give the bullies what they want. With help, the problem can usually be resolved.)

•

Do you think the target should have kept the events to himself, rather than telling his mother? (No, it is important to talk with someone and to get some help in situations like these.)

•

Do you think the coach did the right thing by talking to the whole team? (Yes, because they didn’t really know who was doing the bullying, it needed to be said to everyone.)

•

Do you think the situation was handled appropriately, or do you think some further action should have taken place? (Answers will vary.)

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Page 27

Supporting activities

This short video, ‘You’re not alone’, is interactive, so be sure to pause it at the appropriate times. Initiate discussion with the class to ensure maximum impact is gained from the story.

Discussing the text

3. Answers will vary.

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Before you begin, view the following video at: <http://www.cybersmart.gov.au/YoungKids/ HectorsWorld/HectorsWorldstories/CopyofCyberbullying/ CyberbullyingYoureNotAlone.aspx>

•

2. Answers will vary.

1–2. Answers will vary.

Introduction •

(d) Yes, it is always best to get help in this type of situation.

(e) No, the final speech bubble suggests that another child may have experienced similar attacks.

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(c) The target is feeling like he is no good at football and that everyone dislikes him; that he is not valued by his teammates.

Traditional bullying can be observed by as few as two or three people to a large group of ten or more. However, technology allows the bullying to be witnessed and carried on by a far greater audience—adding to the target’s humiliation.

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Cyberbullying

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Bullying in a cyber world

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Bullying in cyberspace – 1

Cyberbullying

READ ABOUT IT

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n pho

phoneco

QU 3.3 0P tea IT the M m don _ w ’t w e ant u!

May as well QUIT—everyone hates ME!

eco

3.30 P

EAM The T ’t n does u want re! o m any

3.30 PM

U play like a DOOFUS!

I know I wouldn’t make the national team, but I didn’t think I was that bad!

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That’s downright mean!

Everybody hates me Mum! I’m quitting the team.

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I’m not going! I’m quitting the team.

But you love football?

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The 3.30 PM do TEA wa esn’t M any nt u mo re!

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How about we talk to the coach about what’s been going on? He might be able to help.

Yeah, well I don’t anymore!

It has come to my attention, that some boys in this team have been sending some rather nasty messages to one of our teammates. If I find out who has been ruining our team unity—THEY will be kicked off the team! I didn’t think about team unity!

I’d better stop before I get busted!

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Bullying in a cyber world

It was just a bit of fun! I’m glad Coach finally said something!

Bullying in cyberspace – 2

Cyberbullying

WRITE ABOUT IT 1. Discuss each of these and write your responses after reading the text on page 25. (a) What is happening in this comic strip?

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(b) What tools are being used by the bullies?

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(d) Do you think the target did the right thing? Explain.

(e) Do you think the target was the only person who had experienced this type of bullying? Explain.

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2. Draw and write what might have happened next in the comic strip.

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3. How would you rate the coach of this team?

poor 26

Bullying in a cyber world

excellent

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Bullying in cyberspace – 3

Cyberbullying

MORE ABOUT IT 1. Complete each sentence. (a) If this type of thing happened to me, I would

(b) I would talk to

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if I was feeling hurt or upset.

(d) I think it is important to remember

2. Select one character from the comic strip and write a short email.

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Your email can either discourage his/her behaviour or support his/her actions, depending on the character you choose. New Message

Find

New Mail

Send

Attach

Address

Fonts

To:

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Subject:

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Bullying in a cyber world

Staying safe in cyberspace Focus

Answers

•

Page 30

To read and discuss the newspaper article outlining the dangers of modern technology

1. frequent: happening often; anonymity: nobody knows who you are; essential: very important; selective: choose carefully; unwittingly: didn’t mean for it to happen; permission: being allowed to do something

Teacher information

2. (a) Paragraph 4 is an example of what can happen if people aren’t careful with personal information.

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3. (a) He is saying that it is just as important to secure your personal information as it is to have a secure home. (b) When you can’t see people face to face, they are able to hide their identify.

Page 31 1.–2. Answers will vary.

3. Answers will vary; however, students should be displaying caution when giving others access to their personal information.

Introduction •

Before reading the newspaper article, view a series of five short animated clips about personal online safety at: <http://www.cybersmart.gov.au/YoungKids/HectorsWorld/ HectorsWorldstories/Keepingyourpersonalinformationsafe. aspx>

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(b) Senior Constable Trent Baker

Supporting activity •

Students complete an online tutorial about internet safety at:

•

Discuss how true friends want us to be careful with our personal information and that not everyone who views our personal details is trustworthy.

•

Read the newspaper article and discuss the care that needs to be taken when sharing personal details and information with friends or acquaintances.

<https://budd-e.staysmartonline.gov.au/primary/main.php>

Discussing the text Discuss the ‘case’ in the newspaper article. Do you think this could really happen? (Yes)

•

How careful do you think you need to be with your information? (Only give your information to friends or adults you truly trust; Limit the number of people who have your information.)

•

Why is it so important to keep a friend’s information private on his/her behalf? (This is a trust issue and true friends only want to help and care for each other. Passing around detailed information goes against this.)

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Fortunately for victims of cyberbullying, technology also provides a level of security that can not be found in real life. It is education and an understanding of the technology which will provide a safe and secure environment. Individuals have the ability to lock their profiles, blog or webpage—allowing only selected friends access to their information, while particular callers can be blocked from an individual’s mobile phone contact list.

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Cyberbullying

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Bullying in a cyber world

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Staying safe in cyberspace – 1

Cyberbullying

READ ABOUT IT

The key to cyber safety

Today’s technology provides individuals with a level of anonymity that allows them to behave in a way in which they would otherwise not be able. Once a mobile phone number or email address is given to one person, it can very quickly be passed onto others without the owner’s knowledge. Before long, tens or hundreds of people may have the details. It is essential to be selective when sharing details.

‘People need to treat their mobile phone numbers, email addresses, identities and passwords just as they would treat the key to their own front door!’ added Senior Constable Baker. ‘It is vital to protect these things in order to stay safe in today’s technological world.’

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friend had unwittingly given out those details,’ stated Senior Constable Trent Baker. ‘When forwarding emails it is important to delete the email addresses of your friends first.’

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e would never dream of allowing a stranger to freely enter our home. However, with the now daily use of the internet and mobile phones, we may be doing just that!

Photograph by Esme Downer

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Story by Robert Frank

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‘We recently had a case where a young girl had given her email address to her friend. One day, her friend received a funny email and decided to forward it to all of her friends. Some of these friends then forwarded it on to their friends but didn’t delete the email contacts. The original young girl then started receiving strange and rude emails from people she had never met or even shared her information with. However, her

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There are some simple steps to remember to help cyber users remain safe. First and foremost, keep your details private. Ask yourself, ‘Does this person really need to know my mobile phone number, my email address or my online name and password?’ Secondly, be considerate and thoughtful when handling another person’s private information. He or she has trusted you with personal information and it is not up to you to pass it on without permission.

Bullying in a cyber world

Staying safe in cyberspace – 2

Cyberbullying

WRITE ABOUT IT 1. Find the meaning of these words from the article on page 29. frequent anonymity essential selective

permission

2. Complete the answers. (a) What is the main idea of Paragraph 4?

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unwittingly

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(b) Who did Robert Frank interview for this article?

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3. Discuss each and write your responses.

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(a) Robert Frank compares giving out your personal details to leaving your front door unlocked. What do you think he means by this?

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(b) How does technology provide people with anonymity?

Bullying in a cyber world

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Staying safe in cyberspace – 3

Cyberbullying

MORE ABOUT IT 1. The article urges you to be selective about the people you give your personal information to. List six people you would give your information to and explain why you chose each. Reason

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2. What would you say to your friend if he or she unwittingly gave your details to people you didn’t know?

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3. Read each scenario and decide what you would do.

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A friend of a friend has asked to be your friend on a social networking site. If you accept your friend request, it will mean he/she has access to your personal information.

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What would you do?

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One of your classmates has just received a new mobile phone for his birthday. You know him, but he’s not a good friend. He is collecting the mobile phone numbers of everyone in the class for his phone. The other kids are giving their numbers readily.

What would you do?

What would you do? Your best friend asks what your password is for your messaging account. She says she just likes to know different passwords.

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Bullying in a cyber world

What you can do Focus

Answers

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WRITE ABOUT IT

To read and discuss the poster outlining what to do if being bullied in cyberspace

(a) STOP, BLOCK, TELL (b) It’s NOT okay to pass it on

Teacher information •

The ‘upside’ of cyberbullying is that it does provide a hard copy which can be saved and used as evidence against the bully. The target must be educated to save and keep all documentation and share it with the appropriate authorities (school, parent, law enforcement officers) to have the matter dealt with. Criminal legislation is now available to pursue any specific behaviours incorporating such technology to cause harm to another person.

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1. Rap songs will vary; however, they should include all of the information from the poster. 2. Costumes will vary.

Supporting activity

Introduction

Discuss with students that just as they can be bystanders to bullying in the playground, they are also able to be bystanders in cyberspace. By passing on messages, photographs or emails, they are contributing to the bullying and are therefore just as bad as the bully. It is important to let students know that they can help online, just as they can in the playground.

Design a school campaign to stop cyberbullying. Students could perform a different rap over the school announcement system each week and display their own posters advising against cyberbullying.

Discussing the text

•

On the poster, what do each of these mean: ‘stop’, ‘block’, ‘tell’? (First of all, don’t reply or respond or forward anything; Secondly, different online applications allow you to block people from your page, or block the caller’s number on your mobile phone, so you don’t receive any more messages from the person; Show and tell someone you trust who is in a position to help you.)

What could you do to be a cyberhero? (Never approach the person who is doing the bullying, go to a trusted adult and tell him/her what is going on, show the bullying if you can and then leave it to the adults to sort out the problem.)

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Cyberbullying

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Bullying in a cyber world

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What you can do

Cyberbullying

READ ABOUT IT

WRITE ABOUT IT Look at the poster, discuss it with a partner and answer the questions.

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(b) Which part of the poster is telling you that it is not okay to forward nasty or hurtful messages, photos or emails?

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(a) What is the best way to stop cyberbullies?

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1. With a partner, use the information from the poster to create a short rap which could be used for a radio advertisement. Write on the back of the worksheet.

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2. Design and draw a costume which would be suitable for a cyberhero to wear.

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Bullying in a cyber world

Targets of bullying

Logan has a secret Focus

Answers

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WRITE ABOUT IT

To read and discuss a poem to identify that bullies often target those with vulnerable personalities

1. Answers should indicate because he thinks no-one cares or he thinks the bullying will get worse.

Teacher information

Examples of minority groups targeted by bullies include those of a different race, religious faith or culture; who have a different (or perceived) sexual orientation, physical ability or physical feature(s); who have a high or low intellectual ability or social status; and those who have a vulnerable, sensitive personality. Refer to page vii for further information.

Introduction •

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3. Possible answers: shy, hardly any mates, doesn’t say much, quiet, afraid to answer questions, tries hard not to cry 4. He will get bullied even more if he cries.

MORE ABOUT IT

1. Teacher check

2. Answers should indicate that, as Logan is shy and sensitive, doesn’t have friends to support him and cries sometimes when he is bullied, these things make him a target for bullies. They get a reaction from his behaviour which makes them feel powerful.

Supporting activity •

Create a series of cartoon-like drawings with captions for the characters, showing the content of the poem.

The poem describes a boy who is being bullied at school. Clues in the poem reveal he has a vulnerable personality, which bullies like to target.

Discussing the text

Who is being bullied in the poem? (Logan)

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What is his secret? (He is being bullied.)

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Why do you think he won’t share his secret? (He thinks no-one cares/He is afraid he will be bullied more.)

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How do some students bully Logan? (He gets punched and kicked, bullied for answering questions wrongly. He gets ignored and left out.)

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What kind of person do you think Logan is? (Shy, sensitive, cries easily)

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Why do you think Logan is a target for bullies? (Because of his vulnerable personality and reaction they get when he cries etc.)

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2. He gets punched or tripped when he enters the school, he’s bullied if he answers a question incorrectly. He gets ignored/ excluded.

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While anyone can be bullied, bullies generally target an individual or group because they are different in some way and part of a minority. This makes them an easier option than if they were in a mainstream group. Bullies tend to find children easier to target if they are vulnerable—shy, insecure, find it hard to stand up for themselves and get upset (cry) easily. Bullies get a bigger reaction from these victims which makes the bullies feel the sense of power they are after. Forms of bullying used against these victims are usually of the direct type; e.g. verbal, physical or negative body language, as the bully gets an immediate reaction.

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Bullying in a cyber world

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Logan has a secret

Targets of bullying

READ ABOUT IT

Logan has a secret

Logan doesn’t say much

He finds hard to share.

Is very quiet in school.

Logan is being bullied

He’s afraid to answer questions

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Logan is a shy boy

When kids ignore Logan

Has hardly any mates.

He tries hard not to cry

He often gets punched or tripped

Because he knows that tears mean

As he tries to sneak through the school gates.

The more they will try.

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In case he’s bullied for being a fool.

WRITE ABOUT IT

Record your answers after discussing the poem above. 1. Why do you think Logan doesn’t want to share his secret?

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And no-one seems to care.

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3. Highlight or underline words and phrases in the poem which help describe Logan’s personality. 4. What happens if Logan shows he’s upset?

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o c . che e r o t r s super MORE ABOUT IT

1. Discuss Questions 3 and 4 above to help you answer the next question. 2. Why do you think Logan is a target for bullies?

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Bullying in a cyber world

Targets of bullying

Marnie’s photo Focus

Answers

•

Page 38

To read and discuss an internet chat conversation on a social networking site to identify that bullies target people with different physical features

1. To find out if she’d been sent the photo and talk about it. 2. She thought it was awful. 3. She thinks it was taken at a birthday party when she was laughing so her mouth was open.

Teacher information

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6. Kayla wears braces and gets called ‘braceface’ and ‘ziplips’ by a nasty group at her school. 7. She thinks she’ll be bullied for wearing braces.

Page 39

While social networking sites that involve freedom to post text, images, audio files and video are not open to anyone younger than 13 (at time of print), many children younger than 13 do have access, having lied about their age or having been registered by an older sibling or friend. The scenario on page 37 is a private conversation accessed by the ‘Chat’ facility on a social networking site. Marnie (approximately 10 years of age) and her cousin, Kayla (old enough to wear braces, approximately 12) are discussing how Marnie is being cyberbullied. She has protruding teeth and a photo taken without her knowledge has been posted and shared among friends (and friends of friends) on the site. This had lead to even more bullying behaviour at school about her appearance. Kayla is also bullied about wearing braces. In the text, the chat terms ‘cuz’, ‘OMG’ ‘devo’, and ‘24/7’ mean ‘cousin’, ‘Oh my god’ ‘devastated’ and ‘all the time’.

1. Because she has protruding teeth 2. Because she wears braces 3. appearance 4. Teacher check

5. Possible answers: having unruly, curly hair; having red hair; being short, having prominent birthmarks, having lots of freckles

Supporting activity •

Write a conversation between two friends. One of the friends is being bullied because of his or her appearance and is describing how this is happening.

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Discussing the text •

Who are the two girls chatting on the internet? (Marnie and her older cousin, Kayla)

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What did Marnie first say to Kayla? (She asked if she had been sent an internet photo of her.)

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What did Kayla say about it? (‘OMG it’s awful’)

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What was the photo about? (Marnie laughing; the caption said she was a horse in disguise)

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What’s happened to her since the photo has been shared? (People at school make neighing noises, she’s upset as the bullying is worse, worried about how many have seen the photo)

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What does Kayla get called? (Braceface, ziplips)

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What is Marnie afraid of in the future? (She’ll be bullied when she wears braces to correct her teeth)

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(b) Telling people to ‘neigh’ at Marnie

5. Someone has taken a photo of Marnie without her knowledge and posted it on the internet with a nasty comment for others to send on. It shows her buck teeth and says she looks like a horse. The bullying has become worse at school with students saying ‘neigh’.

Refer to page vii for further information.

Introduction •

4. (a) ‘Marnie is a horse in disguise!’

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While anyone can be bullied, bullies generally target an individual or group because they are different in some way and part of a minority. This makes them an easier option than if they were in a mainstream group. Examples of minority groups targeted by bullies include those of a different race, religious faith or culture; who have a different (or perceived) sexual orientation, physical ability or physical feature(s); who have a high or low intellectual ability or social status; and those who have a vulnerable, sensitive personality.

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Bullying in a cyber world

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Marnie’s photo – 1

Targets of bullying

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Teac he r

READ ABOUT IT

Marnie Braxton Hey cuz! Have you got the photo of me that’s around? I’m devo!!! at 16.20 • Comment • Like • Share • Write on Kayla’s Wall

Kayla Billingham I have Marnie. OMG it’s awful. Where did it come from? at 16.20 • Comment • Like

Marnie Braxton Not sure who took it or posted it first but can tell it was at Sasha’s b’day. The close up shows my horrible sticking-out teeth! Must have been laughing at a joke or something. I try not to open my mouth too much so people won’t notice … well, that’s my plan. at 16.25 • Comment • Like

at 16.28 • Comment • Like

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Kayla Billingham The caption underneath it isn’t very nice. ‘Marnie is a horse in disguise!’ And telling people to ‘neigh’ at you. That’s nasty. Marnie Braxton Yeah, some people at school have been making neighing horse noises at me. I’ve always been made fun of ‘cos of my teeth, but now it’s got SO bad. It’s not fair! SO many people have seen that photo. It’s on most of my friends’ sites, whether they wanted it or not. And who knows who else at school or my basketball club or wherever has seen it …

o c . che e r o t r s super at 16.33 • Comment • Like

Kayla Billingham Yeah, it’s serious stuff. at 16.39 • Comment • Like

Marnie Braxton And when I’m finally old enough to get braces to fix my teeth I bet I’ll get called BRACEFACE or ZIPLIPS like you do 24/7 by that nasty group at your school. at 16.40 • Comment • Like

Kayla Billingham Guess you might, but hope not. Try to be brave. at 16.41 • Comment • Like

Marnie Braxton Yeah, it’s hard. Feel like I have to keep my mouth zipped 24/7 so no-one can see my teeth. I wish this wasn’t happening to me … at 16.45 • Comment • Like

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Bullying in a cyber world

Marnie’s photo – 2

Targets of bullying

WRITE ABOUT IT Record your answers after discussing the text on page 37. 1. Why did Marnie want to chat with her cousin, Kayla?

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3. Where does Marnie think the photo was taken?

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2. What did Kayla think about the photo?

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6. How is Kayla being bullied?

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7. How does Marnie think she might be bullied in the future?

Bullying in a cyber world

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Marnie’s photo – 3

Targets of bullying

MORE ABOUT IT 1. Why is Marnie being bullied?

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2. Why is Kayla being bullied?

3. Marnie and Kayla are being made targets for bullies because of their different: race

appearance

personality

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4. What do you think about people being bullied for this reason?

5. There are different physical features other than Marnie’s and Kayla’s people may have that can make them a target for bullies. Add to this list: • • • •

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having large ears that stick out

being overweight

6. Have you been made a target for bullying because of the way you look? Or do you know someone or have seen someone being bullied because of his/her looks? Write about it below.

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Bullying in a cyber world

Targets of bullying

Why are they being bullied? Focus

Answers

•

WRITE ABOUT IT

To view and discuss two bullying scenarios to identify that people can be targets for bullying because of their different race or culture

Teacher information

Scenario 1

Scenario 2

Who is being bullied?

Hakim

Mai Ly Students hold their breath as she walks past, hold their noses, point at her eating, say unkind things.

Briefly describe the bullying

Some students nastily mimic how he speaks and laugh at him.

•

Why is he or she being bullied?

Because of the way Because of the different he speaks/race food she eats/culture

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Refer to page vii for further information. Supporting activity •

Introduction •

MORE ABOUT IT

The scenarios on page 41 show how students at school can be targets for bullying because they belong to a minority group; in these cases the targets are from a different race or culture.

Draw a picture of one of the scenarios. Use speech bubbles and write a conversation between the bullies and the target.

Discussing the text •

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Scenario 1: Who is being bullied? (Hakim)

Where does he come from? (North Africa)

Why is he hard to understand? (He doesn’t speak English very well and has a strong accent.)

What do you think about what is happening to Hakim?

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Scenario 2: Who is being bullied? (Mai Ly) What kinds of foods does she have in her lunch box? (Rice dumplings, rice paper rolls, strongsmelling sauces, pickled vegetables)

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What is happening to him? (Some students are helping him, others are bullying him by mimicking his accent and laughing at him.)

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What is happening to her? (She usually eats lunch by herself as other students say and do unkind things as she eats.)

What do you think about what is happening to Mai Ly?

Bullying in a cyber world

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Why are they being bullied?

Targets of bullying

READ ABOUT IT

Scenario 2

Hakim is new to the school, having come from North Africa. He has trouble speaking English, has a strong accent and is hard to understand. A couple of children are trying to help him, but a small group make fun of him by repeating what he says in the same accent and then laughing.

Mai Ly has different food packed in her lunchbox — foods like cold rice dumplings, rice paper rolls, strong-smelling sauces and pickled vegetables. She often sits alone at lunchtime as others hold their breath when she walks past, hold their noses as she eats, point and laugh at her eating and say unkind things.

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Record your answers after discussing the text above. Scenario 1

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Scenario 1

Scenario 2

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Briefly describe the bullying.

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Why is he/she being bullied?

MORE ABOUT IT

Hakim and Mai Ly are targets for bullying because of their different race and culture. Have you been a target for bullying for one of these reasons? Or do you know of someone who has? Describe what happened.

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Bullying in a cyber world

Effects of bullying

What’s wrong, Joe? Focus

Answers

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Page 44

To read and discuss a conversation in poem form to identify some of the short- and long-term effects of bullying on a target

1. miserable, lonely, moody, sad 2. He doesn’t want to go to school or participate in after-school activities. His schoolwork is suffering. He doesn’t want to hang out with his friends.

Teacher information

Some short-term effects on a target are: loss of appetite; insomnia; feelings of sadness, fear, anger, shame, loneliness; excessive absenteeism from school; drop in schoolwork standards; poor attention span; loss of interest in social activities; anxiety attacks; feeling responsible for the bullying attacks; lack of trust in friends

Some long-term effects on a target are: low self-esteem; difficulty in making and maintaining friendships; depression; nonfulfillment of academic potential; poor career prospects; open to bullying in the workplace; paranoia—specifically related to cyberbullying; self-harm, possible suicide; revenge attacks; abusive behaviour at home.

Introduction •

•

(b) Teacher check (Yes)

4. Answers should indicate: … enjoyed sports, the company of friends and was good in class … had no interest in afterschool activities, began to fail at school and preferred not to spend time with his friends 5. Answers will vary.

Page 45 1. (a) bad (b) finish (c) health (d) passing (e) bully

The poem is in the form of a conversation between a boy who is being bullied (Joe) and his mother. Joe is trying to explain how the bullying is affecting him (short term). His mother has been unaware that he is being bullied and has misunderstood some telltale signs and is still in denial. The poem could be read with one half of the class reading Joe’s verses and the other half reading his mother’s.

(f) own

(g) adult

(h) people (i) feeling (j) job

(k) himself

The activity on page 45 explores possible long-term effects of bullying on a target.

(l) new 2. To answer Question 2, students should choose one or more of the long-term effects they read in Question 1 to make up what Joe might be feeling and write his thoughts; e.g. ‘I just can’t seem to keep my job as I’m sick all the time’, ‘I’m feeling very lonely as I have no friends’.

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Discussing the text •

Has the bullying just started or has it been going on for a while? (The signs, particularly his school report, suggest it has been going on for a while.)

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Would it be easy for Joe to discuss the bullying with his mother? (She doesn’t really listen to what he is saying, so probably not.)

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Does his mother recognise the signs of bullying? (She sees the signs – Joe being quiet, his torn clothes, his poor report, but doesn’t realise that these may be connected with bullying.)

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Why might Joe’s mother not believe him at first if he told her he was being bullied? (She knows him as a bright, friendly, funloving boy, she would find it hard to imagine that anyone could hurt him.)

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3. (a) He says he feels very sick and the pain is so bad that he needs to spend the day in bed.

Supporting activity

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All targets are affected to some degree by bullying but the extent to which they are depends on their confidence, selfesteem and resilience. Some will have strategies for coping with the bullying, thus ending the problem, but many more will suffer consequences in the short and the long term.

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Brainstorm different signs that might be evident in someone who is being bullied. Display each one in a bubble around the question, Could this be someone you know? This will act as a reminder to help students and the teacher recognise any possible changes in the students in their class or anyone else they know.

Bullying in a cyber world

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What’s wrong, Joe? – 1

Effects of bullying

READ ABOUT IT

What’s wrong, Joe? You’ve not touched your breakfast. You seem a bit low. Did you not sleep well last night?

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I can’t go to school today. I’m feeling so sick. The pain’s really bad. I need to spend the day in bed.

I hate playing football. I don’t want to be in the team anymore. I just want to come straight home And do stuff here.

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Mum, didn’t you read what they said in my report! ‘Joe doesn’t pay attention. Joe doesn’t understand. Joe doesn’t seem to care.’

o c . che e r o t r s super Yes, that did seem strange. I think your teacher is a bit mixed up. I’ll call in to see her on my way to work But you can still walk in with your friends. No, Mum, I’ll come with you. I’d rather not meet them on my own. Things have changed but I don’t know why. I just don’t seem to belong anywhere anymore. I don’t believe it! A boy like you! That can’t be right! What’s wrong, Joe?

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Bullying in a cyber world

What’s wrong, Joe? – 2

Effects of bullying

WRITE ABOUT IT Record your answers after discussing the text on page 43. 1. Circle the words that describe how Joe is feeling. happy

miserable

lonely

excited

moody

cheerful

sad

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3. (a) What reason does Joe give for not wanting to go to school?

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2. Joe is being bullied at school. How is this affecting his life?

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Being bullied has changed Joe from a boy who

to a boy who

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(b) Do you think this is the truth?

5. What do you think is the worst effect the bullying is having on Joe?

Bullying in a cyber world

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What’s wrong, Joe? – 3

Effects of bullying

MORE ABOUT IT Being bullied when you are young can affect you when you are older. Joe, the boy who is being bullied in the poem on page 43, could suffer from long-term effects when he is at secondary school and even after he has left school. Some of these effects are listed in the table below. 1. Use the words to complete the table. The initial letter and number of lines missing in each word will help you. new

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feeling

health

passing

bully

(d) not p

(e) become a b

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(b) not wanting to

his exams

bad

finish

himself

job

school

people

himself

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(a) feeling b about everything and everyone

own

(f) always preferring to be on his o

(g) continuing to be bullied when he is an

(h) finding it difficult to trust

(j) not being able to get a good (k) feeling bad about j

(l) having problems making n

friends

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2. Imagine you are Joe when he is 20 years old. The bullying he has experienced has had a bad effect on him. Write what he might be thinking in the thought bubble.

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Bullying in a cyber world

Effects of bullying

A life gone wrong Focus

Answers

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Page 48

To read and discuss a poem identifying some short- and longterm effects bullying can have on the bully

1. Her friends weren’t genuine—they just didn’t want to be bullied by her.

Teacher information

•

Some short-term effects for a bully are: shallow friendships – peers are ‘friends’ for fear of being bullied themselves; negative reputation among staff and some students. Some long-term effects for a bully are: unpopularity and loss of peer group as ‘friends’ no longer fear retribution; continued anti-social behaviour possibly leading to crime; and abusive behaviour at home.

5. If she had not tried to be someone else at primary school, her true, pleasant character would have made her genuine friends and her future would have been brighter.

Page 49

Teacher check Supporting activity •

Compile two lists—one to describe the long-term effects of bullying on a bully who receives no help to change his or her ways and the other to describe a bully who does.

Introduction •

4. She had no friends, passed no school exams, couldn’t get a job, became a thief—stealing from her family and the community.

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As bullies may not learn healthy social skills, problem-solving or coping strategies, they can grow up to be antisocial adults. They do not ‘grow out of’ their bullying behaviours, but rather the aggressive behaviours continue, sometimes leading to delinquency and violence in adulthood. Many bullies will have poor relationships with others, including family members, friends, co-workers etc. Often bullies are, or have been, targets themselves.

3. Because she hid her true self, which people would have liked; she pretended to be cool and wanted to be the boss, which people didn’t like.

The poem on page 47 deals with the downward spiral of fortunes of a primary school bully. It reveals some short-term and longterm effects on a bully. While it is the bully’s choice to follow that path, it is often for misguided reasons or in response to his or her experiences as a target. As such, a bully is also in need of understanding and support.

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Discussing the text •

Who has written the poem? (It could be either the bully’s peers or her teachers.)

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Why might she have wanted to be ‘important and cool’? (Even though she was pretty and clever, she may have had low selfesteem and felt that she had to try to be someone else.)

•

What form of bullying did the girl use? (She said nasty things, possibly calling names, hurling insults, spreading rumours.)

•

What might the expectations of her parents have been for her? (Possibly attending university and having a professional career.)

•

How would they have felt about what actually happened? (Sad for their daughter, disappointed for themselves, worried for her future)

•

It is possible to get a good job without formal qualifications so why couldn’t she get one? (She would not have had a good reference from school and she had a bad attitude.)

•

Give examples of words to describe the way she might feel now. (desperate, lonely, hopeless, rejected, angry, worthless)

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2. Her peers would no longer put up with her bullying and they told her so.

The effects of bullying may, for some targets and bullies, endure long after the actual bullying has stopped, possibly extending well into adulthood. These long-term effects depend greatly on the resilience of the person being bullied, the severity of the bullying and whether the bullying was dealt with or not.

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Bullying in a cyber world

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A life gone wrong – 1

Effects of bullying

READ ABOUT IT

We should have seen it coming. It started back in primary school. Being unkind to others Made her feel important and so cool.

r o e t s Bo r e p ok u S She never had any close friends. No-one really liked her. But they pretended that they cared for her To be safe from her nasty words. She was a grade A student And very pretty too. Her parents were so proud of her. If only they knew the truth!

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When she wasn’t being mean, She was actually quite nice. But she wanted to be important and cool And soon, the ‘real her’ disappeared.

©R . I . C.Publ i cat i ons But in high school life got tough for her. People started to put o hers down. •f orr eShe vi e w p u r p esonl y• didn’t know how to deal with that.

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She started skipping school And missed a lot of work. She didn’t pass any exams And left with empty hands.

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She was used to being the boss.

o c . che e r o t r s super She couldn’t get a job. Her attitude was wrong. So she’d steal to get some money From her mum and from her dad.

She never made any real friends. She never learned how. So she hung around with anyone, Breaking into houses and stealing cars. And there she is in prison. Will she make any friends now? If only she’d just been herself, All those years ago.

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Bullying in a cyber world

A life gone wrong – 2

Effects of bullying

WRITE ABOUT IT Record your answers after discussing the poem on page 47.

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1. What were the short-term effects of bullying on this girl?

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2. Which do you think explains why ‘... life got tough for her’ in high school in Verse 5? Tick the box.

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• The work was much harder and she could not do it. ..................................................................................................................... • She was bullied because she was unattractive and not very clever. ........................................................................... • Her peers would no longer put up with her bullying and they told her so. ............................................................... 3. Why do you think she never made real friends as she grew older?

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4. What were the long-term effects of bullying on this girl?

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5. What do the last two lines of the poem mean?

Bullying in a cyber world

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A life gone wrong – 3

Effects of bullying

MORE ABOUT IT The girl in the poem on page 47 is suffering from the long-term effects of being a bully. If she had help in primary school before bullying had become a way of life for her, she could have changed her behaviour and had more positive things happen in her life. If the bully in each example below was your friend, what would you do or say to help him or her stop bullying and change the bullying behaviour?

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saac thinks it is fun to pick on younger boys at school. He calls out to them and says unkind things about the way they look. Some boys just ignore him and so he doesn’t bother them again. But others get really upset. Some run away crying and Isaac laughs and shouts, ‘Cry-baby!’ Others get angry and shout, ‘Leave me alone!’ Isaac laughs and says, ‘Make me!’

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he twins, Tom and Zoe, often invite friends to their house. They have the latest games and their parents always make nice food. Everyone wants to play at their house. But Tom and Zoe never invite Jake or Lily. They always say, ‘You are too poor to come to our house. You would steal our things’.

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Bullying in a cyber world

Who bullies and why?

Cake face Focus

Answers

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Page 52

To read and discuss a cartoon strip to identify the characteristics of bullies and the reasons why they bully

Answers will vary and may include: 1.

Teacher information •

Bystander bullying is of particular relevance to cyberbullying. Students may pass on images or information, which amuse or shock them, without thinking about, or being aware of, the effect on the target—or that by doing this, they are in fact bullying.

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There can be no one set of characteristics to describe all bullies. A bully may be a very confident, high-achieving and apparently popular student with high self-esteem.

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Bullying is usually about power and control.

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Bullies may be impulsive and socially dominant. They may lack empathy and sympathy, need to control, be attention seeking or have a conduct disorder. They may have a small group of friends who support their bullying.

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How they bullied

Sarah was bumped and got cake on her face. They took a photo and send it to others.

Why they bullied

They were mean. They thought it was funny. They didn’t think Sarah would report it.

Target’s name

Sarah

Why she was bullied

She was easily upset. She hadn’t told anyone about it before.

Were there other bullies involved?

Yes

Why were they bullies?

They made fun of Sarah. They said ‘Oink, oink’ and ‘Messy pig’. They passed on the photo.

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Depending on the nature of the material being sent, students forwarding information could be performing an illegal act.

2. (a) They thought it was funny and everyone would love it. (b) Teacher check 3. (a) No

Reasons for bullying may include having fun at the expense of others or because targets are considered to be wimps.

Introduction

Mei Ling, Emma

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Names

(b) They had been mean to her before and they were there when it happened. (c) No.

Students need to understand that forwarding hurtful information they receive is a form of bullying. Refer to pages vi-vii for further information about cyberbullying, and page viii for further information about who bullies and why.

4. (a)–(b) Teacher check

Page 53

1. (a)–(b) Teacher check

Discussing the text

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2.–3. Teacher check

Why do you think the bullies picked on Sarah? (Answers may include: They knew she would get upset. She was easy to embarrass. She cried easily. They didn’t like her.) Why was Sarah so upset? (Answers may include: People were laughing at her. She looked terrible in the picture. She was embarrassed. People thought she was greedy like a pig. She didn’t know what to do about it. Everyone had seen the picture. She didn’t know how to stop what was happening. She thought it wasn’t fair.)

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4. (a) True (b) True (c) True (d) True (e) True (f) False

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Write some SMS messages between the two bullies, discussing what happened at school when other students saw the picture on a mobile phone.

Bullying in a cyber world

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Cake face – 1

Who bullies and why?

READ ABOUT ME Oink, oink

I don’t know who sent it, but doesn’t she look disgusting?

r o e t s Bo r e p ok u S Send it on to everyone, they’ll love it!

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Messy pig!

If it is nothing let me see … Oh, Sarah! Who sent this?

What’s on your phone? Why are you so upset?

I don’t know, it’s blocked. But everyone has it. They’re all making pig noises and laughing at me!

Nothing

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Well, yesterday Mei Ling bumped into my back and the chocolate cake I was eating went all over my face.

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What a bully! Did you see who took the photo?

I don’t think so. She’s always mean to me. She makes people laugh at me.

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Why did she do that? Was it an accident?

How did they get this photo? What happened?

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Well, Mei Ling’s friend, Emma, is mean too. She always has her phone with her and she was there.

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Those two always want everything their way. They think rules are for everyone else.

Well, they won’t be getting away with their bullying this time.

Bullying in a cyber world

Cake face – 2

Who bullies and why?

WRITE ABOUT IT Record your answers after discussing the text on page 51. 1. Complete the information chart about the bullies. Names

How they bullied

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Why they bullied

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Target’s name

Why she was bullied

Were there other bullies involved?

Why were they bullies?

2. (a) Why do you think the other students sent the picture of Sarah on to their friends?

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3. (a) Was Sarah sure about who sent the photo to her?

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(b) What made her think that Mei Ling and Emma were the ones bullying her?

Yes

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Yes

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(b) Do you think they knew they were being bullies when they did this?

Yes

4. Answer the questions below. (a) Do you think the title ‘Cake face’ is a good one for this cartoon?

Yes

Why? (b) Suggest a different title. 52

Bullying in a cyber world

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Cake face – 3

Who bullies and why?

MORE ABOUT IT phoneco

1. Answer the questions.

3.30 PM

(a) Do you know how to take photos on a mobile phone?

Yes

(b) Do you know how to send a photo on to someone else? Yes (c) Circle the best ending for this sentence.

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Before sending on a photo it is important to make sure it … is funny.

won’t upset someone.

is clear.

is embarrassing.

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2. Some schools have rules banning mobile phones. Do you think this is a good or bad idea? Give reasons for your answer. You may work with a partner.

3. Write four places you shouldn’t be allowed to use a mobile phone. Give a reason, then write ‘yes’ or ‘no’ in the last column to show if your reason has anything to do with bullying.

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Reason

Bullying

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Place

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4. Think about why people bully others and write ‘True’ or ‘False’ after each sentence. Bullies … (a) are always mean, horrible people. (b) think they won’t get caught. (c) think their actions are funny. (d) don’t care about their targets. (e) don’t think their targets will identify them. (f) just want to be noticed. R.I.C. Publications® – www.ricpublications.com.au

Bullying in a cyber world

Who bullies and why?

Four eyes Focus

Answers

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Page 56

To read and discuss a play about bullying by exclusion, to identify the characteristics of bullies and reasons for their bullying

1. (a) She hid her glasses, tried to show her she wasn’t wanted and wouldn’t let her join in on Skype™.

Teacher information •

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(b) She was new, didn’t have any friends yet and she wore glasses.

Although the focus in schools is often on providing support for the targets of bullying, the bullies themselves also need to be understood so they too can be helped.

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(b) She wore glasses.

Bullies may need to control and be attention-seeking, lack self-esteem and have difficulty making friends, lack empathy and sympathy, create a small tightly-knit group of friends who support their bullying, and are likely to use social exclusion if they are girls.

(d) Talking about it probably reminded her about how it made her feel.

(e) Her parents helped by buying her contact lenses.

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Refer to page viii for further information.

4. They encouraged Rachel, thought it was funny and didn’t try to help Shannon.

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Some reasons for bullying include: because others do it; personal experience of being bullied; it is enjoyable, to feel superior; or to feel powerful and in control.

5. (a) No

Introduction

Students should realise that bullying is a deliberate act and that students, especially girls, who bully by exclusion will often deny that what they’re doing is bullying and attempt to justify their actions by blaming their target.

Discussing the text •

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1. (a) They like doing special things with her, like horse riding and being in her home theatre.

What do some parents do to make their children more popular with their friends? (Answers may include: Take them to special places. Spend lots of money on them. Let them do things their own parents won’t. Give them special food.)

Make a list of different ways you could describe Rachel. (Answers may include: A bully, spoilt, trying to buy popularity, rich, scared of not having friends, nasty, mean, needing friends, wanting to be the boss.)

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(b) She tried to help Shannon. Page 57

2.–3. Teacher check Supporting activity •

Write a letter to Rachel explaining why you think she is a bully and suggesting what she should do about it.

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3. She may have wanted power and control. She didn’t know how to make real friends. She thought it was better to be a bully herself than to be bullied.

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Bullying in a cyber world

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Four eyes – 1

Who bullies and why?

READ ABOUT IT

Mia:

Would you guys like to get on Skype™ tonight and have a chat?

Rachel:

That’s a great idea, just the four of us. We can talk without any other kids listening in. You can come to my house if you like, Tian, and later we can watch TV in our home theatre. Mum might make us popcorn like last time.

Mia:

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Rachel:

No, it would be much better if it was just us. We don’t need her.

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That sounds great, but what about the new girl, Shannon? I think she wants to be friends.

Olivia:

You’re right, Rachel, we don’t need her and her thick, ugly glasses. What if you let Four eyes come to your dad’s farm with us. Think how silly she’d look trying to ride one of your beautiful horses.

Tian:

No, she’s not like us. She should get contacts like you did, Rachel. Remember how some of the girls used to tease you and hide your glasses?

Rachel:

I just don’t want her in my group. I’ve been trying to show her she’s not wanted, but she just doesn’t get it! She’s as thick as her stupid glasses. (They all laugh.)

Olivia:

© R. I . C.Publ i cat i ons It was really funny Monday when didn’t play basketball •f or r e vi e wonp ur p oshe se so n l y•because she couldn’t see. Mr Mason thought she was making it up because she didn’t want to play. I couldn’t stop laughing when he yelled at her.

Tian:

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Rachel:

In her lunch box of course!

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Anyway, where did you put her glasses, Rachel?

Tian and Olivia: (Laughing) That was clever! She’d never think to look there. Mia:

Rachel:

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I don’t think you should be so mean, Rachel. You’re bullying her, you know. And you two are as well. So what, she deserves it.

Olivia:

But it’s so funny, Mia. Why aren’t you laughing?

Mia:

Well, I know Shannon is different, but I don’t think that means you should all bully her, especially you, Rachel. Can’t you remember what it felt like when it was you they were bullying?

Rachel:

Okay then, Mia, if you don’t want to come down to our farm with us next weekend you don’t have to. There are some new horses to ride and Dad said he’d teach us to drive the tractor and take us to the chocolate place.

Tian:

Don’t worry about her, Rachel. Let her stay here and play with Four eyes.

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Bullying in a cyber world

Four eyes – 2

Who bullies and why?

WRITE ABOUT IT Record your answers after discussing the text on page 55. 1. (a) How was Rachel bullying Shannon?

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2. (a) Did Rachel know what it felt like to be bullied?

Yes

(b) Why had people bullied her?

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(b) Why was she picking on Shannon?

(e) Who helped her? How?

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3. Why do you think Rachel became a bully?

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4. Were Tian and Olivia bullies too? Why?

5. Answer the following questions. (a) Was Mia a bully?

Yes

(b) Why/Why not?

Bullying in a cyber world

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Four eyes – 3

Who bullies and why?

MORE ABOUT IT 1. (a) Why do you think Olivia and Tian are friendly with Rachel?

(b) Do you think they are good friends?

Yes

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2. (a) What does Rachel need to learn about real friends?

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(b) Some people bully because they don’t feel good about themselves. How could you help someone like Rachel get real friends and feel better about herself?

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3. Think about a bully you know or one you have read about. How is this bully the same as and different from Rachel? Same

Different

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Bullying in a cyber world

Who bullies and why?

What a bully! Focus

Answers

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Page 60

To read and discuss a narrative to identify the characteristics of bullies and their reasons for bullying

1. (a) happy, popular, scared, fast, injured, friendly, target, small (b) big, slow, nasty, grumpy, bully, strong, jealous, lonely

Teacher information

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Although the focus in schools is often on providing support for the targets of bullying, the bullies themselves also need to be understood so they too can be helped.

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(b) He was grumpy and wasn’t good at sport.

3. (a) He may have been grumpy because he was unhappy and lonely.

Bullies may be confrontational and aggressive; have a conduct disorder; question authority, push boundaries and admire violence; lack self-esteem and have difficulty making friends; lack empathy and sympathy; be physically bigger and stronger than their targets; and tend towards physical bullying if they are boys.

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Some reasons for bullying include jealousy, annoyance, to feel superior or to feel powerful and in control.

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Refer to page viii for further information.

(b) He may have picked on Omar because he was jealous. Omar was popular and good at sport. (c) He is a bully because he deliberately hurt or tried to hurt Omar a number of times.

Page 61

Teacher check Supporting activity

Introduction

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Students should understand that some bullies suffer low selfesteem and a sense of personal inadequacy. Motivated by jealousy, they may target someone they perceive to have qualities they lack.

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Why was Omar running home and looking all around as he ran? (Answers may include: He thought Mason might be hiding and waiting for him. Mason had tried to grab him on his way home before. He had managed to run away from Mason before. He knew Mason was a slow runner.)

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Why do you think Mason didn’t care about how much he hurt Omar? (Answers may include: He knew he was hurt because he was bleeding, but he hurt him even more by kicking him repeatedly.)

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2. (a) He was a happy friendly boy who laughed a lot and was a really good athlete.

Discuss who you think Omar’s mother should have reported the attack to, and what should have happened next.

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Bullying in a cyber world

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What a bully! – 1

Who bullies and why?

READ ABOUT IT

It was 3.15 and Omar was on his way home from school. As usual, he was running down the road really fast. But today, as he ran, he was looking all around. It seemed as if he was worried about something he might see.

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Omar was thin and not very big, but he was really fast; faster than anyone else at school. He was a happy, friendly boy who laughed a lot. Everyone liked him and he was always the first boy picked in any sporting team.

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‘Are you okay, son? I saw what happened but I couldn’t get here in time to grab the guy who did this. But I did get a good look at him and he won’t get away with it. I’ll see to that.’

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Just as he thought he’d make it, he crashed into a heavy schoolbag. It had suddenly been pushed out from behind a wall. He didn’t have time to stop or go around it. He fell over it and onto the ground. His knees were bleeding and his ankle was really sore. As he lay on the ground, he felt more pain as someone kicked and kicked him. Then it stopped and it was very quiet. All he could hear was his heart thumping and the sobs he just couldn’t control.

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‘Well who was it,’ she asked, ‘and why did he do this to you?’

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‘I really don’t know why, Mum. It was Mason. He can’t run and isn’t very good at sport. He’d never be able to catch me because he’s so slow. That’s why he hid behind the wall and waited for me. I’ve never done anything to him, but he hates me. He’s tried to get me before but I‘ve always got away.’

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‘It’s okay’, Omar gasped. ‘I’m fine, thank you. I just live over there.’ The stranger took his arm and helped him to his feet and insisted on walking with him to his house. When they got there he made sure he told Omar’s mother what had happened. She was horrified as she led her bleeding, limping son inside.

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‘Does he have any friends?’ ‘No, he’s always grumpy and no-one likes him much.’ ‘Well, I feel sorry for anyone who’s so unpopular. But that’s no excuse to take it out on you. He could have broken your teeth or your bones when he kicked you like that. You’ll be black and blue tomorrow, but I guess you’re lucky he didn’t cause more damage. We’ll have to report this to make sure this never happens again to you or anyone else.’

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Bullying in a cyber world

What a bully! – 2

Who bullies and why?

WRITE ABOUT IT Record your answers after discussing the text on page 59. happy

big

slow

popular

scared

nasty

fast

grumpy

injured

bully

strong

friendly

target

small

jealous

lonely

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1. Choose and write some words from the box to describe:

(b) Mason

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(a) Omar

2. (a) Why did the other students like Omar?

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3. (a) Why do you think Mason was grumpy?

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(b) Why didn’t they like Mason?

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(b) Why did he pick on Omar?

Bullying in a cyber world

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What a bully! – 3

Who bullies and why?

MORE ABOUT IT 1. Tell about a time when you wished you: (a) looked like someone else. Explain who it was and why you wanted to look like that person.

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(b) could do something as well as someone else.

What did you want to be able to do?

Who was it?

Why?

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Who was it?

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2. (a) Think about what Mason did when he was jealous and explain how you felt and what you did about feeling a bit jealous in Question 1.

(b) Write some advice for Mason to help stop him from feeling so jealous and being a bully.

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Bullying in a cyber world

Show that you’re strong Focus

Answers

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Page 64

To read and discuss questions and answers relating to dealing with bullying

1. (a) It shows that you are comfortable with who you are. (b) You are less likely to be targeted by a bully.

Teacher information

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2. (a) To show that you are not afraid of him or her. (b) To take away the bully’s feeling of power over you.

To persist with bullying, bullies rely on evoking a reaction from their targets. They want to see fear, hurt or anger. These responses give bullies the feeling of power on which they thrive. By learning strategies to deal positively with bullying attacks, students are empowered to stand up for themselves and are less likely to be regular targets in the future.

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3. (a) It is a repeated word or phrase that reminds you of your self-worth. (b) Repeating it helps to calm you down and give you inner strength.

Refer to page ix for further information.

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Explain what a ‘mantra’ is before the students read the text.

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Students read the stimulus text and match the questions to their answers before recording them on page 64.

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Students use the information and ideas to create a personal handbook for dealing with bullies.

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A few answers may be applicable to one or more questions.

5. (a) It is the only way to let someone know what is going on. (b) The target and the bully can get support.

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Introduction

4. (a) Show it immediately to a trusted adult. (b) After showing it to a trusted adult, delete it. DO NOT pass it on.

6. (a) He or she can support the target by telling the bully to stop. (b) He or she can report the incident to a trusted adult. 7. (a) It will help to identify the bully. (b) It is proof that bullying has occurred.

8. (a) To show the bully that his or her opinions, words or actions do not bother you. (b) To show that you believe in your right to a bully-free existence.

Discussing the text

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How can the target help himself or herself deal with bullying? (By being strong and assertive and displaying self-confidence.)

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How can bystanders help in the fight against bullying? (By supporting the target and refusing to get involved with the bullying)

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How can adults help in the fight against bullying? (By investigating reports of bullying and identifying bullies when evidence is presented to them; by dealing with bullies appropriately)

9. (a) Join in with different social activities. (b) Be pleasant and friendly to everyone.

Page 65

Teacher check Supporting activity •

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Brainstorm a collection of ‘dealing with bullying’ slogans to display around the room. As the students write and decorate the slogans, encourage them to discuss their (slogan) value.

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Dealing with bullying

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Bullying in a cyber world

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Show that you’re strong – 1

Dealing with bullying

READ ABOUT IT

He or she can report the incident to a trusted adult.

Read the questions in bold print. Each one has two answers. Can you find them?

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Why do you need to respond clearly and confidently to a bully?

Why is it important to save evidence of bullying?

The target and the bully can get support.

How can a bystander help to resolve a bullying situation?

It is a repeated word or phrase that reminds you of your self-worth.

Show it immediately to a trusted adult.

To show that you believe in your right to a bully-free existence.

What must you do if you receive a nasty message about someone?

What is a ‘mantra’ and why is it useful?

It is proof that bullying has occurred.

After showing it to a trusted adult, delete it. DO NOT pass it on.

Why is it important to respond calmly to bullying?

To take away the bully’s feeling of power over you.

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It will help to identify the bully.

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It is the only way to How can you build let someone know a stronger network of friends? what is going on.

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Join in with different social activities.

Repeating it helps to calm you down and give you inner strength.

It shows that you are comfortable with who you are.

To show the bully that his or her opinions, words or actions do not bother you.

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Why must you report bullying incidents?

He or she can support the target by telling the bully to stop.

To show that you are not afraid of him or her.

Be pleasant and friendly to everyone.

You are less likely to be targeted by a bully.

How can walking with head up and shoulders back stop you from being bullied?

Bullying in a cyber world

Show that you’re strong – 2

Dealing with bullying

WRITE ABOUT IT Record the two answers for each question after discussing the text on page 63. 1. How can walking with head up and shoulders back stop you from being bullied? •

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2. Why is it important to respond calmly to bullying?

3. What is a ‘mantra’ and why is it useful? • •

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4. What must you do if you receive a nasty message about someone? • •

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6. How can a bystander help to resolve a bullying situation?

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5. Why must you report bullying incidents?

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7. Why is it important to save evidence of bullying? • •

8. Why do you need to respond clearly and confidently to a bully? • • 9. How can you build a stronger network of friends? • • 64

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Show that you’re strong – 3

Dealing with bullying

MORE ABOUT IT If bullies see that you are confident, they are unlikely to choose you as a target. But if you look worried or afraid they may see you as easy prey. Create a handbook for dealing with bullies. Follow the instructions for what to write on each page.

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Things to do to avoid being bullied

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Things to say to a bully

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Things to do if you are bullied

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Bullying in a cyber world

Dealing with bullying

Smart replies Focus

Answers

•

Page 68

To read and discuss a selection of responses to bullying comments

Across 3. 7. 9. 10. 11.

Teacher information •

•

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•

Down 1. 2. 4. 5. 6. 7. 8. 9.

The given responses to the bullying comments are all meant to be delivered in a confident, non-emotional way. Some are straightforward and assertive while others are humorous. A target needs to assess the situation to determine the most appropriate type of response. Give students the opportunity to make up their own bullying comments and appropriate response, all of which can be documented and shared with the class. ‘Use your voice or lose your power!’ on page 69 has two meanings. The first is use your voice to respond confidently to the bully. Show him or her that you are not afraid, that you believe in your right to a bully-free existence. You will not give up your power to a bully. The second is to use your voice to report bullying. If bullying is not reported, bullies will continue to take power from their targets and use it to continue bullying.

joke weaker different open upset power ill strong

Page 69 Teacher check Supporting activity •

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Refer to page ix for further information.

Introduction

bother positive stronger offer agree

Create an A3 ‘Responding to bullying’ class book. In the centre of each page, write one bullying action or comment. Around the edge, write a number of different ways that action or comment may be dealt with. Always use positive responses that can be delivered in a confident way.

If bullies were aliens from somewhere in space, feeding on their targets’ power, what would happen to them if all targets dealt with bullying positively and effectively? (The aliens would have to go to another planet because their food source on Earth had disappeared.)

•

Why is it important to choose an appropriate response for a bully? (If a bully is threatening physical violence, a smart comment that pokes fun at the bully may result in actual bodily harm.)

•

Is it possible that humorous responses might actually stop the bully from bullying for good? (It is possible if a bully realises that his or her bullying is not having the desired effect and he or she is not being taken seriously.)

•

How can appropriate responses actually help a bully? (They may offer advice which may make him or her think more deeply and realise that his or her reasons for bullying are foolish.)

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Discussing the text

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Bullying in a cyber world

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Smart replies –1

Dealing with bullying

READ ABOUT IT Bullies like to have power over their targets. When people are bullied and they let the bullies know they are upset, they are giving up their power. The bullies take that power and become stronger, while the targets become weaker. This could keep happening until the targets are so weak that they become ill.

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Your response to bullies should always let them know that they do not bother you.

With a partner, take turns to play the roles of bully and target. Bully A:

Hey, I like your new running shoes. Give them to me, now!

Reply 1:

No. They are mine. If you want new ones, get your own.

Reply 2:

They’re only fake brand cheapies from the market – not very cool!

Reply 3:

Bully B:

They might not be your style, but I like them, so that’s okay!

Reply 2:

They wouldn’t suit you, but I can wear anything and look great.

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Reply 1:

Reply 3:

Aren’t they awful! I must have dressed in the dark this morning!

Bully C:

Reply 1:

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Reply 2:

I do enjoy it and want to get better, but I won’t if I can’t join in.

Reply 3:

But if I join in, I’ll learn from you and you are such an expert.

Bully D:

Keep away from them. They eat all that yucky foreign food.

Reply 1:

The food may be foreign but it isn’t yucky. You should try it.

Reply 2:

Be more open! Things aren’t bad just because they’re different.

Reply 3:

Yes, some of it can be a bit too spicy, but most of it is really tasty.

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Don’t let him join in; he’s hopeless!

I may not be very good, but I try hard and I am getting better.

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Bullying in a cyber world

Smart replies – 2

Dealing with bullying?

WRITE ABOUT IT Solve the clues and write the answers in the puzzle after discussing the text on page 67. Across you.

3. Let bullies know that their bad behaviour does not

about your life if you are being bullied, as bullying can be stopped.

7. It is important to stay

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9. If you let bullies take power from you, they will become

and no-one needs to bully.

10. Tell bullies that everyone has something good to

with bullies, they may leave you alone.

Down

1. Make a

about yourself and bullies may leave you alone. .

2. If you give up your power to bullies, you will become .

4. Tell bullies that it is okay to be

mind about things.

5. Encourage bullies to have an

6. You give up your power to bullies when they see that you are

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11. If you

7. Bullies like to have

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9. When responding to bullies, show them that you are

Bullying in a cyber world

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Smart replies – 3

Dealing with bullying

MORE ABOUT IT

r o e t s Bo r e p ok u S Your voice is the key to keeping your power – ‘Use your voice or lose your power!’

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Tell bullies that you don’t like what they are doing. Ask them to stop. Don’t show that you are afraid … even if you are! Stay calm and show no emotion. Look the bully straight in the eye and speak clearly and confidently. Don’t mumble or whine, the bullies may add mimicking you to their list of unpleasant behaviours.

1. Imagine your partner is the bully. Take turns to say the responses to each other. Look your partner in the eye and speak confidently and clearly. ‘I don’t like the way you are treating me, but I am not going to let you bother me.’

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‘Why are you speaking to me like this? I didn’t think I was so important to you.’

‘If you are not my friend, why are you bothering with me?’

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‘You are not a bad person, but what you are doing is very unkind.’

‘Bullying is a very negative thing. Why don’t you put your energy into something positive.’ ‘You are wasting your time with me. I only take notice of my friends.’

2. Design a poster encouraging people to use their voices or risk losing their power. Use these responses, or some of your own, on the poster. Use the back of the worksheet or a sheet of art paper. R.I.C. Publications® – www.ricpublications.com.au

Bullying in a cyber world

Preventing bullying

How can we stop it? Focus

Discussing the text

•

To read and discuss an in-class conversation about how best to stop bullying at school by reporting it and providing support for the target and the bully

Teacher information Bullying is not a new problem or one all teachers see the same need to deal with; perhaps because they see bullying as ‘just a part of growing up’ and as something they and others have survived. Others may believe the problem is too difficult and it is one they lack the skills and training to prevent. But there is a great deal teachers can do to prevent bullying. They can assist students to accept and appreciate cultural, physical and attitudinal differences. They can have strategies in place to deal with bullying. They need to ensure their students are familiar with and have sufficient confidence in these processes to report bullying. This will require them to be sensitive to the needs of both targets and bullies.

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•

A shared attitude of zero tolerance and a clearly articulated set of procedures and consequences can be most effective in preventing bullying both in and out of school.

•

Schools also have a role in educating students about, protecting them from, and preventing cyberbullying. Teachers need to be informed about the different forms, possibilities and technologies involved in cyberbullying because this invasive form of bullying can occur at any time, at great speed and involve huge numbers of students. A policy of procedures and consequences needs to be in place so it is understood and reported by students and can be dealt with.

•

In order to prevent bullying, all students need to empathise with targets and understand more about bullying through discussions and role-plays; appreciate differences in cultural practices, values, physical appearances, and abilities and attitudes; accept they have a role in supporting targets and preventing bullying; and understand that it is acceptable to report bullying.

Page 72

1. (a)–(d) Answers will vary.

2. (a) Answers may include: They look different, are small, like different things, do things differently or are quiet and sensitive. (b) Look confident, make eye contact, stand tall or have friends. Page 73

1. Answers may include: Don’t be such a bully! Go away and leave me alone! Pick on someone else! This bullying will be reported. You won’t get away with this!

2.–3. Teacher check Answers will vary. Supporting activity •

Role-play two students intervening to assist a target who is being prevented from walking through a door by a bully.

Targets need to be able to identify bullying behaviours and realise that bullying is wrong; understand that it is acceptable to report bullying; know they will be listened to and action taken when they report bullying; realise they are not alone and that other students understand and will help them; have strategies to employ when bullied (e.g. things they can do or say); and appear strong and confident.

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Refer to pages x–xi for further information.

Introduction •

Answers

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What would help a target to stand up to a bully and not let him or her have control over the target’s life? (Answers may include: Knowing that bullying is wrong. Knowing other people care, understand and would help and report it. Knowing there are consequences for the bully. Having some good strategies to use when bullied.)

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What are some of the things that would stop a bully from bullying someone? (Answers may include: Knowing others recognise bullying, don’t like it and don’t want it to happen, will help the target, will report the bullying and that the bully will have to face the consequences of bullying. If the target is strong and can’t be controlled. Helping the bully with his or her problems.)

Together, schools, bystanders and targets themselves can do a lot to prevent bullying.

Bullying in a cyber world

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How can we stop it? – 1

Preventing bullying

READ ABOUT IT

Teacher: We all know bullying is bad, so let’s talk about what we can do to stop it.

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Student 2: Yes, I think we could stop some of it if we had some school rules that said everyone had to report bullying.

Student 3: I think it’s important to remember that it’s okay to be different. That would stop some people being bullied.

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Student 1: If we knows it’s happening, then we can all say ‘no’ to bullying and try to stop it together.

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Student 5: They wouldn’t be bullied so much if they looked like they could stand up for themselves or if they have friends around to help them.

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Student 6: But we have to stop bullies who use mobile phones or web sites too. You can’t even see them.

All bullies should really get into big trouble.

Student 7: Yes, but some bullies hate other people because they feel bad themselves. They might stop if we could help them to feel better.

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Bullying in a cyber world

How can we stop it? – 2

Preventing bullying

WRITE ABOUT IT Record your answers after discussing the text on page 71. 1. (a) Which comment do you think would be the best one to use and would work best? Write it in the box.

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(b) Why do you think it would work best?

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2. (a) What are some of the reasons bullies choose particular people to bully?

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(d) Why do you think it wouldn’t work as well as other ideas?

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(b) Make a list of some of the things you could do to stop a bully choosing you as a target. Discuss your ideas first with a partner.

Bullying in a cyber world

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How can we stop it? – 3

Preventing bullying

MORE ABOUT IT What you say and do when someone bullies you can make a big difference. 1. Tick five things to say that you think would be most likely to stop a bully doing it to you again. • Don’t be such a bully!

• Go away and leave me alone!

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• Ouch, you’re hurting me!

• You’re s-s-so m-m-mean to m-m-me.

• You stink, get lost!

• This bullying will be reported.

• I hate you!

• Stop it; I’ll do whatever you want.

• You won’t get away with this!

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• Pick on someone else!

2. It’s a good idea to work out some things you can say to a bully to stop them bullying you again. In a small group talk about then write something clever you could say to a bully who said the following things to you. (a) ‘Hey skinny, you’d better sit down before those stick legs snap.’

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(d) ‘You’re so ugly you’d make a rhino look pretty.’

3. Design a poster about what your class can do to stop bullying. You may like to use the title:

Bullying: no way! R.I.C. Publications® – www.ricpublications.com.au

Bullying in a cyber world

Preventing bullying

Not my business Focus

Answers

•

Page 76

To read and discuss some emails about bullying which identify ways bystanders can and should intervene to prevent bullying

1. (a) Blake (b) Tyler

Teacher information •

There is a great deal other students can and must do to prevent bullying and protect targets from the pain and humiliation it causes.

•

All students need to empathise with targets and understand more about bullying through discussions and role-plays, accept they have a role in supporting targets and preventing bullying and understand that it is acceptable to report bullying.

2. (a) No

(b) She said he was sad and seemed worried. (c) If people know about bullying they can do something about it.

3. (a) He wanted Logan to help Tyler and to report the bullying (b)–(d) Teacher check

Page 77 Answers will vary.

Refer to pages x-xi for further information. Supporting activity •

Introduction •

(e) He should have reported the bullying and told Blake to stop.

Explain that one of the most effective ways of preventing bullying is by reducing a bully’s control over the target. This can be achieved when other students who know it’s happening support the target and report the bullying to an adult. Teachers and parents can only help a target if they know that he or she is being bullied.

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(d) Yes. He was a bully because he did nothing to stop the bullying.

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Targets need to be able to identify bullying behaviours and realise that bullying is wrong, understand that it is acceptable to report bullying, know they will be listened to and action taken when they report bullying, realise they are not alone and that other students understand and will help them, have strategies to employ when bullied e.g. things they can do or say, and appear strong and confident.

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•

Role-play a scenario in which a group of good friends helps someone who is being bullied and makes sure it stops happening.

Why did you have to start reading this page from the bottom? (It started with the first email and then each of the boy’s replies appear on top of it.) Did this make it easier or harder for you to read?

•

What kind of person do you think Ryan was? (Answers may include: kind, considerate, friendly, caring, understanding.)

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Bullying in a cyber world

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Not my business – 1

Preventing bullying

READ ABOUT IT Read the email at the bottom of the page first, then read upwards. Inbox (43 messages) Find New Mail

Send

Get Mail

To: Subject:

Attach

Address

Fonts

Reply All Forward

Ryan Jones You are right, Ryan!

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From: Logan Wright Sent: Wednesday, 24 November 6:10 PM To: Ryan Jones Subject: Training [Scanned]

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I guess you’re right, Ryan. I was being what our teacher calls a ‘bystander bully’. I didn’t think about it. I was just minding my own business. We’ll take him with us tomorrow and look out for him at school. Bullying’s just no good! CU Logan

From: Ryan Jones Sent: Wednesday, 24 November 6:01 PM To: Logan Wright Subject: Training [Scanned]

Hey, Logan, bullying’s everyone’s business. You should know that. If Tyler’s being bullied, you should’ve helped him. Because you didn’t, you’re a bully too. Blake might stop if he knows we’re on to him and we’re both on Tyler’s side and want to help him. We should tell a teacher about it too. Ryan

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From: Logan Wright Sent: Wednesday, 24 November 5:28 PM To: Ryan Jones Subject: Training [Scanned]

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Well, she’s right. Blake’s been giving him a bad time. I’ve seen him pushing him around a bit a few times. He doesn’t like him and thinks he’s a wimp. It wasn’t anything to do with me, but the poor guy looked terrified. Logan

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From: Ryan Jones Sent: Wednesday, 24 November 5:14 PM To: Logan Wright Subject: Training [Scanned]

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I’ll be ready at 6. Mum can bring us home. She asked about taking Tyler. Said his mum’s worried about him. Asked if he’s being bullied at school because his mum said he’s sad and seems worried. I said I didn’t have a clue. Ryan

From: Logan Wright Sent: Wednesday, 24 November 4:24 PM To: Ryan Jones Subject: Training [Scanned] Hey Ryan You right for swimming tomorrow? Mum can pick you up. Can your mum bring us home? Logan

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Bullying in a cyber world

Not my business – 2

Preventing bullying

WRITE ABOUT IT Record your answers after discussing the text on page 75. 1. (a) Who was the bully? (b) Who was the target? (c) Who was the bystander?

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(d) Was the bystander a bully too?

(e) What do you think he should have done to help the target?

2. (a) Did Tyler report the bullying?

Yes

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Explain.

Yes

(b) Why did his mother think someone was bullying him?

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3. (a) What did Ryan want Logan to do to stop Tyler from being bullied?

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(b) Do you think this will work? (c) Why/Why not?

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(d) Have you ever been a bystander to bullying?

Yes

Explain

Bullying in a cyber world

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Not my business – 3

Preventing bullying

MORE ABOUT IT 1. Read these things bystanders might do if they saw someone being bullied. Put a tick or a cross in each box to show if you think it would be a good or a bad thing for them to do to stop the bullying. Tell a teacher .......................................................

Run away ..............................................................

Hit the bully ..........................................................

Call the bully names ............................................

Make fun of the target .......................................

Find friends to help .............................................

Cry ..........................................................................

Tell the bully to stop ............................................

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Teac he r New Mail

Send

Get Mail

Inbox (43 messages)

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2. Write an email from Logan to Tyler. Tell him what you saw happening to him, how you feel about it and what you are going to do now to help him. Find

Attach

Address

Fonts

Reply All Forward

To:

Subject:

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3. (a) Do you think Logan should tell a teacher what’s happening to Tyler?

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(b) Explain your answer.

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Yes

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Yes

(d) Do you think the friends or the teacher will be better at stopping Blake from bullying?

(e) Explain why you think this.

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Bullying in a cyber world

Preventing bullying

Posting information Focus

Answers

•

Page 80

To read and discuss a profile page to identify some of the dangers of posting personal information on a social network site and how to prevent this type of information being used for bullying or to cause harm

Teacher information

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•

In order to prevent bullying of this nature, teachers need to ensure all students are informed about different forms of bullying and how to deal with them; be informed about the different forms of, possibilities for and technologies involved in cyberbullying; and realise cyberbullying between students at home needs to be addressed by parents and the school.

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Schools have a key role in educating students about, protecting them from, and preventing cyberbullying. A mock up of a profile page of a website has been used as a stimulus to raise students’ awareness of the type of personal information that could be used to identify and locate them.

•

All students need to be aware of the need to protect personal details when posting information in chat rooms and network sites, and understand that some forms of cyberbullying are illegal.

•

Targets need to realise they are not alone and that other students understand and will help them, and report and keep any evidence of cyberbullying.

2. (a) Lucy’s (b) No (c) Possible answers include: You should never open mail from people you don’t know. Never arrange to meet someone in real life you’ve met in a chat room; they may not even be a child. 3. (a) Her privacy setting was ‘public’, so anyone could read it. (b) No (c) She could change the privacy setting.

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4. (a) yes (b)–(c) Answers may include: Because they know what she looks like, they could find her at school, at the beach on Saturday, at the riding school on Tuesday after school or at her house. They could also phone her house or her mobile and trick her into saying where she was then meeting her. Page 81

A mock up of a profile page from a web site has been used as a stimulus to raise students’ awareness of the type of personal information that could be used to identify, and an even locate, the user.

•

Students should understand how accessible information they post on a social network site can be to many others, and that there are people who can use this information to identify, possibly harm and/or bully them.

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Discussing the text

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1. (a) Yes (b) No (c)–(d) Answers will vary. (e) No (f) They may not want them posted—they involve personal information. 2. (a) The second text should be ticked. (b) Teacher check 3. Answers will vary.

Supporting activities •

•

What is cyberbullying? Possible answers include: Using the internet or a mobile phone to deliberately cause another person to feel frightened or unhappy; Using technology as a tool for bullying; A way of quickly reaching a very large audience to embarrass a target; Bullying that can be anonymous and is hard to stop.

•

How can you prevent cyberbullying? Possible answers include: Not posting information that identifies you or can be used to reach you; By knowing how to block contacts and ask for help if you get nasty mail; Not opening mail from strangers; Never agreeing to meet an online ‘friend’.

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1. (a) true (b) false (c) false (d) true (e) true

Role-play one person talking with another about what they should do about someone who is cyberbullying them.

o c . che e r o t r s super •

Write a list of dos and don’ts about posting information on a website.

Bullying in a cyber world

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Posting information – 1

Preventing bullying

READ ABOUT IT People can use the internet or a mobile phone to bully others and make them frightened and sad. It is important to stop this from happening to you. You should think carefully before you post any information about yourself.

Privacy setting – Public

Forum Help r o e t s Bo r e p ok Likes u S

Join in!

Swimming at Swansea Beach on Saturday mornings. Horse riding lessons at Broadhurst. Riding to school every Tuesday. Eating strawberries and ice-cream.

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News

Home Back

Alison Harold

(Unknown sender)

Lucy

Age/Gender

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9 / female

Chat:

Birthday

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Darlingham P.S.

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Address

Wendy: Wanna meet at the beach this Saturday?

14 Scott Way Darlingham 2763

Brionny: Happy birthday, Sunday. What u doing?

Phone: 03 847 3126

Mobile: 0455 345 320 email: aharold@speediemail.com

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Bullying in a cyber world

Posting information – 2

Preventing bullying

WRITE ABOUT IT Record your answers after discussing the text on page 79. 1. Write true or false. (a) Alison lives in Darlingham. .................................................................................... (b) Her email address is Alisonharold@speediemail.com. ....................................

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(c) Alison goes to Swansea Beach on Sundays. .................................................... (d) She will be 10 on Sunday. ......................................................................................

2. (a) Whose mail do you think it would be safe for Alison to open?

(b) If Alison didn’t know Wendy in real life, would it be a good idea to meet her at the beach?

Yes

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(e) If someone sent Alison a nasty message she could click on ‘Contact Us’ and ask for help. ...............................................................................................

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4. (a) Would it be easy to find Alison if someone wanted to meet her? (b) Explain one way they could find her.

Yes

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Bullying in a cyber world

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Posting information – 3

Preventing bullying

MORE ABOUT IT 1. (a) Is Alison’s photo clear enough to really see what she looks like? (b) Do you think it’s a good idea to have a clear website photo?

Yes

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(e) Is it a good idea to post photos of some of your friends?

(f) Why/Why not?

2. (a) Tick the advice you think is better.

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(d) How could bad people use your photo?

Yes

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(b) Explain why you chose this one.

3. (a) Have you or someone you know about ever been sent a rude or nasty message? Yes

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(b) Did you/they know who sent it?

Yes

(d) Was this a good thing to do?

(e) What do you think you/they should have done about it?

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Bullying in a cyber world

Glossary advocate/associate

cyber harassment

a person who has not actually observed the bullying, but may suspect it is occurring. An advocate can be very effective in preventing bullying.

a form of cyberbullying whereby a bully sends repeated offensive or nasty messages to a target, usually using personal communication channels such as emails, texts and instant messaging

anxiety a state of worry, distress, nervousness or uneasiness caused by apprehension of danger or misfortune

attachment

cyber stalking the use of the internet or other electronic communications to follow and repeatedly harass and/or threaten another person or group of people, making them fear for their safety

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a document or file (containing pictures, text or video) which accompanies a primary document or email. Basic plain text emails are unable to transmit most viruses, so attachments are often used to do so. Any unknown, unexpected or unsolicited attachments should be deleted without being opened.

cyberspace

the ‘invisible world’ of the emails, computer networks, information resources and websites that make up the internet

denigration

a representation of a person online (in virtual reality). An avatar can be a three-dimensional model (used in computer games) or a two-dimensional picture (commonly used on Internet forums and other online communities).

bashing

internet bashing is a hostile and insulting interaction between internet users, usually occurring in public forums such as discussion boards, chat rooms, game servers or websites. Bashing is sometimes referred to as flaming.

the act of using superior strength or power to intentionally harm, intimidate or humiliate someone who is weaker

bystander

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a person who observes bullying. Bystanders who observe bullying but take no active role in that bullying are themselves classified as bullies if they fail to take any action.

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bystander bully

download

to copy data from the internet to a user’s computer, or from one computer to another

chat facility see ‘instant messaging’

a form of computer-related crime where the internet or computers are used as a medium to commit crime (also called cybercrime)

email messages sent from one person to another (or to groups of people) via computers

emoticon

a representation of a facial expression created by typing a sequence of keyboard characters, to indicate an emotion. For example, :-) denotes happiness and :-( denotes unhappiness. The word is a combination of ‘emotion’ and ‘icon’.

o c . che e r o t r s super

a bystander who is an accessory to bullying by encouraging a bully by, for example, making statements of support, laughing, jeering or mimicking

empathy

the ability to perceive, appreciate and share the thoughts, feelings, or state of another person

exclusion

chat room a site on the internet that allows people in different locations to communicate with each other through typed messages, usually in real time. The discussion may or may not have a moderator.

cyberbullying the use of the internet or other electronic communications to bully another person or persons

a state of despondency where a person experiences feelings such as sadness, pessimism, anxiety, helplessness, worthlessness and guilt

a website, or part of a website, created as a ‘virtual journal’ with entries of commentary, descriptions of events, videos and photos. The word is an amalgamation of ‘web’ and ‘log’.

bullying

depression

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blog

a form of cyberbullying whereby a person posts, emails or texts information (including digitally altered photos) about another person or other people that is untrue or derogatory

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avatar

a form of cyberbullying whereby an individual is excluded from a group, by being knocked off friend lists, left off party invitations or not accepted as a friend in social networking sites

filter a program that processes packets of data (from websites), blocking certain packets and allowing others through, hence restricting or controlling what content a computer user is able to access

Bullying in a cyber world

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Glossary firewall

instant messaging

a system that protects a network from unauthorised users, usually for security purposes

flame war occurs when flaming (see below) develops into a series of heated exchanges repeatedly and personally attacking a person or group

flaming

internet a vast network of computers (academic, commercial, and government) connected internationally through other, high speed computers, allowing electronic communication among millions of computers

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brief, hostile attacks using offensive language towards a person, group or institution, usually in public forums such as chat rooms or websites

game or gaming site

internet acronyms acronyms used on the internet or mobile phones as a method of communication, usually used to save time in preparing messages, such as LOL (laughing out loud) or ROFL (rolling on floor laughing)

Internet forum see ‘message board’

hack

to gain unauthorised access to computer systems in order to steal, change or destroy information

handheld game console

intimidate

to intentionally make another person feel fearful or timid

intranet

a lightweight, portable electronic device with a screen, controls and speakers, such as a Nintendo DS™ or a Sony PSP™

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a website that is itself a game, playground or virtual world. Some games incorporate complex graphics and virtual worlds, where players can chat to and play with other players, while other sites offer single-player games

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real-time text conversations between two or more computer users over the internet. Often users are only able to chat with one person at a time, although a user may chat with multiple friends simultaneously through separate chat interfaces.

a private or restricted computer network belonging to an organisation that is accessible only to its members/employees or other authorised people

a physical assault on an unsuspecting target, often accompanied by verbal abuse, which is usually photographed or filmed using a mobile phone camera. The footage is sometimes sent to others or posted online.

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hard copy

a printed copy of data stored in a computer, or from a word processor

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hit (internet)

identifying oneself to a computer system or network for access or use, usually requiring a password

malware

software created to infiltrate, damage or destroy a computer system, usually without the user’s knowledge or permission. Includes viruses, trojan horses and worms. Malware is short for ‘malicious software’.

o c . che e r o t r s super message board

a request from a web browser for an item from a website. The number of hits made to the web server is sometimes used to measure the popularity of a file or website.

humiliate

a connection between two documents (on the internet)

m . u

a nickname or made-up name an internet user uses when online

to injure a person’s dignity, self-esteem and self-respect by shaming, degrading or embarrassing them

a location on a website where users can post (type) messages that other visitors to the site can read and often respond to. A message board (sometimes called a forum) differs from chat rooms in that messages are not shown in real-time.

minority

a group of people who differ (culturally, racially, religiously or ethnically) from the larger group it is part of

identity theft/impersonation a form of cyberbullying whereby a bully gains access to another person’s (the target’s) accounts (or creates accounts using the target’s personal information) and communicates inappropriately or rudely with others from that account

mobile internet-enabled devices mobile devices such as phones, laptop computers and game consoles that are able to access the internet

netiquette short for ‘network etiquette’, it is a code of appropriate and courteous online conduct

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Bullying in a cyber world

Glossary online forum (newsgroup)

tag (social networking)

an internet-based discussion, usually requiring subscription, where users can read and reply to others’ posts about a particular topic

outing

to attach the name of a friend to a picture or video on a social networking site, so that person and his or her friends receive a link to the picture or video

target

a form of cyberbullying whereby personal or embarrassing information about a person is shared with people the information was never intended to be shared with

a network that allows users direct access to each other’s computer hard drives to share files, rather than through a central server or website. Any information in a shared folder (even that of a personal nature) can be accessed and used by anyone using the same P2P software.

a form of cyberbullying whereby a person is tricked into revealing personal or private information about themselves, which is then shared with others

the use of electronic communications to obtain private or sensitive information (such as usernames, passwords and credit card details). It can be done by masquerading as a trustworthy entity (such as online banks), usually by email or instant messaging.

trojan/trojan horse

computer software that appears to perform a desirable function but actually performs another, such as transmitting a virus

troll

a person who posts controversial, inflammatory or off-topic messages in an online forum or chat room with the intention of aggravating, offending or baiting other users into an emotional response

upload

self-confidence

a measure of a person’s belief in his or her own abilities, judgement or power

to transfer or copy a file or other information from a computer to a larger system, such as from a personal computer to a network (for example, putting a video onto YouTube™)

self-esteem

server

a computer and/or program that holds large amounts of information for one or more websites and streams it to users when requested via a network

an internet site that allows users to upload (q.v.) and share videos for others to view online

virus

sexting

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the act of sending or receiving sexually explicit messages, videos or photos electronically, usually between mobile phones

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social networking site

a software program designed to infect, destroy or interfere with a computer or a computer’s software. A virus can copy itself and be transmitted between computers via networks or removable storage (such as CDs and USB drives).

o c . che e r o t r s super

a website (or service) designed to build social networks among people, allowing them to communicate and share ideas, activities, events, and interests. Users usually have a profile or other representation with some personal details and social information.

spam

the address of a web page or resource on the internet. It is an initialism from ‘uniform resource locator’.

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a person’s sense of his or her own worth; an evaluation encompassing beliefs and emotions including pride and shame

wall

a section of a profile (such as on a social networking site) that acts as a public writing space, where anyone viewing the profile can leave or read messages

web page

unwanted email, especially commercial or advertising material, sent in bulk to many recipients

a document or page of information within a website on the World Wide Web

website

spyware software installed on a computer without the user’s knowledge, that collects pieces of information about the user/s and sends it back to another source. Spyware can also take partial control of the user’s computer, and can be difficult to detect.

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trickery

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peer-to-peer (P2P) networking

phishing

a person who is the subject of the bullying

a collection of interlinked pages, images and other files available from the same URL (q.v.), published on the World Wide Web

wiki a website that allows users to add and edit content collaboratively

Bullying in a cyber world