An Exchange of Thoughts and Supports on the Topic of Cyber Bullying
Contents - YEU - CoE / EYF - Introduction - Why Do Cyber Bullies, Bully - Case Studies - Empowerment - Resources
Editors: Daniel John Carter Anthony Burrowes
This publication has been developed as part of the training course “Stand up against bullying NOW� held in Yerevan, Armenia in May 2018. The content has been developed together with participants of the training course. Project has been organised and implemented by Youth for Exchange and Understanding and Armenian Progressive Youth with support of European Youth Foundation.
About Youth for Exchange and Understanding YEU is an ENGO currently present in 27 countries led by and for young people, promoting importance of active participation by using non-formal education (NFE) as a tool in order to provide knowledge, skills and intercultural experience for personal and social development through promotion of peace, solidarity, understanding and cooperation between the young people of the world, in a spirit of respect for human rights. Our vision is world united by shared values of peace, understanding and respecting the differences and human rights of each living being. All YEU activities happen in accordance with the values of non-discrimination, (regardless of age, gender and sexual orientation, social and cultural background, political or religious belief), volunteering, respect for human rights and environmental awareness and care. YEU is full member of European Youth Forum and Lifelong Learning Platform. We base our work on NFE methodology, intercultural learning.
More about YEU: www.yeu-international.org
About Armenian Progressive Youth Armenian Progressive Youth (APY) is a non-profit, non-political youth organization aiming to support, inspire and engage young people from Armenia and all over the world to develop their social leadership skills, to take their civic responsibility and to act as change-makers. Through different projects, initiatives and non- formal education tools we help young people to succeed, ensuring that they develop the knowledge, skills, attitudes and competences to fit to the modern world. We believe that progressive, educated, skilful, open-minded and engaged young people possess all the power to become actors of change in Armenia and beyond because youth is not the future but the present!APY actively advocates and works for gender equality in Armenia and in the whole region. In 21st century’s Armenian women still experience domestic violence which takes a form of psychological, physical and sexual abuse. This is coupled with widespread gender based selective abortions. At the same, time in APY we are concerned that the word “gender� becomes an adjective to describe anything perverted and sinful, anything aimed to undermine traditional values and families. There is an obvious lack of knowledge especially amongst youth in this field and one of APY priorities is to fill this gap.
More about APY: www.apy.am
3
About European Youth Foundation: The European Youth Foundation (EYF) is a fund established in 1972 by the Council of Europe to provide financial and educational support for European youth activities. Only youth NGOs from Council of Europe member states, as well as the European Cultural Convention Signatories: Belarus, Kazakhstan and the Holy See, can apply to the Foundation. It is a division in the Youth Department of the Council of Europe’s Directorate of Democratic Participation, Directorate General of Democracy. The mission, roles and responsibilities of the Directorate of Democratic Participation: Rooted in the European Cultural Convention, the mission of Directorate of Democratic Participation is to enable Europe’s citizens to participate effectively in today’s diverse and complex democratic societies. It encourages active and responsible citizenship by empowering citizens to contribute and develop a sense of ownership over the activities of decision-makers and institutions. A number of Partial Agreements also contribute to strengthening member States’ commitment in these areas. The European Youth Foundation is an instrument: • to make the voice of youth heard at a top decision-making level; • managed by both youth non-governmental organisations and government representatives who decide and monitor the CoE Youth Programme • to support European non-governmental youth organisations and networks; • to promote peace, understanding and respect.
4
About the project Europe has become more cosmopolitan due to constant migration within the borders of a country or from abroad for many reasons. People sometimes get false opinion of certain people or groups from unchecked media tools, and they tend to commit hate crimes or bias/hate incidents. When prejudicemotivated adults raise children, they inevitably turn into harsh bullies who cause discomfort and injury to their peers just because they belong to different ethnicity, language, race, nationality, religion, physical appearance, gender identity or sexual orientation. From another side there are a lot of activities focusing on campaigning and raising awareness for the problem of hate and bullying, but there is not a lot of competent educators and youth workers who deal with youth who was already a victim of hate and bullying. With this project we wanted to address this need and build up competences for youth workers and educators to be able to provide the psychological support and empower youngsters to empower them re-integrate actively in the society. What encouraged us to come up with another original project about bullying is that as long as the problem seems unsolved it means there is not enough research done nor any effective projects to promote anti-bullying well enough. With a more developed perspective on the matter, we hope to deploy activities and raise awareness to fight with every rampant form of bullying through our project. The aim of the project was to equip youth workers and educators with a set of competences to provide support and work with young people who have faced hate and bullying for their empowerment and re-integration as active stakeholders in the fight against for human rights, tolerance and understanding. The main objectives were: • To provide space for youth workers and educators to share practices for working with young people who have faced stress, bullying and hate • To explore different competences and theories for empowerment and re-integration of young people who have been targets/victims of hate and bullying • To train educators and youth workers to take an active role in working with, and empowering young people who have been targets/victims of hate and bullying The main outcome of the project is the compendium of good practices in front of you.
5
Introduction A training course on the topic of cyberbullying in Armenia took place on the 18th to the 25th of May with young people from a number of different countries across Europe. The training course focused on introducing the group to the topic of bullying, cyberbullying and came up with ways in which they could tackle/ change cyber bullies in their realities. Like many, the participants found the topic challenging as there are many ways to view cyber bullies and the fact that cyber bullying is such a new concept. The topic of bullying is not a new one, since the beginning of time bullying has existed. People have used it to show their superiority, to hide their lack of confidence or to hurt someone who is different from themselves. There are many reasons why people have bullied and there is an infinite number of ways in which a person can bully. Since the emergence of the internet, bullying has found a new home. Cyber bullying emerged and has grown a huge amount, largely unchecked over the last decade. Cyber Bullying is anything offensive, humiliating, threatening or abusive that is directed at you in an electronic form of communication. This includes: text, email, Snapchat, Facebook, Twitter, WhatsApp, instant messaging, and online games, etc. Examples of cyberbullying include: - Nasty messages online or on the mobile phone; - Comments on your posts or posts about you; - Being excluded from online groups and forums; - Embarrassing photos being put online without your permission; - Rumours and lies about you on a website; - Offensive chat on online gaming; - Fake online profiles being created with an intent to defame you. This compendium focuses on the psychology behind (cyber) bullying, explore some case studies that look into the world of cyber bullies, and also looks at strategies that can be used to manage certain styles of cyber bullies. It proposes some methods of empowerment and resources that can be used to further the discussion and knowledge of the topic of cyber bullying.
6
Why Do Cyber Bullies, Bully? A study done by Slonje et al. 2013 found that individuals who are cyber bullying are often victims of bullying themselves. Unable to retaliate face to face, they turn to cyber bullying where they can hide behind a veil of anonymity and feel protected. Another study by Varjas et al. 2010, found that motives were classified as either external or internal for a high school cohort contributing to cyber bullying. Internal motives were; - Revenge - Boredom - Jealousy - Trying out a new persona - Redirecting feelings. External motives were classified as; - No consequences - Non-confrontational - The target was different in some way such as appearance. It was found that internal motivations tended to predict cyberbullying more than external. Studies have also demonstrated that individuals who are cyberbullying are more likely, than traditional bullying, to continue their bullying for extended periods of time, mostly due to the lack of feedback from actually being in the presence of the victim.
7
Understanding Bullying Through Expression Taking a purely analytical approach in understanding bullying, and its impact on young people and society gives only part of the picture and limits understanding. Using expressive and artistic approaches can provide alternative insights into the implications of bullying as a whole. This chapter will share one of the main activities of the training course, one which utilised several different artistic approaches; drawing, poetry, collage work, and creative building.
Share and Share Alike The aim: The aim of this activity was to provide a space for the participants to share their experiences of bullying in a safe and secure space. It provided the opportunity for the participants to learn from each other about all the different situational contexts where bullying can occur and support them in discovering alternative viewpoints about bullying. Timing: 2 to 2.5hrs Group size: Maximum 6 persons per small group Activity steps: There are four stations that need to be marked out in the working space; 1. The Bully 2. The Bullied 3. The Environment 4. The Outside Reaction The group is then divided into four with each group starting at a different station. The groups rotate to a new station every 15min and have a set of instructions to follow at each station. Station instructions: 1. The Bully Each individual group member draws a picture of a ‘bully’ What they think a bully looks like, what a bully is, how they act, behave, etc. They then present this image to each other inside their small group 2. The Bullied Each individual group member writes a short poem about someone who is bullied It can be about themselves or someone else, however they feel They then read that poem to the rest of their group and provide any explanation (as much as they feel they can or want and still maintain a sense of safety)
8
3. The environment Each group makes a collage out of old magazines and newspapers about the type of environment which allows or encourages bullying to exist At the end of the rotation they present this to the rest of the whole group and explain what their collage means The outside reaction 4. A number of objects are on the table Each group makes the ‘perfect reaction’ of a youth worker, facilitator, educator, or teacher, etc. to an incident of bullying This will be presented to the rest of the whole group at the end of the rotations and explained – what it means and why for them it is the perfect reaction
The Bully – Drawing
The Bullied – Poems
9
Sell all hate speeches Truth to nature friendly Otherwise we will forget world peace Peace is everyone at everywhere Clouds are gathering Getting ready to poor the rain all over me It has started Each raindrop touching my skin For some reason All I feel is pain and ache The clouds are getting darker And me smaller Trying to hide from the rain Covering my skin Down on my knees Begging to ne heard by ‘God’ Saying “help me, I am just like you…” B – be yourself till the end U – you will find like-minded people and friends L – love your life, enjoy the day L – love in your heart will show you the right way I – I don’t know who are you or they E – endless I respect, listen, say D – don’t give up Why Me? Why me? You say you like me But behind my back you speak of me and I am not free Why me? You know what I have dealt with Yet you make me feel like filth Why me? You never tried to understand Or give me your hand So here I am at the end of my fight I have given it all my might But that is still not enough And it’s been really tough Why me? I am about to give up Help me!
10
Case Studies During formal and informal sections of the training course the participants discussed personal and anecdotal stories of young people who were being bullied. These storied were discussed looking at how best to support the young person who was being cyber bullied. As cyber bullying is a unique experience that can affect young people in many different ways, it was felt that it is important to highlight examples of the discussions the participants had in the training course. The following three stories with the suggested strategies were developed by the participants. They are included in the compendium to raise awareness among youth workers and young people to the strategies that can be employed to challenge the bully/s. Sometimes it can be difficult to approach the topic with a young person who has been cyber bullied as you do not know exactly what they have been through and therefore how much you can open the subject before it needs appropriate professional help. These case studies, plus continued open and honest conversation, can support youth workers and young people when approaching the topic. These case studies can help us to be more conscious of what to consider if and when a young person is being cyber bullied.
Case Study 1 – The New Kid at School The Situation Henry was a shy 15 year old boy who recently arrived to a new school from another country. One day as he was browsing a social media site he came across a page about the school with pictures of students, including one of him labeled “The Fat Nerd.” Upset, he posted a reply expressing his dismay. The postings became nastier, and soon some students were making loud comments in the lunchroom and on the playground. A teacher overhead some of the names, and asked Henry what was going on. He described the social media page and the cyberbullying. What Worked The school, which had trained its teachers and had a zero-tolerance policy on bullying, responded quickly. They identified the ringleaders, and with the help of their parents, had the creator of the unauthorized school page take it down from the social media site. School officials hosted sessions for parents and students about cyberbullying and how to prevent it. What Didn’t Work Henry had to endure many weeks of feeling humiliated and hurt before anyone realized what was going on. His parents didn’t even know because Henry was too embarrassed to tell them. It will take the still-shy teen a long time to regain his confidence.
11
Case Study 2 - The Image that Travelled The Situation Jasmine (18) had been in a relationship with Sebastian (17) for the past three months. They would regularly see each other, but a lot of their conversation would be on social media. They would use snapchat to share with each other what they were up to when they were apart. Some conversations would turn erotic in nature and send snapchats of each other naked. Instead of letting the image disappear, Sebastian would screen shot naked images of Jasmine. After a few months the relationship broke up and things turned nasty. Sebastian had shared the images of Jasmine to his friends. Now the images had gone around their community. Jasmine found out and immediately told her best friends. Her friends encouraged her to go to her parents and even the police. What Worked Even though Jasmine was going through a traumatic event she had someone that she trusted that she could turn to. The advice that her friends gave her was important, as Jasmine needs a lot of support to get through this event and also to reduce the amount of people seeing the image. What Didn’t Work Jasmine should have been more mindful that images that are being saved on someone’s mobile device could be shared. It is important for Jasmine to protect herself before anything happens. Jasmine and Sebastian could have had a conversation about the images before sharing sexualised images with each other.
12
Case Study 3 - Workplace Bullying The Situation Simon started a new job recently, in a large multinational company with over 1500 employees. In Simons department there are just over 50 staff. They all seem friendly and easy to get along with and he hears people joking throughout the day. Soon after Simon started working in the company he began to get friend requests from a number of people that say they work in the company. Simon agrees to accept these requests. Weeks pass and Simon notices negative personal comments that he had only shared with his direct team appear on his social media. Simon does not know what to do especially when the people that he is directly working with seem to be nice and easy to get on with when he is speaking directly to them. What Worked Simon makes copies of the negative comments that he received on social media as a collection of evidence. Simon unfollows the people that were sending these ‘bullying’ comments from his social media account and Simon contacts the Human Resources department and raises the concern with them. What Didn’t Work Simon tells the group at work about the negative interaction and that he would like it to stop. Simon retaliates with his own dialogue of negative comments which only increases the hate speech. Simon begins to ‘over react’ and becomes verbally violent. Later Simon is called into the Human Resources department with a complaint about him saying that he has engaged in verbally violent comments on social media to staff in the company. Simon was given a verbal warning for his conduct towards other staff.
13
Superheroes Combating Cyberbullying: The powers required to combat cyberbullying are vast and extensive as well as ever growing as the digital cyber world is ever changing and evolving. To understand the powers needed, it is useful to experience the process of cyberbullying itself as an outside observer or ‘external reactor’. An activity was developed by the trainer team to try and simulate such a situation.
Challenging the Bully The aims: The aim of the activity is to simulate a young person being cyberbullied online and provide space for the participants to react to the situation in a way they believe to be appropriate. Timing: 2hrs Group size: 20 to 30 people maximum Activity steps: The participants are informed that a live online bullying incident is happening right now. They are required to respond to it and come up with different ways and approaches to deal with the situation. The simulation cyberbullying is targeting one person through a number of different online tools. A real person will be acting as the bullied and another will be acting as the bully(s). A set of background stories and situation for both are provided. The participants have a number of set ways, which are provided, for dealing with the bullying. These include, challenging the bully(s) directly, reporting to the relevant social media site, reporting to the authorities, and or directly supporting the bullied person. The participants are divided into small groups and the cyberbullying immediately commences. The actors (bullied and bully(s)) are in a remote location away from the groups. The bullying is happening live on the various social media indicated in the Context and Background section. At the end of a fixed period of time the simulation is closed and an analytical debrief is conducted with the whole group. This must start with a de-roleing exercise. The participants should be led to reflect on the processes that took place in the bullying incident in order to better understand the actions that they took and the consequences of those actions. An additional exercise after the debrief can be to work on developing best practice strategies as a result of the learning from the debrief. This can also be built on in order to identify the competences and individual needs to make constructive and helpful interventions in cases of cyberbullying. These competences can then be interpreted as the powers of a super hero, the powers required to tackle instances of cyberbullying. In this context the competence is made up of three parts, knowledge, skills and attitude/emotions.
14
They can be for example: Attitude/Emotions; - Empathy - Sensitivity - Emotional Intelligence - Kindness Knowledge; - Human Rights - Internet Law - Conflict Resolution - Basic Psychology Skills; - Multitasking - Communication - Self-Reflection - ICT Competence Materials: Each group must have at least one laptop, smartphone or tablet to work with Context and Background stories: Bullied Person Geoff Isaki is 17 years old and from Cair in Macedonia. His family is ethnically Albanian and are practising Muslims. Geoff enjoys American music such as Pink, Drake, Ariana Grande and Camila Cabello. Geoff is a homosexual and his immediate family accept this, but it is hidden from the rest of the family and family friends. A small group of Geoff’s close friends know that he is homosexual. Geoff is an artist and hopes to make his way into the world of fashion, his main interests in art are body painting, shoe design and African clothing. Geoff is quite open about his sexuality online but goes by another name ‘Jimmy Kitten’. Online he is an advocate of LGBT rights, anti-fascism and minority rights. He is a member of a number of LGBT groups and likes a number of similar pages. He also posts a lot of his art and design online. Geoff has Snapchat, Instagram, Facebook, Twitter and Grindr / Tinder. Bullies The Bullies are a group of young people who live locally to Geoff, they recently found out about Geoff’s alter-online-ego and find it very funny. These people are quite nationalistic and anti-LGBT as well as quiet religious. They want to attack Geoff online and expose who he is. Context In Macedonia there are no government restrictions on access to the Internet or credible reports that the government monitors e-mail or Internet chat rooms without judicial oversight. Individuals and groups engage in the peaceful expression of views via the Internet, including by e-mail. The constitution provides for freedom of speech and press; however, the government does not
15
always respect these rights in practice. The law prohibits speech that incites national, religious, or ethnic hatred, and provides penalties for violations. In November 2012 the defamation, libel and slander laws were decriminalized. Editors and media owners expressed concerns that steep fines under the revised law would cause self-censorship. The law prohibits arbitrary interference with privacy, family, home, or correspondence, and the government generally respects these prohibitions in practice. Reporting forms - Reporting to Social Media; All social media platforms have their own methods of reporting what may be considered against the rules. The sheets for doing this in the simulation are attached below - Reporting to Authorities: All authorities have their own methods of reporting what may be considered against the rules. The sheets for doing this in the simulation are attached below
16
Empowerment The phrase empowerment, in terms of bullying, refers to ways in which a person who is being bullied gets the support that they need to stop the bullying. This section of the compendium focuses on the steps that someone can take if they are being effect by bulling and cyberbullying. “People will forget what you said, people will forget what you did, but people will never forget how you made them feel” Maya Angelou During the training course the word empowerment was used in a way to support a young person who was being cyber bullied or had been affected by cyberbullying. The participants felt that even though every effect of bullying is individual, the basis of a strategy for support should begin with empowerment. Empower the bullied (traditional method) There has been a lot written about the traditional method of bullying. There are many ways people try to empower the bullied to deal with the bullying. Below is some advice that you may consider if you or someone you know is being bullied. The tips below can also be used to engage in further conversation with groups about overcoming bullying: - Try to stay calm This tip is easier said than done, but the more you react the more the bully will feed and build confidence. Staying calm has the potential to blow out the steam of the bully; - Understanding the bully There are many reasons why people bully. Bullying can be a learnt behaviour, more often than not, bullying can be a way that a person copes with stressful situations and it may be learnt from abuse or prejudice-based attitudes at home. Often people who bully are currently or have at some point been bullied themselves. Other reasons for bullying include jealousy and insecurity. We know this because we work extensively with people who bully to help them understand and overcome their behaviours. If you are being bullied, please do not be a victim, understand that you are NOT the problem; - Brush it off with humour Not letting the bully know that they are getting to you can be the biggest power you have. Showing them you don’t care may discourage them and may even make them bored of doing it in the first place; - Avoid ‘problematic areas’ Avoiding bullying ‘hot spots’ for a while has the potential of reducing the effecting of the bullying and may stop the bully from bullying. This is a short-term solution especially if the ‘hot spots’ are places the bullied would have gone to regularly. If that is the case then move onto other solutions quickly, as a bullied person should not have to change their regime for a long period of time; Talk to someone ‘get help’ - Remember is not your fault, and you don’t have to go through the bullying alone. Talk to someone that you trust about what is going on. This can relieve your stress and with the support you will be able to work on a plan of action.
17
- Tell them to stop This advice can be useful advice on some occasions. Telling someone to stop can change the way a person reacts and can help the bully re-evaluate why they began bullying in the first place. If this does not work the way you wanted it to, tell someone that you trust what is happening; - Don’t become a bully yourself It is certainly important to protect yourself if you are every bullied. While protecting yourself you have to be aware of your own power and make sure that you don’t become a bully. It is important to control the situation and not to over power the situation.
Empower the Cyber Bullied For most people now navigating the online world is not a new experience. We use social media on a daily basis, from helping us get up in the morning, to linking in with distant friends. What we are not used to and what we should never have to get used to is cyber bullying. 1 in 5 people have been affected and some don’t know how to get through it. Like traditional bullying it is not simple to get through, below are some tips and guidelines for overcoming cyber bullying: - Know that it’s not your fault What people call ‘bullying’ is sometimes an argument between two people. But if someone is repeatedly cruel to you, that’s bullying and you mustn’t blame yourself. No one deserves to be treated cruelly; - Don’t respond Sometimes a reaction is exactly what the aggressors are looking for because they think it gives them power over you, and you don’t want to empower a bully. Don’t feed the trolls, commenting and showing the frustration or anger can feed the bully and give them energy and material to continue with; - Don’t Retaliate Even though the temptation maybe strong, retaliating or getting back at a bully turns you into one. If you have to react, stay positive. Use humour to disarm and distract the bully; - Save the evidence The only good news about bullying online is that it can usually be captured, saved and shown to someone who can help. You can save that evidence in case things escalate; - Tell the person to stop This is completely up to you – don’t do it if you don’t feel totally comfortable doing it, because you need to make your position completely clear that you will not stand for this treatment anymore. You may need to practice beforehand with someone you trust, like a parent or good friend; Reach out for help – especially if the behaviour’s really getting to you - You deserve backup. See if there’s someone who can listen, help you process what’s going on and work through it – a friend, relative or maybe an adult you trust;
18
- Use available tech tools Most social media apps and services allow you to block the person. Whether the harassments in an app, texting, comments or tagged photos, do yourself a favor and block the person. You can also report the problem to the service. That probably won’t end it, but you don’t need the harassment in your face and you’ll be less tempted to respond. If you’re getting threats of physical harm, you should call your local police (with a parent or guardian’s help) and consider reporting it to school authorities; If someone you know is being bullied, take action! - Just standing by can empower an aggressor and does nothing to help. The best thing you can do is try to stop the bullying by taking a stand against it. If you can’t stop it, support the person being bullied. If the person’s a friend, you can listen and see how to help. Consider together whether you should report the bullying. If you’re not already friends, even a kind word can help reduce the pain. At the very least, help by not passing along a mean message and not giving positive attention to the person doing the bullying.
How to be an upstander An upstander is the opposite of a bystander. It is a person who stands up to the bully and supports the person who is being bullied. This is a very powerful, courageous thing to do. It takes a lot of bravery to stand up to a bully and support the person who is being bullied. The worry maybe that you will be bullied if you react, or if you try to support someone you may make things worse. It is important to always protect yourself when you are supporting someone, but that should not stop you from supporting someone whether your on the internet or if it is traditional bullying. Here are some tips that can help you be a good upstander: - Post comments of support If you see negative posts / pictures on a social media account, it is important to provide supportive comments. This shows that the person receiving the comments / pictures they are not alone. It may give them the confidence to take steps to find support elsewhere; - Tell someone It is important to make sure that you do not let the cyber bullying happen on the internet without someone in authority knowing. The person being bullied may not have the confidence or be ready to share this information. If you feel it is serious, then tell someone in the community in an offline structure; - Use the tools available When or if you see negative comments that could be viewed as cyber bullying, use the complaints procedure on the social media platform. Do not assume that someone else will do it because you don’t have enough time, make the time. It is power by numbers and the more people who report negative comments / cyber bullying, the more likely it will be for the posts to be taken down.
19
Action Plans A good way to use these tools and ideas and move forward in the fight against Cyberbullying is too develop action plans, these can be detailed or vague depending upon the situation at hand, yet can provide directional insight to help develop effective impact. Action plans can come in many forms, shapes and sizes. However, below are number of examples developed on stated training course which involve simply following the step by step method: - What would you like to do? - What / whom is the target? - How / implementation? - Where and when? - Resources? - Indicators of success? As a result of this training course, participants proposed the following: - A training course for bystanders - Adaption of the case studies to be used by own organisation – particularly with reference to young people being bullied and specifically LGBTQI community young people - Develop training courses to help bullied young people from disadvantaged backgrounds - Training course on identity and understanding bullying to be conducted with young refugees - Workshops in the organisation for young people to explore the topic of bullying - Developing a campaign against cyberbullying through videos/social films, targeting all potential groups related to cyberbullying
20
Resources It is important to keep up to date and informed on a topic such as cyber bullying especially because it is continuously changing. This section is a selection of useful videos, resources, and websites that are updated on a regular basis. Each link gives you an opportunity to keep up to date with new information around the topic of cyberbullying with resources to support and generate conversation with the young people that you work with.
Videos on Bullying https://www.youtube.com/watch?v=sa1iS1MqUy4&t=428s About Important Notes This is a spoken word poem from a performer called Shane Koyzan. That poem is titled ‘To This Day’ The poem goes through typical reasons why people bully, the reactions that some people have to bullying and also how powerful people are. This poem can be shown to a group who is doing a workshop on bullying. This poem can be used as a conversation piece with young people https://www.youtube.com/watch?v=lrJxqvalFxM&t=5s About Important Notes This is a short video by an LGBT youth organisation BeLonG To. It looks at the topic of bullying in formal education and how it is important to ‘stand up against homophobic and transphobic bullying’ T h i s short video is a great way to introduce a conversation around the LGBTQI+ community and how we can support them and be good allies. https://www.youtube.com/watch?v=5H8RnV9b_cY About Important Notes This short film focuses on the effects of physical bullying and the possible repercussions of bullying if a person does not seek help and talk a significant adult in their lives. The video looks at the stark realities of bullying. This video should be watched with caution.
21
Videos About Cyber Bullying https://www.youtube.com/watch?v=Dt9GwmOWoqo About Important Notes This video looks at cyber bullying in the video game culture and how it has become so normed within the community. The video promotes positive steps that can be taken to reduce the amount of negative effects of cyber bullying in the community This video provides a brief introduction to the gaming community and the negative effects of cyber bullying within it. It is a good conversation starter and provides possible actions if a group were thinking of doing a campaign on this topic. https://www.youtube.com/watch?v=Py4C67OUO1o About Important Notes This feature length film looks at how we share information online and how it can be easily used against someone. This film also looks at the theme of the bully, bullying a bully and if one can out weight the other. This film has very mature content and should not be watched without supervision. Thought this film is over an hour and 30 minutes long it can create a conversation and action around data protection and the idea of fake news. The link provided is a trailer. https://www.youtube.com/watch?v=E0WbSOpIlqY About Important Notes This video is a visual case study of a person being cyber bullied. It is short video with a positive outcome. It comes from an Austrailian organisation: www.reachout.org This is a great conversation start for a group to come up with their own solution to support someone being bullied.
Websites https://www.coe.int/en/web/portal/council-of-europe-and-internet About Important Notes This is a very comprehensive website on all of the supports available within the Council of Europe focusing on human rights, hate speech and cyber crime. This website is regularly updated. Ver y detailed website on the importance of safeguarding human rights online. https://www.webwise.ie/ About Important Notes This website provides information, advice and free education resources addressing a range of internet safety and concern. Webwise offers advice and support for young people, teachers, youth workers and parents. This website does not just focus on cyber bullying, but provides a number of resources dedicated to cyber bullying.
22
https://www.ditchthelabel.org/ About Important Notes Ditch the label is an international anti bullying website. It focuses on more then just cyber bullying but has an extensive amount of information focusing on just cyber bullying The website is trendy and easy to navigate. It works on a number of campaigns; most of these campaigns look at elements of social media and the effects of these social medias. https://stompoutbullying.org/ About Important Notes STOMP Out Bullying™ is the leading national nonprofit dedicated to changing the culture for all students. It works to reduce and prevent bullying, cyberbullying, sexting and other digital abuse, educates against homophobia, LGBTQ discrimination, racism and hatred, and deters violence in schools, online and in communities across the country. Stompoutbullying is a US based website that looks at spreading information and support to all parents and young people.
Other Resources http://www.connectsafely.org/ About ConnectSafely is a Silicon Valley-based NGO dedicated to educating users of connected technology about safety, privacy and security. You’ll find research-based safety tips, parents’ guidebooks, advice, news, a blogging community and commentary on all aspects of tech use and policy. http://mediasmarts.ca/cyberbullying/resources-teachers About Mediasmart.ca home to one of the world’s most comprehensive collections of digital and media literacy resources. https://www.tes.com/articles/cyberbullying-teaching-resources About This resource focuses on formal education, but a lot of learning can be taken and altered to fit the non-formal education setting. https://www.parents.com/kids/problems/bullying/the-best-online-resources-to-stopcyberbullying/ About This resource focuses to support parents and guardians of those who are being cyber bullied.
23
Appendices Challenging the Bully X Police Report Form
Police Report: Date: Description of Incident:
Where & When: Full Name: Telephone: Email: Address:
ID Number: Signature................................
Date:
Receipt: Officer: Station: Signature................................
Date:
24
Challenging the Bully X Facebook Report Form Type of Incident: Date: Evidence: Hate Speech Sexual Verbal Abuse Racial Abuse Xenophobic Religious Intolerance Homophobic Transphobic Anti-Semitic Other:
Whom: Where: How:
Name:
Telephone:
Email:
Date of Birth:
Gender: M/F/Other
Address:
Did the attack break Facebook’s quality standards? If Yes, How: Please highlight how the post breaks the Facebook use agreement: Are you the victim? If so, How? If no, who is the person that was attacked and how do you know them? If no, have they given consent for you to report this? Have you reported this abuse more than once? If yes, please attach a copy of the last report form? Have you report this attack to the authorities? If yes, when? If yes, what was their response: Other Comments: Thank you and please send this by email to the relevant email address. The Facebook Team.
25
Yes/No
