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Joining forces to Combat Cyberbullying in Schools

  • Chapter 1: Introduction
    • 1.1 Cyber Bullying as a rising problem
    • 1.2 Our Commitment: Learn to trust!
    • 1.3 Our Approach: The change starts from me!
    • 1.4 Our Project: Joining Forces to Combat Cyberbullying in Schools
  • Chapter 2: Young People and Social Media
    • 2.1. How social media is changing the world?
      • 2.1.1 What is social media?
      • 2.1.2 Social media in numbers
      • 2.1.3 Changes (in everyday life, worldwide, future)
    • 2.2. Influences of social media
      • 2.2.1 Influences on people as individuals
      • 2.2.2 Influences on society
    • 2.3 Young people and social media
      • 2.3.1 Changes that effect young people
      • 2.3.2 What needs of young peoples are beeing met on social media?
  • Chapter 3: Cyberbullying
    • 3.1 What is What in Cyberbullying?
      • 3.1.1 Bullying and cyberbullying
      • 3.1.2 Bullies, targets and bystanders
      • 3.1.3 Preventative measures and strategies
      • 3.1.4 Online safety
      • 3.1.5 Digital citizenship
    • 3.2 How is Cyberbullying Different from ‘Traditional’ Bullying?
    • 3.3 Dynamics of cyberbullying
      • 3.3.1 How does cyberbullying begin?
      • 3.3.2 What happens next?
      • 3.3.3 How does cyberbullying end?
    • 3.4 Who is At Risk?
      • 3.4.1 What puts someone at risk and what protects them?
      • 3.4.2 What are risk factors and protective factors in cyberbullying?
    • 3.5 Types of Cyberbullying
    • 3.6 Case studies
      • 3.6.1 How to use case studies
    • 3.7 Case study 1: Ashley’s new website, unknown to her
    • 3.8 Case study 2: Nude photo leaked online
    • 3.9 Case study 3: Emails from an unknown sender
    • 3.10 Case study 4: Hateful texting
    • 3.11 Case study 5: Rumours and exclusion
    • 3.12 Case study 6: The New Kid at School
    • Literature
  • Chapter 4: Addressing Cyber Bullying in Schools
    • 4.1 General Guidelines
      • 4.1.1 Knowledge and competences
      • 4.1.2 Proactive policies, plans and practices
      • 4.1.3 Collaborative school-family-community partnerships
      • 4.1.4 Social environment and school culture
    • 4.2 Supporting School Staff
      • 4.2.1 Recognizing Incidents of Cyberbullying
      • 4.2.2 Assessing the Incident
      • 4.2.3 Responding to Cyberbullying Incidents
      • 4.2.4 Supporting the victims
      • 4.2.5 Investigating
      • 4.2.6 Working with the cyberbullies
      • 4.2.7 A strategic approach
    • 4.3 Case Studies
      • 4.3.1 Case study 1: Sara, 14
      • 4.3.2 Case study 2: Tom, 15
      • 4.3.3 Case study 3: Tina, 10
    • 4.4 Legal Considerations in Combating Cyberbullying
      • 4.4.1 A sampling of cyberbullying laws around the world
      • 4.4.2 Applicable legislature
      • 4.4.3 Mandated reporting
      • 4.4.4 Social Media Rules and Terms of Use
    • Literature
  • Chapter 5: Our approach
    • 5.1 Measures on Different Levels
    • 5.2 Our Philosophy
    • 5.3 Measures
  • Chapter 6: Awareness Raising
    • 6.1 Meeting with students 1
    • 6.2 Meeting with students 2
    • 6.3 Meeting with Teachers
    • 6.4 Meeting with Parents
    • 6.5 Activity Suggestion: Bullying – Gray area – No bullying
  • Chapter 7: Bullying intervention tool: the No Blame Approach
    • 7.1 Context of the No Blame Approach
    • 7.2 Theoretical background
    • 7.3 The three steps of the No Blame Approach
      • 7.3.1 Meeting with the affected student
      • 7.3.2 Meeting with the support group
      • 7.3.3 Follow-up meetings
    • 7.4 The No Blame Approach and cyberbullying
    • 7.5 Why is it good for teachers to know and apply the No Blame Approach?
    • 7.6 Guidelines for implementation in schools
      • 7.6.1 Informing the headmaster and colleagues
      • 7.6.2 Informing the parents
      • 7.6.3 Organization
    • 7.7 Guidelines for a teacher training
  • Chapter 8: Mediation Club
    • 8.1 Introduction: Conflict resolution in schools and peer mediation
    • 8.2 Background of peer mediation in schools
    • 8.3 The concept of peer mediation
    • 8.4 Why mediation clubs in schools?
    • 8.5 What could mediation clubs look like?
    • 8.6 Guidelines for implementation
    • 8.7 Mediation training curriculum
      • 8.7.1 Coming together and building a group
      • 8.7.2 Learning about conflict
      • 8.7.3 Principles of win-win
      • 8.7.4 Introduction of mediation phases
      • 8.7.5 Introduction of role plays and application
      • 8.7.6 Analysing conflicts and communication skills
      • 8.7.7 Deepening phase 3
      • 8.7.8 Solution phase 4
      • 8.7.9 New role play with all phases
      • 8.7.10 Repetition, challenges and go for it
  • Chapter 9: Creativity
    • 9.1 Introduction
    • 9.2 A question of perspective
    • 9.3 Creativity as an educational tool
    • 9.4 Preparing students for the workshops
    • 9.5 How to organise the creativity groups in class
    • 9.6 Format’s toolkit
      • Format n. 01 Mean comments
      • Format n. 02 Screenplaying lab #1
      • Format n. 03 Angel & devil
      • Format n. 04 Reality vs facebook
      • Format n. 05 Tunnel
      • Format n. 06 Guess who?
      • Format n. 07 Show your face
      • Format n. 08 Developed by: DE Title: social game
      • Format n. 10 Radio show
      • Format n. 11 From social to visual
      • Format n. 12 Social game
      • Format n. 13 Transfer lab
      • Format n. 14 Screenplaying lab #2
      • Format n. 15 Audio lab #1
      • Format n. 16 Guess who #2
      • Format n. 17 Post-it film
  • Chapter 10
    • 10.1 Awareness rising and school involvement
    • 10. 2 Mediation club
    • 10.3 N.B.A.

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2.3 Young people and social media

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