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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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7.6 Guidelines for implementation in schools

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

Posted on Author Categories 7.6 Guidelines for implementation in schools, Chapter 7: Bullying intervention tool: the No Blame Approach

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