4.3.2 Case study 2: Tom, 15

Tom15School context: High school in a small town. Most students come from upper middle class families and live in suburban areas. The local communities are close-knit, most students, parents and teachers know each other by name.

Case summary: One case of cyber bullying has happened so far: exclusion of a boy Tom, age 15. His peers were calling him names and making fun of him through Facebook. Tom was also bullied in person: two boys hit him in the stomach and threatened to do it again if he told anyone. One of the teachers has seen that incident (in person) and after asking the boy, Tom told her that he was also bullied through social media, mainly Facebook. After that, the homeroom teachers talked with the bullies: three older students aged 18. They denied that they did anything bad or wrong; they didn’t see it as hurtful, just as innocent jokes. They promised not to do it again.

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

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

Format n. 04 Reality vs facebook

The goal is to emphasize the different ways in which people can act on Facebook and in real life
Target group:
School class, pupils between 13 and 14 years old
2 h
1) First, the pupils will be given a picture which they shall describe to a classmate who cannot see it. After that, this classmate has to draw what he heard. The next one describes it again to another classmate, and so on. In the end, it is likely that the last picture will be very different from the original one.2) In the next activity, the pupils create a Facebook account and another one which represents real life. Both of them will be created on paper, to reflect on how people show another image of themselves online. They can create the two accounts next to each other in order to visualize the differences clearly. After discussing the experiences, the pupils will be given emoticons, which they can hand out to their peers.
0 – 5 min: Introduction of the first game
5 – 30 min: Play the first game, drawing of the topic they heard, and describe these pictures
(during the drawing part, multipliers could start making the emoticon pictures with the other students to use this time)
30 – 75 min: Start the second game, create two accounts on paper
75 – 90 min: Finish accounts, evaluate them together, talk about experiences
At least 2
Printing emoticons for students
Printed emoticons, bringing paper, pens, pencils etc
– Fun action
– Interactive for students
– Pictures can be used in social media campaignCONTRA
– While someone is drawing, others can get bored
– Preparation of accounts can take a lot of time