Didactical part
If you are an adult trainer…use this methodology to facilitate the access of adults to structured information about Cyberbullying.
Activity title: | What is Cyberbullying? |
Overview | This activity is designed to facilitate the access of adults to structured information about Cyberbullying. |
Objectives: | - developing adults' abilities to explore the defining elements of Cyberbullying - developing adults' abilities to harness Cyberbullying in everyday life, to a reasonable extent. |
Materials: | Not necessary |
Time: | 70 minutes |
Group size:
| big groups (20-30 participants) |
Instructions for trainers 1. Brainstorming/definition of Cyberbullying -10 minute The trainer invites adults to a brainstorming exercise, starting from the following questions: What does the term ‘Cyberbullying’ mean to you? Can you define it? 2. Individual activity (definition of Cyberbullying) – 10 minute After discussing and recording all the ideas stated by the adults participating in the training session, without criticizing and omitting details, at least 4 definitions of Cyberbullying are designed and presented (from the specialized literature, from specialized sites). The trainer asks the participants in the course to reflect on the content of the 4 definitions of Cyberbullying, then individually to contradict a personal definition of Cyberbullying and to write it down on a worksheet. 3. Group activity (definition of Cyberbullying) – 10 minute The participants are grouped by 4, by counting (from 1 to 4). The requirement is to discuss and analyse the 4 personal definitions, to identify the similarities and differences, to harmonize the elements considered essential for the definition of Cyberbullying, and finally to construct a more complete and clarifying definition of Cyberbullying. Definitions are written on a large flipchart sheet, then displayed in the classroom. 4. Gallery walk -5 minute The 5 groups are invited to a gallery walk (each group passes and visualizes the definitions built by colleagues). Participants in the course are invited at the end of the gallery tour to complete / improve their definitions of Cyberbullying. Afterwards they are again exposed to be viewed throughout the day.
https://www.youtube.com/watch?v=4-X8tEPQ9KI https://www.youtube.com/watch?v=A9Op2KZCb88 Individual activity – 10 minutes Have you ever experienced Cyberbullying? How did you feel? Reconsider your own earlier definition of Cyberbullying. Is there anything you would add? How do you believe other adults would respond if you asked them about specific times when they experienced Cyberbullying? Individual activity- 10 minutes Watch the movie and reflect! Should we be afraid of Cyberbullying? | |
Debriefing and evaluation How did you feel about this activity? What was the most applicable part? What did you learn about Cyberbullying? | |
Tips for trainers
| |
Suggestions for follow-up activities Consider how you are going to use the information about Cyberbullying in your day to day life. Remember the idea that Cyberbullying harm others!
| |
Activity title: | Faces of Cyberbullying |
Overview | This activity is designed to put adults in a position to decide how they will act to identify and prevent cyberbullying |
Objectives: | - developing adults' abilities to explore the defining elements of Cyberbullying - developing adults' abilities to apply the best methods to identify and prevent Cyberbullying |
Materials: | Flipchart sheets, writing instruments |
Time: | 60 minutes |
Group size: | big groups (20-30 participants) |
Instructions for trainers Review by rotation - 30 minutes The participants are divided into groups of four (by dividing coloured cards). On the walls of the room there are 5 flipchart sheets with one question. Each group goes by each sheet and answers the question. Questions on flipchart sheets:
After the rotation is over, the answers given are discussed, arguing the intervention methods for learning the elements related to Cyberbullying. Pair activity – 20 minutes Discuss in pairs and decide how you act! Write down the strategies chosen!
Communicate to the group the strategies that were written down. The ways of initiation in the field of Cyberbullying are discussed in plenary. The ideas are written down by the trainer, as the conclusions of the debate are drawn. | |
Debriefing and evaluation
| |
Tips for trainers Encourage learners to discuss and analyse the effects of Cyberbullying. Make adults responsible to prevent and to have properly intervention to combat Cyberbullying. | |
Activity title: | End game |
| Overview: | This activity is designed to provide a synthesis of all of the content elements in the session about Cyberbullying. The activity puts each participant in the training session in a position to reflect on what he/she has understood on the subject of the training, on what was useful and interesting for him/her, as an adult, but also about the future plans regarding effective ways to intervene / prevent the development of negative consequences of Cyberbullying. |
| Objectives: | 4 developing the skills to reflect on the causes and consequences of Cyberbullying. 4 Developing skills to reflect on effective ways to prevent the development of consequences of Cyberbullying and to act accordingly. |
| Materials: | Antistress ball |
| Time: | 30 minutes |
| Group size: | 20-30 participants |
Instructions for trainers 1. The trainer will briefly present the main elements of the training on consequences of Cyberbullying (definition, characteristics, causes, strategies to prevent / intervene to diminish the consequences of Cyberbullying etc). 2. The trainer invites all participants to sit in the circle. The trainer begins an affirmation, followed by each participant completing the statement without being interrupted. No other additions and comments are accepted. An antistress ball is passed from hand to hand and kept by the participant during the exhibition. The trainer sets out at least 4 statements grouped into the categories I know / what I intend to do. Each participant completes all statements made by the trainer. | |
Debriefing and evaluation The activity starts with the presentation of the content elements in the training session, presentation made by the trainer (the content items can be viewed). This brief presentation will be exposed throughout the work to support the trainees in expressing their ideas about what they know, what they found interesting, useful, beneficial to Cyberbullying; but also about what you propose to do to prevent / intervene in the situations of cyberbullying. | |
Tips for trainers Examples of statements:
| |
Suggestions for follow-up activities Think of a concrete situation when you were exposed to cyberbullying. Reflect on the way you were involved in the situation. How could you design this sequence so as to reduce the level of negative consequences of cyberbullying ? | |
If you are an adult who wants to learn about cyberbullying …try this exercises!
Activity title: | What I know about cyberbullying is that… |
| Overview | This activity is designed to make a synthesis of all the content elements about cyberbullying. The activity invites at reflection on the field of cyberbullying and on how cyberbullying can be prevent. |
| Objectives: | 4 developing the skills to reflect on the possibilities of prevention of cyberbullying |
| Materials: | Not necessary |
| Time: | 10 minutes |
| Activity type: | Individual |
| Group size: | 20-30 participants |
Instructions 1. Complete the following sentences! I know about cyberbullying ... I learned about cyberbullying ... I would like to learn more about cyberbullying ... Cyberbullying is harmful because… At this moment I know that I ... At this moment I hope that ... I understood ... and I wish ... I have more confidence that I ... 2. Reflect on what you wrote down! | |
Debriefing and evaluation
| |
Suggestions for follow-up activities Read the follow article! Is Cyberbullying Simply an Expression of Free Speech? https://cyberbullying.org/is-cyberbullying-simply-an-expression-of-free-speech Write a 5-minute essay in which you describe the way you will act to prevent cyberbullying! | |
Links:
https://cyberbullying.org/advice-for-adult-victims-of-cyberbullying
https://cyberbullying.org/preventing-cyberbullying-adults
https://cyberbullying.org/Cyberbullying-Identification-Prevention-Response-2019.pdf
https://cyberbullying.org/Top-Ten-Tips-Educators-Cyberbullying-Response.pdf
https://cyberbullying.org/Top-Ten-Tips-Educators-Cyberbullying-Prevention.pdf
https://cyberbullying.org/Words-Wound-Crossword-Puzzle.pdf
https://cyberbullying.org/Words-Wound-Word-Find.pdf
https://cyberbullying.org/cyberbullying-scripts.pdf
https://cyberbullying.org/tips-for-parents-when-your-child-is-cyberbullied.pdf
https://cyberbullying.org/tips-for-parents-when-your-child-cyberbullies-others.pdf
https://cyberbullying.org/Questions-Parents-Should-Ask.pdf
https://cyberbullying.org/Responding-to-cyberbullying-top-ten-tips-for-adults.pdf
Author: Ciomaga Florentina, CJRAE Vrancea
This text is published under the terms of the Creative Commons License: by-nc-nd/3.0/ The name of the author(s) shall be as follows: by-nc-nd/3.0/ Author(s): Ciomaga Florentina, CJRAE Vrancea, funding source: Erasmus+ Programme for Adult Education of the European Union. The text and materials may be reproduced, distributed and made publicly available for non-commercial purposes. However, they may not be edited, modified or altered in any way.
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.