The detachment that results from not seeing the target's reaction to a message (...is perhaps one of the) hallmarks of cyberbullying.
(Faucher, et.al., 2015, p.112)A 2011 study of school and workplace bullying, conducted by a team in Canada, identified that Cyberbullying has a number of nuances that make it especially harmful to the victim. As stated above, the perpetrator or Bully, is shielded from the ramifications of their actions, they don't see the reaction to their message, or harmful photograph or comment, they simply get the satisfaction of having wielded power over another.
So if no one sees the impact (depression, self-harm, plummeting grades, isolation, aggression) of Cyberbullying, then we, as educators, must find a way to make it real to everyone: the current and potential bullies and the current and potential victims.
One school in Illinois did just that: they developed a mentoring program where middle school students were paired with trained, high school students in a mentoring relationship. The middle school students could then use the high school student for advice and guidance. The high school student not only gave advice but also modeled appropriate online interactions and standing up to inappropriate comments online. An example exchange is below:
(Orech, 2012, p.17)
Mary Ford Elementary (as well as many other Charleston County schools) uses a curriculum called Second Step which according to its website "is a program rooted in social-emotional learning (SEL) that helps transform schools into supportive, successful learning environments uniquely equipped to help children thrive." (SecondStep, para. 1). While this curriculum addresses all aspects of social-emotional learning, there is a particular focus on Cyberbullying. Sitting in on one of the guidance classes at Mary Ford, I listened as the teacher walked through how to report bullying or cyberbullying and emphasized that telling a trusted adult is not "snitching" but "reporting". A fact that seemed to stick with many of the 4th graders in the room.
As the librarian at Mary Ford, I'm thankful to have such a well thought-out curriculum and use the language of Second Step to reiterate expectations when my students are using technology in the library.
References:
Orech, J. (2012). HOW IT’S DONE: Incorporating Digital Citizenship Into Your Everyday Curriculum. Tech & Learning, 33(1), 16–18. Retrieved from https://login.pallas2.tcl.sc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=82590138&site=ehost-live
http://www. SecondStep.org
