This presentation reviews the elements of the WITS Programs and examines the issue of cyberbullying.

2. OUTLINE
The WITS Program
What is Bullying
What is Cyberbullying
Instructional Approaches
Resources

15. Pam Allyn – Huffington Post

20. CYBERBULLYING
“Today, bullying doesn’t even end at the school bell
– it can follow our children from the hallways to
their cell phones to their computer screens… We
have got to make sure our young people know that
if they’re in trouble, there are caring adults who can
help them” (U.S. President, BarackObama)

22. Flaming
Harassment
Denigration
Impersonation
Outing and trickery
Exclusion
Cyber stalking Willard 2006
FORMS OF CYBERBULLYING
- Happy slapping
- SextingKowalski et al., 2012

24. “When people use technology, there is a lack of tangible
feedback about the consequences of actions on others.”
Nancy Willard

25. [With] the Internet, you can really get away with a lot more because I don't think a lot
of people would have enough confidence to walk up to someone and be like, “I hate
you, you're ugly.” But over the Internet you don't really see their face or they don't see
yours and you don't have to look in their eyes and see they're hurt.
Student
Young Canadians in a Wired World, Phase III: Talking to Youth and Parents about Life Online
“What makes cyber bullying so dangerous is that anyone can practice it without
having to confront the victim. You don’t have to be strong or fast, simply equipped
with a cell phone or computer and a willingness to terrorize” (King, 2006)

26. • perpetrator may be anonymous
• if anonymous targets do not know who among their peers to
“watch out” for or respond to
• there is no safe “place”
Could feel more threatened than in a face to face encounter

27. Passive response
The victim, deletes or ignores an aggressive message as an attempt to
avoid cyberbullying and hopes that it will just go away.
Two Common Responses

28. Active Response
Responds to the situation in a way that may be more
successful in leading to resolution.
Two Common Responses

29. Bystanders
9% became involved in the bullying behaviour
32% watched but didn’t participate
14% voiced their objection to the person doing the bullying
21% tried to stop the bully
11% left the online environment
7% tried to befriend the bully, and
7% reported the bully to someone who could help.[3]
In general, the longer the bullying persists, the more likely it is that the number of
witnesses who are willing to join in will increase.
N. Willard, "Fostering Responsible Online Behaviour (Part 1)." For The Cybercitizen Awareness Program: Guidance Channel Ezine, June 2007.

32. BC Digital Literacy Competencies
Research and Information Literacy
Students apply digital tools to gather, evaluate, and use information.
Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using appropriate digital
tools and resources.
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
Digital Citizenship
Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior.
Communication and Collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
Technology Operations and Concepts
Students demonstrate a sound understanding of technology
concepts, systems, and operations.

34. BC Ministry of Education

41. Safe digital communication– RCMP
Lessons and Activities
Identify The Line A Thin Line
Where to draw the line? That’s Not Cool
WITS Website Cyberbullying Resources

46. There is no silver
bullet

47. There is no one-size-fits-all solution for providing children
with every aspect of online child safety. It takes a
comprehensive “toolbox” from which parents, educators
and other safety providers can choose tools appropriate to
children’s developmental stages and life circumstances.
Any solution to online safety must be
holistic in nature and multi-dimensional in
breadth.
Youth Safety On The Living Internet, 2010

48. More information:
witsprograms.ca
fb.me/witsprograms
@witsprograms
pinterest.com/witsprograms/