Exercises

Cyberbullying

Bernadette

Aim of the exercise: Exercise empathy and show different perspectives of the situation. Presenting the snowball effect "a joke".

We divide the group into four parts and tell a story:

"Bernadetta is a fifth-grade student in elementary school, she is 11 years old and is not particularly popular. He has average grades and few friends, he tries not to focus attention on himself.

Bernadetta has one hobby - she likes to dance. She is not a professional and does not like to talk about her interest, but sometimes at school breaks he goes to the locker room when nobody is there and practices your layouts.

One day another student came down to the locker room and saw Bernadetta dancing, she secretly recorded by the phone and showed the film to another classmate. This said that the movie is so funny that you have to be sure to upload it to the internet. After a few days, most of the students saw the movie Bernadetta became the object of jokes. "

Task for the group:

Group 1 - Think about what Bernadetta feels, what she thinks and what she does.

Group 2 - Think about how the girls who recorded and uploaded the movie to the Internet feel. Why they did it and how they felt when the movie gained popularity.

Group 3 - Think about how Bernadetta's parents feel. What should they talk to their daughter

should do with this situation.

Group 4 - Think about how teachers and pedagogue feel. What should they do in this situation.

The story of Hanna Smith

Begin the lesson by reading an article describing the story of Hannah Smith, who committed suicide because she was persecuted online (Supporting material A). Discuss this article with your youth. Ask questions:

•    How did a teenager feel?

•    Why was she persecuted?

•    Who is responsible for this tragedy?

•    Why did the persecutors feel impunity?

•    What can guide people who commit online violence?

Add that Hannah's story is shocking, tragic, sad, but thanks to it we realize that the phenomenon of cyberbullying is the fact that such stories really happen, that cyberbullying has consequences in the real world.

Give a definition of cyberbullying. Say that cyberbullying is not only making fun of and humiliating someone on the web, but also for example excluding someone from the community, posting someone's photo on the site, threats on the phone, harassing persistent phones or texting. Give examples of such activities or ask participants to do so.

Fictitious hero

Divide the class into smaller groups. Ask each of them to come up with a fictional / fictional heroine / hero who / who has been subjected to cyberbullying, e.g. Janek, a class II student, gets threatening letters; a photo of Zosia, 16, has been used, circulates on the Internet, everyone laughs at it, etc. Each group tells its imaginary story with one or two sentences.

Then, the group's task is to write a letter to such a person with a proposal of help and support. The letter is to make the person leave the vicious circle of loneliness and accept help. After the exercise, the groups read their letters. Pay special attention to the fact that young people should not only offer psychological support, but above all inform adults about the facts.

Tell me where you can get help. Ask pupils to save the data: http://www.helpline.org.pl/ http://dyzurnet.pl/ as well as: parents, friends, friends, police, educators, teachers and teachers.

Diversity of informations

Distribute the task to all participants and class participants:

Read the article titles on the first pages of the newspapers:

1. November 2, 2011 - after a successful emergency landing at Okęcie Dziennik Gazeta Prawna - "Passengers saved. How to save LOT" Rzeczpospolita - "Captain Wrona saved 231 people"

Gazeta Wyborcza - "Drama at the Okecie"

2. March 5, 2012 - after the railway crash

Rzeczpospolita - "Tragedy near Szczekociny"

Gazeta Wyborcza - "Front collision"

Dziennik Gazeta Prawna - "16 people died in a train crash. Poland in mourning"

3. June 13, 2012 - after the Russia-Poland match ended in a draw

Gazeta Wyborcza - "We keep playing!"

Rzeczpospolita - 'Hope returned to us'

Dziennik Gazeta Prawna - Draw with Russia! The last chance match is yet to come "

4. April 26, 2007 - after the suicidal death of politician Barbara Blida Dziennik. Poland-Europe-World - 'Death with corruption in the background' Gazeta Wyborcza - 'Death during a search'

Rzeczpospolita - Barbara Blida's suicide

5. October 16, 2007 - the day before the parliamentary elections in Poland Dziennik. Poland-Europe-World - "The Last Clash"

Gazeta Wyborcza - "Power escapes PiS"

Rzeczpospolita - "Who will rule Poland"

6. June 21, 2007 - the day after the police intervention during the demonstrations of nurses demanding pay raises

Diary. Poland-Europe-World - "What is the police for?" Gazeta Wyborcza - "Offended, enraged" Rzeczpospolita - "Nurses for help"

Ask them to read the titles. Emphasize that articles about these titles were on the headlines. Each set contains titles for texts describing the same event, and the articles were published the same day.

After the participants familiarize themselves with the titles, ask the question: Do individual titles describe events in the same way?

As support questions, consider:

What makes individual titles different?

Do the titles contain only "dry" facts?

Do the titles refer to the same emotions every time?

Can we guess what the title person wanted to achieve - or just wanted to inform us about the event?

The aim of the exercise is to make participants aware that there are no objective sources of information. The same event can be presented differently depending on the beliefs and preferences of the writers. Therefore, you cannot rely solely on one source of knowledge, it is necessary to verify the learned content each time.

Ask participants to work in pairs. Read the two stories from the card titled "Benefits of Suspicion." Each pair should receive one task.

Ask the couples to complete the task they received.

Short test

Time on the Internet work card

The table below will help you look at how much and how you spend your time on the internet.

it is difficult to estimate the time for individual activities - sort them in order:

1 - most time, 7 - the least time.

How much time do you spend in front of the computer every day:

•    playing computer games?

•    on social networks?

•    reading the news?

•    in online chat rooms and forums?

•    preparing for class at school?

•    watching movies, series, short video?

•    browsing websites?

•    other (what?):

Ever wondered if you might have a problem with internet addiction? The following

the questions will help you wonder if you have difficulty spending time on the internet.

1. Do you neglect your school duties because you spend time online?

YES NO

2. Do you sit long at night spending time on the internet despite being tired?

YES NO

3. Are you browsing the Internet even though you are already bored?

YES NO

4. Do you feel angry, depressed or irritated when you can't use the internet?

YES NO

5. You don't know what's going on with your friends and family because you prefer to spend time online?

YES NO

6. Do you hide the amount of time you spend online? Understate or not tell the truth how much time

do you spend online.

YES NO

7. You use the internet to deal with sadness, anger, guilt,

fear?

YES NO

Ask to fill out the card individually. Then divide the participants into groups of 5-6 people. Ask the groups to count how many YES answers they had to the questions in the card. Ask groups to list behaviors that may indicate Internet addiction. Ask the groups to give examples and write the answers on the board and analyze them.

Advice for addicts

Divide participants into groups of three. Ask each group to come up with a few tips for a person their age who suspects they are having trouble spending too much time online. Ask the groups for a presentation. Write down the responses that appear on the board as entries.

If the following ideas did not appear among the answers, in summary, say what else you can do:

•    tell about your problem a trusted person you know personally (parents, older siblings, educator)

•    use online psychological help (find a reliable website) or a helpline

•    avoid using the internet alone, e.g.

•    move a computer from your room to a common room where other household members are staying

•    find other hobbies, in fact, involving contact with other people (sport, theater classes, board games)

•    look for programs that help control the time spent on the internet

•    set Internet hours, ask others to remind you how much time you have left for entertainment

•    observe yourself: "At what times do I spend the most time on the internet?"

Dialogue

Divide participants into four groups. Ask each of them to write a short dialogue that could take place between: phishing photos and the person who does not want to send them (groups A and B) and the victim of making photos public and the person who wants to help her (groups C and D).

Dialogue should:

include the moment you asked for photos,

show the arguments of the person asking and the person refusing,

present the emotional state of the person urged to send photos.

Examples of both sides' arguments:

Person 1 - persuading: - send it and we will always be together, you are beautiful and you don't have to be ashamed, it will be only for me, you know me; I want to know if you care about me, you are the closest person to me and I want to look at your picture when you are not with me etc. Person 2 - persuaded: - I trust you, but I do not want to send you this kind of pictures; I do not have such a photo; it's risky what will happen if someone else sees them; you put me in danger, after this request I don't know if you really respect me; you have other my photos etc

Then we could think about right answering to such a cases.

Teach students that if you want to send some pictures, how to do it properly.