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How Can We Stop Bullying/Cyberbullying Now?
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How Can We Stop Bullying/Cyberbullying Now?
An open lesson puts the professor in the position of the researcher and actualizes the difficulties experienced in his own practice (identification of contradictions, the formulation of conceptual basis of experience, self-analysis, etc.); forms the need to overcome difficulties; and objectifies the need for self-improvement. On the other hand, sometimes the open lesson is oversaturated with pedagogical methods and methods, with a variety of teaching aids, they are not effective, but rather effective. In the end, it leads to the loss of essence and expediency, to originality instead of real creativity, designed to achieve a higher quality of education. The main idea of this paper is to propose an information and lesson plan to consider bullying and cyberbullying.
The word bully itself traces back to the 1530s. It usually involves a bully and a victim. The bully abuses the victim using physical or mental methods in order to prove its powerful status or maintain superiority. Bullying may be direct or indirect (Donegan, 2012, p. 33).
It is believed that bullying directly relates to basic desire to survive among all living beings. Survival means competition with other beings, but it still remained the same nowadays. People compete in order to gain the best educational, social, and economic realms. This fact exists in all societies despite religions, ethical systems, traditions, and governments. All people constantly hear that they are the best and they can become the best. This idea is developed with a child through his education. Sometimes people use corrupt methods to become the best in competitive educational and social environments. Such attitude is dangerous because an individual learns their effectiveness and may construct a life according to them. However, bullying tactics negatively affects other people (Donegan, 2012, p. 33). In other words, bullying poses a threat to victim and society.
Bullying has variety forms including pushing, threating, hitting, degrading, name-calling, sarcasm, and others. It is often equated with constantly repeated physical harassment (Beran & Li, 2007, p. 16). Bullying is widespread nowadays, and many people still do not realize that they experience it. According to the statistics, nearly 45% of young people experience bullying before the age of 18, which proves that it is important problem in schools and at universities and colleges (Facts and Statistics on Bullying and Cyber Bullying, 2015). Thus, bullying is psychological problem, which results in violation of rights of other people together with physical and psychological threats.
Cyberbullying is associated with technology's progression. Innovations have changed the way people interact. As the result, buying has adapted to the new environment, and the Internet has made transgression forms more widespread because it is very easy to push a button and send a message to a victim. Cyberbullying allows the offender to hide his personality behind a computer, which makes it easier to strike blows against a person without seeing his/her physical response. The distancing effect also allows to make cruel things, which are impossible in the typical face-to-face situation (Donegan, 2012, p. 34). Cyberbullying is a new progressive form of bullying, which has arisen due to technological innovations.
The statistics report that 7 in 10 young people aged between 13 and 22 have been a victim of cyberbullying. Young people report that they are often asked for a sexual image of video of themselves, they have found something on the internet in the last year that upset or worried them (Facts and Statistics on Bullying and Cyber Bullying, 2015). They key reason is that cyberbullying is very widespread nowadays, and nearly 96% of young people age 11-19 use some form of online communication tool, and spend time online almost one and a half hours on it per day (Facts and Statistics on Bullying and Cyber Bullying, 2015).
In other words, cyberbullying is a modern form of bullying, which is performed via electronic means of communication. The key difference between traditional bullying and cyberbullying is the electronic form of contacts, a larger audience, anonymous bullying, low levels of direct feedback, short time and space limits. Cyber scenarios are perceived worse than traditional (Sticca & Perren, 2012, pp. 1, 2). As the result, cyberbullying poses a greater threat to the psychological states of victims than traditional bullying (Sticca & Perren, 2012, p. 2).
All forms of bullying negatively impact victims and people involved. However, anonymity and the breath of audience contribute to the negative effect. If the offender does not see the victim, he may not be aware of the consequences and lasting effects he provides on the victim. Therefore, the bullying may continue for longer periods than traditional bullying (Slonje, 2012, p. 4). Students should learn more about emotions victims feel when they experience direct and indirect violence, or mobile and internet cyberbullying. Negative emotions include anger, stress, fear, loneliness, and depression. Numerous studies report a greater impact of cyber victimization compared to traditional victimization (Slonje, 2012, p. 4).
In order to provide a lesson which addresses both bullying in general and cyberbullying specifically, it is essential to propose a plan, which covers definition, main threats, and propositions on how to prevent, avoid, and deal with bullying and cyberbullying.
Learning objective of the lesson is to make students understand that bullying and cyberbullying are of great importance nowadays. Learning objectives of the lesson suggest the formation of new methods of learning and cognitive activity, specific knowledge (concepts, rules, methods of science, etc.), the ability to explain and apply this knowledge, to act productively in the subject area together with teaching purposes, the expansion of the experience of students' creative activity in relation to educational standards. In other words, students should be informed about current statistics on this issue and learn more about their attributes because sometimes people even do not realize that something wrong is happening. These problems require special attention of young people. Thus, the main goal of the lesson is to inform students about bullying and cyberbullying, and teach them how to address them, or help victims.
The present lesson will indent to improve the knowledge about the co-occurrence of such problems, consider the dimensions of victimization, traditional aggression together with cyber-victimization and cyber-aggression (Del Rey et.al., 2012, 608). It aims to highlight the link between bullying and cyberbullying. Students should learn that a student who faces attacks at school, may experience bullying in cyberspace, which exists outside the school (Bera & Li, 2007, p. 18).
Students should learn more about effects of bullying. Victims tend to experience anxiety, loneliness, sadness, and insecurity. Such victims tend to avoid school, prefer absenteeism, and poorly concentrate on schoolwork. Individuals who are victims of cyberbullying also show similar negative behaviors. This includes frustration, anger, and sadness. According to the national sample provided in the U.S., young people report extremely upset feeling, and some of them were frightened due to negative on-line messages (Bera & Li, 2007, p. 19).
Measurement method used to determine student learning and lesson effectiveness includes results of the interactive part of the lesson, which reveals how the individuals are able to decide problems associated with bullying and cyberbullying, and reveal tests on theoretical information about such threats. Measurement method includes such mandatory components of the teacher's activity as the analysis and evaluation of the effectiveness of their work, both in the lesson and after the lesson, by comparing the results obtained with the intended purpose of the lesson. The received data was taken into account when planning the next lesson.
Description of lesson type is as follows. The lesson should include two part: lecture about theoretical problems associated with the problem, and interactive part used to make the audience interested and involved in the decision on these issues. I am going to propose them some situations to check whether they are able to determine bullying and cyberbullying, propose how to prevent or stop them, or how to report about them. I am going to value the impact of bullying and cyberbullying, and suggest that that -cyber-victimization and cyber-aggression may be timely prevented and predicted (Del Rey et.al., 2012, 608).
Materials needed for the lesson include the latest statistics on bullying and cyberbullying, photos of the offenders and victims in order to show that they are ordinary people, which study and visit the same places as students, and bright materials, which illustrate the consequences of bullying and cyberbullying for the offenders and victims both.
Educational goals of the lesson are associated with the formation of a worldview, values and cultural positions, moral and moral beliefs, negative attitude toward bullying and cyberbullying, ethical, aesthetic, and other personal qualities. Similar goals and tasks are solved on the basis of a specific material on the subject and can be formulated not for one but for a series of lessons as a result of the corresponding activities of the students. The developmental goals presuppose work on developing thinking, memory, imagination, emotions, applying knowledge in unfamiliar situations, conducting discussion, carrying out group communication, etc.
Costs and funding for the lesson include money needed for printing of statistics on bullying and cyberbullying, photos of the offenders and victims.
To sum up, the ability to teach on bullying and cyberbullying is rather complex pedagogical action, which is not limited only to the ability to find the necessary methods and methods of teaching, but it has a special psychological structure, where its main components include such functions: constructive-planning, organizational, communicative and educational, and gnostic, which act in close connection and unity in order to aware students about threats and consequences of bullying and cyberbullying.
References
Bera, T. & Li, Q. (2007). The Relationship between Cyberbullying and School Bullying.
Journal of Student
Wellbeing, 1 (2), 15-33. Retrieved from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.586.7345&rep=rep1&type=pdf
Del Rey, R. et.al. (2012). Bullying and cyberbullying: Overlapping and predictive value of
the
co-occurrence. Psicothema, 24 (4), 608-613. Retrieved from
http://www.psicothema.com/pdf/4061.pdf
Donegan, R. (2012). Bullying and Cyberbullying: History, Statistics, Law, Prevention and
Analysis. The Elon Journal of Undergraduate Research in Communications, 3 (1), 33-42. Retrieved from
https://www.elon.edu/docs/e-web/academics/communications/research/vol3no1/04doneganejspring12.pdf
Facts and Statistics on Bullying and Cyber Bullying. (2015). Antibullyingpro. Retrieved from
http://www.antibullyingpro.com/blog/2015/4/7/facts-on-bullying
Sticca, F. & Perren, S. (2012). Is Cyberbullying Worse than Traditional Bullying? Examining
the Differential Roles of Medium, Publicity, and Anonymity for the Perceived Severity of Bullying. J Youth Adolescence, 1-12. Retrieved from
http://ethicorum.com/wp-content/uploads/Is-Cyberbullying-Worse-than-Traditional-Bullying.pdf