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When Lopez \u003ca href=\"https://www.thedailybeast.com/marvels-ant-man-and-the-wasp-and-hollywoods-misunderstanding-of-disability-2\">wrote about the portrayal of chronic pain in 2018's \u003cem>Ant-Man and the Wasp\u003c/em>\u003c/a>, she got several days of vitriol online, including rape threats.\u003c/p>\n\u003cp>\"There's the people that love to troll and that love to stir the pot, but then there's also the people that feel very defensive about the fandom communities that they love, and feel that any criticism is a criticism of them,\" she says. \"I get very nervous when I'm talking about genre things that I know have a very deep fandom, and it's like, 'great they're going to be mad at me ... talking about this.' ... That happens a lot professionally.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So how do fans navigate these communities, to find the good parts while being aware of the bad?\u003c/p>\n\u003cp>Amy Ratcliffe, managing editor for the pop culture site Nerdist, addresses this as part of her new book, \u003ca href=\"https://www.hachettebookgroup.com/titles/amy-ratcliffe/a-kids-guide-to-fandom/9780762498772\">\u003cem>A Kid's Guide to Fandom\u003c/em>\u003c/a>\u003cem>. \u003c/em>She says it's the book that she wishes she could have had when she was a young fan looking for others like her. Ratcliffe remembers growing up as a fan of the \u003ca href=\"https://www.npr.org/2013/01/06/168627939/for-wheel-of-time-fans-the-last-battle-is-at-hand\">Wheel of Time\u003c/a> series, using her family's dial-up internet to visit online forums.\u003c/p>\n\u003cp>She says her objective is for kids to be aware of fandom, \"that other people like the same things that you like ... even if it's one other person, like you're not alone.\"\u003c/p>\n\u003cp>\"I still hear stories about \u003ca href=\"https://www.usatoday.com/story/life/allthemoms/2018/03/30/mark-hamill-star-wars-twitter-girl-bullied/34927491/\">young girls being bullied because they like Star Wars\u003c/a>; they think they're the only kid,\" she says. \"It's about teaching kids that there are ... many other people who like the same things that they do in the same enthusiastic ways and hopefully, helping kids feel more comfortable and confident.\"\u003c/p>\n\u003ch2>\u003cstrong>No one gets to decide who is a \"real\" fan\u003c/strong>\u003c/h2>\n\u003cp>Ratcliffe explains in her book that some fans can become gatekeepers, people who want to decide who is or is not a \"real fan.\" Fans, she says, should never have to prove themselves.\u003c/p>\n\u003cp>Ratcliffe herself has run into gatekeepers; once, at a \u003cem>Star Wars\u003c/em> convention, a man saw her Rebel Alliance tattoo, \"looked at the tattoo, looked at my then-boyfriend who was with me, and was like ... completely serious by the way, no sarcasm, like, 'oh that was really nice of you to get that tattoo for your boyfriend.'\"\u003c/p>\n\u003cp>Her advice for younger fans who want to find communities is to start with groups or places that they know: a local library, or a game shop they go to with their family; to trust their instincts when they feel something is off; and to get an older sibling, a parent, or guardian involved.\u003c/p>\n\u003ch2>\u003cstrong>Think critically about the work you like\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.instagram.com/mackmactalksback/?hl=en\">Mackenzie MacDade\u003c/a> has thought a lot about this too, as someone who is deeply engaged with fandom and is a diversity and inclusion consultant for, among other things, \u003ca href=\"https://www.instagram.com/p/CLIEyk2DCEY/\">\u003cem>Buffering the Vampire Slayer\u003c/em>\u003c/a>, a podcast about \u003cem>Buffy the Vampire Slayer\u003c/em>; and \u003ca href=\"https://twitter.com/Gingerhazing/status/1300904455064268801\">Noelle Stevenson\u003c/a>, creator of the Netflix show \u003cem>She-Ra and the Princesses of Power. \u003c/em>\u003c/p>\n\u003cp>\"The first thing I start with, whether kids or adult, is: Do not passively consume media,\" she says. She explains that means people should think critically about what is portrayed, be aware of problems either in the fictional world or how creators and stars behave, and then decide to enjoy the work anyway if that is what they want.\u003c/p>\n\u003cp>As an example, she brings up the relationship between Rey and Kylo Ren in the most recent \u003cem>Star Wars\u003c/em> movies — \u003ca href=\"https://archiveofourown.org/tags/Rey*s*Ben%20Solo%20%7C%20Kylo%20Ren/works\">a favorite topic for fan fiction writers.\u003c/a>\u003c/p>\n\u003cp>\"If we look at how Kylo and Rey interact, is that a way that you would actually want to interact with someone and then date them? Would you feel comfortable and safe doing that? No? Great. You understand, then feel free to read the fic anyway if that's what you want to do.\"\u003c/p>\n\u003cp>\"Don't watch it and just think, 'oh, this is just entertainment', because popular culture shapes our culture whether we want to admit that or not,\" she says. \"Now, we kind of do shape popular culture, but for the most part, the messages that we get from popular culture are internalized and often played out.\"\u003c/p>\n\u003ch2>\u003cstrong>What are the creators doing?\u003c/strong>\u003c/h2>\n\u003cp>MacDade adds fans can also look to the creators, or people involved in a movie or TV show or book series, to get a sense of how they interact with fans.\u003c/p>\n\u003cp>\"What the best creators do: they create a sandbox, they build a couple of castles and they let it go, and they let people play and have fun,\" she says. \"That's how you find the best fandoms, I think, you look at what is the creator doing, how do they feel about it.\"\u003c/p>\n\u003cp>She cites the example of Rick Riordan, creator of the Percy Jackson book series, who promotes fan creations, and extended the his fictional universe by \u003ca href=\"https://rickriordan.com/rick-riordan-presents/\">working with authors from different backgrounds to write about the gods in their cultures.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://tracydeonn.com/\">Tracy Deonn\u003c/a>, author and creator of the \u003ca href=\"https://www.simonandschuster.com/books/Legendborn/Tracy-Deonn/The-Legendborn-Cycle/9781534441606\">Legendborn\u003c/a> fantasy book series, thought specifically about future fans while writing her book. She says there are moments that she chose not to write because it might be something that people might enjoy writing as fan fiction.\u003c/p>\n\u003cp>\"It's sort of my love letter, my thank you back to the fandom community, creating the little pockets ... fans will often find the crack in a story, and I like to say they get in like water and expand like ice,\" she says.\u003c/p>\n\u003cp>\"That organic growth is why people stick around,\" she says.\u003c/p>\n\u003ch2>\u003cstrong>Fandom is an identity you choose for yourself\u003c/strong>\u003c/h2>\n\u003cp>Deonn's advice to fans is to find the people who enjoy something in the same way they do, to know there are probably other people like that out there, and to remember that their relationship to a work is special.\u003c/p>\n\u003cp>\"I think about how many different identities are applied to individuals from external sources ... I'm walking down the street, I'm minding my own business, someone else externally refers to me as a Black woman, and then that comes with a whole lot of historical, social, cultural weight depending on who that person is and what they're looking at,\" she says. \"Fandom is something that is pure choice: no one can really call you a fan of something just based on an external visual. Even if I'm walking down the street wearing a Leia costume, someone could call me that but they don't fully understand my engagement with the story. That feels like something really personal and empowering ...when someone claims for themselves that they're a fan of something.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Alan Yu reports on science for \u003c/em>\u003ca href=\"https://urldefense.com/v3/__http:/whyy.org/news__;!!Iwwt!F5a3WhLrddASgSnD2Go9phtvWuVuuX1kk0awnJ1tcRX5ZXuaFCCaliZ4_H8%24\">\u003cem>WHYY in Philadelphia\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Fandom+Can+Be+A+Lot+Like+High+School+%E2%80%94+Here%27s+How+To+Avoid+The+Bad+Stuff&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Finding a supportive fandom — a group of people who love what you love — is a great experience. But some fan communities can be toxic, so here are a few tips for kids looking for fan connections.","status":"publish","parent":0,"modified":1620629634,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1312},"headData":{"title":"Fandom Can Be A Lot Like High School — Here's How To Avoid The Bad Stuff - MindShift","description":"Finding a supportive fandom — a group of people who love what you love — is a great experience. But some fan communities can be toxic, so here are a few tips for kids looking for fan connections.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Fandom Can Be A Lot Like High School — Here's How To Avoid The Bad Stuff","datePublished":"2021-05-10T06:53:54.000Z","dateModified":"2021-05-10T06:53:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57830 https://ww2.kqed.org/mindshift/?p=57830","disqusUrl":"https://ww2.kqed.org/mindshift/2021/05/09/fandom-can-be-a-lot-like-high-school-heres-how-to-avoid-the-bad-stuff/","disqusTitle":"Fandom Can Be A Lot Like High School — Here's How To Avoid The Bad Stuff","nprByline":"Alan Yu","nprImageAgency":"Running Press Kids","nprStoryId":"994850492","nprApiLink":"http://api.npr.org/query?id=994850492&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/05/09/994850492/fandom-can-be-a-lot-like-high-school-heres-how-to-avoid-the-bad-stuff?ft=nprml&f=994850492","nprRetrievedStory":"1","nprPubDate":"Sun, 09 May 2021 13:25:00 -0400","nprStoryDate":"Sun, 09 May 2021 05:00:00 -0400","nprLastModifiedDate":"Sun, 09 May 2021 13:25:36 -0400","path":"/mindshift/57830/fandom-can-be-a-lot-like-high-school-heres-how-to-avoid-the-bad-stuff","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The first thing Kristen Lopez remembers being a fan of is Disney, specifically the \u003cem>Pirates of the Caribbean\u003c/em> movies.\u003c/p>\n\u003cp>\"I remember celebrating my birthday ... and we all went and saw it, full disclosure, I saw \u003cem>Pirates of the Caribbean\u003c/em> 16 times in theaters to the point that I could memorize swaths of this movie,\" she says. \"I look back on it now and I was like, 'god we were nerds,' but there was a lot of fun to it ... it was a feeling of understanding and camaraderie with my friends, they definitely understood and didn't look down on me.\"\u003c/p>\n\u003cp>Growing up disabled, Lopez says places like Disneyland gave her \"the sense of possibility and no barriers.\" Other fandoms — like Turner Classic Movies — came later; Lopez says that becoming part of the supportive TCM fandom felt \"like the best parts of high school, where you feel that acceptance and people like what you like, and you don't really have to explain or justify it.\"\u003c/p>\n\u003cp>But fandom has a darker side as well. When Lopez \u003ca href=\"https://www.thedailybeast.com/marvels-ant-man-and-the-wasp-and-hollywoods-misunderstanding-of-disability-2\">wrote about the portrayal of chronic pain in 2018's \u003cem>Ant-Man and the Wasp\u003c/em>\u003c/a>, she got several days of vitriol online, including rape threats.\u003c/p>\n\u003cp>\"There's the people that love to troll and that love to stir the pot, but then there's also the people that feel very defensive about the fandom communities that they love, and feel that any criticism is a criticism of them,\" she says. \"I get very nervous when I'm talking about genre things that I know have a very deep fandom, and it's like, 'great they're going to be mad at me ... talking about this.' ... That happens a lot professionally.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So how do fans navigate these communities, to find the good parts while being aware of the bad?\u003c/p>\n\u003cp>Amy Ratcliffe, managing editor for the pop culture site Nerdist, addresses this as part of her new book, \u003ca href=\"https://www.hachettebookgroup.com/titles/amy-ratcliffe/a-kids-guide-to-fandom/9780762498772\">\u003cem>A Kid's Guide to Fandom\u003c/em>\u003c/a>\u003cem>. \u003c/em>She says it's the book that she wishes she could have had when she was a young fan looking for others like her. Ratcliffe remembers growing up as a fan of the \u003ca href=\"https://www.npr.org/2013/01/06/168627939/for-wheel-of-time-fans-the-last-battle-is-at-hand\">Wheel of Time\u003c/a> series, using her family's dial-up internet to visit online forums.\u003c/p>\n\u003cp>She says her objective is for kids to be aware of fandom, \"that other people like the same things that you like ... even if it's one other person, like you're not alone.\"\u003c/p>\n\u003cp>\"I still hear stories about \u003ca href=\"https://www.usatoday.com/story/life/allthemoms/2018/03/30/mark-hamill-star-wars-twitter-girl-bullied/34927491/\">young girls being bullied because they like Star Wars\u003c/a>; they think they're the only kid,\" she says. \"It's about teaching kids that there are ... many other people who like the same things that they do in the same enthusiastic ways and hopefully, helping kids feel more comfortable and confident.\"\u003c/p>\n\u003ch2>\u003cstrong>No one gets to decide who is a \"real\" fan\u003c/strong>\u003c/h2>\n\u003cp>Ratcliffe explains in her book that some fans can become gatekeepers, people who want to decide who is or is not a \"real fan.\" Fans, she says, should never have to prove themselves.\u003c/p>\n\u003cp>Ratcliffe herself has run into gatekeepers; once, at a \u003cem>Star Wars\u003c/em> convention, a man saw her Rebel Alliance tattoo, \"looked at the tattoo, looked at my then-boyfriend who was with me, and was like ... completely serious by the way, no sarcasm, like, 'oh that was really nice of you to get that tattoo for your boyfriend.'\"\u003c/p>\n\u003cp>Her advice for younger fans who want to find communities is to start with groups or places that they know: a local library, or a game shop they go to with their family; to trust their instincts when they feel something is off; and to get an older sibling, a parent, or guardian involved.\u003c/p>\n\u003ch2>\u003cstrong>Think critically about the work you like\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.instagram.com/mackmactalksback/?hl=en\">Mackenzie MacDade\u003c/a> has thought a lot about this too, as someone who is deeply engaged with fandom and is a diversity and inclusion consultant for, among other things, \u003ca href=\"https://www.instagram.com/p/CLIEyk2DCEY/\">\u003cem>Buffering the Vampire Slayer\u003c/em>\u003c/a>, a podcast about \u003cem>Buffy the Vampire Slayer\u003c/em>; and \u003ca href=\"https://twitter.com/Gingerhazing/status/1300904455064268801\">Noelle Stevenson\u003c/a>, creator of the Netflix show \u003cem>She-Ra and the Princesses of Power. \u003c/em>\u003c/p>\n\u003cp>\"The first thing I start with, whether kids or adult, is: Do not passively consume media,\" she says. She explains that means people should think critically about what is portrayed, be aware of problems either in the fictional world or how creators and stars behave, and then decide to enjoy the work anyway if that is what they want.\u003c/p>\n\u003cp>As an example, she brings up the relationship between Rey and Kylo Ren in the most recent \u003cem>Star Wars\u003c/em> movies — \u003ca href=\"https://archiveofourown.org/tags/Rey*s*Ben%20Solo%20%7C%20Kylo%20Ren/works\">a favorite topic for fan fiction writers.\u003c/a>\u003c/p>\n\u003cp>\"If we look at how Kylo and Rey interact, is that a way that you would actually want to interact with someone and then date them? Would you feel comfortable and safe doing that? No? Great. You understand, then feel free to read the fic anyway if that's what you want to do.\"\u003c/p>\n\u003cp>\"Don't watch it and just think, 'oh, this is just entertainment', because popular culture shapes our culture whether we want to admit that or not,\" she says. \"Now, we kind of do shape popular culture, but for the most part, the messages that we get from popular culture are internalized and often played out.\"\u003c/p>\n\u003ch2>\u003cstrong>What are the creators doing?\u003c/strong>\u003c/h2>\n\u003cp>MacDade adds fans can also look to the creators, or people involved in a movie or TV show or book series, to get a sense of how they interact with fans.\u003c/p>\n\u003cp>\"What the best creators do: they create a sandbox, they build a couple of castles and they let it go, and they let people play and have fun,\" she says. \"That's how you find the best fandoms, I think, you look at what is the creator doing, how do they feel about it.\"\u003c/p>\n\u003cp>She cites the example of Rick Riordan, creator of the Percy Jackson book series, who promotes fan creations, and extended the his fictional universe by \u003ca href=\"https://rickriordan.com/rick-riordan-presents/\">working with authors from different backgrounds to write about the gods in their cultures.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://tracydeonn.com/\">Tracy Deonn\u003c/a>, author and creator of the \u003ca href=\"https://www.simonandschuster.com/books/Legendborn/Tracy-Deonn/The-Legendborn-Cycle/9781534441606\">Legendborn\u003c/a> fantasy book series, thought specifically about future fans while writing her book. She says there are moments that she chose not to write because it might be something that people might enjoy writing as fan fiction.\u003c/p>\n\u003cp>\"It's sort of my love letter, my thank you back to the fandom community, creating the little pockets ... fans will often find the crack in a story, and I like to say they get in like water and expand like ice,\" she says.\u003c/p>\n\u003cp>\"That organic growth is why people stick around,\" she says.\u003c/p>\n\u003ch2>\u003cstrong>Fandom is an identity you choose for yourself\u003c/strong>\u003c/h2>\n\u003cp>Deonn's advice to fans is to find the people who enjoy something in the same way they do, to know there are probably other people like that out there, and to remember that their relationship to a work is special.\u003c/p>\n\u003cp>\"I think about how many different identities are applied to individuals from external sources ... I'm walking down the street, I'm minding my own business, someone else externally refers to me as a Black woman, and then that comes with a whole lot of historical, social, cultural weight depending on who that person is and what they're looking at,\" she says. \"Fandom is something that is pure choice: no one can really call you a fan of something just based on an external visual. Even if I'm walking down the street wearing a Leia costume, someone could call me that but they don't fully understand my engagement with the story. That feels like something really personal and empowering ...when someone claims for themselves that they're a fan of something.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Alan Yu reports on science for \u003c/em>\u003ca href=\"https://urldefense.com/v3/__http:/whyy.org/news__;!!Iwwt!F5a3WhLrddASgSnD2Go9phtvWuVuuX1kk0awnJ1tcRX5ZXuaFCCaliZ4_H8%24\">\u003cem>WHYY in Philadelphia\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Fandom+Can+Be+A+Lot+Like+High+School+%E2%80%94+Here%27s+How+To+Avoid+The+Bad+Stuff&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57830/fandom-can-be-a-lot-like-high-school-heres-how-to-avoid-the-bad-stuff","authors":["byline_mindshift_57830"],"categories":["mindshift_192"],"tags":["mindshift_73","mindshift_968","mindshift_273","mindshift_403","mindshift_21432","mindshift_21433"],"featImg":"mindshift_57831","label":"mindshift"},"mindshift_51110":{"type":"posts","id":"mindshift_51110","meta":{"index":"posts_1591205157","site":"mindshift","id":"51110","score":null,"sort":[1524465011000]},"guestAuthors":[],"slug":"when-teens-cyberbully-themselves","title":"When Teens Cyberbully Themselves","publishDate":1524465011,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>During the stressful teen years, most adolescents experience emotional highs and lows, but for more than \u003ca href=\"https://www.nami.org/learn-more/mental-health-by-the-numbers\">20 percent\u003c/a> of teenagers, their worries and sad feelings turn into something more serious, like anxiety or depression. \u003ca href=\"https://www.bmj.com/content/349/bmj.g5954\">Studies\u003c/a> show that 13 percent to 18 percent of distressed teens physically injure themselves via cutting, burning or other forms of self-harm as a way to cope with their pain.\u003c/p>\n\u003cp>Recent research and clinical psychologists now suggest that some adolescents are engaging in a newer form of self-aggression — \u003ca href=\"http://www.jahonline.org/article/S1054-139X(17)30313-0/fulltext\">digital self-harm\u003c/a>. They're anonymously posting mean and derogatory comments about themselves on social media.\u003c/p>\n\u003cp>Child psychologist \u003ca href=\"http://denverchildtherapy.com/about-us/sheryl-ziegler/\">Sheryl Gonzalez-Ziegler\u003c/a> of Denver says it's a growing problem among teens whom she counsels. One recent client, an adolescent girl, told Gonzalez-Ziegler that she anonymously cyberbullied herself because, as a gay teen, she felt vulnerable and exposed.\u003c/p>\n\u003cp>\"She set up ghost accounts on Instagram and posted mean comments about herself, saying things like, 'I think you're creepy and gay' and 'Don't sit next to me again,' \" Ziegler says.\u003c/p>\n\u003cp>\"She said these things because she feared being mocked by her peers,\" the psychologist explains. \"She thought their teasing wouldn't be so bad if she beat them to the punch.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>According to a survey \u003ca href=\"http://www.jahonline.org/article/S1054-139X(17)30313-0/fulltext\">published\u003c/a> late last year in the \u003cem>Journal of Adolescent Health\u003c/em>, teens are bullying themselves online as a way to manage feelings of sadness and self-hatred and to gain attention from their friends. For the study, 5,593 middle and high school students from across the U.S., ages 12 to 17, completed a series of questionnaires that asked about their experiences with digital self-harm and cyberbullying.\u003c/p>\n\u003cp>\"We were alarmed to learn that 6 percent of the youth who participated in our study engaged in some form of digital self-harm,\" says \u003ca href=\"http://hinduja.org/\">Sameer Hinduja\u003c/a>, co-author of the study and a professor of criminology at Florida Atlantic University. He is also the co-director of the \u003ca href=\"https://cyberbullying.org/\">Cyberbullying Research Center\u003c/a>.\u003c/p>\n\u003cp>Hinduja and a colleague found that more than half the teens who cyberbullied themselves had done so more than once. When asked why they had participated in this behavior, the teens said things like, \"I already felt bad about myself, and I wanted to make myself feel worse\" and \"I wanted to see if someone was really my friend.\"\u003c/p>\n\u003cp>Psychologists have seen inklings of this type of self-aggression before. In a smaller, \u003ca href=\"https://webhost.bridgew.edu/marc/DIGITAL%20SELF%20HARM%20report.pdf\">2012\u003c/a> study of 617 high school freshmen, researchers found that 9 percent of the teens had bullied themselves online. Teens who participated in that study reported harming themselves as a way to encourage others to worry about them, to prove how \"tough\" they were or to get an adult's attention.\u003c/p>\n\u003cp>\"Because teens' online and offline worlds overlap, digital self-harm is a concern for some youth, making online self-harm an emerging area of research,\" says, \u003ca href=\"https://cehs.unl.edu/edpsych/faculty/susan-swearer/\">Susan Swearer\u003c/a>, a professor of psychology at the University of Nebraska, Lincoln who also studies bullying.\u003c/p>\n\u003cp>A \u003ca href=\"https://jamanetwork.com/journals/jama/article-abstract/2664031\">statistical analysis\u003c/a> by the Centers for Disease Control and Prevention of more than a decade's worth of emergency room visits in the U.S. suggests that since 2009, the number of girls ages 10 to 14 years who are physically harming themselves has been rising steadily.\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.apa.org/monitor/2015/07-08/who-self-injures.aspx\">the American Psychological Association\u003c/a>, teens who physically injure themselves often struggle with depression, post-traumatic stress disorder or difficulties with emotional regulation. Not all adolescents who cyberbully themselves have a psychiatric illness, Ziegler notes, but that doesn't mean their behavior should be taken lightly.\u003c/p>\n\u003cp>\"Similar to teens who self-harm by cutting, kids who cyberbully themselves often suffer silently, feeling like they don't have a friend or adult to confide in,\" says Ziegler.\u003c/p>\n\u003cp>If these teens don't receive mental health treatment, she says, their feelings of loneliness and sadness can cause them to become depressed and, in rare cases, suicidal.\u003c/p>\n\u003cp>Because the advent of social media has changed the way many teens form and experience relationships, normal adolescent feelings of insecurity, anxiety and loneliness can become magnified as they scroll through their peers' social media reels. Hinduja says some teens cope with that distress by turning their angst on themselves online.\u003c/p>\n\u003cp>While some parents are quick to limit a teen's social media use in response, that doesn't adequately address the problem, Hinduja says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"One of the best thing parents can do is to promote open, nonjudgmental lines of communication with their kids,\" he says. \"Validating a teen's experience can encourage them to confide in adults about their distressing experiences — offline or online.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Teens+Cyberbully+Themselves&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In this latest form of self-harming behavior, adolescents anonymously post mean or derogatory comments about themselves on social media as a way of managing feelings of sadness or self-loathing.","status":"publish","parent":0,"modified":1524465011,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":779},"headData":{"title":"When Teens Cyberbully Themselves | KQED","description":"In this latest form of self-harming behavior, adolescents anonymously post mean or derogatory comments about themselves on social media as a way of managing feelings of sadness or self-loathing.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Teens Cyberbully Themselves","datePublished":"2018-04-23T06:30:11.000Z","dateModified":"2018-04-23T06:30:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51110 https://ww2.kqed.org/mindshift/?p=51110","disqusUrl":"https://ww2.kqed.org/mindshift/2018/04/22/when-teens-cyberbully-themselves/","disqusTitle":"When Teens Cyberbully Themselves","nprImageCredit":"Jasmin Merdan","nprByline":"Juli Fraga","nprImageAgency":"Getty Images","nprStoryId":"604073315","nprApiLink":"http://api.npr.org/query?id=604073315&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2018/04/21/604073315/when-teens-cyberbully-themselves?ft=nprml&f=604073315","nprRetrievedStory":"1","nprPubDate":"Sat, 21 Apr 2018 13:03:00 -0400","nprStoryDate":"Sat, 21 Apr 2018 07:00:24 -0400","nprLastModifiedDate":"Sat, 21 Apr 2018 13:03:48 -0400","path":"/mindshift/51110/when-teens-cyberbully-themselves","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>During the stressful teen years, most adolescents experience emotional highs and lows, but for more than \u003ca href=\"https://www.nami.org/learn-more/mental-health-by-the-numbers\">20 percent\u003c/a> of teenagers, their worries and sad feelings turn into something more serious, like anxiety or depression. \u003ca href=\"https://www.bmj.com/content/349/bmj.g5954\">Studies\u003c/a> show that 13 percent to 18 percent of distressed teens physically injure themselves via cutting, burning or other forms of self-harm as a way to cope with their pain.\u003c/p>\n\u003cp>Recent research and clinical psychologists now suggest that some adolescents are engaging in a newer form of self-aggression — \u003ca href=\"http://www.jahonline.org/article/S1054-139X(17)30313-0/fulltext\">digital self-harm\u003c/a>. They're anonymously posting mean and derogatory comments about themselves on social media.\u003c/p>\n\u003cp>Child psychologist \u003ca href=\"http://denverchildtherapy.com/about-us/sheryl-ziegler/\">Sheryl Gonzalez-Ziegler\u003c/a> of Denver says it's a growing problem among teens whom she counsels. One recent client, an adolescent girl, told Gonzalez-Ziegler that she anonymously cyberbullied herself because, as a gay teen, she felt vulnerable and exposed.\u003c/p>\n\u003cp>\"She set up ghost accounts on Instagram and posted mean comments about herself, saying things like, 'I think you're creepy and gay' and 'Don't sit next to me again,' \" Ziegler says.\u003c/p>\n\u003cp>\"She said these things because she feared being mocked by her peers,\" the psychologist explains. \"She thought their teasing wouldn't be so bad if she beat them to the punch.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>According to a survey \u003ca href=\"http://www.jahonline.org/article/S1054-139X(17)30313-0/fulltext\">published\u003c/a> late last year in the \u003cem>Journal of Adolescent Health\u003c/em>, teens are bullying themselves online as a way to manage feelings of sadness and self-hatred and to gain attention from their friends. For the study, 5,593 middle and high school students from across the U.S., ages 12 to 17, completed a series of questionnaires that asked about their experiences with digital self-harm and cyberbullying.\u003c/p>\n\u003cp>\"We were alarmed to learn that 6 percent of the youth who participated in our study engaged in some form of digital self-harm,\" says \u003ca href=\"http://hinduja.org/\">Sameer Hinduja\u003c/a>, co-author of the study and a professor of criminology at Florida Atlantic University. He is also the co-director of the \u003ca href=\"https://cyberbullying.org/\">Cyberbullying Research Center\u003c/a>.\u003c/p>\n\u003cp>Hinduja and a colleague found that more than half the teens who cyberbullied themselves had done so more than once. When asked why they had participated in this behavior, the teens said things like, \"I already felt bad about myself, and I wanted to make myself feel worse\" and \"I wanted to see if someone was really my friend.\"\u003c/p>\n\u003cp>Psychologists have seen inklings of this type of self-aggression before. In a smaller, \u003ca href=\"https://webhost.bridgew.edu/marc/DIGITAL%20SELF%20HARM%20report.pdf\">2012\u003c/a> study of 617 high school freshmen, researchers found that 9 percent of the teens had bullied themselves online. Teens who participated in that study reported harming themselves as a way to encourage others to worry about them, to prove how \"tough\" they were or to get an adult's attention.\u003c/p>\n\u003cp>\"Because teens' online and offline worlds overlap, digital self-harm is a concern for some youth, making online self-harm an emerging area of research,\" says, \u003ca href=\"https://cehs.unl.edu/edpsych/faculty/susan-swearer/\">Susan Swearer\u003c/a>, a professor of psychology at the University of Nebraska, Lincoln who also studies bullying.\u003c/p>\n\u003cp>A \u003ca href=\"https://jamanetwork.com/journals/jama/article-abstract/2664031\">statistical analysis\u003c/a> by the Centers for Disease Control and Prevention of more than a decade's worth of emergency room visits in the U.S. suggests that since 2009, the number of girls ages 10 to 14 years who are physically harming themselves has been rising steadily.\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.apa.org/monitor/2015/07-08/who-self-injures.aspx\">the American Psychological Association\u003c/a>, teens who physically injure themselves often struggle with depression, post-traumatic stress disorder or difficulties with emotional regulation. Not all adolescents who cyberbully themselves have a psychiatric illness, Ziegler notes, but that doesn't mean their behavior should be taken lightly.\u003c/p>\n\u003cp>\"Similar to teens who self-harm by cutting, kids who cyberbully themselves often suffer silently, feeling like they don't have a friend or adult to confide in,\" says Ziegler.\u003c/p>\n\u003cp>If these teens don't receive mental health treatment, she says, their feelings of loneliness and sadness can cause them to become depressed and, in rare cases, suicidal.\u003c/p>\n\u003cp>Because the advent of social media has changed the way many teens form and experience relationships, normal adolescent feelings of insecurity, anxiety and loneliness can become magnified as they scroll through their peers' social media reels. Hinduja says some teens cope with that distress by turning their angst on themselves online.\u003c/p>\n\u003cp>While some parents are quick to limit a teen's social media use in response, that doesn't adequately address the problem, Hinduja says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"One of the best thing parents can do is to promote open, nonjudgmental lines of communication with their kids,\" he says. \"Validating a teen's experience can encourage them to confide in adults about their distressing experiences — offline or online.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Teens+Cyberbully+Themselves&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51110/when-teens-cyberbully-themselves","authors":["byline_mindshift_51110"],"categories":["mindshift_20874"],"tags":["mindshift_73","mindshift_20784","mindshift_1040","mindshift_20865","mindshift_1038"],"featImg":"mindshift_51111","label":"mindshift"},"mindshift_44772":{"type":"posts","id":"mindshift_44772","meta":{"index":"posts_1591205157","site":"mindshift","id":"44772","score":null,"sort":[1461332824000]},"guestAuthors":[],"slug":"10-realities-about-bullying-at-school-and-online","title":"10 Realities About Bullying at School and Online","publishDate":1461332824,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In spite of national campaigns against bullying, including legislation in some states that punishes offenders and imposes strict reporting standards on schools, as many kids as ever report being victimized by their peers. The most recent \u003ca href=\"http://www.cdc.gov/healthyyouth/data/yrbs/pdf/trends/us_violenceschool_trend_yrbs.pdf\">survey\u003c/a> by the Centers for Disease Control and Prevention on youth behavior showed no change in reports of bullying among high school kids, on school property, between 2009 and 2013. According to the US Department of Education, up to \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=719\">22 percent\u003c/a> of 12-18 year olds claim to having been bullied by their peers.\u003c/p>\n\u003cp>A clear understanding of the nature of bullying, including who does it and why, should guide a school’s response. But “most educators aren’t aware of the function bullying serves in school,” said James Dillon, a retired teacher and former principal who directs the \u003ca href=\"http://www.noplaceforbullying.com/#!meetus/c21kz\">Center for Leadership and Bullying Prevention\u003c/a>. Without a better sense of what drives heartless peer-on-peer behavior, Dillon said, schools’ anti-bullying campaigns will continue to wilt. “If you don’t understand it, you can’t treat it,” Dillon added.\u003c/p>\n\u003cp>School leaders who are eager to staunch online and in-person bullying might consider reviewing recent findings from social science as well as the opinions of scholars who study the problem. These findings, in some cases, upend the conventional wisdom about bullying and how to stop it.\u003c/p>\n\u003cp>\u003cstrong>Most kids don’t bully, don’t like bullying, and feel bad for the victims.\u003c/strong> The majority of kids don’t bully other kids and haven’t been victimized, the Olweus Bullying Prevention Program reports. In a 2012-13 survey the organization conducted of 300,000 kids from 1,000 schools, 80 percent of students between third and twelfth grade reported never having been bullied or having targeted another for bullying. The Olweus study also found that most students disapprove of bullying and feel sympathy for the victim. “More than 90 percent of girls and 74 percent of boys across all grade levels feel sorry for bullied students,” the report says.\u003c/p>\n\u003cp>\u003cstrong>Kids bully to achieve dominance and to solidify their social standing. \u003c/strong>Kids pick on others as a way to secure their standing among their peers or to move up a notch. In the words of social scientists Robert Faris and Diane Felmlee, who authored a 2011 \u003ca href=\"http://www.asanet.org/images/journals/docs/pdf/Faris_FelmleeASRFeb11.pdf\">study\u003c/a> on bullying in the context of social networks in schools, “aggression is intrinsic to status and escalates with increases in peer status until the pinnacle of the social hierarchy is attained.” Children from single-parent homes, and those with less educated parents, are no more apt to bully than kids with married and learned parents. African-Americans and other minorities show the same rates of bullying as their white counterparts. In short, Faris and Felmlee write, “the role of personal deficiencies is overstated and…concerns over status drive much aggressive behavior.” The popular notion of bullies as sullen social outcasts who come from broken homes is a myth.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What adults call bullying kids call drama\u003c/strong>. “I can’t think of a single bully at our school,” a popular high school senior told me about the climate at his medium-sized, and competitive public high school. This magical absence of aggression among his peers may have more to do with terminology than reality. “Students may not view the words and actions they witness as bullying,” Dillon \u003ca href=\"http://www.naesp.org/principal-januaryfebruary-2014-assessments-evaluations-and-data/untying-nots-bullying-prevention\">writes\u003c/a>. What the Olweus survey identifies as the top three types of bullying—verbal abuse, exclusion, and spreading rumors—kids can see as normal and essentially harmless behavior. The more the grown-up world frets about bullies, including adopting “zero-tolerance” policies and legal penalties, the less likely kids will be to see bullying amongst them. The very word bully is associated with “bad” kids committed dramatically aggressive acts, even though much social aggression is subtle and ambiguous—a raised eyebrow, a subtle smirk—and often carried out by successful kids against weaker peers.\u003c/p>\n\u003cp>\u003cstrong>Cyber-bullying is just an extension of what’s happening in the classrooms, halls, and cafeteria\u003c/strong>. Anonymous, online attacks against kids from their peers are just as emotionally devastating as being teased in the hallway or ostracized during gym. But experts believe that online cruelty merely makes visible what kids are doing in person behind the backs of adults. “If this is happening online, it’s absolutely happening in school,” says Nancy Willard, author of \u003cem>Cyberbullying and Cyberthreats: Responding to the Challenge of Online Aggression, Threats, and Distress\u003c/em>. Thus, nasty posts on Yik Yak, Ask.fm, or Instagram, to name a few popular social media sites, are just another way for kids to express hostility towards targets they’ve already gone after—or are in retaliation against those who have attacked them in school. An unintended benefit of attacks on social media is the tangible evidence of bullying is provides.\u003c/p>\n\u003cp>\u003cstrong>Kids don’t intervene because doing so would jeopardize their own standing, they lack the tools to assist, and because they don’t think it will help anyway. \u003c/strong>Adolescents are fixated on their social standing, and anything that jeopardizes their fragile position will be avoided. Defending a relatively powerless kid against a more popular peer threatens that bystander's own position. As well, a witness might prefer the child doing the bullying to the one being targeted; from a social perspective, it would make little sense for the bystander to help the school punish her friend. As well, students receive scant training on how to help in such a way that it won’t backfire. “Asking students to be empowered and responsible bystanders is tantamount to telling them to be good readers or safe drivers without giving them instructions, guidance, and opportunities to practice,” Dillon writes.\u003c/p>\n\u003cp>\u003cstrong>Bullied kids don’t “tell” on their perpetrators because they think it won’t make a difference. \u003c/strong>According to the Olweus foundation study, just ten percent of high school girls and 15 percent of boys who had been bullied reported telling a teacher or other adult at school. This may be explained in part by another finding in the report: slightly more than half of the high school kids surveyed reported that adults in their schools “did little or nothing,” or “fairly little” to cut down on bullying.\u003c/p>\n\u003cp>\u003cstrong>Apocalyptic messaging about an epidemic of bullying is misleading, alienating and potentially dangerous\u003c/strong>. When all students are bombarded with the idea that bullying is a widespread scourge that must be stamped out—even though most kids don’t abuse others—they take in a false message about how pervasive the problem is among their peers. Perversely, learning that bullying is common practice in school makes the behavior more attractive to kids who want most to fit in. When the majority of non-aggressive kids continue to get clobbered with lessons about the ills of bullying, they naturally feel misunderstood and alienated from the adults in charge. “Combined with everything else students are told to do or not do, the issue of bullying can become static or background noise,” Dillon writes. Even worse, says Willard, the message that bullying leads to suicide signals to targeted kids that harming themselves is an acceptable way to respond.\u003c/p>\n\u003cp>\u003cstrong>Harsh disciplinary measures backfire\u003c/strong>. When schools adopt punitive approaches to combat the problem, “they create the very behavior they are trying to control,” Dillon said. Effective anti-bullying strategies depend on student bystanders to help diffuse social aggression. But if the penalty for hostile acts is severe, those student observers will remain quiet when they witness abuse. Even if they want the behavior to stop, witnesses might not report on the abuser because they view the penalty as extreme; they also reason that resentment against the victim will be worse if they notify an adult. “Harsh consequences delivered by controlling adults also deepens the chasm between the adult world and the student world,” Dillon said. And the wider the chasm, the less likely students will be to call out their own tribe against controlling adults who don’t understand their world.\u003c/p>\n\u003cp>\u003cstrong>Kids retreat to social media in part to flee from prying adult eyes. \u003c/strong>Though worrisome to grown-ups, adolescents’ withdrawal into their private social world is developmentally appropriate. Unfortunately, because the part of the brain that governs rational thought isn’t fully developed until age 25, adolescents also are more likely to act impulsively and irrationally when they feel challenged. Much online bullying is done impulsively and in retaliation for perceived slights. Thus, a cruel post on Yik Yak can trigger an equally nasty response, which launches a cycle of hostility.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>School climate has a lot to do with it\u003c/strong>. Authoritarian and hierarchical school environments where adults are the bosses and the students are expected to behave, no questions asked, make bullying among kids more likely. When grown-ups model this type of authority, they signal to kids that power is what matters rather than character or learning. Further, when schools value grades and individual achievement above all, kids infer that looking out for one another isn’t important. “Kids are much more likely to bully to gain dominance and status in environments that are hierarchical and have staff who mistreat kids while disciplining them,” Dillon said.\u003c/p>\n\n","blocks":[],"excerpt":"By understanding the research behind what causes bullying, schools can develop policies and programs to create a climate for growth. ","status":"publish","parent":0,"modified":1461332824,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1600},"headData":{"title":"10 Realities About Bullying at School and Online | KQED","description":"By understanding the research behind what causes bullying, schools can develop policies and programs to create a climate for growth. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"10 Realities About Bullying at School and Online","datePublished":"2016-04-22T13:47:04.000Z","dateModified":"2016-04-22T13:47:04.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44772 http://ww2.kqed.org/mindshift/?p=44772","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/22/10-realities-about-bullying-at-school-and-online/","disqusTitle":"10 Realities About Bullying at School and Online","path":"/mindshift/44772/10-realities-about-bullying-at-school-and-online","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In spite of national campaigns against bullying, including legislation in some states that punishes offenders and imposes strict reporting standards on schools, as many kids as ever report being victimized by their peers. The most recent \u003ca href=\"http://www.cdc.gov/healthyyouth/data/yrbs/pdf/trends/us_violenceschool_trend_yrbs.pdf\">survey\u003c/a> by the Centers for Disease Control and Prevention on youth behavior showed no change in reports of bullying among high school kids, on school property, between 2009 and 2013. According to the US Department of Education, up to \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=719\">22 percent\u003c/a> of 12-18 year olds claim to having been bullied by their peers.\u003c/p>\n\u003cp>A clear understanding of the nature of bullying, including who does it and why, should guide a school’s response. But “most educators aren’t aware of the function bullying serves in school,” said James Dillon, a retired teacher and former principal who directs the \u003ca href=\"http://www.noplaceforbullying.com/#!meetus/c21kz\">Center for Leadership and Bullying Prevention\u003c/a>. Without a better sense of what drives heartless peer-on-peer behavior, Dillon said, schools’ anti-bullying campaigns will continue to wilt. “If you don’t understand it, you can’t treat it,” Dillon added.\u003c/p>\n\u003cp>School leaders who are eager to staunch online and in-person bullying might consider reviewing recent findings from social science as well as the opinions of scholars who study the problem. These findings, in some cases, upend the conventional wisdom about bullying and how to stop it.\u003c/p>\n\u003cp>\u003cstrong>Most kids don’t bully, don’t like bullying, and feel bad for the victims.\u003c/strong> The majority of kids don’t bully other kids and haven’t been victimized, the Olweus Bullying Prevention Program reports. In a 2012-13 survey the organization conducted of 300,000 kids from 1,000 schools, 80 percent of students between third and twelfth grade reported never having been bullied or having targeted another for bullying. The Olweus study also found that most students disapprove of bullying and feel sympathy for the victim. “More than 90 percent of girls and 74 percent of boys across all grade levels feel sorry for bullied students,” the report says.\u003c/p>\n\u003cp>\u003cstrong>Kids bully to achieve dominance and to solidify their social standing. \u003c/strong>Kids pick on others as a way to secure their standing among their peers or to move up a notch. In the words of social scientists Robert Faris and Diane Felmlee, who authored a 2011 \u003ca href=\"http://www.asanet.org/images/journals/docs/pdf/Faris_FelmleeASRFeb11.pdf\">study\u003c/a> on bullying in the context of social networks in schools, “aggression is intrinsic to status and escalates with increases in peer status until the pinnacle of the social hierarchy is attained.” Children from single-parent homes, and those with less educated parents, are no more apt to bully than kids with married and learned parents. African-Americans and other minorities show the same rates of bullying as their white counterparts. In short, Faris and Felmlee write, “the role of personal deficiencies is overstated and…concerns over status drive much aggressive behavior.” The popular notion of bullies as sullen social outcasts who come from broken homes is a myth.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What adults call bullying kids call drama\u003c/strong>. “I can’t think of a single bully at our school,” a popular high school senior told me about the climate at his medium-sized, and competitive public high school. This magical absence of aggression among his peers may have more to do with terminology than reality. “Students may not view the words and actions they witness as bullying,” Dillon \u003ca href=\"http://www.naesp.org/principal-januaryfebruary-2014-assessments-evaluations-and-data/untying-nots-bullying-prevention\">writes\u003c/a>. What the Olweus survey identifies as the top three types of bullying—verbal abuse, exclusion, and spreading rumors—kids can see as normal and essentially harmless behavior. The more the grown-up world frets about bullies, including adopting “zero-tolerance” policies and legal penalties, the less likely kids will be to see bullying amongst them. The very word bully is associated with “bad” kids committed dramatically aggressive acts, even though much social aggression is subtle and ambiguous—a raised eyebrow, a subtle smirk—and often carried out by successful kids against weaker peers.\u003c/p>\n\u003cp>\u003cstrong>Cyber-bullying is just an extension of what’s happening in the classrooms, halls, and cafeteria\u003c/strong>. Anonymous, online attacks against kids from their peers are just as emotionally devastating as being teased in the hallway or ostracized during gym. But experts believe that online cruelty merely makes visible what kids are doing in person behind the backs of adults. “If this is happening online, it’s absolutely happening in school,” says Nancy Willard, author of \u003cem>Cyberbullying and Cyberthreats: Responding to the Challenge of Online Aggression, Threats, and Distress\u003c/em>. Thus, nasty posts on Yik Yak, Ask.fm, or Instagram, to name a few popular social media sites, are just another way for kids to express hostility towards targets they’ve already gone after—or are in retaliation against those who have attacked them in school. An unintended benefit of attacks on social media is the tangible evidence of bullying is provides.\u003c/p>\n\u003cp>\u003cstrong>Kids don’t intervene because doing so would jeopardize their own standing, they lack the tools to assist, and because they don’t think it will help anyway. \u003c/strong>Adolescents are fixated on their social standing, and anything that jeopardizes their fragile position will be avoided. Defending a relatively powerless kid against a more popular peer threatens that bystander's own position. As well, a witness might prefer the child doing the bullying to the one being targeted; from a social perspective, it would make little sense for the bystander to help the school punish her friend. As well, students receive scant training on how to help in such a way that it won’t backfire. “Asking students to be empowered and responsible bystanders is tantamount to telling them to be good readers or safe drivers without giving them instructions, guidance, and opportunities to practice,” Dillon writes.\u003c/p>\n\u003cp>\u003cstrong>Bullied kids don’t “tell” on their perpetrators because they think it won’t make a difference. \u003c/strong>According to the Olweus foundation study, just ten percent of high school girls and 15 percent of boys who had been bullied reported telling a teacher or other adult at school. This may be explained in part by another finding in the report: slightly more than half of the high school kids surveyed reported that adults in their schools “did little or nothing,” or “fairly little” to cut down on bullying.\u003c/p>\n\u003cp>\u003cstrong>Apocalyptic messaging about an epidemic of bullying is misleading, alienating and potentially dangerous\u003c/strong>. When all students are bombarded with the idea that bullying is a widespread scourge that must be stamped out—even though most kids don’t abuse others—they take in a false message about how pervasive the problem is among their peers. Perversely, learning that bullying is common practice in school makes the behavior more attractive to kids who want most to fit in. When the majority of non-aggressive kids continue to get clobbered with lessons about the ills of bullying, they naturally feel misunderstood and alienated from the adults in charge. “Combined with everything else students are told to do or not do, the issue of bullying can become static or background noise,” Dillon writes. Even worse, says Willard, the message that bullying leads to suicide signals to targeted kids that harming themselves is an acceptable way to respond.\u003c/p>\n\u003cp>\u003cstrong>Harsh disciplinary measures backfire\u003c/strong>. When schools adopt punitive approaches to combat the problem, “they create the very behavior they are trying to control,” Dillon said. Effective anti-bullying strategies depend on student bystanders to help diffuse social aggression. But if the penalty for hostile acts is severe, those student observers will remain quiet when they witness abuse. Even if they want the behavior to stop, witnesses might not report on the abuser because they view the penalty as extreme; they also reason that resentment against the victim will be worse if they notify an adult. “Harsh consequences delivered by controlling adults also deepens the chasm between the adult world and the student world,” Dillon said. And the wider the chasm, the less likely students will be to call out their own tribe against controlling adults who don’t understand their world.\u003c/p>\n\u003cp>\u003cstrong>Kids retreat to social media in part to flee from prying adult eyes. \u003c/strong>Though worrisome to grown-ups, adolescents’ withdrawal into their private social world is developmentally appropriate. Unfortunately, because the part of the brain that governs rational thought isn’t fully developed until age 25, adolescents also are more likely to act impulsively and irrationally when they feel challenged. Much online bullying is done impulsively and in retaliation for perceived slights. Thus, a cruel post on Yik Yak can trigger an equally nasty response, which launches a cycle of hostility.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>School climate has a lot to do with it\u003c/strong>. Authoritarian and hierarchical school environments where adults are the bosses and the students are expected to behave, no questions asked, make bullying among kids more likely. When grown-ups model this type of authority, they signal to kids that power is what matters rather than character or learning. Further, when schools value grades and individual achievement above all, kids infer that looking out for one another isn’t important. “Kids are much more likely to bully to gain dominance and status in environments that are hierarchical and have staff who mistreat kids while disciplining them,” Dillon said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44772/10-realities-about-bullying-at-school-and-online","authors":["4613"],"categories":["mindshift_194","mindshift_20874"],"tags":["mindshift_377","mindshift_73","mindshift_20784","mindshift_1040","mindshift_1038"],"featImg":"mindshift_44774","label":"mindshift"},"mindshift_44628":{"type":"posts","id":"mindshift_44628","meta":{"index":"posts_1591205157","site":"mindshift","id":"44628","score":null,"sort":[1460014182000]},"guestAuthors":[],"slug":"how-to-develop-a-school-culture-that-helps-curb-bullying","title":"How to Develop a School Culture That Helps Curb Bullying","publishDate":1460014182,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>After years of dealing with school bullying through traditional punishments, Carolyne Quintana, the principal of\u003ca href=\"http://www.bronxdalehs.org\"> Bronxdale High School\u003c/a> in New York City, introduced restorative justice approaches at her school because she wanted students to feel trusted and cared for.\u003c/p>\n\u003cp>“It wasn’t just about bullying incidents, it was about the whole school culture,” she said.\u003c/p>\n\u003cp>To build community and handle “instances of harm” among the students, teachers bring the kids together to talk in “restorative circles,” where everyone has an opportunity to listen and be heard. Bronxdale uses circles for most of its group communications, including parent meetings and ninth-grade orientation. The circles are a natural outgrowth of the Socratic method teachers use in class, Quintana said.\u003c/p>\n\u003cp>What’s crucial in building the right culture is the twice-weekly advisory sessions—“the hub for restorative circles,” Quintana said—and the distributed guidance system at Bronxdale, which calls on all adults to look out for the social and emotional well-being of the students.\u003c/p>\n\u003cp>Bronxdale doesn’t track bullying rates, but Quintana said that students are now more conscious of the forms bullying takes, and are more apt to express concern for their peers and to sign agreements with one another. Some students who didn’t like to come to school because of bullying now do, she said. Further, students who misbehave are still held accountable.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Restorative practices don’t get rid of discipline,” Quintana added. Rather, they supplement other discipline, so that kids who are suspended, for example, learn what they did wrong and why it matters. “It’s the restorative practices that will prepare kids for the world beyond high school,” she said.\u003c/p>\n\u003cp>Treating bullying as a hurtful act that violates shared values, rather than as a character defect, encourages kids to understand why their behavior was wrong, and to apologize and make amends, according to James Dillon, a retired school principal and author of \u003ca href=\"http://www.amazon.com/Reframing-Bullying-Prevention-Stronger-Communities/dp/1483365271\">\u003cem>Reframing Bullying Prevention to Build Stronger School Communities\u003c/em>.\u003c/a>\u003c/p>\n\u003cp>“Bullying shouldn’t ever be acceptable, and students should be held accountable—but also learn how and why what they did is wrong, and not just suffer the pain of consequences,” Dillon says.\u003c/p>\n\u003cp>This restorative justice model, where kids are coaxed to accept responsibility, figure out ways to remedy the harm and restore the damaged relationship, helps them learn from their actions and internalize a moral code.\u003c/p>\n\u003cp>“Punishment makes things worse,” said danah boyd, author of \u003cem>It’s Complicated: The Social Lives of Networked Teens.\u003c/em> “Schools have to start from a place of empathy. Why is a student doing something harmful to other students?” she added. Zero-tolerance policies toward student misbehavior have been shown to have the opposite effect of what was intended by their adoption: A \u003ca href=\"https://www.apa.org/pubs/info/reports/zero-tolerance.pdf\">task force\u003c/a> set up by the American Psychological Association to study the issue found that zero-tolerance policies in schools worsened school climates, provoked more student misbehavior and led to higher expulsion and suspension rates for minorities. And no-questions-asked penalties against kids who mistreat their peers stunts the growth of personal conscience; the punished child will instead fixate on his “unfair” penalty rather than the harm he committed.\u003c/p>\n\u003cp>And when it comes to social media, ugly exchanges among kids can feel like a scourge to school administrators. But the customary ways schools have responded, including some variation of assemblies, lectures, and disciplinary action, seem to have had little effect.\u003c/p>\n\u003cp>“The current rules and punishment-based approach that schools are using is not working to address the concerns of bullying in school,” says Nancy Willard, director of Embrace Civility in the Digital Age. “And it certainly will not be effective in addressing hurtful acts via social media, because schools are not making the rules for social media.”\u003c/p>\n\u003cp>What can schools do to reduce bullying among students on school grounds and online?\u003c/p>\n\u003cp>Drawing from social science research and experience in schools, some experts on bullying, learning and social media have fresh ways of thinking about and responding to the problem.\u003c/p>\n\u003cp>\u003cstrong>Build the right culture\u003c/strong>. “It is easier to think that the problem is because of character flaws in a few students or to blame parents for not doing a better job of raising their kids,” says Dillon.\u003c/p>\n\u003cp>In fact, to reduce aggression among kids, school leaders need to start with the climate within the building. Schools with an authoritarian and hierarchical ethos teach kids that obeying rules as decreed by the grown-ups in power is what counts; this only exacerbates jockeying for status among the students, which inspires bullying. A better approach would have school officials and teachers talk with students about what matters and then rally around the collective values and beliefs on which they agree. When adults try to influence rather than control kids, the grown-ups are more likely to be heard. “Real accountability should be toward those commonly held and articulated values of the school community,” Dillon said.\u003c/p>\n\u003cp>\u003cstrong>Encourage influential kids to take the lead in changing the culture.\u003c/strong> In an ambitious yearlong \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/20/how-empowering-influential-kids-can-change-school-culture-for-the-better/\">study\u003c/a> of 24,191 middle school students during 2012 and 2013, social scientists Betsy Levy Paluck, Hana Shepherd and Peter Aronow found that kids with abundant social connections were effective in changing school norms. Anti-bullying messages created and propagated by these influential students reduced conflict in school by a statistically significant margin. Notably, the student body, rather than the teachers, identified the well-connected kids.\u003c/p>\n\u003cp>\u003cstrong>Introduce social and emotional learning for students and teachers. \u003c/strong> “What’s been missing from school is the affective dimension of learning,” says Janice Toben, who heads up the \u003ca href=\"http://www.instituteforsel.org/\">Institute for Social and Emotional Learning\u003c/a> in Menlo Park, California. For 27 years, Toben taught elementary and middle school children how to self-regulate and handle conflict, and now educates teachers on best practices for social and emotional learning.\u003c/p>\n\u003cp>“We challenge teachers to engage in the social and emotional dynamic of their students, because learning \u003cem>is\u003c/em> social and emotional,” she said.\u003c/p>\n\u003cp>Schools could make space for more face-to-face interactions among students, and encourage all teachers to ask reflective questions and focus on students’ personal or social insights. Sharing responses like these builds empathy and develops emotional skills in children; they learn how to construct an emotional vocabulary, communicate honestly and directly, and resist online retaliation.\u003c/p>\n\u003cp>One method she designed is called “Open Session,” where adolescents share their worries and challenges with one another; in return, they receive support and real-life wisdom from their peers, and clarify for themselves the real source of worry. Regular meetings like this, along with mindfulness practices and even improvisation, can give kids the tools to understand themselves better, react less impulsively, and show more compassion for others. Teachers, too, need social and emotional support, Toben adds, and would benefit from Open Sessions with their colleagues. What’s essential to making this kind of learning work? “Time,” Toben said.\u003c/p>\n\u003cp>\u003cstrong>Work with the majority of kids who don’t bully and don’t approve of it. \u003c/strong>Fellow students are well-situated to deflate a bully’s barbs, but few kids intervene when they see abusive behavior directed at their peers. Student witnesses to bullying are more likely to stand up for peers in schools with caring and inclusive climates because bullying violates school norms. But how can school leaders get those kids to step up? First, don’t alienate them with language that seems to blame them for a behavior — bullying —t hat they didn’t commit. Instead, tell them how important they are in building a stronger school; they are leaders and allies in constructing a better school environment, and should be told so repeatedly. “The most important belief driving positive change and reframing bullying prevention,” Dillon writes, “is that students are the solution to the problem not the cause of it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Ensure that teachers, coaches and school administrators aren’t modeling bullying\u003c/strong>. When kids see adults at school mistreat one another, they can’t help but conclude that such conduct is actually OK, regardless of what they’re told. Of even greater harm is when teachers and coaches oppress the kids they’re instructing; screaming at athletes for making mistakes, for example, or humiliating kids in the classroom, underscores a message that harsh interpersonal behavior is the way of the world.\u003c/p>\n\n","blocks":[],"excerpt":"Schools and researchers are discovering tactics to counter bullying and have helped students feel more connected to one another.","status":"publish","parent":0,"modified":1460014182,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1445},"headData":{"title":"How to Develop a School Culture That Helps Curb Bullying | KQED","description":"Schools and researchers are discovering tactics to counter bullying and have helped students feel more connected to one another.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Develop a School Culture That Helps Curb Bullying","datePublished":"2016-04-07T07:29:42.000Z","dateModified":"2016-04-07T07:29:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44628 http://ww2.kqed.org/mindshift/?p=44628","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/07/how-to-develop-a-school-culture-that-helps-curb-bullying/","disqusTitle":"How to Develop a School Culture That Helps Curb Bullying","path":"/mindshift/44628/how-to-develop-a-school-culture-that-helps-curb-bullying","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>After years of dealing with school bullying through traditional punishments, Carolyne Quintana, the principal of\u003ca href=\"http://www.bronxdalehs.org\"> Bronxdale High School\u003c/a> in New York City, introduced restorative justice approaches at her school because she wanted students to feel trusted and cared for.\u003c/p>\n\u003cp>“It wasn’t just about bullying incidents, it was about the whole school culture,” she said.\u003c/p>\n\u003cp>To build community and handle “instances of harm” among the students, teachers bring the kids together to talk in “restorative circles,” where everyone has an opportunity to listen and be heard. Bronxdale uses circles for most of its group communications, including parent meetings and ninth-grade orientation. The circles are a natural outgrowth of the Socratic method teachers use in class, Quintana said.\u003c/p>\n\u003cp>What’s crucial in building the right culture is the twice-weekly advisory sessions—“the hub for restorative circles,” Quintana said—and the distributed guidance system at Bronxdale, which calls on all adults to look out for the social and emotional well-being of the students.\u003c/p>\n\u003cp>Bronxdale doesn’t track bullying rates, but Quintana said that students are now more conscious of the forms bullying takes, and are more apt to express concern for their peers and to sign agreements with one another. Some students who didn’t like to come to school because of bullying now do, she said. Further, students who misbehave are still held accountable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Restorative practices don’t get rid of discipline,” Quintana added. Rather, they supplement other discipline, so that kids who are suspended, for example, learn what they did wrong and why it matters. “It’s the restorative practices that will prepare kids for the world beyond high school,” she said.\u003c/p>\n\u003cp>Treating bullying as a hurtful act that violates shared values, rather than as a character defect, encourages kids to understand why their behavior was wrong, and to apologize and make amends, according to James Dillon, a retired school principal and author of \u003ca href=\"http://www.amazon.com/Reframing-Bullying-Prevention-Stronger-Communities/dp/1483365271\">\u003cem>Reframing Bullying Prevention to Build Stronger School Communities\u003c/em>.\u003c/a>\u003c/p>\n\u003cp>“Bullying shouldn’t ever be acceptable, and students should be held accountable—but also learn how and why what they did is wrong, and not just suffer the pain of consequences,” Dillon says.\u003c/p>\n\u003cp>This restorative justice model, where kids are coaxed to accept responsibility, figure out ways to remedy the harm and restore the damaged relationship, helps them learn from their actions and internalize a moral code.\u003c/p>\n\u003cp>“Punishment makes things worse,” said danah boyd, author of \u003cem>It’s Complicated: The Social Lives of Networked Teens.\u003c/em> “Schools have to start from a place of empathy. Why is a student doing something harmful to other students?” she added. Zero-tolerance policies toward student misbehavior have been shown to have the opposite effect of what was intended by their adoption: A \u003ca href=\"https://www.apa.org/pubs/info/reports/zero-tolerance.pdf\">task force\u003c/a> set up by the American Psychological Association to study the issue found that zero-tolerance policies in schools worsened school climates, provoked more student misbehavior and led to higher expulsion and suspension rates for minorities. And no-questions-asked penalties against kids who mistreat their peers stunts the growth of personal conscience; the punished child will instead fixate on his “unfair” penalty rather than the harm he committed.\u003c/p>\n\u003cp>And when it comes to social media, ugly exchanges among kids can feel like a scourge to school administrators. But the customary ways schools have responded, including some variation of assemblies, lectures, and disciplinary action, seem to have had little effect.\u003c/p>\n\u003cp>“The current rules and punishment-based approach that schools are using is not working to address the concerns of bullying in school,” says Nancy Willard, director of Embrace Civility in the Digital Age. “And it certainly will not be effective in addressing hurtful acts via social media, because schools are not making the rules for social media.”\u003c/p>\n\u003cp>What can schools do to reduce bullying among students on school grounds and online?\u003c/p>\n\u003cp>Drawing from social science research and experience in schools, some experts on bullying, learning and social media have fresh ways of thinking about and responding to the problem.\u003c/p>\n\u003cp>\u003cstrong>Build the right culture\u003c/strong>. “It is easier to think that the problem is because of character flaws in a few students or to blame parents for not doing a better job of raising their kids,” says Dillon.\u003c/p>\n\u003cp>In fact, to reduce aggression among kids, school leaders need to start with the climate within the building. Schools with an authoritarian and hierarchical ethos teach kids that obeying rules as decreed by the grown-ups in power is what counts; this only exacerbates jockeying for status among the students, which inspires bullying. A better approach would have school officials and teachers talk with students about what matters and then rally around the collective values and beliefs on which they agree. When adults try to influence rather than control kids, the grown-ups are more likely to be heard. “Real accountability should be toward those commonly held and articulated values of the school community,” Dillon said.\u003c/p>\n\u003cp>\u003cstrong>Encourage influential kids to take the lead in changing the culture.\u003c/strong> In an ambitious yearlong \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/20/how-empowering-influential-kids-can-change-school-culture-for-the-better/\">study\u003c/a> of 24,191 middle school students during 2012 and 2013, social scientists Betsy Levy Paluck, Hana Shepherd and Peter Aronow found that kids with abundant social connections were effective in changing school norms. Anti-bullying messages created and propagated by these influential students reduced conflict in school by a statistically significant margin. Notably, the student body, rather than the teachers, identified the well-connected kids.\u003c/p>\n\u003cp>\u003cstrong>Introduce social and emotional learning for students and teachers. \u003c/strong> “What’s been missing from school is the affective dimension of learning,” says Janice Toben, who heads up the \u003ca href=\"http://www.instituteforsel.org/\">Institute for Social and Emotional Learning\u003c/a> in Menlo Park, California. For 27 years, Toben taught elementary and middle school children how to self-regulate and handle conflict, and now educates teachers on best practices for social and emotional learning.\u003c/p>\n\u003cp>“We challenge teachers to engage in the social and emotional dynamic of their students, because learning \u003cem>is\u003c/em> social and emotional,” she said.\u003c/p>\n\u003cp>Schools could make space for more face-to-face interactions among students, and encourage all teachers to ask reflective questions and focus on students’ personal or social insights. Sharing responses like these builds empathy and develops emotional skills in children; they learn how to construct an emotional vocabulary, communicate honestly and directly, and resist online retaliation.\u003c/p>\n\u003cp>One method she designed is called “Open Session,” where adolescents share their worries and challenges with one another; in return, they receive support and real-life wisdom from their peers, and clarify for themselves the real source of worry. Regular meetings like this, along with mindfulness practices and even improvisation, can give kids the tools to understand themselves better, react less impulsively, and show more compassion for others. Teachers, too, need social and emotional support, Toben adds, and would benefit from Open Sessions with their colleagues. What’s essential to making this kind of learning work? “Time,” Toben said.\u003c/p>\n\u003cp>\u003cstrong>Work with the majority of kids who don’t bully and don’t approve of it. \u003c/strong>Fellow students are well-situated to deflate a bully’s barbs, but few kids intervene when they see abusive behavior directed at their peers. Student witnesses to bullying are more likely to stand up for peers in schools with caring and inclusive climates because bullying violates school norms. But how can school leaders get those kids to step up? First, don’t alienate them with language that seems to blame them for a behavior — bullying —t hat they didn’t commit. Instead, tell them how important they are in building a stronger school; they are leaders and allies in constructing a better school environment, and should be told so repeatedly. “The most important belief driving positive change and reframing bullying prevention,” Dillon writes, “is that students are the solution to the problem not the cause of it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Ensure that teachers, coaches and school administrators aren’t modeling bullying\u003c/strong>. When kids see adults at school mistreat one another, they can’t help but conclude that such conduct is actually OK, regardless of what they’re told. Of even greater harm is when teachers and coaches oppress the kids they’re instructing; screaming at athletes for making mistakes, for example, or humiliating kids in the classroom, underscores a message that harsh interpersonal behavior is the way of the world.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44628/how-to-develop-a-school-culture-that-helps-curb-bullying","authors":["4613"],"categories":["mindshift_193"],"tags":["mindshift_377","mindshift_73","mindshift_20784","mindshift_1040","mindshift_20793"],"featImg":"mindshift_44654","label":"mindshift"},"mindshift_32466":{"type":"posts","id":"mindshift_32466","meta":{"index":"posts_1591205157","site":"mindshift","id":"32466","score":null,"sort":[1383404455000]},"guestAuthors":[],"slug":"empowering-kids-online-an-important-strategy-to-keep-them-safe","title":"Empowering Kids Online: An Important Strategy to Keep Them Safe","publishDate":1383404455,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/5089358202_8bda7750ff_z.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/5089358202_8bda7750ff_z-300x450.jpg\" alt=\"CSC_0173\" width=\"300\" height=\"450\" class=\"size-medium wp-image-32491\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>By Laura Sydell, \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/10/29/241605525/asdfd\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The social media site Ask.fm has made headlines in connection with the suicide of a 12-year-old Florida girl who was the target of intense bullying on the site. Some law enforcement officials are warning parents about Ask.fm. But for parents, keeping track of the latest social network can be a game of Whac-a-Mole.\u003c/p>\n\u003cp>On Sept. 9, Rebecca Sedwick climbed a tower at an abandoned concrete plant near her Central Florida home and jumped. Shortly after her death, Sedwick's mother, Patricia Norman, \u003ca href=\"http://www.myfoxtampabay.com/story/23400206/2013/09/11/mom-daughter-was-bullied-online\">told the local Fox news affiliate\u003c/a> her daughter had been bullied on social media.\u003c/p>\n\u003cp>\"People were sending her messages telling her that she should just go kill herself and everybody hated her and nobody liked her,\" Norman said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Norman told the station that she moved her daughter to a new school and thought she'd gotten her off social media sites. But, without Norman's knowledge, her daughter found new sites — among them Ask.fm.\u003c/p>\n\u003cp>The European-based company lets teens post questions and answers anonymously. Mike Harris, who talks to kids in schools as part of his work with the district attorney's office in Jefferson County, Colo., says he's hearing complaints about Ask.fm, and not just from parents.\u003c/p>\n\u003cp>\"The students are complaining, saying that this is a really bad site, a lot of bad people with ill intentions, and just very cruel people,\" Harris said.\u003c/p>\n\u003cp>The Jefferson County District Attorney's office just sent out a warning to parents about Ask.fm. It noted that several teen suicides in the past year happened after the kids were bullied on the site. In an email, Ask.fm told NPR it is responding with new features that make it easier to report and block abusive comments. Harris' advice is for parents to keep better track of where their kids go online.\u003c/p>\n\u003cp style=\"text-align: center;\">\u003cstrong>\u003cspan style=\"color: #808080;\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/teaching-and-modeling-good-digital-citizenship/\">Teaching and Modeling Good Digital Citizenship\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\"Grab those phones, the smartphones, see what apps your kids have. And there's a lot of iPhones that you can actually restrict them adding certain apps, or any app,\" Harris said.\u003c/p>\n\u003cp>But Devon Warner, the parent of a 15-year-old in San Francisco, says she found restricting what kids do online may not be the answer.\u003c/p>\n\u003cp>\"I discovered that the child knew how to get beyond [the restrictions],\" Warner said. Her son is transgender and has a mild form of Asperger's.\u003c/p>\n\u003cp>\"When your child has a special need your heart's on your sleeve or it's in your throat,\" she said. When Warner realized she couldn't stop her son from going online, she chose a different way to protect him.\u003c/p>\n\u003cp>\"My goal is to teach him how to buck himself up and how to look at the situation in a way where he can be at peace with other people,\" Warner said. \"[Because] people are prejudiced and they're angry and they're cruel and there's all kinds of stuff. And I don't want him to think that's about him.\"\u003c/p>\n\u003cp>Warner's strategy seems to be working. I met her son — who goes by the name Warner — at a cafe near their home. He uses Facebook and Twitter, and he says he's also an editor on Wikipedia and has an Ask.fm account. He says he has occasionally been the target of bullies.\u003c/p>\n\u003cp>\"I'm trying not to take it too personally, but sometimes I can't help but do,\" 'Warner' said. He tells me he's experienced more bullying from kids he knows in real school than online. And online, he often finds people and sites that help him feel better about being transgender.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"My goal is to teach him how to buck himself up and how to look at the situation in a way where he can be at peace with other people.\" \u003c/aside>\n\u003cp>\"It's great to look at stuff that's actually supportive and has more of a positive attitude toward it,\" he said. \"I spend a lot of time on the computer. Sometimes the computer's like one of the only friends I have.\"\u003c/p>\n\u003cp>Being on social networks is about connection with friends, says 18-year-old Jennalynn Sallings. When she was 14, she had a secret MySpace account. Sallings says she and her friends needed space away from the prying eyes of their parents.\u003c/p>\n\u003cp>\"We need a sense of privacy. Everyone needs their sense of privacy and how else are we going to grow if we're feeling like we're locked up?\" Sallings said. Her mother, Noelani Sallings, said she discovered her daughter's secret account and forced Jennalynn to show her everything. Sallings now regrets it.\u003c/p>\n\u003cp>\"I personally should have given Jennalynn a little bit more room to experiment with what she was doing because I was so involved in school and other various aspects of her life,\" said Sallings. She says it's more important to talk to kids about how they use social media and about bullying in general. Her daughter agrees.\u003c/p>\n\u003cp>\"Banning things from any teenager will just make them want it even more,\" Jennalynn said. \"And just teaching them how to use things well and teaching them how to have that thick skin and understand that a lot of these people saying mean things have nothing better to do with their time.\"\u003c/p>\n\u003cp>Sallings says her generation is pretty inured to all the nastiness on the Internet. \"We've all grown up with it, and it's like, we're used to seeing such obscene things that our sense of [obscenity] is less,\" she said.\u003c/p>\n\u003cp>Despite the rise of social media, the University of New Hampshire's Family Research Laboratory reports that teen suicides have trended down since the early 1990s.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>After the death of her daughter, Florida mom Norman told local media simply that her message to parents was not to ignore their kids, Even if they seem fine, check up on them.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n","blocks":[],"excerpt":"For parents of teens in the fast-changing social media landscape, which includes sites such as Ask.fm, it can be tough to figure out the balance between giving your children freedom and protecting them from danger. That dilemma was illustrated by the suicide of a 12-year-old Florida girl who reportedly was cyberbullied.","status":"publish","parent":0,"modified":1383352222,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1001},"headData":{"title":"Empowering Kids Online: An Important Strategy to Keep Them Safe | KQED","description":"For parents of teens in the fast-changing social media landscape, which includes sites such as Ask.fm, it can be tough to figure out the balance between giving your children freedom and protecting them from danger. That dilemma was illustrated by the suicide of a 12-year-old Florida girl who reportedly was cyberbullied.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Empowering Kids Online: An Important Strategy to Keep Them Safe","datePublished":"2013-11-02T15:00:55.000Z","dateModified":"2013-11-02T00:30:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32466 http://blogs.kqed.org/mindshift/?p=32466","disqusUrl":"https://ww2.kqed.org/mindshift/2013/11/02/empowering-kids-online-an-important-strategy-to-keep-them-safe/","disqusTitle":"Empowering Kids Online: An Important Strategy to Keep Them Safe","nprByline":"Laura Sydell","nprStoryId":"241605525","nprApiLink":"http://api.npr.org/query?id=241605525&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/alltechconsidered/2013/10/29/241605525/asdfd?ft=3&f=241605525","nprRetrievedStory":"1","nprPubDate":"Thu, 31 Oct 2013 15:13:00 -0400","nprStoryDate":"Tue, 29 Oct 2013 15:00:00 -0400","nprLastModifiedDate":"Thu, 31 Oct 2013 15:13:19 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/atc/2013/10/20131029_atc_08.mp3?orgId=1&topicId=1049&aggIds=241605846&ft=3&f=241605525","nprAudioM3u":"http://api.npr.org/m3u/1241667340-50c3c9.m3u?orgId=1&topicId=1049&aggIds=241605846&ft=3&f=241605525","path":"/mindshift/32466/empowering-kids-online-an-important-strategy-to-keep-them-safe","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/atc/2013/10/20131029_atc_08.mp3?orgId=1&topicId=1049&aggIds=241605846&ft=3&f=241605525","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/5089358202_8bda7750ff_z.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/5089358202_8bda7750ff_z-300x450.jpg\" alt=\"CSC_0173\" width=\"300\" height=\"450\" class=\"size-medium wp-image-32491\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>By Laura Sydell, \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/10/29/241605525/asdfd\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The social media site Ask.fm has made headlines in connection with the suicide of a 12-year-old Florida girl who was the target of intense bullying on the site. Some law enforcement officials are warning parents about Ask.fm. But for parents, keeping track of the latest social network can be a game of Whac-a-Mole.\u003c/p>\n\u003cp>On Sept. 9, Rebecca Sedwick climbed a tower at an abandoned concrete plant near her Central Florida home and jumped. Shortly after her death, Sedwick's mother, Patricia Norman, \u003ca href=\"http://www.myfoxtampabay.com/story/23400206/2013/09/11/mom-daughter-was-bullied-online\">told the local Fox news affiliate\u003c/a> her daughter had been bullied on social media.\u003c/p>\n\u003cp>\"People were sending her messages telling her that she should just go kill herself and everybody hated her and nobody liked her,\" Norman said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Norman told the station that she moved her daughter to a new school and thought she'd gotten her off social media sites. But, without Norman's knowledge, her daughter found new sites — among them Ask.fm.\u003c/p>\n\u003cp>The European-based company lets teens post questions and answers anonymously. Mike Harris, who talks to kids in schools as part of his work with the district attorney's office in Jefferson County, Colo., says he's hearing complaints about Ask.fm, and not just from parents.\u003c/p>\n\u003cp>\"The students are complaining, saying that this is a really bad site, a lot of bad people with ill intentions, and just very cruel people,\" Harris said.\u003c/p>\n\u003cp>The Jefferson County District Attorney's office just sent out a warning to parents about Ask.fm. It noted that several teen suicides in the past year happened after the kids were bullied on the site. In an email, Ask.fm told NPR it is responding with new features that make it easier to report and block abusive comments. Harris' advice is for parents to keep better track of where their kids go online.\u003c/p>\n\u003cp style=\"text-align: center;\">\u003cstrong>\u003cspan style=\"color: #808080;\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/teaching-and-modeling-good-digital-citizenship/\">Teaching and Modeling Good Digital Citizenship\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>\"Grab those phones, the smartphones, see what apps your kids have. And there's a lot of iPhones that you can actually restrict them adding certain apps, or any app,\" Harris said.\u003c/p>\n\u003cp>But Devon Warner, the parent of a 15-year-old in San Francisco, says she found restricting what kids do online may not be the answer.\u003c/p>\n\u003cp>\"I discovered that the child knew how to get beyond [the restrictions],\" Warner said. Her son is transgender and has a mild form of Asperger's.\u003c/p>\n\u003cp>\"When your child has a special need your heart's on your sleeve or it's in your throat,\" she said. When Warner realized she couldn't stop her son from going online, she chose a different way to protect him.\u003c/p>\n\u003cp>\"My goal is to teach him how to buck himself up and how to look at the situation in a way where he can be at peace with other people,\" Warner said. \"[Because] people are prejudiced and they're angry and they're cruel and there's all kinds of stuff. And I don't want him to think that's about him.\"\u003c/p>\n\u003cp>Warner's strategy seems to be working. I met her son — who goes by the name Warner — at a cafe near their home. He uses Facebook and Twitter, and he says he's also an editor on Wikipedia and has an Ask.fm account. He says he has occasionally been the target of bullies.\u003c/p>\n\u003cp>\"I'm trying not to take it too personally, but sometimes I can't help but do,\" 'Warner' said. He tells me he's experienced more bullying from kids he knows in real school than online. And online, he often finds people and sites that help him feel better about being transgender.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"My goal is to teach him how to buck himself up and how to look at the situation in a way where he can be at peace with other people.\" \u003c/aside>\n\u003cp>\"It's great to look at stuff that's actually supportive and has more of a positive attitude toward it,\" he said. \"I spend a lot of time on the computer. Sometimes the computer's like one of the only friends I have.\"\u003c/p>\n\u003cp>Being on social networks is about connection with friends, says 18-year-old Jennalynn Sallings. When she was 14, she had a secret MySpace account. Sallings says she and her friends needed space away from the prying eyes of their parents.\u003c/p>\n\u003cp>\"We need a sense of privacy. Everyone needs their sense of privacy and how else are we going to grow if we're feeling like we're locked up?\" Sallings said. Her mother, Noelani Sallings, said she discovered her daughter's secret account and forced Jennalynn to show her everything. Sallings now regrets it.\u003c/p>\n\u003cp>\"I personally should have given Jennalynn a little bit more room to experiment with what she was doing because I was so involved in school and other various aspects of her life,\" said Sallings. She says it's more important to talk to kids about how they use social media and about bullying in general. Her daughter agrees.\u003c/p>\n\u003cp>\"Banning things from any teenager will just make them want it even more,\" Jennalynn said. \"And just teaching them how to use things well and teaching them how to have that thick skin and understand that a lot of these people saying mean things have nothing better to do with their time.\"\u003c/p>\n\u003cp>Sallings says her generation is pretty inured to all the nastiness on the Internet. \"We've all grown up with it, and it's like, we're used to seeing such obscene things that our sense of [obscenity] is less,\" she said.\u003c/p>\n\u003cp>Despite the rise of social media, the University of New Hampshire's Family Research Laboratory reports that teen suicides have trended down since the early 1990s.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>After the death of her daughter, Florida mom Norman told local media simply that her message to parents was not to ignore their kids, Even if they seem fine, check up on them.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32466/empowering-kids-online-an-important-strategy-to-keep-them-safe","authors":["byline_mindshift_32466"],"categories":["mindshift_192"],"tags":["mindshift_73","mindshift_822"],"featImg":"mindshift_32491","label":"mindshift"},"mindshift_11801":{"type":"posts","id":"mindshift_11801","meta":{"index":"posts_1591205157","site":"mindshift","id":"11801","score":null,"sort":[1305842943000]},"guestAuthors":[],"slug":"how-well-are-schools-teaching-cyber-safety-and-ethics","title":"How Well Are Schools Teaching Cyber Safety and Ethics?","publishDate":1305842943,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_11814\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11814\" href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/to-go-with-afp-story-us-society-youth-ed/\">\u003cimg class=\"size-medium wp-image-11814\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/73115597-300x209.jpg\" alt=\"\" width=\"300\" height=\"209\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Learning about cyber safety and ethics.\u003c/figcaption>\u003c/figure>\n\u003cp>Earlier this week we looked at \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">proposed legislation in California\u003c/a> that would change how social networking websites handle privacy and security -- not just for minors online but for all Internet users. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/#comment-206530965\">Several commenters\u003c/a> responded that, when it comes to children online, it should be up to parents, not legislators, to handle these sorts of matters.\u003c/p>\n\u003cp>But arguably, teachers can also help children learn responsible behavior online. A recent survey undertaken by the National Cyber Security Alliance, Microsoft, and Zogby/463, showed that 91% of teachers, 92% of tech coordinators, and 99% of administrators believed this should be taught. The survey examined administrators, teachers, and technology coordinators at the K-12 level about their thoughts on the cybersafety practices and curriculum in schools. (\u003ca href=\"http://www.staysafeonline.org/sites/default/files/resource_documents/2011%20National%20K-12%20Study%20Final_0.pdf\">Full survey results here\u003c/a>).\u003c/p>\n\u003caside class=\"pullquote alignleft\">Only half of teachers surveyed believe their school does an adequate job of preparing students regarding online safety.\u003c/aside>\n\u003cp>This is the third year that the National Cyber Security Alliance has tested these attitudes, this year asking over 1000 teachers, 200 tech coordinators and 400 administrators a set of questions about online safety. \u003c!--more-->\u003c/p>\n\u003cp>Despite that agreement, the survey found a huge gulf between perceptions of how well and how often cyber-safety is taught. While 81% of tech coordinators and administrators felt that their schools and districts adequately taught the subject, only 51% of teachers agreed with the statement, \"My school/school district does an adequate job of preparing students regarding cyberethics, online safety, and computer security issues.\"\u003c/p>\n\u003cp>Moreover, while approximately 60-70% of administrators and tech coordinators said that teaching cyberethics, cybersecurity, and cybersafety were required, only about 30% of teachers agreed that was the case. Of those three subcategories -- cyberethics, cybersecurity, and cybersafety -- it's the latter, cybersafety, that the largest percentage of teachers said was required. But only by 33% of teachers responding to the survey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The survey also found quite a disparate response among teachers, tech coordinators and administrators when it came to school policies. While 95% of tech coordinators said that their schools or districts required students to sign \"acceptable use\" policies, only 86% of administrators and 75% of teachers agreed.\u003c/p>\n\u003cp>A little over half of teachers or administrators said they felt equipped to talk to students about protecting their safety and privacy online and about cyberbullying. Interestingly, a higher percentage said they felt prepared to teach students the basics of cybersecurity, such as the need for back-ups, anti-virus software, and password protection. But when it comes to what was actually taught in the classroom about online ethics and safety, the common response by most teachers was \"nothing.\" One notable exception: about half of teachers said they'd talked with students about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Internet and plagiarism\u003c/a>.\u003c/p>\n\u003cp>The educators in the survey all expressed interest in more information on these issues and agreed that being able to address cybersafety and cyberethics in the classroom was a high priority for their professional development.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Educators, do you teach cyber-safety or cyber-ethics in your class? Do you believe teachers have a role to play in this kind of education?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1305842970,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":517},"headData":{"title":"How Well Are Schools Teaching Cyber Safety and Ethics? | KQED","description":"Earlier this week we looked at proposed legislation in California that would change how social networking websites handle privacy and security -- not just for minors online but for all Internet users. Several commenters responded that, when it comes to children online, it should be up to parents, not legislators, to handle these sorts of","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Well Are Schools Teaching Cyber Safety and Ethics?","datePublished":"2011-05-19T22:09:03.000Z","dateModified":"2011-05-19T22:09:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11801 http://blogs.kqed.org/mindshift/?p=11801","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/19/how-well-are-schools-teaching-cyber-safety-and-ethics/","disqusTitle":"How Well Are Schools Teaching Cyber Safety and Ethics?","path":"/mindshift/11801/how-well-are-schools-teaching-cyber-safety-and-ethics","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_11814\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11814\" href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/to-go-with-afp-story-us-society-youth-ed/\">\u003cimg class=\"size-medium wp-image-11814\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/73115597-300x209.jpg\" alt=\"\" width=\"300\" height=\"209\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Learning about cyber safety and ethics.\u003c/figcaption>\u003c/figure>\n\u003cp>Earlier this week we looked at \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">proposed legislation in California\u003c/a> that would change how social networking websites handle privacy and security -- not just for minors online but for all Internet users. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/#comment-206530965\">Several commenters\u003c/a> responded that, when it comes to children online, it should be up to parents, not legislators, to handle these sorts of matters.\u003c/p>\n\u003cp>But arguably, teachers can also help children learn responsible behavior online. A recent survey undertaken by the National Cyber Security Alliance, Microsoft, and Zogby/463, showed that 91% of teachers, 92% of tech coordinators, and 99% of administrators believed this should be taught. The survey examined administrators, teachers, and technology coordinators at the K-12 level about their thoughts on the cybersafety practices and curriculum in schools. (\u003ca href=\"http://www.staysafeonline.org/sites/default/files/resource_documents/2011%20National%20K-12%20Study%20Final_0.pdf\">Full survey results here\u003c/a>).\u003c/p>\n\u003caside class=\"pullquote alignleft\">Only half of teachers surveyed believe their school does an adequate job of preparing students regarding online safety.\u003c/aside>\n\u003cp>This is the third year that the National Cyber Security Alliance has tested these attitudes, this year asking over 1000 teachers, 200 tech coordinators and 400 administrators a set of questions about online safety. \u003c!--more-->\u003c/p>\n\u003cp>Despite that agreement, the survey found a huge gulf between perceptions of how well and how often cyber-safety is taught. While 81% of tech coordinators and administrators felt that their schools and districts adequately taught the subject, only 51% of teachers agreed with the statement, \"My school/school district does an adequate job of preparing students regarding cyberethics, online safety, and computer security issues.\"\u003c/p>\n\u003cp>Moreover, while approximately 60-70% of administrators and tech coordinators said that teaching cyberethics, cybersecurity, and cybersafety were required, only about 30% of teachers agreed that was the case. Of those three subcategories -- cyberethics, cybersecurity, and cybersafety -- it's the latter, cybersafety, that the largest percentage of teachers said was required. But only by 33% of teachers responding to the survey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The survey also found quite a disparate response among teachers, tech coordinators and administrators when it came to school policies. While 95% of tech coordinators said that their schools or districts required students to sign \"acceptable use\" policies, only 86% of administrators and 75% of teachers agreed.\u003c/p>\n\u003cp>A little over half of teachers or administrators said they felt equipped to talk to students about protecting their safety and privacy online and about cyberbullying. Interestingly, a higher percentage said they felt prepared to teach students the basics of cybersecurity, such as the need for back-ups, anti-virus software, and password protection. But when it comes to what was actually taught in the classroom about online ethics and safety, the common response by most teachers was \"nothing.\" One notable exception: about half of teachers said they'd talked with students about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Internet and plagiarism\u003c/a>.\u003c/p>\n\u003cp>The educators in the survey all expressed interest in more information on these issues and agreed that being able to address cybersafety and cyberethics in the classroom was a high priority for their professional development.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Educators, do you teach cyber-safety or cyber-ethics in your class? Do you believe teachers have a role to play in this kind of education?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11801/how-well-are-schools-teaching-cyber-safety-and-ethics","authors":["4352"],"categories":["mindshift_194"],"tags":["mindshift_73","mindshift_226"],"featImg":"mindshift_11814","label":"mindshift"},"mindshift_5166":{"type":"posts","id":"mindshift_5166","meta":{"index":"posts_1591205157","site":"mindshift","id":"5166","score":null,"sort":[1294784066000]},"guestAuthors":[],"slug":"8-social-media-sites-just-for-kids","title":"8 Social Media Sites Just for Kids ","publishDate":1294784066,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/45688888@N08/4191381737/\">\u003cimg class=\"size-medium wp-image-5449\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/4191381737_e97eef1e8c_z1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"credit\">Flickr: P i c t u r e Y o u t h\u003c/p>\n\u003c/div>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>Technically, Facebook doesn't allow kids under the age of 13 to register for the site. That hasn't stopped pre-teens from simply lying about their birthdates.\u003c/p>\n\u003cp>But kids under 13 don't have to be left out of the social media world. A growing number of highly protected, kid-only sites offer viable alternatives to the unfiltered Internet world out there that allow children to exercise their social media muscles (something they're going to do anyway) without running into online predators or inappropriate content.\u003c/p>\n\u003cp>Of course, it's still just as important to educate kids about Internet safety and appropriate online behavior as it is to create technological barriers between them and unsafe situations.\u003c/p>\n\u003cp>\"As a teacher I see it as my responsibility to teach students how to engage with their peers online in a healthy and productive way,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">writes teacher Catlin Tucker\u003c/a> in response to an article about how social media is changing education. \"Online communication is rapidly becoming an essential life skill. Shouldn’t we as teachers support students in learning and mastering this skill?\"\u003c/p>\n\u003cp>To that end, here are eight kid-friendly social media options:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.dizeo.com/\" target=\"_blank\">Dizeo\u003c/a>: A fully-monitored site that calls itself \"social networking training wheels,\" complete with video and music sharing, homework help from subject-specialist tutors, and educational videos on Internet safety.\u003c/p>\n\u003cp>\u003ca href=\"http://yoursphere.com/\" target=\"_blank\">YourSphere\u003c/a>: This one offers games, prizes, avatars, and \"spheres,\" or interest groups centered on sports, television, art, music, humanitarian causes, and more. Tough filters verify identities, require parental consent, perform a \"predator check,\" and include real, live human oversight of site activity.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.scuttlepad.com/\" target=\"_blank\">ScuttlePad\u003c/a>: Designed exclusively for kids age six through eleven, ScuttlePad goes so far as to allow \"guided communication\" using predefined word lists. A Facebook for the younger set, ScuttlePad lets kids connect with kids around the world, upload photos, chat, and send messages.\u003c/p>\n\u003cp>\u003ca href=\"https://www.whatswhat.me/\" target=\"_blank\">What's What\u003c/a>: Each member logs in with a webcam and facial recognition technology verifies that it really is only kids who use the site. Users are separated by grade to encourage \"age-appropriate friending\" and next to every message is a \"Report It\" button so that kids can easily get help if they feel they're being cyberbullied.\u003c/p>\n\u003cp>\u003ca href=\"http://www.gianthello.com/\" target=\"_blank\">giantHello\u003c/a>: Kids can connect with one another, create and join fan pages, share favorite sites and ideas, and play a ton of online games. Kids user-tested the site extensively before it was launched.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mysecretcircle.com/\" target=\"_blank\">My Secret Circle\u003c/a>: This one is girls-only as well as kids-only. Girls ages eight through twelve make friends using secure \"Friend Codes,\" play games, voice chat, and even keep secret (but shareable) diaries.\u003c/p>\n\u003cp>\u003ca href=\"http://www.skid-e-kids.com/\" target=\"_blank\">Skid-e Kids\u003c/a>: Expected to launch on January 7, 2011, this one claims it is \"the total experience of Facebook without being on Facebook.\" Features include toy and game swaps, educational questions and answers, and \"movie night.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://togetherville.com/\" target=\"_blank\">Togetherville\u003c/a>: A safe online experience for the whole family. Parents create \"online neighborhoods\" for children under ten to interact with friends and neighbors they already know and trust. Kids can create artwork, send and receive gifts, upload photos and profile information, watch videos, and more.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1300907762,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":535},"headData":{"title":"8 Social Media Sites Just for Kids | KQED","description":"Flickr: P i c t u r e Y o u t h By Sara Bernard Technically, Facebook doesn't allow kids under the age of 13 to register for the site. That hasn't stopped pre-teens from simply lying about their birthdates. But kids under 13 don't have to be left out of the social media","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"8 Social Media Sites Just for Kids ","datePublished":"2011-01-11T22:14:26.000Z","dateModified":"2011-03-23T19:16:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"5166 http://blogs.kqed.org/mindshift/?p=5166","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/11/8-social-media-sites-just-for-kids/","disqusTitle":"8 Social Media Sites Just for Kids ","path":"/mindshift/5166/8-social-media-sites-just-for-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/45688888@N08/4191381737/\">\u003cimg class=\"size-medium wp-image-5449\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/4191381737_e97eef1e8c_z1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"credit\">Flickr: P i c t u r e Y o u t h\u003c/p>\n\u003c/div>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>Technically, Facebook doesn't allow kids under the age of 13 to register for the site. That hasn't stopped pre-teens from simply lying about their birthdates.\u003c/p>\n\u003cp>But kids under 13 don't have to be left out of the social media world. A growing number of highly protected, kid-only sites offer viable alternatives to the unfiltered Internet world out there that allow children to exercise their social media muscles (something they're going to do anyway) without running into online predators or inappropriate content.\u003c/p>\n\u003cp>Of course, it's still just as important to educate kids about Internet safety and appropriate online behavior as it is to create technological barriers between them and unsafe situations.\u003c/p>\n\u003cp>\"As a teacher I see it as my responsibility to teach students how to engage with their peers online in a healthy and productive way,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">writes teacher Catlin Tucker\u003c/a> in response to an article about how social media is changing education. \"Online communication is rapidly becoming an essential life skill. Shouldn’t we as teachers support students in learning and mastering this skill?\"\u003c/p>\n\u003cp>To that end, here are eight kid-friendly social media options:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.dizeo.com/\" target=\"_blank\">Dizeo\u003c/a>: A fully-monitored site that calls itself \"social networking training wheels,\" complete with video and music sharing, homework help from subject-specialist tutors, and educational videos on Internet safety.\u003c/p>\n\u003cp>\u003ca href=\"http://yoursphere.com/\" target=\"_blank\">YourSphere\u003c/a>: This one offers games, prizes, avatars, and \"spheres,\" or interest groups centered on sports, television, art, music, humanitarian causes, and more. Tough filters verify identities, require parental consent, perform a \"predator check,\" and include real, live human oversight of site activity.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.scuttlepad.com/\" target=\"_blank\">ScuttlePad\u003c/a>: Designed exclusively for kids age six through eleven, ScuttlePad goes so far as to allow \"guided communication\" using predefined word lists. A Facebook for the younger set, ScuttlePad lets kids connect with kids around the world, upload photos, chat, and send messages.\u003c/p>\n\u003cp>\u003ca href=\"https://www.whatswhat.me/\" target=\"_blank\">What's What\u003c/a>: Each member logs in with a webcam and facial recognition technology verifies that it really is only kids who use the site. Users are separated by grade to encourage \"age-appropriate friending\" and next to every message is a \"Report It\" button so that kids can easily get help if they feel they're being cyberbullied.\u003c/p>\n\u003cp>\u003ca href=\"http://www.gianthello.com/\" target=\"_blank\">giantHello\u003c/a>: Kids can connect with one another, create and join fan pages, share favorite sites and ideas, and play a ton of online games. Kids user-tested the site extensively before it was launched.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mysecretcircle.com/\" target=\"_blank\">My Secret Circle\u003c/a>: This one is girls-only as well as kids-only. Girls ages eight through twelve make friends using secure \"Friend Codes,\" play games, voice chat, and even keep secret (but shareable) diaries.\u003c/p>\n\u003cp>\u003ca href=\"http://www.skid-e-kids.com/\" target=\"_blank\">Skid-e Kids\u003c/a>: Expected to launch on January 7, 2011, this one claims it is \"the total experience of Facebook without being on Facebook.\" Features include toy and game swaps, educational questions and answers, and \"movie night.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://togetherville.com/\" target=\"_blank\">Togetherville\u003c/a>: A safe online experience for the whole family. Parents create \"online neighborhoods\" for children under ten to interact with friends and neighbors they already know and trust. Kids can create artwork, send and receive gifts, upload photos and profile information, watch videos, and more.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/5166/8-social-media-sites-just-for-kids","authors":["4351"],"categories":["mindshift_195"],"tags":["mindshift_73","mindshift_31","mindshift_227","mindshift_226","mindshift_225","mindshift_30","mindshift_223"],"featImg":"mindshift_5449","label":"mindshift"},"mindshift_4576":{"type":"posts","id":"mindshift_4576","meta":{"index":"posts_1591205157","site":"mindshift","id":"4576","score":null,"sort":[1292027714000]},"guestAuthors":[],"slug":"5-apps-that-could-help-to-stop-cyberbullying","title":"5 Apps That Could Help to Stop Cyberbullying","publishDate":1292027714,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-4582\" href=\"http://ww2.kqed.org/mindshift/2010/12/5-apps-that-could-help-to-stop-cyberbullying/4557784060_2f4fd59058_z/\">\u003cimg class=\"size-medium wp-image-4582\" title=\"stop cyberbullying\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/4557784060_2f4fd59058_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>Okay, no app is really going to \"stop\" cyberbullying, but a few are trying.\u003c/p>\n\u003cp>Perhaps the most lauded recently is the \u003ca href=\"http://mashable.com/2010/11/01/find-help-cyberbullying-facebook/\" target=\"_blank\">\"Find Help\" application on Facebook\u003c/a>.\u003c/p>\n\u003cp>Often blamed as an easy venue for cyberbullies to target victims, Facebook has partnered with the monitoring site \u003ca href=\"http://www.safetyweb.com/\" target=\"_blank\">SafetyWeb \u003c/a>to create an \u003ca href=\"http://apps.facebook.com/findhelp/\" target=\"_blank\">app\u003c/a> that allows users not only to immediately report inappropriate behavior to Facebook officials, but also to connect to various support organizations. These include suicide hotlines and child abuse prevention centers, such as \u003ca href=\"http://www.partnersagainsthate.org\" target=\"_blank\">Partners Against Hate\u003c/a>, which offers anti-hate crime education and strategies.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other apps that claim to educate kids and parents about -- and help prevent -- cyberbullying:\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/professor-garfield-cyberbullying/id369171501?mt=8#\">Professor Garfield Cyberbullying\u003c/a>: \u003c/strong>Available for iPad at the iTunes app store, this is essentially a Garfield comic strip that helps kids identify bullying behavior and provide strategies for dealing with bullies (such as how important it is to seek the support of a trusted adult).\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://websafety.com/cell-safety/\" target=\"_blank\">Web Safety, Inc.'s \"Cell Safety\"\u003c/a>:\u003c/strong> An application for smart phones designed to help parents monitor their child's cell phone activity. Parents receive alerts when their children are sent certain problematic keywords (which, Web Safety says, is the world's largest database of its kind, with 4,000 terms that \"indicate a child is in harm's way.\") Cell Safety also features a slew of other child-monitoring tools, from GPS tracking to one that prevents texting while driving.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.gogostat.com/\" target=\"_blank\">GoGoStat Parental Guidance\u003c/a>:\u003c/strong>\u003cstrong> \u003c/strong>The GoGoStat iPhone app was developed by \u003ca href=\"http://www.schakra.com/Default.aspx\" target=\"_blank\">Schakra\u003c/a>, one of the sponsors of the \u003ca href=\"http://www.stopbullyingworld.org/2010conference/\" target=\"_blank\">International Bullying Prevention Association Conference\u003c/a>, and alerts parents when kids post or receive inappropriate messages, displays the age and location of anyone their child intends to friend on Facebook, and has a panic button feature that automatically sends a report to the police in case of emergency.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/destructive-issues/id402838694?mt=8\" target=\"_blank\">Destructive Issues: \u003c/a>\u003c/strong>This iPhone or iPod app for parents lists, describes, and provides solutions for the issues teens face. Developed by father-and-son team William and Eric Nidiffer, along with the \u003ca href=\"http://www.communitygangtaskforce.com/\" target=\"_blank\">Southern Nevada Community Gang Task Force\u003c/a>, the app targets problems like cyberbullying, gangs, depression, and substance abuse, and creates pro-and-con scenarios that help explain the reasons teenagers make the choices they do. \u003ca href=\"http://www.lasvegassun.com/news/2010/nov/22/new-iphone-app-aimed-getting-help-troubled-teens/\" target=\"_blank\">Another, soon-to-be-released app\u003c/a> the Nidiffers and the task force are designing, called S.P.I.R.I.T. (short for Suppression, Prevention, Intervention, Referral Intelligence Tool), will create a series of gang-prevention, solution-oriented apps for teens themselves.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>All this monitoring may seem a bit too \"Big Brother.\" But to some parents, it's essential. With so much attention to \u003ca href=\"http://www.ama-assn.org/amednews/2010/11/15/prl21115.htm\" target=\"_blank\">cyberbullying-related youth suicides\u003c/a>, the tech industry is responding.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1300908629,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":439},"headData":{"title":"5 Apps That Could Help to Stop Cyberbullying | KQED","description":"By Sara Bernard Okay, no app is really going to "stop" cyberbullying, but a few are trying. Perhaps the most lauded recently is the "Find Help" application on Facebook. Often blamed as an easy venue for cyberbullies to target victims, Facebook has partnered with the monitoring site SafetyWeb to create an app that allows users","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Apps That Could Help to Stop Cyberbullying","datePublished":"2010-12-11T00:35:14.000Z","dateModified":"2011-03-23T19:30:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"4576 http://blogs.kqed.org/mindshift/?p=4576","disqusUrl":"https://ww2.kqed.org/mindshift/2010/12/10/5-apps-that-could-help-to-stop-cyberbullying/","disqusTitle":"5 Apps That Could Help to Stop Cyberbullying","path":"/mindshift/4576/5-apps-that-could-help-to-stop-cyberbullying","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-4582\" href=\"http://ww2.kqed.org/mindshift/2010/12/5-apps-that-could-help-to-stop-cyberbullying/4557784060_2f4fd59058_z/\">\u003cimg class=\"size-medium wp-image-4582\" title=\"stop cyberbullying\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/4557784060_2f4fd59058_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>Okay, no app is really going to \"stop\" cyberbullying, but a few are trying.\u003c/p>\n\u003cp>Perhaps the most lauded recently is the \u003ca href=\"http://mashable.com/2010/11/01/find-help-cyberbullying-facebook/\" target=\"_blank\">\"Find Help\" application on Facebook\u003c/a>.\u003c/p>\n\u003cp>Often blamed as an easy venue for cyberbullies to target victims, Facebook has partnered with the monitoring site \u003ca href=\"http://www.safetyweb.com/\" target=\"_blank\">SafetyWeb \u003c/a>to create an \u003ca href=\"http://apps.facebook.com/findhelp/\" target=\"_blank\">app\u003c/a> that allows users not only to immediately report inappropriate behavior to Facebook officials, but also to connect to various support organizations. These include suicide hotlines and child abuse prevention centers, such as \u003ca href=\"http://www.partnersagainsthate.org\" target=\"_blank\">Partners Against Hate\u003c/a>, which offers anti-hate crime education and strategies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other apps that claim to educate kids and parents about -- and help prevent -- cyberbullying:\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/professor-garfield-cyberbullying/id369171501?mt=8#\">Professor Garfield Cyberbullying\u003c/a>: \u003c/strong>Available for iPad at the iTunes app store, this is essentially a Garfield comic strip that helps kids identify bullying behavior and provide strategies for dealing with bullies (such as how important it is to seek the support of a trusted adult).\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://websafety.com/cell-safety/\" target=\"_blank\">Web Safety, Inc.'s \"Cell Safety\"\u003c/a>:\u003c/strong> An application for smart phones designed to help parents monitor their child's cell phone activity. Parents receive alerts when their children are sent certain problematic keywords (which, Web Safety says, is the world's largest database of its kind, with 4,000 terms that \"indicate a child is in harm's way.\") Cell Safety also features a slew of other child-monitoring tools, from GPS tracking to one that prevents texting while driving.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.gogostat.com/\" target=\"_blank\">GoGoStat Parental Guidance\u003c/a>:\u003c/strong>\u003cstrong> \u003c/strong>The GoGoStat iPhone app was developed by \u003ca href=\"http://www.schakra.com/Default.aspx\" target=\"_blank\">Schakra\u003c/a>, one of the sponsors of the \u003ca href=\"http://www.stopbullyingworld.org/2010conference/\" target=\"_blank\">International Bullying Prevention Association Conference\u003c/a>, and alerts parents when kids post or receive inappropriate messages, displays the age and location of anyone their child intends to friend on Facebook, and has a panic button feature that automatically sends a report to the police in case of emergency.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/destructive-issues/id402838694?mt=8\" target=\"_blank\">Destructive Issues: \u003c/a>\u003c/strong>This iPhone or iPod app for parents lists, describes, and provides solutions for the issues teens face. Developed by father-and-son team William and Eric Nidiffer, along with the \u003ca href=\"http://www.communitygangtaskforce.com/\" target=\"_blank\">Southern Nevada Community Gang Task Force\u003c/a>, the app targets problems like cyberbullying, gangs, depression, and substance abuse, and creates pro-and-con scenarios that help explain the reasons teenagers make the choices they do. \u003ca href=\"http://www.lasvegassun.com/news/2010/nov/22/new-iphone-app-aimed-getting-help-troubled-teens/\" target=\"_blank\">Another, soon-to-be-released app\u003c/a> the Nidiffers and the task force are designing, called S.P.I.R.I.T. (short for Suppression, Prevention, Intervention, Referral Intelligence Tool), will create a series of gang-prevention, solution-oriented apps for teens themselves.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>All this monitoring may seem a bit too \"Big Brother.\" But to some parents, it's essential. With so much attention to \u003ca href=\"http://www.ama-assn.org/amednews/2010/11/15/prl21115.htm\" target=\"_blank\">cyberbullying-related youth suicides\u003c/a>, the tech industry is responding.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/4576/5-apps-that-could-help-to-stop-cyberbullying","authors":["4351"],"categories":["mindshift_194"],"tags":["mindshift_134","mindshift_73","mindshift_31","mindshift_30"],"featImg":"mindshift_4582","label":"mindshift"},"mindshift_3637":{"type":"posts","id":"mindshift_3637","meta":{"index":"posts_1591205157","site":"mindshift","id":"3637","score":null,"sort":[1290801757000]},"guestAuthors":[],"slug":"6-ways-social-media-is-changing-education","title":"6 Ways Social Media is Changing Education","publishDate":1290801757,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"size-full wp-image-3902\" title=\"twitterbird\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/Screen-shot-2010-11-09-at-4.57.50-PM.png\" alt=\"\" width=\"297\" height=\"248\">\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>\"The fact that we as educators even have to have discussions on whether or not social media is good for schools is sad,\" writes \u003ca href=\"http://www.edutopia.org/social-media-case-education-edchat-steve-johnson\" target=\"_blank\">Steve Johnson\u003c/a>, a teacher and Edutopia guest blogger. \"Social media just IS…..it's life.\"\u003c/p>\n\u003cp>He's right -- as of July, there were half a billion active Facebook users alone (not counting other social networking sites), and that number grows daily. So it's inevitable that it would touch on every aspect of our lives, including education.\u003c/p>\n\u003cp>To that end, here's a handful of the ways that social media is infiltrating, influencing, overtaking, and game-changing the educational landscape:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Galvanizing students\u003c/span>\u003c/strong>: Social media, with its lightning speed and viral powers, is \u003ca href=\"http://mashable.com/2010/10/09/social-media-activism/\" target=\"_blank\">the perfect tool for activism\u003c/a>, and students are no exception. Among other tactics, they're even using Facebook and online petitions to \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/teens-use-social-media-to-protest-media-ban/\" target=\"_blank\">protest school rules\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Defining boundaries\u003c/span>\u003c/strong>: The fine line between personal and professional lives gets stickier when it involves teachers and students. \u003ca href=\"http://seattletimes.nwsource.com/html/localnews/2013313274_teacherfacebook01m.html\" target=\"_blank\">Many schools and districts\u003c/a> are having to issue recommendations, guidelines, and, in some cases, prohibitions regarding online interactions. In Massachusetts, new legislation may even \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/facebook-friend-or-foe/\" target=\"_blank\">threaten a teacher's job\u003c/a> if he or she friends a student on Facebook.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Redefining parent communication\u003c/span>\u003c/strong>: Social media is both opening and altering the lines of communcation between teachers, parents, and students. While some teachers do a great job of using \u003ca href=\"http://www.freetech4teachers.com/2010/09/using-facebook-to-connect-with-students.html\" target=\"_blank\">Facebook groups and fan pages to keep in touch with parents\u003c/a>, schools are also offering cautious recommendations for parents regarding their children's use of social media. Parents might want to be friends with their child on Facebook, for instance -- both to help prevent the bad news (at \u003ca href=\"http://www.carolinalive.com/news/story.aspx?id=535617\" target=\"_blank\">Horry County Schools\u003c/a> in South Carolina, threats prior to a school shooting were posted on Twitter, but neither school officials nor parents knew anything about it) and keep up with the good.\u003c!--more-->\u003cspan style=\"font-size: x-small;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Stepping up the conversation about bullying\u003c/span>\u003c/strong>: \u003cspan style=\"font-size: x-small;\"> \u003c/span>Schools have always been full of bullies, but bullies have new tools these days. While it's often less visible than in-class or schoolyard violence, harassment via social media is prevalent and can have dire consequences. The good news is, this prevalence has spurred schools to bring cyber-bullying to light through \u003ca href=\"http://www.wickedlocal.com/walpole/news/x1111396156/Anti-bullying-forum-to-be-held-in-Walpole-Nov-8\" target=\"_blank\">anti-bullying forums\u003c/a>, handbooks, and other forms of community education. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/take-control-and-stop-cyber-bullying/\" target=\"_blank\">The media\u003c/a> is also bringing the issue to the forefront and helping to provide advice for parents, students, and teachers on how to help stop -- and prevent -- this kind of behavior.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Providing a wealth of class activities\u003c/strong>\u003c/span>: The social media world is a teacher's oyster. Especially since most students are already deeply engaged in social networking sites, there's an instant buy-in when teachers offer the use of Facebook, Twitter, and YouTube for class purposes. Want to create a \u003ca href=\"http://mrfeatherstone.blogspot.com/2009/04/unit-project-facebook-character.html\" target=\"_blank\">Facebook page for a character in a novel \u003c/a>for language arts class? How about a \u003ca href=\"http://www.slideshare.net/travelinlibrarian/twenty-five-interesting-ways-to-use-tw\" target=\"_blank\">Twitter treasure hunt\u003c/a>? Facebook can also be a great way to showcase student projects -- \u003ca href=\"http://www.facebook.com/stanford\" target=\"_blank\">Stanford University's Facebook page \u003c/a>is a great example. The possibilities are truly endless (check \u003ca href=\"http://www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/\" target=\"_blank\">here\u003c/a> for a long list of favorites).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Connecting teachers and classrooms\u003c/span>\u003c/strong>: Some teachers use Twitter to \u003ca href=\"http://bestonlineuniversities.com/2009/13-enlightening-case-studies-of-social-media-in-the-classroom/\" target=\"_blank\">connect with other teachers and share lesson plans\u003c/a> -- a simple way to gather great ideas and prevent burnout. Also, sites like Facebook, Twitter, YouTube, and class wikis (multi-authored Web pages) provide opportunities for \u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\" target=\"_blank\">students to chat, share, and collaborate with other students\u003c/a>, either across the room or across the world.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1300908148,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":572},"headData":{"title":"6 Ways Social Media is Changing Education | KQED","description":"By Sara Bernard "The fact that we as educators even have to have discussions on whether or not social media is good for schools is sad," writes Steve Johnson, a teacher and Edutopia guest blogger. "Social media just IS…..it's life." He's right -- as of July, there were half a billion active Facebook users alone","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"6 Ways Social Media is Changing Education","datePublished":"2010-11-26T20:02:37.000Z","dateModified":"2011-03-23T19:22:28.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"3637 http://blogs.kqed.org/mindshift/?p=3637","disqusUrl":"https://ww2.kqed.org/mindshift/2010/11/26/6-ways-social-media-is-changing-education/","disqusTitle":"6 Ways Social Media is Changing Education","path":"/mindshift/3637/6-ways-social-media-is-changing-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-full wp-image-3902\" title=\"twitterbird\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/Screen-shot-2010-11-09-at-4.57.50-PM.png\" alt=\"\" width=\"297\" height=\"248\">\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>\"The fact that we as educators even have to have discussions on whether or not social media is good for schools is sad,\" writes \u003ca href=\"http://www.edutopia.org/social-media-case-education-edchat-steve-johnson\" target=\"_blank\">Steve Johnson\u003c/a>, a teacher and Edutopia guest blogger. \"Social media just IS…..it's life.\"\u003c/p>\n\u003cp>He's right -- as of July, there were half a billion active Facebook users alone (not counting other social networking sites), and that number grows daily. So it's inevitable that it would touch on every aspect of our lives, including education.\u003c/p>\n\u003cp>To that end, here's a handful of the ways that social media is infiltrating, influencing, overtaking, and game-changing the educational landscape:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Galvanizing students\u003c/span>\u003c/strong>: Social media, with its lightning speed and viral powers, is \u003ca href=\"http://mashable.com/2010/10/09/social-media-activism/\" target=\"_blank\">the perfect tool for activism\u003c/a>, and students are no exception. Among other tactics, they're even using Facebook and online petitions to \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/teens-use-social-media-to-protest-media-ban/\" target=\"_blank\">protest school rules\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Defining boundaries\u003c/span>\u003c/strong>: The fine line between personal and professional lives gets stickier when it involves teachers and students. \u003ca href=\"http://seattletimes.nwsource.com/html/localnews/2013313274_teacherfacebook01m.html\" target=\"_blank\">Many schools and districts\u003c/a> are having to issue recommendations, guidelines, and, in some cases, prohibitions regarding online interactions. In Massachusetts, new legislation may even \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/facebook-friend-or-foe/\" target=\"_blank\">threaten a teacher's job\u003c/a> if he or she friends a student on Facebook.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Redefining parent communication\u003c/span>\u003c/strong>: Social media is both opening and altering the lines of communcation between teachers, parents, and students. While some teachers do a great job of using \u003ca href=\"http://www.freetech4teachers.com/2010/09/using-facebook-to-connect-with-students.html\" target=\"_blank\">Facebook groups and fan pages to keep in touch with parents\u003c/a>, schools are also offering cautious recommendations for parents regarding their children's use of social media. Parents might want to be friends with their child on Facebook, for instance -- both to help prevent the bad news (at \u003ca href=\"http://www.carolinalive.com/news/story.aspx?id=535617\" target=\"_blank\">Horry County Schools\u003c/a> in South Carolina, threats prior to a school shooting were posted on Twitter, but neither school officials nor parents knew anything about it) and keep up with the good.\u003c!--more-->\u003cspan style=\"font-size: x-small;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Stepping up the conversation about bullying\u003c/span>\u003c/strong>: \u003cspan style=\"font-size: x-small;\"> \u003c/span>Schools have always been full of bullies, but bullies have new tools these days. While it's often less visible than in-class or schoolyard violence, harassment via social media is prevalent and can have dire consequences. The good news is, this prevalence has spurred schools to bring cyber-bullying to light through \u003ca href=\"http://www.wickedlocal.com/walpole/news/x1111396156/Anti-bullying-forum-to-be-held-in-Walpole-Nov-8\" target=\"_blank\">anti-bullying forums\u003c/a>, handbooks, and other forms of community education. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/take-control-and-stop-cyber-bullying/\" target=\"_blank\">The media\u003c/a> is also bringing the issue to the forefront and helping to provide advice for parents, students, and teachers on how to help stop -- and prevent -- this kind of behavior.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Providing a wealth of class activities\u003c/strong>\u003c/span>: The social media world is a teacher's oyster. Especially since most students are already deeply engaged in social networking sites, there's an instant buy-in when teachers offer the use of Facebook, Twitter, and YouTube for class purposes. Want to create a \u003ca href=\"http://mrfeatherstone.blogspot.com/2009/04/unit-project-facebook-character.html\" target=\"_blank\">Facebook page for a character in a novel \u003c/a>for language arts class? How about a \u003ca href=\"http://www.slideshare.net/travelinlibrarian/twenty-five-interesting-ways-to-use-tw\" target=\"_blank\">Twitter treasure hunt\u003c/a>? Facebook can also be a great way to showcase student projects -- \u003ca href=\"http://www.facebook.com/stanford\" target=\"_blank\">Stanford University's Facebook page \u003c/a>is a great example. The possibilities are truly endless (check \u003ca href=\"http://www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/\" target=\"_blank\">here\u003c/a> for a long list of favorites).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Connecting teachers and classrooms\u003c/span>\u003c/strong>: Some teachers use Twitter to \u003ca href=\"http://bestonlineuniversities.com/2009/13-enlightening-case-studies-of-social-media-in-the-classroom/\" target=\"_blank\">connect with other teachers and share lesson plans\u003c/a> -- a simple way to gather great ideas and prevent burnout. Also, sites like Facebook, Twitter, YouTube, and class wikis (multi-authored Web pages) provide opportunities for \u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\" target=\"_blank\">students to chat, share, and collaborate with other students\u003c/a>, either across the room or across the world.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/3637/6-ways-social-media-is-changing-education","authors":["4351"],"categories":["mindshift_1"],"tags":["mindshift_73","mindshift_31","mindshift_30","mindshift_32","mindshift_56"],"featImg":"mindshift_3902","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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