by the same author

Work with Young Women

Activities for Exploring Personal, Social and Emotional Issues
Vanessa Rogers
ISBN 978 1 84905 095 1

Work with Young Men

Activities for Exploring Personal, Social and Emotional Issues
Vanessa Rogers
ISBN 978 1 84905 101 9

of related interest

Bully Blocking
Six Secrets to Help Children Deal with Teasing and Bullying –
Revised Edition
Evelyn M. Field
ISBN 978 1 84310 554 1

Understanding 12–14-Year-Olds
Margot Waddell
ISBN 978 1 84310 367 7
The Tavistock Clinic – Understanding Your Child Series

Deeno’s Dream Journeys in the Big Blue Bubble

A Relaxation Programme to Help Children Manage Their Emotions
Julie Langensiepen
Illustrated by Gerry Turley
ISBN 978 1 84905 039 5
 CYBERBULLYING
ACTIVITIES TO HELP CHILDREN AND TEENS
TO STAY SA FE IN A TEXTING, TWITTERING,
SOCIAL NETWORKING WORLD

Vanessa Rogers

Jessica Kingsley Publishers

London and Philadelphia
First published in 2010
by Jessica Kingsley Publishers
73 Collier Street
London N1 9BE, UK
and
400 Market Street, Suite 400
Philadelphia, PA 19106, USA

www.jkp.com

Copyright © Vanessa Rogers 2010

All rights reserved. No part of this publication may be reproduced in any material form
(including photocopying or storing it in any medium by electronic means and whether or not
transiently or incidentally to some other use of this publication) without the written permission
of the copyright owner except in accordance with the provisions of the Copyright, Designs and
Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd,
Saffron House, 6–10 Kirby Street, London EC1N 8TS. Applications for the copyright owner’s
written permission to reproduce any part of this publication should be addressed to the
publisher.

Warning: The doing of an unauthorized act in relation to a copyright work may result in both a
civil claim for damages and criminal prosecution.

All pages marked may be photocopied for personal use within this programme, but may not
be reproduced for any other purposes without permission of the publisher.

Library of Congress Cataloging in Publication Data

Rogers, Vanessa.
Cyberbullying : activities to help children and teens to stay safe in a texting, twittering, social
networking world / Vanessa Rogers.
p. cm.
ISBN 978-1-84905-105-7 (alk. paper)
1. Cyberbullying. 2. Internet and teenagers--Psychological aspects. 3. Social networks. I. Title.
HV6773.R64 2010
302.3’4--dc22
2009048748s

British Library Cataloguing in Publication Data

A CIP catalogue record for this book is available from the British Library

ISBN 978 1 84905 105 7

eISBN 978 0 85700 228 0
 CONTENTS

INTRODUCTION

Understanding Cyberbullying
What is different about cyberbullying?
Cyberbullying methods
Different forms of cyberbullying
Key advice.
Online protocols
Ways to talk about cyberbullying

Warm Ups
Digital Technology Warm Up
Cyberbully Bag
Online Acronym Quiz
Cyberbullying: Agree or Disagree
Online Behaviour
Add a Friend
Pass It On
Online Pictures

Activities
What is Cyberbullying?
 Online Community
Internet Safety Profile
Online Storyboard
Key Words
Dear Aunt Cyber
Reasons Not to Tell
Cyber Quiz
Online Friends
Private or Personal?
Say What You Mean!
Social Networking Today: Interview Tomorrow
How I Feel
Cyber Court

Reviews
Review Board
Think, Feel, Do
Evaluation Tags
Cyber Posters

Useful Websites
 INTRODUCTION

The vast majority of children and young people are computer literate and
own mobile phones, providing them with almost unlimited access to
information and the ability to keep in touch around the globe. Whether at
home or in school, libraries or in Internet cafés, young people can utilize
a vast range of digital communication tools to share experiences and keep
in touch in a way that previous generations could only imagine.
However, there is a darker side to this shiny new digital world, defined
as ‘cyberbullying’. This is when technology is misused to threaten,
harass, humiliate or embarrass victims.
As access to digital communication grows, methods of cyberbullying
have become more sophisticated. From nuisance phone calls to bogus
websites, the victims of cyberbullies can be targeted with little effort and
minimal cost to the bully, leading to widespread concerns about how
children and young people can stay safe in a texting, twittering and social
networking world.

How to use this book

This book sets out to help children and young people to be safe and stay
healthy, to raise awareness about online safety, provide opportunities to
help them understand cyberbullying, and define clear boundaries to
online behaviour.
Suitable for parents of children and teens at home, or adults working
with young people in youth clubs or school, all the advice and ideas in
this book are designed to be inclusive, or easily adapted to meet the
individual needs of each child. Some of the activities can be used with
groups of around 8 to 15 children and young people, but can be altered to
facilitate larger numbers or scaled down for you to explore digital safety
with just one child.
 No expert technological knowledge is required of you to be able to do
these activities. They work on the basis of developing skills, attitudes and
learning. This means that they encourage young people to reflect on their
values and attitudes to cyberbullying and build personal skills that enable
them to be assertive and develop resilience. It is hoped that this will
enable them to make healthy, positive choices. Alongside this, factual
information is offered in the following section, and sources of additional
information are signposted at the end of the book.
The main part of the book is split into three sections: ‘Warm Ups’,
which can be used to introduce the topic and spark interest, ‘Activities’,
which explores issues in more depth, and ‘Reviews’, which enables you
to consider what has been learnt. For teachers and youth workers,
opportunities for recorded outcomes are indicated.
The book is written to be as flexible as possible – parents can dip in
and out of the exercises to increase their own knowledge and so help
their children, and teachers or youth workers can use the session plans as
stand-alone modules or together to build a wider curriculum.
Timings, which feature at the start of each activity, are offered as a
guide, but these will need to be amended depending on the group size
and ability – the larger the group the longer the activity will take!
UNDERSTANDING
CYBERBULLYING
What is different about cyberbullying?
We have probably all heard the old adage about sticks and stones, the
message being that words can never hurt you. But just how true is this?
While it is certainly true that physical bullying is unacceptable behaviour,
cyberbullying can be just as frightening, leaving behind emotional rather
than physical scars.
Cyberbullying is different from face-to-face bullying because the
bullies can keep a distance between themselves and their victims. This
affords the bully a level of anonymity and a perceived sense of security
that convinces them they won’t get caught. It also makes it easier to
‘forget’ what they’ve done and, as they don’t see the harm caused, any
feelings of guilt or empathy are minimized. Not knowing the identity of
the bully can make the victim distrustful of many people.
The enormity of the online world means that one image sent via an
Internet chatroom can be viewed literally millions of times around the
world in a very short time, and electronically forwarded content is hard to
control. It may be a single incident for the perpetrator, but can have
multiple impact as it is passed around.
However, it is worth mentioning that, while some cyberbullying is
obviously deliberate, some incidents do start as a ‘joke’. For example,
derogatory remarks passed between friends that then circulate outside the
intended group can lead to embarrassment or hurt. Such incidents often
leave the perpetrators surprised at the distress they have caused and
horrified to be branded bullies, when in fact they have just been
thoughtless.
Another major difference to ‘real world’ bullying is that cyberbullying
can take place at any time during the 24-hour day, intruding into places
previously regarded as safe. This can be responsible for a large part of the
emotional damage inflicted on victims, who then feel they have no
refuge, no one to trust and can never be safe anywhere.
 It is also worth remembering that the young person you know may
even be involved in perpetrating cyberbullying. It’s just as important for
cyberbullies to understand the consequences of their activities, as it is to
encourage them to stop.
As well as being aware of the dangers of cyberbullying for children at
home, it’s also important that cyberbullying is covered by anti-bullying
policies in schools and youth organizations. Within a school, the
sanctions available to use against the bullies should be clearly explained,
including any appeal process, and no young person should be surprised at
the consequences of being found guilty of cyberbullying. Although
cyberbullying is not currently a specific crime, by taking part in it young
people may have broken other laws, especially if it involves physical
threats. All children should be made aware of the real consequences –
both to the person being bullied and to the bully themselves – if they are
caught.
Finally, cyberbullying differs from other forms of bullying in that it
can be intergenerational. Young people have made adults their targets,
including parents, teachers and other members of the community, in a
way that does not happen in the ‘real’ world.

Cyberbullying methods
Text messages
These usually take the form of messages that are threatening, offensive or
persistent. The use of ‘pay as you go’ handsets makes it very hard to
trace individuals and the victim may never know the identity of her or his
bully.

Picture/video-clips via mobile phone cameras

Clear images can be captured and sent to others, for example uploading
the pictures online or via Bluetooth, to make the victim feel threatened or
embarrassed. Probably the widest publicized form of this is the
misnamed ‘happy slapping’, where random physical assaults are filmed
and then shared.

Mobile phone calls

The majority of people own a mobile phone, and the number is rising
among both adults and young people. Bullies often bombard their victims
with silent or persistent calls and abusive messages, or steal the phone
and use it to harass others, causing the victim to appear responsible for
the call.

Emails
The ease of setting up multiple email accounts makes it possible to send
threatening or bullying emails, using a pseudonym or somebody else’s
name, with little fear or expectation of getting caught.

Chatrooms
Used with all the site security measures in place, chatrooms provide an
excellent way for young people to communicate. However, if misused,
they can easily become a forum for menacing or targeting people. This
includes chatrooms on game sites, consoles and virtual worlds such as
Second Life.

Instant messaging (IM)

It is easy to forget that, during real-time online conversations, once
messages are posted they are out there in ‘cyberland’, with little
opportunity for reflection or censorship. Arguments can descend into a
barrage of menacing comments and can include groups of people
ganging up on one target.

Social networking sites

These afford a quick and easy way to catch up, share photos and have
fun. However, without the appropriate security settings they can also be
misused to spread gossip and rumours. Peer pressure to appear popular
by having large numbers of followers or friends can lead children to
accept strangers as ‘friends’ and give access to personal information,
leaving them vulnerable. It is also a simple enough process to open a
fraudulent account and approach a cyber target posing as someone else.
This allows the bully to enjoy anonymity while stalking their victim.

Websites
Once again, the skills developed to successfully use web technology can
be misused to devastating effect. Bullies can set up defamatory blogs
(web logs) or create personal websites featuring their victim. They can
even set up an online polling site, using one of the many free websites
offering the service for legitimate reasons, but misused to create a poll
asking an unlimited number of questions about the target. Even
celebrities and politicians are not immune to this.

Different forms of cyberbullying

Flaming Online arguments using electronic messages

with aggressive or abusive language

Harassment Repeatedly sending abusive, insulting or

unwanted messages

Denigration Spreading gossip, lies or rumours about

someone to damage their reputation or
friendships

Impersonation Pretending to be someone else and sending

or posting material

Outing Disclosing someone else’s secrets or

embarrassing information online without
their consent
Trickery Talking someone into revealing secrets or
embarrassing information, then publishing it
online

Exclusion Intentionally excluding someone from an

online group

Cyberstalking Repeated, intense harassment and

denigration that includes threats or creates
significant fear

Key advice
1. Be alert to the young person seeming upset after using the
Internet or their phone. This might involve subtle comments or
changes in relationships with friends.
2. Consider where young people use the computer; it is harder to
be aware of online behaviour if it is always behind closed
doors.
3. Use parental controls on computers and keep passwords safe so
that young people cannot access inappropriate sites.
4. Encourage the victims of cyberbullying to keep the evidence of
any offending emails, text messages or online activity. They
could help identify the bully.
5. Advise children to resist the temptation to retaliate, no matter
how strong the desire to do so may be. Retaliation is likely to
make things worse and could lead the victim into breaking the
law.
6. Suggest that arguments from the real world should never be
carried into cyberland. It is much better to resolve the problem
face to face than mount an attack online.
 7. Use the tools offered by the service provider, for example only
allowing personal profiles to be viewed by accepted ‘friends’
or reporting anything received that is offensive. In addition,
always be sure to turn on in-built computer security features,
including parental controls to help manage online activity.
8. Users of the Internet should not accept people as ‘friends’ on
sites like MySpace unless they know them in the real world.
9. Promote online responsibility and at all times offer the same
good manners and respect online as would be expected in the
real world.
10. Help young people identify someone trustworthy to talk to and
ask for support should they become the victim of a cyberbully.
11. Report any online bullying in social networking sites to the
service provider. Remember, they want to be known as a safe
environment for people to meet, not a bullying playground.
12. Report cyberbullying: contact the relevant person at the child’s
school if it involves another pupil. Most organizations will
have an anti-bullying policy and cyberbullying should be
included in this.
13. Contact the police when serious threats are made, particularly
if they include violence. Keep any evidence and get support
from a trusted adult. A criminal offence may have been
committed.
Finally, try to keep communication open and encourage young people to
talk about the ways in which they are using the Internet and their mobile
phone. Victims need the language to be able to express what has
happened to them, to know that it’s wrong and to be able to tell someone.

Online protocols
Young people need to be very clear about what is and isn’t acceptable
behaviour online, especially if they are using equipment outside the home
– whether in a youth group or school.
If a number of young people are sharing a computer, one way of
opening up discussions about expectations and appropriate behaviour is
to devise an ‘online protocol’. Similar to ground rules or group contracts,
this provides clear boundaries so that everyone is clear about what is and
isn’t acceptable online and what will happen if any of the rules are
breached.
You may also want to go through any non-negotiable rules, for
example ‘no eating or drinking at the computer’, or explain about any
restricted access to websites.
These rules should be displayed in the computer area shared with
everyone who uses the computer. They will also be asked to sign up to it
before they gain computer access.
Alternatively, you could take the online protocol and set the young
people the task of designing a screensaver incorporating it as a reminder
to all online users.

Ways to talk about cyberbullying

It is important to talk about cyberbullying with all children and young
people, to raise awareness of the issue and help keep them safe. As well
as teachers and youth workers, concerned parents or carers can start a
dialogue about cyberbullying by asking a few simple questions that
broach the subject without pressurizing young people and potentially
closing down communication. Some examples are given below – and the
activities that follow in this book offer further ways of helping groups of
children and young people to really understand what cyberbullying is and
to develop the skills they need in order to stay safe in a digital world.
Has someone done something to upset you? If so, how?
Is it via email, or chat, or instant message – on MySpace, or a
similar site?
 Does it happen once in a while, or is it a constant problem?
Do you get concerned that people will read what others have
written about you online and think it’s true?
Have you ever been physically threatened on the Internet?
Did you know that physical and personal threats online are a crime,
just like offline threats?
Has any offline argument also popped up online, maybe at school
or when you are with your friends?
When someone picks on you or makes fun of you online, do you
usually know who the person is in real life?
Do you know in real life everyone who you’ve accepted as a
‘friend’ on your social networking page? How do you know you
can trust them?
How can I help you to make it stop, without embarrassing you?
If you are a parent, you could adapt the exercises in the following
sections to learn together with your child. For example, young people
may enjoy showing off their text language knowledge by setting you the
test, leading to conversations about appropriate language. If you are
involved in family group meetings where several families come together,
then these activities could be used in these kinds of settings.
If you are a teacher or youth worker, these activities are ideal to
generate discussion in the classroom or a youth club. They can all be
adapted for use with an individual child simply by removing the
competition element or carrying out the discussion between yourself and
the young person.
WARM UPS
 DIGITAL TECHNOLOGY WARM UP

Aim
This is a group warm-up exercise to introduce the concept of
cyberbullying.

You will need

piece of paper, pen and red marker pen for each team
prize (optional).

How to do it
Split the group into two teams. Explain that this is a team game and that
the winning team will be the group that accumulates the most points
throughout the game.
Hand each group a piece of paper and a pen. Now ask each team to
make a list of as many different ways to communicate using digital
technology that they can think of. This should include:
text messages
mobile phone cameras
mobile phone calls
emails
chatrooms
instant messaging (IM)
websites.
Invite each team to count up their scores and congratulate the team with
the most points. Next, hand each team a red marker pen and ask them to
discuss and place a cross by any of their suggestions that they think could
be used to harass, humiliate, embarrass or target someone. Invite
feedback and conclude that these are all forms of cyberbullying.
 CYBERBULLY BAG

Aim
To explore different types of cyberbullying and provoke discussion about
why people do it.

You will need

Post-it notes
pens
an opaque bag.

How to do it
In a seated circle, hand a Post-it note and a pen to each young person.
Ask everyone to write down a definition of the term ‘cyberbully’. If the
group seem slow to start, make a few suggestions. This could be
something like ‘someone who stalks someone else online’ or ‘someone
who threatens people by text’ or simply ‘emotional blackmail’.
Once everybody has finished, ask him or her to fold the note so no one
else can see what’s written on it and place it in the bag. Shake the bag so
that the slips get mixed up well.
Now pass the bag back around the circle in the opposite direction. As
each person takes the bag they should pull out a slip and read it.
Leave space for comments or a short discussion after each reading.
Are there any duplications or similar themes? What are the different
forms of bullying? Does it differ between genders? Why do people do it?
When are bullies most operational?
List the different forms of cyberbullying identified for later sessions.
 ONLINE ACRONYM QUIZ

Aim
This is a quick quiz-style warm up based on text and online acronyms
that will help assess young people’s knowledge and preferred methods of
communication.

You will need

copies of the quiz sheet; if you want to update this go to
www.webopedia.com – an online dictionary and search engine you
can use to find out the meanings of computer and Internet
technology terms and acronyms
pens.

How to do it
Divide the young people into twos and hand each pair a quiz and pen. Set
them the challenge of correctly guessing the acronyms in the fastest time.
Allow about ten minutes for them to complete it and then go through
the answers, inviting comments as you go.
Each pair gets a point for each correct answer. Lead a round of
applause for the winners and then facilitate a short discussion that
considers why and how online and text speak has developed. Encourage
the young people to share their own favourites and more unusual
examples before closing.

Online Acronym Quiz

Have a look at the online acronyms below and see how many you can
guess!
1. 2L8 _________________________________

2. FOFL _________________________________

3. ASLP _________________________________

4. BRB _________________________________

5. H&K _________________________________

6. 4GM _________________________________

7. W8AM _________________________________

8. POS _________________________________

9. NOYB _________________________________

10. L8R _________________________________

11. LOL _________________________________

12. OMG _________________________________

Online Acronym Quiz answers

1. Too late
2. Falling on the floor laughing
3. Age, sex, location, picture?
4. Be right back
5. Hugs and kisses
6. Forgive me
7. Wait a minute
8. Parent on shoulder
9. None of your business
10. Later
11. Laugh out loud
12. Oh my gosh!
 CYBERBULLYING: AGREE OR DISAGREE

Aim
Use the statements to explore values, review existing practice and discuss
staying safe online.

You will need

1 × sheet representing ‘AGREE’
1 × sheet representing ‘DISAGREE’.

How to do it
Explain to the young people that you are going to read out a series of
statements and their task is to think about whether they ‘AGREE’ or
‘DISAGREE’ with what you say. Make sure you reinforce that it’s okay
not to know the answer or to be undecided.
Set up the room by sticking the ‘AGREE’ sheet on one side and
‘DISAGREE’ on the other. Designate an open space in between as a
‘NOT SURE’ zone.
Now read out the statements, inviting participants to move to the zone
that best reflects their opinions. Ask the young people to explain their
choices and allow discussion time between each round. Make sure you
remember to ask for feedback from people in the ‘NOT SURE’ zone as
often these responses provoke the best debates. After each short
discussion ask if anyone wants to change their mind about where they are
standing, and the reasons why.
Close the activity by drawing out any follow-up key issues for further
work.

Agree/disagree statements
1 There will always be people who bully – it’s human
nature.

2 Standing by and doing nothing is as bad as being a

cyberbully.

3 If young people had less access to technology there

would be less cyberbullying.

4 Schools should crack down hard and ban mobiles from

schools so that pupils can’t use them to bully others.

5 Cyberbullying isn’t as bad as physical bullying.

6 The web should be censored by the government so that

no one can see offensive material.

7 If you just ignore a cyberbully they will get bored and

stop.

8 Parents have a responsibility to keep their children safe

while they are online.

9 Writing something in an instant message isn’t as hurtful

as saying the same thing to someone’s face.

10 Some cyberbullying is just a joke gone wrong.

11 Passing on a chain letter that is funny isn’t bullying.

12 No one tells the truth about themselves in chatrooms.

13 There are more female than male cyberbullies.

14 If someone bullies you online it is better to fight back.

 ONLINE BEHAVIOUR

Aim
This explores the difference between personal values and misconceptions
about what peers think. It encourages young people to challenge
assumptions and express their own opinions.

You will need

copies of the Online Behaviour exercise
pens.

How to do it
Open with a quick discussion that introduces the idea that sometimes
what people think their peers are doing is not quite the same as the
reality. Give the example of how much alcohol they drink or the number
of young people who use illegal drugs. Conclude that assumptions made
are not always true.
Go on to suggest that this is possibly true in other areas too, including
online behaviour. Hand out the pens and the Online Behaviour exercise
and ask the young people to go through it, first scoring it with their own
opinions and then again to show what they think their peers’ opinions
might be.
Allow time for everyone to finish and then bring the group together to
reflect on the answers. Pull out areas for further debate, for example the
young people might falsely believe that their peers think it is okay to add
comments to jokes or online circulars, but actually this exercise may
show that they don’t. Suggest that this may be true for many things and
encourage them to consider ways that they could act upon what they
really think rather than acting upon what they think their friends want.
Online Behaviour
For each of the statements circle the numbers that correspond with your
opinion and then again with the opinion that you think is mostly held by
your peers.

1 = strongly disagree; 2 = disagree; 3 = unsure; 4 = agree; 5 = strongly

agree

1. I have a right to say whatever I like online.

a. Your response 1 2 3 4 5
b. Your peers’ typical response 1 2 3 4 5
2. I should be able to see anything I want to on the web, without
censor.
a. Your response 1 2 3 4 5
b. Your peers’ typical response 1 2 3 4 5
3. If I take a photo that I think is funny I don’t need the permission
of the person in it before I post it online.
a. Your response 1 2 3 4 5
b. Your peers’ typical response 1 2 3 4 5
4. What happens online is not real life, so no one can really get
hurt.
a. Your response 1 2 3 4 5
b. Your peers’ typical response 1 2 3 4 5
5. If someone sends me a joke I forward it, even if it is about
someone I know.
a. Your response 1 2 3 4 5
b. Your peers’ typical response 1 2 3 4 5
6. Arguments that start online should stay online.
a. Your response 1 2 3 4 5
b. Your peers’ typical response 1 2 3 4 5
 ADD A FRIEND

Aim
This activity demonstrates the potential risks of accepting unknown
‘friends’ on social networking sites.

You will need

a set of Add a Friend cards
8 × envelopes
glue
pen and paper.

How to do it
To prepare: copy and cut up a set of the Add a Friend cards. You will see
that apart from Syd and Shazza who are telling the truth, all other
potential ‘friends’ have false identities. This information will remain
secret until the part of the activity where the envelopes are opened. Put
one True Identity slip inside each envelope and stick the corresponding
Shared Profile onto the outside. Finally number the envelopes.
Divide the young people into eight groups and hand out an envelope to
each group. Explain that each group has a profile on a well-known social
networking site, and it is set to private. Each envelope represents an
application to become their ‘friend’. Their task, as a group, is to decide
whether to accept each person as a ‘friend’ on their profile, or not. Once
they have decided on the first application, they should write the number
of the envelope onto their paper and a ‘yes’ or ‘no’.
Circulate the envelopes until each group has seen every Shared Profile
and made a choice.
Then, choosing a group to start the process, ask them to call out the
number on the last envelope they looked at, read the Shared Profile, and
then give their vote. Ask the rest of the group to see who agreed or
disagreed with their decision. Then, invite a member of the group to open
the envelope and read out the True Identity inside.
Support discussion all through the unmasking process; are people
surprised? How many did teams get right? Why might people lie online?
Would telling a lie on a profile automatically disqualify someone from
being your friend? Pull out what helped or didn’t help people to make
their decision.
Then consider risks and guidelines for accepting someone as a friend
online. Make sure you comment on the competition some young people
feel to have as many ‘friends’ on their profile as possible. Pull out key
ideas and record them.

SHARED PROFILE TRUE IDENTITY

Name: Sunny Name: Sunny

Age: 16 Age: 14

Location: London Location: London

Interests: Love Indie boys, The facts: Loves Indie boys,

festivals – went to went to a local festival as
Glastonbury this year with parents wouldn’t let her go to
my mates! Love having fun, Glastonbury and can’t surf,
sunshine and surfing. but would like to.

SHARED PROFILE TRUE IDENTITY

Name: Syd Name: Syd

Age: 15 Age: 15

Location: Washington Location: Washington

Interests: Music, music, The facts: Music, music,
music and girls – in a band music and girls – in a band
(to get girls!), write my own (to get girls!), write my own
songs and hope to go to songs and hope to go to
university if we don’t get university if we don’t get
signed to a major record signed to a major record
company first! company first!

SHARED PROFILE TRUE IDENTITY

Name: Stanley Name: Stanley

Age: 15 Age: 15

Location: Liverpool Location: Liverpool

Interests: Soccer – I play and The facts: Loves football and

watch – Liverpool of course! cars, thinks R&B is okay, and
R&B, cars, girls, girls, girls, is a bit unsure that he likes
cars and girls. girls, apart from as mates, as
he has a crush on one of the
Liverpool players.

SHARED PROFILE TRUE IDENTITY

Name: Shanelle Name: Shanelle

Age: 16 Age: 16

Location: Atlanta Location: Atlanta

Interests: Dancing, have The facts: She loves dancing,

entered competitions and won but has never won anything.
trophies for dancing since I
was 6. I am planning to enter Her mum says she should
next year’s ‘I’ve Got a Bit of enter a TV talent contest.
Talent’ TV show as everyone
tells me I’m so good.

SHARED PROFILE TRUE IDENTITY

Name: Sam Name: Sam

Age: 14 Age: 12

Location: Melbourne Location: Melbourne

Interests: Online war games The facts: Lied about his age
and social networking. See if so he could sign up to join the
you can be a worthy opponent online war games he loves.
for me! Has cyber friends on all of
them who he plays against
regularly.

SHARED PROFILE TRUE IDENTITY

Name: Stig Name: Martin

Age: 15 Age: 35

Location: Manchester Location: Manchester

Interests: Skating, working The facts: Left school at 16,

on a graffiti project and doesn’t have a job and hangs
campaigning for more skate around the skateboard park at
parks in the area. Want to weekends.
hear what you think about it.
SHARED PROFILE TRUE IDENTITY

Name: Sally Name: John

Age: 15 Age: 26

Location: Langholm Location: Glasgow

Interests: Ballet, tap and The facts: Teaches at the

gymnastics. Am in my school local dance studio and keen
gymnastics team and my amateur photographer.
dream is to represent
Scotland. See my photos and
post yours!

SHARED PROFILE TRUE IDENTITY

Name: Shazza Name: Shazza

Age: 18 Age: 18

Location: Launceston Location: Launceston

Interests: Just moved to The facts: Just moved to

Cornwall and know nobody! Cornwall and know nobody!
Where do you all go out? Where do you all go out?
Like pubbing and clubbing Like pubbing and clubbing
and want to meet party people and want to meet party people
like me! like me!
 PASS IT ON

Aim
The aim of this activity is to demonstrate how quickly and widely
information can be shared online.

You will need

Post-it notes and pens.

How to do it
Hand out three Post-it notes to each participant and ask them to write
their name and then something about themselves on each one. Stress that
this should be personal but not too revealing, but at this point don’t say
how the information will be shared.
Now, ask the young people to share information with the person next
to them, then take their partner’s Post-it notes and pass them to other
members of the group, without asking permission. Set a rule that there
can be no communication during this process.
Repeat until information has spread throughout the group. Stop and
reflect on how it felt to have people reading about you, without the
opportunity to say anything or explain yourself. Suggest that this is
similar to how information travels in cyberspace.
 ONLINE PICTURES

Aim
To encourage young people to consider and understand the need for
permission to publish pictures online.

You will need

nothing!

How to do it
Start the session by asking the young people to tell a partner about a
photo of themselves taken some time ago that they are embarrassed about
now. This could be a baby photo, or a photo of themselves wearing
clothes that they loved as a small child but hate or feel embarrassed about
now.
Still in pairs, ask the young people to consider how they would feel if
this photo was taken and pasted on to the Internet without their
permission. Take it a step further and ask them to consider how they
would feel if someone they knew then got hold of it and forwarded it to
everyone. Finally, ask them to consider how they would feel if the online
community found it so amusing that within three weeks several million
people around the globe had laughed at and mocked their photo.
Point out that this has happened in real life to some people and that
much hurt, anger and sadness has been caused both intentionally and
unintentionally.
As a whole group facilitate a short discussion that considers:
1. appropriate/inappropriate photos to upload
2. giving and receiving permission for photos to go online.
ACTIVITIES
 WHAT IS CYBERBULLYING?

Aim
This activity encourages young people to think about the different types
of cyberbullying and consider the effects that it has on both the victim
and the bully.

You will need

contact numbers and leaflets for local support groups
copies of the What is Cyberbullying? cards.

How to do it
In two groups ask the young people to read the set of cards you are
handing out. Explain that both groups will have the same information on
their cards.
Ask the young people to assess each of the situations outlined on the
cards and as a group agree whether they depict a cyberbullying situation
or not. You will need to be sensitive to any young person within the
group that you suspect or know has been a victim of any bullying.
When the young people have had a chance to discuss the situations and
reach agreement, bring everybody together in a large group.
Read out each of the cards and ask the two groups what they decided.
Is it the same? Facilitate a discussion over each card; for example, why
do they think people become bullies? Discuss protective tactics and
strategies for being assertive in cyberbullying situations.
Make sure that the young people have information and contact
numbers for support. Parents may want to access this support by going
online to some of the websites listed in the back of the book.

I took a pretty personal picture of myself and My girlfriend dumped me by text and refuses
sent it to my boyfriend – now we’ve split up to speak to me about it.
and he has shown all his mates.

My English teacher put me on report for Me and my mates have got some cards made
something I didn’t do. I found out her home up with a picture of a lap-dancer on and the
phone number and plan to ring her then hang mobile number of this girl we hate. We plan
up all night. to stick them in public phone boxes all over
town.

My friend nicked my phone and sent loads of I know my mum’s password on Twitter and
dirty texts to this girl I really fancy. She have been sending out messages as her all
thinks it’s me! week!

I did something really stupid while drunk, This girl is stalking me – she keeps calling
and now this girl is threatening to send a me and sending texts all day and night.
video-clip from her phone to my boyfriend.

My mates and I dare each other to do things My best mate is putting pressure on me to
and then video it on our phones. get my dad’s bank passwords to get money.
Others in the group have done it and I helped
spend the cash they got.

I just got ‘tagged’ in a photo on Facebook – I My ex has uploaded a video of us having sex
hate the picture but my mate refuses to take on YouTube without my permission.
it down.

I just opened an email joke that is racist – it I am gay, but not ready to tell my family yet.
asks me to pass it on. Someone has threatened to ‘out’ me online.

This girl at school has joined an online I uploaded all my holiday photos on to
dating site, pretending to be 23. Now she MySpace and now some man keeps leaving
plans to meet some of the men. me crude messages.

I passed on an email without reading it My friend keeps phoning when I am in bed

properly and found out that it said horrible and my parents get angry if they are woken
things about someone I like. up.
 ONLINE COMMUNITY

Aim
This art-based activity enables young people to explore the positive and
negative aspects of the Internet.

You will need

art materials
large sheets of paper.

How to do it
Start the session by asking the young people call out the positive and not
so positive things about the Internet. For example, positive things may
include access to information, music and film. Not so positive things
could include things like access to unlicensed drugs, spam or
cyberbullying. Some things, such as instant messaging, may end up on
both lists!
Now divide the young people into groups of four or five and distribute
the paper and art materials. Their task is to design a poster that depicts ‘If
the Internet was a community’. Encourage them to use ideas from the
previous discussion and to add their own ideas as well to reflect their
knowledge and experience of being online.
Facilitate gallery time, where each group presents their poster and
gives a quick summary of their discussions.
Display the posters.
 INTERNET SAFETY PROFILE

Aim
To highlight the need for security online and the dangers of giving out
personal information.

You will need

pens
A6 paper (approx. 4 × 6")
box.

How to do it
Give each young person a sheet of paper and a pen and ask them to write
down their names and three statements about themselves. Two of the
statements should be true, and one statement must be false. Encourage
them to think of a false statement that is not too obvious to the rest of the
group.
Collect the papers into the box and shake to jumble them up a bit.
Invite a young person to choose a paper from the box and then read out
the name and three statements.
The rest of the group should vote which statement they think is false,
before the owner of the paper reveals if they guessed correctly.
Once all the papers have been read, ask the young people how easy it
was to know what was truth and what was fiction. Point out that even
though they could see the person they still couldn’t necessarily tell.
Suggest that this is even more difficult online, especially with cyber
friends that they may never have met in the real world. Online they have
no way of knowing whether the person is telling the truth, even if they
have been communicating with them for a long time.
 Consider the differences between online and real-world relationships,
reinforcing the importance of not giving out personal information to
anyone. A simple guide is not to give any information that you wouldn’t
happily give a complete stranger you met in the street!
 ONLINE STORYBOARD

Aim
This activity can be developed into a short piece of drama or a
storyboard. It considers consequences of online choices and promotes
safety.

You will need

large sheets of paper and pens
a set of the Online Storyboard cards
envelopes.

How to do it
Divide the young people into groups of four or five. Hand each a set of
the Online Storyboard cards, cut up and placed in an envelope. Explain
that the task is to look through the Online
Storyboard cards and place the story in the order that they think it
happened. Stress that the story is not true but is based on collective true
experiences.
When they have completed this activity, facilitate a discussion about
what is happening in the story, the safety issues and what they would say
if the person involved was their friend who had asked their advice. One
major consideration in this story is age. How likely would this friendship
between a 14- and a 32-year-old be outside the online community?
Would it be easier or harder to meet in the real world? Point out that the
story is non-gender specific and the young person talking to James online
could be a young man or woman. Consider vulnerabilities from both
these perspectives.
Now hand out paper and pens. Each group should storyboard what
happens next. It is up to them if they want to develop a happy ending or
not.
These can be developed into short role plays or drama scenes to be
worked on in later sessions. Alternatively, invite each group to feed back
their ideas. Either way, make sure you reinforce the dangers of meeting
people from the online community in the real world and draw up some
safety guidelines, for example always taking someone with you the first
time you meet, and so on.
Finally, make sure information is available in case this session raises
any issues for individuals who may need further support.

It was just after my 14th birthday that I started talking to James. I was so happy!

At last I’d found someone who seemed to understand me.

In just days we got really close – he didn’t act or talk like a 32-year-old man.

We went from friends to best friends – I’ve never had someone who cares so much about me.

I stopped going out with my friends to stay in online with James. Sometimes we talked all
night – he was really interested in every bit of my life.

He sent me photos and I thought he looked like Johnny Depp with short hair. I sent him mine
so we could look at each other when we speak.

James asked me to use the web cam so he could see my school uniform. He says I am so
mature he can’t imagine me at school and needed proof!

Now every night I can kiss James goodnight on the web cam.

I have argued so much today with my mum. She treats me like a kid and never listens. James
agrees she is out of order and suggests that it would be really nice if we could be together all
the time. He is offering to meet me in town with his car.
 KEY WORDS

Aim
The aim of this game-style activity is to develop awareness of the
dangers of not keeping passwords secure and open up discussions around
trust.

You will need

8 × ‘keys’ for each person (4 if you have a small group)
pens
2 × dice (or 4 if you have a group of 10+).

How to do it
Seat the group in a large circle and hand each participant eight paper
keys. Explain that these are precious and that they should be looked after.
Ask each person to write their name on all of their keys.
Now, distribute the dice as if you were dividing the circle in half.
Explain that those holding the dice will be playing the person opposite
them across the circle. At the shout of ‘go’ the players should throw the
dice. The person with the highest number wins a ‘key’ from their
opponent, and they then write their name on the back under the original
owner’s name. The winning player for that round then challenges another
member of the group to play again. Keep the pace fast so everyone gets a
go.
The aim is to hold on to as many of your own keys, while collecting as
many of your opponent’s keys, as you can. Any key can be exchanged if
you lose the throw, so it is important to win as many as possible. Each
time a key is passed on, the next player should write their name on the
back.
 Call ‘time’; the winner is the player with the most keys. Two points are
awarded for own keys and one for a captured key.
Now, suggest that each key is a password to an email account. Invite
the young people to look on the back of the keys they have – how many
names are there? Remind them that this all started with a single dice
throw where one key was given to another player. It is rather like
confiding your password to a friend or leaving it written down where
others might see it, or choosing a password that is so obvious it is easy
for others to guess it correctly.
Ask the group to suggest what else passwords are used for online, for
example Internet shopping, social networking or to access bank details.
Facilitate a discussion that considers why people might let others know
or use their password. Point out that it is not about trust, but security and
keeping safe online. Also mention the dangers of storing a password
online in a ‘key chain’.
Finally, invite some recommendations for protecting passwords and
record these for future reference. For example:
1. Always use numbers and words in a password to make it harder
to guess.
2. Don’t use the same password for everything.
3. Don’t store passwords on mobile phones, which could get stolen.
4. Don’t write your password on your hand.
 DEAR AUNT CYBER

Aim
To enable young people to discuss and resolve online dilemmas and
issues in a way made familiar to them by the problem pages in
magazines.

You will need

copies of the Dear Aunt Cyber sheets
A4 paper (8½ × 11")
pens.

How to do it
Explain to the young people the aims of the sessions and divide them into
smaller groups.
Hand each small group a Dear Aunt Cyber sheet, stressing that all
characters and situations are fictional and certainly do not relate to
anyone in the group. This should stop everyone trying to guess whose
‘problem’ they are really discussing!
When the young people have read their ‘problem’, ask them to discuss
the situation and what might happen, decide if the questioner is a victim
of cyberbullying, and then write a reply that will help resolve the issue.
When everyone is happy with the ‘advice’ the group is going to offer,
bring the whole group back together to share problems and suggested
solutions.
Display the Dear Aunt Cyber letters and responses to remind the
young people.

Dear Aunt Cyber

I broke up with my girlfriend and she was really upset. Then she
got really angry and said she would make me sorry. When I got
home she kept sending me threatening instant messages telling
me she hated me.
Now she texts me all the time, sometimes 50 texts a night, and
I just don't know what to do. All I want is for her to stop and go
away.
Warren

Dear Aunt Cyber

I am being bullied by a group of girls in my year after I got drunk
at a party and did some silly things. I thought they were my
friends but now they are saying I am a slag online and sending
round emails about me.
They have posted really embarrassing photos of me at the
party on their social networking page.
Don't tell me to tell my parents, as they can't help! I don't want
them to see the photos anyway - they would be so ashamed.
What am I going to do? Everyone has seen now and thinks I
am dirty.
Laura

Dear Aunt Cyber

I have got myself in a right mess and don't know what to do. My
friend has been sending fake texts and emails to a girl who used
to be our friend. I thought it was funny at first and joined in
laughing, encouraging her to keep doing it. But I saw how upset
the other girl was and I stopped. The problem is I can't get my
mate to stop and I am frightened she won't want me in her group
if I say too much.
Rani
 REASONS NOT TO TELL

Aim
This is a sorting activity to promote discussion about why the victims of
cyberbullying might ask for help and to reinforce the support available.

You will need

enough sets of Reasons Not to Tell cards for the young people to
work in small groups
leaflets from any local bullying support group.

How to do it
Set the scene for the activity by saying that victims of cyberbullying
often prefer to keep their unhappiness a secret. Explain that there are
many reasons for this, which you are going to explore. Then, continue by
stressing how important it is that anyone who is cyberbullied tells a
trusted person about what is happening and gets help.
Divide the young people into fours or fives and hand each group a set
of Reasons Not to Tell cards. The task is to read the cards and then rank
them in order of importance, from those they believe to be the main
barriers, through to those that they think aren’t so likely.
When every group has finished, take a ranking for each card from each
group and compare it to where other groups have placed the same card.
Encourage debate about the different reasons given and invite any
suggestions the group may have as to why someone might not tell.
Sum up the session by reinforcing the need to tell someone, advising
them to keep any evidence such as emails, photographs, and so on, and if
it happens in school or college use the anti-bullying policy to get support.
Distribute leaflets from any local support agency.

They are scared of They are ashamed of their own The thing they are being
 making things worse for behaviour. cyberbullied about is true
themselves or for other and they don’t want
people. anyone to know,
especially parents or
carers.

They are scared that the They started the argument. They don’t know who to
cyberbully might hurt tell.
them physically.

They are hoping that if They feel too depressed to be able They think they have
they just ignore it, it will to do anything about the done something to
go away. cyberbullying. deserve it.

They are worried that They are being ganged up on by a They don’t think that
adults won’t believe them group and are too scared to tell anything will change
or be dismissive because anyone. even if they do tell
it ‘is only words’. someone.

Source: Adapted from Cyberbullying: Safe to Learn (Department for

Children, Schools and Families 2007)
 CYBER QUIZ

Aims
This quiz is similar in style to those found in magazines, so should be
familiar to young people. It asks some basic questions in a fun way and
opens up discussions about safety.

You will need

copies of the quiz and pens.

How to do it
Hand each young person a quiz to complete without consulting anyone
else. Go through their answers raising the following points for discussion
after each question:
1. The potential dangers of posting personal information on the web
1. and the difficulties of retracting information that has gone
online.
2. The advantages of moderated chatrooms, using security settings
and the importance of being open and honest about online
activity.
3. The potential dangers of opening unsolicited email, ways of
reducing spam and avoiding viruses.
4. The importance of regarding chatroom contacts in the same way
as strangers in the real world, and the potential for exploitation
using web cams.
5. The potential vulnerability of open Facebook sites and the issues
around being truthful online. The dangers of meeting up and how
to reduce risk.
 6. Issues of trust about photos taken and ways to block text
messages and report inappropriate use to service providers and
the police.

Cyber Quiz
Please look at the questions below about the Internet and mobile
technology and answer as honestly as you can.

You are setting up a personal profile on the web. Do you:

a) Use your real name and a nice photo.
b) Use your real name but a fake photo.
c) Post up a fake ID and a fake photo.
d) Make up an online name but use a real photo.

You receive abusive messages from a chatroom forum. Do you:

a) Start sending abusive messages back – they asked for it.
b) Ignore the messages.
c) Tell your parents or carers.
d) Report them to the site webmaster.

You get an email attachment from an unknown email address. Do

you:
a) Have a look – the subject line looks interesting.
b) Delete it immediately – you only open emails from people you
know.
c) Delete if it looks suspicious.
d) Open and forward to everyone you know.
You have been chatting for weeks to someone you met online and
really like. They ask you to set up your web cam so that you can kiss
goodnight. Do you:
a) Think it would be fun! You fancy them, so what’s the problem?
b) Never speak again – you have been warned about people like
that!
c) Ask if they want you to do anything else.
d) Give them your email address.

Someone contacts you via Facebook and starts flirting with you –
their picture looks hot. Do you:
a) Ask if they want to meet up – there is no way you are giving up
the opportunity of being with someone this good looking!
b) Ask if they want to meet up with you and some friends in a public
place.
c) Ignore them – you don’t know them.
d) This would never happen as you have your Facebook profile set
to only receive messages from people you know.

You get sent some text photos of you with abusive messages from an
ex-boyfriend/girlfriend. Do you:
a) Delete them and forget it – you are glad you split up now.
b) Call the police, this is harassment.
c) Try to speak to them and explain how upset it has made you.
d) Speak to an adult and ask their advice.
 ONLINE FRIENDS

Aim
This is a role-play activity to look at the differences between cyber and
face-to-face friends. It helps to demonstrate the need for rules to ensure
safety online.

You will need

a set of the Cyber Online cards.

How to do it
Divide the young people into pairs and seat them back-to-back to
simulate being online. Hand out the Cyber Online cards so that each
young person has one of the character cards from a pair.
The paired cards give an online scenario. The task for the young
people is to talk to their partner and role play what happens next, taking
into account all the online safety information you have already discussed
with them.
Make sure you stress that not all the scenarios are dangerous, but they
all have potential safety issues. Allow about ten minutes and then stop for
feedback. Was it easy to withhold information if it was asked for? Did
you believe what the other person said?
Conclude with some benefits and drawbacks to meeting someone that
you have met online. For example:
Benefits: You might make a new face-to-face friend and have a good time.
Drawbacks: You might not like one another. The other person might be very different to
what you were led to expect. If you do become face-to-face friends, you may lose out on
some of the benefits of anonymity. In some situations meeting a stranger could be
dangerous.

Jasmine is 15 and has lots of friends at Nicole is 15 and struggling to cope with her
school. recently diagnosed diabetes.
Her friends know that Jasmine has diabetes Nicole and her friends are really sporty and
but can’t really understand what it feels like her social life revolves around matches and
to have this medical condition. the sports social club. She is terrified that her
Jasmine finds an online chatroom for young condition will mean that she can’t do this any
people with diabetes. Someone with the more and that her friends will drop her.
screen name ‘Nicole’ has joined the chat She finds an online chatroom for young
group, too. people with diabetes and starts talking to a
After discovering that Nicole’s birthday is young woman called ‘Jasmine’. They
near her own, Jasmine suggests they swap discover that they are both going to be 16
addresses so they can send birthday cards. next month.

Tom is 14 and really enjoys playing online Jason is 16 and enjoys playing an interactive
fantasy games. He uses the name ‘Hercules’ web game in which he creates his own
online and plays games that involve players character, ‘Troy’. The game involves players
from all over the world. from all over the world.
On his favourite site he often plays against Sometimes, while playing, he chats with
someone with the online name ‘Troy’ and other players, usually swapping game
they chat and swap game strategies. strategies. He frequently runs into one
‘Troy’ really reminds Tom of someone he particular player, who he recognizes by his
knows in the real world. He isn’t sure but he character, ‘Hercules’. Hercules plays at a
becomes convinced that he knows who it is. similar level to him and he enjoys pitting his
Determined to know the truth, he finally wits against such a skilled player.
decides to ask Troy some questions about his
life.

Sophie is 17 and loves going on Facebook. Hanif is 20 and has been using the ‘Flirting’
She thinks it is a great way to catch up with application on Facebook with great success.
friends and share music. She always posts As he doesn’t think he is very attractive he is
photos of herself and her mates after a night using a photo of a young Egyptian pop singer
out. One lot shows them all dressed as bunny on his profile. He can’t believe his luck; all
girls at Sophie’s birthday party. he has to do is send the photo and a few flirty
After adding the ‘Flirting’ application Sophie messages and he can get to talk with some
is excited to see that she has 26 messages really good-looking girls.
from men online who think she is ‘flirtable’. Tonight, he is messaging Sophie, and from
One in particular, ‘Hanif116’, catches her the photos on her site she looks ready for
attention; the photo he sent is buff! some fun. After lots of messages Hanif asks
She flirts back and looks forward to a night if she has a web cam so he can see more of
of messaging and flirting. her.

Millie is 14 and really fancies Joseph who is Laura is 14 and has an older brother called
two years above her at school. Joseph who is two years above her at school.
She is on the school intranet and is really She overheard a girl that she doesn’t like,
excited when she sees that he has left her an Millie, saying how much she fancies him.
email message. She didn’t think he had even Laura decides it will be really funny to send
noticed her! Millie messages, using her brother’s school
Millie sends a message back and feels so email address. When Millie sends a reply
happy when he responds. He sounds really Laura laughs out loud. How can Millie be
interested and seems to know lots about her. stupid enough to believe Joseph would ever
He must have asked around. Thrilled, Millie look at her? Sharing the joke with her
waits online hoping that Joseph will take it a friends, Laura composes a message from
step further and ask her out. ‘Joseph’ to ask Millie out. Hopefully Millie
will fall for it and everyone can have a laugh
watching Millie waiting for her non-existent
‘date’!

Jenna is 15 and arguing a lot with her mum. Stephen is 33 and enjoys chatting online as
She thinks her mum sets stupid rules that no ‘Shelley’ in teenage chatrooms. He tells
one else has to live by. himself that he only wants to talk and is not
She has been grounded for coming home late really doing any harm.
and spends time online in her bedroom Recently he has been talking to a young
instead of seeing her mates. For the last three woman, Jenna, who seems really lonely since
nights she has been pouring her heart out to arguing with her mum. Stephen encourages
‘Shelley’. Shelley doesn’t get on with her Jenna to share her feelings and tells her he
parents either and the girls have talked until understands, as he hasn’t got a very good
the early hours of the morning. relationship with his mother either.
After her mum nearly caught them chatting They have agreed to keep their friendship a
online ‘Shelley’ suggests that they keep their secret and Stephen looks forward to the day
friendship a secret. they can meet in the real world.
 PRIVATE OR PERSONAL?

Aim
The aim of this activity is to help young people identify the difference
between private and personal information and enable them to make safe
choices online.

You will need

paper and pens.

How to do it
Suggest that the Internet is a great place to learn, be entertained, explore
issues and try out new ideas. However, to get access to lots of sites there
is a requirement to give information. This information tends to fall into
two categories – private or personal. Explain that when setting up a
profile online it is a good idea to know the difference.
Now divide into small groups and ask each group to come up with two
lists. One should be headed ‘Private Identity Information’ and the other
‘Personal Identity Information’.
Private identity information should include:
full name and address
passwords
National Insurance/Social Security number
phone number
bank details.
Personal identity information includes:
name you wish to be called online
age
gender
 favourite music
your opinion on issues.
Review the lists and discuss. Reinforce that personal information should
be things that you are happy for people you don’t know to view. This
means that you can safely explore the Internet, chat online and get
involved with groups who have similar interests, without the information
you give identifying you, your family or friends.
Suggest that before giving out information online it is worth asking
one question: ‘Would I give this information out to a stranger in the street
if they asked me?’
Conclude the session by outlining other security measures, such as
only allowing visitors to see a limited profile or keeping your webchat
groups exclusive to friends.
 SAY WHAT YOU MEAN!

Aim
This whole group discussion enables young people to consider
responsibility when sending emails or texts.

You will need

flipchart paper and marker pens.

How to do it
Open the session by asking the young people to think of an email or text
that they have sent and regretted. Invite examples and then move on to
suggest that research shows that people are even more likely to send
messages that they later wish they hadn’t after drinking alcohol.
In 2008 Gmail engineer Jon Perlow came up with an idea to help
resolve this problem. He called it Google Goggles, which made the user
take an easy maths test before allowing them to send a message. If they
failed the test the message would remain unsent.
Writing on a Google blog, Mr Perlow said: ‘Sometimes I send
messages I shouldn’t send. Like the time I told a girl I had a crush on her
over text message. Or the time I sent a late night email to my ex-
girlfriend saying that we should get back together’ (Sky News,
Wednesday, 8 October 2008).
The facility is only available late at night and at the weekend, and you
can check it out by going to Mail Goggles (currently in a testing phase).
It can only be activated by Gmail users by clicking ‘Settings’ at the top
of a Gmail page and then going to the ‘Labs’ section.
Divide the main group into two and hand each an opposing discussion
point, and set them the task of formulating arguments to support that
view. Distribute flipchart paper and marker pens so they can make notes.
 GROUP 1 This is ridiculous! People should be taught to think a bit more
carefully about the messages they send, drink less and take
responsibility for their actions.

GROUP 2 This is brilliant! It will stop people upsetting each other and saying
things that they don’t mean when they have had a few drinks. This
software should come as standard on every phone and email service.

Set up the room with half the chairs on one side and half on the other,
facing each other. Invite each group to sit behind their spokesperson(s)
and then in turn make their argument. Once both sides have been heard,
facilitate a debate that encourages questions and challenges any claims
made.
Finally, call time on the debate and explain that having heard both
sides of the debate you are putting it to the vote. Each person has two
votes: first for the argument that they think was presented best (this will
allow for them all to vote for themselves!) and second for the argument
that they support, having heard both sides.
 SOCIAL NETWORKING TODAY:
INTERVIEW TOMORROW

Aim
This session uses an article as a prompt for young people to consider the
impact personal information they share on social network sites today can
have on prospective employers.

You will need

computer access
paper and pens.

How to do it
Introduce the session by asking which members of the group have
MySpace, Facebook or Bebo accounts. Conclude that these sites offer a
great way to keep in touch, share pictures and build a personal profile
that reflects your personality.
Now read out the following quote, taken from a newspaper article by
David Randall and Victoria Richards in The Independent (Sunday, 10
February 2008).
A survey released by Viadeo said that 62 per
cent of British employers now check the
Facebook, MySpace or Bebo pages of some
applicants, and that a quarter had rejected
candidates as a result.
Working in pairs, ask the young people to go online (or do it from
memory if this is not possible) and have a look at their own social
network page. Using the paper and pens, they should list all the things
that they think a potential employer may find attractive. Ask them to
highlight anything that they think would really give them the edge over
other candidates if they were applying for a job.
They should then look again and note down anything they think
doesn’t give such a good impression. Once again, ask for examples. What
message does the information give about the person? How correct is this?
Invite feedback from the findings and discuss. Conclude by
considering the rights and wrongs of employers using this method to find
out about people. How does this fit with corporate equal opportunity
policies? Is it an invasion of privacy or a perfectly justifiable way of
finding out what someone is really like?
End by asking the young people if there is any information they will
withhold now they know that some employers look.
 HOW I FEEL

Aim
This activity focuses on the emotions that might be felt in cyberbullying
situations and offers information about support networks.

You will need

leaflets and information about local support
flipchart and flipchart paper
A6 cards – approx. 4 × 6" (paper will do)
pens.

How to do it
Give each young person an A6 piece of card numbered 1 to 10 down the
left-hand side. Explain that you will be reading a scenario for each
number. Against each number they should write down how they think
they would feel if this scenario happened to them. These are not all
bullying situations and they may provoke more than one emotion. For
example, number 9 might provoke embarrassment, but it might also
produce anger. Stress that all feelings are valid and that no names are
required.

Cyber situations
1. You go online and find that half your ‘friends’ have deleted
you as a ‘friend’ on Facebook.
2. You join in sending threatening texts to someone you’ve
argued with.
 3. You get 5000 hits on your band’s MySpace profile after a
gig.
4. The person you fancy asks you out on MSN.
5. You gave your number to somebody special last night and
they promised to call – you are still waiting.
6. You post your holiday pictures on Bebo and someone
comments that you look fat.
7. You design a website and everyone says how good it is.
8. You see friends making fun of someone in a chatroom for
getting good grades at school.
9. You have a serious wardrobe malfunction that your friend
videos and Bluetooths to everyone you know.
10. Someone sets up an online poll called WE ALL HATE
[your name].
Collect the anonymous cards in. Write 1 to 10 on the flipchart and write
down every feeling that was mentioned against each number. If there are
duplicates tally them up.
Go through these feelings with the group, reinforcing that it is okay to
feel this way but it is also okay to tell someone how you are feeling. This
is true for good and bad experiences.
Make sure that the young people are clear about the support available
if they need it.
 CYBER COURT
Before you consider this activity you need to be aware of the dynamics
within the group you plan to work with. It may not be appropriate for
someone who has either been a recent victim or perpetrator of
cyberbullying.

Aim
This activity offers young people the opportunity to explore
cyberbullying from different perspectives and consider consequences.

You will need

a set of Cyber Court cards
leaflets and telephone numbers for local support networks for the
victims of bullying.

How to do it
This is a role-play activity to work through issues highlighted during the
Cyber Court. There are no correct responses as the young people direct
the role play and come up with answers. The facilitator’s job is to set the
scene, make sure that no one is feeling uncomfortable and that any issues
raised are resolved.
Ask the group to form a circle and then read the following, changing
the gender to suit your group.

This Cyber Court has come together to assess the situation

and agree whether cyberbullying has taken place or not. The
court will then decide what should, if anything, happen to the
bully.
It is alleged by a 15-year-old young woman that two other
young women have bullied her using cyber technology over
the last six weeks. This has included:
1. Setting up a ‘We Think [insert name] is a Slag’
Facebook group.
2. Excluding her from MSN friendship groups.
3. Calling her day and night in excess of 2000 times
over the alleged period of bullying.
4. Sending Bluetooth-enhanced images depicting the
victim in her underwear.
5. Posting abusive comments online.
6. Setting up an online petition in an attempt to force
her to leave the school the girls attend.
7. Emailing untrue allegations to both teachers and
pupils.
8. Texting threats if this information was shared with
teachers or parents.
This is not the first time that an incident concerning these
young women has happened. In the past, physical violence
has been threatened in the real world following a dispute
over a boyfriend.
The young women accused say that they are not
cyberbullies and that it is not their fault. They say that the
other young woman does not like them and is making up
these lies to get them into trouble. They are adamant that the
pictures were intended as a joke and they had no idea that
the Facebook group would attract so many followers.
Neither of the accused will comment on the previous
allegations of spitting and threats of violence.
Hand out a character card to each member of the group. Allow ten
minutes for each participant to think about the role that they are to play.
In the meantime place the chairs in a semi-circle with one chair at the
front for the ‘judge’, one for the ‘accused’ and one for each ‘witness’.
The rest of the group will form the jury and make decisions on what
happens next, based on discussion and consensus.
The facilitator then invites each character in turn to step forward and
tell their story to the Cyber Court.
In role, the young people should discuss what has been said and decide
whether this is a case of cyberbullying or wrongful accusations.
Finally, the Cyber Court should decide what sanctions, if any, should
be imposed and what kind of reparation should be made. The Cyber
Court should also consider how to bring all those concerned together and
make amendments.

VICTIM ACCUSED 1 ACCUSED 2

You have not told anyone You are angry because You don’t think that you
what is happening, you feel you don’t think you have should be here at all – you just
embarrassed, ashamed and done anything wrong. It went along with your friend,
scared. These girls used to be was just a joke that got a none of it was your idea.
your friends and you just wish bit out of hand – what is Everyone always blames you;
things could go back to the all the fuss about? it’s not fair.
way they were before.

YOUNG PERSON – YOUNG PERSON – YOUNG PERSON –

WITNESS 1 WITNESS 2 WITNESS 3

You don’t think it is right that You feel really bad You know what has happened
someone is being picked on, because you know what but you are scared about what
but the other girls are your has been happening and will happen to you if you say
friends and you don’t want to joined in at first. You something. The other girls
fall out with them. have tried to support the have made it clear that you
victim, but it has been will be next if you ‘grass’.
hard to gain her trust.

JUDGE PARENT OF ACCUSED PARENT OF ACCUSED 2

1
Your role is to listen to each It is not just at school that
person and make sure that you Your daughter has never your daughter is difficult. She
and the jury are clear what is been in trouble before. is angry and aggressive at
being said. She is a nice girl who is home too! She bullies her
 always respectful and siblings and you have had
although you don’t really enough. You are going
know a lot about cyber through a difficult divorce
technology you just don’t and, to be honest, you don’t
believe she would do this. need this.
You are very defensive.

PARENT OF ALLEGED WITNESS – TEACHER JURY

VICTIM
You teach all those Your role is to listen to all the
You are so concerned. Your involved and are horrified witnesses, the accused and the
daughter does not want to go to learn that your alleged victim, to weigh up all
to school, go out, or do computer facilities have of the evidence and then make
anything. She used to have been misused. You have a decisions about what happens
lots of friends but lately has school bullying policy next.
seemed very alone. She has and feel responsible for
even stopped going online and ensuring that your school
talking all night on the phone, is a safe place.
which used to drive you mad
but now makes you think
something is really wrong.
REVIEWS
 REVIEW BOARD

Aim
To review learning and create a series of reminders to be referred to in
later sessions.

You will need

access to a computer and printer
paper and pens.

How to do it
Divide the young people into pairs and organize access to a computer for
each pair.
Tell them to open a document in PowerPoint and set up a landscape
page. Set each pair the task of devising six questions about cyberbullying
that they know the answers to. Then create 12 slides: six questions,
followed by six answers. Print as a handout with six slides per page. The
questions will be on one sheet and the answers on another.
Take the question sheet and carefully cut round three sides, leaving the
top, to create a flap.
Now, place the question sheet on top of the answer sheet and glue the
top edges, making sure that the top sheet doesn’t get glued down
anywhere else. Check by lifting the flap; you should be able to see the
answers.
Finally, invite the young people to swap Review Boards. They should
try to answer the questions set, checking their answers by looking
underneath if they need to.
These can be displayed for other young people to see and used later as
recorded outcomes to document learning.
 THINK, FEEL, DO

Aim
This review encourages young people to come up with solutions to
cyberbullying scenarios.

You will need

copies of the seven scenarios
paper and pens
leaflets and information about local cyberbullying support.

How to do it
Divide the young people into groups of three to five. Hand each group
one or two of the cyberbullying scenarios to read.
They should then divide their paper into three columns: Think, Feel
and Do. After discussion they should write under the Think and Feel
headings and then, under the Do heading, provide their best solution for
dealing with the problem.
Invite each group to present their solution, and facilitate a short
discussion after each round. The discussion papers provide recorded
outcomes for the session.

Think, feel, do
1. A student shows you a website he has made about another
student.
2. You get an email showing a picture of someone you know doing
something silly and asking you to forward it to your friends.
3. A friend shows you a text she has received from another girl
saying that she is going to make her sorry for stealing her
 boyfriend.
4. You are in a chatroom and your friends are gossiping about
another friend who is not online.
5. Someone at school suggests emailing untrue allegations to the
headteacher about a teacher to get back at them for putting the
class in detention.
6. You hear online of a plan for a big fight in town – there might be
knives involved.
7. Two girls wrote a song with abusive lyrics about another girl,
which they plan to upload onto YouTube.
 EVALUATION TAGS

Aim
To encourage young people to reflect on the learning that has taken place,
and make a pledge to do one thing as a result of it.

You will need

luggage tags (brown card; stringed ones work best)
drawing pins/thumb tacks
pens.

How to do it
To prepare for the activity, clear and mark off a wall space to use as a
display area. Hand each young person a string luggage tag and a pen. On
one side they should write their name. On the other they should think
about the session they have taken part in and write down one thing that
they are going to do now. This should be something achievable, for
example looking on one of the anti-bullying websites listed at the end of
this book to find out more, or asking to see their school or college policy.
When everyone has made their ‘pledges’ give out drawing pins/thumb
tacks and invite them to stick the tag up in the display area. Display the
tags name side up and leave them to refer back to over the next sessions
to see who has kept their pledges.
As tasks are completed, take the tags down and ask young people to
write about fulfilling their pledge. These can then be used as recorded
outcomes of learning.
 CYBER POSTERS

Aim
This activity creates a visual review of learning that can also inform other
young people.

You will need

selection of poster titles
large sheets of paper or poster board
a good selection of coloured marker pens.

How to do it
In advance, on small pieces of paper, write some poster titles that relate
to the session you have just facilitated. Example titles for posters are:
What is Cyberbullying?
Who is a Cyberbully?
Types of Cyberbullying
Someone to Tell
Our Cyber Policy.
Divide the young people into small groups and then explain that the task
for each group is to design a poster from the title they are given. The
rules for the task are:
1. Everyone should take part.
2. Each poster should have at least five important points on it.
3. Each group will present their poster.
4. Posters will be displayed to remind participants of the session and
inform other young people.
Hand out a title, paper and marker pens to each group and allow 15
minutes for them to complete the task.
Invite each group to present their poster, leading a round of applause
after each and encouraging questions and debate.
Display the posters where they can be seen.
USEFUL WEBSITES
These websites contain cyberbullying information and are useful for
updating legislation and knowledge. However, the author can take no
responsibility for the contents, and the views expressed are not
necessarily shared or endorsed because they are included.

www.anti-bullyingalliance.org.uk
The Alliance brings together over 60 organizations onto one website with
the aim of reducing bullying.

www.bbc.co.uk/switch/surgery/advice/your_world/bullying/bullying_
are_you_a_bully
www.bbc.co.uk/switch/surgery/advice/your_world/bullying/bullying_
are_you_being_bullied
Web pages from the BBC with resources and information on
cyberbullying and how to combat it.

www.bullying.co.uk
Young people’s website based in the UK offering information and
support.

www.chatdanger.com
The site is all about the potential dangers of using interactive services,
such as chat, games and email.

www.childnet.com
Advises on Internet safety and has a range of leaflets for children and
parents.

www.cyberbullying.org
This is a Canadian-based site set up to advise and support young people
on preventing and taking action against cyberbullying.

www.cyberbullying.us
Cyberbullying Research Center provides information about
cyberbullying among adolescents. It offers fact sheets, cases, research
and stories to help stop online cruelty.
www.cybermentors.org.uk
This UK website is all about young people helping and supporting each
other online.

www.digizen.org
A website to support and showcase young people’s positive social
engagement and participation online.

www.stopcyberbullying.org
This US website has been set up by Parry Aftab, a cyberspace lawyer and
child advocate. It offers support and guidance to young people and
parents about how to stay safe online.

www.stoptextbully.com
An interactive website that helps young people tackle mobile phone and
online bullying and prevent it ever happening to them. There’s also
advice for pupils, parents, carers and teachers.

www.thinkuknow.co.uk
Information from the Child Exploitation and Online Protection Centre
about how to stay safe online.

www.websafecrackerz.com
A website for children and young people, focusing on cyberbullying and
how to deal with phone abuse.