Biases, Assumptions & Pre-Understandings
Bullies Background:
Bullies Background:
I have always been under the impression that a bully comes from a low income family environment and would more than likely have been bullied or witnessed some form of bullying. Cheal (2002), supports this generalisation stating that problematic behavior can be copied when witnessed over time. The bullying pattern can continue through generations if a child believes this is acceptable behavior. Although I soon discovered that while this may be true for some forms of bullying it is not necessarily always the case particularly when it comes to cyber bulling. Upon compiling my research into cyber bullying it became apparent cyber bully’s profile may not necessarily show that they have previously witnessed or endured bullying or that they always come from neglectful or harmful backgrounds.
Research shows that cyber bullies can just as easily come from well adjusted families and are often popular amongst their peers. It is actually quite possible that children from higher income families are more inclined to be cyber bullied or be the bully as they have greater access to computers and technological devices such as smart phones and ipads (U know kids, 2014). Sometimes kids cyber bully for entertainment or because they are bored and have too much time on their hands and too many tech toys available to them (Stop bullying, 2014). I found that many do it for laughs or to get a reaction and some do it by accident (U know kids, 2014). This can happen by sending a message to the wrong person or not even realising that what they were posting or texting that the message would be offensive. Either way it is obvious that with good quality education on the etiquette of using the internet all involved will benefit.
Research shows that cyber bullies can just as easily come from well adjusted families and are often popular amongst their peers. It is actually quite possible that children from higher income families are more inclined to be cyber bullied or be the bully as they have greater access to computers and technological devices such as smart phones and ipads (U know kids, 2014). Sometimes kids cyber bully for entertainment or because they are bored and have too much time on their hands and too many tech toys available to them (Stop bullying, 2014). I found that many do it for laughs or to get a reaction and some do it by accident (U know kids, 2014). This can happen by sending a message to the wrong person or not even realising that what they were posting or texting that the message would be offensive. Either way it is obvious that with good quality education on the etiquette of using the internet all involved will benefit.
Bystanders
I also found it very interesting to discover how a bystander’s behavior can make a huge impact on both the bully and the victim. I know that in most bullying situations bystanders are cautious about defending a victim. There is always fear of the stigma that is attached with helping a victim not to mention the risk of being the bully’s next target.
However just like a bully a supportive online bystander is less at risk of having the face to face conflict and therefore I feel that this would be a great way to encourage students to defend others. By encouraging students to support the victim rather than the bully, it will de-power the bully and empower the victim. Demonstrating to students how only a few choice words can make a difference to others (through role play) has the potential to break the cyber bullying virus that is sweeping the globe. Providing students with words and/or actions that they can use as tools to help themselves or someone who is being bullied can give the victim the confidence to disregard the comments and help them realise that the opinion of the perpetrator is not shared by others (Lawstuff know your rights). If bystanders are confident to take safe and effective action to support victims then there is a greater possibility of the cyber bullying stopping. Stopping a cyber bully is somewhat easier than stopping a traditional bully as words can be used instead of violence. People respect those who stand up for others and are more inclined to voice their support once they see others willing to do the same. There is no one size fits all approach to being a supportive bystander. Here are some suggestions for supportive bystanders to take, to help create safe and effective actions :
(Australian human rights commission, 2011).
I also found it very interesting to discover how a bystander’s behavior can make a huge impact on both the bully and the victim. I know that in most bullying situations bystanders are cautious about defending a victim. There is always fear of the stigma that is attached with helping a victim not to mention the risk of being the bully’s next target.
However just like a bully a supportive online bystander is less at risk of having the face to face conflict and therefore I feel that this would be a great way to encourage students to defend others. By encouraging students to support the victim rather than the bully, it will de-power the bully and empower the victim. Demonstrating to students how only a few choice words can make a difference to others (through role play) has the potential to break the cyber bullying virus that is sweeping the globe. Providing students with words and/or actions that they can use as tools to help themselves or someone who is being bullied can give the victim the confidence to disregard the comments and help them realise that the opinion of the perpetrator is not shared by others (Lawstuff know your rights). If bystanders are confident to take safe and effective action to support victims then there is a greater possibility of the cyber bullying stopping. Stopping a cyber bully is somewhat easier than stopping a traditional bully as words can be used instead of violence. People respect those who stand up for others and are more inclined to voice their support once they see others willing to do the same. There is no one size fits all approach to being a supportive bystander. Here are some suggestions for supportive bystanders to take, to help create safe and effective actions :
- Make it clear to your friends that you won’t be involved in bullying behavior.
- Never stand by and watch or encourage bullying behavior.
- Do not harass, tease or spread gossip about others, this includes on social networking sites like Facebook.
- Never forward on or respond to messages or photos that may be offensive or upsetting.
- Support the person who is being bullied to ask for help e.g. go with them to a place they can get help or provide them with information about where to go for help.
- Report it to someone in authority or someone you trust e.g. at school to a teacher, or a school counsellor;; if the bullying is serious, report it to the police; if the bullying occurs on Facebook, report it to Facebook.
(Australian human rights commission, 2011).
Education
I have always been aware that children can easily be bullied in the playground and as a mum have always tried to prepare my own children for these events, such as telling them to walk away or report the event to a teacher. As a pre service teacher it is alarming to see how active cyber bullying is and how young some students are who are engaging in these activities. It has become obvious during this enquiry the importance of educating the youth of today and tomorrow, internet etiquette. I originally believed that high school was the place for this kind of education however it is now apparent that this education needs to begin in the primary school in combination with the child’s home environment.
In the 12 months prior to April 2012, 96% of 9-11 year olds and 98% of 12-14 year olds used the Internet at home or school, and use increases with age (Australian Bureau of Statistics [ABS], 2012). These figures suggest that children as young as six should start to become educated in safe practices of using computers including the correct way of communicating with others. Parents' and schools involvement in the safe use of technology starts from a child's first use, and they are a critical part of ensuring teenage children have a firm understanding of responsible and safe use of online services as part of a whole-of-community response to cyber bullying (Robinson, 2013). Cognitive developmental theorist Jean Piaget believed that children began to develop moral reasoning—the thinking process involved in deciding whether an act is right or wrong from the age of six. Based on children’s responses to selected questions, Piaget formulated a theory of moral development that included heteronomous morality (Sigelman & Rider, 2009). Piaget found that children 6 to 10 years old take rules seriously, believing that they are handed down by parents and other authority (Sigelman & Rider, 2009). If Piaget’s theory is correct teaching children the consequences of incorrect usage of internet resources would plant a seed that will continue to grow along with their knowledge and increased usage of cyberspace.
I have always been aware that children can easily be bullied in the playground and as a mum have always tried to prepare my own children for these events, such as telling them to walk away or report the event to a teacher. As a pre service teacher it is alarming to see how active cyber bullying is and how young some students are who are engaging in these activities. It has become obvious during this enquiry the importance of educating the youth of today and tomorrow, internet etiquette. I originally believed that high school was the place for this kind of education however it is now apparent that this education needs to begin in the primary school in combination with the child’s home environment.
In the 12 months prior to April 2012, 96% of 9-11 year olds and 98% of 12-14 year olds used the Internet at home or school, and use increases with age (Australian Bureau of Statistics [ABS], 2012). These figures suggest that children as young as six should start to become educated in safe practices of using computers including the correct way of communicating with others. Parents' and schools involvement in the safe use of technology starts from a child's first use, and they are a critical part of ensuring teenage children have a firm understanding of responsible and safe use of online services as part of a whole-of-community response to cyber bullying (Robinson, 2013). Cognitive developmental theorist Jean Piaget believed that children began to develop moral reasoning—the thinking process involved in deciding whether an act is right or wrong from the age of six. Based on children’s responses to selected questions, Piaget formulated a theory of moral development that included heteronomous morality (Sigelman & Rider, 2009). Piaget found that children 6 to 10 years old take rules seriously, believing that they are handed down by parents and other authority (Sigelman & Rider, 2009). If Piaget’s theory is correct teaching children the consequences of incorrect usage of internet resources would plant a seed that will continue to grow along with their knowledge and increased usage of cyberspace.