Cyberbullying e-Guide

Coordinators:

Teresa Pessoa & Piedade Vaz-Rebelo, University of Coimbra

This guide was developed by:

Zespol Szkol w Pobiedziskach, Poland

Sredno obshtoobrazovatelno uchilishte “Lyuben Karavelov”, Bulgaria

Universidade de Coimbra, Portugal

Serdar adiguzel orta okulu, Turkey

8th Primary School of Pafos - Iordaneio, Cyprus

Paleokastro Primary School, Greece

Edited by:

InterMediaKT, Greece

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Contents

I- Introduction.................................................................................................3

II- What is Cyberbullying................................................................................4

III- What is ICT..................................................................................................6

IV- Tips for parents..........................................................................................11

V- Tips for students - Internet safety............................................................14

VI- Tips for teachers.........................................................................................18

VII- European Legal Framework about Cyberbullying ................................20

Disclaimer

This project has been funded with support from the European Commission under the

Erasmus+ Programme. This website reflects the views only of the author(s) and the

Commission cannot be held responsible for any use which may be made of the information

contained therein.

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I- Introduction

The development of Information Technology and Communication (ICT) has an important impact

on friendships and relationships among young people that nowadays are mediated by mobile/

smartphones and the use of diverse communications technologies namely by specific social

networks like Facebook or Instagram

In fact, many changes have taken place today: a) Digital natives: have grown up with new

media; b) Digital immigrants: older generation that has grown up without new media; c)

Nowadays, Internet and New Media play a central role for young people

Nowadays Social Web Services meet young peoples’ needs for: a) Communication; b)

Relationship; c) Self presentation and d) Identity

Although the use of these different technological tools represents significant advantages for the

way children and young people communicate, learn, express themselves and construct their

identity, on the other hand there are problems related with the use of the Internet and ICT.

One of the problems related with the use of the Internet and ICT is the cyberbullying, a new form

of school bullying conducted through digital media that, transcending boundaries of time, and

physical and personal space, reaches a far wider audience

Cyberbullying is a relatively recent and emerging problem in our schools still unknown to most

parents, and to many teachers who do not imagine the new dangers threatening their children or

students.

The risks of using the Internet are increasing and the complexity of the problem is increasing.

Although some research exists in the partner countries (Poland, Greece, Portugal, Turkey,

Bulgaria, Cyprus), this problem is exploratory in different studies and in almost all countries In

the majority of European countries initiatives are still few and there is a lack of well-grounded

information on the problem.

This e- guide is about cyberbullying is developed with input and contributions from the various

project partners representing a wide range of expertise. The e-guide provides basic information

to children and young people's users and parents.

Among many background sources, are the EU projects "The Cyber Training Manual" and "Cyber

Training for Parents" in which research groups from Germany, Ireland, Spain, Portugal, Israel

and Norway during the period 2009 - 2012 collaborated.

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This e-guide is a resource developed as one of the outcomes in the Erasmus+ project “-

Camouflage and safety in a virtual World” a part of the Life Long Learning Programme of the

European Union. Partners from Turkey, Bulgaria, Poland, Portugal, Cyprus and Greece

The e-guide is divided into seven main chapters: The first chapter provides an introduction to

children and young people's media habits. The chapter two provides an introduction about

cyberbullying and chapter number three gives some information about ICT. The chapter number

four provides tips and advices for parents, chapter number five for students and number six for

teachers. The book provides, chapter number seven, suggestions about legislations.

II - What is Cyberbullying

Cyberbullying is a relatively recent and emerging problem in our schools, still unknown to most

parents and teachers who do not imagine the new dangers threatening their children or students.

2.1. Definition

In its 2016 Annual Report, the UN Special Representative of the Secretary-General on

Violence against Children described cyberbullying as ‘may be defined as an aggressive,

intentional act carried out by an individual or a group using electronic forms of contact

against a victim who cannot easily defend himself or herself. It is typically carried out

repeatedly and over time, and is often characterized by an imbalance of power”

http://srsg.violenceagainstchildren.org/sites/default/files/documents/docs/A_HRC_31_20_EN.

pdf

The following elements characterizing cyberbullying emerge in the literature:

✓ The use of electronic or digital means through which the abuse is perpetrated

✓ Intentional harm, which represents the intention of the perpetrator to inflict harm on the

victim

✓ Imbalance of power, which is the advantage of the perpetrator over the victim, where

the latter cannot easily defend him/herself

✓ Repetition which should be interpreted as the possibility to quickly share harmful

content with a broad audience in a virtual environment with one single action

✓ Sense of anonymity and lack of accountability which refer to the possibility for the

perpetrator to remain anonymous and the feeling of not being accountable for his/her

own actions. Moreover, the perceived anonymity of the online environment

encourages adolescents to act in ways they would not in face-to-face interactions

✓ Publicity which refers to the ability of cyberbullying actions to be accessible to

multiple people exponentially increasing the breadth of the audience

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2.2. How Cyberbullying Harms

The methods kids and teens use to cyberbully can be as varied and imaginative as the technology

they have access to. It ranges from sending threatening or taunting messages via email, text to

breaking into your email account or stealing your online identity to hurt and humiliate you. Some

cyberbullies may even create a website or social media page to target you.

2.3. Types of cyberbullying emerge in the literature:

• Flaming: Online fights using electronic messages with angry and vulgar language

• Harassment: Repeatedly sending nasty, mean, and insulting messages

• Denigration: “Dissing” someone online. Sending or posting gossip or rumors about a

person to damage his or her reputation or friendships

• Impersonation: Pretending to be someone else and sending or posting material to get

that person in trouble or danger or to damage that person’s reputation or friendships

• Outing: Sharing someone’s secrets or embarrassing information or images online

• Trickery: Talking someone into revealing secrets or embarrassing information, then

sharing it online.

• Exclusion: Intentionally and cruelly excluding someone from an online group.

• Cyberstalking: Repeated, intense harassment and denigration that includes threats or

creates significant fear

• Bashing – Using the Internet to commit direct verbal or visual attacks at any time.

Cyberbullies may post comments on blogs or send text messages from a phone. One

emerging trend is the videoing of students being beaten, which are then uploaded online.

• Sexting - Sharing of intimate materials on the internet without permission \\creating and

sending sexual content, including images, and which may be distributed by others, often

to the extent that the victim has not given consent

• Happy Slapping (Kowalski et al. (2008) recording violence on a mobile phone and then

posting it online where it can be viewed and shared by others

2.4. Main roles in cyberbullying,

Because cyberbullying is so easy to perpetrate, a child or teen can easily change roles, going

from cyberbullying victim at one point to cyberbully the next, and then back again:

✓ Bullies. “Put-downers” who harass and demean others, especially those they think are

different or inferior, or “get-backers,” who have been bullied by others and are using the

Internet to retaliate or vent their anger.

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✓ Targets. The targets of the cyberbully, who in some cases may be the bullies at school

and in other cases, the targets.

✓ Harmful Bystanders. Those who encourage and support the bully or watch the bullying

from the sidelines, but do nothing to intervene or help the target.

✓ Helpful Bystanders. Those who seek to stop the bullying, protest against it, provides

support to the target, or tell an adult. We need more of this kind of bystander

2.5. The Effects of Cyberbullying

Any type of bullying can make you feel hurt, angry, helpless, isolated, even suicidal, or lead to

problems such as depression, anxiety, and low self-esteem. In many cases, cyberbullying can be

even more painful than face-to-face bullying because:

III - What is ICT

Using a computer by people nowadays is like watching a TV at home. No one notices that you

have a TV from which you can choose different programs to watch, read the horoscope on its

screen, and set a time to turn it on in the morning to wake you up.

In recognition of the TV, the things one can do with the computer are much more. There is no

one in the world who can fully use the capabilities of modern computers. Everyone learns and

uses what is appropriate for him and can help him in one or another activity.

The computer is just one of the representatives of information technology in the everyday life of

the human being. Nowadays, these technologies are the fastest growing. ICT include mobile

phones, digital cameras, video cameras, televisions, and some household appliances such as a

washing machine, stove or refrigerator that can "think". These are all those devices that can

process information and act according to the data submitted.

The brightest representative of the world of information technology is the computer. All parts of

the computer system are called hardware. In order to perform one or the other activity with the

computer, instructions are required to ensure that the tasks set by the user are performed. Such

instructions are programs known as software. Their main task is to manage the operation of

hardware devices and to facilitate dialogue with the user.

Here is a simple definition of ICT:

Information and communication technologies (ICTs) are the technologies used in the

conveying, manipulation and storage of data by electronic means.

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3.1 How the ICT work and could be used

Some examples how the ICT work and could be used. In a mobile phone system, messages are

stored and manipulated and they are conveyed by electromagnetic means such as radio waves,

which are wireless.

Other examples of ICT systems include the internet, mobile phone systems, broadcast radio and

TV systems, but ICTs are essential to many other day-to-day activities. Consider for example a

visit to a supermarket. Staff uses an ICT system to scan bar codes and obtain prices. ICT systems

also allow management to monitor stock levels and sales trends.

ICT are also used in education, online banking, industry, e-commerce and many other sectors:

http://3.bp.blogspot.com/_LUCAGuE46ds/TPD68kubUEI/AAAAAAAAAFo/ROlkvzVK1Mo/s640/1121.JPG

The main example of ICT is Internet. Students as digital natives are on the Internet more and

more time. Social media and games are their main activity on the Internet

3.2. Social Media Facts and Statistics for 2013 (http://www.jeffbullas.com/2013/09/20/12-awesome-social-media-facts-and-statistics-for-2013/)

Here are the latest facts about social media provided by the latest study by GlobalWebIndex for

the second quarter of 2013

#1. Google+ is catching up to Facebook

Facebook still dominates at 70% of account ownership but Google+ is not far behind at just over

50%. Keep in mind though that Google+ account is mandatory whenever you create a new Gmail

account. This is pushing up the account ownership stats. No other social network has Google’s

web assets leverage.

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#2. Facebook active usage still dominates

Facebook has nearly 50% of all the world’s internet users as active users. This is only set to

increase as regions and countries in the developing world including Africa, Asia and South

America get connected to the web.

#3. Google+ dominates on monthly visits

Google+ has very large numbers on visits per month at 1,203 million. This has a lot to do with

activity generated by visits to Google services (read Gmail) that is counted as a Google+ visit.

This is providing serious skewing of the figures so don’t take the headline number of 1.203

billion as an accurate indicator of monthly visits. Facebook visits are 809 million and Twitter had

416 million.

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#4. Uploading photos is the most popular activity on Facebook

Facebook has become the place to put your photos. This is not just from the desktop but the

smart phone and the tablet. Facebook is making a big push to become even more mobile.

#5. Twitter is about daily activities

Do you get sick of hearing about what someone had for breakfast, where they have been or who

they are talking to on Twitter? The figures show that Twitter is a lot about your daily activities.

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#6. Google+ is a lot to do with photos

Google had a clean slate just over 2 years ago when it designed the user interface and feature and

function set for Google+. Its banner and image display makes the user experience compelling,

contagious and immersive.

Photo uploads. That is one of the things that Google+ and Facebook have in common as the most

popular activity.

3.3. Dangers of the Internet for Kids

The Internet is a vast and powerful tool aiding kids in education,

social engagement, and entertainment.

Like any tool, the person using the Internet must be taught how

to wield it effectively, or it will end up causing more harm than

good. Understanding the potential for the Internet’s misuse is a

great place to start. The following five potential dangers of the

internet are some of the most devastating harms of the Internet.

#1. Cyberbullying

Anonymity and the lack of face-to-face interaction afforded by

the Internet combine to form a cyberbullying setting. Social

networking sites like Facebook and YouTube are particularly replete with damaging firestorms

of insults.

#2. Online Predators

Perhaps the most devastating Internet danger, online predation usually involves an older male

grooming a vulnerable child for months, showering her with praise, gifts, and affirmation.

According to a study done by the Crimes Against Children Research Center, the children who

are most susceptible to this sort of manipulation are those who have been sexually abused,

engage in risky behavior on- or off-line, frequently chat online with strangers, do not have

healthy relationships with their parents, or are boys questioning their sexuality.

#3. Inappropriate Content

Whether it is pornography, lewd music, obscenities, or any other type of influence which parents

wish to shield their children from, the Internet is a door to any content imaginable.

#4. Damaged Reputations

Mobile devices with cameras which allow instant sharing across social networks means that

untrained children can easily post images or other content which will haunt them for a long time.

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The worst type of scenario is when an untaught child does not realize the indecency of sending a

revealing text or picture to someone of themselves to a friend. That person can then send the

picture on to everyone on his or her contact list, spreading it like wildfire.

#5. Excessive Gaming

While the occasional game in moderation is not necessarily harmful, children are prone to spend

hours upon hours on immersive, interactive, and social online games. From World of Warcraft to

Facebook’s Farmville, online games are notoriously addictive. Training children to fulfill their

responsibilities before gaming is an excellent first step in raising them into a responsible adult.

The Internet is at the same time a tremendously useful, tremendously dangerous tool. It would be

foolish to allow children to use a hammer, chainsaw, or lawnmower without first instructing

them on how to use it and warning them of the potential dangers. Similarly, the use and dangers

of the Internet should be clearly articulated to children. Neglecting such instruction would leave

children unnecessarily vulnerable to the dangers of the Internet.

The main objective of our e-guide is to help students, teachers and parents in case they find

themselves affected by any of these risks.

http://it-book.photoshopbg.com//files/5klas2013-1.pdf

http://www.covenanteyes.com/2012/05/22/5-dangers-of-the-internet-for-kids/

IV – Tips for parents

It's hard to protect your child if you don't understand the problem with cyberbullying or see it

happen. Parents need to be the ones their kids go to when something is wrong. However, parents

are often the last ones to know about problems because their kids fear getting into more trouble.

Here are practical tips to help parents, children, and schools prevent and stop cyberbullying.

4.1. Prevent Cyberbullying Before It Starts

● To stay safe with technology, teach your kids to:

● Refuse to pass along cyberbullying messages.

● Tell their friends to stop cyberbullying.

● Block communication with cyberbullies; delete messages without reading them.

● Never post or share their personal information online (including full name, address,

telephone number, school name, parents’ names, credit card number, or Social Security

number) or their friends’ personal information.

● Never share their Internet passwords with anyone, except you.

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● Talk to you about their life online.

● Not put anything online that they wouldn't want their classmates to see, even in email.

● Not send messages when they’re angry or upset.

● Always be as polite online as they are in person.

4.2. What Can Parents Do?

1. Keep the computer in a common area of the home. Do not allow it in your children's

bedrooms. Monitor their online usage.

2. Learn how various social networking websites work. Become familiar with Facebook,

MySpace, and Twitter. Ask your children if they will show you their profile pages.

3. Talk regularly and specifically with your children about online issues. Let them know they can

come to you for help if anything is inappropriate, upsetting, or dangerous.

4. Build trust with your children. Set time limits, explain your reasons for them, and discuss rules

for online safety and Internet use. Ask your children to contribute to establishing the rules; then

they'll be more inclined to follow them.

5. Tell your children not to respond to any cyberbullying threats or comments online. However,

do not delete any of the messages. Instead, print out all the messages, including the e-mail

addresses or online screen names of the cyberbully. You will need the messages to verify and

prove there is cyberbullying.

6. Don't overreact by blaming your children. If they are being bullied, be supportive and

understanding. Let your children know they are not to blame for being bullied.

7. Don't underreact by telling your children to "shrug it off" or just deal with the bullying. The

emotional pain of being bullied is very real and can have long-lasting effects. Don't tease them

about it or respond with a "kids will be kids" attitude.

8. Don't threaten to take away your children's computers if they come to you with a problem.

This only forces kids to be more secretive.

9. Talk to your school's guidance counsellors so they can keep an eye out for bullying during the

school day.

10. If there are threats of physical violence or the bullying continues to escalate, get law

enforcement involved.

4.3. Monitor Your Child’s Technology Use

Regardless of how much your child resents it, you can only protect him or her by monitoring

what they do online.

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● Keep the computer in a busy area of your house so you can easily monitor its use, rather

than allowing your child using a laptop or tablet in his or her bedroom, for example.

● Limit data access to your child's smartphone if he or she uses it to surf the web. Some

wireless providers allow you to turn off text messaging services during certain hours.

● Set up filters on your child's computer. Tracking software can block inappropriate web

content and help you check up on your child's online activities.

● Insist on knowing your child's passwords and learn the common acronyms kids use

online and in text messages.

● Know who your child communicates with online. Go over your child's address book and

instant messenger "buddy list" with them. Ask who each person is and how your child

knows them.

● Encourage your child to tell you or another trusted adult if they receive threatening

messages or are otherwise targeted by cyberbullies, while reassuring them that doing so

will not result in their loss of computer or cell phone privileges.

4.4. Work with the school

✓ Whether your child is the victim, a bystander, or bully, there is a basic approach to

working with the school and district to achieve a positive resolution of the problem.

First, contact the appropriate school staff member and report the situation.

✓ Contact the teacher if the problem occurs in an area supervised by the teacher, e.g., in the

classroom or gym change room.

✓ Contact the principal if the problem occurs on the playground, in the hallway, at lockers,

at the bus stop, during extracurricular school activities, on the way to or from school, or if

the problem persists in the classroom.

✓ Contact the next level of authority, which may be a district principal, assistant

superintendent, or the district superintendent of schools, if the problem continues.

In working towards a positive resolution, discuss the following:

❖ Who will look into your complaint, and when?

❖ When will that person get back to you, and what information can you expect?

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❖ How will the school, now that it is aware of the problem, keep your child safe while the

problem is being investigated (for example, supervision of the alleged bully)?

❖ How will your child’s identity and privacy be protected to prevent retaliation?

❖ What services are available in the school or school district should your child need

emotional or psychological support?

V - Tips for students - Internet safety

5.1. Young children Internet Safety Agreement with Parents - a sample

1. I will not give out personal information such as my address, telephone number, parents’ work

address/telephone number without my parents’ permission.

2. I will tell my parents right away if I come across something that makes me feel

uncomfortable.

3. I will never agree to get together with someone I “meet” online without first checking with

my parents. If my parents agree to the meeting, I will be sure that it is in a public place and bring

a parent along.

4. I will talk with my parents about posting pictures of myself or others online and not post any

pictures that my parents consider to be inappropriate.

5. I will not respond to any messages that are mean or in any way make me feel uncomfortable.

It is not my fault if I get a message like that. If I do I will tell my parents right away.

6. I will talk with my parents so that we can set up rules for going online and using a mobile

phone. We will decide upon the time of day that I can be online, the length of time I can be

online and appropriate areas for me to visit. I will not access other areas or break these rules

without their permission.

7. I will not give out my passwords to anyone (even my best friends) other than my parents.

8. I will check with my parents before downloading or installing software or doing anything

that could possibly hurt our computer or mobile device or jeopardize my family’s privacy.

9. I will be a good online citizen and not do anything that hurts other people or is against the

law.

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10. I will help my parents understand how to have fun and learn things online and teach them

things about the Internet, computers and other technology.

5.2. 10 tips for mobile phone safety

1) Remember if you are being bullied it isn’t your fault and there is nothing so awful that you

can’t speak to someone about it. Talk to a trusted adult at home or at school.

2) Don’t reply to any nasty messages you receive.

3) Don’t reply to a text from someone you don’t know.

4) Keep the messages you have been sent so you can show them to a trusted adult and make a

note of the time and date of the messages or calls you receive.

5) Don’t answer calls from withheld numbers or numbers you don’t recognise, let it go to

voicemail.

6) Block numbers from people who are sending you nasty messages.

7) If you are bullied repeatedly can change your number.

8) Don’t give your mobile number to someone you don’t know.

9) Don’t send pictures to someone you don’t know.

10) If the problem is serious you can report it to the police, cyber mentors, or child line.

➢ http://www.thinkuknow.co.uk

➢ http://www.childline.org.uk/talk/Pages/Talk.aspx

5.3. 10 top tips if you're being bullied online

1) Tell an adult you trust if you are being cyberbullied

2) Don’t respond or retaliate to bullying messages – it could make things worse

3) Block users who send you nasty messages

4) Save abusive emails or messages (or texts) you receive

5) Make a note of dates and times you receive bullying messages, as well as details you have of

the user’s ID and the URL.

6) Don’t pass on any cyberbullying videos or messages – this is cyberbullying

7) If you are bullied repeatedly change your user ID, or profile, and use a name that doesn’t give

any information away about you

8) Visit bullying.co.uk – this is a website, where trained counsellors can support you if you are

being bullied, either by chatting online or by calling their free helpline. You can also find some

top tips on how to stay safe – http://www.bullying.co.uk/

9) You can talk to someone at Child Line or get online safety advice at

http://www.childline.org.uk/talk/Pages/Talk.aspx

10) http://www.thinkuknow.co.uk/ is another very useful website for children and young people

staying safe online

5.4. Here are the few apps we consider to be safe for teens:

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The internet can be a dangerous place for teens. However, we feel that these apps are the “lesser

of three evils” as they can be used to help a student (14+ years of age) shine online to impress

colleges and future employers. When used wisely with our social media formula, these apps will

help your students adjust their Google results to create a portfolio of positive online

accomplishments. If you want to have a profile on these networks/apps, please consider having a

dialog with parents knowing that these networks are the place to start on social media.

5.4.1. Facebook

Age: 13+

Facebook is the Godfather of all social media apps (and the largest of all social media

networks). Users on Facebook can share to the network from their desktop, tablet and/or mobile

phone. Although Facebook has very robust privacy controls, we tell every child that “everything

you post online is going to eventually be public.” This is because networks like Facebook have

been known to quickly change their privacy settings without telling people and sometimes secrets

are shared. That being said, Facebook is a great place to start a positive online footprint. It’s a

great place for a student to have a public presence (since Google will find a Facebook profile

and place it above other results at times). This information is often visible for college admissions

officers, and future employers when they search for them.

5.4.2. Facebook Messenger (Owned by Facebook)

Age: 13+

Facebook messenger (owned by Facebook) allows you to chat with anyone on Facebook. To

initiate a conversation with users you need to add them to your Facebook friend list. We suggest

for parents to add their children on Facebook and to monitor who they are adding as friends.

Facebook Messenger is tied to a Facebook account, which is tied to a student’s real identity,

reducing the amount of bullying and anonymous messaging.

5.4.3. Instagram (Owned by Facebook)

Age: 13+

Instagram is a free photo (and video) sharing application that allows users to take photos (and

one-minute videos), apply a filter, and share it on the app. Instagram became very popular, and

so Facebook bought them. Parents should know that Instagram also has private messaging

feature which some students can use instead of texting. Instagram can potentially be great if it is

used in a positive manner for showcasing one’s accomplishments. Students can post from a

mobile device (but not a desktop). That’s because Instagram is designed to be used on a mobile

phone (but can be discovered by Google). Special note: Some students have a “fake Instagram”

account, called a Finstagram.

5.4.4. LinkedIn (Owned by Microsoft)

Age: 14+

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LinkedIn is the world’s largest professional network. It is an important tool for teens who want

to improve their Google results when applying to college. It is the best place to start an online

image to impress colleges and future employers.

5.4.5. Pinterest

Age: 13+

Pinterest is a visual discovery tool that helps users find and save ideas. It’s a great source of

inspiration for students. They can use Pinterest to find studying tips, DIYs and more. Kids can

have fun on Pinterest but know there can be some adult content on the network, so parents

should be close by to observe activity.

5.4.6. Twitter

Age: 13+

Twitter allows you to send messages with up to 140 characters in length (and include photos and

videos). Twitter is a place where students feel they can diary their feelings, not realizing their

Tweets are tied to their identity and able to be seen by colleges and employers. When a student is

ready to be online, we suggest they consider Twitter but share very positive and constructive

content on the network.

5.4.7. YouTube (Owned by Google)

Age: 13+

YouTube (owned by Google) is the world’s second largest search engine (their parent company

is the largest search engine, Google). Statistics show that YouTube is used by more students than

almost any other network. You don’t have to login or register to see the benefits of YouTube.

Parents should know that if your student is under 13 years of age they should be present when

their kids are watching videos on YouTube, since some content can be worse than late night

HBO. Positive videos can turn a student’s Google results into a three-dimensional version of

their college resume. YouTube also has a multitude of educational videos you can learn from.

Internet Safety Tips

1. Never post any personally identifiable information. Use the privacy settings in your

social networking site.

2. Always use a disposable free email address (like Gmail or Hotmail) for your

communications online.

3. Remember that being online does not make you anonymous.

4. Keep your passwords secret.

5. Treat others with respect, and expect the same of them.

6. If you don't want something to go around the world, don't post it!

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VI - Tips for teachers

❖ The Teacher’s Guide to Keeping Students Safe Online

As an educator, you simply can’t introduce students to the internet without educating them on

how to be safe while exploring the world wide web; but that’s what many teachers do anyway.

This Teacher’s Guide to Keeping Students Safe Online will educate you on what online safety

really is, show you how to protect your students, and provide resources that enable them to

educate themselves about online safety.

❖ How to Keep Students Safe Online

Technology is a beautiful thing. It breaks down barriers and brings minds together in ways that

were unthinkable less than 50 years ago. Our civilization's greatest advancements in recent years

have come from technological breakthroughs. However, there is a flipside to everything. The

world of technology can also be dangerous when it comes to students and the internet. A few slip

ups can place a child in real danger.

❖ What is Online Safety?

“Online safety” is a term that gets thrown around a lot when dealing with students and the

internet. However, it’s often misinterpreted. It would be more beneficial to describe what online

safety is not, before we delve into what it truly is.

Online safety is not…

● Blocking websites

● Overbearing internet monitoring

● Heavy online restrictions

● Limited internet usage

● The criminalization of websites like Facebook and Twitter

Too often educators use these means in order to keep their students “safe.” In reality, those

educators are causing their students to use things like proxy websites and other nefarious means

to reach the sites they want. This is not safety.

Online safety is…

● KNOWLEDGE

There is an old Chinese proverb that reads: “Give a man a fish and you feed him

for a day. Teach a man to fish and you feed him for a lifetime.” The concept is the same

here. Blocking and restricting websites doesn’t do anything good for students in the long

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run, but teaching them how to be safe online enables them to practice good habits for

their entire life.

The Internet is one of the greatest tools on the planet for enhancing student

learning. It is a smorgasbord of information waiting to be devoured by hungry minds.

However, it can also be a dangerous place where students find themselves alone and

uneducated about how to handle tricky situations. Find and use Internet Safety

Resources for Teachers to educate yourself and your students about how to be better and

safer users of the World Wide Web.

❖ 3 Tips for Educating Students About Online Safety

1. Get parents involved

Studies have shown that the main reason many kids do not use drugs is because they do not want

to disappoint their parents. Educating parents on the dangers of inappropriate usage and

encouraging them to talk to their children about it is an effective way to ensure that students are

safe online, both at school and at home.

2. Provide resources to students

It’s unlikely that your students want to listen to an hour-long lecture on the dangers of the

internet. Odds are, they would probably tune you out within the first 5 minutes. However, that

doesn’t mean you can’t get them to listen... you just have to change your angle.Provide them

with resources like these two YouTube videos from Google Family Safety and Watch Well Cast:

Playing and Staying Safe Online

Safe Web Surfing: Top Tips for Kids and Teens Online

By encouraging students to take initiative you can educate them while avoiding

“preaching” to them.

3. Create scenarios

Everyone likes to feel as if they are “right.” That sentiment is probably more accurate with your

students than anyone else. Create fake scenarios about possible dangerous internet usage and

pass them out to the class. The scenario could read something like this: “Anna is a 15 year-old

girl with a Facebook account. She tries to keep her account as private as possible but has

forgotten that her address is located under the information on her profile. One day she receives a

message from a boy named ‘Matt.’ Matt has very few pictures and friends on his profile and

seems very interested in meeting up with Anna.” After students read the scenario ask them

questions such as: “Are there any issues with this situation? What would you do if you were

Anna?” The goal is to allow students to arrive at their own conclusion (with your guidance) of

the inherent danger in situations like these. By encouraging students to figure out the answer

20

themselves, you not only empower them but educate them as well. Make it a point to encourage

students to respect themselves and to remove themselves from any situation where they are

uncomfortable, being bullied, or being attacked. Use these scenarios to teach students how to

handle hurtful, uncomfortable, or dangerous situations.

❖ What Should Teachers Do to Keep Students Safe Online?

In addition to implementing all the methods for educating students about online safety mentioned

above, there are a host of other things that you can do when using technology in your classroom.

1. Stick to private online communities

The Facebook Guide for Teachers and the The Twitter Guide for Teachers discuss ways in which

to create private online learning communities for yourself and your students. In order to keep

students as safe as possible, stick to these online communities. You have created them for safety

and efficiency; thus, they make the perfect online venue for learning.

2. Create pledges for your students

A pledge is a great way to ensure that students continue online safety in your classroom after you

have finished educating them about it. Having students sign pledges and posting them around

your classroom will serve as a constant reminder to students of the knowledge they have about

internet safety and their duty to implement that knowledge.

3. Practice what you preach

One of your responsibilities as an educator is to maintain a flawless social media life. Have

students examine your social media profiles and see if they can find any areas of danger in them.

By practicing what you preach, you encourage students to do the same.

While undoubtedly beneficial, the internet can also be dangerous. Everyone knows it, but not

everyone takes action. Take the initiative to be open and honest with your students about

dangerous internet usage. Talk to them, empower them, and most importantly, educate them.

VII- European Legal Framework about Cyberbullying

According to the study for the Libe Committee about the “Cyberbullying Among Young

people”, the EU has in this area, “only a ‘supplementary’ role consisting of supporting,

coordinating or supplementing the initiatives adopted by Member States at domestic level.

However, the EU has competence to regulate areas directly or indirectly related to the rights of

the child according to the EU Treaties. Currently there are no specific legal instruments

targeting cyberbullying at the European level. However, the EU has adopted a range of legal

21

provisions relevant to cyberbullying such as the Directive on combating child sexual abuse200

and the Directive on victims’ rights. At policy level, the EU Agenda for the Rights of the Child

(2011-2014) sets a range of priorities including combating violence against children in the

online environment. This led to the adoption of a range of policies on children’s safety online

and a focus on child protection systems in the context of the 9th Forum on the rights of the

child.”1

* Communication from the Commission to the European Parliament, the Council, the European

Economic and Social Committee and the Committee of the Regions, European Strategy for a

Better Internet for Kids, COM (2012) 196, (2 May 2012).

* Communication from the Commission to the European Parliament, the Council, the European

Economic and Social Committee and the Committee of the Regions, An EU Agenda for the

Rights of the Child5 February, COM/2011/0060, (15 February 2011).

7. 1. Cyprus

Under Cyprus Criminal Code (CAP. 154)

• Any child less than 14 years old is not criminally liable for any act or omission.

• The Court may impose to a person older 14 years old found guilty any of the

following type of sentence:

o life imprisonment

o imprisonment

o pecuniary penalty

o order to pay damages

o bail assurance

o probation

o others provided by special acts e.g. guardianship order that imposes the

execution of community services

The current legal framework in Cyprus against cyber bullying

The dangers hiding behind the daily use of internet and generally technology led to

update the legislation in the island in an attempt to ensure safe use by children.

Because of this, the following Acts have been enacted:

• The Electronic Communication and Posting Services Act 2004 (112(I)/2004)

• Against the Cyber Crime Acts 2004-2013 (22/III/2004)

The Electronic Communication and Posting Services Act 2004 (112(I)/2004

22

• Its context is harmonized with the provisions of European Directive 2002/58/EC

which process private data and at the same time protects private life through the

electronic communication sector

• This legislation (112(I)/2004) incorporates specific rules dealing with personal

data and protecting the rights of users

• The Act also states that if someone:

o sends a message (voice or text) to somebody else with the intention to

cause harassment or annoyance, or

o sends a message (voice or text) to someone else which is obvious

offensive or indecent or disgraceful or threatening is committing criminal

offence and if found guilty faces pecuniary penalty up to €1.700.

The Act also states that if anybody:

➢ intentionally amend or intervene to the context of any message which does not

belong to him, or

➢ prevent the dispatch, transfer or delivery any message which does not belong to

him, or

➢ intentionally reveal or use the contents of any message or information resulting

from a message which does not belong to him or is related to the personal data of another

person, is committing criminal offence and if found guilty faces either imprisonment up

to 6 months or pecuniary penalty up to €1.700 or both.

Against the Cyber Crime Acts 2004-2013 (22(III/2004)

➢ It is the main legislation against cybercrime.

➢ It is the enactment that ratifies the European Convention against cyber crime

which has been signed in Budapest on 23.11.2001

➢ This legislation stipulates, amongst others, that:

✓ Whoever, with intention and without any right, obtains access to electronic

computer system by breaching the safety measures is committing criminal

offence and if found guilty faces either imprisonment up to 5 years or

pecuniary penalty up to €34.172,03 or both

✓ Whoever, with intention and without any right, destroys, deletes, amends

or conceals data from computer is committing criminal offence and if

found guilty faces either imprisonment up to 5 years or pecuniary penalty

up to

✓ €34.172,03 or both.

✓ Whoever is involved with children’s pornography material used in a

computer system is committing criminal offence and if found guilty faces

either imprisonment up to 5 years or pecuniary penalty up to €42.715,04

or both.

Specialized Department

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The Forensic Laboratory for electronic data:

✓ has been created and operates since April 2009

✓ is part of the Cypriot Police

✓ undertakes criminal case related to cyber crime

✓ examines electronic marks (such as computers, electronic address of computers,

internet platforms, websites, e-mail address, satellite receptions etc.)

✓ its personnel have the necessary experience to investigate criminal cases which are

related to internet offences or offences in connection with computers.

How the Court faces a cyber bullying case

• If a cyber bullying situation falls within any of the above stated criminal offence, then

provided there is adequate evidence the case is presented by the police before the

court.

• If upon hearing the accused is found guilty or if the accused pleads guilty in any of

the criminal offence is facing, the court will impose him a sentence.

• The imposition of sentence serves two purposes:

• To punish the accused with the proper and fair, under the circumstances and based on

the presented facts of the case, sentence.

• To pass a message on the society that such behaviour is unacceptable.

• The sentence usually operates as deterrent factor on others who intend to commit the

same offence on other victims. In this way society is protected.

• In case the accused found guilty is older than 14 years old but younger than 18 years

old, the obligation to attend seminars on cyber bullying provided by experts on this

matter and/or undertake to execute community services as probable proper sentence

will not be excluded. I would rather say it seems to be more probable than any other

type of sentence. In this way, the young person gets punishment and at the same time

it helps him/her to understand his/her mistake and therefore gets a lesson for not

repeating such behaviour.

7.2. Poland

In Poland, the legal frame is as follows:

Str. 24

The term “hacking” according to The Penal Code:

§ 3. The same punishment shall be imposed on anyone, who, in order to acquire information to

which he is not authorised to access, installs or uses tapping, visual detection or other special

equipment.

§ 4. The same punishment shall be imposed on anyone, who imparts to another person the

information obtained in the manner specified in § 1 -3 discloses to another person.

24

§ 5. The prosecution of the offence specified in § 1 – 4 shall occur on a motion of the injured

person.

Str. 35

The term “stalking” according to The Penal Code:

Article 190.a. Stalking

§ 1. A person commits an offence if the person engages in conduct that causes the other person

or person’s next of kin to be placed in fear of bodily injury or in fear that the offence will be

committed against the other person’s privacy. The perpetrator shall be subject to the penalty of

the deprivation of liberty for up to 3 years.

§ 2. Whoever takes advantage of impersonation of others or other behaviour that is misleading or

intended to cause damage via using private information shall be subject to the same penalty.

Str.36

§ 3. If the consequence of the offence specified in § 1 and 2 is the suicide, the perpetrator shall

be subject to the penalty of the deprivation of liberty for a term of between 1 and 10 years.

§ 4. The prosecution of the offence specified in § 1 or 2 shall occur on a motion of the victim.

Str. 40

Offences against Honour and Personal Inviolability

Article 190. § 1. Whoever makes a threat to another person to commit an offence detrimental to

that person or detrimental to his next of kin, and if the threat causes in the threatened person a

justified fear that it will be carried out shall be subject to a fine, the penalty of restriction of

liberty or the penalty of deprivation of liberty for up to 2 years.

§ 2 The prosecution is at the request of the victim.

Str.41

Offences against Honour and Personal Inviolability

Article 212. § 1. Whoever imputes to another person, a group of persons, an institution or

organisational unit not having the status of a legal person, such conduct, or characteristics that

may discredit them in the face of public opinion or result in a loss of confidence necessary for a

given position, occupation or type to activity shall be subject to a fine or the penalty of

deprivation of liberty.

§ 2. If the perpetrator commits the act specified in § 1 through the mass media shall be subject to

a fine, the penalty of restriction of liberty or the penalty of deprivation of liberty for up to 1 year.

Anyone who insults another person in his presence, or even in her absence, but publicly or with

the intention to insult reach such a person, subject to a fine or imprisonment.

Anyone who insults another person by means of mass media shall be subject to a fine,

imprisonment or imprisonment for a year.

Hating is a term from the English word hate.

25

The person who hates is a hater.

A hater offends the person with her/his aggressive comments

Responsibility for hate speech online

An important criterion to determine the liability of the young hater is her/his age and level of

mental development.

The haters guilt is a basic standard of liability civil law and decides whether the child will bear

personal responsibility for hating somebody.

Responsibility for hating a child under the age of 13 shall be borne by the person who has

supervision over it, in practice most often by the parents or legal guardians of the child.

7.3. GREECE

• To address cybercrime, part of which is cyberbullying it is necessary to draw up a detailed

and effective strategy keeping always in mind the complexity of this issue. This objective

was achieved in the Conference on Electronic Crime (Convention on Cybercrime) which

was held in 2001 in Budapest, the conclusions of which are crystallized in the relevant

Treaty signed on 23/11/2001. At the Budapest Treaty, signed by Ministers of the 26

European countries, including Greece, there are explanations and settings for all electronic

crimes.

• This treaty emphasizes on the necessity of international cooperation among States to deal

with this form of crime. At the same time, it aims to raise] the question of competence and

jurisdiction of the courts on these crimes. This condition, though it has been signed by

Greece, it is hasn’t been incorporated, until recently, in to the Greek legislation.

• Specifically, with the Law 4322/2015 (Government Gazette 42/2015) it was first time that is

mentioned in Greek legislation the physical injury or causing other damage to physical or

mental health as a result of continuous cruel behaviour. It is worth to note that this provision

is general, as it is not specifically referring to the above offenses via the internet. But they

can be applied. Perhaps this was the legislature's purpose, to be applied in all cases of

intimidation, whether they are committed online or not.

7.4. TURKEY

• Turkey has some significant gaps in its coverage of basic cyberlaws. While there

currently no data protection law in Turkey, Turkish citizens are entitled to a constitutional

right to request protection of their personal data. The same constitutional provision

requires for data protection issues to be regulated by law. In fact, there is work on

enactment of the draft law on data protection but the timing is not defined at this point. A

framework law in line with international standards is expected to increase confidence in

online services in Turkey.

26

• One data protection related concern is the tendency to require storage of data in premise

and within national boundaries, especially for specific sectors such as banking and

telecommunications.

• The rules on Internet content regulation (Law no 5651) and the conditions under which

internet providers can operate appear not to be in line with international standards

protecting freedom of expression and may affect citizens’ rights relating to internet

access. Investigations of Internet crimes are not very efficient and identification of the

criminals and accurate and efficient evidence cannot be obtained in many cases. The

investigation and prosecution stages take a very long time. Also, the penalties imposed

for internet crimes are not an effective deterrent.

• Intellectual property protection in Turkey is reasonably up to date, but enforcement is

patchy. There is a specific provision for online copyrights infringements that enables

takedowns on infringing content.

• Turkey is making progress toward integration with the European and international

communities, but some domestic preferences are still in place for government

procurement opportunities. Furthermore, there are no IT specific public procurement

regulations which prevents some effective practices for government IT procurements.

7.5. PORTUGAL

• There is no specific legislation on cyberbullying although the Criminal Code covers

crimes committed through computer systems. Although:

o In 2009 the Government ratified the Convention on Cybercrime.

o In 2009 the Government passes the law on Cybercrime.

• Regulation and Compliance

o Specific legislation and regulation related to cybersecurity has been enacted

through the following instruments:

o Law on protection of Personal Data - Law on Electronic Communications

o Law on Electronic Commerce - Law on Legal protection of Computer Programs

o Law on Electronic Signature - Law on Electronic Communications Infrastructure.

• Specific legislation on child online protection has been enacted through the following

instrument: Article 172 of the Criminal Code.

• Portugal has acceded, with no declarations or reservations to articles 16, 17(e) and 34(c),

to the Convention on the Rights of the Child.

• Portugal has acceded, with no declarations or reservations to articles 2 and 3, to the

Optional Protocol to The Convention on the Rights of the Child on the Sale of Children,

Child Prostitution and Child Pornography. (http://www.itu.int/en/Pages/copyright.aspx)

27

7.6. BULGARIA

The massive penetration of computers into public life also creates prerequisites for increasing

computer crimes. Some users are abusing the opportunities provided by new technologies.

There is a distinct group of people (some of whom are good programmers) using their

knowledge to steal information. They are known as hackers. Hackers are not malicious, but in

their view, access to the software and data should not be restricted. As technology and

computer-related crime become more and more serious. A computer crime is any crime using

computer systems. Examples of these are:

- Computer penetration and damage;

- fraud and theft of hardware and software

- falsifications of computer data;

- gambling and other crimes against morality, committed through computer systems;

- crimes against the person for whom computer systems are used.

Major penalties against computer crimes are imprisonment and fine. The punishment depends on

the specific violation and different circumstances - mitigating or aggravating the guilt. Although

cyberbullying does not in itself lead to a specific crime, legal action can be taken against such

actions. The right not to be photographed or recorded if you do not wish is listed in the

Constitution, but under the current Penal Code it is not defined as a crime. A complaint can be

filed about spreading lies or making insults. If so-called "cyber-attacks" by the perpetrators do

not cease within the deadlines of an informal invitation, victims can exercise their rights through

civil proceedings. The subject of criminal law is the threat, coercion and extortion. Above all, the

following crimes may be committed:

§ 146, § 148 of the Criminal Code "Insult"

§ 147 of the Criminal Code "Defamation"

§ 143, § 144 of the Criminal Code "Force"

§ 213, § 214 of the Criminal Code "Extortion and Threat"

§ 319a, § 319b, § 319c, § 319d, § 319e of the Criminal Code "Computer Crimes" Subject

to a fine, confiscation of property, measures for public influence and education and

imprisonment are computer crimes identified in a separate chapter in the Criminal Code.

They concern:

• Copying data, including data to create an electronic signature

• Adding, modifying, deleting or destroying information electronically or by magnetic,

electronic, optical or other media.

• Knowledge, deletion, deletion, modification or copying of computer data without

permission.

• Dissemination of passwords or codes for access to computer data, followed by the

disclosure of personal data or information

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Useful Websites

§ Anti-Bullying Research and Resource Centre, Trinity College Dublin http://www.abc.tcd.ie

§ Anti-Bullying Alliance. http://www.anti-bullyingalliance.org.uk/

§ BBC1 Schools: Bullying. http://www.bbc.co.uk/schools/bullying

§ Bullying in Schools and What to do About it. http://www.education.unisa.edu.au/bullying

§ Bullying Online. http://www.bullying.co.uk

§ Bully Online. http://www.successunlimited.co.uk

§ Campaign to highlight cyber-bullying(Top ten tips for

parents).http://www.carphonewarehouse.ie

§ Childline. http://www.childline.org.uk

§ Department for Education and Employment. http://www.parents.dfee.gov.uk

§ Foreldreutvalget for grunnskolen. http://www.fug.no

§ Internet Safety for Parents. http://www.internetsafety.ie

§ National Child Protection Helpline. http://www.nspcc.org.uk

§ Net Safe. The Internet Safety Group. www.netsafe.org.nz

§ Northern Ireland Anti-Bullying Forum. http://www.niabf.org.uk/cms/

§ Parent Centre, The. http://www.parentcentre.gov.uk

§ Parentline Plus. http://www.parentlineplus.org.uk

§ Scotland’s Anti-Bullying Service. http://www.respectme.org.uk/

§ Scottish Anti-Bullying Network. http://www.antibullying.net

§ Suler, J. (2005). The Psychology of Cyberspace(available online at http://www-

usr.rider.edu/~suler/psycyber/psycyber.html

§ VISYON. http://www.visyon.org.uk

DVD

§ Silent Witnesses (2006). The Anti-Bullying Centre, Trinity College Dublin

§ Breaking through the Cloud of Bullying (2009). www.antibullyingcampaign.ie

Video Films

§ Hands on Bullying. (1998). Tony Jewes Productions.

§ The Trouble with Tom. (1991). Central Independent Television Productions.

____________________________________

References

EU Kids Online, 2014: www.eukidsonline.net

Jager,T. (2010). Cyber Training: Taking action against cyberbullying – A training manual.

Jager, T., Amado, J., Matos, A., & Pessoa, T. (2010). Analysis of experts' and trainers' views on

cyberbullying. Australian Journal of Guidance and Counselling, 20(2), 169-181.

29

Jager, T., Stelter, C., O'Moore, M., Corcoran, L., & Crowley, N. (Eds.). (2012). Taking action

against violence in schools – A traimning manual for trainers. Available online:

http://ct4p.zepf.eu/CT4P_Training_manual_EN.pdf