What Should Parents, Educators and Clinicians Know About Social Media and Networking?

Drs. Wendy Craig and Debra Pepler Scientific Co-Directors PREVNet Melissa Institute, Scientific Board www.prevnet.ca Overlap between Online and Offline Bullying

Offline Bullying

Online Online Victimization Bullying

Offline Victimization Similarities between On- & Offline Bullying • Relationship problem • Power and aggression to control or distress another • Destructive for those victimized • Peer presence can exacerbate or address it

• Responses need to involve individuals and the broader social climate Unique Features of Online Bullying

• Use of electronic devices may modify relationships – Anonymity – Quick and extensive social dissemination – Lack of supervision – Lack of consequences – Increased accessibility – Widespread availability of devices Limited Interventions for Online Only • Most well documented off-line program that influences online behaviour is KiVA • Focus on Whole School Approach and role of peers • Importance of SEL skills – Empathy – Self regulation – Self efficacy – Moral engagement Suggest Best Practices

• Whole school approach • SEL • Student involvement • Incorporates technology • Parent component • Community involvement A New Focus on Relationships

• Parent • Teacher • Caring Adults • Peers

"Human beings of all ages are happiest and able to deploy their talents to best advantage" when they experience trusted others as "standing behind them.“ Same processes all relationships. Healthy Social Relationships

• Teens use online communication to strengthen existing relationships and grow friendships and networks. • Virtual world a playground for developing the same relationship skills as off line world. • On-and-offline healthy relationships characterized by: a sense of security and stability; safety; respect, being valued and belonging; trust, support and guidance; buffer stress. • May not consider behaviors as cyberbullying • Ignoring cyberbullying only increases its negative effects. Adult Influences and Online Behaviours • Half of parents are more concerned about cyberbullying than teenage pregnancy, drug use, or alcohol use. • 16% of children between ages 8 -10 have a Facebook account • 36% of parents are worried about their child’s image being shared online, BUT 1 in 5 admit that they have sent or received intimate photos and/or messages online. • 7% of parents intentionally harassed or embarrassed someone online. As Adults… We set the example

• Children will imitate or mimic the behaviour of important people in their lives. • Parents and other adults are role models for children and youth. • They need to engage in appropriate online behaviour and talk about their decision making so children will understand. • Adults are setting standards about digital citizenship. Strategies for Technology Use

• Teach children how to use their time online.

• Paediatric Society recommends no more than 2 hours of screen time a day

• Slowly introduce strategies to limit screen time and support children when they are on the screens.

• Explain why you are introducing the limits and work as team Adults Know Your Technology

• What is the latest trend? – Instragram – Snapchat, etc. • Let your youth be the expert • Understanding risks within technology • Understanding the meaning and value of social media for youth Strategies for Unpacking On- & Offline Problems • Have conversations about how to recognize abuse of power. • Focus on messages or posts that made them angry or were hurtful. • Unpack what was meant by them. – Identifying and validating their feelings – Figuring out who sent the message – Their relationship to your child – Whether it is happening frequently – If any others were affected by the same person or message – Identifying reporting strategies that they can engage in • Give personal examples from to promote problem-solving Support through Caring Schools Classroom Management

• A well managed classroom is one in which the relationships are respectful, accepting, and caring. • Social climate of a classroom is the sum of relationships in the classroom. • Promoting positive classroom relationships is critical to prevent bullying • Focus: how teachers can manage or create classroom experiences to support optimal student development Shifting the Focus in Classroom Management Shift in focus: • Away from individual problems and onto creating healthy environments to foster child and youth development • Away from reducing disobedience and onto developing prosocial behaviour, self regulation, and capacities for problem solving and self direction.

Overall goal: “young people arrive at adulthood with the skills, interests, assets, and health habits needed to live healthy, happy, and productive lives in caring relationships with others” (p. 387). What is a Nurturing Classroom Environment?

A nurturing environment is one in which the teacher:

• Teaches and reinforces prosocial behavior, self regulation, and skills for adulthood. • Monitors and limits opportunities for negative behavior • Minimizes toxic and stressful events • Provides students with a sense of being cared for, valued, and appreciated for their unique characteristics Teachers’ Potential Teachers are the only adults who observe children and youth in the social context of the school and peer group.

Teachers’ relationships with students model the type of relationship that students should have with each other.

Teachers guide the classroom context and climate • Inform students about society’s and school’s expectations – positives for expected behaviours vs. guidance and correction for behaviours counter to expectations • Facilitate social interactions and opportunities for students to collectively construct their own classroom culture Positive Interventions for Digital Citizenship • Break down the learning tasks and providing many opportunities for practice to generalize. • Understand that children learn best and are most motivated to learn when they know that the person teaching them really cares about them. • Acknowledge that children learn through reinforcement. – Constant encouragement – firm, but warm support when struggle. • Teaching complex relationship skills takes ongoing feedback, monitoring, and support. • Learning about how to have positive relationships is a life-long journey. • Monitoring and following up. Teachers are Leaders in the Social System of the Classroom Teachers shape relationships in the classroom by: • Modeling the relationship styles they expect • Managing interaction patterns and activities through social architecture • Scaffolding self regulation and effective social strategies • Promoting the productive engagement of all students • Helping students with relationship difficulties to develop social capacities and roles/identities that enhance how they are perceived by themselves and peers • Promote different dimensions of status (e.g., creativity and arts, communication, caring and interpersonal skills, humour, etc.) Importance of Teachers’ Social- Emotional Approach Teachers’ warmth and sensitivity are related to students’: • Academic engagement • Social competence • Emotional adaptation • Friendships in school

Teachers with a social-emotional approach in classroom: • Promote respect, patience, cooperation, awareness, sharing, validating students’ thoughts and emotions • Make suggestions about how to collaborate with peers, handle negative emotions and deal with challenges or setbacks Teachers’ Support of Positive Peer Dynamics from Class to Web When teachers are aware of friendships, support isolated students, and reduce social inequities, their students report: • Stronger sense of peer community • Higher school bonding and motivation • Less rejection leading to victimization

When teachers support positive connections among students: • Improved social and academic adjustment • Fosters community of learners Key Messages

1. Similar responses to online and off line bullying 2. Limited programs due to overlap and changing technology 3. Relationships and the role of adults 4. Parents and educators lead development of relationship skills and creating healthy relationship contexts on- and offline More resources at www.prevnet.ca