Case Studies
1) Case 1:
Students involved: Julie, Andrea, Susanne, Violet, and Elliot
Victim: Julie
Setting the Scene: Julie is an eighth grader at Fairmont Middle School where she fits in very well. She has a great group of friends, including Andrea, Susanne, and Violet, and she is a good student. Julie has always been popular, and she has never had any problems with anyone at school. Her best friend is Violet, and Susanne has always been a little jealous of the friendship between Julie and Violet.
Scenario: One day, Elliot, a popular boy, asked Julie out. She was excited and said yes, forgetting that her friend Violet also liked Elliot. After she said yes, she realized that she needed to tell Violet what happened before Violet heard from someone else, so she confided in her friends, Andrea and Susanne, to see how they thought she should tell her friend. After their talk, Susanne went straight to Violet and told her than Julie was dating Elliot even though she knew that Violet liked him. She told Violet that Julie did not care that Violet might be hurt by this. Violet, understandably, was upset. Instead of confronting Julie, she decided to spread a mean rumor about Julie. She told Susanne and Andrea that she knew that Julie was a slut and would do anything with a guy, and the girls spread the rumor around school. For the next couple of months, Julie was cut out of her group of friends and ignored by most of the people in her school. Everyone believed the rumor about her, and even more detailed rumors began to spread. Boys began claiming that she had done this with them. Julie was heartbroken. She began skipping school and her grades started to suffer. It was not until she was failing two of her classes that her teachers realized something was wrong.
Anti-Bullying Strategies
Role of Teacher in Confronting Bullying in this Case:
In this particular case study, the bullying has gotten to a point where Julie has experienced emotional trauma that has affected her ability to succeed in school. The situation needs immediate and direct action because Julie is in such a vulnerable state. The teacher should be in direct contact with Julie's parents and let them know the extent of her grades and schoolwork. The school counselor should also be looped in immediately to debrief with Julie about what has happened and how to move forward. Julie's teacher and counselor should develop a plan that will provide her with resources of safe ways to respond to bullying and rumors in the future. The teacher should observe and note any future bullying behavior and report it to administration.
2) Case 2:
Students Involved: Sarah and Chloe
Victim: Sarah
Setting: Sarah is a shy girl with few friends at school. She is okay with that though, and she gets very good grades. Because Sarah is quiet and different, she has always been the target of some teasing, but it has never been anything she couldn't handle. Chloe is a very popular girl, and she is the one who has led most of the teasing of Sarah. It is currently the summer between eighth and ninth grade.
Scenario: One night, Sarah is online, and a boy starts talking to her. She finds out that he is her age and that he lives a few towns over. Sarah and this boy (he says his name is James) talk all night, and they agree to talk again the next night. For most of the summer, Sarah and James spend their time talking. Sarah shares her deepest secrets with him, telling him embarrassing stories, crushes she's had in the past, and all of the things that are important to her. Heading into the ninth grade school year, Sarah has never felt more confident. When she walked into school on the first day, Chloe and a group of popular girls came up to her, which was weird because Chloe had never spoken to her before. Chloe asked how her summer was, and Sarah said it was good. Then Chloe asked her about one of her embarrassing moments, something Sarah had only ever told James. The whole group of girls started laughing, and Chloe explained to Sarah that SHE was James and that she and her friends had been laughing at Sarah behind her back all summer. The whole school now new everything about Sarah, including secrets she never intended to share with anyone but the people she trusted most. Everyone teased her about what she had said, and after lunch, Sarah couldn't take it anymore. She spent the rest of the day crying in the nurse's office, and her parents were called to pick her up. Sarah refused to tell her parents what had happened, and that night, she tried to hurt herself and had to taken to the hospital.
Anti Cyber-Bullying Strategies
Role of Teaching in Confronting Bullying in this Case
It is important for teachers and parents to be involved in teaching children about bullying and monitoring the child's environment for signs of bullying. Teachers also can create lesson plans to teach their students about bullying and how to appropriately respond if they find themselves being bullied or witnessing someone being bullied. Teachers can inform parents about signs that their child may be a victim of bullying as Dr. Tali Shenfield describes:
A changed attitude towards technology: the child is either hesitant to go online or spends longer hours at the computer
The child seems upset after using the computer or cell phone
Nervousness when receiving texts, e-mails, or instant messages
The child hides or clears the computer screen or closes his cell phone when you enter
Withdrawal from friends
The child falls behind in his schoolwork
Fear of going to school or to social events (birthdays, school trips, outings)
Changes in personality, behavior or mood: the child seems withdrawn, sad, anxious, or agitated
A change in sleep pattern and appetite, and/or
Aggressive behavior
Parents can monitor their child's use of technology and teach them safe use of technology rather than banning its use. Parents need to tell their children that it is important to tell someone if they are being bullied and that the child will not be punished or restricted from using technology after telling. Some tips for keeping a child safe are to only add people you know to social friend lists and blogs, stay out of public chat rooms, do not share personal information such as pictures, phone number, address, and school name online with people who are not your friends. If a child is being cyber bullied, the child can block unfriendly persons, and save unfriendly messages for reporting to the police if necessary.
References:
Case Studies. (n.d.). Cyberbullying. Retrieved from https://cyberbullying.ua.edu/index.php/casestudies/
Clifford, M. (2012). 15 Strategies Educators Can Use to Stop Cyberbullying - InformED. Retrieved March 29, 2016, from http://www.opencolleges.edu.au/informed/features/15-strategies-educators-can-use-to-stop-cyberbullying/
The Setting, the Story, the Students. (n.d.). Facing History and Ourselves. Retrieved from https://www.facinghistory.org/bullying-case-study-ostracism/setting-story-students
Shenfield, T. (2013, March 12). Cyber Bullying is Dangerous: What Parents Need to Know Posted. Retrieved from http://www.healthyplace.com/blogs/yourmentalhealth/2013/01/03/about-yourmental-health-blog/
1) Case 1:
Students involved: Julie, Andrea, Susanne, Violet, and Elliot
Victim: Julie
Setting the Scene: Julie is an eighth grader at Fairmont Middle School where she fits in very well. She has a great group of friends, including Andrea, Susanne, and Violet, and she is a good student. Julie has always been popular, and she has never had any problems with anyone at school. Her best friend is Violet, and Susanne has always been a little jealous of the friendship between Julie and Violet.
Scenario: One day, Elliot, a popular boy, asked Julie out. She was excited and said yes, forgetting that her friend Violet also liked Elliot. After she said yes, she realized that she needed to tell Violet what happened before Violet heard from someone else, so she confided in her friends, Andrea and Susanne, to see how they thought she should tell her friend. After their talk, Susanne went straight to Violet and told her than Julie was dating Elliot even though she knew that Violet liked him. She told Violet that Julie did not care that Violet might be hurt by this. Violet, understandably, was upset. Instead of confronting Julie, she decided to spread a mean rumor about Julie. She told Susanne and Andrea that she knew that Julie was a slut and would do anything with a guy, and the girls spread the rumor around school. For the next couple of months, Julie was cut out of her group of friends and ignored by most of the people in her school. Everyone believed the rumor about her, and even more detailed rumors began to spread. Boys began claiming that she had done this with them. Julie was heartbroken. She began skipping school and her grades started to suffer. It was not until she was failing two of her classes that her teachers realized something was wrong.
Anti-Bullying Strategies
- Teach positive behaviors that develop a sense of classroom community: Teachers should teach a social-emotional curriculum that promotes kindness, community, and conflict resolution.
- Develop clear classroom rules and expectations: Teachers should discuss classroom rules at the beginning of the year, and revisit the rules often. Students should be aware of their personal actions and the possible negative consequences from their choices
- Confront bullying behaviors immediately: Teachers should intervene quickly and consistently. They should develop a routine response, such as first separating the students, then talking to social workers, parents, other students as needed.
- Support the bullied child: Teachers should find a way to give support that gives the child dignity and safety, most likely in private. Teachers should increase supervision to make sure the bullying is not repeated in the future.
Role of Teacher in Confronting Bullying in this Case:
In this particular case study, the bullying has gotten to a point where Julie has experienced emotional trauma that has affected her ability to succeed in school. The situation needs immediate and direct action because Julie is in such a vulnerable state. The teacher should be in direct contact with Julie's parents and let them know the extent of her grades and schoolwork. The school counselor should also be looped in immediately to debrief with Julie about what has happened and how to move forward. Julie's teacher and counselor should develop a plan that will provide her with resources of safe ways to respond to bullying and rumors in the future. The teacher should observe and note any future bullying behavior and report it to administration.
2) Case 2:
Students Involved: Sarah and Chloe
Victim: Sarah
Setting: Sarah is a shy girl with few friends at school. She is okay with that though, and she gets very good grades. Because Sarah is quiet and different, she has always been the target of some teasing, but it has never been anything she couldn't handle. Chloe is a very popular girl, and she is the one who has led most of the teasing of Sarah. It is currently the summer between eighth and ninth grade.
Scenario: One night, Sarah is online, and a boy starts talking to her. She finds out that he is her age and that he lives a few towns over. Sarah and this boy (he says his name is James) talk all night, and they agree to talk again the next night. For most of the summer, Sarah and James spend their time talking. Sarah shares her deepest secrets with him, telling him embarrassing stories, crushes she's had in the past, and all of the things that are important to her. Heading into the ninth grade school year, Sarah has never felt more confident. When she walked into school on the first day, Chloe and a group of popular girls came up to her, which was weird because Chloe had never spoken to her before. Chloe asked how her summer was, and Sarah said it was good. Then Chloe asked her about one of her embarrassing moments, something Sarah had only ever told James. The whole group of girls started laughing, and Chloe explained to Sarah that SHE was James and that she and her friends had been laughing at Sarah behind her back all summer. The whole school now new everything about Sarah, including secrets she never intended to share with anyone but the people she trusted most. Everyone teased her about what she had said, and after lunch, Sarah couldn't take it anymore. She spent the rest of the day crying in the nurse's office, and her parents were called to pick her up. Sarah refused to tell her parents what had happened, and that night, she tried to hurt herself and had to taken to the hospital.
Anti Cyber-Bullying Strategies
- Teach Digital Citizenship: Students should have a clear understanding that the same rules of respect apply in and out of screen time. Students should understand the ethics of technology use and how their digital footprint can be permanent.
- Teach students what cyber-bullying looks like and when/how to report abuse: Students should know what respectful internet use looks like and what is considered cyber-bullying. The teacher can discuss ways to report abuse, such as organizations as Safe2Tell. The teacher can lead the students through a pretend scenario and discuss how they would react.
- Create clear technology expectations in your own classroom: Teachers should create clear expectations so that students understand any form of bullying is unacceptable.
- Establish a positive school climate: Teachers and school systems should look for ways to integrate school-wide systems that promote community and respect. A classroom community that is positive and supportive will hopefully affect student online interactions.
Role of Teaching in Confronting Bullying in this Case
It is important for teachers and parents to be involved in teaching children about bullying and monitoring the child's environment for signs of bullying. Teachers also can create lesson plans to teach their students about bullying and how to appropriately respond if they find themselves being bullied or witnessing someone being bullied. Teachers can inform parents about signs that their child may be a victim of bullying as Dr. Tali Shenfield describes:
A changed attitude towards technology: the child is either hesitant to go online or spends longer hours at the computer
The child seems upset after using the computer or cell phone
Nervousness when receiving texts, e-mails, or instant messages
The child hides or clears the computer screen or closes his cell phone when you enter
Withdrawal from friends
The child falls behind in his schoolwork
Fear of going to school or to social events (birthdays, school trips, outings)
Changes in personality, behavior or mood: the child seems withdrawn, sad, anxious, or agitated
A change in sleep pattern and appetite, and/or
Aggressive behavior
Parents can monitor their child's use of technology and teach them safe use of technology rather than banning its use. Parents need to tell their children that it is important to tell someone if they are being bullied and that the child will not be punished or restricted from using technology after telling. Some tips for keeping a child safe are to only add people you know to social friend lists and blogs, stay out of public chat rooms, do not share personal information such as pictures, phone number, address, and school name online with people who are not your friends. If a child is being cyber bullied, the child can block unfriendly persons, and save unfriendly messages for reporting to the police if necessary.
References:
Case Studies. (n.d.). Cyberbullying. Retrieved from https://cyberbullying.ua.edu/index.php/casestudies/
Clifford, M. (2012). 15 Strategies Educators Can Use to Stop Cyberbullying - InformED. Retrieved March 29, 2016, from http://www.opencolleges.edu.au/informed/features/15-strategies-educators-can-use-to-stop-cyberbullying/
The Setting, the Story, the Students. (n.d.). Facing History and Ourselves. Retrieved from https://www.facinghistory.org/bullying-case-study-ostracism/setting-story-students
Shenfield, T. (2013, March 12). Cyber Bullying is Dangerous: What Parents Need to Know Posted. Retrieved from http://www.healthyplace.com/blogs/yourmentalhealth/2013/01/03/about-yourmental-health-blog/
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