APPENDIX

Case Study 1 (Step 1)

A. is a 12-year-old girl living with her family in a major European city. Her family consists of four members: her father, G., her mother, M., her sister, B., and herself, A. They are a very close-knit family filled with love and understanding.

Both of A.’s parents work; her father as an automobile engineer, and her mother as a saleswoman in a clothing store. Most days, they come home exhausted, as their jobs demand not only long working hours but also a lot of energy.

B., A.’s sister is 15 years old and she is in the 10th grade. She is very sociable and enjoys spending time with friends she has made at school. While she loves her younger sister, she finds it increasingly challenging to spend as much time with her as she would like to. Between schoolwork and hanging out with her peers, she has limited free time.

A. is now in the 6th grade of elementary school and will be going to high school next year. For the past two years, she had a strong desire—to have her own mobile phone. Almost all her classmates already had one, and at times, they teased her for not having her own. They discussed the games they played, took funny photos with various filters (even dog ears!), and even had a group chat. A. really wanted to have her own mobile phone, especially to join that group chat. She felt it would also put an end to the teasing.

After many discussions with her parents, A. managed to convince them to get her a mobile phone. Of course, A. agreed with her parents that she would use it responsibly, dedicate specific time to play with it, and not neglect her other responsibilities. They also agreed that she wouldn’t create social media accounts without first consulting with them. A. was primarily interested in participating in the group chat with her classmates. If she succeeded, they would stop teasing her.

Once she got her mobile phone, she joined the chat group. Some classmates welcomed her with enthusiasm (“Finally!”, “Hi, A., now you’re part of this too”), while others didn’t receive her as warmly (“What’s she doing here?”). A. was saddened by these comments but chose not to respond.

Days passed, and A. learned to use her new gift better and better. She logged into the group chat every day, and sometimes she even sent messages. However, whenever she did, F., K., and L. would make comments. They called her “stupid” for what she wrote, told her to “get lost” and stop saying “nonsense”, and they even laughed at her. As time went on, these messages became more frequent and intense.

Although A. tried not to let it affect her, in reality, this situation was causing her a lot of distress. She couldn’t understand why her classmates were talking to her like this, couldn’t imagine what she had done wrong. She felt bad and had mixed emotions.

Gradually, her mood started to change. Often, she felt sad and didn’t want to go to school. Sometimes, she asked her parents not to send her, saying she had a stomachache or a headache. You could also see a change in A.’s school performance. While she was generally a very good student, lately, she was not particularly diligent.

These changes in A.’s mood and behaviour didn’t go unnoticed by her mother. She also noticed that her daughter was spending more time on her mobile phone than they had initially agreed upon. One day, she decided to limit her daughter’s screen time by taking away her phone for a few hours. During this time, A.’s phone kept vibrating with notifications, so her mother decided to take a look at the group chat. When Mrs. M. saw the messages that A. had been receiving all this time, she panicked. Among these messages were insults, disrespectful comments, and even altered photos. She knew she had to do something about it.

Quiz for Case Study 1 (Step 2)

 Below you will find the questions of the Quiz that accompanies Case Study 1, followed by their referenced answers:

Questions

Q1: If you could describe in a single word what is happening in the case you just studied, what word would you choose?

Q2: Do you consider Cyberbullying to be more, less, or equally dangerous as “traditional”, “offline” bullying?

Q3: Do you think gender plays a role in Cyberbullying?

Q4: What ages do you think tend to experience Cyberbullying?

Q5: What percentage of young people, globally, do you believe have faced Cyberbullying?

Answers

A1: Cyberbullying*

A2: Both “traditional” and Cyberbullying are highly dangerous. However, Cyberbullying, as a “new” form, has some unique characteristics that make it even more traumatic and intense. These characteristics include:

  • Rumours and comments can spread rapidly
  • The identity of the cyberbully remains hidden, allowing them to write whatever they want
  • Electronic traces are hard to trace without specialised knowledge
  • Victims of Cyberbullying have less control since there are no physical boundaries like a schoolyard[32]

A3: Clear findings regarding gender differences are not observed, unlike in traditional bullying[33].

A4: Cyberbullying tends to decrease during middle and late childhood and increase again during adolescence[34].

A5: Globally, more than one-third of young people report being victims of online bullying[35].

Suggested Reflection/Discussion Points for Case Study 1 (Step 3)

There are two important points to consider here. First, the points suggested below are appropriate for guiding discussions and reflections among parents/guardians, teachers, and professionals alike. Second, it’s worth noting that most of these topics don’t come with “correct” answers. This is because our objective at this stage isn’t about cognitive learning but rather fostering reflection. However, there are a few specific points supported by existing literature that are included to help learners gain a clearer understanding of the subject being discussed or reflected upon, enabling them to participate in the discussion or reflection more confidently.

Questions

  • Q1: What is Cyberbullying?
  • Q2: What are the forms through which Cyberbullying manifests?
  • Q3: What are the forms of Cyberbullying identified in our example?
  • Q4: Is it difficult for a child who is experiencing bullying, specifically like A. in our example, to speak up? If yes, why?
  • Q5: What emotions can they feel?
  • Q6: What would you do if you were in M.’s position?
  • Q7: What would you do if you were A.’s teacher and were informed about the situation she is facing?
  • Q8: What would you do if you were a professional working in the field of prevention and were informed about this specific incident?

Answers

  • A1: Cyberbullying* refers to the repeated and prolonged use of digital Communication* methods to intentionally target and harm another individual who is unable to defend themselves[36].
  • A2: Types of Cyberbullying* include sending offensive messages, emails, or direct messages with malicious content; maliciously sharing photos or messages to harass others; spreading rumours and false information; making anonymous calls and messages; creating websites with defamatory material and sharing photos; and exclusion from groups. Unique characteristics of Cyberbullying* include the rapid spread of rumours and comments, the anonymity of the harasser, the difficulty in tracing electronic traces without specialised knowledge, and the lack of control for the victim, as Cyberbullying* isn’t limited to a specific location or time period (unlike, for example, in-school bullying)[37].
  • A5: Fear, guilt, anger, shame, sadness, anxiety, remorse, worry, stress[38]

Practical Tips for Case Study 1 (Step 4)

Tips for all groups of adults:

  • Skills of a “good listener”: We actively listen, avoid criticism, steer clear of labels, encourage emotional expression, and create an atmosphere of acceptance and Empathy*[39].
  • If a child shares a bullying story with you, focus on their needs.
  • If there are suspicions of bullying incidents, discuss them openly and take necessary steps to create a safe environment.
  • Set clear rules and establish definite boundaries. Clarify which behaviours are acceptable and which are not[40].
  • Observe any changes in the child’s mood and behaviour. Signs that should concern us include:
    • Frequent complaints of headaches, stomachaches, or general discomfort.
    • Appearing sad, anxious, irritable, or angry.
    • Sleep difficulties and/or nightmares.
    • Avoiding social interactions (visiting friends, conversations).
    • Fear of going to school or participating in school activities.
    • Unusual behaviour.
    • Inconsistency in meeting responsibilities.
    • Difficulty speaking in class and appearing anxious and insecure.
    • Sudden or gradual decline in their performance[41].
  • The concept of secrecy: “There should be no secret that can make me feel ashamed, scared, and unable to sleep at night. There should be no secrets from parents and educators”[42]
  • Parent-teacher collaboration: Frequent Communication* and mutual updates between parents and educators about the child’s needs and progress (parent groups, parent-teacher meetings, informational events, etc.) are highly suggested.
  • Adults should lead by example themselves[43].
  • Useful tips to share with children: What to do in the case of threatening, bullying, or uncomfortable messages?
    • Don’t respond.
    • Take a screenshot or copy and save anything that bothers you.
    • Block senders of threatening or abusive messages and save the messages.
    • Talk to a trusted adult[44].

Specific tips for parents:

  • Handle the information you receive calmly: It’s highly likely that the information you hear will evoke strong emotions, such as sadness, anger, or guilt. However, it’s equally important to try and manage these emotions in order to facilitate Communication with your child.
  • Listen to your child with encouragement: Apply the principles of Empathic Active Listening* Listen actively and attentively to what your child wants to share with you. Encourage your child to speak up and commend their courage in discussing what’s happening to them.
  • Try to gather as much information as possible: Strive to gather as much information as you can about what has occurred, without pressuring your child. At this point, you can ask specific follow-up questions to better understand their perspective.
  • Ask your child to show you conversations and messages on their device.
  • Discuss acceptable behaviours with your child and set boundaries for reactions: Have a detailed conversation with your child about what constitutes acceptable and unacceptable behaviour. Discuss which behaviours are within their rights to address towards others and which are not. The process of setting boundaries for a child’s reactions is not an easy task and requires confidence, patience, persistence, and consistency.
  • Talk about Empathy, ethics, respect, and diversity, emphasising that these principles exist in both the real and virtual worlds: Discussing these concepts helps children become familiar with them. Empathy*, ethics, and respect are principles that exist in both the real and virtual dimensions. People behind screens are just as real as those we encounter face-to-face.
  • Contact the Cyber Crime Helpline available in your country immediately.
  • Contact a reliable Child Protection Helpline available in your country, for guidance and advice[45].

Specific tips for educators/professionals working with children:

  • Initiate a discussion about the behaviour that concerns you. Engage with all involved parties.
  • Determine whether it is indeed a case of “bullying”: Is it bullying, a disagreement, teasing, or a jest?
  • Recognise the range of behaviours that may be considered bullying.
  • Try to gather as much information as possible from different sources (observers, the child being bullied, the child engaging in bullying).
  • Use open-ended questions to encourage critical thinking and open, honest expression.
  • Take a clear stance on such incidents. Inform about consequences and remain consistent.
  • Support your students according to their needs (preventive interventions, supervision, advocacy).
  • Cultivate your relationship with students and foster meaningful connections among them and with parents/guardians.
  • Build a trust-based relationship with your students and communicate your availability.
  • Dedicate time to better understand each student. Each child’s story is unique and a valuable source of information.
  • Create a supportive environment in the classroom and throughout the school premises.

Roles for the Role-Playing Game (Step 1)

It’s important to note that this game is intended for various groups of adult learners, including parents/guardians, teachers, and professionals working with children. Below, you’ll find role guidelines for all these groups, but each group is expected to select a unique combination of role guidelines:

  • Parents’ Group: Each participant receives one of two available role guidelines—one focusing on the child’s perspective and the other on the parent/guardian’s viewpoint.
  • Teachers’ Group: Each participant is given one of two available role guidelines—one centred on the child’s perspective and the other on the teacher’s viewpoint.
  • Professionals’ Group: Each participant receives one of two available role guidelines—one related to the child’s perspective and the other regarding a professional’s interaction with children.

Here is the total of the role guidelines for the role-playing game recommended in this guide:

Child’s role guideline (“P.”):

Hey, I’m P., and I’m in the 6th grade. I live in the town of K with my parents. It’s not too big or too small, just kind of in the middle. But, No cap*, there’s not much to do here.

Every day feels like a repeat. I wake up in the morning, not really feeling it, and get ready for school. School can be super boring sometimes. The classes are so dull, and they totally exhaust me. The only bright side is hanging out with my Squad*, L. and T. We’ve been friends since forever.

Back in the day, we used to play loads of soccer, but now we’re all about this video game called R. This game is GOAT*! You get to create your own character and do whatever you want. It’s like you can do all these epic things! You have to be super smart and strategic to Slay* it, and guess what? I think I’m pretty Fire* at it! I beat L. and T. a bunch of times, which is why they’re scared to play against me. Whenever we meet at school, we talk about our wins, and I’ve got the most wins for sure! I like to Flex* on them about it.

Once school’s done, I head back home. My mom keeps bugging me to study and do my homework all the time. She just won’t give me a break. All I really want to do is play R. with my bros*. I’ve even made it to this super hard level. But she never leaves me alone, and it drives me crazy. As soon as I try to play, she’s right there nagging me. We end up arguing because she gets on my nerves. Yesterday, as a punishment, she took away my tablet for a whole hour and wouldn’t let me play. She kept saying stuff like I’m too obsessed with it. What’s her deal, seriously? Am I bothering her just because I’m playing my game? And because I didn’t get good grades in Language and Math. Come on, I’m just not into those subjects.

Honestly, it really annoys me when my parents take away my tablet and stop me from playing. I get so Salty* that I don’t even want to talk to them.

(*All of these words are used in the context of Gen-Z popular vocabulary. You may look up their meanings in the glossary provided at the beginning of this guide. For your convenience, we also provide their definitions here: Bro/Sis* = “friend” or “buddy” / Fire* = “cool”, “awesome”, or “great” / Flex* = “showing off to others” / GOAT* = “greatest of all time” / No cap* = “for real” / Salty* = “angry” / Squad* = “group of friends” / Slay* = “to do something really well”)

Parent’s role guideline (“K.”):

Hello there, I am P.’s mom. The truth is, I’m quite confused right now as we speak. I don’t know how to handle P. anymore. I don’t know what to do. He’s only 12 years old and does whatever he pleases.

His teacher called again. Once again, he hadn’t done the homework assignments. I remind him every day. Every single day. He just doesn’t listen. He’s constantly absorbed in that tablet of his; curse the day we got it for him! When he comes back from school, he doesn’t do anything else. It’s all day, every day. He barely eats, and we struggle to get him to bed. Naturally, I’ve tried to see what he’s been doing on that tablet for so many hours. It’s not like he’s exposed to any danger, talking to strangers or anything; he just plays that silly game all day. I still can’t figure out what he finds so interesting about it. If we dare to take it away for a bit to have a conversation, he gets furious, saying that he has FoMO*. He gets angry, throws things around, all over the house. And this has been going on for quite some time now.

I talked to his teacher, Mrs. Z., to see how he behaves at school too. Mrs. Z. told me that he doesn’t cause much trouble; it’s just that he seems to have neglected his responsibilities in the past year. She asked if there was something happening in our family. What could possibly be happening, I wonder? But it’s true; he’s not doing as well in school anymore.

And at home, things have certainly changed. He’s become a different kid compared to before. He never used to get so easily annoyed with us like he does now. We hardly ever used to argue this much in the past! I’m really concerned because he’s eating less, as if he’s lost his appetite. I’m also worried about how he’s neglecting his schoolwork. Next year, he’ll be heading to middle school! What will happen? He really needs to have a solid foundation!

We need to find a way to make him listen to us. Both me and his father. We both tell him the same thing. He needs to let go of that gadget!

Teacher’s role guideline (“N.”):

This year has been a challenging school year. P. has been my student for the past two years. He has always been diligent with his schoolwork, consistently studying. He never came to school unprepared, or without having completed his homework.

However, this year it seems like something has changed. He “forgets” his notebooks at home more and more frequently, and he daydreams during class. It’s as if he’s bored, as if nothing interests him anymore. Even in his exams, he’s not doing as well as before.

I wanted to find out what’s happening with him, to talk to him, but I don’t know how to approach him. He does have friends, the ones he’s always had, and it doesn’t seem like the other kids are bothering him. I thought maybe something is going on at home, something with his family.

The other day, I called his mother with the intention of understanding the situation better. I got the impression that his mother, with whom I spoke, got a bit offended. It’s as if she went on the defensive. I just wanted to inform her that I’m concerned about P. because his behaviour has clearly changed. Even his mood. He used to actively participate in class, ask questions, have inquiries… but now, nothing!

I need to find a way to talk to him, to approach him to understand what has happened. Such a change can’t be random. I don’t think it’s just my imagination.

Professional’s role guideline (“C.”):

I’m C., and I work as a psychologist at the X Child Protection Organization. A significant part of my job revolves around providing training and implementing prevention and awareness interventions within the school community, covering various topics.

Recently, I found myself at a school, conducting a prevention intervention with sixth-grade students. Our focus for this session was Internet safety. Most of the children showed genuine interest in the presentation. I always make an effort, whenever possible, to keep my presentations engaging and encourage active participation from the kids.

However, there were two particular students, P. and L., as I later found out, who appeared entirely disinterested in our topic. No matter how close I got to them or how animated my movements, they remained unfazed. They had even initiated their own conversation, from what I could overhear; they were discussing their successes in a game called “R”. This gave me a chance to spark their curiosity. I asked them, “Hey, kids, what’s this ‘R’ game you keep mentioning?”. They responded that it’s a popular video game. While they briefly seemed intrigued, their interest decreased quickly. After approximately five minutes, they resumed their conversation, paying no attention to what I was saying. To be honest, I felt somewhat disheartened. I had put in so much effort, cracked jokes to capture their attention, and yet nothing seemed to engage them.

At the end of the intervention, I inquired with the class teacher about these two students. She informed me that they had been behaving this way for the past year and that it wasn’t uncommon. Nevertheless, I couldn’t help but wish for an opportunity to have a conversation with them.

Points for the Group Discussion/Self-Reflection for Role-Playing Game (Step 5)

Here are some points for the first part of the discussion (in case you are studying this guide on an individual level, you may use these points as points for reflection):

  • What emotions do you believe the characters you portrayed might be feeling?
  • What emotions do you think the character represented by your partner may have experienced?
  • Do you think your Communication* with your partner went smoothly, or did you encounter any difficulties?
  • Is there something that could have been improved? Why or why not?
  • Are there any aspects that you believe might not go as smoothly in real life? Why or why not?

After completing the first part of the discussion on how to achieve improved Communication* with their conversation partner and reviewing the techniques of Empathic Active Listening* as outlined in the theoretical section of the guide, the participants can move on to the second part of the discussion. This part delves into the specific situation faced by the main character, “P.”. Here are suggested discussion points for this second part, along with their corresponding answers, where applicable:

Questions

  • Q1: Do you think our hero, “P.”, is facing any difficulties? If so, what are they?
  • Q2: What risks do you think a child may encounter online?
  • Q3: What do you know about the term “Internet Addiction Disorder*”?
  • Q4: What do you know about the term “Internet Gaming Disorder*”?
  • Q5: In what case can we say that there is a risk of Internet Gaming Disorder*?
  • Q6: Do you believe there is any relationship between violent video games/online games and violent behaviour in real life?
  • Q7: Can video games have benefits?
  • Q8: In what ways do you think adults can set boundaries for children’s use of electronic devices?

Answers

  • A2:
    • Risks related to content (offensive, violent, hateful, misinformative or fake content)
    • Risks related to Communication* (Cyberbullying*, Grooming*, Phishing*, Sexting*, Sextortion*, and negative interactions)
  • A3: Internet Addiction Disorder* is characterised by compulsive and problematic internet use that can negatively affect cognitive functions, social skills, sleep, and other aspects of one’s life. Although not officially recognised as a disorder, previous studies have identified subtypes such as Internet Gaming Disorder*, cybersex addiction, and Internet gambling disorder. Specific types of internet addiction include addictive cybersex, cyber addiction in relationships, addiction to online gaming, addictive web use or information overload, and computer addiction[46].
  • A4: Internet Gaming Disorder* was included in the appendix of the DSM-5 by the American Psychiatric Association. The DSM-5 presents diagnostic criteria, including preoccupation with gaming, experiencing negative symptoms when gaming is restricted, tolerance, unsuccessful control attempts, loss of interest in other activities, continued excessive use despite problems, deception, using games to escape negative moods, and jeopardising relationships or opportunities due to gaming[47].
  • A5: To diagnose this condition, an individual must display five or more of the symptoms mentioned above consistently for a minimum of one year. This disorder applies to electronic gaming, whether on the Internet or any other electronic device, although the majority of those with clinically significant issues predominantly engage in online gaming. Electronic gaming should result in “significant harm or distress” across various aspects of an individual’s life. Nevertheless, the DSM-5 clarifies that there isn’t enough data available to conclusively determine whether Internet Gaming Disorder* qualifies as an independent disorder or if it tends to co-occur with other conditions (e.g., depression, impulse control disorders, etc.)[48].
  • A6: So far, there isn’t a definitive answer regarding the link between violent video games and aggressive behaviour in children. This lack of clarity is understandable because establishing such a connection requires considering numerous intermediary factors (such as the child’s age, family dynamics, and temperament). Some studies[49] support the idea that there is no association between the two, and that participating in violent video games doesn’t predict increased aggression.

However, an increasing body of research and meta-analyses[50] suggests that high levels of engagement in violent video games are indeed positively correlated with an eventual increase in physical aggression. This correlation appears to be driven primarily by two mechanisms:

    • Desensitisation to violence and development of familiarity with it
    • Ethical disengagement from the impact of actions that take place in a game
  • A7:
    • Improve spatial perception and cognitive functions[51]
    • Enhance attention and phonological encoding* in children with dyslexia[52]
    • Aid in learning executive functions and decision-making[53]
    • Specifically, some “educational games” even support psychotherapy, especially in phobia-related matters, through the use of virtual and augmented reality (VR, AR)[54]
    • However, the benefits that electronic games bring to an individual also depend on the type of game in question[55]
  • A8 for Parents:
    • Be determined to set limits.
    • Be decisive and confident in your approach (tone of voice, body language), but also remain calm and tender.
    • Avoid feeling guilty.
    • Understand that your child may resist.
    • Expect that your child will test the boundaries.
    • Don’t expect immediate compliance with the rules.
    • Both parents should follow the same rules.
    • Set boundaries based on the child’s age and personality.
    • Avoid long gaps between unwanted behavior and consequences.
    • Focus your criticism on the behavior, not the child as an individual.
    • Remember: Overly rigid boundaries can make a child passive.
    • Provide alternatives for your child to release their energy, such as playing ball indoors or suggesting outdoor play.
    • Offer positive behaviour models for your child to imitate.
    • Remember to positively reinforce your child[56].
    • And some more practical advice for parents:
        • Spend time online with your children to teach them appropriate internet behaviour[57].
        • Check your credit card and phone accounts for unfamiliar charges.
        • Take time to sit with your child to watch him play, encourage, ask questions of interest
        • Find out which websites and devices your child is using to access the internet[58].
        • Take your child seriously if they report an uncomfortable online interaction.
        • Monitor whether the games, websites, and videos your child accesses online are age-appropriate[59].
        • Implement privacy settings and parental control programs, and use apps designed specifically for children, such as YouTube Kids[60]

      A8 for Teachers/Professionals:

  • Encourage open Communication*, closeness, and a trusting relationship between the child and their parent/guardian
  • Teach the child that their actions affect both themselves and others and have consequences.
  • Emphasise consistency and repetition when setting boundaries.
  • Promote positive discipline (rather than authoritarian or permissive approaches).
  • Reward the child when they follow the rules and accept the boundaries.
  • Expect extreme reactions from the child (crying, yelling, anger, aggression) when boundaries are enforced.
  • In general, it is recommended to:
    • Maintain open and honest dialogues with children.
    • Emphasise supervision of children’s online activities.
    • Focus on actively protecting children’s online identities[61].
    • Educate children about the benefits and risks of the internet[62].
    • Stress the importance of safeguarding children’s personal data[63].

 

As suggested by the World Health Organization (2019).

  • Children under the age of 2 should not spend time passively watching screens.
  • For children aged 2 to 5 years, it is recommended that they spend less than 1 hour of sedentary screen time in a 24-hour period.
  • For children 6 years and older, clear limits on screen time are suggested.
  • For children aged 7 to 9 years old, parental presence and parental control (e.g. activation of filters, shared family email address) is recommended.
  • For children aged 10 to 12 years old, parental supervision is recommended, as well as training the child to use social media – chatrooms safely.
  • For adolescents aged 13 to 15 years old, discussion and education on ethical and personal responsibility is recommended.

 The World Health Organization states that screen time should be replaced by other activities, allowing more time for interaction, physical activity and sleep.

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