Online Gambling and Youth
This lesson looks at the ways in which online gambling draws in youth and increases the risk that they will become problem gamblers.
First, Do No Harm: Being an Active Witness to Cyberbullying
In this lesson, students consider how difficult and complicated it can sometimes be to do the right thing. Students are asked to consider whether they agree with a number of widely-held moral principles and then are asked to consider a moral dilemma in which a number of moral principles are in conflict, reflecting on how their view of it may change based on the details of the scenario. They then explore the idea of weighing different moral principles against one another and develop their own moral dilemmas. Finally, students learn practical tools for deciding how best to intervene when they witness cyberbullying and apply those tools to moral dilemmas relating to cyberbullying.
From Ethics and Empathy to Making and Remixing: Extending Digital Literacy to the Secondary Grades
For more than a decade, MediaSmarts has been a leader in defining digital literacy in Canada. This is reflected in the elementary digital literacy framework we launched in 2015. The Use, Understand & Create framework is based on a holistic approach which recognizes that the different skills that make up digital literacy cannot be fully separated.
How Social Media Helps Teens Cope With Anxiety, Depression, and Self-Harm
By Dr. Sameer Hinduja of the Cyberbullying Research Centre
Content reposted with permission – original article from Cyberbullying.org
It is easy for many adults – whether educators or parents – to focus on the negatives of social media in the lives of teens today. This is understandable, because they are the ones who have to deal with the fallout when adolescents make mistakes online (cyberbullying incidents, sexting cases, electronic dating violence, digital reputation drama, and similar forms of wrongdoing).
Some reactions hurt more than you think
Before you react, ask yourself:
- Am I letting things go because I'm worried about making things worse for the person being targeted? Some things we do when we witness cyberbullying – even when we're trying to help – can make things worse, so it’s always a good idea to step back and think about the situation before jumping in.
- Am I letting things go because I don't like the target? It can be hard to feel bad for someone we don't like.
What starts as a joke can end up hurting someone
Lots of times kids will say they’re not bullying, they’re ‘just joking’ – in fact, it’s the number one reason for being mean online. Other times, people will play down how serious the situation really is.
Not reacting to cyberbullying can hurt as much as cyberbullying
How witnesses react can make a BIG difference in stopping cyberbullying and making it hurt less.
It can be hard speaking out when cyberbullying happens for a whole pile of reasons, but what you say and do is really important.
When you react the right way to cyberbullying you can turn things around
Ask yourself:
- Am I letting things go because I don't think I can do anything to help? Actually, what you do is super important. What witnesses do about bullying is actually one of the most important factors in how much someone is hurt by it and can go a long way in building positive online spaces.
- Am I letting things go because I'm worried about becoming a target? It's normal to be afraid that someone who's being mean might get mad at you if you do something public to defend the person they’re targeting.
On The Loose: A Guide to Life Online For Post-Secondary Students
On the Loose: A Guide to Online Life for Post-Secondary Students supports young adults who are experiencing both new freedoms and challenges in their post- secondary life.
Helping Kids Make an Impact When They Witness Cyberbullying
In 2015, MediaSmarts and PREVNet conducted a study of Canadian students – funded by TELUS – to find out how to give youth better advice and support when they witness cyberbullying. That research, Young Canadians' Experiences with Online Bullying, aimed to discover three things: what are the barriers to witness intervention in cyberbullying? What incentives can increase the likelihood of witness intervention? And which interventions are more or less likely to have a positive outcome?