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Teachers Guide

Writtenby:

AndrewYeager

StudentAssistanceCoordinatorCer isttifiedSchoolPsycholog

2009AndrewYeager

WARNING:Thecontentsanddepictionsinthisfilmmaybeupsettingtosomeviewers.

Pleasereadalldirectionsandguidelinespriortoviewing.

eBergenCountyPrAllrightsreserved.

SticksandStonesisproducedbyth osecutorsOfficeandChaseWilson.

Acknowledgements

ThankstothefollowingfortheirassistanceinthedevelopmentofthisTeachersGuide:

MattCoriMarkCosgroveRichDEliaDanFabrizioC sTaraVanLaereharlesKovac

KellyWeberFayYeager

Specialthanksto:

EileenYeagerFairLawnMiddleSchools

FairLawn,NJ

LieutenantJosephRampollaParkRidgePoliceDepartment

ParkRidge,NJ

DetectiveLieutenantAndrewDonofrioand

nCountyProsecutoBergenCounty,N.J.

2

TheBerge rsOffice

TableofContents

CastofCharacters .....................................................................................................................4

Introduction ...............................................................................................................................5

PriortoViewing ........................................................................................................................6

ViewingtheFilm .......................................................................................................................7

ProcessingtheFilm..................................................................................................................8

ImportantInformationonSuicide......................................................................................9

ClassroomActivities ............................................................................................................. 10 FilmReviewandDiscussionGuidelines.................................................................................. 11 Pre/PostTest .................................................................................................................................. 24 ClassroomDebate............................................................................................................................ 40 WhostoBlame? ............................................................................................................................... 48 DecisionTree .................................................................................................................................... 51 HowWellDoYouKnowYourselfOnline? ............................................................................. 55 AdditionalSuggestionsforClassroomActivities ................................................................. 59 PersonalInternetSafetyCommitment .................................................................................... 60

TeachersHelper.................................................................................................................... 62 EnduringUnderstandings ............................................................................................................ 63 CorrelatinglessonplansandclassroomactivitieswithLearningObjectivesandEssentialQuestions......................................................................................................................... 64 SuggestedOnGoingCurriculum............................................................................................. 65 SampleParentNotificationLetter............................................................................................. 67 MoreAboutPeerPressure ........................................................................................................... 68 MoreAboutSuicide......................................................................................................................... 69 TheTeenageBrainandDecisionMaking................................................................................ 71

ALetterfromtheWriter/DirectorofSticksandStones....................................... 73

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BehindtheScenes .............................................................................................................. 76

CastofCharacters

4

Brandon DeMarco

Lindsay Boone

Corey (Lindsays boyfriend)

Steve (Coreys friend)

Kristen (Lindsays friend)

Alyssa (Lindsays friend)

Ryan (Brandons friend)

Zach (Brandons friend)

IntroductionThefilmSticksandStonesisacomprehensivelookatseveralrelevantissuesfacingteenstoday,particularlyregardingthedangersofinternetbullying,harassment,peerpressure,peerconflict,hatespeechandsuicide.Thefilmalsoighlightsthedangersinherentinonlinecommunicationsandprovidesaforumfor

gies.hdiscussingeffectiveconflictresolutionskillsandsocial/emotionalcopingstratehefilmshouldbeconsideredonlyonepartofanoverallprogramfocusingonnternetsafetyinparticularandcopingandcommunicationskillsingeneral.TII

ncludedinthismanualare:

etailedguidelinesforviewinganddiscussingthefilm;D

APre/PostTesttopreparestudentsforthefilmandsubsequentlessonswhichmayalsobeusedasatooltomeasureanddemonstratetheeducationalbenefitsandimpactofthefilmandrelatedactivities;

varietyofclassroomassignmentsandactivities;A

SpecificLearningObjectivesandEssentialQuestionsforeachassignmentalignedwithDepartmentofEducationCoreCurriculumContentStandards1;

listofsampleEnduringUnderstandingstohelpdesignandguidelessonlans;Ap

dditionalinformationonadolescentpeerpressure,suicideawareness,anddolescentdecisionmakingskills;Aa

Suggestionsforongoingcurriculumdevelopment;

Usefullinksa

ndresourcesforadditionalinformation.

1 All subject area standards and objectives are based on the New Jersey Department of Education Core Curriculum Content Standards. For more information, see: http://www.state.nj.us/education/cccs/

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PriortoViewing

WARNING:Ifthisfilmisbeingshowninaschooldistrictortownwheretherewasarecentsuicide,consultyouradministrator,schoolpsychologist,studentassistancecounselor,andothermentalhealthprofessionalspriortoviewing.Priorto toothers,teachersorgroupfacilitatorsshould:showingthisfilm

Previewthefilm.

Reviewtheguidelinesonviewingandprocessingthefilm

Reviewtheincludedlessonplanstohelpdesignpreparatoryandfollowupactivitiesthatwillreinforcethelessonsbroughtoutinthefilm,guidediscussions,andensurecompliancewithschooldistrictlearningobjectivesandstatemandatedcorecurriculumcontentstandards.

Makearrangementstoensurethepresenceofschoolcounselorsorothercommunitymentalhealthprofessionalsduringtheviewingandimmediate

processingofthefilm.

ConsiderusingtheSampleParentNotificationLetteronpage65.

Considertheaudience.Thefilmisdesignedforstudentsinhighschoolandabove,butalwaysattheteachersdiscretion.Differentgrades,agelevels,anddevelopmentalissuesshouldbeconsideredwhendecidingwhoshouldviewthefilmandhowitshouldbeprocessed.

Considertimerestrictions.Thefilmshouldbeshowninitsentiretyduringonesitting,makingsurethatyouhaveadequatetimeforprocessingthefilmandsurveyingtheemotionalstatusofaudiencemembers.Thetypicalclassperiodmaynotprovidesufficienttime.Blockschedulingandlabperiods

mayresolvethisproblem,butotheroptionsinclude:

o Conductingtheprograminanassemblyformat.Thisprovidessufficienttime,aswellasaccesstotheenhancedaudiovisualequipmentinmostschoolauditoriums.Butdiscussionofthefilmworksbetterinrelativelysmallgroupsandmakesiteasiertomonitor

studentsreactions;

o Wheneverpossible,begindiscussionsandrelatedactivitiespriortoshowingthefilm.Thiswillallowtheteachertoguidestudentsinconsideringrelevantideasandtopicspriortoviewing.Someoftheactivitiesinthismanualmaybeusedpriortoviewingthefilm.

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ViewingtheFilmtisstronglyrecommendedthatthefollowingguidelinesarefollowedwhenviewinghefilm:It

Schoolcounselorsmustbepresentduringtheviewingofthisfilm.Thesubjectmatterislikelytogenerateemotionalreactionsamongviewersparticularlyintheareasofbullying,victimization,harassment,hatespeech,homophobia,socialisolation,grief,lossandsuicide.

Projectthefilmonalargescreen.Thisfilmportraysthecurrent

communicationmethodscommonlyusedbyadolescents,particularlytheuseofinstantmessaging(oncomputers)andtextmessaging(oncellphones).Muchoftheimportantconversationsinthefilmactuallytakeplaceinthisformat.Asmalltelevisionmonitorwillmakeitdifficultforaudiencememberstoreadkeymessagesbeingsentovercomputersandcellphones.

Useagoodsoundsystem.Thedialogue,backgroundcomments,andmusicalsoundtrackhaveallbeencarefullydesignedtotellthestorybasedonrealisticadolescentexperiencesandbehaviors.MakesurethataudiosettingsontheDVDplayeraresettostereo.

Watchforemotionalreactionsamongaudiencemembers.Beawarethatpeoplewillhavedifferentreactionstothefilm(refertothenextsectiononProcessingtheFilmforexamplesofwhattolookfor).Notifyacounselorimmediatelyifyouobserveanyunusualreactionorbehavior.

Itisrecommendedthatastaffmemberispresentattheexit(s)oftheroom.Studentswhoattempttowalkout(foranyreason)shouldbeassessedandmonitored.Ifthestudentlooksupsetinanyway,notifyacounselorimmediately.

Studentswhoappearupsetshouldbemonitoredcloselyfortheremainderoftheday.Contacttheparentofanystudent(s)whoappearsupset.Followupcontactwithimpactedstudentsshouldcontinueasneeded.

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ProcessingtheFilm

es.AcriticalwindowofopportunityopensafterviewingthefilmSticksandStonTheemotionalimpactofthefilmcreatesfertilegroundtoteachandreinforceelevantlessons,enhanceselfawareness,andraisethecommitmenttopositiverbehaviorchange.Takeadvantageofthisopportunitybyincorporatingthediscussionguidelines,essonplans,classroomactivities,andthePersonalInternetSafetyCommitmentlincludedattheendoftheassignmentsection.mmediatelyfollowingthefilmpresentation,beginwithaclassroomdiscussionofItheinitialimpactandsalientfacts.hismanualprovidesyouwithacomprehensiveoutlinetofacilitatethisgroupiscussion(seetheFilmReviewandDiscussionsectionbelow)Td

IMPORTANT

Monitorstudentsreactionscarefully.

Themostcommondifficultiesmayinclude:

CryingAngerorirritabilityAgitationoranxiety

Somaticcom ,dizziness)plaints(headaches,nauseaRefusaltodis dinthefilmcussthefilmorspecificissuesraise

AttemptstoleavetheclassInappropriatecommentsorjoking

Notifyacounselorimmediatelyifyouobserveanyunusualorintensereactionsorbehaviors.

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ImportantInformationonSuicidehefilmSticksandStonesisabullyingpreventionprogram.ItisnotintendedforTuseasasuicidepreventionprogram.owever,thefilmprovidesauniqueopportunitytoraiseawarenessofthenatureofH

suicideandrelatedtopics.

lea P

se remembertwoimportantissuesregardingsuicide:

1. Suicideistypicallytheresultofcomplexfactors,andisrarelycausedbyaentalsingletriggeringevent.Themostcommoncorrelatesofsuicidearem

illness(usuallysomeformofdepression)orsubstanceabuse.2. Adolescents,especiallywhendistraught,oftenbelievethattheywillalways

feelthewaytheydonow.Coupledwithpoorimpulsecontrolandlackofeffectivecopingskills,theriskofsuicidalideationorintentcanincrease.

herefore,whenprocessingthefilmwithstudents,facilitatorsshouldconsidernd/orTa

addressthefollowing:

Anystudentexhibitingdepression,substanceabuse,excessiveangerorimpulsivity,orexperiencinganyemotionallychargedsituation,isataheightenedriskforalltypesofselfdestructivebehavior,andshouldbereferredtoacounselor;

Helpstudentsunderstandthatsuicideispermanent.Suicidalteensoftenseesuicideasatemporarysolutiontoapermanentproblem.Althoughthiscanbedifficult,helpstudentsrealizethatproblemsaretemporary,nomatterhowbigorpainfultheymayseeminthemoment.

In the film, Brandon not only reacted to a temporary situation, but also to aim.misunderstanding:hebelieveditwasLindsaywhowassayingcruelthingstoh

Thefollowingboxshowsthedifferencebetweenrationalandirrationalthinkingegardingsuicide.Helpstudentsexplorethedifferenceandreinforcetherealisticeliefsystem.rb

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Irrationalbelief

Suicideisatemporarysolutiontoapermanentproblem.Andevenifitispermanent,Iwillalways

tefeelthewayIdonow,sosuicideisanappropriachoice.

Realisticbelief

Suicideisapermanentsolutiontoatemporaryproblem.AndeveniftheproblemsImdealingwithnowarebig,theywillnotlastforeverandtherearepeoplewhocanhelpmeresolvethem.

ClassroomActivities

FilmReviewandDiscussionGuidelines

Pre/PostTest(andDiscussion)

ClassroomDebate

WhostoBlame?

DecisionTree

HowWellDoYouKnowYourselfOnline?

AdditionalSuggestionsforClassroomActivities

PersonalInternetSafetyCommitment

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FilmReviewandDiscussionGuidelines

RelevantNJCCCStandards:(2.1.12F.2)Analyzetheimpactofphysicaldevelopment,socialnormsandxpectations,selfesteem,andperceivedvulnerabilityonadolescentsocialandeemotionalgrowthandbehavior.2.1.12F.3)Analyzehowpeernormsandexpectations,theavailabilityofweapons,(substanceabuse,mediaimagesandpoorrolemodelscontributetoviolentbehavior2.1.12F.4)Predicttheconsequencesofconflict,harassment,bullying,vandalism,(andviolenceonindividuals,families,andthecommunity.2.2.12B.1)Evaluatefactorsthatinfluencemajorhealthdecisionsandpredicthow(thosefactorswillchangeorconflictatvariouslifestages.6.2.12E.9)Discusstheimpactoftechnology,migration,theeconomy,politics,and(urbanizationonculture.8.1.12B.2)Exhibitlegalandethicalbehaviorswhenusinginformationandechnology(t

SeetheTeachersHelpersectionforsuggested:EnduringUnderstandingspage61.

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LearningObjectivesandEssentialQuestionspage62.

AlthoughthefilmSticksandStonesraisesmultipleissues,itisstronglyrecommendedthatthefollowingbeaddressedafter

everyviewing:Onlinecommunications:

Onlinecommunicationsoftenleadtomiscommunicationsandmisunderstandings;

Postinginappropriatepicturesofoneselfisriskyandpotentiallydangerous,regardlessofanypromisesorexpectationsofconfidentiality;

Oncesomething(words,photos,videos)ispostedonline,itmightremainaccessibleontheInternetforever;

Bullying:

Bullyinghasimplicationsanddangersfarbeyondwhatmostpeoplecanimagine,andextendbeyondthevictimtocountlessothers,includingthebully;

Homophobiaandracismaredisrespectfulandinappropriateandshouldneverbetolerated;

Suicide:

Suicideisneverarationaloreffectiveresponsetobeingbullied,oranyothersocialoremotionalissue;

Suicideisoftenprecededbywarningsigns(seepage67foralistofthemostcommonsuicidewarningsigns).Thesewarningsignsshouldalwaysbetakenseriously;Notifyacounselor,teacher,ormedicalprofessionalimmediatelyifapersonexhibitsanysuicidewarningsign.

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Ifanystudentisparticularlyupsetafterviewingthefilm,remindthemthatSticksandStonesisafictionalstorythatwascreatedtohighlightthedangersandinappropriatenessofbullying.

FilmReviewandDiscussion

Thissectionguidestheteacherinfacilitatingagroupdiscussionaboutthefilm.Specificquestionsareprovidedtoaddressthemultipleandcomplexissuesraisedinhefilm.Summaryexplanationsandadditionalpointstoconsiderfolloweachuestion.tqYoumayalsorefertothedetailedexplanationsprovidedinthePre/PostTestiscussionsectionofthismanualforadditionalinformationtoassistintherocessingofthefilm.Dphenprocessingthefilm,continuetolookforsignsthatstudentsmaybehavingarticular y.Themostcommondifficultiesinclude:Wp

difficult

Crying

Angerorirritability

Agitationoranxiety

hes,nausea,dizziness,etc.) icissuesraisedinthefilmSomaticcomplaints(headac

RefusaltodiscussthefilmorspecifAttemptstoleavetheclass

InappropriatecommentsorjokingReferstudentsexhibitinganyoftheabovereactionstoacounselor.

Inadditiontoclassroomdiscussion,youmayalsoselectsomeofthediscussionquestionstobeusedforshortanswerwriting,persuasiveessaytopics,orother

classroomactivities.

Youmayalsoprinteachquestiononaseparateindexcardandhavestudentspickoneatrandom,givingthemanopportunitytoanswerthequestionfirstbefore

openingupthediscussiontotheclass.

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DiscussionQuestions:(seenextpagefordiscussio

1. HOWDOYOUFEELAFTERWATCHINGTHISFILM?

nguidelines)

2. ISANYONETOBLAMEFORBRANDONSSUICIDE?

3. DIDLINDSAYDOENOUGHTOPREVENTCOREYFROMBULLYINGBRANDON?

4. WH TA WASTHEROLEOF:

a. COREY? b. STEVE(Coreysfriend)?c. ALYSSAANDKRISTEN.

(Lindsaysfriends)? hehallway,library,schoolbus)?d THEKIDSATSCHOOL(int

e. BRANDONSFATHER?f. THETEACHER/SCHOOL?

5. HOARETHEVICTIMSINTHISFILM?W

6. INWHATWAYSAREINTERNETBULLYINGANDREALLIFEBULLYINGTHESAME?INWHATWAYSARETHEYDIFFERENT?HOWDOESTECHNOLOGYMAKEITEASIERTOBULLYOTHERS?

7. WHATARETHERIGHTSANDRESPONSIBILITIESOFTHEBYSTANDERWHENSOMEONEISBEINGBULLIED?

8. HOWEASYISITTOASSUMESOMEONEELSESIDENTITYONLINE?

9. WHATARESOMEOFTHEDANGERSOFUSINGTHEINTERNETORCELLPHONESTOSHARECOMPROMISINGPHOTOS?

10. WHYDOYOUTHINKHATESPEECH(racism,homophobia,sexism,etc.)ISSOOFTENUSEDWHENBULLYING?

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11. WHATCANBEDONETOADDRESSORPREVENTBULLYING?

GUIDELINESFORANSWERINGDISCUSSIONQUESTIONS1. HOWDOYOUFEELAFTERWATCHINGTHISFILM?

Assiststudentsinidentifyingandexpressingfeelingsofanger,sadness,anxietyandfear.Somemayalsoexperiencefeelingsofguilt,remorse,orshameiftheyhavebulliedothers,especiallyifitledtoconsequencesforthevictim.Manystudentshaveahistoryofbeingbullied,andsomehaveahistoryofsuicidalthoughtsorattempts.Thesestudentswilllikelyexperienceheightenedfear,anxiety,oranger.Allowstudentstoexpresstheirreactionsfreelyandwithoutfearofjudgment.Bullying,victimization,peerconflict,hatespeechandsuicidearealllikelytobringingupwiderangingandpowerfulfeelings.

2. ISANYONETOBLAMEFORBRANDONSSUICIDE?

Helpstudentsunderstandthedifferencebetweenhurtingothersandcausingasuicide.Thisisacomplexissueandhardforadolescents(andadults)tounderstand.Rarelydoessuicideresultfromasingletriggeringevent.Suicideismoreoftentheresultofmultiplefactors,usuallyinvolvingsomeformofmentalillness.This,however,doesnotabsolveteenagersfromassumingresponsibilityfortheirbehaviortowardsothers.Despitethatfactthatoneeventmaynotbethesolecauseofasuicide(orothersignificantconsequence),thoseinvolvedinharassmentorbullyingwilllikelylivewithfeelingsofguiltandremorsefortheirbehaviorandperceivedroleintheutcomeofotherschoices.NooneistoblameforBrandonssuicide.Severaleoplearetoblameforthebullying.op

IMPORTANT:Often,apersonwhoissuicidalexhibitswarning maybesignsthatothers

awareof,butnotnecessarilyassociatewithsuicide.DiscussthesuicidewarningsignslocatedintheTeachersHelpersection.

. DIDLINDSAYDOENOUGHTOPREVENTCOREYFROMBULLYINGBRA

3

15

NDON?

IsLindsaycruel,weak,orjustanothervictimofpeerpressure?Moststudentssittingintherelativesafetyofawelllitclassroomonabrightschooldayarequicktocomeupwiththerightanswer:CertainlyLindsay

couldhavedonemore.Butwhenteenagers(oradults)findthemselvesintheheatofthemoment,theyaremorelikelytooptforthesafetyofgoingalongwiththecrowd,particularlyifthecrowdconsistsofotherswhoareperceivedashavinghigherstatus.ResearchbyPaulSlovicandothersconfirmsthatpeoplearelesslikelytoconsiderrisksandconsequenceswhentheyareengagedinactivitiesseenasbeneficial(peerinclusion)orwhentheyfindthemselvesintheheatofthemoment.2(SeeanswerguidelinesforQuestion#11inthePre/PostTestAnswerKeyandiscussionsectionandMoreAboutPeerPressureintheTeachersHelpersectionforD

amoredetaileddiscussion.)This,however,isagreatopportunitytohelpstudentsunderstandthatpeerpressurecanbecumulative,andthatitiseasiertotakeastandwhenthestakesarenotsohigh.Inthefilm,LindsaysinabilitytopreventCoreyandtheothersfromassumingheronlineidentityandbullyingBrandoncouldbearesultofherinabilitytostandupforBrandonatthepartywhenCoreyconfrontedhiminthekitchen,askinghimWhoinvitedyou?andLindsayjustturnedawaysayingnothing.ThisinturncouldhavebeenanoutgrowthofherinabilitytoadmittoherfriendsthatsheinvitedBrandontotheparty,whichultimatelycouldbetracedbacktoherinabilitytoacknowledgethatsheandBrandonarefriends(intheearlyscenesatschoolorontheschoolbus).Herinabilitytotakeastandatthebeginning(whichismucheasier)ledtomoredifficultsituationswheretakingastandwasmuchharder.

TheCumulativeEffectof eerPressureintheFilmP

Furtherdiscussion:Seeifstudentscanidentifytimeswhenabadsituationcouldhavebeenavoidediftheytookastandbeforethingsreachedthepointofnoreturn.

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2 Slovic, Paul, The Perception of Risk, (2000) pp xxiv, 419.

4. H T EROLEOF:W

A WASTH

a. COREY?AssiststudentsinidentifyingCoreysmotivationforbullyingBrandon.HowmuchofCoreysbehaviorwasmotivatedbyinsecurity?Entertainment?Showingoff?EstablishingpowerandcontrolinhisrelationshipwithLindsay?(SeeanswerguidelinesforQuestion#1inthePre/PostAnswerKeyandDiscussionsectionforalistofreasonswhykidsbullyothers.)

b. STEVE(Coreysfriend)?

ManystudentswillseeSteveascomplicitinCoreysbullyingofBrandononthecomputer.Thisisaccurate.Although,eachofthefriendsispickinguponeachotherscues.Thiscancreateasnowballeffectthatignitesuicklyandgrowsexponentially.Often,friendsactaseachothersudienceinsocialsituations.qa

c. ALYSSAANDKRISTEN(Lindsaysfriends)?AlthoughAlyssaandKristenarebothencouragingtheonlinebullying,somestudentsmaybeperceptiveenoughtoseeadifference:KristenrespondstoLindsaysattempttostopthebullyingbytellinghertolightenup.Alyssaismoreovertlyencouragingthebullying;Kristenakessomeattempt(albeitaweakone)tostopCorey,sayingtohim:Thatsmessedup,Corey!m

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d.

THEKIDSATSCHOOL(inthehallway,library,schoolbus)?Teenagersliketoseethemselvesasuniqueindividuals,consciouslyresistingconformity.Yetwhenitcomestopeers,manyteensarenotabletoriskrejectionbystandingapartfromthecrowd.Moreoftenthanwe(orteens)liketoadmit,adolescentsoccasionallyfindthemselvesinsituationswherethepressuretogoalongwiththecrowdcouldoutweighsomeoftheirdeeplyheldbeliefs,ethicalstandards,anddesiresforpersonalsafety.

WasStevereactingtoCo eysbehavior,orwasherin fluencedbywhathethoughtCoreywantedhimtodo?

WasthismoreaboutbullyingBrandonorgoingalong

withfriends?

Inanattempttobuildcamaraderie,peopleorgroupssometimesscapegoatoneormoreindividualsasawayofreinforcingtheirowngroupcohesion.Unfortunately,thismaybedoneatanothersexpense.Thisdynamicpartlyexplainsarangeofsocietalissues,fromracism,omophobiaandgeneralintoleranceonalargescaletorelationalggressionandostracizingofaparticulargirlinmiddleschool.ha

e.

BRANDONSFATHER?WhenCoreyandthegrouparebullyingBrandononthecomputer,BrandonsfatherknocksonthedoorandasksBrandonifheisOK.BrandonscreamsImfinebutisclearlydistraught.WouldthingshavebeendifferentifhisfatherpickeduponhowdistraughtBrandonsoundedanddidntjustwalkaway?Considerhowoftenteenagersspeakthiswayotheirparents.IsitpossiblethatBrandonsfatherhasbecomeesensitizedtotheheightenedemotionaloutburstsfromateenageson?td

f. THETEACHER/SCHOOL?

Shouldtheteacherintheclassroom(ortheschoolingeneral)havebeenmoreobservantregardingtheuseofcellphonesintheclassorschool?Keepinmindthatadolescentsareskilledintheabilitytowriteandsendtextmessages,evenwithoutlooking.Whataboutmonitoringstudentsinthehallwayorinthelibraryscene(whenBrandonisbeingtaunted)?

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Helpstudentsconsider:

Whethertheirparentsareanessentialpartoftheirsupportsystem.Whichotheradultsintheirlivescanbeincludedintheirsupportsystem?Whataresomeoftheobstaclespreventingstudentsfromutilizingadultsupportwhentheyneeditmost?

5. WHOARETHEVICTIMSINTHISFILM?

All students are victims of bullying, whether they are direct bullies, victims or bystanders. As discussed in Question #7 below, bullying not only affects those involved, but also perpetuates a climate of vulnerability and tension for everyone. The ripple effect of a suicide impacts countless others. Help students consider the more obvious effects on:

Brandon Lindsay Corey Steve (Coreys friend) Alyssa and Kristen (Lindsays friends) Zach and Ryan (Brandons friends) Brandons parents

Now consider the less obvious, but still significant effects on:

Brandons extended family: grandparents, uncles, aunts, cousins, etc. Anyone who taunted Brandon at school The person(s) who had a locker next to Brandon The students who sat next to Brandon in class Brandons teachers (past and present) Other friends of Lindsay, Corey and Brandon Brandons neighbors Anyone who ever had a friend or relative commit suicide Anyone who ever experienced the death of a teenager for any reason Whoever found Brandons body hanging from the bridge The police / EMT personnel who had to retrieve the body The doctor/medical examiner who had to pronounce Brandon dead The police officer / medical personnel who had to notify Brandons

parents Friends and co-workers of Brandons parents Coaches Clergy The overall neighborhood / community Anyone who ever knew Brandon

IMPORTANT: Some people attempt suicide in a misguided attempt to punish others. Help

students explore the irrationality of this idea. Notify a counselor immediately if a student exhibits significant anger and/or makes any comment implying the appropriateness of using suicide to express

anger or to get back at others

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6. INWHATWAYSAREINTERNETBULLYINGANDREALLIFEBULLYINGTHESAME?INWHATWAYSARETHEYDIFFERENT?HOWDOESTECHNOLOGY

MAKEITEASIERTOBULLYOTHERS?

Thereasonsthatpeoplebullyothersonlineorwithcellphonesaresimilartothereasonspeoplebullyingeneral.ButsomeofthereasonsforbullyingarespeciallyprominentwiththeuseoftheInternetandcellphones,inparticular:

efalsesecurity,relativeanonymity,entertainmentvalue,andimpulsivity.Technologyprovidesasaferandmoreimmediateforumforbullying.Communicationincyberspacemakesiteasiertosaythingsthatwouldntordinarilybesaidinfacetofacecommunications,andinteractingwithsomeoneinavirtualworld,oftenfromtherelativesafetyofonesownroom,createsafalsesenseofsecurityandsafety.(SeeanswerguidelinesforQuestions#1and#9inthePre/PostAnswerKeyandDiscussionsectionforamoredetaileddiscussion.)Inthepast,victimsofbullyingwereabletofindasafehavenbycominghome.ow,cyberbullyingcreatesaroundtheclockaccesstobullyingandictimizationeveninapersonsownbedroom.NvFormostpeople,postingmessagesonlinefallssomewherebetweenfacetoface

communicationandwritinganonymousgraffitionabathroomwallnotfantasy,butnotquitetherealworldeither.

. WHATARETHERIGHTSANDRESPONSIBILITIESOFTHEBYSTANDER7

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WHENSOMEONEISBEINGBULLIED?

Whenconsideringthenegativeeffectsofbullying,mostpeopleareawarethatthevictimismostimpacted.Somemayalsorecognizethepotentialnegativeconsequencesforthebully.Butthebystanderinmanywayssharestheconsequencesofboththebullyandthevictim.Theymightempathizewiththevictimssenseofanger,hurt,fear,humiliation,andinjustice,aswellassharingsomeofthebullyssenseofguiltandremorse.Bystanderseitherfeeltheycantdoanythingaboutbullying(leadingtofeelingsofpowerlessness,vulnerabilityandchronicanxiety)orknowthattheycouldhavedonesomethingbutdidnt(leadingtofeelingsofguiltandremorse).Itisimportanttohelppeople

recognizethatwitnessingbullyinghasadirectimpactonthem,evenwhennothingisdirectedtowardsthemornothingcatastrophichappensasaresult.Inddition,bullyingperpetuatesaclimateofvulnerabilityandtensionforaeveryone.Althoughthereisnouniversallyacceptedprofileofaschoolshooter,theonethingmanyhaveincommonisthefactthattheywerevictimsofchronicullying.Retaliatoryviolence,substanceabuse,eatingdisorders,selfinjury,

.bdepression,andsuicideareallpotentiallysignificantconsequencesofbullyingBystandersaremorelikelytodosomethingaboutotherpeoplebeingbulliedwhentheyrealizethattheysufferalongwiththebullyandthevictim.Thisealizationmightbenecessarytogiveapersonthemotivationtodotherighthing.rt

8. HOWEASYISITTOASSUMESOMEONEELSESIDENTITYONLINE?

Theinabilitytoseewhomyourecommunicatingwithonlineorintextmessagesisfurthercomplicatedbytheillusoryreassurancethatcomesfromseeingascreennameorcellphoneidentification.Itiseasytoassumethatanonlineidentificationispositiveproofthatyoumustbetalkingwithwhomyouthinkyouretalkingto.Butthisonlyshowswhichonlineaccountorcellphoneisbeingusedtosendinformation,andNOTwhoisactuallyworkingthatparticularkeyboard.Manystudentsremainloggedintoemailandsocialnetworkingsitesathome,andcellphonesarealwaysloggedintoanetwork.Howeasyisittograbsomeonescellphoneandsendatextmessagetoanyone,includingeveryoneintheiraddressbook?Inaddition,howmanyteenagerssharetheirusernamesandpasswordswithothers?(SeeanswerguidelinesforQuestions#4and#5inthePre/PostAnswerKeyandDiscussionsectionforamoredetaileddiscussion.)

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9. HATARESOMEOFTHEDANGERSOFUSINGTHEINTERNETORCELLWPHONESTOSHARECOMPROMISINGPHOTOS?Adisturbingtrendhasemergedamongadolescentsregardingthesharingofcompromisingpicturesonlineandthroughcellphones.Takingandsendingnakedorotherwiseprovocativepicturesofoneselforothers(recentlyreferredtoassexting)hasbecomeacceptedandevenexpectedamongmanyteens.The

moreadolescentsseethesepicturesbeingsharedonsocialnetworkingsitesandascellphonepicturemessages,themoreaccepteditbecomes,whichleadstomoreandmoreteenagersdoingit,thusfurthernormalizingthebehavior.Andvenwhenpicturesaretakenandsentforfun,thesepicturescanbealteredandesenttoanyone.er

Inthefilm,BrandonsendsatoplesspictureofhimselftoLindsaywhichCoreyfoundonhercomputerandresentit altered)asawaytohumiliateBrandon.(

Therearepotentialpsychological,socialandlegalconsequencestothisbehavior.Fewadolescentsconsidertheimpactontheirselfesteemandreputation,aswellasthepotentialconsequencesforpresentandfuturedatingrelationships.Often,picturesaresharedbetweenfriendsorboyfriends/girlfriendswithanexpectationofconfidentiality,butifthereisafightorabreakup,thosepicturescanbesharedfreely.Teensrarelyconsiderthepotential(andserious)legalramificationscreatingorsendingpicturesofthemselvesorotherscouldleadtochargesandprosecutionforcreatingordistributingchildpornography.

(SeeanswerguidelinesforQuestions#6,#7and#8inthePre/PostAnswerKeyandDiscussionsectionforamoredetaileddiscussion.)

22

10. WHYDOYOUTHINKHATESPEECH(racism,homophobia,sexism,etc.)ISSOOFTENUSEDWHENBULLYING?Bullyingisanattempttoelicithurtandfearinthevictimwhilebuildingcoalitionsamongthosewhoarebullying.Hurtisachievedthroughoffensivelanguage.Fearcanbecreatedthroughthreatsofphysicalharm,butalsothroughfearofrejectionandexclusion.Fewthingsinadolescenceareaspainfulasbeingostracized(rejected)andpubliclyhumiliated.Forcingsomeoneintofeelingthattheyarealone(orintheminority)canheightenfeelingsofvulnerability.Hatespeechisoftenusedasaneffectiveshortcutintheattempttohurt,humiliate,ostracize,andcreatefeelingsofvulnerability.(SeeanswerguidelinesforQuestion#15inthePre/PostAnswerKeyandDiscussionsectionforamoredetaileddiscussiononwhyhatespeechisoftenusedwhenbullying.)

11. WHATCANBEDONETOADDRESSORPREVENTBULLYING?Oncestudentsrealizethepotentialconsequencesforthebully,victimandbystander,theyaremorelikelytowanttodosomethingaboutit.Themainobstaclestospeakingoutare:thefearofretaliation,thinkingthatyouareintheminorityforspeakingout,feelingasifyoudonthavethesupportfromotherstospeakout,anderroneouslybelievingthatbullyingisnormal(kidswillbekids).Itisimportantforpeopletounderstandthatthesearetheverydynamicsthatbullyingisbasedupon.Realizingthatthemajorityofpeopledisapproveofbullyingcangoalongwaytowardshelpingkidsbelievethattakingastandagainstbullyingactuallyputstheminthemajority.Childrenneedtotrustthatauthorityfiguresarealsounwillingtoacceptbullyingandarealliesintheattempttoeradicatebullying.Theyneedtoidentifytheirsupportsystem,whichypicallyincludesfriends,parents,teachers,schoolcounselors,schooltadministrators,andlawenforcementpersonnel.Bystandersarethekey.Theyserveasamicrocosmofsocietyandthereforesetthetoneforwhatisacceptablebehavior.Bullying,particularlywhenitisbasedonhatespeech,racismandhomophobia,canbereducedonlywhenchildrenacceptthatthisbehaviorisunacceptabletothemandhurtseveryonewhetheritisthebully,thevictim,orthebystander.

23

IdentifyingaSupportSystem

Itisimportanttohelpstudentsidentifytheirsupportsystemorbullying,victimization,oranyotherdifficultsituationPRIORftothetimeitsactuallyneeded.Supportsystemsaredifferentforeachperson,butshouldconsistof:

ParentsExtendedfamily(uncles,aunts,grandparents)

hologists,GuidanceSchoolcounselors(SACs,SchoolPsycrs)

andschooladministratorsCounselo

rs Teache

CoachesClergy

LawenforcementTalkingwithfriendsisanimportantandoftenbeneficialsourcefsupportformostteenagers,butanyhealthysupportsystemhouldincludeadultsaswell.os

Pre/PostTest

RelevantNJCCCStandards:2.1.12F.3)Analyzehowpeernormsandexpectations,theavailabilityofweapons,(substanceabuse,mediaimagesandpoorrolemodelscontributetoviolentbehavior2.1.12F.4)Predicttheconsequencesofconflict,harassment,bullying,vandalism,(andviolenceonindividuals,families,andthecommunity.2.2.12A.4)Employstrategiestoimprovecommunicationandlisteningskillsand(assesstheireffectiveness.2.2.12B.1)Evaluatefactorsthatinfluencemajorhealthdecisionsandpredicthow(thosefactorswillchangeorconflictatvariouslifestages.

ingdecisions.(2.2.12B.4)Analyzetheuseofethicsandpersonalvalueswhenmak(3.5.12B.1)Analyzemediaforstereotyping(e.g.,gender,ethnicity).(3.5.12C.1)Useprintandelectronicmediatextstoexplorehumanrelationships,ewideas,andaspectsofculture(e.g.,racialprejudice,dating,marriage,family,andnsocialinstitutions).6.2.12E.9)Discusstheimpactoftechnology,migration,theeconomy,politics,and(urbanizationonculture.8.1.12B.2)Exhibitlegalandethicalbehaviorswhenusinginformationandechnology(t


24


Pre/PostTest

eoplewhoareharassedorbulliedhavedonesomething

TRUEorFALSE1. Ptodeserveit.

2. Peoplewhoareharassedorbulliedtendtobeunpopular.

ed.

TRUEorFALSE

3. Mostpeopleknowwhytheyarebeingharassedorbulli

TRUEorFALSE

4.

5.

Peoplealwaysknowwhotheyaretalkingwithonline.omepeoplesharetheirusernameandpasswordwith

TRUEorFALSE

TRUEorFALSESfriends.anypeopleseeinappropriateimagesofsomeonethey6. M

knowonline.anyteenspostinappropriateimagesofthemselveson

TRUEorFALSE

7. Mline.anyteenshavepostedinappropriatepicturesofothers

TRUEorFALSE

8. Monline.ostteenshaveharassedorbulliedatleastoneother

TRUEorFALSE

9. Mpersononline.

TRUEorFALSE

10.

11.

Mostteenshavebeenharassedorbulliedonline.havewatchedwhilemyfriendsharassedorbullied

TRUEorFALSE

TRUEorFALSEIsomeoneelseonline.eoplewhoareharassedonlineusuallyknowthe12. Pdifferencewhenitsseriousorjustfoolingaround.oolingaroundbypretendingtobesomeoneelseonline

TRUEorFALSE

13. Fcanleadtotragicconsequences.henwitnessingafriendbullysomeoneelse,mostpeople

TRUEorFALSE

14. Wwillstepintopreventit.eensuseracist,homophobic,orotherformsofhatepeechwhenbullyingorharassingsomeoneelseonline.

TRUEorFALSE

1

5. Ts

TRUEorFALSE

25

CIRCLE

Pre/PostTest

AnswerKeyandDiscussion

hissectionprovidestheteacherwithadditionalinformationtohelpfacilitateaiscussionaboutthePre/PostTest.Tdlongwiththeadditionalinformationabouteachissue,thissectioncontainsvariousarkerstoconnectthetopicstothefilmSticksandStones.

AmThePre/PostTestcanbeusedsolelyforclassroomdiscussionandasameanstoenhanceawarenessamongstudentsregardingbullying,Internetsafety,andtheirownonlinebehaviors.Itcanalsobeusedasanassessmenttooltodemonstratethatthefilmand/orotherrelatedteachingstrategieshaveademonstrableeffectonlearning.HavingstudentscompletethePre/PostTestpriortoshowingthefilmorparticipatinginanyclassroomactivity,andthenreassigningthePre/PostTestafterllclassroomactivities,willhelptodeterminewhetherstudentshaveincreasedheirknowledgeorinsight.atNOTE:SeveralofthequestionscanbeansweredaseithertrueorfalseormoreaccuratelyastrueANDfalse.Thediscussionabouteachquestionismoreimportantthananyobjectiveaccuracyoftheanswer.Thechallengefortheteacheristohelpstudentsunderstandthatteensoftenengageinhighriskbehaviorswithoutrealizingeithertheextentorimplicationsofthesebehaviors.

26

1. Peoplewhoareharassedorbulliedhavedonesomethingtodeserveit.

FALSE

Although a specific incident could trigger the bullying or harassment, many kidsully or harass others because of strong social and emotional factors that mightav hesefactorsinclude:bh

enothingtodowiththevictim.Someoft

Attentionandapprovalgettingnoticed.Approvaloracceptanceearning/reinforcingmembershipinthegroup.Reputationshowingofftofriendsbybullyingsomeoneelse.

Identitytryingtoestablishatoughguyorqueenbeeimage. Status believing that harassing others will enhance ones st

atus as either atoughguyorqueenbee.Bondingenhancingarelationshipbytrashingsomeoneelse.Angerexpressingangerbytakingitoutonsomeoneelse.Projectionbullyingothersasawayofdealingwithbeingbulliedoneself.

entvEntertainm aluefindinglaught randamusementinbullyingorharassing.

eLoneliness or boredom creating something to do (now) and gossip about(later).

Selfprotection erroneously believing that bullying others will intimidateothersandmakethebullylesslikelytobebulliedorharassedhimorherself.

cPower and ontrol attempting to gain the uppe hand in social situations;tryingtoeliminatecompetitionby educingsomeoneelsessocialstatus.

rr

Jealousy or insecurity bullying, intimidating, or attempting to destroy thereputationofarival.

Falsesecuritybullyingorharassingsomeoneincyberspaceiseasierandlessthreateningthanareallifeconfrontation. Thecombinationof interactingwithsomeone in a virtualworld, often from the relative safety of ones own room,createsafalsesenseofsecurityandsafety.

Impulsivity communicating in cyberspace makes it even more difficult toforeseepotentialconsequencesofthosewordsandactions.

27

Relate it to the film

WhichoftheaboveissuesmightexplainCoreysbehaviortowards

Brandon?

2. eoplewhoareharassedorbulliedtendtobeunpopular.P

FALSE

Althoughbullies tend to targetotherswitha lowersocial status, it is common forvictims tobechosenbasedonbeingperceivedas easy targets. Easy targetsareseenaslesslikelytodefendthemselves.Peopleidentifyeasytargetsasthosewhorevery forgiving, tendtoavoidconflict,oraremore likely togoalongwith theaahrassmentandlaughwithothers,evenattheirownexpense.

Theneedtofitinandbeapartofthegroupisparamountinadolescence.Thisexplainswhysometeenswillallowotherstobullythem,andevenlaughalongwith

thegroup,inanattempttobeincludedinofthegroupactivity.

3.Mostpeopleknowwhytheyarebeingharassedorbullied.

FALSE

The factorsdiscussed inQuestion1aboveshowthatbullyingandharassment isacomplex issue thatmighthave little todowith thevictim. Question2shows thatspecific factors that lead to victimizationmay not even be related to the specificincidentthatthepersonisbeingbulliedabout.Bullyingfrequentlyoccurswhenaerson sees another as a threat. Often, it is based on competition for status in arouporrivalryoverapotentialorpresentloveinterest(boyfriendorgirlfriend).pg

28


DidBrandondoanythingwrong?ItisimportantforstudentstoseethatBrandonwasaninnocentvictiminthebullying,andthatnoneofthethingssaidabouthimwereconnectedtohimorhis

behavior.

29

4.Peoplealwaysknowwhotheyare alkingwithonline.t

FALSEItiseasytoconcealonesidentityonline.Manypeopleremainsignedintoemail,instant messaging, and personal web page accounts throughout the day andevening. Friends come and go in roomswhere these accounts remain active andaccessible. A farmore dangerous situation occurswhen friends share their usernamesandpasswordswitheachother.Thismakesiteasytosignintoanaccountandposeasthatperson.Attimes,friendshaveafight,ortherelationshipbecomesstrained, giving each other addedmotivation to sign in with the others identity.Text messaging on cell phones also provides an easy way to send information,here the receiver of the information only knowswhich cell phone themessageamefrom(butoftenassumesitiscomingfromtheownerofthatcellphone).wc

5.Somepeoplesharetheirusernameandpasswordwithfriends.

TRUE

Asmentioned above, this is fairly commonandpotentiallydangerous. Manykidssharetheirpersonallogininformationasagestureoffriendshipandtrustwithoutrealizingthatadolescentrelationshipscanbeturbulentandunpredictable.Ifafightoccurs between two friends, neither one is likely to remember to change theirusernameandpassword. Thisallowsonepersontogainaccessandcontrolofthe


WhatwouldhavehappenedifBrandonverified(byphone)ifit

wasindeedLindsayhewastalkingwithwhenCoreywaspretendingtobeher?

otherspersonal information,andmakes iteasytoassumetheothers identityonline. Evenwhen friendsaregettingalong,havingaccess toanothers account cancreateopportunitiestoinnocentlyhave funorelicit informationfromothersonine, potentially leading to unforeseen situations where sensitive information isnexpectedlyshared.lu

6.Manypeople see inappropriate images of someone theyknowonline.

TRUEOne of the striking developments in the past few years is the increased socialacceptability of sharing inappropriate images on social networking sites such asMySpace andFacebook. Theoverall pornificationofour society (reflected inoverly sexualized advertisements, movies, television and other media) combinedwithpervasivedisclosureandlackofinhibition(reflectedinrealityTVshows,tellall books, and celebrity confessions) hasmade provocative images and behaviorsothcommonplaceandacceptableparticularly forchildrenandadolescentswhorehighlyinfluencedbymediaimagesandcelebritylifestyles.ba

30

StreetVocabulary:Sextingthesendingofprovocative,sexualized,nudeorseminudephotosovercellphonesas

picturemessages

FYIDeceitfulbehaviorsuchas3waycalling(with

oneofthepartiesnotawareofthethirdlistener)iscommonamongteenagers.

31

7.Manyteenspostinappropriateimagesofthemselvesonline.

TRUEThemorepeopleareexposedtoinappropriateimagesonline,themorelikelytheyare to see it as normal. Social networking sites, especially among teenagers, arebecomingmore andmore likely to include images andmessages that glorify sex,violence, or drug and alcohol use. Overly sexualized pictures that are posted byteenagers generate positive attention and comments from others. Many girlsregularlyseetheseimagesonotherpeoplessites,aswellasthepositivecommentsthese pictures generateparticularly from boys. These experiences createpowerful(butoftensubconscious)pressuretoparticipateinthisnewlanguageofinternetcommunication,leadingtoanincreasedlikelihoodtopostimagesandmakestatements thatwouldnotordinarilybe shared inother contexts. And themoreeopleengageinthisbehavior,themoreitiswitnessedbyothers,leadingtofurtherormalizationofthebehaviorthusreinforcingthecycle.pn

32

8l. Many teens have posted inappropriate pictures of others onine.

TRUEAsmentionedabove,theincreasedexpectationsandsocialacceptabilityofpostinginappropriate pictures causes many teenagers to post images of themselves. Inaddition,manyteenspostpicturesoftheirfriendsaswell.Thisisdoneasawaytorepresentwho is inonessocialnetwork. Becausethesesitesarevisitedbymanyothers (known or unknown), there is a tendency to post pictures that are morelikelytostandout.Thatdoesntmeanthatthepicturesoffriendswillnecessarilybeprovocative, but it does increase the likelihood that the pictures will be selectedbasedonthetendencytostandout.Furthermore,teensoftenpostgrouppicturesofthemselveswith their friends. Therefore,evenwhenpeopledontpostunsuitableicturesofthemselvesontheirownsites,itispossiblethatinappropriatepicturesndupbeingpostedonotherssites.pe

9o.Most teenshaveharassedorbulliedat leastoneotherpersonnline.

TRUE

Theheighteneduseandacceptanceofputdowns,ridiculing,joking,andgeneralonlinebanter,particularlyduringtheteenyears,makesitdifficultforkids(andadults)torecognizethedisrespectfulnatureofmany interactions. This isexacerbatedby


Inthefilm,BrandonsentatoplesspictureofhimselftoLindsaywithoutanyideaorexpectationthatanyoneelsewouldseeit.LindsaysboyfriendCoreyfoundthepictureonhercomputer,

alteredit,andsentitoutforeveryonetosee.

the fact that communication in cyberspace makes it easier to say things thatwouldntordinarilybesaidinfacetofacecommunications.Asaresult,manyteensunwittinglybullyorharassotherswithoutrealizinghowthreateningorhurtfultheommunication really is. Furthermore, the difficulties inherent in online

tioccommunicationincreasethelikelihoodofmisunderstandings(Seeques n10,below).Studentsmight answer this question (andQuestions 10 and 11) as FALSE eventhough theyhavebulliedothersonline. This isbecausemaking inappropriateorthreateningcommentstoanotherpersonisnotnearlyasmemorableaswhentheyaresaidaboutus.Whenstudentsclaimthattheyhaveneverbullied,threatened,orintimidated anyone else online, remind them that just because they dontemembersayinganythingorevenintendingtohurtsomeoneelse,theycanneverrulyknowifthey(unintentionally)everhurtsomeoneelseonline.rt

10.Mostteenshavebeenharassedorbulliedonline.

TRUE

Foreverybully,thereisat leastonevictim. Infact, it islikelythattherearemorevictims than therearebullies. Mostbullyingandvictimization is intentional. Butonlinecommunicationscanbehurtfulevenwhenitwasnotthespecificintentionofthesenderofthemessage.Adolescentsinparticularcanberecklesswiththethingstheysay(type)online,andoverlysensitivetothethingssaidto(orabout)them.Inaddition, there is always a heightened risk of miscommunication andisperceptionswhenthingsarecommunicatedonline.Thesefactorsincreasetheikelihml

oodofhurtfeelingsandperceivedvictimization.

Peopleareimpactedbybullyingeveniftheyarenottheintendedtarget.

33


DoyouthinktheCorey,Steve,AlyssaandKristenrealizedhow

muchtheywerehurtingBrandonordoyouthinktheybelievedCoreywhenhesaid,Werejustgoingtohavealittlefun?

11. Ihavewatchedwhilemyfriendsharassedorbulliedsomeoneelseonline.

TRUE

Peer pressure is ubiquitous and influential in adolescence, but also frequentlymisunderstood.Asksomeonetogiveanexampleofpeerpressureandmostpeoplewilldescribeascenewherethere isagroupof teenagersencouraging,coaxing,orcoercing an individual to do something that is both risky and negative. But thepower (and certainly the danger) of peer pressure comesmore from its subtlety.Insteadofthearmtwistingcoercionthatmostpeopleassume,peerpressureofteninvolves less obvious cues and reinforcements that exploit the high need forinclusion,approval,recognitionandstatus. Ratherthanbeingdirectlyencouragedby others, many teenagers might engage in behaviors based on an anticipatedreactionfromothers.Inotherwords,anadolescentmightsayordosomethingthathey hope (consciously or subconsciously) will result in heightened recognition,tacceptance,approval,reinforcement,andultimatelyhigherstatus.Thisisalsothetypeofpeerpressurethatmakesitmoredifficultforteenagerstospeakoutagainst inappropriatebehaviorengaged inby theirpeersthe fear thatpeakingoutwill lead to ridicule, rejection, lowered status, or thepossibility thatsbullyingbehaviorwillthenbedirectedbackatthem.Often,theimportanceplacedonfriendsstickingtogetherovershadowsthemoralorethical considerations related to any specific group behavior. This is whymanyadolescents feel pressure to go alongwith the group as opposed to doingwhatheyconsidertobeethical,fairorappropriate.(SeeMoreonPeerPressureattheendofhissectionformoredetails.)tt

34

Further Discussion

Have students react to the following phrase:

To be right is not always popular To be popular is not always right.

12. Peoplewhoareharassedonlineusuallyknowthedifferencehenitsseriousorjustfoolingaround.w

FALSE

Communicationisnotaperfectart.Communicationstheoristsstudythedistortionsinherent inmost conversations, andarewell awareof thedoubledistortions thattypicallyoccurinconversations:thesenderofamessageisnotcompletelyaccuratewiththewordstheychoose,andthereceiverof themessage interprets thewordsthey hear based on their own biases, experiences, expectations, and emotionalstates. Althoughwords arenever truly sufficient in capturing the exactnatureofomplex ideas, real world dialogue is aided by the use of nonverbal

ic st , prccommun ationssuchasge ures facialex essions,andtoneofvoice.Online communications are fraught with obstacles to clear, effectivecommunication. Words are sparse and quickly typed,making it difficult to trulyencapsulate the intended meaning. And of course, the physical separation thatexistsonlineeliminatestheabilitytouseorperceivenonverbalcuesthathelptocommunicate the emotional tone of a message in ways that are often moremeaningful thanwords themselves. Theuseof computer icons are anattempt torovideanemotionaltonetocommunications,butaretoogenericandsimplifiedtorulyconveytherichemotionaltonesofafacetofacecommunication. pt

35

How many different ways can your students say the following sentences, using different tones of voice?

1. Dont be ridiculous 2. Yeah, right 3. Are you serious? 4. Dude

How many different ways can they be typed?

36

1l3.Foolingaroundbypretendingtobesomeoneelseonlinecaneadtotragicconsequences.

TRUEDeveloping trust is a skill that requires practice and experience. Learning andpracticingsocialskillsofteninvolvesaseriesofoverdoingandunderdoingthingsuntil therightbalance isachieved. Therefore, it is likely that teenagerswillmakemistakesbyeithertrustingotherstoomuchornotenough.Oneexampleoftrustingtoomuch is the sharingof passwordswith friendswithout realizing thepotentialdangers (e.g.providingaccess toapersonalaccountbysomeonewhowasa closefriend but then becomes an enemy or rival. While adolescents are learning theboundariesnecessary toengage inhealthy, trusting relationships, it is common tosee examples of manipulation, entrapment, and deceitparadoxically in theattempt to establish trust. A common example of this is when teens use 3waycallingwithout tellingonepersonthatanotherperson ison the line. Othertimes,teenswillassumesomeoneelsesidentityonlineinanattempttoelicitinformationfrom others. Feelingmanipulated or deceived not only undermines trust in thepersonwhowasdeceived,butitcanalsounderminetrustamongallthefriendswhoerecomplicit in thedeceit, as theybegin to realize that theymaynotbeable torusttheirfriends(orthemselves),andmaywonderiftheymightbethenextvictim.wt

1t4. Whenwitnessinga friendbullysomeoneelse, friendswilltryopreventit.

FALSEAs discussed above in Question 11, peer pressure is a powerful, but oftenmisunderstoodforcethataffectsteenbehaviorandrelationshipsinprofoundways.Perhapsthebestexampleiswhenfriendsaredoingsomethingthatonememberofthe group is uncomfortable with but feels unable to either speak up or removethemselvesfromthesituation.Mostadolescents(andadults)believethattheywouldikelyspeakupiftheyareunhappywiththebehaviorofoneormoreoftheirfriends,uttheunfortunaterealityisthatmanyofthemdont.lb

StudiesofHurricaneKatrinaand its aftermath taught researchers that the reasonmanyresidentsdidnotevacuatewasbecausethepalpablerisksofevacuatingwereperceivedasstrongerthantheabstractfearofstaying.3Thisappliestoadolescentsinconflictingsocialsituationswherethepalpableriskofridicule,rejection,orgoingagainst the group is often stronger than the abstract fear of potentially harmfulconsequences. Infact,disasterpreparationattemptshaveoftenbeenhandicappedbythedifficulttaskofgettingpeopletotakeactionwhentheweatherisstillcalm,making it difficult to conceptualize or appreciate the pending danger. This alsoexplainswhy students sitting in a typical health class on aweekdaymorning cansincerely express their commitment to avoid dangerous behaviors such asdrug/alcohol use, driving while intoxicated, not wearing seat belts, engaging inunprotectedsex,orcheatingonthepersontheyaredatingandaliedetectortestwouldprobablyshowtheyaretellingthetruth.Buthowmanyofthemmightfindthemselves engaging in one of these behaviors that very weekend? This is notbecausetheyarelying.Itisbecauseofthecombinedinfluenceofsocialpressures,eer influences, the impulse towards immediate gratification, and the inability tooreseeconsequences.pf

3 Ripley, Amanda, The Unthinkable (2008), p. 38

37


DoyouthinkeitherCorey,Lindsay,andtheirfriendswereabletoseethepotentialrisksoftheirbehaviorwhenbullyingBrandon?Ifso,doyouthinkthemoreimmediate(butlesssevere)riskofrejectionorridiculeoutweighedthelesstangible(butmore

severe)consequencesofwhattheyweredoing?

1w5.Teensuseracist,homophobic,orotherformsofhatespeechhenbullyingorharassingsomeone online.else

TRUE

eenagers (and adults) use inappropriate and offensivewords formany reasons,ut ostofthoserTb

m easonsfallintooneofthefollowing:

1. Conformity.Peopleareproductsoftheirculture,andinfluencedbywhattheysee and hear. Culture includes the family, the immediate peer group, thelargerschoolculture,thecommunity,andsociety(includingthemedia)asawhole.Thecarelessuseofracialstereotypes,epithets,andimagesareoftenusedbecausethepersonhasheardothersusingthistypeoflanguageandhasincorporated the words (and possibly the erroneous belief systems thatsupportthosewords).

Peopleuseoffensivewordsbecausetheyhearothersusingthem.

2. BullyingandHarassment. Intentionaluseof offensive, emotionallychargedwordsandimageryarespecificallydesignedtohurtthevictimand/orevokeahigher levelof intensityintheconflict. StephenPinkerwrites:Languagehasoftenbeencalledaweapon,andpeopleshouldbemindfulaboutwhereto aim it andwhen to fire.4 This idea is often cited as the reason peopleshould be careful about using words or engaging in behaviors that othersmight perceive as vulgar or offensive, particularly when these words areused without considering their implications. But when hurting orintimidating others is intended, offensive or inflammatorywords are oftenuseddeliberately(andeffectively).

Peopleuseoffensivewordsbecausetheypackanemotionalpunch.

3. Rebellion. Racist,homophobic,provocative,andother formsofhatespeechmaybeused intentionally,butnotnecessarily tobullyor intimidate. Manypeople,particularly inadolescence,use inappropriate languageasawayofshowingoffbyviolatingsocialnorms.Thegoalisrebellionorshockvalue,rather thanbullying. However, the impacton thevictimandbystanders isthesameasintentionalbullying.

Peopleuseoffensivewordsforshockvalueandtoshowoff.

38

4 Pinker, Stephen, The Stuff of Thought, (2007), p. 369.

39

Have Students React to the Following Statement:

When you use hate speech, you say more about yourself than about the person/group youre referring to.


WasBrandonthevictimofhatespeech?

WhywerestudentsaccusingBrandonofbeinggay?

Whatarethee

ffectsofusingthistypeofhatespeechon:

ntsingeneral)? Thevictim(Brandon)?

stude nity?Bystanders(friendsandThegay/lesbi ncommu

Thelargercommunity?a

Exploretherecenttrendintheuseofthewordgaytodescribe

situationsthataresilly,annoying,orgenerallynegative.

Relatethistrendtothethreecommonreasonsforusinghatespeech

describedabove(conformity,bullying,andrebellion).

Discusshowtheuseofthisworda asynonymforanythingnegativeisrecklessandoffensivetoothers.

s

ClassroomDebate

RelevantNJCCCStandards:

(2.1.12F.2)Analyzetheimpactofphysicaldevelopment,socialnormsandxpectations,selfesteem,andperceivedvulnerabilityonadolescentsocialandeemotionalgrowthandbehavior.2.2.12B.1)Evaluatefactorsthatinfluencemajorhealthdecisionsandpredicthow(thosefactorswillchangeorconflictatvariouslifestages.

ns.(2.2.12B.4)Analyzetheuseofethicsandpersonalvalueswhenmakingdecisio

e.(2.2.12B.5)Critiquesignificanthealthdecisionsanddebatethechoicesmad2.4.12A.3)Recommendstrategiestoenhanceandmaintainmature,loving,(respectful,andhealthyrelationships.

9.2.12A.2)Describeandapplyconstructiveresponsestocriticism.(

40



ClassroomDebate

tudentswillprepare,conduct,andprocessthefollowingdebate:S

PRO:LindsayshouldhavedonemoretopreventCoreyfromassumingher

ullyingBrandononline.

CON:Lindsaydidthebestshecouldwithoutriskingsignificantconsequencesofherown.identityandb

HANDOUTS:TeamDirectionsforD

ss

ebatebothteamsTable1bothteamable2bothteamTTable3audience

UGGES STEDDIRECTIONS:

Dividestudentsintotwoteams(ideally57studentsperteam).

Theremainingstudentsintheclasswillserveastheaudiencewhowillhavetheoptiontoaskquestionsattheendofthedebate,andwillultimatelyvote

eythinkwonthedebate.onwhoth

HandoutTeamDirectionsforDebate,Table1,andTable2tobothteams.lluseth

Teamswi esetablestoprepareforthedebate.

HandoutTable3totherestoftheclass.Theaudiencewillusethistabletorecordpointsmadebyeitherteamandgeneratequestionstheywouldliketo

posetoeachside.

Reviewthescenefromthefilm(SeeSceneSummarybelow).Thiscanbe

eitherreadoutloudorcopiedandhandedout.

Providetimeforteamstomeetanddiscusstheintroductorystatement,mainrategy.

pointsandoverallst

Conductthedebate.

Voteonawinner.

Directclasstowriteareactionpaper(seeOtherSuggestionsfortheDebatebelow).

41

SCENESUMMARYLindsayandBrandonhavebecomegoodfriends,buttheirrelationshiphasdevelopedprimarilyonline.WhenLindsayseesBrandoninschool,onthebus,orinotherpublicplacesshedoesnotfeelcomfortablehangingoutwithhim,duetoheranticipationofdisapprovalfromeitherherfriendsorboyfriend(Corey).CaughtbetweenherdesiretohangoutwithBrandonandherdesiretoavoidrejectionorridiculefromherpeers,Lindsaywalksaveryfineline,limitingherinteractionwithBrandontotheInternet.Inevitably,thosetwoworldscollideatherfriendAlyssasparty,whereaconfrontationoccursbetweenBrandonandCorey.Shortlyaftertheparty,CoreyandLindsayarehangingoutwiththeirfriendsAlyssa,Kristen,andSteve.CoreybecomesawarethatBrandonisattemptingtocommunicatewithLindsayonline.Thissetsthestageforapivotalshowdown,asCoreytakesadvantageoftheopportunitytobullyBrandonbypretendingtobeLindsayduringanonline(IM)conversation.Corey,encouragedbyhisfriends,issayingviciousthingstoBrandon.BrandonbelievesthatitisLindsayheistalkingto.

Alyssa,Kristen,Steve,Corey,Lindsay

42

HANDOUTTeamDirectionsforDebate

PRO:LindsayshouldhavedonemoretopreventCoreyfromassumingher

ullyingBrandononline.

CON:Lindsaydidthebestshecouldwithoutriskingsignificantconsequencesofherown.identityandb

DIR TEC IONS:

1. EachteamwillcompleteTables1and2.Asagroup,brainstormideastodevelopaunifiedandpersuasiveargument.Eachteammembermustbe

ebate.

assignedatleastonespecificpointthattheywillpresentduringthed. Onerepresentativefromeachteamwillmakeanopeningstatement,

rposition.2

providingsomebackgroundinformationandsummarizingthei

3. OnememberofthePROteamwillpresentthefirstmainpoint.

ut.

4. TheCONteam(asagroup)willhavetheopportunitytoreb

5. OnememberoftheCONteamwillpresenttheirfirstpoint.

6. ThePROteam(asagroup)willhavetheopportunitytorebut.

Thisal tinu adeternatingpatternwillcon euntilallpointsarem

PROIndividual,point1 CONGrouprebuttalCONIndividual,point1 PROGrouprebuttalPROIndividual,point2 CONGrouprebuttalPROIndividual,point3 CONGrouprebuttalCONIndividual,point3 PROGrouprebuttal

PROIndividual,point4 CONGrouprebuttalCONIndividual,point4 PROGrouprebuttal

7. OnememberofthePROteamwillprovideaclosingstatement.

tatement.

8. OnememberoftheCONteamwillprovideaclosings

9. Audiencememberswillaskquestionstoeitherside.

43

10. Theaudiencewilldiscussallpointsandvoteonawinner.

11. (Option)Studentswillwriteaonepageessay,selectingeitherthePROorCONposition,andjustifyingtheirdecision.

Table1Inthistable,youwillcomeupwithandintroductorystatement(providingsomebackgroundregardingtheissue)anddevelopwhatyouthinkarethestrongestpointstosupportyourposition.fteryouhavewrittendownyourbestarguments,trytoimaginehowtheopposing

urmainpoints.AgroupwillcountereachofyoIntroductoryStatement: Ourmainpoints: Anticipatedrebuttal:1.

2.

3.

4.

44

Table2nthistable,listthemainargumentspresentedbytheopposingteam.Considerourresponsetoeachoftheirmainpoints.Iy Opposingteamsmainpoints: Ourrebuttal:1.

2.

3.

4.

45

Table3Audiencememberswillusethistabletokeeptrackofconvincingargumentsmadebyeitherteam,andgeneratequestionstheywouldliketoaskeithersidetowardsheendofthedebate.Thisformwillbeusedasthebasisofanydiscussionoreactionpaperattheendofthedebate.tr Convincingarguments(PRO) Convincingarguments(CON)1.

2.

3.

4.

Questionstoaskeitherteam:

46

OPTIONS:ReactionPaper

Directstudentstofollowtheseguidelines:

tion?Whichsidemadethemoreconvincingargument?WhatisyourultimatedecisionregardingLindsaysroleinthissitua

Regard hichsideyouselect,whatwouldbeyouradviceto:lessof

o

wo Lindsay

Coreyo Steve,Alyssa,andKristen

PartnerDebateSimplifiedVersion(Inlieuofperforminganactualdebate)Pairstudentsintogroupsoftwo.Eachdyadmustworktogethertowriteasingleessaysummarizingbothsidesofthedebate.

MockTrialAsanadditionaloroptionalclassroomactivity,thisdebatecanalsobeconductedasaMockTrial.Divideteamsintoprosecutionanddefenseandselectajudgeandajury.Studentscanroleplaycharactersinthefilm,eitherasplaintiffs,defendants,or

forteamstopreparetheircase,conductthetrial,characterwitnesses.AllowtimeandhavExamp

ethejuryrenderitsverdict.leprosecutionscouldbe:

BrandonsparentssueCoreyandLindsayforcontributingtothedeathof

theirson.Coreyischargedwithharassment,recklessendangermentandhatespeech

ThepoliceconfiscateBrandonscomputer.Coreydeniesanyinvolvement.ecauseLindsaysscreennameisidentified,sheischargedwithharassment,Brecklessendangermentandhatespeech.

iscussthesimilaritiesanddifferencesbetweenfeelingguiltyandbeingfoundguiltynacourtoflaw.

47

Di

Who me?stoBla(PieChart)


8.1.12B.2)Exhibitlegalandethicalbehaviorswhenusinginformationand(technology8.2.12A.1)Useappropriatedatatodiscussthefullcosts,benefitsandtradeoffs,ndrisksrelatedtotheuseoftechnologies(a


48


WhosToBlame?

PieCharthisactivityisdesignedtohelpstudentsidentifytherolesandresponsibilitiesofhedifferentcharactersinthefilm.TtDirections:Havestudentscreateapiechartthatdepictstherelativeblametheywouldassigntoachofthecharactersinthefilm.Theactivitycanbedoneindividually,inpairs,ornsmallgroups.eimportant:piechartsshouldreflectwhotheythinkistoblamefortheconflict,I nothesuicide.tStudentsmusti

ncludethefollowing:BrandonLindsay

Corey(Lindsaysboyfr

iend) AlyssaandKristen(Lindsaysfriends)

Steve(Coreysfriend) OtherstudentswhotauntedorridiculedBrandon

Theymayincludeothersiftheyfeeltheyarepartlytoblame,suchas:ZachandRyanBrandonsfriends);theteachersorschool(fornotmonitoringcellphoneuseorallwaytaunting);mediaandtechnology;Brandonsparents,etc.(h

49

Uponcompletion,studentscansharetheiropinionsthroughclassroomdiscussions,PowerPointpresentations,orwrittenessays.

DecisionTree


(2.1.12F.2)Analyzetheimpactofphysicaldevelopment,socialnormsandxpectations,selfesteem,andperceivedvulnerabilityonadolescentsocialandeemotionalgrowthandbehavior.2.1.12F.4)Predicttheconsequencesofconflict,harassment,bullying,vandalism,(andviolenceonindividuals,families,andthecommunity.2.2.12A.3)Teachothershowtousecommunicationskills,includingrefusal,(negotiation,andassertiveness.(2.2.12B.1)Demonstrateandevaluatetheuseofdecisionmakingskills.2.2.12B.2)Evaluatefactorsthatinfluencemajorhealthdecisionsandpredicthow(thosefactorswillchangeorconflictatvariouslifestages.

.(2.2.12B.4)Analyzetheuseofethicsandpersonalvalueswhenmakingdecisions9.2.12A.1)Applycommunicationsanddataanalysistotheproblemsolvingandecisionmakingprocessesinavarietyoflifesituations(d


51


DecisionTree

hisactivityisdesignedtohelpstudentsconsiderpossibleoutcomestovarioushoicesinordertoenhancetheirdecisionmakingskills.TcDirections:Studentswillcompletethehandoutbelowbychoosingascenefromthemovieandidentifyingdifferentchoicesthatcouldhavebeenmade,thenexploringthelikelyoutcomesofthosedecisions.(SeeTheTeenageBrainandDecisionMakingintheTeachersHelpersectionformoreinformation)Forexample,whatif:

LindsayacknowledgedtoCoreyatthepartythatsheinvitedBrandon?

LindsaysfriendspickedupontheirfriendsdiscomfortandsupportedherinherdecisiontostopCoreyfrombullyingBrandon?

himLindsaydecidedtoleavetheroomandcontactBrandonbyphonetellingthatitwasCoreypretendingtobeheronline?

BrandondecidedtocallLindsaytoconfirmthatitwasherandtalkmoreeffectivelyonthephone?

BrandonsfatherdidnotjustwalkawaywhenBrandonyelledImfinethroughthedoor(butwasclearlyupset)?

Brandonsfriendsweremoresupportivewhenhewasbeingridiculedonlineandthroughtextmessages?

AlternateactivityHavestudentsdrawcomicbookcellstoshowadifferentoutcometooneofthescenesinthefilm(oradifferentendingforthefilm).

52

DecisionTree

SelectoneoftheOutcomesanddescribeadditionalchoicesandconsequences:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

53

Chooseascenefromthefilm:________________________________________________________________________________________________________________________

ChoiceA:____________________________________________________________________________________________________________________________________

____________

ChoiceB:___________________________________________________________________________________________________________________________________

_____________

Outcome1.________________________________________________________________________

Outcome2.________________________________________________________________________

Outcome3.________________________________________________________________________

Outcome4.________________________________________________________________________

DecisionTree(Sample)

SelectoneoftheOutcomesanddescribeadditionalchoicesandconsequences:

Outcome#2:Astheconflictbeginstogetheated,KristendecidestosupportherbestfriendLindsay.CoreyandSteveleave,forcingAlyssatochoose.Shechoosestoleavewiththeboys.LindsayandKristencontactBrandontoapologizebeforeitstoolate.

54

ChooseascenefromthefilCoreyispretendingtobeLindsayonline.

m:

ChoiceA:

LindsaydefendsBrandonandmakesmoreofanefforttostopthebullying,perhapsenlistingthehelpofhergirlfriends.

ChoiceB:Lindsayyieldstothepressure,joinsinwithherfriends,encouragingthemandevenprovidingadditionalinformationtouse against Brandon.

Outcome1.CoreyandfriendsstopbullyingBrandon.

Outcome2.ThegroupturnsonLindsayandbeginstobullyorharassher.

Outcome3HarassmentofBrandoncontinues.Lindsaysguiltgrows.

. Outcome4HarassmentofBrandonescalates.Lindsaysguiltintensifies

.

further

HowWellDoYouKnowYourselfOnline?

RelevantNJCCCStandards:(2.1.12F.2)Analyzetheimpactofphysicaldevelopment,socialnormsandxpectations,selfesteem,andperceivedvulnerabilityonadolescentsocialandeemotionalgrowthandbehavior.2.1.12F.3)Analyzehowpeernormsandexpectations,theavailabilityofweapons,(substanceabuse,mediaimagesandpoorrolemodelscontributetoviolentbehavior2.1.12F.4)Predicttheconsequencesofconflict,harassment,bullying,vandalism,(andviolenceonindividuals,families,andthecommunity.2.2.12B.1)Evaluatefactorsthatinfluencemajorhealthdecisionsandpredicthow(thosefactorswillchangeorconflictatvariouslifestages.(3.5.12C.1)Useprintandelectronicmediatextstoexplorehumanrelationships,ewideas,andaspectsofculture(e.g.,racialprejudice,dating,marriage,family,andnsocialinstitutions).6.2.12E.9)Discusstheimpactoftechnology,migration,theeconomy,politics,and(urbanizationonculture.8.1.12B.2)Exhibitlegalandethicalbehaviorswhenusinginformationandechnology(t


55


Howwelldoyouknowyourselfonline?

1.

2.

IalwaysknowwhoImtalkingtoonline.tleastoneotherpersonknowsmyusernameand

TRUEorFALSE

TRUEorFALSEApassword.haveseeninappropriateimagesofsomeoneIknowon3. Iline.havepostedinappropriateimagesofmyselfonline

TRUEorFALSE

4. I(sexual,provocative,obscene,drug/alcoholuse,etc.).

ofother

TRUEorFALSE

5.

6.

Ihavepostedinappropriatepictures sonline.wouldbecomfortableshowingmyteacherseverything

page.

TRUEorFALSE

TRUEorFALSEIthatsonmyMySpaceorFacebookwouldbecomfortableshowingmyparentseverything

page.7. I

thatsonmyMySpaceorFacebookwouldbecomfortableshowingmygrandparents

orFace

TRUEorFALSE

8. IeverythingthatsonmyMySpace bookpage.wouldbecomfortableshowingthepoliceeverything

TRUEorFALSE

9. IthatsonmyMySpaceorFacebookpage.

nonline.

TRUEorFALSE

10. Ihaveharassedorbulliedanotherperso

TRUEorFALSE

11.

12.

Ihavebeenharassedorbulliedonline.havewatchedwhilefriendsofmineharassedorbullied

TRUEorFALSE

TRUEorFALSEIsomeoneelseonline.eoplewhoareharassedonlineusuallyknowthe13. Pdifferencewhenitsseriousorjustplayingaround.

.

TRUEorFALSE

14.

15.

Iknowthelastnameofeveryoneonmyfriendslisthavespenttimehangingoutwitheveryoneonmyfriendslist.

TRUEorFALSE

TRUEorFALSEI

56

CIRCLE

(Optional)

GuidelinestodiscussingHowWellDoYouKnowYourselfOnLine?

Inordertoincreasethelevelofselfhonestyandselfawareness,thechecklistHowWell Do You Know Yourself OnLine? is designed for students to answeranonymously and without any expectations that the answers will be shared in apublic forum. However, you may decide to facilitate a basic discussion of themportant lessons in the checklist, highlighting the following items foronsideration:

icQuestions1and2

Fewadolescentsverifytheauthenticityofthepersontheyaretalkingtoonline.Thesequestionsaredesignedtohelpstudentrecognizetheeaseofbeinglulledintoafalsesenseofsecurity.(SeediscussionguidelinesnPre/PostTestsection,Questions#4nd5)iaQuestions35

Theuseofprovocativelysexual,violent,orotherwiseinappropriateimagesandstatementsiscommonplaceontheInternet.Regularandongoingexposuretothesewordsandpicturesdecreasestheiremotionalimpact.Whenteensseethesebehaviorsasnormal(orevenexpected),theyaremorelikelytoengageinthem,thusperpetuatinghenormalizingofthebehaviorsforhemselvesandothers.ttQuestions69

Adolescentsmistakenlyfeelthattheirfriendsaretheonlyoneswhohaveaccesstotheirsocialnetworkingsites,textmessagesandemails.Thesequestionsaredesignedtohelpteenagersunderstandthatpersonalinformationontheinternet

isneverreallypersonal,thattextmessagesandemailscanbeeasilyforwarded(accidentallyordeliberately),andthatonlineprofilesandblogscanbeaccessedbyanyonefromfriends,torivals,toexualpredatorsevendespiteersonalprivacysettings.spQuestions1012

Thesequestionshelpidentifytherolesandexperiencesofthebully,victimandbystander.Thisisanopportunitytodiscusssomeofthefactorsan ddynamicsinvolvedforeach,suchas:Thebullyattention,reputation,identity,status,bonding,anger,projection,entertainment,loneliness,powerandcontrol,falsesecurity,impulsivity,etc(seediscussionguidelinesinPre/PostTestsection,Question#1)Thevictimfear,insecurity,injustice,anger,embarrassment,passiveparticipation,d

57

esiretogoalongorfitin(selfdeprecation),etc.Thebystanderfear(ofretaliationorexclusion),desiretofitin,identificationwiththebully,entertainment,etc.

ThemisperceptionofsafetyandvirtualrealityoftheInternetmakesitmorelikelythatteenagerssaythingsonlinethattheymightnotsayinperson.Andtherelativeanonymityofinternetbasedprofilesandcommunicationscanexaggeratethenormalroleexperimentationandrisktakinginadolescence.

Similartoquestions3,4and5(above),peopleareeasilydesensitizedtobehaviorsthatareubiquitousorwidespread,andlikelytoperpetuatebehaviorsthattheywitnessothersengaginginparticularlysexualizedimageryofthemselves,provocativelanguage,theglamorizationofillicitbehaviors(alcoholanddruguse,violence,etc),andbullying.Onlinecommunicationalsomakesitmoredifficulttodeterminethe

seriousnessofthebehaviorandwhetherthecommunicationisesignedtobeplayfulteasingorutrightintimidationandbullying.doQuestions14and15

Nowhereistheadolescentneedforstatusmoreeasilyrevealed(anddistorted)thantheuseoffriendslists.Manyteenagershavealargenumberofpeopleidentifiedasfriendsdespitethefactthattheyhavenevermet,andmightknowverylittleaboutthem.Thiscreatesseveraldangeroussituations,includingthefactthatthesefriends(reallystrangers)haveaccesstoonespersonalinformationandcollectivelyformalargerbutlessstableproportionofanindividualspeergroup.

58

AdditionalSuggestionsforClassroomActivities

Writingassignments,persuasiveessays,groupdiscussions: ReadtheletterfromtheWriter/DirectorofSticksandStonesattheendofthissection.Useasaforumfordiscussionordirectstudentstowritetheirownthoughts.

ups?CouldBrandonandLindsayeverhavedateddespitethedifferencesinpeergro

Towardstheendofthefilm,LindsaysentfranticinstantmessagestoBrandon,pologizingandsaying:ImsorryIwassuchabitch.Wassheabitchorwassheaweak?WritealetterfromLindsaytoBrandonsparents.

ledit.ickatimewhenyoufacedatoughdecision.Discusshowyouhandfyoucouldgobackintime,whatmightyouhavedonedifferently?PITechnologyandcommunication: WriteatextorIMconversationbetweenthefollowingcharactersimmediatelyupon

LindsayandCorey,LindsayandKristen,CoreyandhearingofBrandonsdeath:Steve,orZachandRyan. avestudentstrytotranslateafamouspassageorlyricstoapopularsongintoanH

instantmessage.Talkabouthowmuchgetslostinthetranslation.Developadifferentendingtothefilm(asascript,cartooncells,drawing,etc.)Discussschoolrulesandguidelinesontheuseofcellphonesandinstantmessaging(youcanusethePersonalInternetSafetyCommitmentonpage57asaguide).avestudentsdevelop,print,andsigncellphoneorInternetsafetyrulesforinsidendoutsideofschool.Ha

59

Researchactivity:HavestudentsresearchandreportontheMeganMyerscase(aboutamotherwhofooledMeganbyposingasateenageboyinordertogetinformationaboutherowndaughter,leadingtothetragicsuicideofthe14yearoldMyers).

PersonalInternetSafetyCommitment

(Handout)

Followingthefilmpresentationandsubsequentdiscussionsandclassroomctivities,studentsshouldbemostreceptivetomakingthecommitmenttoamaintaininghealthyandsafeonlinebehaviors.ThefollowingPersonalInternetSafetyCommitmentallowsstudentstoformalizehiscommitment.Thecomponentsofthedocumenthavebeenextrapolatedfromalltofthediscussionquestionsandclassroomactivitiesabove.Obviously,thiscontractisnotalegaldocument,butreviewingthecomponentswillhelpreinforcethelessonsofthisprogram,andformallymakingapledgeinritingandhavingitwitnessedbyeitherafriendorfamilymembermayhelpnhancestudentscommitmenttofollowingthroughwiththebehaviors.we

60

My Personal Internet Safety Commitment Asare llowingcommitments:

sponsiblepersonandloyalfriend,Iherebymakethefo

IwillalwaysconsiderthepossibilitythatthepersonIthinkImcommunicatingwithonlinemaynotactuallybethatperson.

IwillonlysaythingsonlinethatIwouldbecomfortablewithanybody

seeing.

IwillrememberthatInternetorcellphonetextmessagesareliabletobemisconstruedandIwillusecautioninselectingthewordsIuseandtryto

d.

clarifycommunicationwhenIsensethatthingsarebeingmisinterprete

Iwillnever(ornolonger)postprovocativeorcompromisingphotosofmyselforothers,regardlessofanypromisesorexpectationsofprivacyor

confidentiality.

Iwillalwayskeepmysigninnameandpasswordtomyself.

IwillrememberthatpeoplehaveaccesstoinformationandpicturesthatIpostonsocialnetworkingsites,regardlessofpersonalprivacysettings.

Iwillnotbullyorharassothersandstickupforthosewhoarebeingbullied,

harassedorintimidated.

otherformsofhatespeech.

Iwillavoidusingracist,sexist,homophobic,or

willencourageallmyfriendstodothesame.I

Signed: Witnessed:

______________________________________ ______________________________________

(Name) (Friendorfamilymember)

Date:_______________________________ Date:_______________________________

61

TeachersHelper

EnduringUnderstandings

CorrelatingAssignmentsandClassroomActivitieswithLearningObjectivesandEssentialQuestions

SuggestedOngoingCurriculum

SampleParentNotificationLetter

AdditionalInformationon:

PeerPressureSuicideAwareness

TheTeenageBrainandDecisionMaking

LetterfromWriter/DirectorDanFabrizio

BehindtheScenes

62

EnduringUnderstandingsSomeexamplesofEnduringUnderstandingstohelpdesignandguidelessonplans

StudentswillunderstandthatThereareriskstoonlinecommunications.TherearewaysIcanprotectmyselfonline.nindividualsonlinebehaviorsareinfluencedbythecollectiveonlineA

behaviorsofothers.ullyinghasconsequencesforeveryoneinvolved:thebully,thevictim,Bandthebystander.Hatespeechisaformofbullying.Onlinepeerpressuresaresimilartorealworldpeerpressure.echnologyandrelatedonlinecommunicationsmakeiteasiertobullyTothers.hereareresourcesavailabletohelpstudentswhoareinvolvedinTincidentsofbullying.

ullyingislesslikelytooccurinanenvironmentthatdoesnttolerateit.B

63

CorrelatinglessonplansandclassroomactivitieswithLearningObjectivesEssentialQand uestions

Classr tivities:oomAcFR WBFilmReviewandD WhostoBlame?(piechart)iscussionP Discussion DTPre/PostTest(and ) DecisionTreePDClassroomDe HWHowWellDoYouKnowYourselfC

64

bate Lesson LearningObjectives EssentialQuestions

FR,PP,CD,HW

Studentswillbeabletoevaluatetheironlinebehaviors.

Howdomyonlinebehaviorsimpactothersandmyself?

FR,PP,CD,HW

Studentswillbeabletounderstandtheisksinherentinonlineommunications.rc

Whatare linecom

therisksassociatedwithonmunications?

gsitessuchbook

Socialnetworkin

asMySpace/FaceextmessagingT

Instantmessaging

FR,PP,CD,WB,HW

Studentswillbeabletounderstandtheangersandinappropriatenessofondlineharassmentandbullying.

Howdoestechnologymakeiteasiertobullyorharassothers?

FR,PP,CD,WB,DT,HW

Studentswillbeabletoassociatetheirownonlinebehaviorsrelevanttothoseinthefilm.

Howdoonlinebehaviorsleadtopersonalmiscommunication,confusion,conflict,bullyingorvictimization?

FR,PP,CD,DT,HW

Studentswillbeabletorecognizeeffectivepreventionandinterventiontrategiesregardingtheirownonlineehaviorsandcommunications.sb

Whatcanteensdotominimizetheikelihoodofbullyingintheirschoolorommunity?lc

What can teens do once bullying is occurring?

FR,PP,CD,WB

Studentswillbeabletounderstandandevaluatetheroleofhatespeech,acism,sexism,andotherformsof

g.rharassment,intimidationandbullyin

Howdoeshatespeech,suchasracism,sexismandhomophobia,contributetoharassmentandbullying?

FR,PP,CD,WB,HW

Studentswillbeabletoidentifytherolesandresponsibilitiesofthevictim,erpetrator,andbystanderduring

nt.pincidentsofbullyingandharassme

Whataresomeoftherolesandresponsibilitiesofthevictim,perpetrator,andbystanderduring

?incidentsofbullyingandharassment

FR,PP,CD,DT,HW

Studentswillbeabletolearnandracticeeffectivecopingskillsrelatedptobullyingandvictimization.

Whataresomeofthemosteffectivewaysofdealingwithbullyingandvictimization?

FR,PP,CD,DT

Studentswillbeabletoidentifyesourcesthatcanbeutilizedwhenacingsocial/emotionaldifficulties.rf

Whatresourcesareavailableforteenswhencopingwithanysocialoremotionalproblem?

SuggestedOnGoingCurriculum

(Ifshowingthisfilmtothesamestudentsatdifferenttimesorgradelevels.)The film Sticks and Stones highlightsmany important topics facing teens today.lthough the film is primarily about Internet bullying, there are opportunities toA

addressotherrelevantissues.Becausetherearesomanyissuesraisedintheviewingandprocessingofthisfilm,teachersmaywant to address certain issues during subsequent viewingseitherduringaparticularschoolyearorspreadoutoverdifferentgradelevels. Thiswillhelp reinforce prior learning, allow students to explore new topics, and developimportant socialemotional coping skills. Of course, any of these topics can beaddressedatanygradelevel.orexample, the filmcanbeshownatdifferent timeswitha specific focuson theollowingissues:Ff

GradeLev Focus

revention

el

8thGrade Internetbullyingandsuicidepingills

Socialproblemsolv Decisionmakingsk

Hatespeech

revention

p10thGrade Internetbullyingandsuicideillss

Emotionalcopingskunicationskill Comm

Datingissues

revention 12thGrade Internetbullyingandsuicidep

RiskperceptionDecisionmakingskills

Note:Internetsafetyandsuicidepreventionshouldremainafocusatallgradelevels.

65

Thefollowingtableofferssomeideasaboutdesigningcurriculumaroundvariousimportanttopicsthatmighthaveparticularrelevanceatdifferentgradelevelsandstagesofadolescence.

DesigningCurriculumGoalsBasedonSpecificTopics

Topic Focus/Goal

InternetBullying

Identifytheroleoftechnologyinbullyingandvictimization

Establishguidelinesforsafeonlinecommunications

Developandreinforcecopingstrategiesgandinterventionsrelatedtobullyin

(victim,bully,bystander)

CommunicationSkills Exploretheinherentproblemsand

challengesofreallifeandonlinecommunication

SocialProblemSolving

Developstrategiestosolvesocial,s

problemsandcopewithpeerpressureconflict,rejection,reputationandstatu

EmotionalCopingSkills

Identifyandpracticeeffectivewaysto,copewithemotions(anger,isolation

jealousy,rejection,etc)

RiskPerception Identifythedifficultiesinaccurately

nt

perceivingrisksandthesubsequevulnerabilitiesamongadolescents

DecisionmakingSkills

betweenExploretherelationshipdecisionsandconsequences(positiveandnegative)

HateSpeech,Tolerance,Diversity

Understandtherelationshipbetweenbullyingandhatespeech,homophobia

andracism

hIdentifyandevaluatethedangersandsocial/legalconsequencesofhatespeec

SuicidePrevention

Recognizethewarningsignsrelatedtosuicide

Exploresuicidepreventionstrategies

basedonriskassessmentandeffectiveproblemsolving/emotionalcopingskills

entIdentifyresourcesrelatedtoadolescsuicideprevention

DatingIssues

Explorethedynamicsofadolescentrelationshipsintermsofstatus,cliques,andoverallsocialnormsandpressures

66

SampleParentNotificationLetter

DearParent/Guardian;TheInternetandcellphonetechnologyhaverevolutionizedthewaywelearnandinteract.Thebenefitsareimmense,butsoarethepotentialdangers.Forteensinarticular,cyberbullying,harassment,stalking,spying,sextingandsexualppredationarereachingdangerouslevelsthroughoutthecountry.Inordertohelpreinforcesafeonlinebehaviors,wewillbeshowingthefilmSticksandStoneson____________________.Thisfilmaddressesmanyoftheseissuesinahardhittingbutrealisticway.ThefilmwascoproducedbytheBergenCountyrosecutorsOfficeandChaseWilson,theEmmynominatedcreatorsoftheDWIPpreventionfilmStonedCold.Severalimportantlessonswillbehighlightedduringthefilmpresentationandlassroomdiscussions.Weencourageyoutotalktoyourchildaboutthefilmafterheyviect

wit,inparticular:

andbystanders;Thenatureandconsequencesofbullyin

gonthevictim Thedangersofsharingcompromisingphotosonline;

Theinappropriatenessofhatespeech; Thewaysthatonlinecommunicationscanleadtorealworld

consequences; Theproblemsinherentinonlinecommunication(particularlytheeaseby

whichpeoplecanbefooledbyapersonassumingsomeoneelsesonlineidentity).

uidetodiscussingthefilmandInternetsafetyingeneral,Foracomprehensiveg

pleaserefertothefollowingwebsites:

s/AYeager www.bcpo.net

www.parkridge.k12.nj.u www.chasewilson.com

anyquestions,pleasefeelfreetocontactme.Ifyouhave

incerely,S

67

Yourname.

MoreAboutPeerPressureMostpeoplethinkpeerpressureisanattempttogetsomeonetodosomethingdangerousorunhealthybytheuseofheavyhanded(andattimesthreatening)taunts,pleadings,ordemands.Peopletypicallyassumetherearerelentlessattemptsbyagroupofbadkidstoconvinceagoodkidtodosomethingrebelliousordangerous(suchasusingdrugsorviolatingalaworschoolrule).Butcloserexaminationofthenatureofadolescentpsychologyandbehaviorrevealsthatthisformofpeerpressuremakesuponlyasmallportionofthemanywaysthatpeersdirectlyorindirectlyinfluenceeachothersbehaviors.

Peerpressureisnotalwaysovert,threatening,andrelentless.Infact,sometimesitisntevenspokenoractedoutatall.Firstofall,aprimaryinfluenceinanyteenagerslifeisoftenhisorherclosestfriends.Althoughminoracquaintancesandevenstrangerscouldexertsomeamountofpeer

dspressure,itisusuallytheclosefrienwhoaremostinfluential.Second,peerpressurecanbeinfluentialevenwhenitissubtleanddifficulttodetect.Ateenagergoingtoapartyandsimplyobservingbehaviorssuchasdrinkingorotherdruguse,smokingcigarettes,sexualactingout,etc.,createssignificantpressuretoconformandcontributestodefiningthenorm.Thisisalsothewaymedia(popularsongs,television

andmovies)contributetoestablishingandreinforcingadolescentstandardsofbehavior.Third,itistheneedforattentionandtheexpectationofhowapersonwillbeperceivedthattendstoshapebehavior.Theperceptionofhowapersonthinkstheyarebeingseenmaybedifferentfromhowtheyareactuallybeingperceived.Forexample,astudentwhoactstoughandthreateningtoanotherpersoninordertoimpressonlookersmaythinkheisbeingseeninapositiveway,wheninrealitytheaudienceisannoyedandturnedoffbyhisbehavior.Anotherwaytheperceivedaudiencebecomesafactoriswhenapersoncomesupwiththeideatotryanewbehaviorandbringsittothegroup.TheprimaryobjectiveofthebehaviorisIwanttobeseenascoolbyothers.Thepeersmightnotsayordoanything,yetstillbethemajorfactor(orpressure)inshapinganindividualsbehavior.Weoftenassumethatthegroupthatfirstinitiatesabehavioriswherethepressurecomesfrom,butpeerpressurecanactuallycausenewbehavior(ifapersonisplayingtoan

o

68

audience)aswellascausingotherstconform.Themoreweknowaboutpeerpressureandthemanyformsittakes,thebetterwewillbeabletotalktoourkidsandhelpthemidentifystrategiestocope.

MoreAboutSuicide

AccordingtotheNationalCenterforHealthStatistics,morethan32,000peopleintheUnitedStatesdiebysuicideeveryyear.Thatworksouttoalmost90peopleeveryday,makingitthe11thleadingcauseofdeathintheUnitedStates.

Suicideisoftenmistakenlybelievedtobeadrasticreactiontoaspecificevent,butthemajorityofsuicidesresultfromacomplexseriesofissuesandexperiences,ofteninvolvingsometypeofmentalillness(usuallydepression).Theseissuesaffectpeopleofallages,butthereareuniqueriskfactorsforteenagers.Thedevelopingadolescentbraincanmakeitmoredifficulttoconceptualizethefuture,resistimpulses,postponegratification,andregulateemotions.This,combinedwithalackofexperienceinproblemsolvinganddecisionmakingskills,aswellastheincreasedlikelihoodofsubstanceabuse,createaheightenedlikelihoodtoseeingsuicideasanoption.Ifteenagersfeeltheyareaburdentoothers,orfeeltrappedinasituationwheretheycannotseeanysolution,theyposeahigherriskforsuicide.

Suicidalitycanbecategorizedinthreelevelsofseverity:ideations,gestures,andattempts.Ideationsarethoughtsaboutsuicide.Itisnotuncommonforpeople(particularlyteenagers)toentertainthoughtsaboutsuicide.Thesethoughtsoftencenteraroundageneraldesiretonothavetodealwithparticularfeelingsorsituationsbuttypicallydonotincludespecificplansforhowasuicide

attemptwouldbecarriedout.Fantasiesaboutwhowouldshowupatthefuneral(selfesteem),howpeoplewouldrespond(emotionalmanipulation),thewishtoliveproblemfree(inabilitytoconceptualizethefutureorgraspthepermanenceofsuicide),impulsivity,andinabilitytocopewithintensefeelingscanallleadtosuicidalthoughts.

Suicidalgesturesareactionstakenthatarepotentiallylifethreatening,butnotnecessarilywiththeultimateintentiontod