2.  “Forty-two percent of kids have been bullied online.  Twenty-one percent of kids have received meant or threatening email or other messages.  Thirteen percent of kids have been subject to rumors online.  Five percent have had a mean or hurtful picture posted (Richmond, 2010).”

3.  Thank you all for your support  Cyber bullying is starting to take over the school day  We have to put a stop to all forms of bullying

4. Why Cyber Bullying?

5.  Bullying is a prevalent problem and schools need to put an end to it.  Students who do not feel safe do not want to come to school.  Parents and teachers are concerned if we do not intervene that something worse will happen

6. “... [S]chool bullying usually takes place in lightly supervised locations like school hallways and recess areas. (Richmond, 2010)”

7. “Conducted without conversation or physical proximity, cyber bullying takes place outside the field of awareness of many adults, whether it happens during school hours or afternoons and weekend (Richmond, 2010).

8.  Intervention is key to stopping cyber bullying  Teaching all students empathy toward one another would start to make an impact  Ignoring the problem leads to drastic consequences  Students must feel safe in order to learn  Teachers must feel safe in order to teach  Students must learn self-control, self- respect, and self- regulation in order to be successful

9.  There will be two groups consisting of no more than ten students no less than five students.  Group one will be comprised of students who have been bullied in the past.  Students that are doing the bullying and have the highest need for concern according to the Bullying-Behavior Scale (Austin and Joseph, 1996).  Students will range from grades five through eight.  According to gathered data each grade should have two groups of no more than ten students in each group.  There will be a total of four groups of known bullies.  There will be a total of four groups of bully victims.  The groups will meet once a week for at least thirty minutes.  The group will meet weekly for ten weeks.  After ten weeks an evaluation will be given to determine if the goals were met and if the student can exit the group.

11.  To provide intervention services before the problem escalates.  Establish a process for sharing information.  To create a new comprehensive guidance program to encompass am approach to bullying and cyber bullying. › (Hall, 2006)

12.  Demonstrate assertiveness skills.  Empathy development.  Increase self-esteem.  Develop self-regulation › (Hall, 2006)

13. Group one will be comprised of students who have been bullied.

14.  Problem Based Learning  “This strategy provides the possibility of increasing awareness and knowledge of bullying, achieving teacher/parent involvement, and teaching assertiveness skills (Hall, 2006). “

15.  PBL allows for a scenario to be presented to the students.  The counselor works as a facilitator and guides independent research.  The counselor guides group conversations in order for students to learn needed skills in how to deal with bullying.

16. “This process enables students to not only acquire and apply knowledge, but also to learn and practice communication skills... (Mennin, Gordan, Majoor, & Osman, 2003; Wood, 2003). “

17. 1. Students will identify the problem and apply practice strategies in groups to reduce the effects of cyber bullying. 2. Students will identify the effects of cyber bullying on students feelings, reputations, and futures. 3. Students will develop a plan for victims. (Hall, 2006).

18. Group two will be comprised of students who have been bullying other students and their actions have been reported to the administrators.

19.  Initial meeting will contain a problem based learning activity.  PBL will play out a scenario of a bully who has been abused at home and takes his anger out on his peers.  Students will research effects on bullying and share their findings.  Students will complete a behavior survey to determine if there is any reason behind their behavior.

20.  Group sessions will primarily focus on the following: › Accepting responsibility for their actions. › Empathy development › Restitution › Individual Therapy  (Smokowski& Kopasz, 2005).

21. Parental Involvement Teacher Invovlement  Online training available  Small group counseling on issues facing parents at home  Informational literature on how to gain access to children’s cell phones, email, and social networking sites.  Providing training to all stake holders on what bullying is and how to identify a child in crisis.  Closely monitoring the use of social networks at school. › Blocking › Stronger parameters › Group use only

22.  Problem Based Learning  Psychoanalytical approach

23. The group leader will serve as a facilitator. The participants are integral to success and allowing change to occur.

24. What happens when...?

25.  Students that are not participating › Students will be encouraged to participate, those who still will not will meet one-on-one with a counselor to exam their resistance  Students that are disrupting will be removed. › Stake holders will evaluate a consequence based on the severity.

26. How will it be determined if goals and objectives are being met?

27.  Students who leave without permission › Will need an escort until group sessions are completed  Students who bully during sessions will be removed. › Actions will be analyzed to see if outburst can be used constructively

28. Austin, S., & Joseph, S. (1996) Assessment of bully/victim problems in 8 to 11 year olds. British Journal and Educational Psychology, 66, 447-456 Bullying; Safe Communications focus Group and town hall meeting on cyber-bullying to be available live on streaming video. (2011, March). Education Letter, 2632. Retrieved from Career and Technical Education 20 April, 2011. Crothers, L.M., & Levinson, E. M. (2004). Assessment of bullying: A review of methods and instruments. Journal of Counseling and Development: JCD, 82(4), 496-503. Retrieved from ABI/Inform Global 20 April 2011 Hall, K. R., (2006). Using problem-based learning with victims of bullying behavior. Professional School Counseling, 9(3), 231-237. Retrieved from Career and Technical Education 20 April 2011 Mennin, S., Gordon, P., Majorr, G., & Osman, H. S. (2003). Position paper on problem-based learning. Education for Health, 16, 98-113. http://nces.ed.gov/programs/crimeindicators/crimeindicators2010/tables/table_11_1.asphttp://nces.ed.gov/programs/crimeindicators/crimeindicators2010/tables/table_11_1.asp. National Center for Educational Statistics. Retrieved 20, April 2011. Richmond, E. (October, 2010). Cyber bullying how to make it stop. 10(2), 38-42. Retrieved from Proquest Education Journals 20 April, 2011. Smokowski, P. R. & Kopasz, K. H. (2005). Bullying in school: An overview of typers, eddects, family characteristics, and intervention stratefies. Children & Schools, 27( 2), 101-110. Retrieved from ProQuest 20 April 2011. http://standagainstbullying.org/http://standagainstbullying.org/ (2010). Stand against bullying. Retrieved 20, April 2011. Wood, D.F. (2003). Problem based learning. British Medical Journal, 326, 328-330.