CYBER BULLY ....ARE YOU ONE?

Why do kids cyberbully each other?

( EXCUSE ME...WHAT ABOUT ADULTS? )

Who knows why kids do anything? When it comes to cyberbullying, they are often motivated by anger, revenge or frustration. Sometimes they do it for entertainment or because they are bored and have too much time on their hands and too many tech toys available to them. Many do it for laughs or to get a reaction. Some do it by accident, and either send a message to the wrong recipient or didn't think before they did something. The Power-hungry do it to torment others and for their ego. Revenge of the Nerd may start out defending themselves from traditional bullying only to find that they enjoy being the tough guy or gal. Mean girls do it to help bolster or remind people of their own social standing. And some think they are righting wrong and standing up for others.

Because their motives differ, the solutions and responses to each type of cyberbullying incident has to differ too. Unfortunately, there is no "one size fits all" when cyberbullying is concerned. Only two of the types of cyberbullies have something in common with the traditional schoolyard bully. Experts who understand schoolyard bullying often misunderstand cyberbullying, thinking it is just another method of bullying. But the motives and the nature of cybercommunications, as well as the demographic and profile of a cyberbully differ from their offline counterpart.
Follow this link to learn about how you should deal with the different kinds of cyberbullies
Follow this link to learn about cyberbullying awareness and why kids should take a stand against cyberbullying

WELL LET US CONSIDER THIS CAREFULLY.

CAN ADULTS BE CYBER BULLIES?

IF SOMEONE IS POWER SENDS EMAILS TO SATISFY

HIS NEED TO CONTROL AND HURT....

AND THE VICTIM IS A YOUNG PERSON.

WHAT WOULD YOU CALL THAT.

WHAT WOULD YOU DO AS A COUNSELLOR?

GIVE ME YOUR VIEWS

COUNSELLING SKILLS

COUNSELLING WITH EMPATHY

WHAT DO WE DO TO EMPATHISE WITH OUR CLIENTS?

LET US BE AWARE OF OBSTACLES TO COMMUNICATION.

1. BEING JUDEGEMENTAL SWITCHES OFF THE CLIENT
2. SEE THE SITUATION FROM THE PERSPECTIVE OF THE CLIENT.
3. ENTER THE WORLD OF THE CLIENT.

THERE ARE FOUR TYPES OF OBSTACLES TO COMMUNICATION

1. PHYSICAL

A. IS THE ROOM CONDICIVE?
B. DOES THE LIGHTING AND SEATING HELP YOUR CLINET TO RELAX?

3. PSYCHOLOGICAL

A. DO NOT CRITICISE AND LABEL
B. GIVE THE CLIENT THE CHANCE TO EXPRESS NEGATIVE EMOTIONS.
C. DO NOT BLAME THE CLIENT FOR THE NEGATIVE EVENTS.

4. ENVIRONMENTAL OBSTACLES

A. CREATE A POSITIVE ENVIRONMENT. DO NOT SHOW THAT YOU CANNOT SOLVE

THE PROBLEM.

B. DO NOT INTERROGATE

C. DO NOT MORALIZE. ( SAY WHAT THE CLIENT SHOULD DO. )

5. SOCIAL

A. ENSURE THAT THERE IS NO CONFLICT OF IDEAS

B. MUTUAL RESPECT AND SUPPORT IN GROUP COUNSELLING

BEHAVIOUR MODIFICATION AND DIGNITY

WOULD YOU USE PUNISHMENT TO CONTROL BEHAVIOUR?

WHAT ABOUT THE IMPACT ON SELF ESTEEM?

WHAT ABOUT THE EFFECT ON THE SENSE OF DIGNITY?

THESE ARE ISSUES WE NEED TO CONSIDER.

YOU DO NOT HAVE A SECOND CHANCE TO MEND A BROKEN HEART

Read the extract below and explore this issue of behaviour modification which is related to motivation.

I would love to read your comments and posts in your blogs.

If you are visiting this blog , I would love to visit your blog too...just let me know your blog address. You can e mail it to mikailchristiano@gmail.com.

For more personal encounters may I invite you to visit me and my blogger friends in http://heavenlymystery.blogspot.com


Behaviour modification typically consists of changing the consequences of an action or applying new consequences to guide behaviour. In the past, most parents chose to control the behaviour of their children by using negative reinforcement, that is, misbehaviour or disregarding house rules resulted in punishments. Today, many parents (and even school systems and other childhood authorities) are inclined to provide positive reinforcement to encourage good behaviour, reserving negative reinforcement techniques only as a last resort. While the results are not usually as immediate, they are typically seen as healthier, providing children with appropriate behavioural guidelines while allowing them their dignity.

SKINNER"S BEHAVIOURAL THEORY

I am no fan of Behaviourism.

Now that you have read about Maslow's theory of Motivation, let us consider Skinner's Behavioural Theory.

Ponder on this extract..

One of the aspects important to human behaviour, though, is the feelings associated with behaviour that is controlled by conditioning. When previous behaviours have been rewarded, children are likely to repeat those behaviours happily and willingly, feeling that they are doing what they 'want' to be doing. If, on the other hand, children choose behaviours in order to avoid a repeat of negative reinforcement, they may behave appropriately, but will be inclined to feel that their freedoms are being squelched. In reality, the actual freedom still exists, of course. Children, like the rest of us, are free to behave in any manner that we choose, as long as we are willing to accept the consequences of our actions.

Then click on the link to explore the article.

http://www.kidsdevelopment.co.uk/BFSkinnersBehaviouralTheory.html

MASLOWS THEORY

The basis of Maslow's motivation theory is that human beings are motivated by unsatisfied needs, and that certain lower factors need to be satisfied before higher needs can be satisfied.

According to Maslow, there are general types of needs (physiological, survival, safety, love, and esteem) that must be satisfied before a person can act unselfishly. He called these needs "deficiency needs."

As long as we are motivated to satisfy these cravings, we are moving towards growth, toward self-actualization.

Satisfying needs is healthy, while preventing gratification makes us sick or act evilly.

JOSEPH RENZULLI

The Schoolwide Enrichment Model (SEM)

(Renzulli, 1977; Renzulli & Reis, 1985, 1997)

is widely implemented as an enrichment program used with academically gifted and talented students and a magnet theme/enrichment approach for all schools interested in high-end learning and developing the strengths and talents of all students.

The major goal of the SEM is the application of gifted education pedagogy to total school improvement.

The SEM provides enriched learning experiences and higher learning standards for all children through three goals;

developing talents in all children,

providing a broad range of advanced-level enrichment experiences for all students,

and providing advanced follow-up opportunities
for young people based on their strengths and interests.

The SEM focuses on enrichment for all students
through high levels of engagement
and the use of enjoyable and challenging learning experiences

that are constructed around students' interests,
learning styles,
and preferred modes of expression.