Conor Mc Guckin Trinity College Dublin If I

Conor Mc Guckin Trinity College Dublin If I were you, I wouldn’t start from here! South Limburg Mental Health Research Network, Euron, Maastricht University

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Cyber-bullying

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Panic !! New Technology Has Arrived !!! 9

The Curse of New Technology When the sewing machine was introduced, there were people who feared the implications that women moving their legs up and down would affect female sexuality (Coffin, 1994).

The Curse of New Technology The Walkman music player was viewed as an evil device that would encourage people to disappear into separate worlds, unable to communicate with one another (Hosokawa, 1984).

So. . . Let’s calm down. . . just a bit ? ? ? 12

Issues: Defining the Area • Defining & measuring a concept that is real & growing: – Ersilia Menesini & colleagues have grappled with both aspects. – More work needed - yes - litigious society (rights / responsibilities / moral fabric of society). – Corcoran et al. (2015) – cyber-aggression. – Jacek Pyzalski (2012) – typology.

Issues: Defining the Area • Is CB is on a lumpy continuum with f 2 f - or conceptually & experientially different (Peter Smith & Dan Olweus)? • Stability / consistency of actor status across f 2 f & CB and relationship to: – Individual & social determinants (Wolke & colleagues). – Behavioural and H&WB outcomes (Gunther & colleagues).

“No man island” (John Donne) • We are “the” social animal. • Interesting juncture – much of our social interaction is now online. • Individual and social determinants / risk factors (Wolke & colleagues). • Do we pay heed to these in program development? (Mc Guckin & Minton, 2014).

Moving to Solutions • Does a “silver bullet” exist? • Can we develop “gold-standard” criteria & applications? • Other “sciences” can: – Moore’s Law (1965) – exponential development of computer processing power.

Moore’s Law Exponential growth of technology. . . microchip performance doubles every 18 months. . . Rate of devpt Time

Emotional development and regulation, stress and coping etc. . . we develop these through normal growth and development … and experiences Rate of devpt Time

Technology Rate of devpt Development Time

As the speed of technology increases, the rate of emotional development and response does not increase. Technology Children's emotional repertoire is not sophisticated enough to deal with cyberbullying. Rate of devpt Development Time

The Bullying of “Intervention” and “Prevention” • We see the terms intervention and prevention in nearly every article we read, every professional publication we see, and every piece of student writing we grade. • It is almost like these two words somehow find their way into every document without the author even realising that they are there. • It is almost like the printer has a setting that automatically includes these words on every odd or even page number. • These words have real currency and potency.

Living in the Future • “We are living in the future. . . I’ll tell you how I know. . . I read it in the paper 15 years ago” • Agricultural revolution - industrial revolution - digital revolution - 10 years hence - robots & AI. • Digital babies? • Jobs that do not exist yet. • Time / space compression – globalization. • Pluralist society / heterogeneous society.

Quis custodiet ipsos custodies? • Let’s not pretend that we know it all. • Are we still looking at intervention and prevention in an analogue manner – should we be looking at it in a more modern manner – AI, robots. • Are we still at “intervention & prevention 101”? • What version are we on now? - let’s be honest - too much is at stake - we have a responsibility.

Rubrics & Benchmarks • Theoretical and methodological rubrics. • Yardsticks – not templates. • Doing chemistry with dirty test-tubes. • What is the utopian view – hindsight is 20: 20.

Rubrics & Benchmarks 1. 2. 3. 4. 5. 6. Grounded in theory and evidence-informed. Central tenets operationally defined & clarified (e. g. , time reference periods). Incidence levels of all actor groups assessed. Assess personal and situational factors. Assess “positive” as well (e. g. , resilience, post traumatic growth). Remain sensitive to normative (and not) transitions – not always linear – “scenic route” 7. Future proof – change is inevitable - EU Kids Online. . . Net Children Go Mobile. 8. Longitudinal (or quasi-) design. 9. RCT and psychometrics. 10. Analysis of end user engagement (e. g. , GA). Deal breakers – ethics, success is defined.

Methods • • • Visual methodology. “Voice”. Nudge. RCT? Crowd source. Crowd fund. Co-researchers. SLR / meta-analysis. Cross-national academy? Curate?

Desire Paths • A pathway that has been created as a consequence of foot or bicycle traffic. • The shortest or most easily navigated route. • Technical and measurable aspects of the path (e. g. , width, depth, erosion) are indicators of the amount of use the path receives. • We know that such approaches exist in relation to the development of preventative and intervention approaches.

Desire Paths • Rather than being critical of their genetic background (theoretical & methodological) - be more pragmatic and seek to understand their efficacy - measure available data and treat them in a "quasi" manner. • Schools quite often develop interventions that make "local sense“. • Some of these will mimic quite closely what is advocated by the authority figures - some will be so different that there is no convergence between what is being implemented on the ground and the approach envisaged by authority figures. • Thus, in terms of desire paths, we could explore these non-standard (de facto) approaches by using methodology to explore the technical issues related to "width", "depth", and "erosion".

You don't have to be responsible for the problem to be responsible for the solution

Thank-You 32

Contact Details Prof. Conor Mc Guckin School of Education Trinity College Dublin conor. mcguckin@tcd. ie

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‘One Good Adult’ Continuum of Support: Support for All … Support for Some … Support for a Few 35

Are YOU That One Good Adult ? ? ? 36

What is OUR Responsibility ? ? ? 37

What Should WE Focus On ? ? ? 38

What Should WE Focus On ? ? ? Coping 39

Cyberbullying & Coping Adequate coping strategies (Slonje & Smith, 2008). – As the speed of technology increases, the rate of emotional development and response does not increase. – Children's emotional repertoire is not sophisticated enough to deal with cyberbullying. 40

The paradox: The internet is the most open forum for communication. . . but. . . it is also the most anonymous ! 43

http: //imgur. com/Wi. OMq

What was our aim? • Thinking tools, inquisitive, "creative and imaginative", application • PPEO • Legal issues, quasi-legal issues, practice issues

Where do we get information and is it reliable? • The “Internet” – The availability is laudable & appreciated. • Problem: – Do those seeking help possess the critical & analytical thinking tools required to separate evidence-informed offerings from the more “rash” quick-fix offerings?

Image source: http: //www. imagenesyfrases. net/covers/preview/edward-snowden-heroe-mundial. png

Image source: http: //commons. wikimedia. org/wiki/File: Lobster_(PSF). png via http: //www. cellsea. com/media/photoeditor? s=1&f=1381416933832_0_2821_1748

Where do we get Information ? ? ? - Is it Reliable ? ? ? • There are evidence-informed resources: – Cyber. Training (http: //cybertraining-project. org Mc Guckin &Crowley, 2012) – COST Action IS 0801 • Well intentioned but misguided approaches will. . . may exacerbate the problem.

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The Surgeon • When we go to hospital for an operation. . . – We expect the surgeon to have a very sharp and clean scalpel. . . and to know whereabouts the failing organ is physically located. – Two things here are very real and identifiable: the scalpel is real, and the failing body organ - both physically exist. • We have problems conceptualising and operationalising CB. • We must expect high levels of rigour - else - building programs on quicksand. Doomed to failure. • The surgeon is just operating on one person at any one time with tangible tools for tangible problems - we develop programmes for widescale application with the added worry of ensuring that the preparation for the programme (the diagnostic and enabling work) is as clinically clean as possible - one slip of our knife would be

So … What Will You Do After Today? 52

After Today … • You as a person … ? • You as a member of society … ? • You as a leader in society … ? • You for the further development of an ethical society ?

After Today … • If you don’t know it, you can’t teach it! • It is possible not to be responsible for a problem yet still to be responsible for it’s solutions (Linda Sandford, Strong at the Broken Places).

Start at the Start ! 56