Project Outline
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West Coast University *
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305
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Communications
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Nov 24, 2024
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docx
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Project Outline
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Professor’s Name
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Project Outline
Purpose: My goal is to reach out to the community educators who can help put an end to the
widespread cyberbullying that has arisen as a result of the proliferation of digital communication
platforms and which disproportionately impacts young people in low-income, high-crime
neighborhoods.
Introduction
I.
Attention Getter: Victims of cyberbullying are more likely to have academic problems,
mental health problems, and even consider suicide (Bauman, 2011).
II.
Personal Credibility
:
Research during the previous 3 years
III.
Thesis
:
Focusing on cyberbullying prevention in schools and engaging with school
administrators and authorities to address bullying prevention in both physical and
virtual environments is central to this project's goal of lowering risk in low-income
areas.
Body First main point: One major contributor to cyberbullying is a person's socioeconomic status
whereby those adolescents who come from economically disadvantaged homes are more likely
to report being victims of cyberbullying.
Subpoint: Studies conducted over the past decade have shown that based on culture
behaviors and policies, as well as independent entanglements, they act as significant
contributors to conceptual disparities in society, and that people's propensity to participate
in activities that preserve or encourage status differences in a society are highly linked
(Rogers, 2010).
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Second Main Point: The elevated levels of concerns, such as victimization, poverty, and life
expectancy, suggest that relative prosperity is a major community-level motivator for
cyberbullying activities (Friedman, 2011).
Subpoint: Teachers may play an essential role in building a strong coalition with key
stakeholders by advocating for a zero-tolerance policy.
Sub-subpoint: For example, they can instruct children to recognize the diversity
among people and to take responsibility for their actions in the world.
Sub-subpoint: It is important that students have the opportunity to collaborate
with a variety of classmates during the course of the school year (Weber &
Pelfrey, 2014).
Subpoint: Teachers should model positive technology usage and design lessons that play
to students' talents to demonstrate that everyone has something to offer (Raatma, 2013).
Sub-subpoint: They can promote understanding and acceptance of others'
differences.
Sub-subpoint: It is also ideal to work in a free setting where each person's unique
qualities are valued.
Third Main Point:
A long lasting strategy like team building is needed to provide a strong vision
in the school community in order to stop cyberbullying activities.
Subpoint: At this level, I would articulate my vision and strategy and get the word out about
my plans to get groups to work together, then explain why I believe team building is an
effective strategy (Corcoran & Conor, 2017).
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Sub-subpoint: Team building exercises are meant to get everyone in the classroom
working together for the benefit of the whole (Rogers, 2010).
Sub-subpoint: It's a chance to highlight our differences and come together in the
common goal of stopping cyberbullying and the school staff may benefit from
gathering once a week or doing something similar because making up games and
other activities could get pupils to interact with people they could not ordinarily
talk to (Roleff, 2012).
Fourth main point: Consolidating accomplishments, setting manageable goals, and doing away
with unneeded roadblocks during the transition are all made easier with parental participation
since parents should be made aware of cyberbullying incidents whenever possible (Kowalski,
Limber & Agatston, 2012).
Subpoint: Teachers may advise parents to get their kids special phones or software to
block inappropriate content which could aid in the transformation of the educational
system which relies heavily on establishing new norms and practices (Parks, 2013).
Fifth main point: Teachers should better emphasize the need of responsible technology use when
they utilize technology in the classroom.
Subpoint: It is preferable to instruct students in the proper use of technology than expect
them to learn by trial and error and I plan to undertake a pilot study of school anti-
bullying programs to assess their success, community effect, and moderator-benefit
relationships.
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Conclusion
Since cyberbullying can quickly spread and pose a serious threat, it is imperative that schools
implement regulations that address the root of the issue. No one in the education community has
had a clear idea of how to deal with pupils who use cyberspace to harass, threaten, or otherwise
abuse others until recently and adopting an all-encompassing policy would help schools put an
end to cyberbullying on their campuses, making schools more welcoming places to learn.
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References
Bauman, S. (2011).
Cyberbullying: What counselors need to know
. John Wiley & Sons.
Corcoran, L. & Conor, M. (2017). Bullying and Cyberbullying: Prevalence, Psychological
Impacts and Intervention Strategies.
Nova Science Pub Inc.
Friedman, L. S. (Ed.). (2011).
Cyberbullying
. Greenhaven Publishing LLC.
Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2012).
Cyberbullying: Bullying in the digital
age
. John Wiley & Sons.
Parks, P. J. (2013).
Cyberbullying
. Reference Point Press.
Raatma, L. (2013).
Cyberbullying
. Children’s Press.
Rogers, V. (2010).
Cyberbullying: Activities to help children and teens to stay safe in a texting,
twittering, social networking world
. Jessica Kingsley Publishers.
Roleff, T. L. (Ed.). (2012).
Cyberbullying
. Greenhaven Publishing LLC
Scherer, L. S. (2015).
Cyberbullying
. Greenhaven Press, a part of Gale, Cengage Learning.
Weber, N. L., & Pelfrey, W. V. (2014).
Cyberbullying: Causes, consequences, and coping
strategies
. Lfb Scholarly Pub Llc.
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