Wednesday, October 14, 2020
Tuesday, October 13, 2020
Cartoon Network | Stop Bullying Speak Up | Research and Resources https://www.cartoonnetwork.com/stop-bullying/resources.html
Thursday, October 8, 2020
We have been exploring how young people use and misuse technology, with a primary focus on cyberbullying, for nearly two decades. In that time, though, we have almost exclusively studied middle and high school students (12- to 17-year-olds) and their caregivers. Earlier this year we were approached by the Cartoon Network with questions about tween experiences with cyberbullying. We knew we didn’t have any data on tween cyberbullying, and a quick search didn’t turn up any other research on this particular population. So, with support from the AT&T Foundation, we partnered with Cartoon Network to fill this important gap in knowledge. In June and July of this year we surveyed a nationally-representative sample of 1,034 tweens (9-12-year-olds) to find out more about their experiences with cyberbullying. Below is a brief overview of some of the key findings.
Thursday, October 1, 2020
What would a more comprehensive, practical, and customized solution-focused brief counseling (SFBC) book look like for school counselors if it were available today? Solution-Focused School Counseling: The Missing Manual is what I pictured when I imagined the answer to that hypothetical question.
Although helpful to other professionals such as social workers, school psychologists, clinical mental health counselors, and couples counselors, this book was written just for you, the school counselor.
After reading Solution-Focused School Counseling: The Missing Manual, you will have a clearer understanding of the ins and outs of the SFBC approach. You’ll be better able to picture how the model works across different parts of your job, with all kids, and among various issues. You will also be better equipped to navigate the common sticking points that some counselors experience.
First, you will learn about the principles, guidelines, and techniques of solution-focused brief counseling. Then, you will discover practical ways you can use the SFBC model in different areas such as:
You’ll also learn how to collect solution-focused data, adapt teaching activities for the classroom, and integrate SFBC with other approaches such as rational-emotive behavior therapy, reality therapy, and behavior modification. The Missing Manual also includes several authentic transcripts that demonstrate the methods in different situations. From understanding solution-focused brief counseling to applying it throughout your program, this book gives you detailed information to get yourself to the next level.
Both in-service practitioners and pre-service graduate students will find Solution-Focused School Counseling: The Missing Manual an excellent resource for becoming a solution-focused school counselor.
Russell A. Sabella, Ph.D.
Visit the website to view the Table of Contents and to purchase your copy
Tuesday, September 1, 2020
The SFBC approach is perfect for working with others online, even addressing social and emotional issues, for several reasons:
- SFBC is Low Risk. Because of SFBC's focus on strengths, resources, and opportunities, the model reduces the importance of confidentiality and privacy. Students, parents, and others are more apt to speak freely, even in an online environment.
- SFBC is Structured. Students and school counselors both love how SFBC is structured, focusing on techniques that are simple and easy to follow.
- SFBC Works. Focusing on students’ assets almost always produces some return on your investment. SFBC is an approach that can help students enhance their confidence, believe in their abilities, and do more of what works.
- SFBC is Brief. Being in an online environment is tiring. We need an approach like SFBC to help us get our work done efficiently.
- SFBC is Adaptable. School counselors and other educators can apply SFBC in many different situations. For example, school counselors deal with numerous cases across various domains, including academic, career, social, and emotional.
- SFBC is Transcultural. The SFBC model embraces diversity because the focus is on the student’s unique experiences within their own frame of reference.
- SFBC is Teachable. The solution-focused model also lends itself well to online classroom lessons, where students can learn a novel approach to coping, self-regulating, and working out problems on their own. School counselors can bring the SFBC principles, techniques, and processes to students starting in elementary schools. Teaching students how to apply SFBC mindsets and behaviors in their own lives gives them the knowledge, skills, and attitude to navigate the world better, cope with adversity, and understand their own powers.
The virtual SFBC workshop can be delivered in various formats including a half-day (3 hours) or full-day (6 hours). We can connect all at once or space the workshop out over several meetings, whichever works best. If you want to do a full day and include two or more topics, we can make that happen.
SFBC Workshop Objectives:
- Understand the process of solution-focused scaling.
- Recognize and understand techniques including detailing, mind mapping, mine fielding, cheerleading, amplifying, and possible reframing/refocusing.
- Recognize and understand how to use the “hypothetical” or exploring future progress.
- Understand four ways to move from complaints/wishes to SMART goals.
- Understand a technique for how to inspire internal motivation.
- Understand how to conduct solution-focused small groups.
- Understand how to team with all stakeholders (parents, students, and staff) using the solution-focused approach.
Check out Dr. Sabella's professional development page for other workshop options at https://schoolcounselor.com/professional-development/
To inquire about doing a SFBC or other workshop, complete this brief online form to get things started: https://schoolcounselor.com/professional-development/request-a-training/.
Sabella & Associates, LLC
8249 Preserve Point DR, Fort Myers, FL 33912
Tuesday, August 18, 2020
Abstract: Schools have been fighting cyberbullying through intervention programs, yet few interventions have been empirically evaluated. This study evaluates the effectiveness of a Safe Surfing anti-cyberbullying intervention program that is based on the theory of planned behavior in reducing bullying online and offline and improving student-perceived popularity and self-esteem. It was hypothesized that from pre- to post-intervention online and offline bullying rates will decrease; students’ negative perception of popularity will decrease; students’ self-esteem will increase, and; in classrooms where there has been a greater decrease in online and offline bullying following the intervention there will be a greater improvement in students’ negative perception of popularity and self-esteem. Data were collected from 1,550 students (53% males) in 3rd to 11th grades from 69 classes in 19 primary (68%), middle and high (32%) public schools in Israel. The students answered online questionnaires pre- and post-intervention. Results indicated a significant decrease in bullying online and offline post-intervention. Also, a significant improvement in perceived popularity and self-esteem was obtained among primary school students. The decrease in bullying online and offline was significantly associated with an improvement in perceived popularity and self-esteem. The study provides support for the positive role that school-based interventions against cyberbullying can have, and demonstrates that schools can make a difference in the way their students consume social networks. The findings also contribute to the debate about the co-occurrence between traditional bullying and cyberbullying. The findings may encourage school principals to approach peer victimization with a broader view and to develop intervention programs that capture students’ social experiences more holistically.
Read more: The effectiveness of safe surfing, an anti-cyberbullying intervention program in reducing online and offline bullying and improving perceived popularity and self-esteem | Aizenkot | Cyberpsychology: Journal of Psychosocial Research on Cyberspace
Abstract: The use of Social Network Sites (SNSs) has grown to become a ubiquitous aspect of daily life in developed countries throughout the world. This rise of social media has resulted in increased public concern regarding the way in which individuals engage with SNSs, and the consequences of frequent SNS use. The Fear of Missing Out (FoMO) is an example of a social psychological phenomenon which has recently received attention as a significant factor associated with experiences of SNS engagement. The following study sought to contribute to developing understandings of SNS use and FoMO. This was achieved by assessing the extent to which FoMO mediated the relationships between SNS engagement and four other psychosocial factors (psychological need satisfaction, social capital, public self-consciousness, and public self-monitoring). Quantitative data were collected from a student volunteer sample of 218 New Zealand SNS users and analysed using a series of regression analyses. Relationships between each of the assessed psychosocial variables and rates of SNS engagement were found to be mediated by FoMO. The findings of this study support the view that FoMO plays an important role in understanding the range of complex and interrelated psychosocial factors relating to rates of SNS engagement.
Social network sites, fear of missing out, and psychosocial correlates | Classen | Cyberpsychology: Journal of Psychosocial Research on Cyberspace
Friday, July 10, 2020
Tuesday, July 7, 2020
The toolkit provides you with all the resources you need to plan and deliver the “How to Be a Good Digital Parent” program. The presenter’s guide, accompanying PowerPoint presentation and quick-start guide will prepare you to host a successful learning event for parents and caregivers.
GDP Toolkit https://www.fosi.org/gdppresentation/
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