191

OSH-EM-F-191-01

191-01

478

OSH-EM-F-191-01

Empowerment

—

*

—

—

—

—

*

—

Feelings

—

Impacts: Online sexual harassment

Wellbeing

—

Violation by non-consensual sexting

Sexting involves the sending of explicit sexual content (e.g., text, images or video) via messages. An individual who receives these messages may feel that their boundaries have been crossed without their consent.

Adapted

Adolescent Sexting Scale (A-SextS)

An evaluation might measure broad behaviors related to online sexual experience and exploration, as an indication of an individual's willingness to engage in online sexual risk-taking.

Q: In the last [month] how many times has someone you only know on the internet sent you a 'sext' message when you didn't want them to?

—

*

This item could be incorporated into a workshop activity exploring young people's recent online experiences. You might ask young people to answer this particular question in the context of written worksheets, drawings or other interactive activities, particularly those that explore sexual boundaries and online sexual risk-taking, if appropriate to participants' ages. For more resources on participatory research methods, see the Young and Resilient Youth Co-Research Toolkit: https://shorturl.at/lOinH

*

High

*

High

*

5-point scale: Never 1–3 times a month 1–3 times a week (Almost) Every Day Several Times a Day

*

Low

*

Medium

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

This question address a sensitive topic and asks young people about previous experiences. Ensure that follow up with further options for further support are provided to participants, e.g. a list of available support services.

—

Schoeps, K., Peris Hernández, M., Garaigordobil, M., & Montoya Castilla, I. (2020). Risk factors for being a victim of online grooming in adolescents. Psicothema, 31(4), 1–9.

175

OSH-EC-B-175-01

175-01

453

OSH-EC-B-175-01

Ecological

*

—

—

—

—

—

*

—

Behavior

—

Prevalence: Online sexual harassment

—

—

Use of inappropriate/sexual avatars

An avatar is an image or icon that is used to represent a person in an online context, such as in an online game or in an online forum. Inappropriate (including sexually inappropriate) avatars can be used to humiliate other participants.

New

—

An evaluation might measure a person's experiences of specific aspects of online victimization. This is an original measurement item.

Q: In the past [ … ] months, while using online games or forums, have you encountered any sexually-themed avatars used by other people? Q: If yes, how has this made you feel?

—

*

This item could be incorporated into a workshop activity exploring young people's recent online experiences. A possible activity might ask young people who engage in online gaming to: – Design or describe their own ideal avatar; – Ask about their encounters with other people's avatars online: 'Have you ever come across people with inappropriate avatars while gaming or using forums online?' (4 point scale: Never, Once or Twice, 3–4 times, 5 or more times). 'How do these avatars make you feel? Why?'. Further questions might explore what young people deem as 'inappropriate', but this is a sensitive topic and should be approached with care. For more resources on participatory research methods, see the Young and Resilient Youth Co-Research Toolkit: https://shorturl.at/lOinH

*

High

*

High

*

Q: In the past … 4-point scale: Never / Once or Twice / 3–4 Times / 5 or More Times Q: How has this made you feel? – Happy – Uncomfortable – Suspicious – Scared – Surprised – Something else: _____________ – It didn't affect me

*

Low

*

Medium

—

—

—

—

—

—

*

Q: Have you ever come across people with inappropriate avatars while gaming or using forums online? Q: What do you think makes an avatar 'inappropriate'? Why? Q: How do inappropriate avatars make you feel? Why?

*

High

*

High

—

—

—

—

—

—

This question address a sensitive topic and asks young people about previous experiences. Ensure that follow up with further options for further support are provided to participants, e.g. a list of available support services.

—

Pranoto, H., Gunawan, F. E., & Soewito, B. (2015). Logistic models for classifying online grooming conversation. Procedia Computer Science, 59, 357-365. Y&R, UNICEF, Evaluating Online Safety Initiatives.2022. Pg- 26.

174

OSH-EC-B-174-01

174-01

452

OSH-EC-B-174-01

Ecological

*

—

—

—

—

—

*

—

Behavior

—

Prevalence: Online sexual harassment

—

—

Unsolicited sexual jokes online: social media/gaming platforms

Sexual jokes involve sexual themes or insinuations and may unexpectedly be encountered on social media platforms or in online gaming contexts.

New

—

An evaluation might measure a person's experiences of inappropriate online content. This is an original measurement item.

Q: In the past [ … ] months, how often have you come across sexual humour or jokes in online chat like for games or other chat rooms that made you uncomfortable?

—

*

This item could be incorporated into a workshop activity exploring young people's recent online experiences. A possible activity might ask young people who engage in online gaming to: – Ask participants to tell or write down their favorite joke ('ice-breaker' activity). – Explore participants' encounters with jokes and fun in the context of online gaming and social media. – Ask participants whether they have encountered sexual humour or jokes in online chats, games or social media that made them feel uncomfortable. – What did they do (or what would they do) in this scenario? Further questions might explore what young people deem as 'inappropriate', but this is a sensitive topic and should be approached with care. For more resources on participatory research methods, see the Young and Resilient Youth Co-Research Toolkit: https://shorturl.at/lOinH

*

High

*

High

*

4-point scale: Never / Once or Twice / 3–4 Times / 5 or More Times

*

Low

*

Medium

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

This question address a sensitive topic and asks young people about previous experiences. Ensure that follow up with further options for further support are provided to participants, e.g. a list of available support services.

—

Pranoto, H., Gunawan, F. E., & Soewito, B. (2015). Logistic models for classifying online grooming conversation. Procedia Computer Science, 59, 357-365. Y&R, UNICEF, Evaluating Online Safety Initiatives.2022. Pg- 26.

157

OSECA-NU-K-157-02

157-02

425

OSECA-NU-K-157-02

Nudge

—

—

*

—

—

—

—

*

Knowledge

—

Literacy

—

—

Understanding tactics used in predatory behavior

When an individual understands the tactics used in sexual extortion, they can recognize when force or threat is being used by another person to obtain what they desire. An individual with this ability can also can perceive the inappropriateness of extortionary behavior.

New

—

An evaluation might measure a person's capacity to identify potentially harmful behaviors online as a indication of online sexual extortion of children by adults. This is an original measurement item.

Q: What is [insert online harm]? Q: How would you recognize [insert online harm] if it was happening online?

—

*

Workshops could focus on educational awareness in relation to the online harm/s in focus. Integrate these measurement items into interactive workshop activities, worksheets or games to explore: – How much young people know about this particular online harm. – Whether they are able to recognize behaviors associated with this online harm. Activities might invite young people themselves to create educational awareness campaigns for their peers. Evaluation of data will focus on whether young people's awareness and knowledge increased as a result of your online safety campaign. For more resources on participatory research methods, see the Young and Resilient Youth Co-Research Toolkit: https://shorturl.at/lOinH

*

High

*

High

—

—

—

—

—

—

*

(online/offline); in-depth interviews to explore individual's awareness of common tactics applied by offenders

*

High

*

High

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

95

OG-OSH-OSECA-NU-K-095-01

095-01

324

OG-NU-K-095-01

Nudge

—

—

*

—

—

*

*

*

Knowledge

*

Literacy

—

—

Understanding tactics used in predatory behavior

When an individual understands the tactics used in predatory behavior, they can recognize when force or threat is being used by another person to obtain what they desire. An individual with this ability can also can perceive the inappropriateness of that behavior.

New

—

An evaluation might measure how a person would respond to observing or experiencing an online risk

Q: An adult tells you online they have a crush on you. Which of these things are true?

—

*

A workshop activity might use the survey scale for participants to respond to. Or, it might present participants with a fictional scenario where they are asked to interpret the feelings of the character who is experiencing this situation. A fictional scenario can make questions of this nature less confronting for young people. For exampe: "Sancho started talking with an older person on his gaming platform a few weeks back. Now this person has told Sancho they have a crush on him. How do you think Sancho might be feeling? How would you be feeling in Sancho's situation?" For more resources on participatory research methods, see the Young and Resilient Youth Co-Research Toolkit: https://shorturl.at/lOinH

*

High

*

High

*

Choose all that apply: – I'd ignore them – I'd be flattered and keep chatting to them online. – I'd report it to an agency or company who could help. – I wouldn't report it because I don't know how to. – I don't think I'd get any help if I told anyone. – I'd be too afraid or embarrased to tell anyone. – I'd be worried what my parents, teachers, or friends would think. – I wouldn't worry because I know how to keep myself safe

*

Low

*

Medium

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

141

OSECA-EM-K-141-01

141-01

399

OSECA-EM-K-141-01

Empowerment

—

*

—

—

—

—

—

*

Knowledge

—

Literacy

—

—

Understanding of legal terms (consent, sexual abuse)

When young people know and understand official or legal terms for harmful behaviors, they are equipped to confidently recognize and describe these harmful behaviors.

New

—

An evaluation might measure a person's capacity to understand formal legal and regulatory terms and frameworks that address potentially harmful experiences online as a indication of their understanding of online harm. This is an original measurement item.

Run educational games and quizzes on legal terms of the state/country. For example: Q: How confident are you in understanding each of the following terms? [List language and country specific legal terms relating to online sexual extortion of children by adults, and relating to children's rights]

—

*

A workshop could include a fun quiz game where participants compete in groups to demonstrate their knowledge of relevant legal terms. Or, a workshop activity might include a worksheet where young people indicate their confidence in understanding a list of terms, either matching those terms with their correct definition or writing a definition for each term in their own words. It may also be beneficial for participants to brainstorm or discuss the benefits of understanding legal terminology and knowing their rights in relation to self-protection from harms. For more resources on participatory research methods, see the Young and Resilient Youth Co-Research Toolkit: https://shorturl.at/lOinH

*

High

*

High

*

3-point scale (with optional space given for respondents to write down their definitions of each term, or match each term to its definition): Very confident / A little confident / Not confident at all

*

Low

*

Medium

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

38

OB-ST-F-038-01

038-01

220

OB-ST-F-038-01

Strain

—

—

—

*

*

—

—

—

Feelings

—

Relationships

Wellbeing

—

Stress

Stress is the level of emotional or mental strain upon a young person.

Adapted

Examination-related Strain Scale

Examination-related stress may be an element in perpetration of bullying and so could be an indicator of bullying occurrence.

Q: I am not satisfied with my grades. [OB-ST-F-038-01] Q: I feel a lot of stress about studying. [OB-ST-F-038-02] Q: My parents pressure me to study too much. [OB-ST-F-038-03]

*

—

—

—

—

—

—

*

4-point scale: Never true / Sometimes true / Often true / Always true

*

Low

*

Medium

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

This item is drawn from a scale that explores the degree to which young people feel stress related to studying for examinations. The full scale includes items such as: "I feel a lot of stress about studying"; "I am not satisfied with my grade"; and "My parents stress studying too much." Pro: Looks at broader causes for strain and anxiety; links degree of stress with bullying and victimisation experiences. Con: This indicator ('stress') needs to be linked with, and supported by, findings using other indicators, in order to clearly relate to online bullying.

Moon, B., Hwang, H. W., & McCluskey, J. D. (2011). Causes of school bullying: Empirical test of a general theory of crime, differential association theory, and general strain theory. Crime & Delinquency, 57(6), 849-877.

52

OG-EC-B-052-01

052-01

250

OG-EC-B-052-01

Ecological

*

—

—

—

—

*

—

—

Behavior

—

Online norms

—

—

Sexual health risk-taking: sexual activities with unknown contacts

Sexual health refers to a state of physical, emotional, mental and social well-being in relation to sexuality. Sexual health risk-taking behaviors occur when an individual exposes themselves to danger or the possibility of harm to their sexual health. This can include discussions of sexual activities with unknown contacts.

Established

Sexual Health Workshops: Online Sexual Activities with Unknown Contacts

An evaluation might measure these broader sexual health behaviors as a proxy for lower vulnerability to grooming and sexual risk-taking online.

Conduct content, visual, or frequency analysis of activities designed to identify and explore perceptions and experiences of harmful online behavior.

—

*

For more resources on participatory research methods, see the Young and Resilient Youth Co-Research Toolkit: https://shorturl.at/lOinH

*

High

*

High

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

Studies suggest that programmes that address CSEA may also contribute to more positive sexual health (later sexual debut, fewer partners, use of contraception). Pro: Holistic understanding of sexual health and sexual risk-taking Con: Broader indicator that may be loosely correlated to grooming specifically

UNESCO. (2015). Emerging evidence, lessons and practice in comprehensive sexuality education: a global review. World Health Organization

68

OG-EM-B-068-01

068-01

286

OG-EM-B-068-01

Empowerment

—

*

—

—

—

*

—

—

Behavior

—

Online norms

—

—

Sexual health risk-taking: participating in potentially compromising activities (sexting, etc.)

Sexual health refers to a state of physical, emotional, mental and social well-being in relation to sexuality. Sexual health risk-taking behaviors occur when an individual exposes themselves to danger or the possibility of harm to their sexual health. This can include participating in potentially compromising digital activities such as 'sexting'.

Established

Sexual Health Workshops: Digital Risk-Taking

An evaluation might measure these broader sexual health behaviors as a proxy for lower vulnerability to grooming and sexual risk-taking online.

Conduct content, visual, or frequency analysis of activities designed to identify and explore perceptions and experiences of harmful online behavior.

—

*

For more resources on participatory research methods, see the Young and Resilient Youth Co-Research Toolkit: https://shorturl.at/lOinH

*

High

*

High

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

Studies suggest that programmes that address CSEA may also contribute to more positive sexual health (later sexual debut, fewer partners, use of contraception). Pro: Holistic understanding of sexual health and sexual risk-taking Con: Broader indicator that may be loosely correlated to grooming specifically

UNESCO. (2015). Emerging evidence, lessons and practice in comprehensive sexuality education: a global review. World Health Organization

103

OG-ST-B-103-01

103-01

333

OG-ST-B-103-01

Strain

—

—

—

*

—

*

—

—

Behavior

—

Online norms

—

—

Sexual health risk-taking: discussing sexual preferences, desires

Sexual health refers to a state of physical, emotional, mental and social well-being in relation to sexuality. Sexual health risk-taking behaviors occur when an individual exposes themselves to danger or the possibility of harm to their sexual health. This can include discussions of sexual preferences.

Established

Sexual Health Workshops: Discussing Sexual Themes

An evaluation might measure these broader sexual health behaviors as a proxy for lower vulnerability to grooming and sexual risk-taking online.

Conduct content, visual, or frequency analysis of activities designed to identify and explore perceptions and experiences of harmful online behavior.

—

*

For more resources on participatory research methods, see the Young and Resilient Youth Co-Research Toolkit: https://shorturl.at/lOinH

*

High

*

High

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

Studies suggest that programs that address CSEA may also contribute to more positive sexual health (later sexual debut, fewer partners, use of contraception). Pro: Holistic understanding of sexual health and sexual risk-taking. Con: Broader indicator that may be loosely correlated to grooming specifically

UNESCO. (2015). Emerging evidence, lessons and practice in comprehensive sexuality education: a global review. World Health Organization

105

-ST-F-105-01

105-01

343

OG-ST-F-105-01

Strain

—

—

—

*

—

—

—

—

Feelings

—

Wellbeing

—

—

Self-esteem: rights and values

Self-esteem: rights and values' relates to an individual's recognition of their own rights and values, and their subsequent ability to set boundaries and avoid manipulation.

Established

Rosenberg Self Esteem Scale

Low personal self-esteem may be a higher risk or lead to greater consequence of online harm.

Q1: I take a positive attitude toward myself. Q2: I am able to do things as well as most other people.

—

—

—

—

—

—

—

*

4-point scale: Strongly Disagree / Disagree / Agree / Strongly Agree

*

Low

*

Medium

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

One study found that physical attractiveness and disinhibition led to increased sexting (both erotic and pornographic) and higher likelihood of adolescents being groomed. It suggested that education programs should thus stress cognitive and socio-emotional esteem on top of body self-esteem. Measuring and increasing this could be a productive evaluation indicator. Pro: Holistic way of decreasing risk of online grooming. Con: Body Self-esteem is a broad concept that may be difficult to accurately measure, and may be distressing to respond to in an online context.

Schoeps, K., Peris Hernández, M., Garaigordobil, M., & Montoya Castilla, I. (2020). Risk factors for being a victim of online grooming in adolescents. Psicothema 31(4), 1–9.

72

OG-EM-F-072-01

072-01

290

OG-EM-F-072-01

Empowerment

—

*

—

—

*

*

*

*

Feelings

*

Wellbeing

—

—

Self-esteem: rights and values

Self-esteem: rights and values refers to an individual's confidence and sense of their own worth.

Adapted

Rosenberg Self Esteem Scale

Low personal self-esteem may be a higher risk or lead to greater consequence of online harm.

Q: I feel worthy as a person and think I deserve as much respect as other people.

—

—

—

—

—

—

—

*

4-point scale: Strongly Disagree / Disagree / Agree / Strongly Agree

*

Low

*

Medium

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

One study found that physical attractiveness and disinhibition led to increased sexting (both erotic and pornographic) and higher likelihood of adolescents being groomed. It suggested that education programs should thus stress cognitive and socio-emotional esteem on top of body self-esteem. Measuring and increasing this could be a productive evaluation indicator. Pro: Holistic way of decreasing risk of online grooming. Con: Body Self-esteem is a broad concept that may be difficult to accurately measure, and may be distressing to respond to in an online context.

Schoeps, K., Peris Hernández, M., Garaigordobil, M., & Montoya Castilla, I. (2020). Risk factors for being a victim of online grooming in adolescents. Psicothema 31(4), 1–9.

135

OSECA-EM-F-135-01

135-01

393

OSECA-EM-F-135-01

Empowerment

—

*

—

—

—

—

—

*

Feelings

*

Wellbeing

—

—

Self-esteem: personal

Personal self-esteem is having confidence and belief in your own value and abilities.

Established

Body Self-Esteem Scale

Low personal self-esteem may be a higher risk or lead to greater consequence of online harm.

Q: I am happy with my mouth, chest, hips etc. I consider myself physically interesting, socially charming, sexy, attractive, etc.

—

—

—

—

—

—

—

*

—

*

Low

*

Medium

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

One study found that physical attractiveness and disinhibition led to increased sexting (both erotic and pornographic) and higher likelihood of adolescents being groomed. It suggested that education programs should thus stress cognitive and socio-emotional esteem on top of body self-esteem. Measuring and increasing this could be a productive evaluation indicator. Pro: Holistic way of decreasing risk of online grooming. Con: Body Self-esteem is a broad concept that may be difficult to accurately measure, and may be distressing to respond to in an online context.

Schoeps, K., Peris Hernández, M., Garaigordobil, M., & Montoya Castilla, I. (2020). Risk factors for being a victim of online grooming in adolescents. Psicothema, 31(4), 1–9.

128

OSECA-EM-B-128-01

128-01

386

OSECA-EM-B-127-02

Empowerment

—

*

—

—

—

—

—

*

Behavior

—

Literacy

—

—

Responding assertively to inappropriate requests

Assertiveness is a person's ability to stand up for themselves, and to express what they think or believe. To respond assertively to inappropriate requests represents an ability both to: (1) recognise an inappropriate request; and (2) successfully deflect that request in an act of self-protection.

New

—

An evaluation might measure a person's responses to distressing experiences online as a indication of their behavior in relation to online harm. This is an original measurement item.

In-depth interviews; Custom Survey, e.g. please rate the appropriate level of assertiveness when faced with sexual requests/ threats?

—

—

—

—

—

—

—

*

5-point scale: Not assertive at all Somewhat unassertive Neither asserrtive nor unassertive Somewhat assertive Very assertive

*

Low

*

Medium

*

—

*

High

*

High

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

134

OSECA-EM-F-134-01

134-01

392

OSECA-EM-F-134-01

Empowerment

—

*

—

*

—

—

—

*

Feelings

—

Wellbeing

—

—

Resilience: mental health recovery/maintenance

Resilience is the capacity to deal with and/or overcome adversity.

Adapted

Children and Youth Resilience Measure (CYRM)

An evaluation might explore an individual's level of resilience as an indication of their capacity to deal with online harm. This item is adapted from a validated measurement tool.

Q: I have chances to show others that I am growing up and can do things myself. You might also consider deploying the entire Child and Youth Resilience Measure. For more information, visit https://cyrm.resilienceresearch.org/

—

—

—

—

—

—

—

*

4-point scale: Never / Rarely / Often / Always

*

Low

*

Medium

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

Resilience Research Centre. (2018). CYRM and ARM user manual. Halifax, NS: Resilience Research Centre, Dalhousie University. Retrieved from http://www.resilienceresearch.org/. Jefferies, P., McGarrigle, L., & Ungar, M. (2018). The CYRM-R: a Rasch-validated revision of the Child and Youth Resilience Measure. Journal of Evidence-Informed Social Work, 1-24. https://doi.org/10.1080/23761407.2018.1548403

201

OSH-NU-B-201-01

201-01

490

OSH-NU-B-201-01

Nudge

—

—

*

—

—

—

*

—

Behavior

*

Literacy

Awareness of support

—

Reporting suspicious behavior: confidence

Confidence about reporting suspicious behavior can describe: (1) an individual's level of confidence in their ability to reporting suspicious behavior; and (2) an individual's confidence in the value and positive outcomes of reporting.

New

—

An evaluation might measure a person's attitudes and confidence about the value of reporting potentially harmful experiences online as a indication of their willingness and likelihood of doing so. This is an original measurement item.

Q: If someone online asked questions or sent you things about sex that made you uncomfortable, which of these things are true?

—

*

This item could be incorporated into a worksheet activity exploring young people's recent online experiences, using the survey-style response. Note: This is a very sensitive topic and may need to be reworded or revised in a workshop context; the age of participants should also be taken into account when considering using this item. The question may be better suited to an anonymous survey than a workshop. For more resources on participatory research methods, see the Young and Resilient Youth Co-Research Toolkit: https://shorturl.at/lOinH

*

High

*

High

*

Select all that apply: – I'm not sure what's ok and what's not ok for people to say to me. – I don't know how to report it. – I don't think I'd get any help if I reported it. – I'd be afraid of what might happen after I reported it. – I'd be too embarrassed to report it I'd be worried what my parents, teachers, or friends would think. – None of these things are true for me, I know how to keep myself safe.

*

Low

*

Medium

*

—

*

High

*

High

*

This item could be incorporated into a worksheet activity exploring young people's recent online experiences, using the survey-style response. Note: This is a very sensitive topic and may need to be reworded or revised in a workshop context; the age of participants should also be taken into account when considering using this item. The question may be better suited to an anonymous survey than a workshop. For more resources on participatory research methods, see the Young and Resilient Youth Co-Research Toolkit: https://shorturl.at/lOinH

*

High

*

High

—

—

—

—

—

—

—

—

—

25

OB-NU-B-025-01

025-01

153

OB-NU-B-025-01

Nudge

—

—

*

—

*

—

—

—

Behavior

*

Literacy

Awareness of support

—

Reporting suspicious behavior: confidence

Confidence about reporting suspicious behavior can describe: (1) an individual's level of confidence in their ability to report suspicious behavior; and (2) an individual's confidence in the value and positive outcomes of reporting.

New

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An evaluation might measure a person's attitudes and confidence about the value of reporting potentially harmful experiences online as a indication of their willingness and likelihood of doing so. This is an original measurement item.

Q: If someone bullied, threatened or was mean to me online…

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A workshop activity could explore participants' projected behaviors when faced with bullying, threats or meanness online with the following activities: – WORKSHEET: Participants respond to the following question: If someone bullied, threatened or was mean to you online, I would: _____________. (This may be open ended, or participants may be given options, as in the survey scale). – ROLE PLAY (pairs or small groups): Participants write a short script and act out their answers in a role play. – GROUP DISCUSSION: Take notes on a board or on butchers' paper as young people brainstorm ideas about what to do if a friend is being bullied online. This activity could be done in large or small groups. Small groups can offer less assertive participants greater opportunity to participate. For more resources on participatory research methods, see the Young and Resilient Youth Co-Research Toolkit: https://shorturl.at/lOinH

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High

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High

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Select all that apply: – I'm not sure what's okay and what's not okay for people to say to me. – I don't know how to report it. – I don't think I'd get any help if I reported it. – I'd be afraid of what might happen after I reported it. – I'd be too embarrassed to report it – I'd be worried what my parents, teachers, or friends would think. – None of these things are true for me, I know how to keep myself safe.

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