Day 4 Deepening the Understanding: Bullying and Cyberbullying 

This session focused on recognising the characteristics and motivations of both aggressors and victims. Using paper outlines of human bodies, we mapped emotions, past experiences, and external influences that may shape behaviour. Regarding the victim, ideas emerged such as the tendency to express emotions more openly, being more sensitive, and possibly facing complex personal situations. It was also noted that showing pain can sometimes encourage the bully to continue their behaviour. On the other hand, it was mentioned that bullies often misinterpret others’ intentions, lack prosocial behaviours, and may come from tense family environments. They often seek social dominance — a pattern that needs to be addressed as early as age two. It was strongly emphasised that bullies are not born as such; rather, this is a learned behaviour. 

One key reflection was around the quote: “Any evaluation of another that implies wrongness is a tragic expression of an unmet need” (Krishnamurti), which inspired us to look beyond blame and into root causes.

We worked on strategies to empower victims and avoid re-victimisation, including symbolic tools like manure–plant metaphors (bad experiences can fertilize personal growth).

The discussion then turned to cyberbullying, highlighting its unique features: anonymity, permanence, and viral spread. We analyzed real-life WhatsApp cases and contrasted them with traditional bullying. Data from the CyberSafeKids Annual Report 2020 informed our understanding of children’s online risks.

We explored useful tools and guides:

• Cyberbullying Checklist (Webwise)

• Parent and Family Communication Guide

Key takeaways: avoid punishment-based approaches, focus on emotional support, document evidence, and involve families. Legal aspects around digital offenses were also reviewed and can be useful.