Lesson Design Final Design

EDCI – Group 2 (Devin, Sam, Munashe, Sharidyn, Cassis & Bingchun) 

Learning Blueprint; Due: June 27, 2025

Learning/online behaviour on mental health via social media

Overview

Cyberbullying refers to the use of digital platforms like social media, messaging apps, and almost any online platform to harass, threaten, or demean other individuals. This form of bullying can have profound effects on mental health, especially among adolescents.

Media, Society, Culture and You (Poepsel, 2018), discusses the influence of digital media on society and individual behavior. He states that the immediacy and reach of digital communication have the power to bring out both positive and negative interactions. The text highlights how online platforms can facilitate harmful behaviors like cyberbullying, leading to significant psychological impacts on victims.

Also further supporting this perspective is a YouTube video titled “Cyberbullying and Mental Health: Unseen Consequences of Social Media,” which deeply dives into the psychological consequences of cyberbullying. The video presents real-life accounts and analysis by experts, illustrating how victims often experience anxiety, depression, and some sense of isolation. It highlights the importance of awareness and being proactive in taking measures to fight against cyberbullying and to support affected individuals.

Rationale for Development

We chose cyberbullying as our topic because it has a significant and profound impact on Canadian teens. They are very active on social media such as TikTok, but this also makes them more likely to face bullying and feel scared or sad (Giumetti & Kowalski, 2022). Teens are also less aware and more susceptible to social media algorithms. They may also be exposed to comment sections without understanding the unspoken social norms making them more vulnerable to misinterpretation, ridicule, or targeted harassment. Our group is passionate about mental health and education, so we aim to understand how online behaviors affect teens’ emotions and design learning resources to help them respond effectively, such as learning to set privacy, identify harmful content, or report abusive behavior. Therefore, through this interactive resource, we hope to help teens explore the digital world safely. 

Learning Context and Learners

This learning module is designed for Canadian teenagers. Learners may vary in technological proficiency, literacy levels, and personal exposure to social media or online harassment. The content encourages both cognitive understanding and emotional reflection, making it suitable for diverse learners in formal or informal educational environments.

Design for Inclusion (UDL & CAST Principles)

To ensure Universal Design for Learning (UDL):

• Multiple Means of Representation: Content is provided via videos, infographics, text, audio (Padlet), and visual presentations.
• Multiple Means of Engagement: Learners interact through scenario-based quizzes, brainstorming tools like Padlet, peer forums, and group case studies.
• Multiple Means of Action & Expression: Options include written, audio, and visual submissions, such as Canva poster design and reflective discussions.

All materials are accessible via tools with closed captions, transcripts, simple language, and flexible submission formats to support neurodiverse learners and English Language Learners (ELLs).

Rationale for Technology Choices

Technologies were selected for their ease of access, multimedia capabilities, and interactivity:

• Google Forms & Docs: For accessible quizzes and reflection worksheets.
• Padlet: Encourages real-time collaboration and multimedia contributions.
• Canva: Allows students to creatively express communication strategies in a poster format.
• YouTube: Offers engaging visual storytelling with accessibility tools (captions, transcripts)

Theoretical and Learning Theory Design

This resource is grounded in social constructivism, emphasizing learning through dialogue, collaboration, and social interaction. Students build meaning through shared stories, peer discussions, and reflective writing. Furthermore, cognitive-affective theory of learning with media supports the use of multimedia for emotional engagement and knowledge retention, as emotional responses to stories (e.g. short films or real-life cyberbullying cases) enhance empathy and deeper understanding of mental health implications. In the model, inquiry-based learning is also utilized by having students explore real-world problems (e.g., online toxicity, social media policy gaps) through guided activities, case studies, and multimedia analysis. Finally, blended Learning is achieved through a mix of synchronous (group discussions) and asynchronous (videos, forums, Padlet posts) tasks that allow learners to work at their own pace while engaging in shared learning experiences.

Essential Questions to Answer by the End of the Lesson:

1. What forms does cyberbullying take, and how do they differ from offline bullying?
2. How does persistent exposure to toxic online behavior affect mental health, especially in adolescents and young adults?
3. What roles do social media platforms and algorithms play in enabling or preventing harmful online behavior?
4. What are effective ways individuals and communities can promote healthier online environments?
5. How can digital platforms be used to support positive mental health? 
6. How can learners recognize and respond to harmful online content in real-time? 

Lesson Design Planning Template 

Big Idea   What is the big idea that the learner will walk away with at the end of the lesson that is critical for learners at this stage of their learning path?	Learning Outcome(s)What specific things will the learner know or be able to do by the end of the lesson?	Evidence of LearningWhat does learning look like for this objective? (e.g., accurate performance of a task, correct use of terminology)	AssessmentsWhat will learners do to provide evidence of their learning? (e.g., a presentation, a test, a project)	Learning ActivitiesWhat learning activities will allow learners to acquire and practice the skills necessary to demonstrate their learning and complete the assessment successfully?
How online interactions have real-world psychological consequences  How social media platforms can affects mental health through their design and culture	1. Learners should be able to distinguish between types of cyberbullying and understand their psychological impact	1. Learners identify cyberbullying types	1. Short Quiz: Learners identify forms of cyberbullying and their effects	1. Interactive scenario simulation: Animated care study
	2. Analyze the relationship between online behavior and mental health outcomes	2. Learners explain impacts using personal or online examples	2. Discussion Post: Reflection on how online behaviour impacts mental health	2. Video Engagement: Watch and critically reflect on video content
	3. Evaluate the responsibilities of social media platforms in mitigating cyberbullying and promoting mental well-being	3. Learners critique platform policies	3. Discussion Post: Reflection on how platforms should balance freedom of speech vs. user safety	3. Platform Policy Review: Analyze TikTok or Instagram policies and share critiques
	4.Develop actionable strategies for healthier digital communication	4. Learners create a wellness resource	4. Mini-Project: Fill in Canva template to create an infographic regarding tips on actionable strategies	4. Brainstorm activity: Brainstorm what tips/tricks to include on the infographic

Assessment Plan

Learning Outcome 1: Distinguish between types of cyberbullying and understand their impacts

• Formative Assessment: (20-30 minutes)

• Matching Game Activity (Puzzel.org Link)
• Scenario-based Google Slides reflection (Link)
• Summative Assessment: (15-20 minutes) 
• Quiz via Google Forms (Link)

Learning Outcome 2: Analyze the relationship between online behavior and mental health

• Formative Assessment: (45-60 minutes) 

• Guided Video Reflection Worksheet (TED-Ed Video) + Reading Chapter 5 of Media, Society, Culture and You
• Peer discussion post via Moodle or Padlet (Text, video, or audio)
• Summative Assessment: (60-75 minutes)

• Scenario-based quiz assessing knowledge of emotional/mental health impacts of online behaviors
• Reflection questions like:

“What emotional or mental effects did the victims experience?”

“What might you do to support someone being targeted online?”

Learning Outcome 3: Evaluate social media platform responsibilities and user roles

• Formative Assessment: (15-20 minutes) 

• Group brainstorming on platform responsibilities (post-video)
• Case study policy evaluation (Meta’s Policy: Link)
• Summative Assessment: (60-90 minutes) 
• Briefing Note Assignment (1–2 pages) analyzing one platform’s anti-bullying policy

• Summary of the policy
• Critique of strengths and weaknesses
• 2–3 recommendations for improvement
• Role of user engagement in the policy’s success
• Bonus Task: Design a fictional social media platform that fosters positivity and outlines bullying prevention measures

Learning Outcome 4: Master Healthy Online Communication

• Formative Assessment: (20-30 minutes) 

• Padlet brainstorming activity on respectful communication
• Group discussion based on videos like “Think Before You Type”
• Summative Assessment: 60-75 minutes) 
• Poster Creation (Canva):

• 3–5 healthy communication tips (each with 20–30 word explanations)
• Use of design elements (icons, color, layout)
• At least one cited source (APA format)
• Submission via PDF or Canva link

Modules/Activities 

Learning Outcome 1: Learners should be able to distinguish between types of cyberbullying and understand their impacts

Resources: 

If you would like to get a head start on this topic, please review the following resources before starting the module: 

1. Public Safety Canada – Info Sheet: Cyberbullying: https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/2015-r038/index-en.aspx 
2. Are you okay? | Award-Winning Short Film: https://youtu.be/tJsGGsPNakw?si=jPgpN1VsOPhUqIjX 

Subtopics: 

1.1 Types of Cyberbullying 

1. Match the description to the name game 

1.2 Impact of Cyberbullying 

1. Interactive activity 

1.3 Learning Outcome 1 Assessment 

1. Quiz 

1.1 Types of Cyberbullying 

Cyberbullying can happen in many ways, some of which can be very unexpected! It is important to be able to recognize when it is happening and what type it is so you can get help. 

There are two main types of cyberbullying: direct and indirect. 

Direct Cyberbullying: This happens when a person is being personally targeted through technology. Some examples include physical, verbal, nonverbal and social misconduct towards a person. Direct physical cyberbullying is when harm is intentionally caused to someone’s device or data (i.e., send a computer virus). Direct verbal cyberbullying is when someone uses words to hurt another person (i.e., sending a hateful message). Direct nonverbal cyberbullying is when someone hurts another person without the use of words (i.e., sending a  hurtful image). Lastly, direct social cyberbullying is when a person is excluded on purpose (i.e., removing someone from a groupchat with the intention to make them feel left out). 

Indirect Cyberbullying: This happens when the cyberbullying is not happening directly to a person however, still harms them in some way through the use of technology. For example, this could include the spread of rumors or gossip about someone you are not directly messaging. Or, it can also look like taking part in harmful polls or posts online (i.e., voting on your least favorite person in a group). 

To dive a little deeper into these types of cyberbullying, we will now break them down into 10 distinct ways in which they can occur: 

Note: Each of the 10 ways may fit into both categories however, will be listed under where it is most likely to happen (each of these instances will be indicated below). 

Forms of Direct Cyberbullying: 

1. Teasing / belittling / name-calling: Using words to personally hurt someone (Note: less aggressive than flaming / bashing) 
2. Exclusion: Intentionally leaving some out to make them feel left out
3. Flaming or bashing: Verbally attacking someone with belligerent language (Note: More aggressive than teasing / belittling / name-calling) 
4. Online harassment: Repeatedly sending wrongful messages to someone 
5. Cyberstalking: Harassment taking place online that includes intimidation / threats of harm 
6. Cyber-smearing (direct and indirect): Creation or distribution of private or sensitive information / images

Forms of Indirect Cyberbullying: 

7. Rating aspects of a person: rating or taking a poll that ranks individuals in some way 
8. Rumor-spreading (direct and indirect): sharing harmful gossip behind an individual’s back 
9. Creating derogatory websites (direct and indirect): Mocking or tormenting an individual through the creation of a website 
10. Impersonation / Catfishing (direct and indirect): deceptive identity use of someone that could harm them or without their consent 

Activity: Match the word to the example

The following activity will test your ability to match these types of cyberbullying to their examples. Please access using one of the ways below. 

Access through link: https://puzzel.org/en/matching-pairs/play?p=-OSgYCh2SVZeZxlwbm8W 

Access through QR code: 

1.2 Psychological Impact of Cyberbullying 

Because cyberbullying can happen anonymously and often in public, it can lead to real-life harmful effects on each victim. This includes an array of mental health effects, emotions, social and relational impacts. 

Mental Health Effects: 

• Depression: Victims of cyberbullying have shown higher levels of depressive symptoms than someone not experiencing cyberbullying. 
• Anxiety and Emotional Distress: Adolescents can feel anxious, unsafe, and emotionally overwhelmed as a result of cyberbullying. 
• Suicidal Thoughts: Victims of cyberbullynig are twice as likely to attempt suicide than someone not experiencing cyberbulling. Cyberbullying perpetrators are at a 1.5x increased risk. 

Emotional Responses: 

• Anger is among the most common emotional responses for cyberbullying victims. This can happen along with:
  • Embarrassment 
  • Sadness
  • Fear
  • Self-blame
  • Hopelessness 
  • Feeling helpless 

Social and Relational Impacts: 

• Weaker Peer and Family Relationships: Victims have reported feeling an increase in isolation from both parents and peers which often leads to fewer relationships and less trust in others. 
• Decreased Self-esteem: Cyberbullying is consistently linked to low self-esteem and social anxiety. 

It is also important to recognize the physical symptoms that can appear as a result of cyberbullying. 

Psychosomatic Symptoms: 

• Headaches 
• Stomachaches 
• Trouble sleeping 
• Poor appetite 
• Skin-related concerns 

Activity: 

The following activity will guide you through a real-life scenario in how cyberbullying can effect an individual. Please access using the link below and ensure you switch to “slideshow” mode. 

Access through link: https://docs.google.com/presentation/d/1F9SEitRN6os-61O1IONxBsRT0sJXw-ZO1baXEW5tnls/edit?usp=sharing 

1.3 Learning Outcome 1 Assessment 

Assessment: Knowledge-testing Quiz 

The following quiz was made to assess your progress as a learner after completing the “Learning outcome 1: Learners should be able to distinguish between types of cyberbullying and their impacts” module. 

Access through link: https://docs.google.com/forms/d/e/1FAIpQLSf7c9l9zBvP7dfaEcRtbzi_hmiUNB2YxLPZudXdlugAyC_QSQ/viewform?usp=sharing&ouid=110146485114054755900 

Learning Objective 2

Analyze the relationship between online behavior and mental health outcomes

Subtopic 2.1: How Online Behavior Impacts Mental Health

Learning Activity: Video Engagement + Guided Reflection

Activity Description:
Learners will have to watch the video Cyberbullying and Mental Health: Unseen Consequences of Social Media (TED-Ed, 2020) and reading Chapter 5 of Media, Society, Culture and You by Poepsel (2018). The reading basically explains how digital communication and platform culture can amplify some emotional harm, like as anxiety or isolation.

• “what emotional or mental health effects did victims in the video experience?”
• “are you able you recall a time when you saw a similar behavior online? How might it have made someone feel?”
• “What can you do to support others who are targeted online?”

Accessibility:

The video we have linked has closed captions and a transcript will be available. Reflection worksheets will use simple language and will also be available in both google docs

Subtopic 2.2: Peer-Based Reflection on Mental Health Outcomes

Learning Activity: Padlet or Moodle Forum Discussion

Ps: Moodle is kind of like google classroom + forums + quizzes all in one (useful and great resource)

The Prompt:
“Describe a time you or someone you know witnessed toxic online behavior. How did it affect emotional well-being? What could have helped in that situation?”

Why this works:

This discussion helps students reflect on real-life situations of some online behaviours. It help develop empathy and some critical thinking, it also help learners make connections between online interactions and mental health. Learners could use text,audio, or vid interactions so it supports  different learning preferences for different learners.

Assessment for Learning Objective 2

Formative Assessment:

• Forum discussion post as mentioned above
• Peer responses

Summative Assessment:

• A short quiz delivered via Google Forms
• Quiz includes 4–5 scenario-based questions Example:
  “A student is excluded from a group chat and mocked through subtweets. What emotional effects might this have, and why?”

Preparation Resources for Assessment

• Summary infographic outlining:

Some types of harmful online behavior (like exclusion, threats)

Some associated mental health impacts (like anxiety, depression, loneliness)

Learning Objective 3: Learners should be able to evaluate the responsibilities of social media platforms in mitigating cyberbullying and promoting mental well-being, and have the ability to apply this in their own social media usage

To update and refine this lesson, I’ve taken advice from the peer review session done by another group in the class. Using this, I’ve made it a point to clarify that the lesson is to be presented online, synchronously. It would ideally be conducted via zoom or Google Teams, where there is a breakout room feature. I’ve also taken the advice of my peers in reducing the reading load for the lesson. I’ve updated the sections to be more focused on reflection and interacting with peers rather than reading an entire social media policy, which I agree would be rather mundane. I’ve ensured documents are cited and reflect the ideas I am hoping to teach, and tried to clear up some confusion and potentially disengaging themes throughout the lesson.

3.1: Understanding the responsibilities of the Social Media Platform in mitigating cyberbullying

Resources: https://www.youtube.com/watch?v=SDG-ybFTS74 

Warm-up activity: (5-10 minutes) 

1. Students are to watch the above video and break out into small groups (virtually via teams) to brainstorm what kind of moral and legal responsibilities social media companies hold over users’ behaviour and mental well-being
2. After 5-10 minutes, the class joins back into the larger group and compares ideas, writing down common themes on a shared resource (Google Whiteboard feature for collaboration, or something similar)

Mini-lecture:

1. A lecture is presented by the teacher with slides to match that discuss the roles of algorithms and moderation policies within different social media organizations
2. Watch this video https://www.youtube.com/watch?v=haDCyiPE88c 
3. Students are to skim over the following blog to get a more well-rounded idea of what moderation in social media is: https://www.sprinklr.com/blog/social-media-moderation/ 

Main activity: (45-60 minutes)

Resource: https://transparency.meta.com/policies/community-standards/bullying-harassment/ 

1. Divide students into smaller groups virtually (breakout rooms) and assign them each a fictional case study on cyberbullying. Their role will be to review the meta policy and determine which policies the case falls under, as well as what actions should be taken to prevent such cases from occurring. This can also be an opportunity for students to point out flaws in the policy and suggest ways it could be improved to better suit the active prevention of cyberbullying.
2. Once the small groups develop their case (about 15 minutes), the larger class joins the main call once again. Alternately, schedule a time during another class to present. Each group takes a turn to present their case and findings, and suggests changes to the policy, if any

3.2: Policy analysis and drawing the line between free speech and personal safety

Resources: https://www.tiktok.com/community-guidelines/en/safety-civility 

1. Learners skim over the TikTok community guidelines and answer some leading questions about what is good or bad about the policy individually
2. After a few minutes, they join small groups to discuss the policy their answers together
3. As a class, the teacher leads a discussion with slides about 

Main Activity: 

1. Watch this video https://www.youtube.com/watch?v=CxCsk-rvfTQ 
2. Students must break out into small groups virtually, develop a list of ways that policy and action on the users’ side must work together for success
3. Students now develop a list of actions they might be able to take to improve the way that they are using their social media – personal reflective activity

3.3: Assessment

1. Students are to choose any social media as the base for a 1 to 2 page briefing note
2. The briefing note must go into detail about:

1. Summarizing anti-bullying policies of the social media organization
2. Provide a critique on the strengths and weaknesses of the policy\
3. Provide 2-3 recommendations on how to improve the policy
4. Recognize the role of user participation in the success of the policy

3.3. Bonus Marks:

• Student must come up with their own social media, which focuses on what they deem as “positive” rather than something that has high potential for misuse
• They must provide 3-6 points as to why this new social media would have a positive impact, and explain the main policies for harassment and bullying

Learning Objective 4: Master Healthy Online Communication 

Do you want to be a social media “communication pro”? This unit teaches you how to chat online with kindness and respect, avoid cyberbullying, and protect your mental health. You’ll also explore how to respond if you or someone else experiences cyberbullying, so you feel ready and supported. Through videos and Padlet brainstorming, you will generate practical tips, like “think before commenting.” In the end, you will design a cool poster with Canva, showing 3 to 5 key tips to prove your digital communication skills. 

Subtopic 1: What Is Healthy Communication? 

Healthy communication means interacting online with respect and honesty, like commenting “So cool!” instead of “So bad,” avoiding spreading rumors, and protecting privacy. Research shows that negative comments can increase anxiety and hurt self-esteem (O’Reilly et al., 2018). BulliesOut provides practical guidance on using positive language to prevent cyberbullying. We will watch a short video below and read about Online (Cyber) Bullying to explore examples of positive interaction, and then use Padlet to share your best communication skills. A text transcript of the video will also be provided for accessibility.

 Video: “Be Kind Online” 

Subtopic 2: What to Do About Cyberbullying 

Cyberbullying is hurtful behavior on online platforms, like receiving a DM saying “Your dance sucks!” It can feel bad, but you are not alone. This topic will teach you practical strategies: 

• Don’t reply
• screenshot evidence
• report to the platform
• Ask parents or teachers for help
• Report to the police if it is serious.

Beyond just knowing the steps, it’s also important to discuss why these strategies matter. Ignoring bullies helps avoid fueling further negativity, while saving screenshots protects evidence that can help adults or authorities intervene. Reporting harmful content makes online spaces safer for everyone. Most importantly, reaching out to trusted people, such as friends, parents, or teachers, reminds us we’re not alone and helps protect our mental health. Sharing these ideas openly can make it easier to act bravely if we see or experience bullying ourselves.

In the video below, Liam says, “Bullying isn’t your fault. Report it bravely.” Learn from the video and share more tips on Padlet. A text transcript will be available to support all learners.

Video: “Top Tips for Dealing with Cyberbullying” 

Let’s Reflect:

• What would you do if your friend were bullied online?
• What tip do you think is the most helpful — and why?
• Share your answer on Padlet and get ready for your poster!

Interactive Activity: Brainstorm Healthy Communication Tips 

Tool: Padlet 

Goal: Encourage students to reflect and generate strategies for healthy communication and handling cyberbullying to prepare for the Canva poster. 

Steps: 

• Watch 2 videos:

Video: “Anti-Bullying Squad” 

            Video: “Youth—United! Think Before You Type”  

•  While watching, think about:

1. What does good online communication look like?
2. What types of actions or words cause harm?
3. How could you react if you see cyberbullying happening to someone else?
4. What would you do differently in a similar situation?
5. How can you support your own mental health while online?

• Open Padlet link: https://padlet.com/GTwo/healthy-communication-tips-brainstorm-rfvy70ttavd7mfzg. Share at least one tip (images or audio optional). 
• Group discussion: Select 3-5 favorite tips and post them on Padlet. 
• Submission: Padlet link + draft of selected 3-5 tips 

Assessment: Create a Canva Poster (45-60 minutes)  

Tool: Canva (or other approved platforms)

Task: Based on what you have learned, design a digital or creative product that contains 3 to 5 healthy communication skills.

You may choose from the following formats:

• Canva digital poster
• Hand-drawn poster (photo submission)
• Slideshow (Google Slides, PowerPoint, etc.)

Poster Requirements:  

• Include 3-5 communication tips. 
• Write short explanations (20-30 words) for each tip. 
• Add icons, colors, and images. 
• Cite at least two sources. 

Submission: PDF file or Canva shareable link 

Rubric (Total: 100 points): 

Clear and practical content (40 pts): Specific prompts and solid explanations. 

Visual appeal (30 pts): Neat layout and strong color contrast. 

Appropriate citation (20 pts): At least two sources, APA format. 

Creativity (10 pts): Design to attract the attention of teenagers. 

References:

Barlett, C. P., & Gentile, D. A. (2020). Cyberbullying, bullying, and victimization: Are they the same or different? Aggression and Violent Behavior, 51, 101395. https://doi.org/10.1016/j.avb.2019.101395 

Poepsel, M. (2018). (n.d.). Media, society, culture and you (Chapters 4 & 5). Open Textbook   Library.https://collection.bccampus.ca/textbooks/media-society-culture-and-you-an-introductory-mass-communication-text-rebus-community-243/

TED-Ed. (2020, September 15). Cyberbullying and mental health: Unseen consequences of social media [Video]. YouTube. https://www.youtube.com/watch?v=ye0h1rjS_Qw

O’Reilly, M., Dogra, N., Whiteman, N., Hughes, J., Eruyar, S., & Reilly, P. (2018). Is social media bad for mental health and wellbeing? Exploring the perspectives of adolescents. Clinical Child Psychology and Psychiatry, 23(4), 601–613. https://doi.org/10.1177/1359104518775154 

Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis. Psychological Bulletin, 140(4), 1073–1137. https://doi.org/10.1037/a0035618 

Hinduja, S., & Patchin, J. W. (2015). Bullying beyond the schoolyard: Preventing and responding to cyberbullying. 

BulliesOut. (2024, August 23). Online (cyber) bullying. https://bulliesout.com/help-hub/articles/online-cyber-bullying/

Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Journal of Social and Personal Relationships, 31(6), 622–642. https://doi.org/10.1177/0265407516668585 

Hamm, M. P., Newton, A. S., Chisholm, A., Shulhan, J., Milne, A., Sundar, P., … & Hartling, L. (2015). Prevalence and effect of cyberbullying on children and young people: A scoping review of social media studies. JAMA Pediatrics, 169(8), 770–777. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4126576/

Public Safety Canada. (2015). Breaking down the ten types of cyberbullying. https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/2015-r038/index-en.aspx

Poepsel, M. (2018). Media, society, culture and you (Chapters 4 & 5). BCCampus Open Textbooks. https://open.lib.umn.edu/mediaandsociety/ 

TED-Ed. (2020, September 15). Cyberbullying and mental health: Unseen consequences of social media [Video]. YouTube. https://www.youtube.com/watch?v=ye0h1rjS_Qw

YouTube. (n.d.-a). Cyberbullying: What is it and how do you deal with it? [Video]. YouTube. https://www.youtube.com/watch?v=kwx5Q2I6snM

YouTube. (n.d.-b). Cyberbullying: The truth about what happens [Video]. YouTube. https://www.youtube.com/watch?v=_5izudStJO0&t=164s

YouTube. (n.d.-c). Cyberbullying and its consequences [Video]. YouTube. https://www.youtube.com/watch?v=3ypxq2C4JuY

YouTube. (n.d.-d). Teens talk about cyberbullying [Video]. YouTube. https://www.youtube.com/watch?v=SI0-cvxcf4

Meta. (n.d.). Bullying and harassment. Transparency Center. https://transparency.meta.com/policies/community-standards/bullying-harassment/ 

Milosevic, T. (2018). Protecting children online: Cyberbullying policies of social media companies. MIT Press. https://direct.mit.edu/books/oa-monograph/3633/Protecting-Children-Online-Cyberbullying-Policies

TikTok. (n.d.). Safety and civility. https://www.tiktok.com/community-guidelines/en/safety-civility