STOP BULLYING NOW
Think twice before saying something not so nice.
Using (18) media to bully.
- Sending offensive texts.
- Spreading rumours via social media.
- Sending images to others to seclude (19) person.
- Repeatedly calling and hanging up.
- Offensive emails
Know how to help (20) visiting www.rescuefrombullies.com.

DON’T BE A VICTIM OR A CYBERBULLY!
- Stop, Block and Tell (don’t respond to any cyberbullying message, block the person sending it to you and (21) a trusted adult).
- ThinkB4Uclick (check what (22) before you send it… think about it from the recipient’s point of view).
- R-E-S-P-E-C-T (use good netiquette and respect the feelings and bandwidth of others).
- Keep personal information private (the more information someome has about you, the more easily they can bully you).
- Google yourself (conduct frequent searches for your own personal information online and set alerts (23) cyberbullying early).
- Take 5! (walk away from the computer 5 minutes when something upsets you, so you don’t do something you will later regret).
www.stopcyclerbullying.org

Mark the letter A, B, C, or D on your answer sheet to indicate the correct arrangement of the sentences to make a meaningful paragraph/letter in each of the following questions.

a. Teachers can give students chances to express themselves creatively in the classroom by embracing and promoting their variety of skills and talents.
b. However, if parents and teachers support an environment that values individuality, teenagers might feel more at ease expressing themselves and making decisions based on their preferences and values.
c. Many teenagers today struggle to find a group of friends to feel like they belong.
d. As a result, they frequently experience pressure to live up to their peers' expectations and blend in with a group.
e. To achieve this, parents can let their children explore who they are while respecting and appreciating their unique interests, abilities, and viewpoints.
f. Parents and teachers must avoid placing their expectations on teenagers or comparing them to their peers.

a. Finally, we should always talk to our teachers or parents if we think we might be in danger, and ensure a safe and healthy experience online.
b. Another simple thing we should do is to turn on the safety mode on our web browsers and social networking sites.
c. Second, it is important for teens to be self-confident and understand that online images may show very attractive people, but they don't always represent success, beauty, or happy life.
d. First, to deal with problems such as cyberbullying, in particular body shaming, we should report or block people who we think have a negative influence on us.
e. There are certain things we should do to stay safe on social media.

CYBERBULLYING
What do you think of when you hear the word ‘bully’? For a lot of children, this means someone who tries to hurt you. For example, they might hit or push you. It also means someone who does unkind things such as (26) . These days there’s a new kind of bully who uses devices like mobile phones, tablets or computers to make (27) unhappy.
(28) . For example, telling lies about someone on a social network, posting photos of someone without their permission, or (29) about someone on a forum. Sadly, cyberbullying is becoming (30) . If you have a problem with cyberbullying, there are a lot of things you can do. For example, you should talk to a friend, parent or teacher. There are also books, websites and forums on cyberbullying (31) . If the cyberbullying is very serious, you should contact the police.

Peers affect each other just by spending time together. You learn from them, and they learn from you. It’s natural to listen to and learn from other people your age.
Peers can affect you in many ways. For example, you might see what teens in your class are wearing, like it, and wear something like that, too. It (34) both ways. Your peers might watch what you do and start doing it, too.
Peers can influence each other in good ways. Maybe a teen in your science class taught you an easy way to remember the planets in the solar system. Maybe you admire a friend (35) is a good sport, and you try (36) more like them. Maybe you got others excited about your new favourite book and now everyone’s reading it.
But peers can also influence each other in ways that aren’t so good. They might try to pressure you (37) doing something you know is wrong. For example, what if a few teens in school try to get you to (38) class with them? What if your soccer teammate tries to convince you to be mean to another player and never pass them the ball? What if a kid in the neighbourhood wants you to drink alcohol with them?
Adapted from: https://kidshealth.org/en/kids/peer-pressure.html

Bullying leads to a decrease in academic performance. A study by CDC researchers showed that 12.9% of teenagers who missed school due to safety concerns feared bullying.
Victims of bullying may also avoid participating in class for fear of drawing attention to themselves and getting bullied. They may then become labelled as low achievers, putting them at an even higher risk of being targeted by bullies.
Like all forms of bullying, physical bullying can cause emotional change. It makes the victims feel unconfident and think less of themselves. This leads to feelings of shame, isolation, and despair. Moreover, the child may lose interest in playing or activities they previously enjoyed and engage in harmful behaviour, such as self-harm. These actions lead to more negative feelings and thoughts, creating a self-destructive cycle. In victims with existing depression and anxiety, bullying can make these conditions worse. Besides the physical injuries, victims may get from the attacks, they may also develop health issues, such as somatization. Somatization includes physical symptoms caused by psychological or emotional factors. For instance, the child may complain about headaches, body pain, or tiredness.
Source: https://www.positiveaction.net/blog/physical-bullying

Assessing law and policy responses
In the past 15 years, all 50 states and the District of Columbia have adopted or revised anti-bullying laws. While this legislative action is promising, few studies have measured the actual impact of anti-bullying laws and policies.
Law has played a key role in responding to many public health issues, from infectious diseases to road safety. To ensure it does the same for bullying prevention, a process for continually assessing and refining anti-bullying laws and policies is needed, according to the Academies report.
Among other things, the Academies report calls for an annual meeting among policymakers, social scientists and professionals who work with children to review research that assesses the implementation and effect of anti-bullying laws and policies. The aim is to develop better evidence and ensure that research informs decisions Congress and the state legislatures make to address bullying.
Identifying bullying
Research shows that many schools and teachers continue to have trouble identifying bullying and deal with it successfully.
An essential step to identification of bullying is training for teachers and others who work with children and adolescents. As the Academies report recommends, “evidence-informed bullying prevention training should be provided for individuals, both professionals and volunteers, who work directly with children and adolescents on a regular basis.”
The report notes that such training programs must be ongoing and evaluated to ensure that professionals and volunteers who work with youth can effectively identify bullying and intervene appropriately.
Adapted from: https://theconversation.com/why-bullying-needs-more-efforts-to-stop-it-58678