Parent-Child Activity

Emotions Dice


To facilitate children in identifying and communicating emotions and facial expressions. This activity will help them recognize their own experience of feelings, and identify and act in response to the feelings of others.


Discussion Points for Parents

  • The purpose of this activity is to help increase children’s experience and comfort level talking about feelings and emotions.
  • This activity can facilitate children to recognize that most people have similar reactions to their feelings and to the feelings of others.
  • This activity can help children gain knowledge of and put into practice skills for empathy and problem solving when they experience feelings that are challenging to handle.



1) Firstly, cut along the lines of the dice. Keep the shaded tabs.
2) Fold over and glue the shaded tabs along the lines.
3) Now start with the activity by rolling the dice. Read or describe the feeling/emotion word that is on the dice.
4) For each round, you can ask your child the following:

  • Use your face to express what this feeling looks like on you.
  • What are some clues your body give you to have this feeling?
  • What might have happened to you that might cause you to feel this way?
  • What might have happened to others that might cause them to feel this way?
  • Share about a time that you had this feeling/emotions and what caused it.
  • Share about a time that you saw someone else have this feeling and what may have caused it.
  • Find the feeling on the dice that you would have if (eg. A friend gave you a birthday present, A friend transfer school/class, Your brother broke your toy, You did really well on your swimming test)




Spiral Colours


  • One of the process for parents to build up children’s self-esteem is to help children comprehend what healthy relationships look like.
  • Parents can do this by identifying key words and actions that lead to healthy relationships.
  • This activity help develop ideas and create an art project that shows who your child are and what is important to him/her.



  • One – two pairs of scissors.
  • Coloring materials (crayons or color pencils/markers).
  • A long piece of thread or string to hang the spiral from the ceiling.



1) First thing to do is to add words on each spiral. Each spiral has a theme that is important to friendships, relationships and self-esteem in children.
2) Examples of themes for your child:

  •  Words or phrases that show kindness to others.
  • Activities that you enjoy or are good at.
  • Actions that show we care about others.
  • People in your life who support you.
  • Qualities that make you a good friend.
  • Words that inspire you.
  • Accomplishments that you are proud of.
  • What you dream of doing and becoming.
  • Things you like about your friends.
  • Things your friends and family like about you.

3) After writing in the respective themes, proceed color or beautify them.
4) Subsequently, cut along the black line all the way to the center
5) To finish, poke a small hole in the center of the spiral. Position the string through the hole and tie or tape to the ceiling.
6) Now, when your child watch his/her spiral spinning in the air, he/she can be reminded of all the good things about him/her as well as what is important to him/her.




Chit Chat Time


  • This activity help facilitate a conversation parents can have with their children.
  • The questions range from topics that are silly, serious, imaginative and thoughtful.
  • These questions attempts to build up in-depth communications that allows everyone in the family to explore emotions and different points of views. This could provide parents an insight into their child’s thoughts, imagination, feelings, and world view.
  • Parents may want to consider answering questions first to model a representation of how they can express their own perspectives, feelings and creativity.



Video list



Words Hurt









STRAIN (Anti-Bullying Silent Short Film)

Two best friends have a deadly falling out when one of them joins a dangerous clique.

Childhood best friends (Michelle Page and Cali Fredrichs) hit emotional crossroads when only one is chosen to join the popular clique in high school (Francia Raisa). The friendship tries to survive — in secret. But on the night of the big Spring Formal, loyalties are tested, ties are severed and friendships end with devastating consequences.



Cyber Bullying

This video depicts a typical cyber bullying scenario in a light hearted way. The scene starts with a boy engrossed in typing away at the computer. A teacher happens to pass by and catches him red-handed in his cyber bullying act.

In it, ex-victims of cyber bullying recall and share their unforgettable experiences. Bystanders, who hold a very important role in stopping cyber bullying, were also interviewed for their view on cyber bullying.

Another major highlight is the sharing of tips and advice by school personnel such as principals, school counsellors and social workers, on how to react if you are being cyber bullied.

Watch this entertaining and informative video!



The Bully-Free Campaign 2006

An animation that’s sure to catch the attention of the younger crowd. Apart from its high entertainment value, the video is also informative – it covers the 4 different types of bullying, effects on the victims and tips to deal with bullying.



The bully, the bullied and the bystander

“The bully, the bullied and the bystander” is an educational resource put forward by the Singapore Children’s Society in collaboration with Nanyang Polytechnic.

Through the use of the video, children can be empowered to step in and take appropriate actions when they encounter bullying behaviour. This video teaches children about bullying by empathizing with those involved: the victim, the bystander, and the bully. It offers tips that children can use to deal with in a bullying situation.

This video can be used in various ways by educators:

1. As an awareness tool by screening the video during school assembly.

2. As a medium to elicit class discussions that provide students with an opportunity to explore their questions about bullying, learn to understand the problem, and begin to reflect upon their own attitudes and behaviours toward peers.

3. As a starting point to class projects (coming up with class rules about bullying behaviour, making a poster promoting pro-social behaviours etc…)

4. As a foundation from which to develop more detailed bullying-related lessons that are adapted and suited to a particular class.

This video can also be used by parents to educate their children on bullying. It provides an opportunity for parents to discuss children’s feelings and viewpoints regarding bullying.



The Bully-Free Campaign 2008

This video contains photos of all the happenings of Bully-Free Campaign 2008. Highlight of the video include Bully-Free Camp 2008 and campaigns held in participating primary schools and secondary schools under Project CABIN.

Be inspired by the hard work put in by the students, teachers, counsellors, social workers and volunteers. Be impressed by the eventual outcome.

Be Bully-Free!

Cyber Abuse

Cyber bullying is defined as a phenomenon where harm is intentionally inflicted upon one or more victims repeatedly through the use of computers, mobile phones or other electronic devices (Agatston, 2008; Hinduja & Patchin, 2006; Hinduja & Patchin, 2009; Kowalski, Limber & Agatston, 2008; National Crime Prevention Council, n.d.).

References for kids

Agatston, P. W. (2008, August 12).

Cyber Bullying Hurts: How to Prevent & Respond 
Web Conference @ Hazelden Foundation. Retrieved from bullying


Annual Household Survey (2008).

2008 Annual Survey on Infocomm Usage In Households and by Individuals 
Retrieved September 25, 2009, from


Benfer, A. (2001).

Cyber slammed
Retrieved July 1, 2009, from


Beran, T., & Li, Q. (2005).

Cyber-Harassment: A Study of a New Method for an Old Behaviour
J. Educational Computing Research, 32(3), 265-277.


Baso, C. (2008).

Cyber bullying: A resource for parents and educators.


Campbell, M.A. (2005).

Cyber Bullying: A New Problem in a New Guise?
Australian Journal of Guidance and Counselling, 15(1), 71.


Fried, SuEllen, & Fried, Paula (2003).

Bullies, Targets & Witnesses
New York: M.Evans and Company, Inc. Coloroso, Barbara (2003). The Bully, the Bullied and the Bystander. London: Piccadilly Press


Forss, P. (2007, June 18).

Educators concerned about increasing trend of cyber-bullying
Channel NewsAsia. Retrieved from


Feldman, B. J. (2009)

“Surfing the Net with Kids: Cyber Bullying Versus Traditional Bullying”
Online Available:



Privacy Policy – Google Privacy Center
Retrieved October 14, 2009 from


Hinduja, S., & Patchin, J. W. (2006).

Bullies Move Beyond the Schoolyard: A Preliminary Look at Cyber bullying
Youth Violence and Juvenile Justice, 4, 148-169.


Hinduja, S. & Patchin, J. (2008)

“Cyber bullying Fact Sheet”
Online Available: www.cyber


Hinduja, S., & Patchin, J. W. (2009).

Cyber bullying Fact Sheet: What you need to know about online aggression
Retrieved June 25, 2009, from http://cyber bullying_fact_sheet.pdf


Hinduja, S., & Patchin, J. W. (2009).

Cyber bullying Warning Signs: Red Flags that your child is involved in cyber bullying
Retrieved June 25, 2009, from http://cyber bullying_warning _signs.pdf


Infocomm Development Authority of Singapore (2000).

IT Household Survey Shows Highest Ever Household PC Ownership and Internet Penetration Rates in Singapore.
Retrieved September 28, 2009, from 20


Internet World Stats (2009).

Internet Usage Statistics
Retrieved September 28, 2009, from


Janeiro, R. (2004).

Children, Youth and Media Around the World: An Overview of Trends and Issues
4th World Summit on Media for Children and Adolescents.
Retrieved September 25, 2009, from


Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2008).

Cyber Bullying: Bullying in the Digital Age
Malden, MA: Blackwell Publishing.


Kowalski, R. M. (2008)

“Cyber Bullying: Recognizing and Treating Victim and Aggressor.”
Psychiatry Time: Journal of Child and Adolescent Psychiatry 25, No. 1, 18 October 2008, Online Available:


Menomonie, Wisconsin: University of Wisconsin-Stout, MS School of Psychology.
Matthews, J., & Matthews, A. (2011).

Queensland, Australia: Seashell Publishers.


National Crime Prevention Council. (n.d.)

What is Cyber bullying?
Retrieved June 23, 2009, from bullying/what-is-cyber bullying


National Crime Prevention Council (2009).

Retrieved July 6, 2009, from bullying/what-is-cyber bullying


Paone, T. R., & Lepkowski, W. J(2007).

No childhood left behind: Advocating for the personal and social development of children
Journal of School Counseling, 5(25). Retrieved June 19, 2009 from


Ron H. J. Scholte, Rutger C. M. E. Engels, Geertjan Overbeek, Raymond A. T. de Kemp, and Gerbert J. T. Haselager (2007)

Stability in Bullying and Victimization and its Association with Social Adjustment in Childhood and Adolescence
Journal of Abnormal Child Psychology, 2007 April: 35(2):217-228. Retrieved June 19, 2009 from


Willard, N. M. S., J, D, (2005-07).

Educator’s Guide to Cyber bullying Addressing the Harm Caused by Online Social Cruelty
Retrieved from


Schwartz, D., Dodge, K. A., & Coie, J. D. (1993).

The Emergence of Chronic Peer Victimization in Boys’ Play Groups
Child Development, 64, 1755-1772.


Statistics Singapore Newsletter.

Infocomm Usage by Households and Individuals 2000-2005
Retrieved July 6, 2009, from


Schwartz, D., Proctor, I. J., & Chien, D. H. (2001).

The Aggressive Victim of Bullying. Emotional and Behavioral Disregulation as a Pathway to Victimization by Peers
In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The Plight of the Vulnerable and Victimized (pp. 147-174). New York: Guilford.


Smith, P. K. (2014).

Understanding School Bullying
Singapore: SAGE Publications Asia-Pacific Pte Ltd.


Tan, W. (2009, February 4).

Website to fight cyber-bullying
The Straits Times. Retrieved from


WiredKids, Inc. (n.d.).

How cyber bullying works
Retrieved June 23, 2009, from http://www.stopcyber


Willard, N. (n.d.)

Addressing the Harm Caused by Online Social Cruelty
Educator’s Guide to Cyber bullying. Retrieved July 6, 2009, from bullying.pdf

Why Cyber Bullying should be Prevented / Curbed


Why Cyber Bullying should be Prevented / Curbed


Why must Cyber Bullying stop?


The severity of cyber bullying varies with incidents ranging from annoyance to danger with the occurrence of death threats (Beran & Li, 2005). Cyber bullying may even lead to physical harm offline. It is possible that bullying at a distance through computers and cell phones can gradually lead to face-to-face bullying.


More specifically, as a result of not receiving punishment for engaging in cyber-harassment, bullies may then continue the harassment when in close contact with the victims in school. For example, if “electronic bullies” remain undetected, their bullying behaviors at school may become more severe and direct (Beran & Li, 2005). One particularly horrendous anecdotal account deserves mention here.




In May 2001, viciously offensive messages putting down and humiliating a high school girl who suffered from obesity and multiple sclerosis were posted anonymously to an online message board associated with a local high school in Dallas, Texas (Benfer, 2001). In time, the bullying crossed over to the physical world as the victim’s car was vandalized, profanities were written on the sidewalk in front of her home, and a bottle filled with acid was thrown at her front door – which incidentally burned her mother. This example clearly depicts how bullying online can lead to physical harm offline.


In view of the severity of the problem of Cyber Bullying and the negative consequences it can bring about, it is extremely important to execute strategies to prevent and curb it.

Negative Impact of Cyber Bullying

Impact of Cyber Bullying

It is commonly known that face-to-face bullying results in long-term psychological harm on victims (Willard, n.d.). This harm may be manifested in the form of low self-esteem, depression, anxiety, anger, school failure, school avoidance, suicide and school violence (Willard, n.d.). Many victims also lack social confidence, tend to cry easily, experience loneliness and have difficulty defending themselves from an attack (Schwartz, Dodge, & Coie, 1993). In addition to these internalizing behaviors, victims may display externalizing problems such as impulsivity and hyperactivity (Schwartz, Proctor, & Chien, 2001). 


However, consequences on victims of cyber bullying could be more severe than face-to-face bullying (National Crime Prevention Council, 2009), due to the following factors.


Cyber Bullying occurs where children and youth feel most safe.



Negative Impact of Cyber Bullying

  • Bullying can be harsher as people feel free to say things online that they would not say in person (National Crime Prevention Council, 2009).
  • The power of written words (Campbell, 2005) – when bullies abuse verbally, the victim might not remember every word. However, in the case of emails and text, chat rooms and websites, the victim can read what the bully has said over and over again (Campbell, 2005).
  • Cyber Bullying can be anonymous. Cyber Bullies often use fake identities online. Not knowing who is responsible for the bullying messages can add to a victim’s sense of insecurity (National Crime Prevention Council, 2009).
  • There is a potential for a much wider audience to be aware of the incident than in schoolyard bullying (Campbell, 2005). Therefore, the negative impact can be even more far-reaching than that of traditional bullying.