הורשת I מחברים עולמות ברשת

פסיכולוגית ומנחת קבוצות

רכזת פרויקטים

About us

PareNet was founded in order to provide parents, children and teachers methods for dealing with virtual communicatoion. PareNet offers lectures, workshops and training sessions that practice different and unique methods that were developed by experts from the fields of Education, Psychology and Mobile Applications.

The decade of virtual Communication dictates a whole new set of rules and terms for communicating with one another and many partents are frustrated by the lack of involvement in their children's virtual lives. We have established PareNet in response to the many requests we received from friends, parents and colleagues who were troubled by the means of virtual communication that children currently practice and have heard about our engagement and interest in the "generation of screens"

The core idea of PareNet is based on forming a deeper online involvement between parents, teachers and children in order to reduce the digital void between them and to guide them as theybecome part of their children's virtual lives.

Our lectures, workshops and training sessions at PareNet were designed and written bu experts and are based on experience and knowledge in the world of Educational Psychology combined with mobile applications and social networking expertise.

In our vision we strive to connect worlds and generations online, leading a real social change in the means of parents and children online communication. We believe that such a change can eventually create better cyber citizens in the virtual world.

PareNet Core Principle is B. PART of your children’s virtual lives.

In order to accomplish a real change in the ways of social cyber communication parents, teachers and therapists are all called to step in and learn how to B. PART (Cayzer-Haller, 2015) of the children’s virtual lives.

B.PART refers to the four step method

that summarizes the concept behind PareNet:

Boundaries: setting clear rules for socializing online: avoiding harmful texting, staying out of offensive conversations and reporting to an adult about any behavior that causes discomfort to you or to any other group member.

Presence: parents should keep track and be present in their children’s virtual lives: we do not leave our kids alone in their virtual world. We get involved on a daily basis and we teach them how to reach out for an adult for help.

Awareness: raising the awareness at home and in class to different bullying scenarios and the methods for dealing with them (they do not have to be extreme and difficult situations). We set out personal examples and practice different possible outcomes.

Regulation Techniques: we train our kids how to regulate their emotional responses by teaching them how to recognize their feelings on an emotional scale and learning not to respond when we are high on that scale (not even with an Emoji ☺ !).

Do not leave them out there alone.

It is our parental duty to teach them how to communicate online

and to be involved in their virtual lives.

In The Media

Working with By-Readers gives us new hope for Stopping Online Bullies Behavior. Throughout the work and the methods that were described in this article I have learned that the role of the By-Readers was crucial in dealing with cyber bullying behavior. Through these experiments we have found a way of creating a human friendly “Anti-Bullying Chain Reaction” that actually managed to neutralize cyberbullies reactions in various situations. (“Fighting the Bullies”, from Cayzer-Haller’s lecture in the “Bullies, Bullied and Bystanders”, Dublin international conference, Ireland. It seems that this decade of Virtual Communication dictates a whole new set of rules and terms for communicating with one another, and is prominently characterized by a multitude number of groups rising and falling at the stroke of a keyboard. Most of us are already immersed in this experience and lead parallel lives in a world where we have immediate access to any person or content of our desire.

(“Life Beneath the Web”, Cayzer-Haller 2016)

"Working with different groups of teens we have developed new methods for dealing with cyber group bullies, emphasizing and empowering the important role of the Bystanders (whom we refer to as "By-Readers"). In this article I will explore the work I have being doing with these teens and the changes we have managed to accomplish through building and reinforcing the important role of the "By-Readers"

מתוך ההרצאה של שרון בכנס בינלאומי באירלנד

"אין לי מילים לתאר את חשיבות העניין ואת הדרך הנפלאה שבה הדברים הועברו. חשתי כי אין אף אחד שיצא מהשיחה עם אמירה ש"אצלי זה לא יקרה", אלא באופן מאד עדין ומכבד כולנו קיבלנו את התחושה שאצל כל אחד מאיתנו יש הרבה עבודה לעשות"

נעמה, מנהלת בי"ס בירושלים

"הפסיכולוגיות חפרו רק קצת. עזרו לנו ללמוד להיות מנהלים טובים של עצמנו ברשת אבל גם אנחנו

לימדנו אותם על החיים של הילדים בווצאפ. האמת שהיה נחמד. העיקר שלא חפרתן!!!!"

מתוך פידבק על סדנא לכיתות ו', ירושלים

"תודה רבה לרוני ושרון מהורשת על התמיכה והליווי שקיבלנו בסדנא ואחריה. עזר לנו מאד לעשות סדר בווצאפ של כל המשפחה.

למדנו איך להיות עם הילדים ביחד ברשת אבל הכי הכי חשוב למדנו איך לא להיות כל הזמן בטלפון בעצמנו! בזכותכם השינוי מורגש אצלנו כל יום בבית. אגב היינו קטני אמונה. כולנו מכבים את הטלפון בערב ומדליקים רק כשקמים בבוקר! :)

תודה ע-נ-ק-י-ת!

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