I have been actively engaged online for nearly 17 years from bulletin boards, to IRC and now onto any number of social media platforms. It has been a continual cycle of experience and appropriation and evaluation. Most of it has been enjoyable and satisfying. Some of it has been painful, traumatic and cathartic. There have been moments of inspiration, of creativity and of disappointment and body shaking laughter. I have made friends, partners, enemies and colleagues. That lived life informs how I design and develop a programme especially where there is some blended or online component. I am also 42. I am cogniscent of the fact that modes of interactivity are neither uniform nor agreed across all users, and that there are significant differences between age groups, context of usage and device preference. But I am also aware that many of my own experiences would not have happened in real life. It took both the emancipatory and the disinhibiting nature of social media to facilitate much of those experiences. In part 1, I looked at three of John Suler’s considerations for what he termed the ‘online disinhibition effect’, a way of understanding some of the darker aspects of online interaction. In part 2, I would like to explore three more; invisibility, dissociative imagination and minimisation of status and authority.