CYBERBULLYING: Bullying in the Digital Age

CYBERBULLYING: Bullying in the Digital Age
Patricia Agatston, Ph.D. I come to this topic by way of my background as a psychologist and prevention specialist who has focused on youth risky behavior for the past 20 plus years. While I find technology fascinating, I admit that I am not always great at “speaking geek.” Some of you are far better experts at technology than I would ever hope to be. So compared to some of you in the audience, when I am trying out a new technology I feel a little bit like these guys who heard they could get online by clicking a mouse . . . This product was supported by Florida Department of Children and Families Substance Abuse and Mental Health Program Office funding

Introductions Something that applies to all of us
Something that applies to many of us Something that applies to a few of us Something unique about you

Overview of Presentation
Traditional bullying – Research and key concepts Teens and technology What is cyberbullying? Current research to inform our practices Prevention and intervention strategies Case studies

Bullying… Aggressive behavior that intends to cause harm or distress.
Occurs in a relationship where there is an imbalance of power. Usually is repeated over time. Before moving on to discussing key research findings about bullying, I want to spend a few minutes discussing what bullying is/isn’t. Researchers and practitioners generally agree that bullying has three defining characteristics.

Percentage of Students Bullied 2-3 times/month or more
How Much Do YOU Know About Bullying Quiz Percentage of Students Bullied 2-3 times/month or more (Limber et al., 2013) 20% of students were directly involved in bullying: 16% had been bullied 7% had bullied others In a survey of 20,000 students (3rd-12th grade) using the OBQ, anonymous self-reports, (in schools that had not implemented OBPP), we found that: 20% of students indicated that they had been bullied and/or had bullied others 2-3 times a month or more often in the previous couple of months: 16% had been bullied 13% had been bullied but had not bullied others 3% had been bullied and also had bullied others 7% had bullied others 4% had bullied others but had not been bullied 3% had bullied others and also had been bullied Similar percentages of girls and boys said they had been bullied. Limber et al. (2013) © 2014 Olweus Bullying Prevention Program, U.S.

Students Who Are Afraid of Being Bullied (sometimes or more often)
IBPA Presentation November 17, 2010 Students Who Are Afraid of Being Bullied (sometimes or more often) Not only is bullying prevalent, but children and youth report being extremely concerned about it. In our survey, all students were asked, “How often are you afraid of being bullied by other students in your school?” Here, we have collapsed responses of “sometimes” “fairly often” “often” and “very often.” Both gender and grade level differences are very clear. Girls are more likely than boys to say they are fearful of being bullied—even though, as you’ll recall, rates of being bullied were not very different for boys and girls. And for both boys and girls, fear of bullying decreases with age. Nearly half of all of our elementary school girls report being afraid of being bullied. Olweus & Limber (2010) (c) 2010 Olweus & Limber

How are Boys and Girls Bullied?
From our OBQ data, we found that in the US, among 3rd-12th graders, the most common form of bullying (for both boys and girls) was verbal bullying, followed by rumor-spreading and social exclusion. Boys were more likely to be bullied through physical means, have property damaged or stolen, be threatened, or be bullied based on race or color Girls were more likely to be bullied through exclusion and rumor-spreading, and slightly more likely to be cyber bullied. Olweus & Limber (2010)

Health Consequences of Bullying (Fekkes et al., 2003)
Bullied Not bullied Headache 16% 6% Sleep problems 42% 23% Abdominal pain 17% 9% Feeling tense 20% 9% Anxiety 28% 10% Feeling unhappy 23% 5% Depression scale -moderate indication 49% 16% -strong indication 16% 2% In a study of Dutch school children (ages 9-12) researchers found that bullied children (i.e., children who were bullied a few times a month or more), were more likely than their non-bullied peers to experience a whole host of physical ailments. They were, for example: nearly 3x as likely as their non-bullied peers to experience headaches, 2x as likely to have problems sleeping, abdominal pain, and to feel tense 3x as likely to feel anxious Nearly 5x as likely to feel unhappy, and Much more likely to be depressed (Depressed and anxious kids more likely to become bullied) Citation: Fekkes, M., Pijpers, F. I. M., & Verloove-VanHorick, S. P. (2004). Bullying behavior and associations with psychosomatic complaints and depression in victims. Journal of Pediatrics, 144,

Bullying, School Engagement & Academic Achievement
Bullied children are more likely to: Want to avoid going to school Have higher absenteeism rates Say they dislike school Receive lower grades Several studies have focused on the effects of bullying on school engagement and academic achievement, finding that... Citations: Eisenberg, M. E., Neumark-Sztainer, D., & Perry, C. (2003). Journal of School Health, 73, Kochenderfer, B. J., & Ladd, G. W. (1996). Peer victimization: Cause or consequence of school maladjustment? Child Development, 67, Rigby, K. (1996). Bullying in schools: And what to do about it. Briston, PA: Jessica Kingsley Publishers. Smith, P. K., Talamelli, L., Cowie, H., Naylor, P., & Chauhan, P. (2004). Profiles of non-victims, escaped victims, continuing victims and new victims of school bullying (2004). British Journal of Educational Psychology, 74,

Long-Term Effects of Bullying
Lower self-esteem Higher rates of depression Olweus’ research has found that for some individuals, bullying can persist into adulthood. Adults who were bullied as children are more likely to have lower self-esteem and higher rates of depression. Citation: Olweus, D. (1993). Bullying at School: What we Know and What We Can Do. Cambridge: Blackwell)

Children at High Risk For Bullying
Those with: Learning disabilities ADHD Autism Spectrum Disorder Special health care needs or chronic diseases Obesity LGBTQ Some children are at particularly high risk of being bullied because of ways they are perceived as being different. Sometimes these differences might be viewed as positive (e.g. gifted or talented), sometimes these differences may be viewed as negative (such as those shown on this slide.)These include: (SLIDE) Physical, cognitive, learning or behavioral disabilities, including ADHD & Autistic Spectrum Disorder (e.g. Asperger’s syndrome), Special health care needs or medical conditions that affect their appearance; other medical conditions such as diabetes, stuttering, & obesity. GLBTQ (Gay, Lesbian, Bisexual, Transgendered, or “Questioning”) students. References: TG, pp ; TG CD, Doc. 5

“Boys who are bullied for being gay, regardless of their sexual orientation, experience greater psychological distress, higher anxiety, more negative perceptions of their schools, and a feeling of not being in control than boys who were bullied for other reasons.” -Swearer et al., 2009 Yet many adults don’t speak up when they hear, “That’s so gay.”

Bias Victimization and harassment based on bias can have a greater negative impact on the victim than random bullying. -Russell et al., 2012

Peer Factors Related to Involvement in Bullying
Exposure to aggressive, violent, delinquent peers Having at least one close friend Support from peers

G A B H C F D What Roles Do Students Play In Bullying Situations? E
OBPP Staff Training Start the bullying and take an active part G A Students Who Bully Defenders Student Who Is Bullied Dislike the bullying, help or try to help the bullied student Take an active part, but do not start the bullying B Followers H The one who is being bullied C Supporters Possible Defenders Support the bullying, but do not take an active part F Peer group plays an important role in motivating and encouraging bullying in many situations. As this continuum shows, students who bully often get various types of support—from followers (hench boys or hench girls), supporters, & passive supporters. Shows group phenomenon: roles vary among participants & observers. Some are much more active than others. This “Bullying Circle” is an important OBPP tool to illustrate roles in bullying situations & to build understanding about how the program helps shift behavioral norms & attitudes. Engage participants in Bullying Circle Exercise (See Certified Olweus Trainer or OBPP Coordinating Committee Notebook for TM Tab 11, Docs. 7 & 8 w/ large role play cards.) References: TG, pp ; SWG CD Doc. 1, pp Passive Supporters D Dislike the bullying and think they ought to help, but don’t do it Disengaged Onlookers Like the bullying, but do not display open support E Olweus et al., 2007 Tab 2: Doc 2

Percentage of students who feel sorry for a bullied student
IBPA Presentation November 17, 2010 Percentage of students who feel sorry for a bullied student All students were asked, “when you see a student your age being bullied, what do you feel or think?” The good news, is that the vast majority of students in all grades say they feel sorry for the bullied student. Girls are consistently more likely than boys to express empathy for bullied children. With age, one sees a decrease in boys’ empathy for bullied children, although the majority of high school boys say they feel sorry for bullied chidlren. Olweus & Limber, 2010 (c) 2010 Olweus & Limber

Peers Actions as Witnesses
Sympathy often does not translate into action When bystanders try to help they are often effective in stopping the bullying Younger children and girls are more likely to report that they: Report bullying Respond directly to help Tell an aggressor to stop

Peer Relationships Can Make a Difference
Defenders are successful in more than 50% of attempts, but only intervene in fewer than 20% of incidents. (Pepler, et al., 2010, Salmivalli et al., 2010) Having just one good non-victimized friend can mitigate the impact of being bullied.

Youth Voice Project Survey: Stan Davis & Charisse Nixon, 2010
Survey data results from more than 13,000 students in 31 schools. Students who indicated that they had experienced bullying were asked to identify helpful interventions by peers and adults. Youthvoiceproject.com

Youth Voice Project: Stan Davis & Charisse Nixon, 2010
According to bullied youth, what can other students do to help? Spend time with me at school Talked to me at school to encourage me Help me get away from the situation Gave advice about what I should do Called me at home to encourage me Helped me tell an adult Caused a distraction Told an adult More than 13,000 teens in 31 schools have now completed the Youth Voice project survey, focusing on what works and what doesn't work.

These strategies worked sometimes, but sometimes made things worse: Kindly told the person to stop Angrily told the person to stop (confronted the person who bullied me)

These bystander strategies usually made things worse: Made fun of me Blamed Me Ignored the situation

According to bullied youth, what can adults do to help? (most helpful strategies) Listen to me Check in with me later to see if the bullying has stopped Give advice

According to bullied youth, what can adults do to help? (these strategies worked sometimes but made things worse sometimes) Kept up increased adult supervision Used punishment with the other students (varied greatly by school – worked better for 5th graders.) Sat down with me and the other student Talked about the behavior in class more than once

These adult strategies usually made things worse: Told me to stop tattling Told me to solve the problem myself Told me if I acted differently this problem wouldn’t happen to me Ignored what was going on

Indicators of School Crime and Safety, 2012
28% of 12- to 18-year-old students reported having been bullied at school during the school year 9% reported having been cyber-bullied.

Involvement in Traditional Bullying (TB) and Cyberbullying (CB)
Substantial overlap between CB and traditional bullying How much overlap? Kowalski et al. (2013): Correlation of.45 between perpetrating CB and TB .40 between being CB and being traditionally bullied Olweus (2013) Only 10% of children are cyberbullied independently of involvement in traditional bullying. Kids who are cyberbullied are often traditionally bullied; those CB others often bully others traditionally CB CB

Teens and Technology Use
78% have a cell phone 95% use the Internet 91% have an address 74% access the internet on cell phones, tablets, and other mobile devices at least occasionally 37% of teens have a smart phone (up from 23%) 87% of teens text 80% use social media 2012/2013 data

Social Media Scavenger Hunt
Using the Social Media Scavenger Hunt Form, go around and talk with people in the group. Find a person who . . . 1. Uses Twitter 2. Has made a video on Snapchat 3. Is “InstaFamous” on Instagram 4. Has received a mean message online 5. Has over 200 Friends on Facebook 6. Uses a messaging App 7. Has changed their privacy settings 8. Has untagged themselves in a photo 9. Has home rules about cell phone use 10. Has uploaded a YouTube video 11. Has received a message from a stranger 12. Has posted a positive message to a friend 13. Knows how to report cyberbullying online

If you lose access to technology, how do you feel?
Depressed Sad Angry Disconnected Isolated Lonely Lost Agatston, Kowalski & Limber, 2010 Aiden and his phone example!

CB Prevalence in the National Crime Victimization Survey (Robers et al
9% Total 6.9% Males 11.2% Females

How Long Has the CB Lasted? NCVS (Robers et al., 2013)

Quotes “People can be meaner so much easier now.”
High-school girl • “It’s way more powerful than regular bullying.” • “It’s harder to deal with cyberbullying than face to face bullying. You can stand up to someone face to face and they will back off. If you stand up to someone online it just escalates things.” High-school boy Agatston, Kowalski & Limber, 2010: Chapter in Cyberbullying Prevention and Response

Gender and Cyber Bully Status (Kowalski & Limber, 2007)
In our own study of middle school students, we found that girls were more than twice as likely to be victims and bully/victims than boys. Patchin and Hinduja found girls more likely to be victims or offenders over their lifetime but not the last 30 days. Alonzo and Aiken (2004) and found boys more likely to be targeted by flaming. Smith found girls more likely to be targeted in all manners except website and picture editing (photo shopping.) Cyberbullyhelp.org 34

Other Gender Differences
Dramatic escalation of originally minor in-school issues that would have died out “pre-web,” particularly for girls. Girls are more likely to seek support by “going digital” and seeking support from friends. Boys are more likely to “let it go.” -Marc Institute Research, 2013

Cognitive Priming Small Feeling Repetition Big Feeling

Cyber Bullying and “Traditional” Bullying
Similar characteristics: Aggressive Repeated Power Imbalance But there are some unique issues . . . Just like alcohol can reduce inhibition – professional athletes describe for the overweight guy fueled by beer who yells at an elite competitor as having”beer muscles.” Similarly – being behind a screen not dealing with some face to face can lead to a less empathy and another form of ‘false courage where individuals say things to someone online that they would never say face to face. We call this disinhibition – demonstrated well in this next clip. We call this disinhibition.. Cyberbullyhelp.org 37

Cyber Bullying: Unique Characteristics
Anonymity Disinhibition Accessibility Replicability Scalability Persistence and searchability* Danah Boyd, “Taken out of Context, 2008 Punitive Fears Victims of cyber bullying, like victims of traditional bullying, often do not report it because they fear retribution from their tormentors. From our focus groups with children and youth, we discovered that Cyber bullying victims may experience additional fears that their computer or phone privileges will be taken away. Often, adults’ responses to cyber bullying are to remove the technology from a victim—which in their eyes can be seen as punishment. Bystanders A final difference that I want to highlight between TB and CB is that of the role of bystanders. Most traditional bullying episodes occur in the presence of other people who assume the role of bystanders or witnesses. The phenomenon of being a bystander in the cyber world may be different from witnessing bullying firsthand. 38

Does cyberbullying incidents happen all of a sudden, or in reaction to things that happen in ongoing relationships and between peer groups? • “It is both.” • “Some start spontaneously online, and some are reactions from relationships among peers at school.” But students agree there is almost always overlap between online and offline conflict. Agatston et al., 2010

Correlates of Cyberbullying
Children and youth who are cyberbullied: Have higher anxiety & depression Have more suicidal ideation Have lower self-esteem Engage in riskier online behaviors Those who cyberbully others: Have lower empathy Are more narcissistic Lower school grades, school commitment, more absences Higher rates of alcohol and tobacco use, physical assault, involvement with law enforcement Have higher depression, suicidal ideation Kowalski et al., 2014

Bullying, Cyberbullying and Suicide – CDC Expert Panel
Yes – bullying and cyberbullying are risk factors for suicide. Research is correlational, not causal. We need to be careful about the messaging we provide to youth around this issue. Avoid terms like “bullycide” and “cyberbullycide”. Focus on help, hope, resources. Yes – bullying and cyber bullying are risk factors for suicide. There are many risk factors for suicide. Research is correlational not causal. We need to be careful about the messaging we provide to youth around this issue. Avoid terms like bullycide and cyberbullycide. Focus on help, hope, resources.

What Else We Know . . . “Youth who engage in online aggressive behavior by making rude or nasty comments or frequently embarrassing others are more than twice as likely to report online interpersonal victimization.”

Reactions of Victims (Kowalski & Limber, 2007)
Cyber Bullying: Bullying in the Digital Age Reactions of Victims (Kowalski & Limber, 2007) From our research on middle school students, we observed that unproductive responses include: Doing nothing (and “taking it”, as Ryan did) aqua bar Cyber bullying back (ORANGE) Making fun of the bully (Dark Green) About one-third asked the person to stop (not always likely to be effective) 28% blocked the bully from their phone or site Only 17% saved the evidence Only 13% told someone. Cyberbullyhelp.org (c) 2007 Agatston, Kowlaski & Limber 43 43

Why don’t kids like to go to adults?
Loss of technology Not sure who is targeting them May get blamed if responded aggressively Educators responses may make things worse But they are willing to approach adults who seem more willing to listen and offer support, such as the school counselor. Agatston et al., 2010

Youth are at greatest risk from known peers rather than strangers.

Talking to Teens About Sexting
Experimental vs. Aggravated- Sexual Harassment or Revenge motives Legal Consequences Emotional and Reputational Consequences Loss of control over the image = loss of personal power UNH CAC Research Center

Sexting 61% of youth who sent image reported feeling pressured
Youth who reported being coerced reported more negative outcomes (Englander, 2012) Laws were meant to protect children from exploitation of adults not cause serious harm to impulsive youth Need to carefully consider approach and work with a multi-disciplinary team to craft best response In many cases education and counseling will be the best response

The Concept of a “Digital Footprint”
Other terms: Digital Tattoo Digital Dossier

Mistaken Approaches to Addressing Cyberbullying
One time Assemblies Fear Based Messaging Treating offline and online bullying as separate issues Expensive one time assembly productions are not effective in changing behavior and can squander resources that would be better used for ongoing prevention efforts. Fear based messages are not only ineffective (Scared Straight Study) but can also undermine the successful transition to 21st century learning. Will your community be willing to support more innovative instruction that requires use of social media if they are “afraid” of social media. Youth also realize that we “don’t get it” and may lead them to ignore adult guidance, even when it is solid guidance.

Need for SEL Skills Self-Awareness (e.g., identifying and recognizing own emotions, recognizing strengths) Social Awareness (e.g., empathy, respect for others) Responsible Decision Making (e.g., evaluation and reflection, personal responsibility) Self-Management (e.g., impulse control, stress management) Relationship Skills (e.g., working cooperatively, help seeking and providing)

Best Practices Support Bullying Prevention Programs that use a “whole school” and “community approach”. Include cyberbullying prevention in your bullying prevention efforts. Many schools have begun implementing comprehensive bullying prevention programs as a result of research indicating that bullying prevention takes a “whole school approach” (Olweus, 1993.) Prevention messages that define cyber bullying as a form of bullying and provide clear messages that such behavior is unacceptable should be part of the bullying prevention lessons and messages that are shared school-wide. There are no simple solutions to CB. As John Halligan indicated, reducing bullying requires a change in the climate or culture of a school. Cyber bullying, like traditional forms of bullying, are complex problems. As the saying goes, for every complex problem, there is a simple solution, and it is almost always wrong. The good news is that there ARE effective whole-school programs that are effective. Many of you are implementing them now. Our efforts must include attention to CB, even if it doesn’t occur AT school, because we know that it can bleed into the school environment. 51

Best Practices Assessment Staff training Effective Policies
Class Lessons and Infusion – Digital Citizenship Partner with Parents 2010 National Cyber Security Alliance found only 50% of teachers felt prepared to discuss cyber bullying. Teach students online “netiquette, safe use of social media, and how to monitor their online reputations.

Examples of Prevention Resources– Cyber Bullying: A Prevention Curriculum for Grades 3-5 Hazelden.org 5 sessions, 40 minutes each (1/week) Texter and Internetta are role models who share their experiences helping their friends Each session also includes a game or activity, homework to do with parents Each session begins with a story about two upper elementary school students. Texter is a text messaging expert and Internetta is “Internet Savvy.” The two charcters serve as role models as they share their experiences with helping their friends deal with cyber issues, including cyber bullying. After each session there is a large group discussion, followed by an activity or game that integrates the story and discussion. We recommend that these lessons be implemented as part of a comprehensive bullying prevention efforts, such as the Olweus Bullying Prevention Program. However it can be a stand alone program. 53

Examples of Prevention Resources– Cyber Bullying: A Prevention Curriculum for Grades 6-12
8 sessions 50 minutes in length Some separation of activities for middle school and high school Hands-on activities Use of peer leaders Middle school sessions 1-5 Use of journal entries by fictional ms students High School sessions 1-5 Stories based on events in the news Sessions 6-8 Small group projects to create positive social networking sites Journal entries following the lives of Allie, J.T., Serena, and Aaron, fictional MS students who are learning about (and experiencing) cyber bullying. The first five session s of the curriculum for high school students include real-life stories—one per session—that are based on actual events in the news. Names and details have been changed and the characters’ points of view are dramatized. Students read these and then discuss them in peer-led groups. In the final session, students work in small groups to create plans for a positive social networking site.

Resources from Common Sense Media
Digital Citizenship Curriculum – free download for educators K-5, grades 6-8, and grades 9-12

Parents Matter! 88% of teens report that their parents talk to them about what kinds of things should be shared online or on a cell phone Teens who report having public profiles or receiving sexts are LESS likely to report having parents who discuss these issues Telephone survey 799 teens and parents, conducted in english and spanish with over sampling of minority youth

Free Resource for Parents
Net Cetera: Chatting With Kids About Being Online Onguardonline.gov bulkorder.ftc.gov Currently many parents feel at a loss in addressing cyber bullying due to the digital divide that often exists between adults and children. The school or youth organization can help to bridge this digital divide by hosting parent information nights, sending printed tips and literature home, and providing a contact person at the school who can assist parents who are concerned about cyber bullying. You might be interested in an excellent and free resource—Net Cetera: Chatting With Kids About Being Online—which many parents find useful. It can be ordered at onguardonline.gov, and you also can order in bulk.

Other Useful Resources for Parents
CONNECT SAFELY – has parent’s guide to facebook, snapchat, and instagram. COMMON SENSE MEDIA – reviews all forms of media that kids are using

Use Youth as Resources Youth are 92% of the population of a school.
Youth involvement sends an important message. Youth can assist in the development of social norms campaigns. Youth can assist peers. A seventh best practice is to use students as expert. Although youth may lack the maturity of adults to understand the implications of their online actions, on the other hand, youth are often more knowledgeable about the digital world than adults and thus can be empowered to use their skills as helpful role models to teach digital citizenship to other youth. Just telling them to tell an adult shouldn’t be the primary solution for teens. Train them on how to respond independently but also provide insight on how adults can help if needed. Engaging youth in developing prevention and intervention strategies sends an important message to them that we value their expertise, feelings, and ideas. Youth are 92 % of the population at school. Adults are only 8%. They must be used as vital resources to prevent/ address bullying and cyber bullying. Youth are active participats online and have the opportunity for meaningful participation. They are often online without the presence of adults so cannot wait on adults to intervene. Youth must be knowledgeable about how to protect themselves and others. And online communities rely on users to be active participants to address harmful behavior/content. Cyberbullyhelp.org 59

90% of Smith High School students have not bullied someone online.
87% of students feel sorry and want to help when they see someone bullied. Cyberbullyhelp.org

Being honest reduces risk
“Youth are less likely to get involved in bullying and less likely to remain as bystanders ignoring bullying when they accurately perceive peer norms.” Source: Using Social Norms to Prevent Bullying in Middle Schools. Craig & Perkins, August 2011

Intervention Strategies
Whenever there may be concerns about CB behavior and its negative effects on victims and perpetrators, it is wise to make referrals to mental health professionals. Of course, it is critical to do so immediately if there is any reason to believe that students might hurt themselves or others. 62 (C) Agatston, Kowalski, & Limber, 2010 62

Counseling Young People Who Are Bullied or Cyberbullied
Help them talk about the bullying and avoid self-blame. They may not believe adults will protect them or care. Use practices similar to dealing with sexual harassment, or domestic violence. They did not cause it and will not be asked to solve it alone. Help parents advocate for supervision, staff training, adult and peer support. Help youth connect in friendship with peers who have shared interests. Ask youth what they have tried and commend them for their efforts.

Bullying as a Form of Trauma
Some youth may experience PTSD symptoms Use trauma informed practices such as trauma-focused Dialectical Behavioral Therapy (DBT ) Whenever there may be concerns about CB behavior and its negative effects on victims and perpetrators, it is wise to make referrals to mental health professionals. Of course, it is critical to do so immediately if there is any reason to believe that students might hurt themselves or others. 64 (C) Agatston, Kowalski, & Limber, 2010 64

Provide Parents with Referrals
Determine if the students involved in a cyberbullying incident may be in need of mental health services. Consider referrals for either or both perpetrators or students targeted by cyber bullying. Refer students immediately if they mention hurting themselves or others. Whenever there may be concerns about CB behavior and its negative effects on victims and perpetrators, it is wise to make referrals to mental health professionals. Of course, it is critical to do so immediately if there is any reason to believe that students might hurt themselves or others. 65 (C) Agatston, Kowalski, & Limber, 2010 65

Online Interventions Help them collect evidence:
Printed SNS pages, photos, instant messages, s, text messages Provide suggestions on various response options. -Ignoring to avoid escalation -Blocking and using privacy settings -Removal of content 2010 National Cyber Security Alliance found only 50% of teachers felt prepared to discuss cyber bullying. Teach students online “netiquette, safe use of social media, and how to monitor their online reputations.

Report Abusive Content
Facebook has new social reporting options. Instagram, Twitter, and Snapchat have links to report abuse For more links or information on reporting or removing online content visit our help center at cybebullyhelp.com 2010 National Cyber Security Alliance found only 50% of teachers felt prepared to discuss cyber bullying. Teach students online “netiquette, safe use of social media, and how to monitor their online reputations.

Contact Law Enforcement
Threats of physical harm Sexual exploitation or blackmail Extortion Stalking Legal representation may be appropriate 2010 National Cyber Security Alliance found only 50% of teachers felt prepared to discuss cyber bullying. Teach students online “netiquette, safe use of social media, and how to monitor their online reputations.

Formal Discipline May be appropriate from school authorities if it:
occurs on campus occurs off campus but includes on-campus harmful interactions causes substantial disruption creates hostile environment But, suspension alone does not solve the problem. 2010 National Cyber Security Alliance found only 50% of teachers felt prepared to discuss cyber bullying. Teach students online “netiquette, safe use of social media, and how to monitor their online reputations.

When Can School Personnel Limit Students’ Off-Campus Speech?
If speech has or could cause a substantial disruption at school OR interferes with the rights of a student to be secure. (Tinker v. Des Moines, 1969) Officials cannot restrict student off-campus speech merely because they find it offensive or contrary to the school’s educational mission.(Fraser; Morse v. Frederick, 2007)

Office of Civil Rights Dear Colleague letter- when cyberbullying becomes cyber harassment
If discriminatory harassment (race, religion, sexual, gender, disability) has occurred School must take “prompt and effective steps reasonably calculated to end the harassment, eliminate any hostile environment and its effects, and prevent the harassment from reoccurring.

The National School Board Association Advises the Following:
“Student expression occurring outside of school should be subject to school action only, if at all, upon a clear showing of disruption, or a violation of the rights of school administrators and officials, teachers and other school employees, or students.” Harassment, Bullying and Free Expression: Guidelines for Free and Safe Public Schools, NSBA

Accountability Circles
Based on restorative justice principles The focus is on “repairing the harm,” not punitive consequences Participation is voluntary NOT Peer mediation

Questions for student offender
What happened? What were you thinking at the time? What have you thought about since the incident? Who do you think has been affected by your actions? How have they been affected?

Questions for the student who was harmed
What was your reaction? How do you feel about what happened? What has been the hardest thing for you? How did your family and friends react?

Summary What are the main issues?
What do you want as a result of this meeting? Resolution Agreement: Restitution and/or counseling Safety issues Retaliation issues Follow-up meetings if needed

Case Example Discussions in Small Groups

Jeremiah Anthony – West High Bros

The Pink Shirt Campaign
Upstanders, Social Media, and a social norming campaign to prevent bullying! 2010 National Cyber Security Alliance found only 50% of teachers felt prepared to discuss cyber bullying. Teach students online “netiquette, safe use of social media, and how to monitor their online reputations.

A.J. Patrick Liszkiewicz
“The central task of citizenship – is learning how to be good to one another.” A.J. Patrick Liszkiewicz Because in the end, we need to be spending most of our time talking about how to be good to one another. And I leave you with this quote from the writings of A.J. Patrick Liszkiewicz that I discovered through Anne Collier’s wonderful blogging with the Net Family News – “the Central Task of citizenship – is learning how to be good to one another.” Thank you – and I will be happy to answer some of your questions now.

For More Information: Cyberbullyhelp.com ibpaworld.org
Stopbullying.gov Teachingtolerance.org Commonsensemedia.org Onguardonline.gov Connect Safely and Netfamilynews 2010 National Cyber Security Alliance found only 50% of teachers felt prepared to discuss cyber bullying. Teach students online “netiquette, safe use of social media, and how to monitor their online reputations.

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