1. Cyberbullying: What You Need to Know
Timothy U. Ketterson, PhD
Suzanne G. Martin, PsyD, MPH
Welcome all participants to the presentation.
Explain that the presentation you are going to give will give participants insight into bullying
and give them some tips for managing bullying on their centers

2. Learning Objectives
Describe the types of bullying via social electronic media among youth
Describe the effects of cyberbullying
Assess for involvement in bullying at health encounters with students
Advise center staff on warning signs of cyberbullying
Identify helpful ways to intervene when cyberbullying is observed or reported

3. Bullying Can Take Many Forms…
Physical violence
Verbal taunts, name calling, and put downs
Threats and intimidation
Extortion or stealing money and/or possessions
Spreading rumors
Harassment via technology ( , text messaging, Facebook, etc.)…aka cyberbullying
Tell the participants that bullying can take many forms, as described on the slide.
Source: APA Public Interest Government Relations Office

4. What is Cyberbullying?
Ask the participants, “What do you think of when I say cyberbullying?”
Tell them that any bullying is an imbalance of power [characterized by] repeated and systematic harassment and attacks on others perpetrated by individuals or groups.
Online bullying, called cyberbullying, happens when individuals use the Internet, cell phones, or other devices to send or post text or images intended to hurt or embarrass another person. Cyberbullying is a problem that affects almost half of all American teens and young adults.
Source: Health Resources and Services Administration (HSRA), National Bullying Campaign, 2004
National Crime Prevention Association (NCPA) 2011

5. Play video

6. Polling Question #1
What is your best estimate of the number of students you have encountered in the past 12 months who were cyberbully victims?
None
1 to 5
6 to 10
Over 10
I am unsure

7. What Makes Cyberbullying Different?
Both bullying and cyberbullying can be extremely hurtful and damaging to a person; however, cyberbullying, to some victims, can be more damaging than physical bullying.
WHY?
It can happen in the comfort of their home and take away
their feelings of safety.
It can be an extension of physical bullying leaving them
feeling there is no way out.
It can be anonymous. They may have no idea who is
responsible for bullying them.
It can feel harsher. People tend to be crueler online than
they are face to face.
Messages can be forwarded or posted to websites for
everyone on the Internet to see.
It can be far reaching. Things posted online are visible to
the world 24 hours a day seven days a week.

8. Bullies vs. Cyberbullies: What’s the Difference?

9. Did You Know That…
43% of teens have been victims of cyberbullying in the last year?
18% of males and 16% of females report bullying others online?
75% of those cyberbullied know the bully?
Nearly 30% of teens desire revenge?
58% of teens don’t think cyberbullying is a big deal?
81% believe people cyberbully because it’s funny?
Girls claim to have been cyberbullied more than boys – 51% to 37%.
Source: NCPC Cyberbullying Research Report, 2006

10. How Are Students Cyberbullied?
Being a victim of cyberbullying can be a common and painful experience. Youth who cyberbully –
Pretend they are other people online to trick others.
Spread lies and rumors about victims.
Trick people into revealing personal information.
Send or forward intimidating text messages.
Post pictures of victims without their consent.
When teens were asked why they think others cyberbully 81 percent said that cyberbullies think it’s funny.
Other teens believe that youth who cyberbully
- Don’t think it’s a big deal
- Don’t think about the consequences
- Are encouraged by friends
- Think everybody cyberbullies
- Don’t think they will get caught

11. Other Examples of Cyberbullying
Spreading rumors about someone through instant messaging or Facebook
Threatening someone on a blog
Creating hurtful websites against someone
Rebroadcasting still images or video footage on social network sites
Harassing someone via text messages
Creating fake online profiles on websites such as Facebook, Myspace, Twitter, etc. to make fun of people
Cyber-bullying appears to exact a deeper psychological toll on victims than in-person bullying
as can be seen in the recent cases involving teen suicides in OH, MA, NJ, FL
Sources: NIH NICHHD, 2010; Pew Internet & American Life Project Parents and Teens Survey, 2006

12. Why Cyberbully?
When it comes to cyberbullying, individuals may be motivated by anger, revenge or frustration. Sometimes they do it for entertainment or because they are bored and have too much time on their hands and too many tech devices available to them. Many do it for laughs or to get a reaction. Some do it by accident, and either send a message to the wrong recipient or didn't think before they did something.
Because their motives differ, the solutions and responses to each type of cyberbullying incident has to differ too. Unfortunately, there is no "one size fits all" when cyberbullying is concerned. Only two of the types of cyberbullies have something in common with the traditional schoolyard bully. Experts who understand schoolyard bullying often misunderstand cyberbullying, thinking it is just another method of bullying. But the motives and the nature of cybercommunications, as well as the demographic and profile of a cyberbully differ from their offline counterpart.

13. Polling Question #2
How familiar you are with the emotional and behavioral effects of cyberbullying?
Extremely familiar
Very familiar
Moderately familiar
Somewhat familiar
Not at all familiar

14. Warning Signs Deteriorating performance at school Depression
Withdrawal
Anxiety
Moody
Loss of interest in activities once enjoyed
Aggressive behavior
Cyberbullying can have damaging and lasting effects on
students socially, emotionally, and physically:

15. Types of Cyberbullies There are four types of cyberbullies :
The Vengeful Angel
The Power-Hungry or Revenge of the Nerds
The “Mean Girls”
The Inadvertent Cyberbully/“Because I Can”
Some methods of cyberbullying are unique to a certain kinds of cyberbullies. And so are the ways the cyberbully maintain their secrecy or broadcast their actions to others. Some are secretive, some require an audience and some are entirely inadvertent.
Because the motives differ from each type of cyberbully, the solutions need to address their special issues. There is no “one size fits all” when cyberbullying is concerned. But understanding more about why they cyberbully others will help. You have to address the motives. That’s why awareness campaigns need several different messages to address the problem.

16. “The Vengeful Angel”
In this type of cyberbullying, the cyberbully doesn’t see him or herself as a bully at all. They see themselves as righting wrongs, or protecting themselves or others from the “bad guy” they are now victimizing.
Vengeful Angels may be angry at something the victim did and feel they are taking warranted revenge or teaching the other a lesson. The “Vengeful Angel” cyberbully often gets involved trying to protect a friend who is being bullied or cyberbullied. They generally work alone, but may share their activities and motives with their close friends and others they perceive as being victimized by the person they are cyberbullying.
Vengeful Angels need to know that no one should try and take justice into their own hands. They need to understand that few things are clear enough to understand, and that fighting bullying with more bullying only makes things worse. They need to see themselves as bullies, not the do-gooder they think they are. It also helps to address the reasons they lashed out in the first place. If they sense injustices, maybe there really are injustices. Instead of just blaming the Vengeful Angel, solutions here also require that the situation be reviewed to see what can be done to address the underlying problem. Is there a place to report bullying or cyberbullying? Can that be done anonymously? Is there a peer counseling group that handles these matters? What about parents and school administrators. Do they ignore bullying when it occurs, or do they take it seriously? The more methods we can give these kinds of cyberbullies to use official channels to right wrongs, the less often they will try to take justice into their own hands.

17. “Power Hungry and Revenge of the Nerds”
Some cyberbullies want to exert their authority, show that they are powerful enough to make others do what they want and some want to control others with fear. Sometimes they want to hurt another student. Sometimes they just don’t like the other person. These are no different than the offline tough school bullies.
Power-Hungry” cyberbullies usually need an audience. It may be a small audience of their friends or those within their circle at school. Often the power they feel when only cyberbullying someone is not enough to feed their need to be seen as powerful and intimidating. They often brag about their actions. They want a reaction, and without one may escalate their activities to get one.
Interestingly enough, though, the “Power-Hungry” cyberbully is often the victim of typical offline bullying. They may be female, or physically smaller, the ones picked on for not being popular enough, or cool enough. They may have greater technical skills. Some people call this the “Revenge of the Nerds” cyberbullying. It is their intention to frighten or embarrass their victims. And they are empowered by the anonymity of the Internet and digital communications and the fact that they never have to confront their victim. They may act tough online, but are not tough in real life. They are often not a bullying but “just playing one on TV.”
Revenge of the Nerds cyberbullies usually target their victims one-on-one and the cyberbully often keeps their activities secret from their friends. If they share their actions, they are doing it only with others they feel would be sympathetic. The rarely appreciate the seriousness of their actions. They also often resort to cyberbullying-by-proxy. Because of this and their tech skills, they can be the most dangerous of all cyberbullies.

18. “The Mean Girls”
This occurs when the cyberbully is bored or looking for entertainment. It is largely ego-based and the most immature of all cyberbullying types. Typically, in the “Mean Girls” bullying situations, the cyberbullies are female. They may be bullying other girls (most frequently) or boys (less frequently).
“Mean Girls” cyberbullying is usually done, or at least planned, in a group, either virtually or together in one room. This kind of cyberbullying is done for entertainment. It may occur from a school library or a slumber party, or from the family room of someone after school. This kind of cyberbullying requires an audience. The cyberbullies in a “mean girls” situation want others to know who they are and that they have the power to cyberbully others. This kind of cyberbullying grows when fed by group admiration, cliques or by the silence of others who stand by and let it happen. It quickly dies if they don’t get the entertainment value they are seeking.

19. “Inadvertent Bullies”
Inadvertent cyberbullies usually don’t think they are cyberbullies. They may be pretending to be tough online, or role playing, or they may be reacting to hateful or provocative messages they have received. Unlike the other cyberbullies, they don’t lash out intentionally. They just respond without thinking about the consequences of their actions.
Inadvertent Bullies may feel hurt, or angry because of a communication sent to them, or something they have seen online. And they tend to respond in anger or frustration. They don’t think before clicking “send.”
Sometimes, while experimenting in role-playing online, they may send cyberbullying communications or target someone without understanding how serious this could be. They do it for the heck of it “Because I Can.” They do it for the fun of it. They may also do it to one of their friends, joking around. But their friend may not recognize that it is another friend or make take it seriously. They tend to do this when alone, and are mostly surprised when someone accuses them of cyberbullying.

20. What About the Cyberbully?
There are long-term and short-term outcomes associated with cyberbullying
Bullying is linked to other forms of antisocial behavior (vandalism, theft, truancy, fighting, substance abuse)

21. Individuals Who Bully…
Tend to lack empathy.
Are concerned with their own desires rather than those of others.
Find it difficult to see things from someone else’s perspective.
Are willing to use others to get what they want.
Are often good at talking themselves out of trouble.
Have difficulty conforming to rules.

22. Common Characteristics Among Youth Who Are Bullied
Often stand out as different in some way:
Appearance
Sexual orientation
Intellect
Socio-economic background
Cultural or religious background
Cautious, sensitive, insecure
History of victimization (neglect, physical, sexual)
Socially isolated
Possess a disability (e.g., ADHD, LD)

23. Victim Reactions
Many students experience a variety of emotions when they are cyberbullied. Youth who are cyberbullied report feeling angry, hurt, embarrassed, or scared. These emotions can cause victims to react in ways such as:
Seeking revenge on the bully
Avoiding friends and activities
Cyberbullying back
Some teens feel threatened because they may not know who is cyberbullying them. Although cyberbullies may think they are anonymous, they can be found.
Contrary to what cyberbullies may believe, cyberbullying is a big deal, and can cause a variety of reactions in students.
Some students have reacted in positive ways to try to prevent cyberbullying by:
- Blocking communication with the cyberbully
- Deleting messages without reading them
- Talking to a friend about the bullying
- Reporting the problem to an Internet service provider or website moderator
National Crime Prevention Council (NCPC) 2011

24. Cyberbullicide
Hinduja and Patchin (2010) have coined the term “cyberbullicide” from their survey of 2,000 middle school students to describe suicide that occurs indirectly or directly through experiences of online aggression. The study assessed peer harassment, online and offline bullying, and thoughts about suicide. Results showed that both victims of traditional bullying and cyberbullying scored higher on a scale of suicidal ideation than students who were not victims of either form of bullying. Moreover, research has found that even victims of infrequent cyberbullying have had high levels of suicidal thoughts (Brunstein-Klomek et al., 2010). These findings suggest that cyberbullying is just as detrimental for adolescent victims as tradition bullying, and must be taken just as seriously.
Phoebe Prince case (2010)
Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of Suicide Research, 14(3), doi: /

25. Preventing Cyberbullying
Speak with other students, as well as staff and the center director to develop rules against cyberbullying.
Raise awareness of the cyberbullying problem on your center by providing staff and student awareness training.
Engage SGA.

26. Polling Question #3
Reflect on health and wellness visits with students. How often do you assess for bullying?
Always
Often
Sometimes
Rarely
Never

27. Student Cybersafety
Remind students that the Internet is accessed by millions of people all over the world, not just friends and family. Below are some ways to stay cyber-safe:
Never post or share your personal information online (this includes your full name, address, telephone number, school name, parents’ names, credit card number, or Social Security number) or your friends’ personal information.
Never share your Internet passwords with anyone.
Never meet anyone face-to-face whom you only know online.
Talk with your counselor about what you do online.

28. Cyberbullying Tips for Students
Tell a trusted adult about the bullying, and keep telling until you find someone who takes action.
Don’t open or read messages from cyberbullies.
Tell a RA, instructor, or other staff member at Job Corps.
Don’t erase messages.
Never agree to meet face to face.
Block the bully on chat or IM.
If you are threatened with harm, inform the local police.

29. Polling Question #4
How often have you had to intervene in a case that involved cyberbullying?
Always
Often
Sometimes
Rarely
Never
N/A

30. Responding to a Cyberbullying Incident
Block the sender
Warn the sender
Notify the ISP
Report to CD
Report to police
Talk about it
Ignore It
Restrict senders
Use privacy settings
Use Google
Talk to the student Caution them about responding "in kind." This is not a time for them to lash out or start a cyberwar themselves. See if they think they know the identity of the cyberbully or cyberbullies. See if this is related to an offline bullying situation, and deal with that quickly. And don't confuse the language most kids use online with cyberbullying. It may be shocking to us, but unless it is shocking to your child, it's not cyberbullying.
Ignore it A one time, seemingly unthreatening act, like a prank or mild teasing should probably be ignored. (If it's a threat, you must report it.) At the same time, you may want to consider using some preventive measures:
Restrict the people who can send you communications Consider restricting all incoming communications to pre-approved senders, such as those on your child's buddy list. (If the cyberbully is someone on their buddy list, though, this method won't help. In that case the cyberbully will have to be removed from the buddy list and/or blocked.)
Restrict others from being able to add your child to their buddy list Cyberbullies track when your child is online by using buddy lists, and similar tracking programs. It will let them know when one of their "buddies" is online, when they are inactive and, in some cases, where they are. This is like adding a tracking device to your child's online ankle, allowing their cyberbullies to find them more easily and target them more effectively. This feature is usually found in the privacy settings or parental controls of a communications program.
Google the student
Make sure that the cyberbully isn't posting attacks online. When you get an early warning of a cyberbullying campaign, it is essential that you keep an eye on  your child's screen name, nick names, full name, address, telephone and cell numbers and Web sites. You can also set up an "alert" on Google to notify you whenever anything about your child is posted online. To learn more about "Googling" yourself or your child, read "Google Yourself!"
Block the sender Someone who seems aggressive, or makes you uncomfortable and does not respond to verbal pleas or formal warnings should be blocked. This way, they will not be able to know when you are online or be able to contact you through instant messaging. Even if the communications are not particularly aggressive or threatening, if they are annoying, block the sender. (Most ISPs and instant messaging programs have a blocking feature to allow you to prevent the sender from getting through.)
"Warn" the sender If the cyberbully uses another screen name to avoid the block , otherwise manages to get through or around the block or communicates through others, "warn" them, or "notify" the ISP. (This is usually a button on the IM application.) This creates a record of the incident for later review, and if the person is warned enough, they can lose their ISP or instant messenger account. (Unfortunately, many cyberbullies use "warning wars" or "notify wars" to harass their victims, by making it appear the victim is really the cyberbully. This is a method of cyberbullying by proxy, getting the ISP to be an unwitting accomplice of the cyberbullying.)
Report to ISP Most cyberbullying and harassment incidents violate the ISP's terms of service. These are typically called a "TOS violation" (for a "terms of service" violation, and can have serious consequences for the account holder. Many ISPs will close a cyberbully's account (which will also close their parents' household account in most cases.) You should report this to the sender's ISP, not yours. (For more information about how to make a report, read "Making a Report to Their ISP." If you use a monitoring software, like Spectorsoft, this is much easier.)
If your child's account has been hacked or their password compromised, or if someone is posing as your child, you should make a formal report to your ISP as well. You can call them or send an to their security department (NOT their terms of service report line). But before changing your password, you should scan your computer for any hacking programs or spyware, such as a Trojan horse. If one is on your computer, the cyberbully may be able to access the new password. Most good anti-virus programs can find and remove a hacking program. All spyware applications can. We recommend SpyBot Search and Destroy (a freeware) or Ad-Aware (by Lavasoft, they have a free "lite" program).
Report to School Most cases of cyberbullying occur off school grounds and outside of school hours. In the United States , often the school has no legal authority to take action relating to an off-premises and off-hours activity, even if it has an impact on the welfare of their students. The laws are tricky, and vary jurisdiction by jurisdiction. So while you should notify the school (especially if your child suspects whom is behind the attacks), they may not be able to take disciplinary action. They can keep an eye on the situation in school, however. And since many cyberbullying incidents are combined with offline bullying incidents, your child may be safer because of the report.
Also, while the school may have limited authority over disciplining the cyberbully, they can call the parents in and try and mediate the situation. They can also institute an educational and awareness program to help stop further cyberbullying by students, and to help educate parents about the problem.
Report to Police Someone who threatens you physically, who is posting details about your or your child's offline contact information or instigating a cyberbullying by proxy campaign should be reported to the police. (Although you should err on the side of caution and report anything that worries you.) Using a monitoring program, such as Spectorsoft, can facilitate the investigation and any eventual prosecution by collecting and preserving electronic evidence. Print-outs, while helpful in explaining the situation, are generally not admissible evidence.) If you feel like your child, you or someone you know is in danger, contact the police immediately and cut off contact with this person or user, staying offline if need be until you are otherwise instructed. Do not install any programs, or remove any programs or take other remedial action on your computer or communication device during this process. It may adversely affect the investigation and any eventual prosecution.

31. Clinical Case Help us develop a case: Hypothetical student?
Background?
Incident?
Intervention?

32. Questions & Discussion
Strategies for
Open for comments and questions!