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A Staff Development created by Martha Littles
CYBER KIDS, CYBER BULLYING, AND
CYBER BALANCEBY BARBARA TROLLEY AND
CONSTANCE HANEL
Image: corwin.com
Our students live in the digital world.87% of US teens (21 million) use the
Internet. This is a 73% increase since 2000.
It is our responsibility to enable them to move safely and with respect for others in this world. This is called “digital citizenship.”
WELCOME TO THEIR WORLD
Instantaneous communicationSearch for information quickly and
easilyEveryone has a voiceSocialization – especially for those who
find face-to-face communication diffi cult
Children can stay in touch with parentsFosters connections between people
POSITIVE USES FOR TECHNOLOGY
PERMANENCEWords and images cannot be retrieved or taken back
Information becomes a permanent record to be shared, repeated, manipulated, and possibly used against you
Others can record, distribute, and even alter what you’ve said or written
Teach students - If you wouldn’t say it to their face, don’t say it online. Chances are, they will see it eventually!
CHALLENGES
IMPULSIVITY It’s very easy to type a quick response without thinking that will have lasting consequences
Teens and younger students are very impulsive and often unable to think through the possible consequences of their actions
CHALLENGES
Image: healthtap.com
Anonymity/Emotionally Removed from OthersEmpathy is removed when you can’t see the person’s reaction to your hurtful words.
“A sense of invisibility, coupled with inexperience, sets the stage for tragedy.”
CHALLENGES
Image: sobernation.com
Lack of aff ordability/access Learning curve – leaving older generations behindLoss of productivity/focus at work and schoolLong term eff ects of texting and tech lingo on writing
skillsSo much information is available – do young people
actually know how to access it and are they motivated to do so? Do they access quality, reliable sources?
Misinterpretation of communication without facial and nonverbal cues
Breaches of confi dentialityExposure to pornographyParents are not as tech savvy as their children – lack of
supervision
CHALLENGES
Being cruel to others by sending or posting harmful or embarrassing material using technological means
The use of any electronic means to harm another individual
CYBERBULLYING - DEFINITIONS
Image: cnn.com
Technology allows cruelty to be exponentially more far reaching and cruel
Empathy is removed when you are shielded from seeing the face of the person whom you’ve harmed
Often occurs off school property – more diffi cult to monitor
Cyberbullies often have good relationships with adults and teachers
Illusion of anonymity and the ease of responding without the physical presence of the other person allows children the “freedom” to do things they might not otherwise do.
HOW DOES IT DIFFER FROM “TRADITIONAL” BULLYING
BlogsEmailIMChat roomsSmart phonesPersonal web sites
CYBERBULLIES’ TECHNOLOGY
STATISTICS
I have received mean or threatening email or messages
0%
5%
10%
15%
20%
25%
30%
Grade 4Grade 5Grade 6Grade 7Grade 8
STATISTICS
Taken from an i-SAFE America survey of students nationwide
Girls are more likely than boys to spread rumorsBoys tend to physically threaten peers onlineUp to 90% of youth who have been cyberbullied
do not tell an adult Fear of losing tech privileges
Cyberbullying behaviors peak in middle school and high school
Seventh grade is considered a key transition point peer conflict Cliques rapid hormonal changes increased academic responsibility
STATISTICS
Cyberbullying is not black and white. Friendly one-upmanship banter turns ugly? A negative email is sent to a peer who has physically
bullied another student? Negative song lyrics are typed and sent to a peer?
Many incidents can often be perceived by one party but not the other as cyberbullying.
Often cyclical – only partial documentation is presented to make one child seems like a victim and one the instigator when it is often a cyclical process.
IT’S A GRAY AREA
Vengeful angelRighting wrongsProtecting themselves and others
CYBERBULLY CATEGORIES
Image: glogster.com
Power-hungryWant a reactionControl others with fearRevenge of the nerds – getting back online when they can’t do so face-to-face
CYBERBULLY CATEGORIES
Image: etcjournal.com
Mean girlsBoredEgo basedOften group basedCannot work in isolation
CYBERBULLY CATEGORIES
Image: examiner.com
EntitledPut down those to whom they feel superior
Feel they have the right to harass and demean others who they deem different or inferior
CYBERBULLY CATEGORIES
Image: babble.com
Inadvertent BullyDoes not realize it’s wrong or harmful
Role-playing
CYBERBULLY CATEGORIES
FlamingOnline fights using messages with angry and vulgar language
TYPES OF CYBERBULLYING
Image: whatknows.com
HarassmentRepeatedly sending offensive, rude, or insulting messages
TYPES OF CYBERBULLYING
Denigration“dissing” someone onlineSending or posting cruel gossip, rumors, or pictures about a person to damage his or her relationship or friendships
TYPES OF CYBERBULLYING
Image: standard.co.uk
ImpersonationPretending to be someone else and sending or posting material online that makes a person look bad, gets that person in trouble or danger, or damages that person’s reputation or friendships
TYPES OF CYBERBULLYING
Image: sfgate.com
Outing and TrickerySharing someone’s secrets or embarrassing information online
Tricking them into doing the same
TYPES OF CYBERBULLYING
ExclusionIntentionally excluding someone from online groups or “buddy” lists
TYPES OF CYBERBULLYING
Image: successforkidswithearingloss.com
Teach students to become more involved and stand up for what is right
Often, it is the bystander who reports cyberbullying
Problem Bystandersencourage or support the bullying or do nothing to help
Solution Bystandersspeak up against bullying, provide support to victims, tell adults
BYSTANDERS
Victims – Displays frustration or anger after computer use Avoids discussions about computer use Displays anxiety over instant messages or emails Change in mood or disposition Stops using computer Avoidance of friends, school, or other activities
Instigators – Avoids discussions about computer use Unusual agitation when unable to use computer Excessive computer use Use of multiple accounts that may not be their own Closes programs or does not allow you to view the computer
screen
SIGNS OF CYBERBULLYING
Fine line between “freedom of speech” and balancing school safety.
States are in the process of defining new laws to handle online crimes
Morse decision – schools can reach out into situations outside of school for student safety
School offi cials can be held liable for being deliberately indiff erent to harassment of which they have actual knowledge that is so severe that it deprives the victims of access to an education
Parents are financially liable for the actions of/harm caused by their minor children
LEGAL ISSUES
DO NOT turn incidents back to the families
DO NOT react with zero-tolerance policies
Each situation must be examined individually and assessed carefully Is the “victim” really the instigator or vice versa?
Was it cyclical?
HOW TO RESPOND
Situations must be therapeutically addressed The one “caught” is frequently disciplined
severely while the others remain untouchedThe behavior is deemed wrong, but the needs
behind the behavior are not addressed – dooming them to repeat
Cyberbullies were frequently once victims of bullying, and that must be worked through to stop the cycle
CYBER BULLIES NEED HELP, NOT BANISHMENT
HOW TO RESPOND
Families and schools must work together to identify, resolve, and prevent cyberbullying. This requires acknowledgment of responsibility from all parties and a cooperative approach.
The key is education for all.
TEAM APPROACH
Involve an attorney attuned to cyberbullying for creation of policy
Add cyberbullying to current bullying policyAdd cyberbullying to the Acceptable Use Policy
regarding the proper use of school computersRemember that if it appears to have been initiated off
school property, the roots could be school basedEducate parentsReact individually to each incident and look to
support all parties concernedMeasure the level of cyberbullying in school, when it
is occurring, and through what meansEducate staff on cyberbullying
SCHOOLS’ RESPONSIBILITIES
Introduce children to internet safety at homeEducate themselves on changes in technologyFoster communication and trust with childrenCommunicate the responsibilities and dangers that go
along with the privilege of using the computer, as well as consequences for misuse
Monitor children’s use of the computer, smart phones, and devices
Keep the computer in an open family areaLimit computer, phone, and other device timeWork with the school as a partner to solve problemsMediate between children and the school when
necessary
PARENTS’ RESPONSIBILITIES
Understand that the use of technology is a privilege that comes with associated responsibility
Be cautious about sharing personal information or visiting questionable websites
Understand that words do hurt, even if you cannot see the recipient's response
Develop empathy for peers
YOUTH RESPONSIBILITY
Fill out an incident report and a cyberbullying student assessment form
Do not rush to judgment - often the party reporting the incident or saving documentation is deemed the victim when it is often a circular event
Collect as much data as possibleDetermine any potential threat or harm
Suicide Homicide
Impersonation must be considered, but not accepted at face value
ASSESSING AN ALLEGATION
Zero toleranceThree strikes and you’re outAnger management in isolationSkill building in isolationSelf esteem building
Why? Unwillingness to report Self esteem is often not the problem Acquisition of more negative behaviors and feelings
WHAT’S NOT EFFECTIVE
Address the school and the community Interventions must occur at the parent/community,
school, classroom, and individual levels It takes a villageCharacter education – creating a caring school
environmentMove beyond isolated disciplinary responses which
are often determined beforehand with no thought to the individual situation with no comprehensive assessment
HOLISTIC APPROACH
Psychological, Educational, and Social ResponseDirected to meet the needs of all the parties affected by cyberbullying
Two main componentsAssessmentTherapeutic response
Proactive rather than reactive
PEAS PROGRAM
The school counselor is needed to: Follow up on the assessment of the cyberbullyProvide therapeutic intervention to help address the
issues of the cyberbully address the need that the bullying satisfied work through emotional conflicts development positive thought and behavioral patterns
Off er a forum of mediation between the bully and victim
Prevent future events through development of healthy, adaptive skills in a multitude of areas
“P” - PSYCHOLOGICAL RESPONSE
Media Specialist/Teachers/Administration are needed to:
Educate all members of the community to the specific nature of cyberbullying in order to eff ectively detect and address the situations that occur Parents Teachers Staff Community members
Use classroom settings, assemblies, and continuing education programs for education
“E” - EDUCATIONAL RESPONSE
School Counselor/Teachers are needed to:
Teach youth to relate to their peers in positive ways through friendships and confl ict resolution
Teach social competence and social skills
Parents/The Community are needed to:
Provide access to moral and supportive role modelsProvide constructive outlets for free time
AND “S” - SOCIAL RESPONSE
Model correct behaviorKeep lines of communication openTeach youth to respect technologyCyber kids need to have clear, definable boundaries and an action plan at home and school to navigate cyberspace safely
Working on impulse and thinking later is not an option when every action is documented.
AN OUNCE OF PREVENTION…
Teach students to Stop, Save, and Share when confronted with something unfamiliar or upsetting Stop what you are doing. Do not react. Do not be
impulsive. Save what you’re working on. Do not delete. Share the information with a trusted adult.
STOP, SAVE, AND SHARE
Trolley, B. C., & Hanel, C. (2010). Cyber Kids, Cyber Bullying, Cyber Balance. Thousand Oaks: Corwin.
BIBLIOGRAPHY
