Social Media & Technology:
New Opportunities & Benefits
& New ChallengesFaye Mishna, Professor & Dean
McCain Family Chair in Child & FamilyOctober 29, 2013
Technology is in their OS Cyber world has exploded & created a new social
environment Unprecedented opportunities for youth to communicate with
others in & out of their face-to-face networks
Text Messagin
g
Twitter Email Tumblr
YouTube Social Networkin
g
WebcamsBlogs
…& is always advancing…
Technology is in their OS 970 million unique Facebook visitors worldwide 160 million unique Twitter visitors worldwide (Google 2011a,b)
Text Messagin
g
Twitter Email Tumblr
YouTube Social Networkin
g
WebcamsBlogs
Context of Social Media World
Dramatic technological advances have forever changed how we communicate & interact
Children & youth are sophisticated users of technology
Youth acquire technological competence much faster than their parents
The risks of new technology are heightened by this disparity in knowledge
Youth seek social connections, information, personal assistance, entertainment online (Mishna et al., 2012)
Technology is in their OS
Technology is in their OS
Magazine is a Broken iPad
A Magazine Is an iPad That Does Not Work.m4v.mp4
98%95%85%
of Canadian youth use cyber technology daily
of teenagers use e-mail
of youth use Instant Messaging
Youth are digital natives (Palfrey & Gasser, 2008; Prensky, 2001)
They have never known a world without technology (Valcke, Bonte, De Wever, & Rots, 2010)
Technology is in their OS
Technology is in their OS
93%63%75%
of American youth 12-17 go online occasionally
of American youth 12-17 go online daily
of American youth own a cell phone
88% of these youth text message
(Lenhart, Purcell, Smith, & Zichuhr, 2010)
Complexity of the Online Experience
Regardless of the communication medium, relationships are central & complex
Features of technology create additional complexities in social relationships– Often & spontaneous – Fewer social & contextual cues
• May decrease sensitivity & empathy– Perception of anonymity
Navigating the Social Media World
Developmental characteristics make children / youth unprepared for freedom of online world (Liau, Khoo, & Ang, 2008)
Young people need guidance to make the best choices using information & communication technology (Suniti Bhat, 2008)
Unprecedented opportunities for communication, learning & self-exploration
Access to crucial resources such as support– Informal– Formal
Social Media World: Benefits
Social Media World: Benefits Most online interactions positive/neutral
Can reduce social isolation, normalize feelings of distress
Explore identities not supported in school• “Marginalized”/“vulnerable” groups
• e.g., LGBTQ, chronic illness, “invisible disability”
(Whitlock et al., 2006)
Social Media World: Risks
Bullying Sexual solicitation or victimization Exposure to harmful material
Pornography, violent images, hate messages
When child feels safe (home, room)
Those affected (youth) know much more about technology use than those who should protect (parents, educators)
Defining Cyber Bullying
No universal definition
Use of information & communication technology to cause harm to another person [any device]
Criteria: intent to cause harm, target, power imbalance
Includes behaviours to spread rumours, hurt / threaten others, or sexually harass
Cyber Bullying: Repetition
Complex Occurring in public domain, by its
very nature involves repetition
Material (e.g., email, text, pictures) can be viewed far & wide
Can be distributed by perpetrator & by anyone with access
Can be difficult or impossible for victimized child/youth to eliminate
Youth who bully or are bullied offline are more likely to bully or be bullied online
Young people who are at greatest risk of victimization in the cyber world are also at greatest risk in the offline world
Overlap with Traditional Bullying
Typically ranges from 10 to 35% (Agatston, Kowalski, &
Limber, 2007; Hinduja & Patchin, 2008; Kowalski & Limber, 2007; Kowalski et al., 2008; Li, 2007; Williams & Guerra, 2007)
Some estimates are much higher, up to 72% (Hoff & Mitchell, 2008; Juvonen & Gross, 2008; Mishna et al., 2010; Raskauskas & Stoltz, 2007)
Prevalence of Cyber Bullying
Engagement with the social media world is constant Therefore transcends the boundaries of time & space
Difficult to escape, because technology follows children & youth everywhere “non-stop bullying”
Can impact young people above & beyond the effects of traditional bullying
What Makes Cyber Bullying Unique?
Biased-Based Cyber Bullying
Hate-inspired electronic harassment based on actual or perceived social identities
Based on societal discrimination & inequity
Conditions fostering bullying of marginalized youth appear across all levels of social ecology, including the cyber level
Mental Health Implications
Can be devastating
Growing concern for parents, educators & society
Can affect many areas of a child’s or youth’s life“Like 1000 paper
cuts eating away at your soul”
Little research on role of shame & humiliation in bullying
Humiliation as a result of being bullied associated with devastating consequences
Humiliation is one of the critical factors that precipitate suicidal ideation due to relationship problems
Feelings of humiliation, which can be brought about by repeated bullying, can increase thoughts of self-annihilation
Nature of cyber world can intensify shame/humiliation
Shame & Humiliation
Disclosure Tendency for victimized children & youth not to tell adults More risks than benefits Can be painful Self-blame
May only tell when bullying becomes unbearable Significant damage already done
May disclose to friends Pressure on peers to manage
loyalty dilemmas
Disclosure
Symptoms & difficulties related to bullying experiences may go unnoticed by child / youth & others in their world
Failure to recognize link between problems & trauma Can be damaging Can invalidate youth’s
subjective experiences
Disclosure
Not telling is more problematic among marginalized children & youth
More victimization
Less support e.g., LGBTQ, racialized,
newcomers, learning disabilities
Why Children are Reluctant To Report Bullying & Cyber Bullying
• Fear technology will be taken away • Don’t want to make a “big deal”
– Believe they can/should handle on their own
• Often don’t label it “bullying”• Code of silence among children• Fear of retaliation• Shame • Lack of confidence in adults’ ability
to help
Adult Responses
Is child listened to? believed & validated?
Or, is child held responsible?
Critical to listen & validate child’s experience of victimization
Ineffective Responses
Minimizing concerns
Disbelieving victimized individual
Blaming victimized individual
Reacting in ways that place victimized individual at more risk
Students said they do not tell their parents / adults
Main reasons• Fear losing computer
privileges• Believe adults would not find
evidence of cyber bullying or be able to identify aggressor
• Fear telling would exacerbate cyber bullying
• Worry that the adult would advise them to “ignore it”
Telling Parents: Focus Groups
Bullying as a Traumatic Experience
Impact of bullying is often under estimated Traumatic impact of
bullying is minimized
Bullying may also have a traumatic impact on bystanders
Funded by
Cyber Bullying Survey
- In partnership with TDSB & UJA Toronto Board of Jewish Education- 33 schools in Toronto- 2186 students- Grades 6 & 7, 10 & 11
Cyber Bullying Survey
Almost every household had a computer 2/3: 2 or more computers
2/3 spend 2 or more hours on computer
Almost ½ use the computer in a private place (e.g., bedroom)
In last 3 months 50% of students were bullied online
Called names/made to feel bad Threatened Spread rumours Pretended to be the student Sent others private pictures of
student Sent sexual pictures to student
that made them feel bad Asked to do something sexual that
student didn’t want to do
Cyber Bullying Survey
In last 3 months 34% of students bullied others online
Called others names or made them feel bad
Threatened Spread rumours Pretended to be the person Sent private pictures of person Sent sexual pictures to person that
made them feel bad Asked person to do something
sexual they didn’t want to do
Cyber Bullying Survey
Who is Doing the Cyber Bullying?
Myth of Anonymity
Cyber bullying is not anonymous
Occurs in kids’ social worlds / networks
Intent: Bullied vs. those who bully
Current study: Motivations for Cyber Bullying: A Longitudinal & Multi-Perspective Inquiry
Co-Investigators: Wendy Craig, Tanya Beran, Debra Pepler, Judith Wiener, & Mona Khoury-KassabriCollaborator: David Johnston
Social Sciences & Humanities Research Council of Canada (SSHRC)
Current Study In partnership with the Toronto District
School Board
3-year longitudinal study
19 schools drawn randomly• 682 students• Grades 4, 7 & 10
Children, their parents & teachers
Representative of Toronto’s ethnocultural diversity
Currently in year 2
Study Objectives1. Explore students’ experiences & conceptions of
cyber bullying
2. Explore the definitions & views of cyber bullying of parents & teachers
3. Explore how children & youth view the underlying motivations for cyber bullying
4. Document the development, shifting roles, & rates of cyber bullying victimization & perpetration
5. Identify risk & protective factors for involvement in cyber bullying
Longitudinal multi-informant mixed methods study• Longitudinal quantitative design• Grounded theory
Preliminary findings• Univariate & bivariate analysis of
survey results• Chi-square test of significance in
bivariate relationships
Methodology
Measures Demographic Form
Cyber Usage Form
Youth Self-Report, Child Behaviour Checklist, Teacher Report Form
Self-Perception Profile for Children (SPCC) / Self-Perception Profile for Adolescents (SPCA)
Social Support Scale for Children / Social Support Behaviors Scale
Interviews with students, parents & teachers
Demographics
Female 60% Male 40%
Grade 4 = 24% Grade 7 = 36% Grade 10 = 40%
65% of students were born in Canada
8% identified as having a disability
Low need school 37% Medium need school 23% High need school 40%
Time Spent Online
For how long have you been going online (years)?
Grade 4 average = 3.5 years
Grade 7 average = 5 years
Grade 10 average = 6 years
No significant difference by gender
Time Spent Online
How many hours a day do you go online?
Grade 4 average = 2 hours
Grade 7 average = 2.5 hours
Grade 10 average = 4 hours
* No significant difference by gender
Percent of Students Who Reported Victimization (last 30 days)
Once or Twice Three or Four Times
Every Day0%
5%
10%
15%
20%
15%
7%
2%
6%
3%
1%
Traditional Bully Victim
Cyber Bully Victim
*No significant difference by gender
Percent of Victimization by Type of Bullying & Grade
Grade 4 Grade 7 Grade 100%
10%
20%
30%
40%
50%
42%
25%
12%13% 13%
7%
Traditional Bully
Cyber Bully
p<.001 for traditional bullyingp< .05 for cyber bullying
Percent of Students Witnessing Bullying
Once or Twice Three or Four Times
Every Day0%
10%
20%
30%
40%
31%
15%
6%
18%
4%2%
Traditional Bully Witness
Cyber Bully Witness
*No significant difference by gender
Percent of Students Reporting Bullying Others
Traditional Bully Cyber Bully
-5%
0%
5%
10%
15%
8%
3%
*No significant difference by grade or gender
Parent Reporting of Children’s Cyber Bullying Involvement
Parents reported higher rates for their children’s involvement in cyber bullying
14% of parents indicated their child was cyber bullied
7% of parents indicated their child cyber bullied other(s)
Teacher Reporting of Students’ Cyber Bullying Involvement
Never Rarely Often Very Often Don't Know0%
10%
20%
30%
40%
50%
2%
28%
40%
11%
19%
How often does cyber bullying occur in the grade you teach?
Teachers & Parents: Views on Gender Differences
Teachers & parents were asked if they thought one gender cyber bullied more
46% of teachers responded YES– Of those teachers, 100% thought
females cyber bullied more
39% of parents responded YES– Of those parents, 78% thought
females cyber bullied more*No significant difference in student reported cyber bullying by
gender
Overlap of Cyber & Traditional Bullying Involvement
74% of students who report being victims of cyber bullying also report traditional bullying victimization
50% of students who report cyber bullying others also report taking part in traditional bullying others
Motivations for Cyber Bullying
Students were asked why they think youth cyber bully
Grade 4 top ranked statements:
1) It’s a way to feel powerful
2) Nobody knows who they are
3) Nobody sees them so they don't feel ashamed
Motivations for Cyber Bullying
Grade 7 top ranked statements: 1) It’s a way to feel powerful 2) Nobody sees them so don't feel ashamed 3) It's easy to press “send”
Grade 10 top ranked statements:
1) It’s a way to feel powerful 2) It's easy to press “send” 3) They can get away with it
Students in Distress
Anticipated that a number of students would be identified as “in distress”
Protocol put in place to identify students needing help; we make referrals to school social workers
Unanticipated finding: the high number of students “in distress” & the level of intensity of their distress
Both significant & worrying
23% of students were identified as “in distress” • Due to various issues, including bullying & cyber bullying
67% Female/ 33% male
52% of students in distress had told someone about the distress
“Low Need School” students significantly less likely in distress
Grade 10 “High Need School” girls more often in distress
Males less likely to seek help from anyone for distress
37% of students identified: suicidal thoughts /plans / attempts
Students in Distress
48% of students in distress reported cyber &/or traditional bullying involvement
15% of students in distress had cyber bullying involvement
54% of students in distress required social work assistance & were referred through the study• 12.2% of the overall sample
2/3 of students in distress who had received professional assistance did not find it helpful
Students in Distress
Students who appeared to be in high level of distress commonly had bullying/cyber bullying involvement as well as other sources of distress
• 56% of these students had bullying involvement of some kind
Females were more likely to appear to be in high level of distress than males
Preliminary analysis suggests high level of distress correlated with not seeking help, not disclosing distress to adults, & not requesting help through study
Students in Distress
Disclosure & Distress: Reasons Students Don’t Tell
Protecting Self
From Emotional Responses
From Consequences
Protecting Self-Image & Sense
of Self
• Fear of Judgement /what others will think, rejection, anger, blame
• Doesn't want problems minimized
• Doesn't want / upsetting to talk about it
• Don't/won't listen
• Didn't want to “make a big deal”
• Family doesn't talk about /share feelings
• Will get in trouble, be grounded (e.g., for cutting, for bullying )
• Parents taking away technology
• Prides self on being independent
• Doesn't want to be a “burden” on parents
• “Didn't want to be the one to cause / bring the trouble”
Protecting Others
Protecting Others’ Feelings
Protecting Others from
Consequences
• Burden on parents
• Doesn't want parents to feel bad, blamed
• Doesn't want to bother other people with own sad/ hard feelings
• Doesn't want to get friends in trouble
• “Didn't want to be the one to cause/ bring the trouble” to family
Advice/Help Won’t Be Effective
Advice/Help Won't be Effective
• They didn’t know what to do - They don't understand the cyber world
• Don't understand student's emotions/feelings
• They don't do anything
• Adults/resources & their strategies are ineffective, not helpful
• He/she won't be believed
The New Cyber World
Cyber bullying must be understood in the context of the new cyber world
The Cyber World has Tremendous Benefits
Can be used for good & for ill
Adults must recognize that the Internet is a real & legitimate social world for children & youth
Adults must recognize that the Internet is not a passing phase
Must understand the cyber world & importance for youth
Must learn about sites children & youth visit
What Can We Do?Removing Access is no Solution
Losing computer or cell phone access feels like punishment to children & youth
Loss of connection with their social world
Education & Training
Adults require knowledge about forms of cyber risk• Education to help identify
& respond appropriately
Should focus on safe use of technology & harmful consequences of risky interactions
Minimizing Cyber Risk & Ensuring Cyber Safety
Children, youth, & adults must be aware of & understand cyber risk
There are risks that can be minimized & addressed but not totally removed
Addressing Social Ecology
Must address problematic societal norms & values
Collaborate with others to change attitudes that condone violence, racism, homophobia
Create opportunities for positive contact among young people from various groups
Adult supervision of technology challenging Especially with shift to handheld devices
Parents faced with accepting their children’s unavoidable autonomy in the cyber world, while also trying to monitor their activities
Must maintain open lines of communication (Bumpus & Werner, 2009)
Must encourage young people to use information & communication technologies in positive ways
What Adults / Parents Can Do
Be supportive Parental support is associated with lower levels of cyber
bullying involvement (Wang et al., 2009)
Supportive parenting involves Understanding youth’s perspectives & meaning of technology
in their social lives Taking a non-judgmental stance toward young people & the
social media world Becoming a safe haven for youth when troubling experiences
occur online Developing critical thinking skills & problem solving strategies
in partnership with children & youth
What Adults / Parents Can Do
Create environments in which children & youth feel safe disclosing cyber bullying
Disclosure may be difficult because of fear of losing technological privileges (Agatston et al., 2007; Cassidy et al., 2009)
Ability for youth to tell adults is critical as delaying disclosure delays receiving help
What Adults / Parents Can Do
Conclusions
Cyber world is complex, pervasive, here to stay
Overlap & distinctions between online & offline bullying
Cyber bullying can be devastating
Adults must be supportive & accepting toward youth regarding their technology use
Adults must maintain open communication to help youth with technology use & problems that may arise
Adults must be a safe haven & resource for problem solving
Develop / evaluate intervention & prevention programs
Thank you!Faye [email protected]