Comprehensive District Cybersafety ProgramJohn WoodringLiberty University

NEED FOR A CYBERSAFETY PROGRAMComprehensive District Cybersafety Program

According to Research• 90% of youth aged 12-17 are online on a daily basis

(Snakenborg, Van Acker, & Gable, 2011).• 23% of teens age 12-17 own a smartphone.• 31% of teens age 14-17 own a smartphone.• 8% of teens age 12-13 own a smartphone.• 77% of teens age 12-17 own a cell phone (Lenhart, 2012).

• 23% of teens own a tablet computer (Rainie, 2012).• Cyberbullying is most often done through mobile phones

(Toshack & Colmar, 2012).

While most cyberbullying incidents take place outside of school, incidents often originate in school (Paul, Smith, & Blumberg, 2010).

College admissions staff and human resource departments are asking for access to personal web pages (or searching for them) to view what the applicant has posted (Dowell, Burgess, &

Cavanaugh, 2009).

Children’s Internet Protection Act of 2012 (CIPA)

“Schools may not receive E-rate discounts unless they certify they provide an educational program for students about appropriate online behavior, including interacting with individuals on social networking websites and in chat rooms, and Cyberbullying awareness and response” (Federal Communications Commission, 2013).

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School Districts and Schools may be held legally accountable for failing to respond to cybersafety violations if any harm is caused by these violations.

(Stauffer, Heath, Coyne, & Ferrin, 2012)

Students need to be taught cyberbullying safety strategies explicitly if they are going to protect themselves when using electronic devices (Toshack & Colmar, 2012).

UNDERSTANDING THE PROBLEMComprehensive District Cybersafety Program

While there are other cybersafety threats such as identity theft and computer viruses and malware, cyberbullying and sexting pose the greatest threat to disrupting the educational process.

Definitions• Cyberbullying• Using computers, cell phones, and other electronic devices to

commit willful and repeated harm to others (Hinduja & Patchin, 2011).

Definitions• Sexting• Sending or receiving of sexually explicit or sexually-suggestive

images or video via a cell phone or other electronic device. • This could mean students taking and distributing nude or semi-

nude photos of themselves. • While photos are meant for a boyfriend or girlfriend, they can be

sent to unintended people.(Hinduja & Patchin, 2010)

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Scope of the Problem: Cyberbully Victims

Scope of the Problem: Cyberbully Offenders

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Potential Harm: Cyberbullying

• Victims often have a variety of mental issues such as:• Depressed• Sad• Angry• Frustrated• Some victims have suicidal thoughts,

attempted suicide, or committed suicide.(Hinduja & Patchin, 2011)

Potential Harm: Cyberbullying

• Show signs of physical illnesses.• Low self-esteem• Embarrassed or afraid to go to school.• Family and academic problems.• School violence or delinquent behavior.

(Hinduja & Patchin, 2011)

Potential Harm: Cyberbullying

• Cyberbullying has an anonymity factor that leads to less social accountability (Sbarbaro & Enyear Smith,

2011).• Cyberbullies develop a lack of empathy (Hinduja &

Patchin, 2011).• Those who engage in cyberbullying often

become targets of traditional bullying or cyberbullying (Accordino & Accordino, 2011).

Potential Harm: Sexting

• Shame• Cyberbullied• Harassed and bullied at school.• Called derogatory names.• Unwanted attention making someone feel

uncomfortable.• Mental, physical, and emotional problems.• Up to and including suicide.

• Belief no one cares.(Hinduja & Patchin, 2010)

DISTRICT LEVELComprehensive District Cybersafety Program

Challenges to a Cybersafety Program

• Anonymous nature of Cyberbullying.• Wider audience.• Lack of supervision online.• Easy and continuous access to technology.• Rapid changes in technology.

(Pearce, Cross, Monks, Waters, & Falconer, 2011)

Cybersafety Student Survey

• The district and individual schools should know what kind of cybersafety problem they have and how big it is.• This information should guide district and school

administrators on an appropriate response and they type of cybersafety education program needed.• One instrument to use is the Cyberbullying and Online

Aggression Survey developed by Hinduja & Patchin (2009) (Sbarbaro & Enyear Smith, 2011).

Select Appropriate Programs

• Programs should provide uniformity of instruction but allow flexibility to address unique school needs.• Program should be appropriate and engaging for • Elementary• Middle School• High School

(Ahlfors, 2010)

Select Appropriate Programs

• Programs such as the European CyberTraining programcan train adults on how to run a cybersafety program (Jager, Amado, Matos, & Pessoa, 2010). • Students should be consulted when

selecting a cybersafety program (Toshack & Colmar, 2012).

Budgeting for Programs

• Ensure proper training and professional development.• Provide needed materials to schools.

District Cybersafety Coordinator

• Additional duty assigned by the district superintendent.• Coordinates school cybersafety programs.• Researches latest trends in cybersafety.• Trains school Cybersafety Coordinators.• Helps set consequences and guidelines for

cybersafety violations.• Ensures the district is compliant with E-rate

cybersafety requirements.

District Cybersafety Coordinator (continuted)

• Speaks at parent and community functions but cybersafety and district cybersafety initiatives.• Works with law enforcement on cybersafety

issues when necessary.• Readily available to the media to address

cybersafety issues in cooperation with district public relations.

SCHOOL LEVELComprehensive District Cybersafety Program

Implementation

• Cybersafety units must be taught in courses all students are required to take.• Elementary (Proposed)• Technology classes or Homeroom periods.

• Middle School (Proposed)• Health Classes• English Language Arts assign an informative research

and writing assignment on a cybersafety topic.• High School (Proposed)• English classes have an informative research and

writing assignment on a cybersafety topic.

School Cybersafety Response Team

• Research does not show what happens after cybersafety incidents are reported to administrators (Stauffer, et al.).• School administrator designated as School Cybersafety

Coordinator.• Selected Guidance Counselor• Receives special training in handling cybersafety issues

involving:• Victims• Offenders• Parents

Staff Development

• Research shows students are not willing to report cybersafety incidents to teachers (Accordino

& Accordino, 2011).• Teachers need to understand the impact of

cybersafety violations on their students (Stauffer, et.

al., 2012). • Understand the process of reporting cybersafety

violations to the school’s Cybersafety Response Team.

Annual Presentation to Parents and Community

• Schools must make efforts to inform and work with parents about the dangers of cyberbullying and sexting (Accodino & Accordino, 2011).• Explain cybersafety issues• Present information from cybersafety surveys.

• Explain school cybersafety initiatives.• Explain what parents and community members

can do to promote cybersafety.

Parent-School Cooperation

• Parents often feel they are not able to effectively respond to online dangers because they did not grow-up in that environment (Hannah, 2010).• Parents should be encouraged to follow cybersafety

recommendations provided by the school.• Encourage parents to educate themselves about

technology tools and their uses.• Offer classes if there is enough interest.

• Provide support and guidance to their children when using technology.

References

Accordino, D. B., & Accordino, M. P. (2011). An exploratory study offace-to-face and cyberbullying in sixth grade students. AmericanSecondary Education, 40(1), 14-30. Retrieved August 22, 2013.

Ahlfors, R. (2010). Many sources, one theme: Analysis of cyberbullyingprevention and intervention websites. Journal of Social

Sciences, 6 (4), 513-520.

Dowell, E.B., Burgess, A.W., & Cavanaugh, D.J. (2009). Clustering ofinternet risk behaviors in a middle school population. Journal ofSchool Health, 79 (11), 547-553.

Federal Communications Commission. (2013). Consumer guide:Children's Internet Protection Act (United States, FederalCommunications Commission, Consumer and GovernmentalAffairs Bureau). Washington: Federal Communications

Commission.

ReferencesHannah, M. (2010). Cyberbullying education for parents: A guide for clinicians.

Journal of Social Sciences, 6 (4), 530-534).

Hinduja, S., & Patchin, J. W. (2009). Cyberbullying and online agression surveyinstrument 2009 version. Cyberbullying Research Center.

Hinduja, S. & Patchin, J.W. (2011). Cyberbullying identification, prevention,and response. Cyberbullying Research Center, 1-5.

Hinduja, S. & Patchin, J.W. (2010). Sexting: A brief guide for educators andparents. Cyberbullying Research Center, 1-4.

Jager, T., Amado, J., Matos, A., & Pessoa, T. (2010). Analysis of experts’ andtrainers’ views on cyberbullying. Australian Journal of Guidance &Counseling, 20 (2), 169-181.

Lenhart, A. (2012). Teens, Smartphones & Texting. Pew Internet and AmericanLife Project. Retrieved February 16, 2013.

ReferencesPaul, S., Smith, P. K., & Blumberg, H. H. (2010). Addressing cyberbullying inschool using the Quality Circle approach. Australia Journal of Guidance &Counseling, 20 (2), 157-168. DOI: 10.1375/ajgc.20.2.157

Pearce, N., Cross, D., Monks, H., Waters, S., & Falconer, S. (2011). Currentevidence of best practice in whole-school bullying intervention and itspotential to inform cyberbullying interventions. Austrailian Journal ofGuidance and Counseling, 21 (1), 1-21. DOI:10.1375/ajgc.21.1.1

Rainie, L. (2012). Tablet and E-book reader Ownership Nearly Double Over theHoliday Gift-Giving Period. Pew Internet and American Life Project. Retrieved February 16, 2013.

Sbarbaro, V. & Enyart Smith T. M. (2011). An exploratory study of bullying andcyberbullying behaviors among economically/educationally disadvantagedmiddle school students. American Journal of Health Studies, 26 (3), 139-151.

ReferencesSnakenborg, J., Van Acker, R., & Gable, R. A. (2011). Cyberbullying: Prevention and

intervention to protect our children and youth. Preventing School Failure, 55 (2), 88-95. DOI: 10.1080/1045988X.2011.539454

Stauffer, S., Heath, M.A. Coyne, S. M., & Ferrin, S. (2012). High school teachers’perceptions of cyberbullying prevention and intervention strategies. Psychology in

the Schools, 49 (4), 353-367. DOI: 10:1002/pits.21603

Toshack, T., & Colmar, S. (2012). A cyberbullying intervention with primary-agedstudents. Australian Journal of Guidance and Counseling, 22 (2), 268-278.

DOI: 10.1017/jgc.2012.31

Woodring, J. (2008, June 25). [Cyberbullying Ribbon]. Retrieved October 12, 2013.