Safe Community Partnership October 2013 Social Media & Technology

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


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)



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


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


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


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


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 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


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


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


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]