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This research study explores the prevalence of cyber-bullying and its impact on students, highlighting the need for effective prevention strategies. It discusses the various forms of electronic bullying, the role of adults, and the involvement of peers. The study also examines the reasons why students engage in cyber-bullying and its devastating effects on victims.
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Cyber-Bullying:A New Frontier for Bullying Prevention Wendy Craig, Ph.D., Department of Psychology, Queen’s University, Kingston, Ontario, Canada www.prevnet.ca Research funded by: National Centres of Excellence, Canadian Institutes of Health Research, National Crime Prevention Strategy, Ontario Mental Health Foundation
Electronic Bullying • Electronic bullying is willful and repeated harm inflicted through the medium of electronic text. • Harassment and bullying that takes place online or through other mobile devices. Sending cruel, vicious, and sometimes threatening messages. • Text message bullying • Picture/video-clip bullying via mobile phone cameras • Phone call bullying via mobile phone • Email bullying • Chat room bullying • Bullying through instant messaging (IM) • Bullying via websites.
Access and Activities on the technology? • Vast majority of students have a computer in their home and two thirds have 2 or more computers. • Two thirds of the students spend 2 or more hours a day on a computer. • 46% of students report that a computer is located in their bedroom. • 2/3 of students communicate via the Internet with a friend once or more than once a day • Web sites most frequently visited include entertainment sites (58%), social networking sites (51%), gaming sites (48%) and sites for homework (43%) • Both boys and girls spend most of their time on the Internet instant messaging and listening to music. • Girls spent more time than boys using the Internet for school research or for video chatting. • One third of the students have given their passwords to a friend. • Half of students have a cell phone. • 54% of students talk on cell phone once a day or more. • 38% of students text message once a day or more.
Percentage of students who were victimized at least once or twice during the term
Effects of Cyber-Bullying “It makes me feel depressed a lot- it affected me for 3-4 years. I hated being cyber-bullied. I would just come home and cry. It really hurt. I wanted to move to a new town.” A 16 year old girl. • Teens report that in 77% of the cases the cyberbully is someone they know. • Unique effects over and above “real world bullying.”
The Impact of Being Victimized by Cyber-bullying • Youth who report victimization through electronic bullying are more likely to report depressive symptomology. • Adolescents who have been bullied electronically are eight times more likely to have reported carrying a weapon to school. • Adolescents who have been bullied electronically are more likely to report detentions, suspensions, receiving a failing grade, and skipping school in the previous year.
The Role of Adults • Over 50% of youth who are victimized by electronic bullying don't inform any adults and less than 35% report that they would inform adults if/when they knew about someone else being electronically bullied. • Female youth are more likely than male youth to inform adults. • 64% of students believe that adults in schools try to stop electronic bullying when they are informed of incidents. • Students are more likely to report cyber-bullying to parents than teachers, especially if the bullying is threatening in nature. • Students are unlikely to report because it frequently occurs through cell phones and it is against the school policy to have cell phones on during school hours. • Students are reluctant to report to parents for fear of losing online privileges as a consequence.
The effect of electronic bullying others • 32% of youth who bully others electronically report frequent substance use, compared to 10% of youth not involved in electronic bullying. • More likely to exhibit rule-breaking behaviours, delinquency, and to engage in aggressive behaviour. • Electronic bullying perpetration is associated with involvement with traditional forms of bullying, delinquent peers, propensity to respond to stimuli with anger, and poor emotional bonds with caregivers.
Cyber-bullying is Devastating • Occurs in children's home where children feel most safe. • Can be harsher because they can't see reaction. • Not constrained by physical location and far reaching. • “Virtually” anonymous adds to insecurity. • Inescapable -allow individuals to contact others at all times and in almost all places.
Why do students engage in Electronic bullying? • Can be done anonymously. • Interactive world away from adult knowledge and supervision and remain undetected. • No tangible feedback about hurtfulness of actions • Wide audience with devastating speed. • The difficult detection of cyber-bullying due to a lack of awareness. • Few teachers are aware that students are in fact being harassed through electronic communication but peers are. • Can aggress against authority • Happens to teachers (84%).
Views of Internet Safety • Parents discussed Internet safety with children almost 100% time. • 88% feel they know some or a lot of what child does online. • 66% of time parents feel they can protect their child from what is on Internet. • 33% of parents are concerned about how much time child spends on Internet. • 74% of parents have set limits on time children use the Internet. • 83% of parents feels their child follows their rules concerning the Internet. • Students report that two thirds of parents don’t supervise students’ Internet use.
Education and Training • Adults responsible for children and youth require knowledge about electronic bullying in its many forms. • Need education to help them identify and respond appropriately to incidents of electronic bullying. • Need to learn about the sites children and youth visit on the Internet and how to use this technology. • Involving youth in developing the training may be critical, as they are the experts and know about the extent and complexity of the electronic bullying problem.
Assessment and Evaluation • Because electronic bullying is covert, adults may under-estimate the number of youth involved in and affected by electronic bullying. • A student survey focused on the various forms of electronic bullying will reveal trends that will help in prevention and intervention efforts, as well as in developing policies.
Prevention and Intervention • Prevention strategies should begin before it peaks in middle school. • Reduction of harm approach: • Students can use technology in prosocial and beneficial manner but need education on net-etiquette and safety. • Adults need to make it clear that online and cell phone privileges will not be revoked if electronic bullying is reported. • Electronic bullying is a relatively new phenomenon, more work needs to be conducted in order to create and evaluate intervention and prevention programs.
Prevention and Intervention • The continuity between the two contexts of bullying (i.e., traditional and electronic), suggests that supporting youth who are bullied and/or victimized in traditional ways, will likely also be addressing electronically. • Many traditional Bullying Prevention programs do not address electronic bullying. But, by implementing these prevention programs it will reduce electronic bullying. • Prevention needs to teach appropriate cyber behaviour – net -etiquette and take a harm reduction approach because they are going to use the Internet. • It is challenging for schools to address because electronic bullying may not occur on school property but influences climate therefore warrants action and requires co-ordination with parents. • Interventions need to be comprehensive, appropriate, and have timely responses (web support).
Prevention and Intervention • Intervention need to involve the peer group since adults often do not know it is occurring • Intervention should also: • Be consistent with a progressive discipline approach, • Relate to Progressive Discipline Policy, • Allow students to report bullying safely and minimize the reprisal, • Define the responsibilities, roles, and responsibilities of the principal, teachers, parents, and students, • Focus on education and cyber-proofing, • Development of education materials, • Comprehensive update, education for all stakeholders, and Agreements for internet use. • Cyber-proofing in the curriculum should be included in the curriculum.
What Adults Can Do to Create Positive Internet Experiences • Learn about the Internet and what children are using it for. • With youth input, create a family online agreement. • Guidelines on proper online conduct, safeguarding personal information, what areas and activities are off-limits, and what to do if they encounter a situation that makes them feel uncomfortable or scared. • Accompany children online as they learn their way around. • Create your own list of great sites.
Create Safe Internet Experiences • Teach children to never give out personal information. • Never give out their name, email address, street address, phone number or picture without your permission in any cyber-environment (chat rooms, e-mail, Web sites, instant messaging, file-sharing networks, online games). • Encourage good Netiquette. • Informal code of conduct for the Internet. • Never engage in illegal activity (i.e., inciting hatred, reading other people's mail, or copying someone else's software or online work). • Treat others online as you would like to be treated. • Encourage an open dialogue regarding Internet conduct. • Put your connected computer in a well-used area of home. • Explore technological tools to filter content and control Internet access • Talk to Internet Service Provider about tools. • Visit a computer store to find filtering and blocking software you can install. • Adult supervision and involvement are critical.
If Electronic Bullying Occurs • Support the child and let them know that it is adults’ responsibility to keep them safe and that what has happened is not right. • Monitor and find out what happened and if it has stopped. • Keep a record. Print the e-mails, or the chat room history, or save the phone message. • Report to the school or the Internet provider, or in extreme cases the police. • Don't reply to abusive or worrying text or video messages.
Policy • Establish clear policies regarding cyber-bullying, not only at school but in all contexts where it might occur. • Policies need to define cyber-bullying and appropriate cyber-conduct. • Policies need to be developed by adults in collaboration with children and youth. • Policies need to recognize that although electronic bullying may not occur on the school grounds, the negative effects associated with electronic bullying will influence the school climate.
Challenges of Addressing Cyber-bullying • Depends on students to report, often adults do not know. • Not on school property but impact is for student who is victimized and at school climate level. • Students’ knowledge of technology. • May rely on external partners to address.
Take Home Message • Electronic bullying is here to stay, • Requires collaboration and partnerships. • Ongoing training to match changing technology. • Understanding of phenomena lags the problem.
