Welcome!
Cyberbullying: Prevention and Intervention in
School Using a Three-Tier Model
Presenters:
Shietel Chhana and Laurel Tanner, Spring 2011
1
Workshop Outline
• Cyberbullying
–
–
–
–
–
–
–
Youth’s use of media
What is cyberbullying?
Comparison to traditional bullying
Statistics
Types of cyberbullying
Who’s involved?
Effects of cyberbulling
• BREAK
• Legislation
– Federal law
– State laws
– Cases
2
• Tier 1: First Level of Prevention
–
–
–
–
–
–
Identifying cyberbullying in schools
Schoolwide cyberbullying education
Roles of administrators
Roles of teachers
Roles of parents
Roles of students
• BREAK
• Tier 2 : Prevention/Intervention
– Classwide and group curriculums
• Tier 3: Intensive Intervention
– Individual treatment of the victim
– Individual treatment of the victim
– Individual treatment of the bully-victim
3
Percentage of 8-18 year-olds who own
each electronic device
76%
2009
66%
29%
iPods/MP3
Players
Cell phones
18%
2004
39%
Laptops
12%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Rideout et al, (2010)
4
Youth Media Use, 1999, 2004, 2009
Average Hours and Minutes Per Day Spent With Each
Medium In A Typical Day Among 8-18 Year-Olds
TV
Music/ Computer Video
Content audio
Games
Print
Movies
Multitasking
Total
(Actual Time
Total)
2009
3:47
1:48
1:29
1:13
38
25
10:45
(7:38)
2004
3:51
1:44
1:02
49
43
25
8:33
(6:21)
1999
4:29
2:31
27
26
43
18
7:29
(6:19)
Rideout et al, (2010)
Media Use is Part of a
Child’s Environment
“ . . . Like the air they breathe, the water
they drink and the food they eat.”
---Dr. Michael Rich
Quoted by Lewin, (2010)
6
Cyberbullying:
Prevention and Intervention Using a
Three Tier Model
http://www.metacafe.com/watch/2610179/cyberbullying/
7
E-Privacy
“Once you hit send,
privacy is gone.”
----Joseph P. Kahn
(Kahn, 2010)
8
True or False
• Cyberbullying does not result in physical harm
to victims because it occurs (and is contained)
completely online.
• Traditional schoolyard bullies are also likely to
be cyberbullies.
9
What is Bullying?
“Aggression that is intentionally carried out by
one or more individuals and repeatedly
targeted toward a person who cannot easily
defend him- or herself”
Dan Olweus’s bullying definition restated by Smith, et al. (2008).
10
What is Cyberbullying?
“An aggressive, intentional act carried out by
a group or individual, using electronic forms
of contact, repeatedly and over time against
a victim who cannot easily defend him-or
herself”
Smith et al., (2008)
11
A Practical Definition
“Cyberbullying is any
behavior performed through
electronic or digital media by
individuals or groups that
repeatedly communicated
hostile or aggressive
messages intended to inflict
harm or discomfort on
others”
Tokunaga, R. (2010).
12
Traditional vs. Cyberbullying
Traditional
A bully repeatedly
says and/or does
mean or threatening
things in the
presence of the
victim and perhaps
bystanders.
Cyberbullying
A cyberbully can post mean,
threatening things online and
which may potentially be
accessed forever by almost
anyone.
13
Traditional vs. Cyberbullying
Traditional
The bully usually
bullies the victim
face to face,
therefore the
identity of the bully
is known to the
victim.
Cyberbullying
The cyberbully can
remain anonymous.
14
Traditional vs. Cyberbullying
Traditional
The bully is usually
physically stronger
than the victim.
Cyberbullying
Superior physical
strength is not
required.
15
Traditional vs. Cyberbullying
Traditional
Bullies at school are
usually limited to
attacking during
school hours.
Cyberbullying
Cyberbullies can
torment their victims
24 hours a day, 7 days a
week.
16
Traditional vs. Cyberbullying
Traditional
In most physical bullying
attacks, there are few
witnesses.
Cyberbullying
An online post can
potentially be available
for access by anyone
with an internet
connection anywhere
in the world,
downloaded by others,
and possibly reposted
online endlessly.
17
Traditional vs. Cyberbullying
Bullying
Cyberbullying
• Occurs on school property
• Usually occurs off school property
• Poor relationships with
• Usually good relationships with
teachers
• Physical: Hitting, punching &
shoving
• Verbal: Teasing, name calling
& gossip
• Nonverbal: Use of gesture &
exclusion
teachers
• Electronic aggression not easily
observed
• Electronic teasing and harassment are
not easily observed
• Electronic slights and exclusion are not
easily observed
McKenna & Bargh, 2004; Ybarra & Mitchell, (2004)
18
True or False
• Most victims of cyberbullying tell an adult
(parent or teacher) about their experience.
• Boys are more likely to be victims of
cyberbullying than girls.
19
Who’s involved?
•
•
•
•
Bully
Victim
Bully-Victim
Not Involved
20
The Bully
21
The Victim
22
The Bully-Victim
23
Not Involved
Students not
involved in either
cyberbullying or
cybervictimization
24
Prevalence
• 20%-40% of youths report being victimized
• More common in grades 6 and up
• No particular gender difference in
cyberbullying involvement
• Boys slightly more likely to to be
cyberbullies
• Girls slightly more likely to be cybervictims
Wang et al, (2009), Tokunaga, (2010)
25
Cyberbullying Prevalence Statistics
Data collected from 7, 182 sixth-tenth grade students
in the United States
Of those students who said they were involved
• 27.4% were bullies
• 40% were victims
• 32.6% were bully-victims
Wang et al., (2009)
26
Types of Cyberbullying
• Flaming – engaging in a heated online exchange
• Harassment – causes emotional stress
• Cyber Stalking—harassment that is repeated
and threatening
• Impersonation – communicating negatively
and/or giving false information while acting as
someone else
• Outing – sharing or forwarding personal, private
information
• Exclusion – removing or blocking people
Kowalski, (2008)
27
Where Does it Occur?
Social networking sites
Instant messaging
Email
Text messaging
Chat rooms
28
Other Ways to Cyberbully
Forums
Websites/blogs
YouTube
Social networks
29
Social Network Privacy?
“It’s a grave misunderstanding that if
you post on social-network sites, it’s
still somehow private.’’
--George Snell
quoted by Kahn, (2010)
30
Question:
On facebook, you have
100 friends and each of
your friends have 100
friends. How many
people could possibly
see your post if your
privacy setting is set to
“Friends of friends?”
31
Answer:
At least 10,000 people
32
True or False
• Victims of cyberbullying are at an increased
risk for traditional bullying victimization, and
school problems.
• Research has shown that victims of
cyberbullying suffer from anger, frustration,
and sadness.
33
Harmful Effects of Cyberbullying
•
•
•
•
•
•
•
Fear
Social anxiety
Depression
Sadness
Embarrassment
Negative educational impact
Lowered general feelings of well-being
34
Cybervictims Suffer the Most
Types of Bullying
•Physical
•Verbal
•Relational
•Electronic
Groups
•Bully
•Victim
•Bully-victim
•Noninvolved
"Cyber victims reported higher
depression than cyber bullies or
bully-victims, which was not found
in any other form of bullying“
—(Wang, Nansel and Iannotti, 2010)
35
Megan Meier
(November 6, 1992 – October 17, 2006)
• A teenager from Missouri
• Committed suicide in 2006
just before her 14th birthday.
• Her suicide was attributed to
cyber-bullying through
Myspace.
• The mother of a friend of
Meier, Lori Drew, was later
indicted
• In 2009, Drew was acquitted.
36
Phoebe Prince
(November 24, 1994- January 14, 2010)
• Moved from Ireland to Massachusetts
• suffered months of bullying from
• Bullied by classmates which included
cyberbullying,
• Prince committed suicide at the age of 15
• As a result of her death, an anti-bullying
Massachusetts legislation was signed into law on
May, 2010.
• The suicide of Phoebe Prince, led to the criminal
prosecution of six teenagers for charges including
statutory rape and civil rights violations.
• Pre-trial hearings began on September 15, 2010.
37
The e-landscape: A Minefield
“The ease and speed with which . . .
communications can now spread have turned
the e-landscape into even more of a minefield
than it was a few years ago”
-- Tobe Berkovitz
quoted by Kahn, (2010)
38
True or False
• A school is protected from legal liability and
not required to intervene in cyberbullying
incidents that occur away from campus.
• Research has shown that utilizing blocking and
filtering software decreases the likelihood of
experiencing cyberbullying.
BREAK
39
Legislation
No Federal law specifically against Cyberbullying
40
Federal Laws for Protection of Children on
the Internet
• Children’s Internet Protection Act - CIPA ’01
• S.1492 Broadband Data Improvement Act ’08
 Title II: Protecting Children in the 21st Century
41
Children’s Internet Protection Act
(CIPA)
• A federal law enacted by Congress to address concerns about access to
offensive content over the Internet on school and library computers
• Schools and libraries subject to CIPA are required to adopt and implement
an Internet safety policy addressing: (a) access by minors to inappropriate
matter on the Internet; (b) the safety and security of minors when using
electronic mail, chat rooms, and other forms of direct electronic
communications; (c) unauthorized access, including so-called “hacking,”
and other unlawful activities by minors online; (d) unauthorized
disclosure, use, and dissemination of personal information regarding
minors; and (e) measures restricting minors’ access to materials harmful
to them.
Federal Communications Commission (2010)
42
Broadband Data
Improvement Act 2008
Title II – Protecting Children
Section 215:
require[s] elementary and secondary schools with
computer access to the Internet to educate minors
about appropriate online behavior, including
interacting…on social networking websites and in
chat rooms and cyberbullying awareness and
response as a part of their Internet safety policy.
43
The First Amendment
Freedom of Speech – Two philosophies
– English Common Law
Government has the power to control what speech
goes against the public good
– Natural Rights
Government’s role is to enforce the rights of individuals
44
Case Law
• Tinker v. Des Moines
Students wearing armbands protesting the
Vietnam War did not disrupt the school or
threaten the rights of the students of the
school
• Bethel v. Fraser
Student given disciplinary actions for giving a
speech with sexual innuendos at school
45
California Education Codes
• 48950: Students have the right to free speech
• 48907: Student can be disciplined by the school
if the off-campus speech is
• “obscene, libelous, or slanderous”
• “incites students as to create a clear and present danger
of the commission of unlawful acts on school premises”
or
• “the violation of lawful school regulations or the
substantial disruption of the orderly operation of the
school”
46
The Effects at School
“After a off-campus cyberbullying incident, students
were “depressed, angry, or simply unable to focus
on school. It might have been happening off
campus . . . but the effects carry on into the
school”
---J. Guidetti, Principal at Calabasas High School, CA
Paulson, (2003)
47
What Can We Do?
• Should we forbid kids from
using the internet?
• How can adults teach
children about electronic
media awareness and
safety?
• How can we provide
cyberbullying awareness to
people involved in student’s
life?
48
Should we forbid kids from
using the internet?
• It is impractical if not impossible to ban it
completely from their lives.
• What is most important is for adults to teach
children about appropriate internet use.
49
• Tier 1: First Level of Prevention
–
–
–
–
–
–
Identifying cyberbullying in schools
Schoolwide cyberbullying education
Roles of administrators
Roles of teachers
Roles of parents
Roles of students
• Tier 2 : Prevention/Intervention
– Classwide and group curriculums
• Tier 3: Intensive Intervention
– Individual treatment of the victim
– Individual treatment of the victim
– Individual treatment of the bully-victim
50
A Multilevel Triangle of Prevention and
Intervention
Tier 3
Tier 2
Tier 1
51
 Prevention
Tier 3
 Identification
 Education
Tier 2
 Being Prepared
for Cyberbullying
Incidents
Tier 1
52
Prevention: Everyone Plays
A Role
Administrators
Teachers
Parents
Students
53
Administrators
• Promote and maintain
a safe school climate
• Provide staff training
• School-wide education/assemblies
• Policies and procedures should be developed
based on current law and research
– Use of schoolwide and classroom curriculum
as well as computer use
54
Teachers’ Role
• Enforce school policy
and procedure
• Communicate clear
classroom rules about
electronic media use
• Teach character
building
• Reinforce schoolwide
programs with
classroom lessons
55
Parents’ Role
Rideout, (2010)
• Communicate
• Keep up with the latest
technology
• Speak to children early
about internet safety
• Have clear expectations
and rules for computer
use
• Monitor computer
activities
56
Observable Signs of Cyberbullying
Involvement
Emotional distress, anger, depression, fear –
especially after cell phone calls, checking email,
being online
Avoidance of friends
Disrupted sleep patterns
Reluctance to use a computer, or always online
Reluctance to go to school
Declining grades
57
Students’ Role
• Use of electronics is
a privilege
• Be careful about
what is posted
• Do not give out
personal information
• Keep passwords
private
• Use different
passwords for
different accounts
• Use unique security
questions
58
Kiss and Tell
“In the age of blogs, video cameras,
social networks—once someone hears,
sees, or reads something, it goes viral.
The concept of kiss-and-tell seems quaint
compared to what we have now.”
--Tobe Berkovitz
quoted by (Kahn, 2010)
59
You Can’t Take it Back.
• http://www.netsmartz.org/RealLifeStories/Ca
ntTakeItBack
60
How do you determine the
needs of your school in relation
to cyberbullying?
61
Schoolwide Surveys
• Allows proactive rather than
reactive behavior
• Measures the degree of
bullying
• Surveys should be short and
simple
• Surveys should be
anonymous
62
Categories to Address in a Survey
•
•
•
•
•
•
•
•
Has the student observed bullying
Has the student been involved in bullying
Who or what group is most bullied
Who or what group is most likely to bully
Where does bullying occur
When does it occur
Do those who are bullied ask for help
What do students do when they witness
bullying
• What is the school response to reports of
bullying
Roberts (2006)
63
• BREAK
64
Intervention
Tier 3
Tier 2
Understand Risk
Factors: Recognizing
profiles
Small Group Intervention
Tier 1
Classroom Curriculum
65
Tier Two Programs
Can teach students:
• There is something that can be done
about cyberbullying
• They are not alone—help is available
• To tell others that cyberbullying is
happening
• Cyberbullying tips (save the evidence,
change passwords etc.)
• Skills so they can take action to prevent
the cyberbullying from reoccurring
66
Choosing a Program
• Determine the area of need
• Consider what is available
• Consider what is appropriate
67
Classroom and Small Group
Curriculum
Hazelden
Curriculum for grades 3-5 and 6-12
• Not research-tested for effectiveness but
based on current research
• Lessons and activities are patterned after
prevention models that are researchbased
• Geared generally toward victims
68
Cybersmart! Student Curriculum
– Safety and security online
– Manners and cybercitizenship
– Authentic learning and creativity
– Research and information fluency
– Twenty-first century challenges
– Useful for bullies and victims
– Can be adapted for use in Tier 1
69
Seattle Public Schools Middle School
Cyberbullying Curriculum
• Based on the Olweus Bullying Prevention
programs
• Lessons are flexible
• Designed with teachers in mind
• Includes 9 complete lessons
70
i-Safe
• Online curriculum for grades K-12
• Meets the needs of the Children’s Internet
Protection Act for schools that receive E-Rate
funding
• Provides video’s on how to teach lessons
• Includes outreach programs
71
Tier 3
Intensive
Individual
Intervention
 Cybervictims
Tier 2
 Cyberbullies
Tier 1
 Cyber Bully-Victims
72
Assess Psychological Needs
• Cyber victims and
bully-victims often
suffer similar
emotional strains
– Anxiety
– Depression
– Low self-esteem
– Suicidal feelings
73
Risk Assessment for Those Involved in
Cyberbullying
• Determine student’s role
(bully, victim or bully-victim)
• Screen for reaction to event(s)
• Judge pain
• Consider emotional support system
• Judge feelings of hopelessness and isolation
• If necessary, formal suicide risk assessment
• Counseling referrals when necessary
74
Working with Cybervictims
•
•
•
•
•
It’s not their fault
Address mental health concerns first
Perform risk assessment
Inform parents
Refer to outside counseling
75
Working with Cyberbullies
• Address them as you would
other relational behavioral
problems
• Help them understand
consequences
• Teach responsibility
• Teach alternate behaviors
and skills
• Reinforce appropriate
behaviors
• Teach appropriate
boundaries
• Anger management
76
Working with Bully-Victims
• Few interventions are available for this group
• Does he or she have feelings of depression?
77
Group Activity
• Karen is a very devout teenager who leads a prayer meeting
every morning by the high school flag pole. Many boys and
girls are simply drawn to Karen as a friend because of her
sweet nature and hopeful innocence. Other girls in her school,
however, feel threatened by Karen’s piety and commitment to
holy living, and they begin to drum up ideas to expose her as a
fraud. Specifically, they begin to spread rumors via the High
School’s social network on MySpace.com that Karen is
sleeping around with the boy’s track team. Karen is alerted to
the online rumors by a close friend and is heartbroken. She
tells her teachers and pastor, who then contact the school
administration.
• What would you do if you were the principal in this
situation? What would you do if you were Karen? What
would you do if you were Karen’s close friend and really
wanted to help? How could those who spread the rumors
understand how hurtful their actions were?
78
Digital Citizens
“ . . . It's up to us to practice due
diligence as we govern ourselves in
our digital lives . . . . It all comes
back to us as digital citizens, and
how far we're willing to stretch to
protect ourselves and others.
--Jason Ohler
Posted by Jason Ohler in response to the Boston Globe’s article, Dec 11, 2010
79
80
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