Module 2: Introduction to Cyberbullying
Module 2
Introduction to Cyberbullying
(1)Mona
O'Moore, Conor Mc Guckin, Lucie Corcoran, Niall Crowley
Calmaestra, Rosario del Rey, Rosario Ortega
(3)Joaquín A. Mora-Merchán
(2)Juan
(1)Trinity
College Dublin (Ireland),
(2)University
of Cordoba (Spain),
(3)University
of Seville (Spain)
Module 2: Introduction to Cyberbullying
Module 2: Introduction to Cyberbullying
Objectives and envisaged learning outcomes

Understanding the connection between traditional bullying and cyberbullying

Definition of cyberbullying

Gain understanding of the nature of cyberbullying

Getting an overview about the various methods used to cyberbully

Recognising the potential effects of cyberbullying
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M2.2
Module 2: Introduction to Cyberbullying
Definition of cyberbullying and
differentiation from traditional bullying
Cyberbullying
Victims, perpetrators
and bystanders
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Some data about
cyberbullying
Forms (Internet / Mobile)
Impact /
Potential consequences
M2.3
Module 2: Introduction to Cyberbullying
Traditional bullying
Traditional bullying
Definition
A student is being bullied when another student, or a group of students
•
Say mean and unpleasant things or make fun of him or her or call him or her
mean and hurtful names;
•
Completely ignore or exclude him or her from their group of friends or leave
him or her out of things on purpose;
•
Hit, kick, push and shove around, or threaten him or her;
•
Tell lies or false rumours about him or her or send mean notes and try to
make other students dislike him or her;
(Olweus, 1993)
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M2.4
Module 2: Introduction to Cyberbullying
Traditional bullying
Traditional bullying
Definition
Bullying has 3 main criteria:
 intention to cause harm to the victim;
 repetition of the abusive behaviour over a period of time;
 imbalance of power between the victim and bully/bullies.
However, one particularly severe incident, which creates an ongoing
sense of intimidation can also be considered bullying.
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M2.5
Module 2: Introduction to Cyberbullying
Traditional bullying
Traditional bullying
Definition
Systematic victmisation
 Physical aggression
 Verbal abuse
 Gestures – often threatening
 Exclusion
 Extortion
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M2.6
Module 2: Introduction to Cyberbullying
Traditional bullying
Is there a typical victim?
Anyone can become a victim!
Risk factors:

an anxious, sensitive, shy, insecure and cautious temperament;

few good friends;

low self-esteem;

a passive, non-aggressive, or non-assertive manner;

an emotionally reactive manner;

and clumsy behaviour when attempting to enter or join a peer group

reflecting a difference, e.g., accent, religion, culture, race, special needs
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M2.7
Module 2: Introduction to Cyberbullying
Traditional bullying
Characteristics of a typical bully
Bullies often display specific characteristics, such as:











a need to dominate others;
low self-control;
an impulsive nature;
low anxiety;
a tendency to blame the victim;
tough poise;
a positive attitude towards aggression;
a lack of sensitivity and empathy;
a tendency towards other anti-social behaviour;
a loud manner;
and sometimes they have also been victims themselves.
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M2.8
Module 2: Introduction to Cyberbullying
Traditional bullying
Why do children bully (traditional/cyber) others?
O'Moore believes that bullying is an attempt to manipulate
relationships with the aim of meeting one's psychological needs.
Examples of such needs include:
 a desire to control;
 a need to assert one’s dominance;
 attention seeking;
 desire to show off;
 or desire to improve one's social status.
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M2.9
Module 2: Introduction to Cyberbullying
Traditional bullying
What happens during bullying?
 Bullying creates stress
o if stress continues over a period of time, illness is a common consequence
 Bullying has been linked to a number of negative effects, including:
o low self-esteem;
o educational underperformance;
o anxiety, bedwetting, abdominal pain, and feeling tense;
o depression, self-harming and suicidal thoughts.
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M2.10
Module 2: Introduction to Cyberbullying
Traditional bullying
The distribution of roles in bullying
Distribution in %
Perpetrators 8%
Assistants 7%
Salmivalli et al. (1996) were able
to identify clear roles within the
Reinforcers 20%
process of bullying for 88% of
Victims 12%
the school children surveyed.
The results were replicated in a
Defenders 17%
Outsiders 24%
study in German comprehensive
schools (Schäfer & Korn, 2004).
Others 12%
Fellow pupils have an important role in the process of bullying. Therefore, it is sensible to
begin an intervention at the class level.
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M2.11
Module 2: Introduction to Cyberbullying
Traditional bullying
Role of bystanders
Bystanders who witness cyberbullying often act in diverse ways:

Some join in

Some cheer on the bully

Others watch but don‘t participate

Some leave

Some object to others or to the bully

Some try to help the victim

Some report to someone who might help
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M2.12
Module 2: Introduction to Cyberbullying
Traditional bullying
Getting started: cluster
1.
Has your child ever been a victim of bullying or cyberbullying? (yes/no)
2.
Have you ever been targeted? (yes/no)
3.
Imagine your child is being cyberbullied. Who would you contact first?
4.
o
School/teacher
o
School social worker
o
Information centres
o
Other
Do you think bullies should be prosecuted / Do you think we need an
additional law regarding cyberbullying? (yes/no)
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M2.13
Module 2: Introduction to Cyberbullying
Cyberbullying
Cyberbullying - Definition
Definition of cyberbullying and
differentiation from traditional bullying
Cyberbullying
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M2.14
Module 2: Introduction to Cyberbullying
Cyberbullying
Cyberbullying - Definition
“Cyberbullying is any behaviour performed through electronic or
digital media by individuals or groups that repeatedly
communicates hostile or aggressive messages intended to inflict
harm or discomfort on others.“
(Tokunaga 2010)
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M2.15
Module 2: Introduction to Cyberbullying
Cyberbullying
Cyberbullying – The problem
 The transition between “school bullying” and cyberbullying is fluid.
 Cyberbullies can also bully using traditional, direct tactics.
 Cyberbullying means that bullying is no longer restricted to the
area of the school - it can be continued anywhere and at any time.
 Research has shown that there is an overlap between traditional
bullying and cyberbullying.
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M2.16
Module 2: Introduction to Cyberbullying
Cyberbullying – The problem
Cyberbullying
Cyberbullying can sometimes be extremely severe for a number of reasons.

Although a cyberbully may post a humiliating photo / video clip only once,
it can be viewed by a huge audience.

Power can takes a different form in cyber space, such as anonymity or
superior technological skills.

Technology allows a bully to attack their victim 24 hours a day in almost
any location.

Cyberbullies are often not able to see or hear their victim’s reaction to
the abuse. This can reduce feelings of empathy or guilt which might put a
stop to bullying in the real world.
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M2.17
Module 2: Introduction to Cyberbullying
Cyberbullying
Cyberbullying - Forms
Forms (Internet / Mobile)
Cyberbullying
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M2.18
Module 2: Introduction to Cyberbullying
Cyberbullying
Forms of Cyberbullying
Cyberbullying can be categorised based on the type of behaviour:
 Flaming
 Harassment
 Denigration
 Impersonation
 Outing
 Trickery
 Exclusion
 Cyber stalking
Alternatively, it can be categorised on the type of media … (cp. next slides)
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M2.19
Module 2: Introduction to Cyberbullying
Cyberbullying
Cyberbullying – Forms
Mobile

Repeated anonymous calls

SMS (threats, intimidation, insults)

Humiliating pictures/videos distributed online
Instant Messenger
•
Sending cruel messages,images,videos
•
Using someone else‘s account to send
unpleasent messages etc.
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M2.20
Module 2: Introduction to Cyberbullying
Cyberbullying
Cyberbullying – Forms
Chat rooms

Sending cruel, threatening messages

Ignoring a person/people in a group

Making friendships under false pretences
E-Mail

Sending cruel, threatening messages

Sending inappropriate content (videos, images)

Access a personal account (e.g., in order to
forward, delete personal e-mails)
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M2.21
Module 2: Introduction to Cyberbullying
Cyberbullying
Cyberbullying – Forms
Webcams

Recording inappropriate content

Posting private recordings online (e.g., following a
relationship break up)
Social networks

Publishing cruel images, comments

Accessing someone else‘s account and abusing it

Hategroups

Creating a fake profile and acting in the name of the
bullied victim
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M2.22
Module 2: Introduction to Cyberbullying
Cyberbullying
Cyberbullying – Forms
Video/Photo sharing websites

Publishing embarrassing or humiliating videos or images

Posting private recordings online, e.g., after a relationship breaks up
Gaming Websites (e.g., World of Warcraft)

Experienced players seek out weak players
and repeatedly kill their characters

Targeted exclusion of individuals from
group activities and events
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M2.23
Module 2: Introduction to Cyberbullying
Activity
Source: http://old.digizen.org/cyberbullying/fullfilm.aspx
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Module 2: Introduction to Cyberbullying
Activity
Lightening Feedback
How do you feel after watching the clip?
What is your first impression?
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M2.25
Module 2: Introduction to Cyberbullying
Activity
Video: Let‘s fight it together
 What forms of cyberbullying were used?
 How did Joe feel?
 Would you have done something different if you were Joe's
mother or father?
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Module 2: Introduction to Cyberbullying
Cyberbullying
Some data about
cyberbullying
Cyberbullying
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Module 2: Introduction to Cyberbullying
Cyberbullying
Some data about cyberbullying
Source: EU Kids Online report
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Module 2: Introduction to Cyberbullying
Cyberbullying
Impact /
Potential consequences
Cyberbullying
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Module 2: Introduction to Cyberbullying
Cyberbullying
Impact of cyberbullying
 Poor self-esteem
 Feelings of frustration
 Anger
 Sadness, hopelessness
 Loneliness and depression
 Inability to concentrate at school
 Staying offline
 Victims feel suspicious of others
 Self-harm
 Suicidal thoughts
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M2.30
Module 2: Introduction to Cyberbullying
Cyberbullying
Impact of cyberbullying
Cyberbullying isn‘t a game
- Examples -
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Module 2: Introduction to Cyberbullying
Cyberbullying
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Module 2: Introduction to Cyberbullying
Cyberbullying
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Module 2: Introduction to Cyberbullying
Cyberbullying
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Module 2: Introduction to Cyberbullying
Cyberbullying
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Module 2: Introduction to Cyberbullying
Cyberbullying
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Module 2: Introduction to Cyberbullying
Cyberbullying
Coping with cyberbullying
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M2.37
Module 2: Introduction to Cyberbullying
Cyberbullying
Coping strategies
(Riebel, Jäger, & Fischer, 2009)

Aggressive coping:
e.g., ‘I threaten to beat him/her up’

Helpless coping:
e.g., ‘I don't know what to do’

Cognitive coping:
Victims try to address the problem themselves, using a diplomatic approach.
They attempt to reason with the bully or to understand the bully's motive;

Technical coping:
e.g., ‘I switch off my computer’, ‘I change my email address or nickname and only
give them to people I can trust’, and ‘I show the messages to a grown-up.’
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M2.38
Module 2: Introduction to Cyberbullying
Cyberbullying
Other coping strategies
Reactive coping
 Avoidance

Acceptance
 Justification
 Seeking social support
Preventive coping
 Talk in person

Increased security and awareness
No way to prevent cyberbullying
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M2.39
Module 2: Introduction to Cyberbullying
Cyberbullying
Examples
Reactive coping
Avoidance
 deleting messages
 blocking contact
 ignoring the problem completely
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M2.40
Module 2: Introduction to Cyberbullying
Cyberbullying
Examples
Reactive coping
Acceptance
 accepting cyberbullying as part of life and
concentrating on the positive
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M2.41
Module 2: Introduction to Cyberbullying
Cyberbullying
Examples
Reactive coping
Justification

The victim focuses on reasons why the cyberbullying
should not upset them

These students often felt that cyberbullying should not
be taken seriously
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M2.42
Module 2: Introduction to Cyberbullying
Cyberbullying
Examples
Reactive coping
Seeking social support

looking to others for help

getting advice from others

asking someone with authority to put a stop to the bullying
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M2.43
Module 2: Introduction to Cyberbullying
Cyberbullying
Examples
Preventive coping
Talk in person
 students talk to someone in person, as opposed to talking in
cyberspace
 this would help them to avoid misperceptions due to lack of
intonation, something which can often occur in cyberspace
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M2.44
Module 2: Introduction to Cyberbullying
Cyberbullying
Examples
Preventive coping
Increased security and awareness

cyberbullying can be prevented when students take safety
precautions (e.g., protect their password)

when students have general awareness about security (e.g.,
knowing which websites might be unsafe).
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M2.45
Module 2: Introduction to Cyberbullying
Cyberbullying
Module 2: Introduction to cyberbullying
Conclusions
 Cyberbullying is a relatively new phenomenon and researchers have
yet to reach a consensus on many aspects of this issue.
 There are differences and similarities between bullying and
cyberbullying.
 Cyberbullying can be classified in two ways: by the medium/media
through which the abuse occurs, (SMS, MMS, phone calls, etc.) and
by the nature of the abuse itself (harassment, denigration,
impersonation, etc.).
 The prevalence of cyber victimization in Europe is estimated to be
around 10%.
 Cyber victimization has been linked to negative outcomes.
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M2.46