Cyberbullying
Training of Trainers
By Adrienne DeWolfe

Developed for the School
Law Enforcement
Partnership by:
Adrienne DeWolfe, Contra Costa
County Office of Education
Linda Sargent, Retired, Kern County
Superintendent of Schools Office
Stacey Stansberry, Kern County
Superintendent of Schools Office
Tom Byars, Tulare County Office of
Education


The Millennials (M 2 ) - MultiMedia Teens

Cyberbullying – Definitions & Research

Discipline and the Law

Practices in Addressing Cyberbullying

What Should Educators Do?

Resources

• Play video games?
• Have a SN profile?
Gaming
Social
Networks
• Visit
YouTube daily?
YouTube
• Text more than email?
Texting
• Do you know about CR ?
Chat
Roulette


From the
MacArthur
Digital
Media and
Learning
Initiative

Use this link to view it online.

• 94% of teens ages 12-17 go online
• 97% are playing video games
Online Gaming
• 75% own cell phones
Cell
Phones
• 73% use a social networking site
Social
Networks
• 72% are texting
Texting
Pew
Internet &
American
Life
2010

• 94% of teens ages 12-17 go online
• 78% are gaming online
• 75% own cell phones
Online
Online #1
SN #1
Gaming
Gaming
#1
• 73% use a social networking site
Gaming
#2
• 72% are texting
Social
Networks
Texting
Cell
Phones
Cell #1
Cell #2
Text #1

With 94% of teens going online, what are they doing on the Internet?
81% go to websites about movies, TV shows, music groups, or sports stars, and 77% go online to get news.
Teens don’t only consume media, 57% of online teens have created some kind of content online. More than half of teens report going online to get information about a college, university or other school that they are thinking about attending. 38% have bought something online like books, clothes or Music.
Cyberbullying 2010
Pew Internet & American Life
2010

97% of teens, ages 12-17, have played video games of some form: 86% on consoles (Wii, Xbox, PlayStation), 73% on computers and 60% on portable devices. The five most popular games are Guitar Hero, Halo 3, Madden NFL,
Solitaire, and Dance Dance Revolution.
The ratings of these games range from
E-rated “Everyone” games to “Mature”
M-rated games for violence, gore, and language (Halo). One in five (21%) teens who play video games play
MMOGs (massive multiplayer online games like Runescape and World of
Warcraft).
Teens, Video Games and Civics
Pew Internet & American Life
2008

There are more than 200 multiplayer online gaming environments aimed at
Tweens, ages 6-14.
1 Club Penguin,
Webkinz and Habbo are three popular sites that have an aspect of social networking. They provide chat that either limits what users can say to a menu of greetings or is filtered to allow only pre-approved words and phrases, blocking the sharing of a phone number or other personal information.
SuperSecret lets kids play at the fantasy of growing up; avatars start at age 10 with 18 as the eventual goal earning privileges on the way.
MSNBC, 2010
Netfamily News, 2010
CommonSense Media, 2010

Cell phones help bridge the digital divide by providing internet access to less privileged teens. 21% of teens who do not otherwise go online say they access the internet on their cell phone. 41% of teens from households earning less than $30,000 annually say they use their cell phone to go online.
Only 70% of teens in this income category have a computer in the home, compared with 92% of families from households that earn more. 44% of black teens and 35% of Hispanic teens use their cell phones to go online, compared with 21% of white teens.
Teens, Cell Phones and Texting
Pew Internet & American Life
2010

Cell phone texting has become the preferred channel of basic communication between teens and their friends, with cell calling a close second. Some 75% of 12-17 year-olds now own cell phones, up from 45% in
2004. Those phones have become indispensable tools in teen communication patterns. Fully 72% of all teens ages 12-17 -- or 88% of teen cell phone users -- are text-messagers.
That is a sharp rise from the 51% of teens who were texters in 2006. More than half of teens (54%) are daily texters.
Teens, Cell Phones and Texting
Pew Internet & American Life
2010

Half of teens ages 12-17, send 50 or more text messages a day and one in three send more than 100 texts a day.
That’s more than 3,000 texts a month.
Boys typically send and receive 30 texts a day; girls typically send and receive 80 messages per day. Girls are also more likely than boys to text for social reasons and about school work.
59% of girls text several times a day to
"just say hello and chat;” 42% of boys do so. 76% of girls text about school work, while 64% of boys text about school.
Teens, Cell Phones and Texting
Pew Internet & American Life
2010

73% of American teens (12-17 years old) use a social networking site
(September, 2009 data). This number has climbed from 55% in 2006. Use is the highest among 14-17 year-olds at
82%, while 55% of 12-13 year olds use social networking sites. These age findings are understandable in light of age restrictions on social networking sites that require users to be 13 or older to post a profile (COPPA), but do not actively prevent it.
1
More teens are now using Facebook
(50%) compared to MySpace (38%), and Twitter remains unpopular (6%).
2
Social Media and Young Adults
Pew Internet & American Life
2010

CommonSense Media
NetFamilyNews

+
• Unintended
Exposure
Content
• Intended
Exposure
Contact
• Strangers
• Bullies

+
17% of teens say they have received a “sext.”
9% of teens say they have sent a “sext.”
3% of teens say they forwarded a "sext,” a sexually suggestive nude or nearly nude image of someone they know by text.
Cox
Communications and
NCMEC
2009

+
59% of teens believe posting personal information or photos via social networking is unsafe.
1
However, 62% have posted photos of themselves; 14% their cell phone
21% of children (8-17) reported an experience with inappropriate material via the Internet that made them feel uncomfortable.
2
.
1
Cox
Communications 2009 and Harris
Interactive
2007

+
20% of teens, ages 12-18, have been cyber-bullied; girls more often at 26% vs. 16%.
Mean, hurtful comments (13.7%) and rumors spread (12.9%) online are most commonly-cited.
Cyberbullying
Research
Center
2010 The type of cyberbullying tends to differ by gender; girls are more likely to spread rumors while boys are more likely to post hurtful pictures or videos.

+
Where is bullying happening? 13% of teens, ages 14-18, report being bullied online.
7% via their cell phones by text.
Ybarra and et. al.
2009
31% of teens report school as by far the most common place teens are being bullied.


Aggressive Behavior

Verbal

Physical

Psychological

Carried Out

Repeatedly and Over
Time

Imbalance of Power

Physical

Psychological

Behavior is Intended to
Harm or Disturb

Direct Bullying

Physical Acts

Taunting

Intimidation

Indirect Bullying

Gestures

Exclusion

Rumors


Aggressive Behavior

Verbal

Physical

Psychological

Carried Out

Repeatedly and Over
Time

Imbalance of Power

Physical Techie

Psychological

Behavior is Intended to
Harm or Disturb

Direct Bullying

Physical Acts Anonymity

Taunting

Intimidation

Indirect Bullying

Gestures Impersonation

Exclusion

Rumors

+

Sending cruel, vicious, or threatening messages.

Creating web sites with stories, pictures,and jokes that ridicule others based on hatred or bias.

Breaking into an e-mail account and sending vicious or embarrassing material to others.

Taking a picture in the locker room with a phone camera and sending it out.
(Examples from Nancy Willard's website http://cyberbully.org)

All Netsmartz resources available in Spanish !

The Real-Life
Stories from
NetSmartz feature short, compelling videos of true stories of cyberbullying.

Activity Cards for
MS and HS are provided.


Turns traditional power upside down since it’s not based on physical strength.

Aspect of anonymity and world-wide broadcasting.

+

Call out technologies that could be used to cyberbully.

Text messaging, social networking sites like Facebook, anonymous comment and question tools like Formspring and
Honesty Box, email, chat rooms, instant messaging, blogs, wikis, photo sharing sites, YouTube and online games.


Cyberbullying is the use of technology for social cruelty, which can include:
 flaming
 denigration
 exclusion
 outing



 trickery impersonation harassment stalking

Review NSTeens Terrible Text Lesson


Flaming – online fights, through e-mail, (IM), or chatrooms where angry, rude, or offensive messages are exchanged.

Denigration – posting mean comments online through e-mails, IM, chatrooms, “bashboards,” social networking sites, or websites set up specifically to make fun of someone.

Exclusion – intentionally leaving someone out of an online group or community, such as IM buddy lists or friends lists on social networking pages.

Outing – sharing secrets about someone online, including private information, pictures, and


Trickery – tricking someone into revealing personal information and then sharing it with others online.

Impersonation – pretending to be someone else when sending or posting mean or falsemessages online that makes someone look bad, gets someone into trouble, or puts someone in danger.

Harassment – repeatedly sending malicious messages to someone online.

Cyberstalking – continuous harassment and denigration, including threats of physical harm.

Remember:

Ignore them

Save the messages

Tell a trusted adult.
The NSTeens series has comic book style characters for tweens.

1. Summarize the case.
2. What kind of cyberbullying was it?
3. How did the target feel?
4. Did the target follow the rules for dealing with cyberbullying?
5. What steps, if any, were taken by trusted adults to stop the cyberbullying? Were they effective?
6. Were there consequences?


Disclaimer – I am not a lawyer!

That being said, is there a legal duty for school administrators to protect the safety and security of students when they are in school and when they are using the Internet through the district network?

Yes! Schools have an obligation to protect students and employees from harassing, threatening, or bullying conduct.

CA Education Code 51871.5 - AB 307

CA Education Code requires districts to educate pupils and teachers on Internet safety, including how to protect online privacy, avoid cyerbullying and avoid online predators.

Broadband Data Improvement Act

Requires schools receiving federal E-
Rate discounts to educate their students
“about appropriate online behavior, including interacting with other individuals on social networking sites and in chat rooms and cyberbullying awareness and response.”

Grounds for Suspension or Expulsion now include bullying by electronic means:
CA Education Code 48900 (r)

While on school grounds

While going to or coming from school

During the lunch period on or off campus

During or while going to/coming from a school activity


The more harmful incidents occur when students post material targeting other students while off-campus

Because this is where they have much greater unsupervised use

But the harmful impact is also felt at school

Because this is where students are physically together
From Nancy Willard of the
Center for Safe and
Responsible Internet Use
( CSRIU )


School officials have the authority to impose discipline for offcampus online speech when that speech has or a reasonable person would anticipate it will...
 Cause a substantial disruption at school or interfere with students’ rights to be secure
(Tinker v. Des Moines)
 Or is a “true threat”
 But not because you dislike or are upset by content
 Speech that targets staff will often not meet the standard (Willard)

Law Enforcement should be contacted if educator becomes aware of:

Death threats or threats of violence to a person or property

Excessive intimidation or extortion

Threats or intimidation that involve any form of bias or discrimination

Any evidence of sexual exploitation - NCMEC
CyberTipline®


Was school equipment used?

Is there a policy about the technology used?

Was student safety, school security, or instruction substantially disrupted? How many students were involved?

Is there a true threat?

Were there related incidences that may have precipitated the online activity?

What discipline/remedial action do you recommend?


Definitions for harassment, intimidation, and bullying (including electronic variants)

Graduated consequences and remedial actions

Procedures for reporting and investigating

Specific language including “Substantial disruption”

Procedures for preventing cyberbullying
(workshops, staff training, curriculum)
Cyberbullying Research Center


“Substantial Disruption” is a high hurdle for schools.

Whether or not you can impose formal discipline may end up being the least important question
– Stopping the harm is the most important objective

Schools can always educate. Schools should regulate with caution.

Beef up your bullying policy to include cyberbullying.


Online Scavenger Hunt with SLEP
Cyberbullying wiki and MyCTAP site.

Go to slepcyberbullying.pbworks.com


Seattle Public Schools

9 Elements in 9 Months

Cyber Safety Week

Create a Website of Favorite Lessons

CyberSmart Prevention Activities


Social Norms Approach - perceptions of peer behaviors are highly influential.

Not an epidemic.

80% are NOT cyberbullying.

Even though the "norm is not to bully," most teens don’t realize that. If kids think that bullying is common or "normal," they are more likely to be bullies.


Frame it as a positive opportunity to educate

Focus on Digital Citizenship

Support positive uses of technology in school


Embrace the media for the message

School Facebook and Twitter pages

Texting -
That’s Not Cool


Assess the problem locally with students

Provide staff training

Define cyberbullying for all stakeholders

Develop clear rules and policies

Encourage reporting

Use incident reports to document problems

Plan school-wide action

Share resources with parents

Spend class time on the topic

Model digital citizenship in the curriculum


Millennials can be positive, active, “digizens.”

Cyberbullying must be identified and discussed.

We need to educate all staff, students & parents.

Find the “best fit” for addressing Cyberbullying at your site(s).

There are many excellent, free resources to use.

The law is playing “catch-up.” Get your policies and handbooks in place.

+
1.“Doing your homework on the Internet is so great because it’s like going to the biggest library in the world right at your desk, but it’s also hard because the building that has the world’s biggest library also has the world’s biggest game room, the world’s biggest porn store, the world’s biggest casino, the world’s biggest mall and the world’s biggest lounge. Sometimes I don’t make it to the library.”
2.“When I was about 14-15 years old, I received/sent these types of pictures. Boys usually ask for them or start that type of conversation. My boyfriend, or someone I really liked asked for them. And I felt like if I didn’t do it, they wouldn’t continue to talk to me. At the time, it was no big deal. But now looking back it was definitely inappropriate and over the line.”
49

+
3. “Teens don’t want to tell adults about problems because the response from adults is usually to block a site and then teens don’t have access to the sites they want to use for positive social communication.”
4. "Being bullied besides over the internet is worse. It's torment and hurts. They say "sticks and stones may break my bones, but words will never hurt me." That quote is a lie and I don't believe in it. Sticks and stones may cause nasty cuts and scars, but those cuts and scars will heal. Insultive words hurt and sometimes take forever to heal."
50

+
5. “You (educators) really need to be working with middle school students. High school students may be mature enough to deal with it (Internet, cyberbullying, etc.), but middle schoolers are really out of control.”
6. “Stop trying all of these things, like blocking sites, and just start talking to kids about these issues. No one ever said to me stop cyberbullying. Maybe the problem would be a lot less in middle school, if the second week of school would focus on these issues.”
51