SAMPLE. Cyberbullying: Identification, Prevention and Response. What is Cyberbullying? Negative Effects of Cyberbullying

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1 Cyberbullying: Identification, Prevention and Response by Sameer Hinduja, Ph.D. & Justin Patchin, Ph.D. This reference guide is designed to help teachers, counselors, administrators, and other school professionals understand cyberbullying and what to do about it. Prevention ideas, as well strategies to respond to cyberbullying when it occurs, are presented. By addressing both the causes and consequences of this growing problem, those on the front lines of education can be better equipped to deal with it. What is Cyberbullying? Negative Effects of Cyberbullying Although students have been bullying each other for generations, today s youth are able to utilize technology to expand the reach and extent of their harm. This phenomenon, called cyberbullying, is defined as: willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices. It includes incidents where students use technology, usually computers or cell phones, to harass, threaten, intimidate, humiliate, or otherwise hassle their peers. For example, students can send hurtful or intimidating messages to a classmate, or promote gossip and rumor-spreading by texting their entire peer group about someone. Teens also create web pages, videos, and profiles on social networking sites (such as Facebook) that make fun of or ridicule others. They can also take pictures of others in a bedroom, a bathroom, or another location where privacy is expected, and then post or distribute them online or through their cell phones. More recently, some students are recording unauthorized videos of other kids and uploading them (to YouTube, for example) for the world to see, rate, tag, and discuss. It is also happening with portable gaming devices, in 3-D virtual worlds and on social gaming sites, and also in sites that involve the use of webcams. Moreover, since many cell phones available to youth are smart phones (e.g., iphones, Blackberries, Droids), they often have full computing, recording, and Internet surfing capabilities on a device that is always with them. Many targets of cyberbullying report feeling depressed, sad, angry, and/or frustrated. As one teenager stated: It makes me hurt both physically and mentally. It scares me and takes away all my confidence. It makes me feel sick and worthless. Victims reveal that they are afraid or embarrassed to go to school. In addition, research has revealed a link between cyberbullying and low self-esteem, family problems, academic problems, school violence, and delinquent behavior. Cyberbullied youth also report having suicidal thoughts, and there have been a number of recent examples in the United States where teens who were victimized ended up taking their own lives. I was surfing the Internet and decided to look at my . Kristina, a friend from school, in an said tomorrow watch your back we are coming for you. It made me feel so bad I started to cry. Nobody likes me. Anonymous Why is Cyberbullying Becoming a Major Concern? Cyberbullying may grow in frequency and scope because increasing numbers of students are using computers and cell phones to communicate. Twothirds of students go online every day for school work, to keep in touch with their friends, to play games, to learn about celebrities, to share their digital creations, or for many other reasons. Because these online communication tools have become an important part of their lives, it is not surprising that some have decided to use these devices to be malicious or menacing towards others. The fact that teens are connected to technology 24/7 means they are susceptible to victimization (and able to act on mean intentions toward others) around the clock. Apart from a measure of anonymity, it is also easier to be hateful using typed words rather than spoken words face-to-face. And because some adults have been slow to respond to cyberbullying, many cyberbullies feel that there are little to no consequences for their actions. Additionally, cyberbullying crosses all geographical boundaries. The Internet has opened up the whole world to users who access it on a broad array of devices. As a result some students feel free to post or send whatever they want while online without considering how that content can inflict pain and sometimes cause severe psychological and emotional trauma. A girl that was a lot bigger than me made me cry when I talked to her online because she told me if she saw me in school she was going to stuff me in a locker and that no one was going to find me for a very long time. I faked being sick for a week and a half until I found the courage deep inside me to go to school. Nothing bad ever happened. I was really relieved. High School senior from New York

2 How Cyberbullying Affects Schools When students use technology to harass their peers, it occurs in two primary ways. First, cyberbullying can take place in the school through the use of school-owned resources (such as lab computers or schoolissued laptops and the wired or wireless school network) or through personal devices used on school grounds (cell phones, ipads, netbooks, etc.). In these situations, administrators have full authority to address the misbehavior if it violates school policy or otherwise detracts from the purpose, intent, and goals of the school. Second, cyberbullying can happen off-campus on home computers, cell phones, and other electronic devices using a non-school Internet connection. In these situations, school administrators are often more reluctant to get involved. While this is a legally complicated situation and courts have typically supported the free expression (First Amendment) rights of students, several rulings have upheld the actions of school administrators in disciplining students for off-campus actions. In such cases, the schools must show that the misbehavior substantially or materially disrupted learning, or interfered with the educational mission or school discipline, or that school-owned technology was used to harass, or threaten other students or infringe with their rights to feel and be safe and secure. Despite the legal uncertainties, schools should always respond to all cyberbullying incidents that they are made aware of. With relatively minor situations, contacting the parents of the student(s) involved may be all that is necessary to stop the behavior from continuing. Students also need to be made aware that all forms of bullying that interfere with the learning environment at school are potentially subject to school sanctions such as detention, suspension, or loss of extracurricular privileges. There s always the legal discussion of if it doesn t happen at school, can a district take action? If a student is harassed for three hours at night on the Web and comes to school and has to sit in the same classroom with the student that s the bully, it may negatively affect that student s ability to learn in a safe, nonthreatening atmosphere. School districts that can document this connection may then be able to informally or formally address the matter. Policy-Services Director, State-Level School Board Association Prevention of Cyberbullying Review Relevant Policies District personnel, in consultation with their school attorney, should review harassment, bullying, code of conduct, and acceptable use policies to determine if they allow for the discipline of students who engage in cyberbullying. Administrators should consult with their school attorney on all relevant school policies and procedures BEFORE incidents occur to find out what actions they can or cannot take in various situations. Policies should explicitly note that cyberbullying incidents which occur at school or that originate off-campus but ultimately result in a substantial disruption of the learning environment are subject to student discipline. The school then needs to communicate these policies to make it clear to students, staff, and parents, that these behaviors are prohibited and can warrant a punitive response. Elements of an Effective School Cyberbullying Policy 1. Specific definitions for harassment, intimidation, and bullying, including electronic forms 2. Graduated consequences and remedial actions 3. Procedures for reporting incidents 4. Procedures for investigating incidents 5. Specific language that if a student s off-campus speech or behavior results in substantial disruption of the learning environment, the student can be disciplined in school 6. Procedures for preventing cyberbullying Collect Data By collecting survey and/or interview data from students, a baseline measure can be established to determine the extent and scope of the problem in the school community. A variety of questions can be posed closed-ended and open-ended, and focusing on a number of offline and online behaviors. Specific, informed strategies can then be implemented to educate students and staff about electronic communications in creative and powerful ways. Sample Survey Questions - Does cyberbullying occur among students at our school? - How big of a problem is it? - Have you ever been the victim of cyberbullying? - Have you ever been afraid to come to school because of something somebody said to you online? - Have you ever cyberbullied another student? - If so, why did you do it? - What should teachers do to help prevent cyberbullying? I have experienced students telling me of problems mentioned over AOL Instant Messenger. Students get on other student s accounts due to the sharing of passwords and then say mean or horrible things as a joke or as intimidation. This can leave a student feeling highly scared to come to school, or even more distraught than normal as a teenager with his or her peer relationships. School counselor from Florida

3 Educate Staff and Students The most important preventive step is to educate the school community about responsible Internet interactions. It is therefore essential to discuss issues related to appropriate online communications in various areas of the general curriculum and not just in technology-related classes. Teachers should discuss the responsible use of Facebook and similar social networking sites and highlight cases that illuminate how students have carelessly or unwittingly sabotaged their future and/or undermined their athletic participation, college admission, work opportunities or social relationships through unwise postings. Schools should utilize specially-created cyberbullying curricula for teachers, as well as general information sessions, assemblies, and in-class discussions to raise awareness among students. School staff should have a conversation with students about what substantial disruption means. They need to truly understand that even a behavior that occurs miles away from the school could be subject to school sanction if it compromises the social or learning environment on campus. Invite specialists who have expertise in cyberbullying into the school to teach and train students, teachers, and administrators on these issues in a relevant and hard-hitting manner. They can also assist in formulating a comprehensive plan of action to address the students problematic use of Internet sites and Internet-enabled devices. We need to teach people about SNet-iquette (Social Network etiquette), and the positive and negative effects of their online behavior and how they are creating an online digital footprint. I believe educational institutions should be leading the way in educating people about these things. Therefore, by encouraging staff and students to use these sites as educational tools, we are encouraging the conversations necessary for people to work out what is, and what is not, appropriate in an online environment. University Lecturer Research has shown a link between a perceived negative environment on campus and an increased prevalence of cyberbullying and victimization among students. In general, it is crucial to establish and maintain a school climate of respect and integrity where violations result in informal or formal sanctions. Many schools participate in character education and/or programs that promote social-emotional learning. These should be implemented in all schools due to their value in shaping character and contributing to personal and professional success in adulthood. The focus of all bullying prevention efforts rests in creating a school climate that encourages civility, mutual respect and connectedness with the Cultivate a Positive School Climate Use Scenarios to Foster Discussion As mentioned, instructive classroom lessons and discussions about the responsible use of technology should be continually reinforced across all courses. Teachers should frequently bring up stories involving the use and abuse of computers and cell phones, because it is a perpetually current event and highly relevant to the lives of youth. If teachers struggle with broaching the topic and feel ill-equipped to discuss it, using some of these Cyberbullying Scenarios to foster dialogue will help. Cyberbullying Scenarios Scenario #1 A girl had her picture taken which made her feel uncomfortable. Later that week her friends tell her that the picture has been posted on another student s blog. What should the girl do? Should she fight back? Scenario #2 A boy has written a poem for his crush and decided to send it to her in a private message on Facebook. The girl then forwards it to all of her Facebook friends. The next day at school all of the kids are making fun of him and his poem. What should the boy do? Is using Facebook always safe? Scenario #3 A teacher notices that during computer lab one student is not using the computer. The teacher approaches this girl and asks her why. The girl does not speak up right away and nervously looks around the room and replies that she does not feel like using the computer today. However, the teacher notices that a few of the other students are looking over and laughing. What should the teacher do? Is the teacher to assume that the girl is being bullied online? If the teacher finds out that cyberbullying is taking place what should she do next? Scenario #4 A boy has brought his camera phone to school one day and is using the phone to take pictures of other students in school. The next day the teacher sees that some of the students are threatening to beat up the boy. The teacher finds out that the pictures were posted on the Web with funny captions under each. What punishment should the boy get? Should the other students be punished for threatening him? What should the school do to prevent this sort of thing from happening? Scenario #5 Two boys at school are teasing each other during lunch time. They are calling each other names and laughing at one another. Both boys are punished and the teacher thinks that the fighting has stopped. Rather than fight at school the students have actually started an online fight. One boy created an entire Web page to make fun of the other. The boy who is on the Web site has told his parents. Now the parents have come to the teacher asking why and what is going on. What should the teacher recommend to the parents? What should the teacher do while the students are at school? school community. By teaching social-emotional learning skills and utilizing the principles of character education, schools can cultivate qualities of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making among students. In turn, these enable youth to resolve conflict, respect differences, and choose healthy behaviors which of course contribute to short-term and long-term personal, academic, and relational success. This intervention can be done across the entire school (rather than only targeting bullies and victims) through a multi-faceted approach involving rule-setting, training, peer-focused programming, supervision, curriculum enhancements, role-playing, and counseling

4 Post Signs and Increase Awareness Schools should post signs in the computer lab or at each computer workstation to inform students of the technology rules for school-owned or personal devices. You can even recruit students to create their own custom signs and posters that can be displayed on campus. The goal is to repeatedly pique the consciences of adolescents so that when they are faced with an opportunity to cyberbully, or engage in any other inappropriate behavior online, they will think twice based on the messages continued on next page... they have seen, heard, and taken in. Use Peer Mentoring Have older students informally teach lessons and share learning experiences with younger students to promote positive online interactions. This works well because teens sometimes tune out adults, while soaking in what their older peers say because they look up to them and can relate to them more. Mentor Messages Schools can utilize older students to convey a number of important messages on Internet safety and responsibility to younger students, including: Reiterating that they are not alone in experiencing victimization and the resultant pain, rejection, humiliation, and loneliness; Encouraging them to speak up and not remain silent when confronted with or witnessing cyberbullying (break the code of silence); Sharing one or more personal experiences with cyberbullying; Explaining the language of cyberbullying, which includes the relevant terms and technology; Describing positive ways in which conflict between peers can be de-escalated or resolved; Using role-playing examples to get students thinking about the various ways to address a cyberbullying situation should one occur; Providing an opportunity to discuss and answer any questions, clarify any confusion, and reinforce how to deal with cyberbullying problems. Empower Bystanders and Witnesses Every school should have a system in place that allows students who either experience or witness cyberbullying to anonymously report it to an adult. Being able to do so without being forced to reveal one s identity is not only advantageous in alerting staff to potentially harmful situations, but also promotes an informed response that can bring about a positive resolution. This is especially important because many students are reluctant to tell adults about their experiences with cyberbullying because they are embarrassed and/or feel that it will only make matters worse for them. The reporting system could be as simple as establishing a box labeled Report Inappropriate Behavior Here. The challenge is placing the box in a location that is visible and easily accessible, but where students can discreetly submit reports. Alternatively, the school might set up a designated address, Web form, or TIPS line system where students can anonymously report their concerns. That way, students who are either targets of, or witnesses to, cyberbullying can contact the school from the privacy of their own homes without the anxiety associated with other students seeing them dropping something in the reporting box. Some schools have provided cell phones to office staff so that students can confidentially text or call about concerns they have. Regardless of the type of system that students and staff agree upon, a way to safely and confidentially report situations is indispensable in collecting information to help prevent incidents from escalating. Anonymous Web-Based Reporting System If you have experienced or witnessed cyberbullying, we want to know about it. Please fill out the form below, including as much of the requested information as possible. The more information you provide, the easier it will be for us to resolve the situation. School: Grade: Were you the target or was someone else? Where did it happen? Did anyone else see what happened? Can you tell us who? Please describe the incident in as much detail as possible. If you would like us to contact you, list your name and contact information here: Designate a Cyberbullying Expert Identify a staff member at your school who is responsible for educating him/herself about the relevant issues and then passing on important information to other educators on campus. Students should also be made aware that this person knows technology and stays abreast of these issues and is better suited to help them than any random adult they choose. Thank you for taking the time to care about your school! Also, teens should take advantage of the functionality and features within sites and software to reduce their likelihood of victimization, and to help them recover when harassed. For example, Facebook s new social reporting feature allows targets of cyberbullying to report the incident not only to Facebook, but also to a trusted friend or adult who can help them in real life. When youth feel empowered to prevent and respond to being bullied, they become more in control of their online experiences and can consequently reap the benefits while deflecting or avoiding potential harms

5 Educate the Community Send information home to parents and sponsor a community education event on cyberbullying with the PTA or local businesses. Invite parents, grandparents, aunts, uncles, and other relevant adults to participate. Incentivize participation with door prizes, food, or other symbolic gestures or tokens of appreciation. I have started to talk to other children who have had a similar experience and try to help them because they are going through the same thing that I went through and it helps to talk to people who understand. I tell them to be brave and not to worry because everything will be OK. Student from England resp onding to Cyberbullying Investigate All Incidents Schools must thoroughly respond to all incidents in a timely manner. When made aware of a cyberbullying incident, schools need to: Assess the immediate threat Ensure the safety of the target (by separating the bully from the target and closely monitoring the situation) Demonstrate compassion and empathy to the target Restrain the bully if necessary Investigate and gather evidence Contact both students parents Notify key school staff (teachers, counselor, those who supervise the students in school, etc.) Contact the police when physical threats are involved Enforce disciplinary policy as appropriate Keep all evidence of your cyberbullying investigation including a file with screen shots, message logs, or any other content so that the seriousness of the behavior and its negative impact on the school and learning environment can be demonstrated. This is especially vital if the school intends to formally sanction students (e.g., suspensions, loss of extra-curricular privileges). Develop Creative Responses Schools should come up with creative (age-appropriate) response strategies when cyberbullying occurs, particularly for relatively minor forms that do not result in significant harm. For example, schools can encourage a variety of activities to raise awareness about the issue, such as student-created anti-cyberbullying videos that could be posted to YouTube, grassroots student pledge campaigns, and informative anti-bullying posters to be displayed in school hallways and classrooms. Contact Parents While students may know that cyberbullying is not tolerated and that their behavior may result in school-based discipline, the vast majority of these incidents can usually be handled informally by school staff calling, meeting or conferencing with the teenager or with his/her parents. School administrators need to communicate to all parties involved that all cyberbullying behaviors are to be taken seriously and not trivialized. Explicit action by the school is necessary to condemn the behavior while at the same time sending a strong message to parents and the rest of the school community that bullying in any form is wrong and will not be tolerated. Parents also need to know that some cyberbullying incidents do not fall under the purview of the school. In these cases, parents may want to pursue other civil or criminal avenues for any harassment, invasion of privacy, and/or intentional infliction of emotional distress that their children might have endured. Have a Range of Disciplinary Responses All disciplinary responses should be commensurate with the seriousness of the incident. With cases involving serious threats toward another student or where the target of the bullying no longer feels comfortable coming to school, or if the cyberbullying behaviors continue after informal attempts to stop it have failed, schools must consider a wide range of strong disciplinary action, including detention, suspension, changes of placement, or even student expulsion, as is necessary and warranted. Remember, if these types of disciplinary measures are required, it is critically important that educators clearly demonstrate the link between the cyberbullying and a disruption to the learning environment in school (or the infringement upon another student s rights to feel safe), as well as present evidence that supports their actions. Enlist Support of Law Enforcement When the cyberbullying involves a possible threat to the safety of students or staff, law enforcement needs to be notified. Other instances which can implicate police include cyberbullying involving: coercion or extortion; sexually-explicit pictures of minors; mistreatment based on race, sexual orientation/identity, gender, or another protected status; or stalking

6 Contact Companies If threats or explicit content are transmitted via the network resources of Content Service Providers (e.g., MSN, Google, Yahoo, Facebook), Internet Service Providers (e.g., Earthlink, Comcast, Qwest, Road Runner) or Cell Phone Service Providers (e.g., Sprint, Verizon, AT&T), contact these companies. They keep data that may serve as evidence on their servers for a limited period of time before permanently deleting it. They also have considerable experience working through cyberbullying cases and can be a resource to assist educators in gathering evidence, removing offending content, or putting them in touch with someone who can help. In Conclusion When considering the challenges posed by cyberbullying, it is clear that schools need to create an environment where students feel both comfortable talking with adults about this problem and confident that meaningful steps will be taken to resolve the situation. Schools also need to enlist the help of all stakeholders students, parents, educators, counselors, law enforcement, social media companies, and the community at large in order to make a real difference in reducing and ideally eliminating online mistreatment in all its forms and contexts. Hinduja, S. & Patchin, J. W. (2009). Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying. Thousand Oaks, CA: Corwin Press. CASEL.org. (2009). Social and Emotional Learning and Bullying Prevention. Collaborative for Academic, Social, and Emotional Learning. Collier, A. & Magid, L. A Parents Guide to Facebook. ConnectSafely. org. Commonsense Media. (2010). Digital Citizenship Curriculum for grades K 5 and Hinduja, S. & Patchin, J. W. (2012, Forthcoming). School Climate and CyberIntegrity: Preventing Cyberbullying and Sexting One Classroom at a Time. Thousand Oaks, CA: Sage Publications (Corwin Press). Jostens, Inc. (2011). Pause Before You Post: Resources for Students, Parents, and Educators. pause_before_you_post.html Nigam, H., & Collier, A. (2010). Youth safety on a living Internet. National Telecommunications and Information Administration. gov/reports/2010/ostwg_final_report_ pdf Ohler, J. B. (2010). Digital Community, Digital Citizen. Thousand Oaks, CA: Corwin Press. Resources Palfrey, J. G., Boyd, D., & Sacco, D. (2009). Enhancing child safety and online technologies: Final report of the Internet Safety Technical Task Force. Durham, NC: Carolina Academic Press. Patchin, J. W. & Hinduja, S. (2012, Forthcoming). Cyberbullying Prevention and Response: Expert Perspectives. Routledge. Donlin, M. (2009). Cyberbullying Curriculum. Seattle Public Schools. Myers, Jill Jolene, Donna S. McCaw and Leaunda S. Hemphill (2011). Responding to Cyber Bullying. Thousand Oaks, CA: Corwin Press. Trolley, Barbara and Constance Hanel (2010). Cyber Kids, Cyber Bullying, Cyber Balance. Thousand Oaks, CA: Corwin Press Shore, K. (2011). An Educator s Guide to Bullying Prevention (laminated reference guide). Port Chester, NY: Dude Publishing. Shore, K. (2011). The ABC s of Bullying Prevention: A Comprehensive Schoolwide Approach (DVD Series includes 4 DVDs and 4 books). Port Chester, NY: National Professional Resources, Inc. Author Information: Sameer Hinduja, Ph.D., Florida Atlantic University; Justin W. Patchin, Ph.D., University of Wisconsin-Eau Claire Dr. Hinduja and Dr. Patchin co-direct the Cyberbullying Research Center ( and travel around the United States and abroad training educators, parents, law enforcement officers and students about cyberbullying and online responsibility. Authors: Sameer Hinduja, Ph.D. & Justin W. Patchin, Ph.D Layout & Design: Andrea Cerone Price: $12.95 All rights reserved. No part of this publication may be reproduced or transmitted in any form, or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without written permission from the publisher. Dude Publishing, an imprint of National Professional Resources, Inc. Order From: National Professional Resources, Inc. 25 South Regent Street Port Chester, NY ~ 6