DOCSLIB.ORG

Cyber Violence Against Women and Girls in the Western Balkans

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Cyber Violence Against Women and Girls in the Western Balkans Cyber Violence against Women and Girls in the Western Balkans: Selected Case Studies and a Cybersecurity Governance Approach Geneva Centre for Security Sector Governance 20TH ANNIVERSARY Cyber Violence against Women and Girls in the Western Balkans: Selected Case Studies and a Cybersecurity Governance Approach Case Studies Aida Mahmutović, hvale vale Vasilika Laçí Introduction and Conclusion Eugenia Dorokhova 1 Copyright page Published in Switzerland by the Geneva Centre for Security Sector Governance (DCAF) DCAF Geneva P.O. Box 1360 CH-1211 Geneva 1 Switzerland © The Geneva Centre for Security Sector Governance (DCAF) 2021 First published March 31st, 2021 DCAF encourages the use, translation, and dissemination of this publication. We do, however, ask that you acknowledge and cite materials and that you refrain from altering the content. Authors: Eugenia Dorokhova, hvale vale, Vasilika Laçí, Aida Mahmutovic Editor: Franziska Klopfer Design by DCAF and DTP studio Cover photo: John Schobrich @johnschno Copy-edited by Cherry Ekins About this Publication This text was produced as part of the DCAF project ‘Enhancing Cybersecurity Governance in the Western Balkans’ (2018–21) and funded by the United Kingdom’s Foreign, Commonwealth and Development Office. The views expressed are those of the authors alone. Acknowledgements The authors of this paper wish to thank Vasilika Laçí for her generous support and voluntary contribution in co-authoring the Albania case study. Vasilika Laci`s knowledge of the context, language and politics in Albania, as well as her friendship and trust, made the research for this case study possible. The authors would like to sincerely thank Callum Watson and Megan Bastick for their invaluable expertise and suggestions on earlier drafts of this publication. Cyber Violence against Women and Girls in the Western Balkans: Selected Case Studies and a Cybersecurity Governance Approach About DCAF DCAF – Geneva Centre for Security Sector Governance is dedicated to improving the security of states and their people within a framework of democratic governance, the rule of law, respect for human rights, and gender equality. Since its founding in 2000, DCAF has contributed to making peace and development more sustainable by assisting partner states, and international actors supporting these states, to improve the governance of their security sector through inclusive and participatory reforms. It creates innovative knowledge products, promotes norms and good practices, provides legal and policy advice and supports capacity-building of both state and non-state security sector stakeholders. DCAF’s Foundation Council is comprised of representatives of about 60 member states and the Canton of Geneva. Active in over 80 countries, DCAF is internationally recognized as one of the world’s leading centres of excellence for security sector governance (SSG) and security sector reform (SSR). DCAF is guided by the principles of neutrality, impartiality, local ownership, inclusive participation, and gender equality. For more information visit www.dcaf.ch and follow us on Twitter @DCAF_Geneva. DCAF - Geneva Centre for Security Sector Governance Maison de la Paix Chemin Eugène-Rigot 2E CH-1202 Geneva, Switzerland Tel: +41 22 730 94 00 [email protected] www.dcaf.ch Twitter @DCAF_Geneva 3 Cyber Violence against Women and Girls in the Western Balkans: Selected Case Studies and a Cybersecurity Governance Approach Table of Contents Introduction: Cybersecurity Governance and Cyber Violence against Women and Girls in the Western Balkans – Connecting the dots ..............................................................................................................................5 Case Study 1 - Albania: Understanding gendered cyberviolence and discrimination: “Who’s Tabu?” ............................................................................................................................................................ 12 Case Study 2 – Bosnia and Herzegovina: Gendered cyberviolence enabled by loopholes in the traditional legal framework: “She who dares to challenge patriarchal structures shall face never-ending cyberabuse” ......27 Case Study 3 - Serbia: Gendered cyberviolence: “To exist is to resist” ................................................................................................................................................ 41 Conclusion: Summary of key findings and trends; Addressing cyberVAWG through principles of good governance; Areas of gender and cybersecurity requiring further research ............................................................ 55 4 Cyber Violence against Women and Girls in the Western Balkans: Selected Case Studies and a Cybersecurity Governance Approach Introduction: CYBERSECURITY GOVERNANCE AND CYBER VIOLENCE AGAINST WOMEN AND GIRLS IN THE WESTERN BALKANS – CONNECTING THE DOTS EUGENIA DOROKHOVA 5 Cyber Violence against Women and Girls in the Western Balkans: Selected Case Studies and a Cybersecurity Governance Approach Introduction: Cybersecurity Governance and Cyber Violence against Women and Girls in the Western Balkans – Connecting the dots Eugenia Dorokhova Over the last two decades, the internet has become embedded into nearly all areas of our day to day lives, in both noticeable and silent ways. We have become dependent on Information Communication Technologies (ICTs) and access to online services for work, pleasure, information, and communication. Such access is increasingly important for human development and networked ICTs have become a driving force in global economic growth. State infrastructures in sectors such as transportation, finance, commerce, medical care, and military defence are becoming ever more reliant on network connectivity. The possibility of any networked device receiving communications requests has, however, in many ways introduced new vulnerabilities and security risks. These security risks in cyberspace – or cybersecurity risks – need to be addressed and mitigated. Cybersecurity can be defined both as the state of being protected in cyberspace and the measures taken to protect cyberspace and its users’ assets.1 As such, cybersecurity not only requires technical solutions that help keep ICTs and services safe against attacks and incidents, it also requires a system of governance that sets out the roles and responsibilities of those involved in providing, managing, and overseeing cybersecurity. When thinking about possible models of cybersecurity governance, it seems useful to look at the concept of good governance in the security sector (SSG). Good SSG aims to make the state’s security sector more effective and accountable within a framework of democratic civilian control, respect for human rights and the rule of law.2 It therefore addresses many of the challenges that cybersecurity governance is also faced with. Good Governance and Cybersecurity Good SSG applies principles of good governance to the security sector, including: Accountability, Transparency, Rule of Law, Participation, Responsiveness, Effectiveness and Efficiency.3 Good security sector governance furthermore requires the justice and security sectors to understand people`s diverse needs and meet these needs as part of security provision, management and oversight.4 Applying the human security lens to cybersecurity means that this safety in 1 The Oxford Dictionary online defines cybersecurity as: “The state of being protected against the criminal or unauthorised use of electronic data, or the measures taken to achieve this.” The International Telecommunications Union has the following definition of cybersecurity: “Cybersecurity is the collection of tools, policies, security concepts, security safeguards, guidelines, risk management approaches, actions, training, best practices, assurance and technologies that can be used to protect the cyber environment and organisa- tion and user’s assets.” (Recommendation ITU-T X.1205) 2 For more information, see: DCAF Security Sector Reform Backgrounder, Security Sector Governance: Ap- plying the principles of good governance to the security sector (2015). Available online at: https://www.dcaf.ch/securi- ty-sector-governance-applying-principles-good-governance-security-sector-0 3 DCAF Security Sector Reform Backgrounder, Security Sector Governance: Applying the principles of good governance to the security sector (2015), p. 3. Available online at: https://www.dcaf.ch/security-sector-gover- nance-applying-principles-good-governance-security-sector-0 4 DCAF, OSCE/ODIHR, UN Women (2019), Security Sector Governance, Security Sector Reform and Gender, in Gender and Security Toolkit, Geneva. Available online at: https://www.dcaf.ch/tool-1-security-sector-gover- nance-security-sector-reform-and-gender 6 Cyber Violence against Women and Girls in the Western Balkans: Selected Case Studies and a Cybersecurity Governance Approach cyberspace should not only concern itself with protecting data and networks but also aim to enhance human security online. Below follows a description of these principles and an explanation of how they could be applied in cybersecurity.5 • Accountability: There are clear expectations for security provision, and independent authorities oversee whether these expectations are met and effectively impose sanctions if they are not. Cybersecurity requires the close cooperation between public and private actors, much more so than any other security sector. For example, state cybersecurity actors need to work closely with providers of online services
Load more

Recommended publications
  • Don't Filter Me
    “Don’t Filter Me” Interim Report FEBRUARY 1, 2011–AUGUST 31, 2011 By Chris Hampton Youth and Program Strategist Lesbian Gay Bisexual Transgender Project AMERICAN CIVIL LIBERTIES UNION 125 Broad Street, 18th Floor New York, NY 10004 www.aclu.org Table of Contents 3 | Overview 4 | “I was just looking for information about scholarships…” 4 | LGBT web filters 5 | Launch of “Don’t Filter Me” campaign 6 | The students respond 7 | Convincing public schools to remove their anti-LGBT filters 8 | Which brings us to the software filtering companies… 11 | “Don’t Filter Me” campaign at its six-month juncture 12 | Findings Overview In February of 2011 the ACLU launched the “Don’t Filter Me” campaign to prevent viewpoint- discriminatory censorship of positive LGBT web content in public schools nationwide. Many public schools use web filtering software to block students’ access to pornographic websites, in accordance with federal law. Unfortunately, many of the most commonly used web filtering software packages include a special category for websites that contain information about LGBT issues and organizations, even though the websites are not sexually explicit in any way. When public school districts block these LGBT categories, preventing students from accessing websites for positive LGBT rights organizations, they often still allow access to anti-LGBT sites that condemn LGBT people or urge us to try to change our sexual orientation. This viewpoint discrimination violates students’ rights under the First Amendment. In just six months the ACLU, through the “Don’t Filter Me” campaign, has made significant progress on the issue, is responsible for instituting major changes in public school policy nationwide, and has influenced major web software filtering companies to change their products so that they do not block positive LGBT materials.
    [Show full text]
  • The Next Dimension in Public Relations Campaigns
    The Next Dimension in Public Relations Campaigns: A Case Study of the It Gets Better Project Public Relations Journal Vol. 7, No. 2, 157-186 Special Issue: Diversity in Public Relations ISSN 1942-4604 1 © 2013 Public Relations Society of America By Jamie A. Ward University of Michigan, Dearborn Abstract This study examines the ways in which a campaign that is completely reliant on user-generated content (UGC) can not only successfully engage a diverse public but also maintain value and legitimacy while serving as the basis for motivating individuals to take action. Guided in part by the theory of network-enabled commons-based peer production, this study posits that by crafting a public relations campaign using authentic voice in conjunction with YouTube, public relations practitioners can empower individuals to become active participants in advocacy campaigns for social justice or the common good of society, thus creating unique, individual connections with their publics and essentially empowering others to use their voices to help these campaigns reach critical mass. To illustrate the success of such a campaign, an in-depth, critical case study of the It Gets Better Project, is conducted. 1 Address correspondence to Jamie Ward, University of Michigan – Dearborn, 4901 Evergreen Rd., Dearborn, Michigan 48128; Email: [email protected]. Ward – Public Relations Journal – Vol. 7, No. 2, 2013 – 158 The Next Dimension in Public Relations Campaigns: A Case Study of the It Gets Better Project The decline of traditional media outlets coupled with the advent of social media has forced public relations practitioners to continually search for innovative ways to connect with various publics.
    [Show full text]
  • Theorising Futurities 11 Alexa Athelstan and Rosemary Deller
    Graduate Journal of Social Science July 2012, Vol. 9, Issue 2 Editors: [email protected] Alexa Athelstan, University of Leeds, UK Rosemary Deller, University of Manchester, UK Book Review Editor: Melissa Kelly, Uppsala University, SE [email protected] Copy-Editor: Caroline Starkey, University of Leeds, UK Megan O’Branski, Newcastle University, UK Web-Editor: Robert Kulpa, Birkbeck College, London, UK Liaison and Board Coordinator Officer: Adam Pearson, Durham University Financial Officer: Lia Kinane, Lancaster University, UK Design and Layout: Amanda Conroy, London School of Economics, UK The Graduate Journal of Social Science (ISSN: 1572-3763) is an open-access online journal focusing on methodological issues of interdisciplinary relevance. The journal pub- lishes three issues per year, two of which are regular thematic editions organised by the in-house editors and one of which is a special edition organised by guest editors, which brings together innovative and instructive papers from all disciplines. GJSS welcomes submissions from both senior and junior academics, thus providing a forum of publication and exchange among different generations engaged in interdisciplinary research. GJSS is published by EBSCO publishing. For subscription inquiries, requests, and changes, please visit: http://gjss.org/index.php?/ Contact-us/Graduate-Journal-of-Social-Science.html. or Email: [email protected] All the content and downloads are published under Creative Commons license © 2012 by Graduate Journal of Social Science. All Rights Reserved. CONTENTS
    [Show full text]
  • For My Family
    For my family. You’re Not Pretty Enough – Page 1 of 230 You’re Not Pretty Enough Extraordinary stories from an (un) ordinary life. By Jennifer Tress Table of Contents Author’s Note………………………………………………………………………………………….Page 3 Introduction……………………………………………………………………………………………Page 4 Sex Education………………………………………………………………………………………….Page 5 Contra Dancing and The Art of Teenage Rebellion…………………………………….Page 24 How to be Responsible…………………………………………………………………………….Page 30 Insects and Other Such Snacks……………………………………………………………..…..Page 35 Shot Through the Heart……………………………………………………………………………Page 45 Come Together, Right Now, Over Weed…………………………………………………….Page 63 The Path of Most Resistance……………………………………………………………………..Page 67 You’re Not Pretty Enough…………………………………………………………………………Page 84 Be Careful What You Wish For………………………………………………………………….Page 126 How to be an Asshole……………………………………………………………………………….Page 146 How Not to be an Asshole…………………………………………………………………………Page 164 Road Trip………………………………………………………………………………………………...Page 180 Epilogue: Separation, To Save the Marriage……………………….……………………...Page 214 Afterword: You’re Not Pretty Enough, The Movement……………………….……...Page 223 Acknowledgements………………………………………………………………………………….Page 230 You’re Not Pretty Enough – Page 2 of 230 Author’s Note All of the stories contained here are true and based on my memories, as well as the memories of others who were associated with the events. To move the story along, sometimes I truncated timelines or consolidated characters. Some names were also changed. You’re Not Pretty Enough – Page 3 of 230 Introduction This is a book about defining moments. We all have them, or a series of them, that when added up give us insight into who we are and why we do things. Come along as I tell you mine… You’re Not Pretty Enough – Page 4 of 230 “Sex Education” By Jennifer Tress SEX EDUCATION When my mom was pregnant with my younger sister, I asked her where babies came from.
    [Show full text]
  • The Trevor Project and It Gets Better Project: Models for Suicide Prevention for LGBT Youth?
    Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Tereza Cahová The Trevor Project and It Gets Better Project: Models for Suicide Prevention for LGBT Youth? Bachelor’s Diploma Thesis Supervisor: Jeffrey Alan Vanderziel, B.A. 2017 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Author’s signature Acknowledgment First, I would like to thank my supervisor Mr. Jeffrey Vanderziel for his patience and support. Next, I my thanks goes to Mr. Ondřej Harnušek for his support and ideas when I was lost. Finally, I would like to thank my family and my boyfriend without whom this thesis would have never came into existence. 3 Tables of Content: Acknowledgment ................................................................................................ 3 Chapter One: Introduction .................................................................................. 5 Chapter Two: Is truly every LGBT youth at risk of suicidal behavior? .............. 10 Chapter Three: Terminology ............................................................................ 14 Chapter Four: School and Family Environment and Suicidal Factors .............. 20 Chapter Five: Prevention Programs ................................................................. 29 Chapter Six: Conclusion ................................................................................... 36 Works Cited.....................................................................................................
    [Show full text]
  • An Analysis of the It Gets Better Project
    qsmpc 1 (1) pp. 85–94 Intellect Limited 2016 queer studies in media & popular culture Volume 1 Number 1 © 2016 Intellect Ltd Article. English language. doi: 10.1386/qsmpc.1.1.85_1 Janna Jackson kellinger and lianna levine University of massachusetts Boston While you wait: an analysis of the it gets Better Project aBstract keyWords This article analyses videos created for the It Gets Better Project as well as comments bullying by their viewers. The authors examined the top 21 videos based on number of views It Gets Better Project and rising popularity. Upon analysis of the comments, it was noted that the major- LGBT youth ity of them place the onus on the victim to ‘stick it out’ and wait until they are older queerness for the bullying to stop, as opposed to advocating for support and action by respon- suicide sible adults or bystanders, or even themselves. In addition, the messages within the video videos and the comments rarely offered ideas regarding how to put an end to the violence bullying or that the bullies should be held responsible for their actions. This article draws attention to the unintended, and sometimes contradictory, messages received even when the goal is support. In the wake of a number of publicized gay suicides in the United States, author Dan Savage and his partner, Terry Miller, started the It Gets Better Project. It originally was designed to address the anti-gay bullying epidemic by having individuals in the gay community post their personal stories via video to give gay youth hope. However, it has grown to the point where people outside the gay community have posted videos as well, including straight politicians, celebrities and sports teams.
    [Show full text]
  • LGBTQ+ Art, Archiving, and Activism in Contemporary Appalachia
    Wildcrafting Our Queerness: LGBTQ+ Art, Archiving, and Activism in Contemporary Appalachia A thesis submitted in partial fulfillment of the requirement for the degree of Bachelor of Arts in American Studies from The College of William and Mary by Maxwell Cloe Accepted for ___________________________________ (Honors, High Honors, Highest Honors) ________________________________________ Leisa Meyer, Director ________________________________________ Jay Watkins III ________________________________________ Charles McGovern Williamsburg, VA May 8, 2020 Table of Contents INTRODUCTION: Queerness and the Mythical Appalachia 1 CHAPTER 1: Art 17 CHAPTER 2: Archiving 49 CHAPTER 3: Activism 88 CONCLUSION: Networks and the Ethics of Oral History 118 APPENDIX: Art and Images Referenced 123 BIBLIOGRAPHY 138 Cloe 1 INTRODUCTION: Queerness and the Mythical Appalachia Appalachia is a region of myths. For decades, Appalachia has existed in the national imagination as an alien wasteland. The mere mention of the mountains, which stretch over 2,000 miles from New York to Alabama, conjures images of toothless hillbillies and dusty coal miners tragically fighting for survival in a landscape that is wildly uninhabitable for anyone daring to enter. Appalachia is, for many, out of place and out of time—an empty spot on the map of the United States where everyone lives without electricity, running water, or the modern liberal politics of the metropoles down below. These dominant narratives regarding Appalachia have mobilized even more aggressively over the course of the past few years. During the months leading up to and following Trump’s election, major news outlets scrambled to explain why such an outwardly hateful and unrespectable person routinely usurped the other, respectably liberal candidates.
    [Show full text]
  • “Like Picking up a Seed, but You Haven't Planted It”
    International Journal of Child, Youth and Family Studies (2014) 5(1): 204–219 “LIKE PICKING UP A SEED, BUT YOU HAVEN’T PLANTED IT”: QUEER YOUTH ANALYZE THE IT GETS BETTER PROJECT Shelley L. Craig, Lauren McInroy, Ramona Alaggia, and Lance T. McCready Abstract: Youth who identify as lesbian, gay, bisexual, transgender, or queer [LGBTQ] are at elevated risk of experiencing verbal and physical harassment, as well as an array of negative outcomes, including increased violence and suicidality. The purpose of this study was to solicit input from LGBTQ youth (n = 19) about the strengths, limitations, and influence of an online video project focused on suicide prevention, the It Gets Better Project [IGBP]. Using a grounded theory approach, in-depth interviews were conducted and participant responses were analyzed using ATLAS.ti.6.7. Several major themes regarding participants’ perspectives on the IGBP emerged from the analysis. Participants indicated that they perceived the IGBP as a positive start towards change, with the project drawing attention to the concerning issue of LGBTQ youth vulnerability for increased suicidality. However, they also identified flaws with the content and focus of the project, indicating the campaign requires significant further development to provide tangible resources to youth at risk of suicide. Recommendations are made and discussed to help inform future research and practice efforts. Keywords: LGBTQ; youth; It Gets Better Project; media; suicide Acknowledgements: The authors wish to acknowledge and thank the youth participants who generously provided their time and insight. This study was funded by a Social Sciences and Humanities Research Council of Canada Insight Grant (#491406).
    [Show full text]
  • Group Norms 1. Be Smarter Than Your Phone
    Training Overview Introductions Group Norms First Impressions of LGBTQ Core Vocabulary Genderbread Person & LGBTQ Umbrella Privilege for Sale Questions Questions Questions Scenarios Wrap-up and Feedback 2 Group Norms 1. Be Smarter than Your Phone No matter how good you are at multi‐tasking, we ask you to put away your phone, resist from texting and all that jazz. We will take a break and you can send a quick text, snap, tweet, insta, etc. at that point. If you are expecting a phone call you cannot miss we will not judge! 2. Questions, Questions, Questions Please feel free to ask questions at any time throughout this training. Unless someone is mid‐sentence, it is always an appropriate time to ask questions. Even if it isn’t relevant to the topic, throw it out there – get it off your mind and onto ours. 3. Vegas Rule Slightly modified! So during the training someone may share something really personal, may ask a question, may say something that they wouldn’t want attached to their name outside this space. So remember that what is said here stays here and what is learned here should leave here. You’re welcome to share anything that we say in this space with others and attach it to our name but we respectfully request that you take away the message from others’ shares and not their names. 4. LOL We really appreciate it if, at some point, y’all could laugh! This training is going to be fun, and we’ll do our best to keep it upbeat, so just know… it’s ok to laugh! Laughter indicates that you’re awake, that you’re paying attention, and that we haven’t killed your soul.
    [Show full text]
  • Bullying Victimization As a Disability in Public Elementary and Secondary Education Douglas E
    University of Missouri School of Law Scholarship Repository Faculty Publications Summer 2012 Bullying Victimization as a Disability in Public Elementary and Secondary Education Douglas E. Abrams University of Missouri School of Law, [email protected] Follow this and additional works at: http://scholarship.law.missouri.edu/facpubs Part of the Disability Law Commons, and the Education Law Commons Recommended Citation Douglas E. Abrams, Bullying Victimization as a Disability in Public Elementary and Secondary Education, 77 Mo. L. Rev., 781 (2012). This Article is brought to you for free and open access by University of Missouri School of Law Scholarship Repository. It has been accepted for inclusion in Faculty Publications by an authorized administrator of University of Missouri School of Law Scholarship Repository. CONCLUSION Bullying Victimization as a Disability in Public Elementary and Secondary Education Douglas E. Abrams I. INTRODUCTION A. Jamey Rodemeyer (1997-2011) "JAMIE IS STUPID, GAY, FAT AND UGLY. HE MUST DIE!"' "I wouldn't care if you died. No one would. So just do it :) It would make everyone WAY more happier!"2 "Kill your self!!!! You have nothing left!"3 "you're a bad person, you don't belong here, jump off a bridge or some- thing! " "Go kill yourself, you're worthless, ugly and dont have a point to live."5 "You werent born this way. You shouldnt have ever been born."6 "Jamie" was Jamey Rodemeyer, a 14-year-old freshman who was start- ing his second week at Williamsville North High School in Williamsville, New York, in the fall of 2011.7 For several months, classmates targeting him as gay sent messages such as these in social media, the climax of bullying * Associate Professor of Law, University of Missouri School of Law.
    [Show full text]
  • You've Got to Admit, It's Getting Better (All the Time): Straight Allies in the It
    Southern Illinois University Carbondale OpenSIUC Research Papers Graduate School Spring 4-12-2012 YOU'VE GOT TO ADMIT, IT'S GETTING BETTER AL( L THE TIME): STRAIGHT ALLIES IN THE IT GETS BETTER PROJECT Amanda Buday Southern Illinois University Carbondale, [email protected] Follow this and additional works at: http://opensiuc.lib.siu.edu/gs_rp Recommended Citation Buday, Amanda, "YOU'VE GOT TO ADMIT, IT'S GETTING BETTER ALL( THE TIME): STRAIGHT ALLIES IN THE IT GETS BETTER PROJECT" (2012). Research Papers. Paper 197. http://opensiuc.lib.siu.edu/gs_rp/197 This Article is brought to you for free and open access by the Graduate School at OpenSIUC. It has been accepted for inclusion in Research Papers by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. YOU’VE GOT TO ADMIT, IT’S GETTING BETTER (ALL THE TIME): STRAIGHT ALLIES IN THE IT GETS BETTER PROJECT by Amanda Buday B.A. Indiana University South Bend, 2010 A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Arts Department of Sociology In the Graduate School Southern Illinois University Carbondale May 2012 RESEARCH PAPER APPROVAL YOU’VE GOT TO ADMIT, IT’S GETTING BETTER (ALL THE TIME): STRAIGHT ALLIES IN THE IT GETS BETTER PROJECT by Amanda Buday A Research Paper Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Arts In the field of Sociology Approved by Dr. Chris Wienke, Chair Dr. Jen Dunn, Second Reader Graduate School Southern Illinois University Carbondale April 4, 2012 AN ABSTRACT OF THE RESEARCH PAPER OF Amanda Buday, for the Master’s degree in Sociology, presented on April 13, 2012, at Southern Illinois University Carbondale.
    [Show full text]
  • Dealing with Bullying and Cyber-Bullying
    helpguide.org http://www.helpguide.org/mental/bullying.htm Dealing with Bullying and Cyber-bullying www.Helpguide.org Reprinted with permission for personal or non-profit use. Visit www.helpguide.org to see the article with links to related articles. © Helpguide.org. All rights reserved. This material is for information and support; not a substitute for professional advice. TIPS FOR KIDS, TEENS, PARENTS, AND TEACHERS Bullying and Suicide If bullying means you, or someone you know, feels suicidal, please call 1-800-273-TALK (8255) in the U.S., or visit Befrienders Worldwide to find a helpline in your country. Why bullying and cyber-bullying hurts Bullying is repeated aggressive behavior that can be physical, verbal, or relational. Boys frequently bully using physical threats and actions, while girls are more likely to engage in verbal or relationship bullying. The results are similar: You are made to feel hurt, angry, afraid, helpless, hopeless, isolated, ashamed, and even guilty that the bullying is somehow your fault. You may even feel suicidal. Your physical health is likely to suffer, and you are at a greater risk of developing mental health problems such as depression, anxiety, low self-esteem, or adult onset PTSD (post-traumatic stress disorder). You’re more likely to miss, skip, or drop out of school to avoid being bullied. The most damaging aspect of bullying is its repetition. Bullies are often relentless, bullying over and over again for long periods of time. You may live in constant fear of where and when the bully will strike next, what they’ll do, and how far they’ll go.
    [Show full text]