Cyberbullying – the New Age of Harassment

Cyberbullying – The New Age of Harassment

SUMMARY effects on students’ social and emo- For school-aged tional well-being and can interfere with The reality of learning and the healthy development cyberbullying and its children, being far-reaching effects are harassed before, during or after school of social relationships. described in this author’s is a long existing problem. While cautionary review of many schools have certainly mobi- Cyberbullying: What Is It and What Does It Look Like? the many ways that lized to address the issues associated cyberbullies pervade the According to the Pew Internet and landscape in our schools. with bullying on school property, the American Life Project, 93 percent of This author presents an problem has unfortunately expanded overview of the digital beyond the school. Since the classic teens use the Internet and 63 percent footprint, explores some schoolyard bully now extends into of teens go online daily. Lenhart of the reasons the cyber world, our digitally bound (2010) shares that among teens, 75 for cyberbullying, and percent have cellphones (up from 63 offers tips for schools youngsters are at risk in new and dif- on its prevention. ferent ways. Within this vast network percent in 2007), 50 percent talk to it can be difficult for adults to monitor friends daily (up from 35 percent in and protect children from the dangers 2007), and 54 percent send text mes- they face from the cyberbully. With sages daily (up from 27 percent in the advent of mobile devices, the bully- 2007). ing that goes on “beyond school” can “[Cyberbullying is the]…willful sometimes hover right under the radar. and repeated harm inflicted Undermining trust and peer-to-peer through the use of computers, relations, cyberbullies have no bound- cellphones, and other electronic aries and their efforts can easily disrupt devices (Hinduja & Patchin, the natural flow of social dynamics that 2009).” reinforce classroom culture. This type of harassment can have far reaching

Nancy Sharoff is a teacher on special assignment in Ellenville, NY and a member of the Ellenville Teachers Association.

Educator’s Voice n Volume VII n Page 74 Nancy Sharoff, Ellenville Teachers Association

Cyberbullying can take many forms. These include rumor spreading; flaming — sending angry, rude, vulgar messages; harassment — repeatedly sending a person offensive messages; cyberstalking — harassment that includes threats of harm; denigration — put downs; mas- querading — pretending to be someone else and sending/posting material that makes that individual look bad; outing and trickery — sending/posting material about a person that contains sensitive, private or embarrassing information; and exclusion — intentionally excluding a person from an online group, such as an IM (instant message) buddy list.

Here is one example of a cyberbullying text: “U R 1 ugLE l%kin chk. Ill b suR 2 catch U l8r.” (Translated: You are one ugly looking chick. I’ll be sure to catch you later.) Another example is creating a fake Facebook page in an innocuous name, yet with sufficient clues contained within the page to give the appearance of being an actual student in school and using that page to post derogatory com- ments about classmates. The emotional and mental toll on the student who appears to be the creator of the page can be such that they avoid coming to school and when in school they are ostracized by their friends.

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Cyberbullying occurs in (but not limited manner while a third person video- to) the following environments: tapes the event on a cellphone. The n Instant messaging (IM) — This video is uploaded to a social net- venue allows for multiple users, has working or media sharing website. the appeal of anonymity and the Reasons for Cyberbullying: What ability to exclude others; text can be Does the Data Say? copied and sent to others. “The perception of invisibility can influ- n Chat rooms — This venue allows for ence behavioral choices. It undermines real time communication with the the impact of the potential for negative ability for the cyberbully to exercise consequence. This makes it easier to exclusion. rationalize an irresponsible or harmful n Polling websites — This venue has action due to the lack of potential for questions which allow participants detection (Willard, 2007).” to vote for youth with particular traits. According to a study by Hinduja and Patchin (2009) the top three reasons n Email — This venue allows the given by cyberbullies for their actions cyberbully to send offensive messag- are: revenge (22.5 percent), the victim es and masquerade as someone else. deserved it (18.7 percent), and ‘for fun’ n Text messages — In addition to text, (10.6 percent). Cyberbullies justified cellphones have the ability to send their actions with the following excuses: images and video as well. The rise in “It was just text,” “I didn’t mean to hurt the use of cellphones has lead to two them,” and “I was just messing phenomena related specifically to around.” cyberbullying: “Bluetooth Bullying” and “Happy Slapping.” Bluetooth Bullying allows a cyberbully to send a message to all Bluetooth-enabled cell phones within a certain radi- us; it is meant to shock and upset the victim as he does not know from where the message is originating. Happy Slapping involves a target who is approached and provoked in some

Educator’s Voice n Volume VII n Page 76 Why are people willing to do or say stakeholders; graduated consequences things on the Internet that they would in place for violations; procedures for be much less likely to do or say in per- reporting incidences; procedures for son? Perhaps because the young and investigating incidences; clearly stated adolescent brains have not yet devel- language in a school district’s oped to the point where they can make Acceptable Use Policy regarding in- decisions and exercise self-control. school discipline of a student’s off- Youth are very “now” oriented; their campus speech which has a focus is on the present and not on any “substantial disruption of the learning long-term implications so there is no environment” (Tinker v Des Moines connection for them between action Independent Community School and consequences. District, 1969); and preventive measures (workshops, professional devel- Prevention: A Call to Action opment, assemblies). Preventive In an effort to address issues of bully- measures are most effective if set-up as ing in public schools, New York state a three pronged approach — staff, stu- lawmakers passed the Dignity for All dents, community/parents. The staff Students Act (DASA), which took receives training on identifying inci- effect in July 2012. This act seeks to dences of cyberbullying (some possi- provide a safe and supportive environ- ble signs include avoiding friends, ment (bully-free) for elementary and appearing sleep deprived, and reluc- secondary school students when they tant use of cellphones and computers), are on school property, a school bus, reporting incidences and on how to or at a school function. While this act incorporate cyberbullying into their helps to address incidences within the curriculum. New York state’s DASA school ‘environment’, school districts amendment (July 2013) requires need to raise awareness and help stu- teacher candidates to complete six dents develop strategies to deal with hours of training in harassment, bully- the cyberbullying that is beyond the ing and discrimination prevention. reach of school districts. Students are instructed in issues of cyberbullying through a variety of Hinduja and Patchin (2009) have resources, including small counseling identified six elements for an effective groups. Students are also instructed school cyberbullying policy. These using Common Sense Media curricu- six elements include clear and specific lum units that are available for free for definition of language that relates to teachers to use within the classroom and is communicated to ALL (see resource section). Students are

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Regardless of the made aware of procedures for reporting Internet safety rules can easily be added incidences through assemblies at the into the discussion. At the middle approach taken to beginning of the school year. Parents school level, the use of hoax photo- address the issues and guardians are provided with various graphs (pictures of 30-foot alligators, opportunities to attend workshops deal- etc.) can help students understand that of cyberbullying, ing with not only cyberbullying, but also not all they see or read online is true. At one of the key how to manage their “connected” child. the high school level, students can focus on their personal use of technology and components is As educators, we need to assess cyber- how these affect their lives. As educa- teaching our bullying in our districts. To do this tors, we need to make certain that our effectively, anonymous surveys are rec- students are aware of the district’s moni- students how to ommended, with the terms clearly toring and filtering software (normally detect and manage defined (cyberbullying, etc.). Surveys maintained by the district’s Instructional can be used to ascertain whether a stu- Technology position and is required by their own emotions dent has been cyberbullied, where the law for districts to adhere to the and make good incidence(s) occurred, who the bully Children’s Internet Protection Act ). was (anonymous, school friend, friend social decisions. of the family), and frequency of occur- Instruction about cyberbullying and rences. It is important for these surveys what it means to be a responsible digital to be conducted at regular intervals in citizen needs to begin in the primary order to evaluate trends. As educators, grades. Englander (2012) studied more we need to educate and be educated on than 11,000 third through fifth graders the subject. In addition to assemblies for in New England schools during 2010 to students, the use of peer mentoring has 2012. In her findings she reported, been used to familiarize students with “Most elementary cyberbullying issues related to cyberbullying. A sim- occurred in online games. Use of ple Web search will show that there are Facebook increased among third, a number of organizations that provide fourth, and fifth graders between resources to help educate students and 2010-12, especially among girls. that offer professional development Cellphone ownership increased in options for K-12 educators. every grade.” (Englander, 2012)

Educators can incorporate concepts of Regardless of the approach taken to cybersafety and cyberbullying into their address the issues of cyberbullying, one curriculum. Specifically, at the elemen- of the key components is teaching our tary school level one might use the students how to detect and manage their book, Officer Buckle and Gloria, by own emotions and make good social Peggy Rathmann; though this book decisions. addresses safety rules in general,

Educator’s Voice n Volume VII n Page 78 How can we as educators and the edu- Tips for Staying Safe Online cational community address the issues surrounding cyberbullying and help to n Set up a Google Alerts to monitor your online presence. Not only ensure the learning and social and emo- should you use your names as the search query, but also any aliases tional well-being of our students? (gaming avatar names, etc.) that you may be known as online. “… [the] best way for a school district n Never, ever post anything about yourself or anyone else that you would not want to see as the main story of tomorrow’s newspaper to protect its students & protect itself or this evening’s television news story. Ask yourself how you would from legal liability is to have a clear feel if that information was the main story of a newspaper or the and comprehensive policy regarding evening television news story one year from now. bullying and harassment, technology n Since many websites require registration, do not provide more and their intersection: cyberbullying information than is absolutely necessary (oftentimes the fields that (Hinduja & Patchin, 2009).” are required are marked by an asterisk). In this case, less is better. n Do a monthly Google search on your own name (and any aliases). Check not only the ‘Web’ portion of the search, but also the The Digital ‘Footprint’: ‘Images’ portion. What Steps Your Students Should Take Now It is never too early — nor too late — to simply do a Google search and click on teach about one’s digital footprint. As the word ‘cached’ in the results to see the music group, The Police, sing in previous pages of a website. their song, “Every Breath You Take,” More and more college admission offic- “… every move you make, every step es are now checking an applicant’s you take, I’ll be watching you.” There is online presence as part of the admis- a permanent record of everything that sions process. More employers are you do online, or, what others have requesting permission of perspective posted about you online. The Facebook employees to visit their social network- account you thought was private is ing profiles. What students do today NOT actually private. The picture taken online may have an impact on their by someone who was a friend yesterday, futures. The graphic above includes but is no longer a friend today is now some steps students can take to make part of a larger online photo sharing certain that their online presence is one website, with the rights set to “public.” they can be proud of. While some of An email address you had 12 years ago these strategies can be used by upper and deleted 11 years ago is still available elementary students themselves, others for all to view. How easy is it to access should be shared and supported by this information? Go to the Internet educators and parents/guardians. Archive (http://www.archive.org/) or continued on following page

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Remember, there is NO such thing as References a “Delete” button online. PERIOD. Englander, E. (2012). Cyberbullying among 11,700 elementary school students, 2010- Cyberbullying and its resulting dam- 2012. InMARC Research Reports. Paper 4. http://vc.bridgew.edu/marc_reports/4 age to a student’s learning and social and emotional well-being is not a risk Hinduja, S., & Patchin, J.W. (2009). Bullying beyond the schoolyard: Preventing any educator is willing to take. Take and responding to cyberbullying. action now. Learn more about the Thousand Oaks, CA: Corwin Press. changes you can make in your class- Lenhart, A. (2010) Cyberbullying: room, speak with colleagues, bring up What the Research Tells Us. Pew Internet & American Life Project. these discussions with your adminis- Retrieved from http://www.pewin trators, and always, always keep the ternet.org/Presentations/2010/May/ well-being of your students in mind. Cyberbullying-2010.aspx New York State Education Department (2013). The Dignity Act. n.d. Retrieved from http://www.p12.nysed.gov/dignityact/ Willard, Nancy (2007). Cyber-safe kids, cyber-savvy teens. San Francisco, CA: John Wiley & Sons, Inc.

Educator’s Voice n Volume VII n Page 80 Resources recommended by the author Kraft, E. (2006). Cyber bullying: A world- wide trend of misusing technology to harass Aftab, P. (2006). http://www.wiredsafety.net others. The Internet Society II: Advances Berson, I.R., Berson, M.J. & Ferron, J.M. in Education, Commerce, & Governance, (2002). Emerging risks of violence in the 36, 155-166. digital age: Lessons for educators from Meridian: A Middle School Computer an online study of adolescent girls in the Technologies Journal, 5(2). Retrieved United States. October 12, 2013 from http://www.ncsu. Cairns, R.B., Cairns, B.D., Neckerman, H.J., edu/meridian/sum2002/cyberviolence/index. Gest, S.D. & Gariepy, J.L., (1988). Social html networks and aggressive behaviour: Peer Shariff, S. (2008).Cyber-bullying: Issues and support or peer rejection? Developmental solutions for the school, the classroom and Psychology, 24, 815-823. the home. New York, NY: Routledge. i-SAFE (2005-06). At risk online: National assessment of youth on the Internet and the effectiveness of i-SAFE Internet safety education. Retrieved from http://www.i- safe.org/wp/?page_id=206

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