1. Understanding & Addressing Cyberbullying in Schools
Kathryn DePaolis, MSW, PhD
School of Social Work
Eastern Washington University

2. Today’s Agenda Define cyberbullying and its prevalence among youth
Review common consequences and concerns of cyberbullying
Review findings from a research study of 3-5 grade students in 6 elementary schools in a Midwest school district
Review potential strategies for assessing & intervening to address cyberbullying among students

3. True or False
Victims report that they are primarily cyberbullied by strangers.
Youth targeted by cyberbullying behavior suffer from anger, frustration, and sadness.
Traditional schoolyard bullies are also likely to be cyberbullies.
Cyberbullying does not result in physical harm to victims because it occurs (and is contained) completely online.
Most victims of cyberbullying tell an adult (parent or teacher) about their experience.
(Hinduja, S. & Patchin, J. (2009);

4. Bullying Defined
According to Washington statute Harassment, intimidation, or bullying includes;
Intentionally written message or image—including those that are electronically transmitted—verbal, or physical act, including but not limited to one shown to be motivated by race, color, religion, ancestry, national origin, gender, sexual orientation, including gender expression or identity, mental or physical disability or other distinguishing characteristics, when an act:
Physically harms a student or damages the student’s property or
Has the effect of substantially interfering with a student’s education or
Is so severe, persistent or pervasive that it creates an intimidating or threatening educational environment or
Has the effect of substantially disrupting the orderly operation of the school.

5. Cyberbullying Defined
Cyberbullying is bullying using electronic devices to initiate repeated negative behavior toward a less-powerful person.
Electronic name-calling, shunning and shaming are all forms of cyberbullying. So are spreading rumors, gossiping and making threats online.
Office of Superintendent of Public Instruction, 2018

6. Prevalence
A meta-analysis found cyber victimization rates ranged between 10-40%
Around 28% of youth report experiencing cyber bullying at some point in their lifetime
47% of youth in another study reported being bystanders to cyberbullying
Traditional bullying still more common among youth
Kowalski, 2014; Patchin & Hinduja, 2006; Smith, 2015

7. Why is this problem important?
Adolescents and Technology
92% of teens between the ages of 13 and 17 report going online daily
24% go online “almost constantly” (56% go on several times a day)
African American and Hispanic youth go online more frequently than white youth (34%, 32%, and 19% report going on almost constantly)
14% of children 8 and under are daily computer users
In US 92% of children have online presence by age 2
Increased Access
Approximately three quarters to youth ages have or have access to a smartphone
Of those with smartphones 94% report going online daily or more often
3 out of 4 youth (73%) access the internet through their cell phone, tablet or other mobile device
72% of children aged 8 and under have used a mobile device for media activities
Can provide positive benefits but used in harmful ways
(Common Sense Media, 2013; Holloway, Green, & Livingstone, 2013; Lenhart, 2015; Lenhart et al., 2011; Madden et al., 2013)

8. Cyberbullying and Social Work
Consistent with social work principles, theoretical perspectives, and value and ethical commitments
Social problem impacting vulnerable populations of children and adolescents
Social justice issue (e.g., disparate impacts on LGBTQ youth, students with disabilities)
Ecological phenomenon (consistent with person-in-environment perspective)
Although it is very likely that social work practitioners will face this issue in their work with youth and their families, few studies exist in social work literature to date
(Espelage, Bosworth & Simon, 2000; Slonje et al; 2013; Smith, 2015)

9. Consequences Depression Social Anxiety Low Self-Esteem
Suicide thoughts & attempts
Academic Problems
Physical Health Complaints
Substance Abuse
Environmental Impacts
(Bonnano & Hymel, 2013; Bauman & Newman, 2013; Didden et al., 2009; Hinduja & Patchin, 2010; Kowalski & Limber, 2013; Kuhlmann et al., 2013; Sourander et al., 2010; Ybarra & Mitchell, 2004)

10. Impact of Bullying on School Environment
Higher rates of truancy
Lower academic performance.
Lower levels of perceived teacher support
Lack of rule clarity and enforcement
More safety concerns
Lower levels of student respect for one another
Poorer student-teacher relationships and school bonding

11. Research Study with 3rd – 5th Grade Students
How does exposure to cyberbullying victimization change over time from 3rd-5th grade?
How is this change or lack of change influenced by individual characteristics (i.e., age, gender, traditional bullying involvement)?
How does exposure to cyberbullying victimization predict later emotional, social, and academic outcomes?

12. Sampling Procedures
Sample
Sampling occurred in 6 elementary schools in one Midwest school district
Population
Students in 3rd through 5th grades
Recruitment
660 students participated in year one data collection (T1 & T2)
960 students participated in year two data collection (T3 & T4)
Collection
Consented students participated in a confidential, online survey in the schools’ computer labs after obtaining youth assent

13. Participant CharacteristicsT1 T2 T3 T4
Gender
51.3% female
50.2% female
50.9% female
Age
M=9.35 (SD = 1.27)
M=9.78 (SD = .96)
M=9.52 (SD = 1.04)
M=10 (SD = 1.45)
Grade
3rd= 34.6%
4th = 29.1%
5th = 36.3%
3rd= 35.9%
4th = 27.3%
5th = 36.8%
3rd= 27%
4th = 34.7%
5th = 30.9%
3rd= 26.7%
4th = 34.3%
5th = 30.1%
Internet Access
92.9%
91.1%
89.0%
92.3%
Cell Phone Ownership
30.9%
52.1%
45.8%
54.2%
Traditional Victimization
(>1 incident)
45%
50%
48.9%
48.1%
Traditional Aggression
6.7%
12.2%
9.0%
9.1%
Cyber Victimization
1 incident
17.3%
29.8%
23.8%
22.6%
> 1 incident
15.5%
10.8%

14. Findings
Cyber Victimization increased between T1 and T2 and then decreased
Age, gender and experience with traditional bullying perpetration and victimization
No significant impact on initial level of cyberbullying victimization or the change in exposure to cyberbullying victimization over time
Social, emotional and academic outcomes
Significant relationship between self esteem and school connection with depression approaching significance (p = .057)
Participants with higher levels of cyber victimization at time point one reported significantly lower levels of self-esteem and felt less connected to school
Additionally, participants with higher levels of cyber victimization at time point one reported a higher levels of depressive symptoms

15. Assessment & Intervention

16. Why Intervene? Washington Law - RCW 28A.300.285
Defines bullying
Requires all schools to adopt anti-bullying policy (by 8/11) & address bullying when reported or identified
WA Law
OSPI & Cyberbullying
Tinker vs. Des Moines Independent School District (1969)
$1.1 Million dollar lawsuit in Tennessee against Public Board of Education

17. Assessment & Intervention – Micro Level
Become informed on popular technologies among youth
Youth informants
Where are kids going online & what are they doing
Talk to youth
Privacy settings
How to block
How to report and to whom
When is cyberbullying content actionable

18. Assessment & Intervention – Micro Level
Assess for behaviors and interactions that may indicate cyberbullying is occurring
withdrawal from social activities or interactions
symptoms suggestive of depression or anxiety or decreased self-esteem
increased aggression
fear of leaving the house, and academic problems such as truancy, declining grades, and decreased class participation.
Incorporate questions about youth’s online experiences into assessment process
Ask clear and direct questions about cyberbullying – during assessment process and ongoing

19. Assessment & Intervention – Micro Level
Provide emotional support and appropriate intervention strategies
Dependent on situation
Work with others in school to develop plan to address cyber bullying – for both victim and the youth engaging in the bullying behavior
Ensure that child being targeted has a safety and comfort plan
Assess impact/consequences and provide services accordingly
Refer to appropriate community resources as needed
If student comes to you to report cyberbullying…

20. Talking with Youth Targeted by Cyberbullying
What kind of bullying has occurred? Was it physical, verbal, relational, or cyber or a combination of these forms?
When and where has the bullying taken place?
How long has the bullying been going on?
How severe was the bullying? How often does it occur? How harshly has the victim been treated?
Has the nature of the bullying changed (i.e., is it getting worse; changing form)?
How much does the victim say he/she has been harmed by the bullying?
Who was or were the perpetrators? Were there others present (bystanders)? What did these peers do (encourage the bullying, ignore the bullying, join in the bullying, defend the victim)?
What did the victim in response? Did he/she tell anyone else about (teachers, friends, etc.)? If so, what were their reactions? What did they do?
Rigby (2008). Children and Bullying: How Parents and Educators Can Reduce Bullying at School

21. Recommendations for talking with children accused of cyberbullying
Determine whether they view this incident as cyberbullying
Discuss the incident with them as a teaching moment – do they understand the consequences of their behavior on the victim?
Lack of face to face contact – do not see impact on target
Disinhibition effect

22. Assessment & Intervention – Mezzo Level
In your schools
Partner with staff and administration to develop a positive climate that does not tolerate bullying
Identify community experts who can offer training to teachers and staff on cyberbullying
Identify ways cyberbullying can be assessed in the classroom and evaluate teachers’ confidence in addressing this issue among students
Collaborate with others to develop comprehensive cyberbullying prevention and intervention strategies
*School climate has to be that bullying is wrong

23. Assessment of Bullying and Current Practices
Are you familiar with your school’s anti-bullying policy?
How well is this policy followed?
Is training provided to staff? How often?
Do you have a formal system for reporting acts and tracking acts of bullying?
How do you currently intervene? Who is primarily responsible for talking with the victim and the alleged bully or bullies? If this is not YOU, then what is your role in responding to a bullying incident?
When do you involve parents? What is their role in preventing and intervening with bullying?
Community Partnership

24. Education Teachers and Staff
Anti-bullying training regularly that staff– both certified and classified – are required to attend that includes cyberbullying
Assess staff knowledge and attitudes prior to and after training to determine whether increases are found post-training
Clearly define bullying and describe all prohibited behaviors as articulated in the school’s anti-bullying policy
Train staff of using any required documentation to track and investigate bullying incidents
Educate staff on investigation protocols such as when to notify school administrators, parents, and law enforcement

25. Education
Parents
Importance of talking to their kids about safe, appropriate and responsible use of online communication technology (
What is cyberbullying – definition & examples
School policy on cyberbullying – including possible sanctions and how to report cyberbullying at school
Tips on how to respond
Community resources that can provide more information and assist if there child is victim or perpetrator of cyberbullying behavior

26. Assessment & Intervention – Macro Level
Collaborate with policy makers at the local, state and national levels seeking to incorporate cyberbullying into existing anti-bullying policies or assist in refining of current policies
Ensure that reactionary, criminalizing cyberbullying policies that are ineffective, and even potentially harmful are not enacted at the state or national level
Champion the implementation of evidence based cyberbullying practices and policies which are informed by research and support best practices

27. Conclusion Students perspectives on anti-bullying strategies
Previous research has revealed that students wish that school personnel would:
Notice and intervene in bullying situations
Provide assistance to victims; teach them how to cope
Involve the parents of both bullies and victims

28. Questions?
Future Directions – contact information