1. A Staff Development created by Martha Littles
Cyber Kids, Cyber Bullying, and Cyber Balance by Barbara Trolley and Constance Hanel
A Staff Development created by Martha Littles
Image: corwin.com

2. Welcome to their world Our students live in the digital world.
87% of US teens (21 million) use the Internet. This is a 73% increase since 2000.
It is our responsibility to enable them to move safely and with respect for others in this world. This is called “digital citizenship.”

3. Positive uses for technology
Instantaneous communication
Search for information quickly and easily
Everyone has a voice
Socialization – especially for those who find face-to-face communication difficult
Children can stay in touch with parents
Fosters connections between people

4. PERMANENCE challenges
Words and images cannot be retrieved or taken back
Information becomes a permanent record to be shared, repeated, manipulated, and possibly used against you
Others can record, distribute, and even alter what you’ve said or written
Teach students - If you wouldn’t say it to their face, don’t say it online. Chances are, they will see it eventually!

5. IMPULSIVITY Challenges
It’s very easy to type a quick response without thinking that will have lasting consequences
Teens and younger students are very impulsive and often unable to think through the possible consequences of their actions
Image: healthtap.com

6. Anonymity/Emotionally Removed from Others
Challenges
Anonymity/Emotionally Removed from Others
Empathy is removed when you can’t see the person’s reaction to your hurtful words.
“A sense of invisibility, coupled with inexperience, sets the stage for tragedy.”
Image: sobernation.com

7. Challenges Lack of affordability/access
Learning curve – leaving older generations behind
Loss of productivity/focus at work and school
Long term effects of texting and tech lingo on writing skills
So much information is available – do young people actually know how to access it and are they motivated to do so? Do they access quality, reliable sources?
Misinterpretation of communication without facial and nonverbal cues
Breaches of confidentiality
Exposure to pornography
Parents are not as tech savvy as their children – lack of supervision

8. Cyberbullying - Definitions
Being cruel to others by sending or posting harmful or embarrassing material using technological means
The use of any electronic means to harm another individual
Image: cnn.com

9. How does it differ from “traditional” bullying
Technology allows cruelty to be exponentially more far reaching and cruel
Empathy is removed when you are shielded from seeing the face of the person whom you’ve harmed
Often occurs off school property – more difficult to monitor
Cyberbullies often have good relationships with adults and teachers
Illusion of anonymity and the ease of responding without the physical presence of the other person allows children the “freedom” to do things they might not otherwise do.

10. CyberBullies’ technology
Blogs IM
Chat rooms
Smart phones
Personal web sites

11. statistics

12. statistics
Taken from an i-SAFE America survey of students nationwide

13. statistics Girls are more likely than boys to spread rumors
Boys tend to physically threaten peers online
Up to 90% of youth who have been cyberbullied do not tell an adult
Fear of losing tech privileges
Cyberbullying behaviors peak in middle school and high school
Seventh grade is considered a key transition point
peer conflict
Cliques
rapid hormonal changes
increased academic responsibility

14. It’s a gray area Cyberbullying is not black and white.
Friendly one-upmanship banter turns ugly?
A negative is sent to a peer who has physically bullied another student?
Negative song lyrics are typed and sent to a peer?
Many incidents can often be perceived by one party but not the other as cyberbullying.
Often cyclical – only partial documentation is presented to make one child seems like a victim and one the instigator when it is often a cyclical process.

15. Cyberbully categories
Vengeful angel
Righting wrongs
Protecting themselves and others
It is important to understand the types of cyberbullying to that underlying motivations can be understood. A more thorough assessment of the situation, and needed clarity for required interventions will result from careful consideration.
Image: glogster.com

16. Cyberbully categories
Power-hungry
Want a reaction
Control others with fear
Revenge of the nerds – getting back online when they can’t do so face-to-face
Image: etcjournal.com

17. Cyberbully categories
Mean girls
Bored
Ego based
Often group based
Cannot work in isolation
Image: examiner.com

18. Cyberbully Categories
Entitled
Put down those to whom they feel superior
Feel they have the right to harass and demean others who they deem different or inferior
Image: babble.com

19. Cyberbully categories
Inadvertent Bully
Does not realize it’s wrong or harmful
Role-playing

20. Types of cyberbullying
Flaming
Online fights using messages with angry and vulgar language
Image: whatknows.com

21. Types of cyberbullying
Harassment
Repeatedly sending offensive, rude, or insulting messages

22. Types of cyberbullying
Denigration
“dissing” someone online
Sending or posting cruel gossip, rumors, or pictures about a person to damage his or her relationship or friendships
Image: standard.co.uk

23. Types of cyberbullying
Impersonation
Pretending to be someone else and sending or posting material online that makes a person look bad, gets that person in trouble or danger, or damages that person’s reputation or friendships
Image: sfgate.com

24. Types of cyberbullYing
Outing and Trickery
Sharing someone’s secrets or embarrassing information online
Tricking them into doing the same

25. Types of cyberbullying
Exclusion
Intentionally excluding someone from online groups or “buddy” lists
Image: successforkidswithearingloss.com

26. bystanders
Teach students to become more involved and stand up for what is right
Often, it is the bystander who reports cyberbullying
Problem Bystanders
encourage or support the bullying or do nothing to help
Solution Bystanders
speak up against bullying, provide support to victims, tell adults

27. Signs of cyberbullying
Victims –
Displays frustration or anger after computer use
Avoids discussions about computer use
Displays anxiety over instant messages or s
Change in mood or disposition
Stops using computer
Avoidance of friends, school, or other activities
Instigators –
Unusual agitation when unable to use computer
Excessive computer use
Use of multiple accounts that may not be their own
Closes programs or does not allow you to view the computer screen

28. Legal issues
Fine line between “freedom of speech” and balancing school safety.
States are in the process of defining new laws to handle online crimes
Morse decision – schools can reach out into situations outside of school for student safety
School officials can be held liable for being deliberately indifferent to harassment of which they have actual knowledge that is so severe that it deprives the victims of access to an education
Parents are financially liable for the actions of/harm caused by their minor children

29. How to respond DO NOT turn incidents back to the families
DO NOT react with zero-tolerance policies
Each situation must be examined individually and assessed carefully
Is the “victim” really the instigator or vice versa?
Was it cyclical?

30. How to respond Situations must be therapeutically addressed
The one “caught” is frequently disciplined severely while the others remain untouched
The behavior is deemed wrong, but the needs behind the behavior are not addressed – dooming them to repeat
Cyberbullies were frequently once victims of bullying, and that must be worked through to stop the cycle
CYBER BULLIES NEED HELP, NOT BANISHMENT

31. TEAM approach
Families and schools must work together to identify, resolve, and prevent cyberbullying. This requires acknowledgment of responsibility from all parties and a cooperative approach.
The key is education for all.

32. Schools’ responsibilities
Involve an attorney attuned to cyberbullying for creation of policy
Add cyberbullying to current bullying policy
Add cyberbullying to the Acceptable Use Policy regarding the proper use of school computers
Remember that if it appears to have been initiated off school property, the roots could be school based
Educate parents
React individually to each incident and look to support all parties concerned
Measure the level of cyberbullying in school, when it is occurring, and through what means
Educate staff on cyberbullying

33. Parents’ Responsibilities
Introduce children to internet safety at home
Educate themselves on changes in technology
Foster communication and trust with children
Communicate the responsibilities and dangers that go along with the privilege of using the computer, as well as consequences for misuse
Monitor children’s use of the computer, smart phones, and devices
Keep the computer in an open family area
Limit computer, phone, and other device time
Work with the school as a partner to solve problems
Mediate between children and the school when necessary

34. Youth responsibility
Understand that the use of technology is a privilege that comes with associated responsibility
Be cautious about sharing personal information or visiting questionable websites
Understand that words do hurt, even if you cannot see the recipient's response
Develop empathy for peers

35. Assessing an allegation
Fill out an incident report and a cyberbullying student assessment form
Do not rush to judgment - often the party reporting the incident or saving documentation is deemed the victim when it is often a circular event
Collect as much data as possible
Determine any potential threat or harm
Suicide
Homicide
Impersonation must be considered, but not accepted at face value

36. What’s not effective Zero tolerance Three strikes and you’re out
Anger management in isolation
Skill building in isolation
Self esteem building
Why?
Unwillingness to report
Self esteem is often not the problem
Acquisition of more negative behaviors and feelings

37. Holistic approach Address the school and the community
Interventions must occur at the parent/community, school, classroom, and individual levels
It takes a village
Character education – creating a caring school environment
Move beyond isolated disciplinary responses which are often determined beforehand with no thought to the individual situation with no comprehensive assessment

38. PEAS program Psychological, Educational, and Social Response
Directed to meet the needs of all the parties affected by cyberbullying
Two main components
Assessment
Therapeutic response
Proactive rather than reactive

39. “P” - Psychological response
The school counselor is needed to:
Follow up on the assessment of the cyberbully
Provide therapeutic intervention to help address the issues of the cyberbully
address the need that the bullying satisfied
work through emotional conflicts
development positive thought and behavioral patterns
Offer a forum of mediation between the bully and victim
Prevent future events through development of healthy, adaptive skills in a multitude of areas

40. “E” - Educational response
Media Specialist/Teachers/Administration are needed to:
Educate all members of the community to the specific nature of cyberbullying in order to effectively detect and address the situations that occur
Parents
Teachers
Staff
Community members
Use classroom settings, assemblies, and continuing education programs for education

41. And “S” - Social response
School Counselor/Teachers are needed to:
Teach youth to relate to their peers in positive ways through friendships and conflict resolution
Teach social competence and social skills
Parents/The Community are needed to:
Provide access to moral and supportive role models
Provide constructive outlets for free time

42. An ounce of prevention…
Model correct behavior
Keep lines of communication open
Teach youth to respect technology
Cyber kids need to have clear, definable boundaries and an action plan at home and school to navigate cyberspace safely
Working on impulse and thinking later is not an option when every action is documented.

43. Stop, SAVE, and share
Teach students to Stop, Save, and Share when confronted with something unfamiliar or upsetting
Stop what you are doing. Do not react. Do not be impulsive.
Save what you’re working on. Do not delete.
Share the information with a trusted adult.

44. bibliography
Trolley, B. C., & Hanel, C. (2010). Cyber Kids, Cyber Bullying, Cyber Balance. Thousand Oaks: Corwin.