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Cyberbullying

The Facts About Cyberbullying

Adapted from NYS Center for School Safety

Informational technologies or cybertools can be used in many positive ways, but they are also being used to harm or hurt others. This hurtful behavior is often not happening in schools but occurs in what used to be the safety of one’s own home. Youth who are the victims of cyberbullying are asking: “Am I safe anywhere?” Since cybertools, especially social networking sites, are quickly becoming the social venue used by youth, to help develop and maintain relationships with friends and family, it is important to understand cyberbullying, the difference between face-to-face bullying vs. cyberbullying, and to know what can be done to minimize how technology can be used to cause widespread hurt to others in a matter of seconds. Teens avoid challenging or angering a cyberbully for fear of online retaliation that can cause emotional harm and embarrassment, destroy reputations or damage future work or educational plans. Cyberbullying is rapidly increasing and we must work together to prevent further pain inflicted by it.

What is cyberbullying?

Willfully causing hurt or harm verbally, emotionally, or psychologically to another person by using cybertools and other informational technologies by sending threatening or violent messages that:

  • Intimidate
  • Threaten
  • Impersonate
  • “Cyber” stalk
  • Bully
  • Ridicule
  • Humiliate
  • Trick
  • Harass
  • Tease
  • Generate Rumors

What are cybertools?

  • E-mails
  • Blogs & Vblogs
  • Text Messages
  • Discussion Groups
  • Online Video Games
  • Websites
  • Camera Phones
  • Listserv
  • Cell Phones
  • Peer-to-Peer Networking
  • Instant Messages (IM)
  • Digital Images
  • File-Sharing
  • Message Boards
  • Chat rooms

How is cyberbullying different from other forms of bullying?

  • Creates an illusion of anonymity: Cyberbullies cannot see their victim/s or the resulting harm or pain caused towards others; and the recipient does not know whom to trust.
  • Imposed consequences are minimal or non-existent for hurt or harm inflicted on others when cybertools are misused because often the person who bullies is often unknown.
  • Use of high-speed technology can quickly disseminate harmful messages to a large number of people.
  • Ability to identify a cyberbully is difficult.
  • Notifying service providers and the follow up to a cyberbullying incident can take lots of time.
  • Offers a venue for the person who encounters face-to-face bullying to retaliate anonymously online to the person/s who did the bullying.
  • Has the ability to quickly connect and expand a circle of friends and groups on-line who are irresponsible and or have antisocial behavior that can cause widespread harm to others.
  • Creates the opportunity to adopt an online identity.
  • Cyberbullying can be done online by a “less powerful” person against a “more powerful” person; the imbalance of power differs from other forms of bullying.
  • Does not contain the physical aspect of other types of bullying.
  • Can be more emotionally damaging.
  • Has exposure to a greater number of sexual predators.
  • Can occur 24/7.

What is the impact on the victim?

  • Low self-esteem
  • Anger
  • Fear or Intimidation
  • Depression
  • Suicide
  • School Violence
  • Anxiety
  • Smoking/ Drinking
  • Lower school attendance and achievement,
  • School failure or drop in grades
  • Increased social isolation

The impact of cyberbullying may be stronger than face-to-face bullying. The home is no longer a safe haven, messages sent can be meaner , more harmful, and can reach a large number of people in real time; thus having an intense impact on the victim. Some online social norms can support and/or encourage cyberbullying and risky or irresponsible behavior.

What can be done?

Parents/Guardians:
  • Keep the computer in a room in your house that is not isolated so computer activities can easily be monitored.
  • Talk with your child about cyberbullying and correct cybertool netiquette, focusing on values of being kind and respectful.
  • Discuss the concerns of public disclosure of intimate personal information.
  • Model appropriate use of cyber tools.
  • Teach your child that computer identities can be traced.
  • Consider using an Internet Service Provider that offers restricted child access or use filtering or blocking software.
  • Have your child demonstrate how to navigate websites, use chat rooms, or other cyber tool functionality, especially if you have minimal computer knowledge.
  • Know the websites your child visits and encourage them to discuss their online experiences with you.
  • Watch for behavioral signs from your child who doesn’t want you to see what is on the monitor, like minimizing the screen when you walk into the room.
  • Impose appropriate consequences when your child misuses cyber tools, e.g., loss of use of computer or cell phone.
  • Know that teens feel that parents do not understand or know how to respond to cyberbullying and fear their internet access will be unfairly limited if incidents are reported.
  • Learn about teenage Internet lingo by going to www.netlingo.com (e.g., Free to Talk-F2T; Best Friends Forever-BFFs; Parents Are Watching-PRW; or Too Late2L8.)
Educators:
  • Develop, distribute, and update annually school cyber tool, and bullying rules, policies, and procedures.
  • Include cyberbullying in workshops for both students and staff.
  • Model respectful, empathetic and positive behaviors, and attitudes.
  • Teach effective problem-solving skills.
  • Educate students that cyber tool users are not anonymous and that their online activities and files have limited privacy: computer information can be downloaded, Internet Protocol (IP) addresses are generated and used for tracking, and communications can be traced.
  • Educate students that there are limits to their free speech rights when posting or disseminating online materials.
  • Encourage students to report known incidents of cyberbullying and provide confidential means to report cyberbullying.
  • Inform students that cyber tool misuse may be considered criminal acts and punishable by law.
  • Let bystanders know that they can help stop cyberbullying behavior and that ignoring it can encourage cyberbullying behavior; support targets of cyberbullying.
  • Create Situation Review Team/s to review and investigate reports of cyberbullying.
  • Use filtering and tracking software.
  • Know that pornography can easily be accessed by children yet is to be legally restricted to adults and that pedophiles have direct one-to-one access to our youth.
Youth:
  • Do not share personal information or your password.
  • Do not post your picture or use screen names that can reveal personal information on the internet.
  • Watch for the following signs when receiving messages from others you don’t know well and if they happen, tell an adult; print the message and do not delete it:
    • asks for a lot of information from you, yet offers little in return,
    • sends you lots of messages and lots of compliments,
    • asks for photos and personal or private information, and
    • requests to meet you in person (never go without parent/ guardian’s permission).
  • Do not open e-mails from strangers and do not open unknown attachments.
  • Look for a privacy policy on visited websites when information is requested from you.
  • Refrain from sending messages when angry or responding to bullying messages.
  • Ignore a bully’s email, text messages and other forms of cyberbullying messages.
  • Report to an adult if in receipt of an inappropriate, anonymous message, a threat, or other upsetting materials to see if the message can be traced through the Internet Service Provider.
  • Block any numbers or e-mail addresses that send offensive messages.
  • Know that cyberbullying causes pain and harm to others who are “unseen”.
  • Use discernment regarding the information received via cybertools because people misrepresent who they are and can send false messages or information.
  • Use social networking sites responsibly.
    • Set your profile to private (this controls access) but know others could still have access so use caution with information shared, and personal information posted, online.
    • Post appropriate pictures and discuss appropriate topics because this information can end up on the Internet or other kids’ profiles.
    • Know that predators can find you by the information you post; AVOID posting any personal information like your address, school, siblings, etc.
    • Know you may be held accountable for inappropriate information posted; schools are developing policies to allow disciplining for online behavior, even if written at home, and some inappropriate information is against the law. Note that messages via cybertools that might be perceived as a serious threat may result in suspension, expulsion, or even arrest.
  • Call 1-800-843-5678, National Center for Missing and Exploited Children if exposed to child pornography and inform an adult.
  • Report harassment to the Federal Bureau of Investigation (FBI) 602-279-5511.
Observer or Bystander:
  • Support the victim in private or in front of the bully
  • Tell the bully to stop the cyberbullying behavior
  • Tell an adult about the cyberbullying incident

What are the guidelines for contacting law enforcement?

If threats are:

  • Death threats
  • Violent
  • Sexually exploitive
  • Discriminatory (race, religion, gender, sexual orientation, etc.)
  • Engaging in extortion or coercion
  • Obscene or harassing text messages
  • Hate or bias-based
  • An image of someone in a place where privacy is expected
  • Material considered harmful to minors or child pornography

What are some of the cybertool definitions?

  • Cyberspace: The online world of computer networks and especially the internet (www.m-w.com/)
  • Flame: An online, short-lived fight using electronic messages with angry and vulgar language. (An Educator’s Guide to Cyberbullying and Cyberthreats: Responding to the Challenge of Online Social Aggression, threats and distress by Nancy Willard) A longer message is called a “flame war”.
  • Harassment: A repeated, one-sided nasty, mean, and insulting message to an individual target usually through a cyberbully’s personal communication channels including email, instant messaging and text messages (Cyberbullying and Cyberthreats by Nancy E. Willard)
  • Disinhibition: Possess little or no restraint on cyber messages sent to others; will do/say things in cyberspace that one is unlikely to do or say in person.
  • Cyberstalking: Cyberstalking can be defined as threatening behavior or unwanted advances directed at another using the Internet and other forms of online and computer communications. (National Center for Victims of Crime) Repeated, intense harassment and denigration that includes threats to create significant fear.
  • Cyberthreats: Direct threats or material that raises concerns a young person may engage in an act of violence against others or self disseminated using the Internet or other information communication technologies. (Center for Safe and Responsible Use of the Internet; Nancy Willard, 2005)
  • File-Sharing: (also known as “peer to peer” technology) allows you to search for and copy files directly from the computers of others. The most common use of this technology is to swap digital music files (MP3s), movies and TV shows. (Media Awareness Network)
  • Blogs: A web page that serves as a publicly accessible personal journal for an individual. (www.webopedia.com)
  • Denigration: Information that is harmful, untrue, or cruel that is posted online or sent to others to usually interfere with friendships or damage the reputation of another. “Dissing” someone online. (Cyberbullying and Cyberthreats by Nancy E. Willard)
  • Impersonation: The cyberbully gains access to another’s password or uses other cybertools to pretend to be another person (the person who is cyberbullied) with the intent of hurting friendships or harming the target in some way. (Cyberbullying and Cyberthreats by Nancy E. Willard)
  • Outing: Publicly posting, sending or forwarding online someone’s secrets, embarrassing information, or images. (Cyberbullying and Cyberthreats by Nancy E. Willard)
  • Trickery: Tricking someone into revealing secrets or embarrassing information, then sharing it online.

If a hateful or harmful message is typed and the send button is depressed, it is too late to stop the message from reaching the recipient.

Cyberbullying Statistics

  • 4,000,000+ children are posting content to the Web everyday.
  • One in three teens and one in six preteens have been victims of cyberbullying (Fight Crime: Invest in Kids, 2006).
  • The most common complaint from teens was about private information being shared rather than direct threats. Girls were more likely than boys to be targets and teens who share their identities online are the most vulnerable. (PEW/Internet)
  • 35% of kids have been threatened online and nearly one in five have had it happen more than once. (i-Safe Survey).
  • One in five child Internet users have received unwanted sexual solicitations yet only one in four have told a parent (National Center for Missing & Exploited Children).
  • 34% of youth said they had unwanted exposure to sexual materials (YISS-2)
  • 93% of parents say they have established Internet safety rules; 37% of students report that they have not been given any rules from parents on Internet safety.
  • Webroot Software, Inc., a leading provider of security software for the consumer, announced research that shows a disconnect between parents and their children regarding Internet usage. While more than 70 percent of the children surveyed (ages 11 to 17) said their parents ask them about their online activities, the Webroot State of Internet Security Report unveiled a number of significant differences between child Internet activities compared to parent perception including:
    • Forty-five percent of children surveyed say they spend an average of three or more hours on the Internet daily while, according to the National Center for Education Statistics, 61 percent of all 13 year-olds spend one hour or less on homework; 76 percent of parents believe their children spend an average of two hours or less on the Internet;
    • Nearly 40 percent of children ages 11 to 17 reported they received a sexually explicit email or pop-up advertisement within the past year.
  • 58% of kids admit someone has said mean or hurtful things to them online and more than four out of ten say it has happened more than once. (i-Safe Survey)
  • 53% of kids admit having said something mean or hurtful things to another online. (i-Safe Survey)
  • 58% of kids have not told their parents or any adult (i-Safe Survey)
  • 42% of kids have been bullied while online and one in four have had it happen more than once. (i-Safe)
  • 57% of profiles included at least 1 photo on “Myspace” (EMCC)
  • 9% of profiles on “Myspace” included full name. (EMCC)
  • 95% of parents didn’t recognize the lingo kids use to let people know that their parents are watching. (EMCC)
  • Most cyberbullying occurs within 9-14 years of age (Dr. Parry Aftab)
  • 75% had visited a website bashing (Dr. Parry Aftab)
  • 94 percent of young people access the Internet from home, with students as early as Grade 4 beginning to rely on the Internet to explore social roles, stay connected with friends and develop their social networks.
  • About one third (32%) of all teenagers who use the internet say they have been targets of a range of annoying and potentially menacing online activities – such as receiving threatening messages; having their private emails or text messages forwarded without consent; having an embarrassing picture posted without permission; or having rumors about them spread online.

Cyberbullying for Teens

  • Do not share personal information or your password.
  • Do not post your picture or use screen names that can reveal personal information on the internet.
  • Watch for the following signs when receiving messages from others you don’t know well and if they happen, tell an adult; print the message and do not delete it: ‚ asks for a lot of information from you, yet offers little in return, ‚ sends you lots of messages and lots of compliments, ‚ asks for photos and personal or private information, and ‚ requests to meet you in person (never go without parent/guardian’s permission).
  • Do not open e-mails from strangers and do not open unknown attachments.
  • Look for a privacy policy on visited websites when information is requested from you.
  • Refrain from sending messages when angry or responding to bullying messages.
  • Ignore a bully’s email, text messages and other forms of cyberbullying messages.
  • Report to an adult if in receipt of an inappropriate, anonymous message, a threat, or other upsetting materials to see if the message can be traced through the Internet Service Provider.
  • Block any numbers or e-mail addresses that send offensive messages.
  • Know that cyberbullying causes pain and harm to others who are “unseen”.
  • Use discernment regarding the information received via cybertools because people misrepresent who they are and can send false messages or information.
  • Use social networking sites responsibly. ‚
    • Set your profile to private (this controls access) but know others could still have access so use caution with information shared, and personal information posted, online. ‚
    • Post appropriate pictures and discuss appropriate topics because this information can end up on the Internet or other kids’ profiles. ‚
    • Know that predators can find you by the information you post; AVOID posting any personal information like your address, school, siblings, etc. ‚
    • Know you may be held accountable for inappropriate information posted; schools are developing policies to allow disciplining for online behavior, even if written at home, and some inappropriate information is against the law. Note that messages via cybertools that might be perceived as a serious threat may result in suspension, expulsion, or even arrest.
  • Call 1-800-843-5678, National Center for Missing and Exploited Children if exposed to child pornography and inform an adult.
  • Report harassment to the Federal Bureau of Investigation (FBI) 602-279-5511.

Off School Grounds Cyberbullying

What can administrators and educators do when cyberbullying takes place off school grounds but continues in school through retaliation of threats, sharing of inappropriate emails or images, or conflicts escalating in schools?

Consider whether or not:

  • The creator of the speech has engaged in any on-campus activities related to the off-campus speech sufficient to establish a “school nexus” or connection.
  • The speech has resulted in a substantial and material disruption or could reasonably be expected to result in a material and substantial disruption.

Legal Cases

  • Tinker v. Des Moines Independent Community School District: The school can impose discipline if the school could establish that “the conduct materially and substantially interfered with the education process” (“…disrupts the work and discipline of the school”) or interferes “….with the rights of other students to be secure and left alone”.
  • Bethel School District v. Fraser: School could discipline because of student’s vulgarity in a school assembly but if same speech was outside of the school environment, he could not have been penalized simply because officials considered language to be inappropriate.
  • Hazelwood School district v. Kuhlmeier: Schools may impose restrictions on speech that appears to be school sponsored.
  • Thomas v. Board of Education: “….the arm of authority does not reach beyond the schoolhouse gate” but school officials were entitled to discipline IF off-campus speech “incites substantial disruption within the school from some remote locate.”
  • Killion v. Franklin Regional School District: Court determined the district would need to establish that there was a “substantial disruption” before it could take action.
  • J. S. Bethlehem Area School District: Used Tinker standard.

Speech that meets the standards of a “true threat” would not be considered constitutionally protected speech. In a true threat:

  • The person intended that the statement be taken as a threat, even if the person had no intention of actually carrying out the threat.
  • The statement was in fact threatening.

Title VI of the Civil Rights Act of 1964 AND Title IX of the Education Amendments of 1972

  • Schools can face liability if they allow a “hostile environment”—So severe, pervasive, and objectively offensive that it undermines/detracts from the targets’ educational experiences thus effectively denying equal access.

Action

  • Notify parents of students who are bullied and those suspected of doing the cyberbullying.
  • Communicate the suspicions to the appropriate staff and increase supervision of all involved.
  • Use your Situation Review Team to investigate allegations
  • Contact law enforcement if threats of violence is involved.

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Parent’s Role in Preventing Cyberbullying

Dirty names. Repeated harassment. Extreme embarrassment. Most adults know the signs of bullying when they see it, but today’s parents must be especially vigilant to know when and if their children are involved in an incident of bullying. The Internet and widespread use of mobile devices have contributed to the rise of cyberbullying, the repeated use of digital media to pick on another person. Cyberbullying takes place over the Internet and mobile devices in ways that could be completely hidden from the knowledge of parents, guardians and school staff.

What is a parent to do?

Focus on your relationship with your children. Parents need to be the one trusted place kids can go when things go wrong—online and offline. Yet they often are the one place kids avoid when they have a problem. It is crucial that your child knows you are there to provide the necessary support and love.

You can help stop cyberbullying. Start by talking to your kids about the issue and teaching them the rules below that will help prevent cyberbullying from happening to them or someone they know.

It is interesting to note that cyberbullying is not always intentional. At times, children may not even realize that they are involved in a case of bullying and may be unaware of the consequences of their actions.

Parents, know when to address a child’s problems with their peers. Playful teasing over instant messenger and a one-time argument over email are not forms of bullying. However, when teasing, humiliation, and embarrassment are repeated again and again, it is time to step in. When it does happen, work with your child and your community to find a quick and safe resolution.

‘Sticks and stones may break my bones, but words will never hurt me.’

Don’t you believe it.

Words – particularly through a cyberattack – can wound a child easily and have long-term effects. They can follow your child into your home, an otherwise safe place, and wherever he or she goes online. When millions of online accomplices can be recruited to help target and humiliate your child, the risk of serious harm is very real. Victims of cyberbullying suffer many of the same effects as children who are bullied in person, such as falling grades, lower self-esteem, a change in interests, or depression. However, cyberbullying can seem more extreme to its victims because:

  • It occurs in the child’s home, taking away the place children feel most safe.
  • It can be more harsh. Often kids say things online that they wouldn’t say in person, mainly because they can’t see the other person’s reaction.
  • It can be far reaching. Kids can send messages to their entire class or school instantly, or post them for the whole world to see.
  • It can be anonymous. Cyberbullies often hide behind fake screen names that don’t identify who they are. Not knowing who is responsible for bullying messages can add to a victim’s insecurity.
  • It may seem inescapable. It may seem easy to get away by just getting offline, but for some kids not going online takes away one of the major places they socialize.

Rules for being online

  • Talk “netiquette” with your child, how to behave and communicate politely over the Internet and mobile devices. Teach children to never say something about someone online that they wouldn’t say to that person face-to-face. Bullying others, online or in person, is never appropriate.
  • Make sure your child understands that comments and images posted on the Internet can be long lasting and have a global audience.
  • Teach your child to keep passwords to their online accounts private. Create passwords that are a combination of letters and numbers and are difficult to guess. Passwords should not be shared with friends, not even a best friend.
  • Talk about how to handle strong emotions, such as anger. Never send a message or post a comment on the Internet when you are angry or emotional.
  • If your child receives an angry or taunting message, teach them to refrain from responding and to tell a responsible adult. Responding to these types of messages could encourage a bully to continue to pick on the victim.
  • Know how much time your child is spending on the Internet and mobile devices.
  • Enjoy the Internet with your children. If you are unable to sit down together at the computer, at least know what activities they are doing online. Consider installing parental control software to monitor your child’s activities and limit the websites that are available.

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Signs your child may be cyberbullying

  • Displays intolerance towards others
  • Becomes excited by conflicts between others
  • Seems to derive satisfaction from other people’s fears, discomfort or pain
  • Frequently uses the computer or a mobile device
  • May use a number of different online accounts
  • Doesn’t want to talk about what he or she is doing on the computer/mobile device
  • Immediately closes a window on the computer when someone approaches

If your child is a cyberbully

  • Come up with a fair and consistent punishment.
  • Help your child learn to deal with anger and frustration in ways that do not hurt others.
  • Work with your child to find ways to make amends with the victim.
  • Ask for help from the school or a counselor if the bullying continues.
  • If contacted by a school employee or parent, remain calm. Do not become angry or defensive. Listen and make sure you fully understand the problem, so you can work to help your child and any of the children involved in the situation.

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Signs your child may be a victim of cyberbullying

  • Suddenly stops using the computer or keeps a mobile device turned off
  • Becomes nervous when an instant message, text message or email message arrives
  • Looks angry, upset or depressed after using the computer or mobile device
  • Doesn’t want to talk about what he or she is doing on the computer
  • Immediately closes a window on the computer when someone approaches
  • Talks about revenge
  • Frequently complains of illness (headache, stomach ache, etc.) which may have psychological causes
  • Becomes withdrawn from friends and family

If your child has been cyberbullied

  • Teach your child to ignore teasing that is merely annoying. Bullies are less likely to repeat the bullying if they do not get a reaction.
  • Save any evidence of the cyberbullying, such as by capturing screen shots, etc.
  • Do not punish your child if he or she is the target of a cyberbullying incident. Reassure your child that he or she is not the cause of the problem.
  • Do not overreact. Cutting off your child’s Internet access will not solve the problem and may make your child feel as if he or she is being punished for the incident. Partner with your child to come up with a solution.
  • Try to identify the cyberbully. Bullies may reveal their identities to others offline, even if they committed the cyberbullying anonymously.
  • If confronted by a bully, teach your child to make assertive statements, such as “No” and “Stop teasing me.” Assertive statements can be effective, but aggressive statements that seek revenge, such as “I’ll get you back” can make the situation worse. Make sure your child knows the difference between these two responses.
  • If your child’s classmates are involved, work with the school to enlist the help of school administrators and all the families involved to stop the bully.
  • Contact police if there are threats of violence, extortion, hate crimes or sexual exploitation.
  • Contact an attorney or file a claim in small-claims court. The parents of a bully can be sued for defamation, invasion of privacy and intentional infliction of emotional distress.

Who to Notify

Let the school know so the guidance counselor and teacher can keep an eye out for in-school bullying and how your child is handling things. Consider calling your pediatrician or family physician, a family counselor or clergy for support if problems progress.

Report to School

Although most cases of cyberbullying occur off school grounds and outside of school hours, the effects are easily felt in the school environment. New York State’s cyberbullying law (enacted July 2012) empowers and requires schools to act in cases of cyberbullying which may occur on or off campus, when they create a substantial risk to the school environment, substantially interfere with a student’s educational performance or mental, emotional or physical well-being, or cause a student to fear for his or her physical safety. Schools are required to provide educational and awareness programs to help stop bullying, harassment and discrimination, and school personnel are trained to help resolve cases of bullying.

Google Your Child

What does the Internet have to say about you? About your child? It’s a good idea to occasionally “Google” yourself. If your child becomes a victim of cyberbullying, make sure that the cyberbully isn’t posting attacks online. It is essential that you keep an eye on the Internet for your child’s screen name, nicknames, full name, address, telephone and cell numbers and websites. You can also set up an “alert” on Google to notify you whenever anything about your child is posted online. To learn more how to manage your online reputation, visit Google support.

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What to do if your child witnesses bullying

Many children are observers or “bystanders” in cases of bullying at school. It is important that even students who are bystanders in a bullying situation take action to get help, so the bullying stops. We are taking steps to teach this important information to students at school. Here are some things you can do to support these efforts at home.

If your child talks to you about the bullying that he or she witnesses at school, you are encouraged to do the following:

  • Teach your child how to get help without getting hurt.
  • Encourage your child to verbally intervene if it is safe to do so, by saying such things as: “Cool it! This isn’t going to solve anything.”
  • Tell your child not to cheer or even quietly watch bullying. This only encourages a child who bullies – who wants to be the center of attention.
  • Encourage your child to tell a trusted adult about the bullying. Talking to an adult is not “tattling” – it is an act of courage and safety. Suggest going to an adult with a friend, if that will make it easier.
  • Help your child support others who tend to be bullied.
  • Encourage your child to include all children in activities.
  • Praise and reward “quiet acts of courage” – where your child tried to do the right thing to stop bullying, even if he or she was not successful.
  • Work with your child to practice specific ways he or she can help stop bullying. For example, role-play with him or her what he or she could say or do to help someone who is being bullied.

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