Tag Archives: cyber-bullying

Educating Students about the Consequences of Cyberbullying and Sexting

Article posted by in April 8, 2013 at 3:26 pm.
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Quite often when you investigate a cyberbullying or sexting incident, you will come to learn that the “offending” parties didn’t fully understand the consequences of their actions or how what they did could have ever resulted in the trouble that they are now facing. Maybe they didn’t think that what they were doing was that big of a deal or perhaps they felt that no one else would ever find out about it. Sometimes they are genuinely shocked by the fallout. Well, they shouldn’t be. We need to be explicit with students about the possible repercussions associated with these behaviors, so that they are fully informed when making a decision about how they are interacting online.

Even though the vast majority of these kinds of incidents can and should be handled informally (e.g., by calling parents, counseling the bully and target, or expressing condemnation of the behavior), there may be occasions when a formal response from the school is warranted. This is particularly the case in incidents involving serious threats toward another student, if the target no longer feels safe coming to school, or if cyberbullying behaviors continue after informal attempts to stop it have failed. In these cases, detention, suspension, changes of placement, or even expulsion may be necessary. If these extreme measures are warranted, it is important that you clearly demonstrate the negative effect of the incident on the school or student(s) and present evidence that substantiates your disciplinary action.

You can also include an educational component in your response strategy, especially when dealing with first-time violators or those who engaged in relatively minor forms of technology misuse. For example, you could have the student write a paper on the effects of harassment or provide the student with a video camera and help him or her create a public service announcement about cyberbullying that can be used to educate the rest of the student body. Of course, you want to be careful not to bring undue negative attention to the students involved. To be sure, requiring students who were involved in a sexting incident to create a school-wide program about the topic might not be the best option (although it could be done anonymously). Your knowledge of the incident, the students involved, and the extent of awareness by the broader school population will help you to determine the best course of action.

Because every situation is different, you need to take the time to thoroughly investigate to determine the most appropriate response, taking into consideration everything that you know about the students involved and the circumstances surrounding the behaviors. There is no “one-size-fits-all” approach when it comes to responding to cyberbullying and sexting and it is therefore best to have a variety of response strategies in your toolkit (more information here). But it is also important that students are made aware of the potential penalties. They need to be put on notice that any online behavior that substantially disrupts the learning environment at school, or that infringes on the rights of other students while they are at school, is subject to strict sanction. This should be made clear to them in the student handbook at the beginning of the school year, as well as through regular reminders throughout the year.

Having tough punishments on the books will have little deterrent effect, especially if students are unaware of them. Better to prevent students from misbehaving in the first place than to have to discipline them after the fact. And beyond school-based sanctions there are other collateral consequences associated with the misuse of technology, including threats to their reputation, employment marketability, and even possible legal penalties. So take the time to educate students about the behaviors you are trying to prevent ahead of time, which should include an honest discussion of the potential academic, social, and legal consequences.

Adapted from School Climate 2.0: Preventing Cyberbullying and Sexting One Classroom at a Time (more info here)

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Cyberbullying: Neither an Epidemic nor a Rarity

Article posted by in March 21, 2013 at 10:20 am.
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If you pay attention to the news reports of cyberbullying incidents (like we do), you would probably think that these inappropriate online behaviors are happening at epidemic levels. When we first started studying cyberbullying over a decade ago, Sameer and I would literally print out any news article we saw that talked about a cyberbullying incident – because they happened (or at least were reported) so infrequently. Now, it seems, cyberbullying occurs (and is reported) at an almost constant rate. To test this theory, set up a Google alert with “cyberbullying” and see how many articles come through every day. Your inbox will be inundated.

In contrast to this perspective, the argument has been advanced that cyberbullying is not occurring at levels that require our significant attention. Specifically, Professor Dan Olweus, who has done more to advance the scholarship of school bullying than anyone else in the world recently published an article in which he argued that “…cyberbullying is a basically low-frequent phenomenon and that there has not occurred a marked increase in the prevalence rates of cyberbullying over the past five or six years.” We agree with Professor Olweus on most issues but believe that the nature and extent of cyberbullying does warrant independent empirical, legal, and educational attention. We were honored to be invited to write a commentary on Professor Olweus’ remarks and those who are interested in this exchange can read our response here (you can also email us if you would like a copy of our paper).

So how much cyberbullying is really occurring? Is it an epidemic or a rarity?  Well, the answer as you might guess is somewhere in between.

To be sure, we have covered this ground many times on this blog. You can also take a look at much of our original research that we include here. In Cyberbullying Prevention and Response: Expert Perspectives we reviewed all of the empirical research that had been published as of 2011 and found that across 35 refereed articles 5.5 to 72 percent of students had been cyberbullied and 6 to 30 percent of students had admitted to cyberbullying others. The School Crime Supplement of the National Crime Victimization Survey (which utilizes a representative sample of students in the U.S.) added a handful of cyberbullying questions to their survey in 2009 and those data showed that 6% reported being bullied “by electronic means anywhere.” Many additional articles have been published in the last two years but we rarely see numbers lower than 10% or higher than 40%.

In our own work, we’ve now surveyed nearly 14,000 middle and high school students from a variety of schools across the United States. Our first studies were online convenience samples, intended only to gather early information about an emerging problem. The last 6 studies we have done, however, have all been conducted among random samples of known student populations in schools. Across those samples, the percent of students who reported being the victim of cyberbullying ranged from 18.8 to 29.2 percent (average 23.9%). Similarly, 11.5 to 19.4 percent of students admitted to cyberbullying others at some point in their lifetimes (average 16.9%). (for more information about our methodology, please click here).

Even though we have done 8 different surveys over the past 9 years, we aren’t able to look at these data in a way that identifies trends because most involved different school populations. We have surveyed students in “District A” three separate times but don’t see much of a pronounced trend that shows the behaviors are increasing or decreasing. Our friends at the Crimes Against Children Research Center at the University of New Hampshire have collected data from students across the U.S. in 2000, 2005, and 2010 and saw a modest but steady increase in cyberbullying between 2000 and 2010 (from  6% to 11%). Their numbers are lower than ours because of the different way they conducted their research, but since they have looked at cyberbullying the same way in three different national studies we can use the results to estimate that cyberbullying in general seems to be increasing.

So where does this leave us? Professor Olweus is right that cyberbullying isn’t some new phenomenon that is completely distinct from the bullying that has been perpetrated by and toward teens for generations. But it is occurring at levels that demand our attention and initial evidence suggests that it is increasing. We know that most cyberbullying is connected to offline relationships and that most teens who cyberbully also bully at school. Cyberbullying is neither an epidemic nor a rarity. But is it something that everyone has a responsibility to work toward ending. What are you going to do?

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Catfishing as a Form of Cyberbullying

Article posted by in February 7, 2013 at 12:41 pm.
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“Catfishing,” at least in the online world, refers to the practice of setting up a fictitious online profile, most often for the purpose of luring another into a fraudulent romantic relationship.  The Urban Dictionary defines a “catfish” as: “someone who pretends to be someone they’re not using Facebook or other social media to create false identities, particularly to pursue deceptive online romances.”  So, to “catfish someone” is to set up a fake social media profile with the goal of duping that person into falling for the false persona.  And if this has happened to you, you my friend have been “catfished.”

Of course people have been falsifying information online for decades and users have been putting fake information on social media profiles at least since MySpace launched in 2003, probably before.  This became more widely known as catfishing after a 2010 documentary film highlighted the real-world ramifications of online relationships.  In late 2012, MTV launched a reality TV show to capitalize on the interest in this activity.

A few weeks ago Notre Dame football star Manti Te’o became the poster child for catfishing when he was the apparent subject of one’s online angling.  As a public figure, with a prominent social media footprint he was a prime target.  Te’o developed an online relationship with someone he knew as Lennay Kekua.  It is difficult to know how deep the relationship was, but he did refer to her as his “girlfriend” and mentioned repeatedly that he loved her.

Te’o amassed a wide following when it was learned that his grandmother and girlfriend (Kekua) died on the same day early in the 2012 football season.  As a Michigan State football fan, I became interested in the Te’o story because his inspired performance during his first game after the deaths led to a crushing defeat of my beloved Green and White. Soon, it seemed, much of America was watching Te’o and the Fighting Irish.

While it has been confirmed that his grandmother did in fact die, his girlfriend did not. Media investigations revealed that she had never existed in the first place.  In mid-January the sportsblog Deadspin broke the story that Kekua was a fictitious online persona created by a friend of Te’o's.  From the information we currently know, it appears most likely that Te’o was an unsuspecting victim, though some question his innocence and suggest this was all just an elaborate publicity stunt. In a statement released to the media, Te’o has maintained that he was a target: “To realize that I was the victim of what was apparently someone’s sick joke and constant lies was, and is, painful and humiliating.”  Whether a victim or a co-conspirator, the Te’o tribulations have led to renewed interest in a form of cyberbullying that has been perpetrated against others for many years.

Catfishing as Cyberbullying

Misleading another on social media with the intent to cause harm is not new.  In 2006, 13-year-old Megan Meier began an online relationship with a boy she knew as Josh Evans. For almost a month, Megan corresponded with this boy exclusively online because he said he didn’t have a phone and was homeschooled.  One day in October of that year, Megan received a message from Josh on her MySpace profile saying “I don’t know if I want to be friends with you any longer because I hear you’re not nice to your friends.”  This was followed by bulletins being posted through MySpace calling Megan “fat” and a “slut.”  After seeing the messages, Megan became distraught and ran up into her room.  A few minutes later, Megan’s mother Tina found her daughter hanging in her bedroom closet.  Though she rushed her daughter to the hospital, Megan died the next day.

Six weeks after their daughter’s death, the Meier family learned that the boy with whom Megan had been corresponding never existed.  Josh Evans (and his online profile) was created by Lori Drew, a neighbor and the mother of one of Megan’s friends.  She created the profile as a way to spy on what Megan was saying about her daughter. Drew was eventually acquitted in federal court for her role in Megan’s death.

Another, more extreme example, is the case of Anthony Stancl, a New Berlin, Wisconsin, 18-year-old who in 2009 impersonated two girls (“Kayla” and “Emily”) on Facebook.  He befriended and formed online romantic relationships with a number of boys in his high school (again, while posing and interacting as these two girls).  He then convinced at least 31 of those boys to send him nude pictures or videos of themselves.  As if that weren’t bad enough, Stancl – still posing as a girl and still communicating through Facebook – tried to convince more than half to meet with a male friend and let him perform sexual acts on them.  If they refused, “she” told them that the pictures and videos would be released for all to see.  Seven boys actually submitted to this horrific request, and allowed Stancl to perform sex acts on them, or they performed sex acts on him.  He took numerous pictures of these encounters with his cell phone, and the police eventually found over 300 nude images of male teens on his computer.  He was charged with five counts of child enticement, two counts of second-degree sexual assault of a child, two counts of third-degree sexual assault, possession of child pornography, and repeated sexual assault of the same child and received a 15-year sentence in prison in early 2010.

Misrepresenting Yourself

Anytime someone uses technology in a way that causes repeated harm to another, it can be classified as cyberbullying.  Setting up a fake online profile and communicating with someone for the purpose of tricking them into developing a romantic relationship – only to break up with or otherwise harm them – is wrong.  It also violates Facebook’s terms of service: “You will not provide any false personal information on Facebook, or create an account for anyone other than yourself without permission” and “You will not bully, intimidate, or harass any user.”

That said, some people use pseudonyms or alter-egos online to safeguard their identity.  There are a lot of legitimate reasons for doing this and as long as your behaviors do not hurt others, or mislead them in a way that causes harm to them, this is probably just fine. It really comes down to intent: Are you masking your identity to protect yourself or to cause harm to others? It is one thing to be protective of your real identity for personal privacy reasons, but it is another thing entirely to create an alternative identity for the purpose of humiliating, harassing, or hurting someone else.

Some might argue that catfishing is harmless Internet fun and that people should know better than to enter into any significant relationship with another person they only know digitally. It is true that people need to take care not to put themselves into situations where they could fall for someone who doesn’t really exist.  However, that does not make it OK to use technology to mislead someone, and leads to a “victim-blaming” mentality that gets us nowhere.  To be sure, everyone needs to be skeptical and cautious when entering into online relationships.  Those who do should consider using Skype, Facetime, or some other video-chatting service that will allow you to see and interact in real-time with the person you are communicating with. You should be suspicious if the other person continues to be hesitant about wanting you to see them in real life or online.  Also, don’t give out too much personal information, especially early on, and never go by yourself to meet someone in person who you only know from online. Go with a friend – or better yet a group of friends. They can protect you if something turns out to be not what it seems.

It is easy to be blinded by feelings of affection, especially when someone is giving you more positive attention than you have ever gotten from anyone else before.  Just remember to stop and think about the possibility that someone might be taking advantage of you and proceed with the utmost caution. As they say, if something (or in this case someone) seems too good to be true, it probably is.

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Should Cities Have a Cyberbullying Ordinance?

Article posted by in October 15, 2012 at 4:21 pm.
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I have received quite a few inquiries in the last several months from local elected officials who are interested in proposing a city or county ordinance to address cyberbullying. An ordinance is basically a law or legal decree passed by local municipalities (usually a city, township, or county) that has the authority of law within the geographical limits of that municipality. Most cities have ordinances that govern parking, prohibit loud noises from vehicles, specify building standards, or require the licensure of pets, for example.  If one is found to be in violation of a municipal ordinance, the person is usually fined a relatively small amount of money.

Several cities in my home state of Wisconsin have recently passed ordinances (e.g., Viroqua; Franklin).  In addition, a number of cities in Missouri enacted local ordinances prohibiting cyberbullying following the tragic suicide of Megan Meier in 2006.  At that time, there appeared to be very few legal (criminal) options to hold someone accountable for cyberbullying or other forms of online harassment. The question to consider is whether a local cyberbullying ordinance is the right way to tackle this problem.  Here are my thoughts on this issue.

First, forty-nine states now have bullying laws in place and the vast majority of those (45) include provisions for electronic forms of harassment. The wording in these laws differs significantly from state to state, but all require schools to have policies in place to prohibit bullying and most prescribe school-based sanctions for participating in bullying. So these laws and a long line of court caselaw states that cyberbullying that occurs on school property or that substantially disrupts the school environment is subject to school authority and discipline.

Second, many states (including Montana—the one state without a formal bullying law) already have statewide criminal statutes that address cyberbullying.  For example, in Wisconsin, it is a Class B misdemeanor to send an email or other computerized communication: “With intent to frighten, intimidate, threaten, abuse or harass another person…”  Moreover, one is subject to a fine of up to $1,000 if they “harass, annoy, or offend another person” using an electronic communication system. Very few law enforcement officers I have communicated with here in Wisconsin have charged a student with violating this statute; however it is slightly more common for the police here (and in other places around the U.S.) to charge a student with disorderly conduct for harassing online behaviors.

So we need to ask ourselves what cyberbullying behaviors or scenarios exist that would not be covered under the above avenues and therefore would require a local ordinance?  I suppose if you are in a state that does not have suitable state bullying or harassment (online or otherwise) statutes, then pursuing a local remedy might be necessary.  Some of the local officials I have spoken to have indicated that their district attorney was reluctant or unwilling to file formal charges for cyberbullying behaviors and a city ordinance would give local police the ability to go after cyberbullies through the city attorney’s office.  I’m not convinced this is the best place to handle these cases, but it does provide an additional lever to pull for someone who continues to engage in problematic online behaviors.

There is one potential benefit to local ordinances that may be specific to Wisconsin (it may apply to other states, I just don’t know).  In Wisconsin, any contact that a person 17 years of age or older has with a circuit court (our lower level criminal court) is listed online through the Consolidated Court Automation Programs (CCAP).  Anyone can look others up online through this public record system by name and birth date to see what trouble they have gotten into.  When applying for jobs it is easy for hiring managers to look in this database to see whether someone has had a brush with the law.  For example, if a high school junior receives an under-age drinking ticket when she is 17 years old, that would be listed on this website.  Forever.  So if that same student is then issued a citation for misusing a computerized communication system (sends a harassing email to a peer), which is a violation of Wisconsin state law, that too would be listed on the website, seemingly forever.  If you are a victim of cyberbullying then maybe you think this is a good thing: the bully gets the punishment he or she deserves.  But I think it is unrealistic to assume that anyone, especially teens, will be deterred from cyberbullying others for fear of being arrested and put on this online court system.

That is where a benefit of a local ordinance might be useful. If a city has a municipal ordinance prohibiting online harassment and also has a municipal court, then potentially the infraction would be handled at the local level and therefore the citation would not end up on the online public record. The “bully” would be punished, but it wouldn’t necessarily impact them for the rest of their life like a state violation could.

Look, the bottom line for me in all of this is that I believe that the vast majority of cyberbullying incidents, at least those that occur among school-aged youth, can and should be handled at the local level: by parents working with schools to resolve the situation outside of the formal juvenile justice system.  If the harassment is particularly egregious or continues after other attempts have been made to stop it, then perhaps additional formal steps are necessary.  But I just don’t think a local ordinance, on balance, will do much to add to the toolkit of suitable response strategies for this problem.

One thing is clear: if states had practical cyberbullying legislation, then local communities would not need to be looking to develop their own legal responses.  I spend a lot of time working with legislators to develop cyberbullying laws. As I have mentioned on this blog before, despite my best efforts, my state of Wisconsin has a pretty poor bullying law that doesn’t even mention cyberbullying.  I advocate language that emphasizes the school’s recognized authority to discipline students for any behavior that interferes with another student’s ability to feel safe and to learn at school.  Specifically, I encourage legislators to adopt the following language:

Schools have the authority and responsibility to apply reasonable and educationally-based discipline, consistent with a pupil’s constitutionally granted privileges, to bullying that: (a) Occurs on, or is delivered to, school property or a school-sponsored activity or event on or off school property; or (b) Occurs off of school property or outside of a school-sponsored activity or event, if the conduct interferes with a pupil’s educational opportunities, creates a hostile environment for that pupil or others, or substantially disrupts the orderly operations of the school or school-sponsored activity or event.

To be sure, this language focuses exclusively on the school’s role in responding to student bullying and cyberbullying.  It is also vitally important that parents are involved in disciplining their children when they misuse technology, but that is more difficult to legislate.

Of course the above legislative language wouldn’t address adult behaviors.  Those should be handled in civil court (intentional infliction of emotional distress, harassment, false light, etc.) or in rare cases criminal court (harassment, stalking, misuse of computerized communications devices).  For more information about responding to adult online harassment, see my blog here.

What do you think?  Does your city have a cyberbullying ordinance?  If you are a police officer or local prosecutor, I would love your opinion on whether you think local regulations are the way to go.

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A Positive School Climate Makes Everything Possible

Article posted by in August 31, 2012 at 9:18 am.
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We have a lot of really great anecdotes and ideas from educators included in our latest book School Climate 2.0:Preventing Cyberbullying and Sexting One Classroom at a Time.  Below is one example from our friend Steve Bollar, who is a principal in New Jersey.  He is an “in-the-trenches” expert when it comes to developing and maintaining a positive school climate.  We highly recommend that you sign up for his regular “Ideas, Ideas, Ideas” newsletter which you can learn more about on his website.  Here are his thoughts on why a positive climate at school is so important:

“The climate in a school can either make everything possible or not make everything possible.” That quote is one of the most profound statements about schools that I have ever heard. It is true that instruction and curriculum are important, but neither can be effective unless the climate of the school/classroom is centered on respect, clear expectations, personal responsibility, and recognition. Every school has a climate that is developed through the actions of the school leader. Therefore, it is vitally important that the school leader purposefully works to establish the climate in the way that he or she knows will best benefit the students and staff. The other option is for the school leader to do nothing, thus leaving it up to others to set the tone and develop the climate. That climate may not be positive, empowering, or productive. Instead, it may be demeaning, unclear, and non–student focused.

A school that has a positive climate rooted in clear expectations, and supported with recognition and respect, leads to students and staff making decisions that are in the best interest of not only the school but also themselves. Roy Disney once said, “When your vision is clear, decisions are easy.” It is so true within a school. When your climate, vision, and expectations are clear, deciding whether or not to do the right thing is easy. It leads to the thought process of “that’s the way we do it here.” When students are faced with a choice of going onto a website that is inappropriate or not, whether at home or school, the climate they are most exposed to at school comes into play. Therefore, making the right decision is easier to make.

True, it doesn’t work all the time. Within my building are many students who get into “trouble” with social networks, inappropriate websites, connecting with dangerous people online, and making poor choices in the photos they post on the Internet. Two years ago, we had a large spike in the number of issues and disciplinary action related to Internet behavior. Approximately 25 to 35 percent of discipline during the school year was Internet related. The following year, we implemented a morning homeroom meeting. During this 30 minutes once a week, two adults in each classroom would lead an activity or discussion that focused on the vision and expectations of the school. This practice, once a week, continued consistently throughout the school year. The results were amazing! The number of Internet-related disciplinary issues decreased significantly, and as did the number of overall discipline issues. Problems were either handled more often at the classroom level through discussion and guidance of the teachers, or the lessons learned and reinforced during those morning meeting times guided the thought processes of the students when opportunities to behave inappropriately came up.

At the end of each marking period, my administrative team would look at the discipline report and say, “Wow!” We did not start an anti-Internet campaign or increase the amount of Internet safety training. All we did was connect with students and purposefully strengthen the climate within our building around positive clear expectations and recognition. The end result was students making better life decisions. “The climate in a school can either make everything possible or not make everything possible.”

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