Cyber Bullying Solutions
1. STOP,
2. BLOCK,
3. RECORD, and TALK
It is a common belief that society seeks out technological advancements. Members of society have begun to rely on technology to simplify their lives. Often forgetting that as the world changes, improves and modernizes, it complicates and intensifies the issues of society. The issues filter into various aspects of our personal and daily lives. Of the issues that filter into our lives as teachers and educators, I have decided to focus on the cyberbullying phenomena. It has now replaced schoolyard bullying. It is no longer possible to say, “I am rubber. You are glue. Whatever you say, bounces off me and sticks to you”. Cyberbullying is different from bullying. The perpetrators can strike at school, at home, or anywhere technology can be accessed (Shryock, 2006). It is also an issue most parents and educators did not have to deal with previously.
As educators and leaders, we need to understand what cyberbullying is, as well as the components involved in addressing the issue. The Kids Help Phone defines Cyber bullying as “using cell phones, the internet, chat rooms or email to hurt or scare someone” (2008). Belsey (as cited in Keith and Martin, 2005, p. 224) concurs and adds “defamatory online personal polling websites, to support deliberate, repeated and hostile behaviour by an individual or group that is intended to harm others’ ‘. The various forms of cyber bullying involve flaming, denigration, exclusion, outing, trickery, impersonation, harassment and cyberstalking (netsmartz.org). The speed at which technology and its perceived anonymity, allows more students to initiate or partake in this form of behaviour (Media Awareness Network, 2008).
With such a new and complicated form of bullying, cyber bullying poses my Teacher Inquiry question. As concerned educators and leaders, what measures can we take to address the cyber bullying phenomena?
Much like bullying, cyber bullying has perpetrators, targets and bystanders. It is my claim that students in either of the roles (perpetrators, targets and bystanders) behave in a manner that we as educators and leaders must be able to identify and label, in hopes of addressing the cyber bullying phenomena. Some students may become bystanders who contribute to the victimization by reading and forward harassing messages and or images (Media Awareness Network, 2008). We must be able to give students direction on how to proceed with the issue when confronted (as targets) with this problem.
Cyberbullying differs from bullying
Traditionally, peer harassment was something that included face-to-face bullying and someone being victimized, while bystanders allowed or watched the ordeal (Beran, Tanya, and Li, Qing. (2005). Beran, Tanya, and Li, Qing (2005) reported that 64% of students from their study who were victims of cyber bullying also reported being victimized by another method. It is unclear if the targets are simply more prone to harassment or if they were victimized by the cyber bully, who then acted on the threats.
Children can no longer take refuge at home after a bad day at school; the technology allows the taunting to continue (Stutzky, 2003). Cyber bullying increases the scope of the bystanders/audience, and thus, heightens the impact (Stutzky, 2003). Cyber
bullying is a form of torture that continues to linger longer after the initial harassment began; as it lives on in cyber-space and reaches different people at different times (Stutzky, 2003). Most interestingly, Stutzky (2003) claims that this form of cruelty limits the impact of the action and lends itself to perpetuate additional torture and humiliation to the target student.
Statistics
Some of the known facts on cyber bullying are outstanding. The Pew Report Cyberbullying and Online Teens (as cited in Media Awareness Network, 2008) states that approximately 32% of those who use the internet say they have been targets of cyber bullying. Kids Help Phone indicates similar results; “1/3 of students in Greater Toronto admitted to cyber bullying. They also noted that many targeted friends and other students. Similarly, Media Awareness Network (2006) states 34% of the students in grades 7-11 who reported being bullied, almost 1/3rd, were cyber bullied.
Sharif and Gouin (2005) (as cited in Media Awareness Network, 2006), state the research indicates girls are the primary targets of cyber-bullying. Media Awareness Network (2008) states 38% of girls, compared to 26% of boys have been bullied on-line. The group reporting the most cyberbullying was females between 15 to 17 years of age, reporting 41% of the bullying.
Media Awareness Network (2008) describes bystanders as the group that provides the social consensus for cyberbullying. Out of a sample study of 2, 095 students, 28% witnessed cyberbullying (Media Awareness Network, 2008). According to Gervais (2006), out of 177 students, 53% knew of someone being harassed online. Even more alarmingly, 9% of these bystanders became active cyber bullies (Media Awareness Network, 2008). Similarly, Prevenet.ca states (as cited in Kids Help Phone, 2008) “in a classroom of 35 students, between 4 and 6 students will bully and /or be bullied at some point”. Approximately 32% of the bystanders watched but did not participate (Media Awareness Network, 2008). The cyber bully was reported by 7% and another 7% tried to befriend them. Media Awareness Network (2008) reported that the longer bullying continued, the number of cyber bully participants would increase.
A survey by the Ontario College of Teachers (as cited in Media Awareness Network, 2008) reported that 84% of teachers were targets of cyber bullying by their students; cyber bullying for French language teachers rose to 93%. Derogatory comments about students, teachers and principals have surfaced on Facebook.com and “You Tube”. Changes to the Safe Schools Act have been implemented. This act now states that students can be suspended or expelled for such behaviour (CityNews, 2007).
Regardless of the statistics, I believe that the impact of cyber bullying can affect/impede both students and teachers, as the cyber bullies are able to reach many bystanders. It is often more difficult to address cyber bullies because they are often anonymous and near impossible to locate. However, with advanced technologies, they can now be traced, caught, and brought to justice.
Cyberbullying and the Law/School
It is important for educators and teachers to note that cyberbullying can be deemed a criminal act and even lead to suspension or an expulsion.
The Criminal Code of Canada states that it is a crime to communicate repeatedly with someone if the communication causes them to fear for their own safety or the safety of others (Media Awareness Network, 2008). The Criminal Code of Canada says a hate crime is committed to intimidate, harm or terrify a person (CBC Online, 2004). A cyber bully who spreads hate or discrimination based on race, national or ethnic origin, colour, religion, age, sex, sexual orientation, marital status, family status or disability, is violating the Canadian Human Rights Act (Media Awareness Network, 2008). The Civil Liability (as cited in Gervais, 2006, p.15) prohibits the “defamation involving writing something designed to insult a person or hurt a person’s reputation by exposing him or her to hatred, contempt or ridicule”.
Furthermore, the trend of litigation against schools suggests that victims and parents of the victims seek compensation and protection from the courts (Shariff and Johnny, 2007). Cyber-Libel is a form of litigation that has been used to address defamation on the internet (Shariff and Johnny, 2007). Consider the Star Wars Kid video, where the process led to an out of court settlement.
Gervais (2006) states, “educators and teachers are responsible for the safety of students under their care”. Further, Gervais (2006) states they must protect their students from reasonably foreseeable risks of harm and can act as reasonable prudent care providers. This being the case, Willard makes recommendations in the Educator’s Guide to Cyber Bullying (2004), schools need to develop an approach to dealing with cyberbullying. Of her recommendations, I have included a few suggestions that Shryock (2006) concurs with these suggestions:
- “Engaging in participatory planning that involves current school based programs (such as safe schools initiatives) and non-school participant – police, parents and community groups and social agencies
- Ensuring an effective anti-bullying program is in place
- Update their bullying policy
- Conduct professional development
- Provide parent education (integrate anti-bullying and cyber bullying education in existing curriculum)”
(as cited in Media Awareness Network, 2008).
The Ontario Education Act outlines some of the responsibilities of a Principal. Principals are required to “maintain proper order and discipline in the school, give assiduous attention to the health and comfort of pupils under their care”. Tethered by the laws, the Principal has a duty to ensure that students feel safe at school and that appropriate discipline is carried out to maintain order and composure in education facilities. Hence, there is the need for a school to set out consequences for breaches to the student code of conduct. In accordance with the Education Act Section 306 (1), “a principal shall consider whether to suspend a pupil if he or she believes that the pupil has engaged in any of the following activities while at school, at a school related activity,
or in other circumstances where engaging in the activity will have an impact on school climate:
(a) Uttering a threat to inflict serious bodily harm on another person
(f) Bullying
(g) Any other activity that is an activity for which a principal may suspend a
pupil under the policy of the board” .
Despite this policy, in the 1990’s David Night was faced with bullying in an elementary school that included name-calling (Gervais, 2006, Shariff and Johnny, 2007). He alleged that the bullying had essentially been permitted by the Halton District School Board (Gervais, 2006, Shariff and Johnny, 2007). In high school, the bullying continued and evolved into cyber bullying. David Night was defamed on-line, where peers posted hundreds of cruel comments. He then alleged that the school failed to effectively act and resolve the issue (Gervais, 2006, Shariff and Johnny, 2007). Once he contacted Yahoo, he was, eventually, able to have the site removed.
The breaches by cyber bullies are school based suspendable offences. Recently in the news, there has been a lot of media coverage pertaining to a 14-year-old girl named Stephanie Rengel; she was stabbed numerous times on New Years Day 2008 (CityNews, 2009). The 17 year-old-girl on trial for the first-degree murder of Stephanie used instant messaging to pressure her boyfriend to kill young Rengel (CityNews, 2009). I am interested in seeing how the school board deals with this cyber bullying-killer; it is more than likely that she will be allowed to return to school and pursue her “education”.
Cyber Bullying Solutions
I emphasize that students, parents and teachers need to be provided with school based training and strategies to prevent or stop cyberbullying.
If students are being bullied, they need to be told or informed of what they need to do. Keith and Martin (2005) concur with Stutzky (2003); they suggest that students should not respond or engage with cyber bullies. Keith and Martin (2005) concur with Stutzky (2003) and suggest that messages should not be deleted, instead they should be printed off to help identify the bully. This was how police arrested and charged the murders of Stephanie Rengel. The literature reviewed tends to agree with the notion that students should tell a trusted adult or friend (Stutzky, 2003, Keith and Martin, 2005, Kids Help Phone, 2008). Also, it was suggested that students should change their cell phone numbers or block numbers or chat dialogues (Stutzky, 2003, Keith and Martin, 2005). Media Awareness Network (2008) suggests that if a student is being bullied, they should STOP, BLOCK, RECORD, and TALK if it concurs with the principles of Stutzky (2003), Keith and Martin (2005).
Media Awareness Network (2008) suggests that parents and teachers teach children or students a moral component to using the internet, where they develop a code of ethical conduct on-line, encourage positive interactions, and teach them to respond to cyber bullies in a proactive manner.
As parents of children, we must ensure that our children are not feeding into the cyber bullying phenomena. Parents must take active roles in how technology is used by their children and in their homes. Keith and Martin (2005) concur with Stutzky (2003) that blocking sites or numbers, and or the use of computer filters/tracking programs need to be used. They also add that it is important for families to be open and honest about the difficulties they encounter while using technologies.
As Schools/Educators, we must be sensitive in our approach to dealing with the issue of cyber bullying. According to Shariff (2005) when targets of cyber bullying seek out support from school staff/teachers they encounter a “wall of defence” (p.471). In some cases parents stated the school assumed the victim invited the abuse, parents were overly dramatic about their concerns or an anti-bullying policy absolved them of any further responsibility (Shariff, 2005). In some cases educators may condone negative and non-inclusive attitudes (Shariff, 2005, p.471). As educators/teachers we must ensure that our school policies are acceptable, current and enforced (Stutzky, 2003, Keith and Martin, 2005). I would suggest a needs assessment of the issue at your school, followed by a workshop for the necessary target group that is specifically geared toward a parental audience. Such information sessions inform parents of current school based issues and assist them in becoming informed advocates for their children. This training would need to be coupled into the curriculum for children; allowing them to learn how to react to cyber space issues in a calm, safe and informed manner. Teachers and educators must be able to understand and/or be able to “read” the new cyberspace language being used among students to ensure no one is being victimized. Teachers and educators will therefore, require professional development in this area to adapt to a growing technological society (Stutzky, 2003, Keith and Martin, 2005)
Concerns
My concerns are that often, the suggestions listed above sound great, however, they are not necessarily effective. Shariff (2005) states the “traditional responses to bullying are largely ineffective because of the anonymous nature of cyber-bullying, capacity for an infinite audience, and participation by large numbers of young people (p.472)”. Sharifff and Johnny stated, “secondly, defamatory material on the Internet can be republished quickly and easily and reproduced infinitely…information can be posted anonymously…stored on various servers (p.318)”. The laws that protect us also seem to protect those that use the Internet inappropriately as perpetrators or bystanders of victimization. Though Canadian law is more aggressively willing to “condemn reputation attacks committed over the Internet, by awarding substantial damages’ ‘ (Shariff, 2005, p. 319). It is necessary to note that each cyber space case is complex and, therefore, the outcome will depend on the facts and circumstances specific to that case (Shariff, 2005, p. 319). Though cyber-libel cases are promising, the effects of cyberbullying are often irreversible, like in the case of Stephanie Rengel.
The Standards of Practice for teaching Profession
As teachers we are bound by the commitment to students and their learning, when students are confronted with issues of cyber bullying we must treat students with equity and respect as the students learning is likely being affected. As leaders in the community teachers must participate in learning communities that are indicative of assisting with student success. Teachers must partake in professional learning opportunities and aim for current knowledge and standards to improve their practice.
The Ethical Standards for the Teaching Profession
The ethical standards of the profession expect that we handle such situations with care, respect, trust and integrity. Shariff (2005) pointed out kids who were cyberbullied sought out support from teachers encountered a “wall of defence.” As educators/teachers we must ensure that education policies are practiced and adhered to.
References
All About Cyber-Bullying for Parents and for Youth. (2008). Kids Help Phone Flyer.
Beran, Tanya, and Li, Qing. (2005). Cyber-harassment: A study of a new method for an old behavior. Journal of Educational Computing Research, 32(3), 265-277.
CBC News Online (2004). Retrieved on March 23, 2009,
CityNews (2007). Cyber-Bullying Law Introduced In Ontario. Retrieved on March 18, 2009,
CityNews (2009). First Day Of Jury Deliberations Ends Without Verdict In Rengel Murder Trial. Retrieved on March 18, 2009, from
Keith, S. & Martin, M. (2005). Cyber-bullying: Creating a culture of respect in a cyber world. Reclaiming Children and Youth, 13(4), 224-228.
Gervais, B. (2006). Dealing with Cyberbullying. The Breakfast Club; Labour and Employment Group. The Albany Club Manual.
Media Awareness Network. (2006). Cyber-bullying: Understanding and preventing online harassment and bullying. School Libraries in Canada, 25(4) 17-22.
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