NEW SOUTH WALES INSTITUTE OF PSYCHIATRY

Cyberbullying Dr Ros Montague

Young people & ICT

• Information and communication technologies popular with young people– Estimates of use vary– 1 in 4 regularly use mobile phones (Aus Gov, 2005)

– 7/10 visit online community once a month (Satchell 2005)

– 93% 12-17 use internet regularly (Santos & Nyhan, 2007) – 74% girls 12 -18 more time chat rooms or instant

messaging than doing homework

Types of cyberbullying (Willard, 2007)

• Flaming– online fights using electronic messages that include

angry & vulgar language

• Harassment, threats, stalking– repeatedly sending nasty, mean insulting messages

• Denigration– rumours, gossip, damaging reputation or friendships.

“Dissing” someone online

• Cyberstalking– Harassment including threat or fear

Types of cyberbullying (Willard, 2007)

• Impersonation– Sending/posting material as someone else

• Outing and trickery– Sharing someone’s secrets or embarrassing

information; gaining disclosure & spreading info

• Exclusion– Intentionally & cruelly excluding from online

group

Threats• What appears to be a threat could be:

– Joke, game– Someone trying on a new identity (tough)– Final slavos in “flame war” no real violence

intended– Impersonation to get someone into trouble– Material posted by a depressed or angry young

person threat may or may not be imminent– A legitimate threat

Threats

• Essential to have a process to review online threats– Imminent threat– Evidence gathering– Violence or suicide assessment– Cyberbully assessment

Cyberbullies and victims

• Both male & female involved– Independent schools– Girls

• Some are strangers but most often know each other– Bully was friend or known from school 68%,

from chat room 28% of time (Burgess-Proctor, 2008)

Why?• You can’t see me

• I can’t see you

• Everybody does it– Life online is just a game– Look at me – I’m a star– It’s not me. It’s my online persona– What happens online stays on line– On the internet I can write or post anything I

like

Roles• Bullies

– ‘put-downers’, ‘get-backers’– Making the bullets, firing the bullets

• Targets– Sometimes bullies at school, other times targets

• Harmful bystanders– Encourage an support bullies from sidelines

• Helpful bystanders – Protest, support victim, tell an adult

Risk and protective factors• Savvy young people

– Knowledge, skills and values to make good decisions

• Naïve young people– Lack knowledge etc

• Vulnerable young people– Lack knowledge & experiencing angst

• At risk young people– Facing major challenges

Risk and protective factors

• Not all are equally susceptible– Social adjustment– Peer relationships– Family relationships– Problem solving skills– Coping skills– Mental health issues– Temperament

Resilience – increasing protective factors

RiskFactors

ProtectiveFactors

Impact• Significant emotional harm• Range of impacts:

– Depression– Anxiety, worry, self-blame– Social withdrawal– Low self-esteem– Physiological complaints– Problems concentrating– School failure, school avoidance– In extreme cases suicide or violence

Impact

A group of girls from Alan’s school had been taunting him through instant messaging, teasing him about his small size, daring him to do things he wouldn’t normally do, suggesting that the world would be a better place if he committed suicide. One day he shot himself. His last online message was “Sometimes the only way to get the respect you deserve is to die”

Impact

• Can happen 24/7

• Anonymity

• Messages and images widely distributed, hard to stop

• Impact of written word for victim

• Can’t take cues from others reaction– Eg crying

Someone found out my email password and took advantage of that … they hacked in and sent rude emails to all my friends so that they hated me. 14 yr old male

Other related concerns

• Disclosing personal information (diary)

• Internet addiction

• Suicide and self-harm online communities, eating disordered groups

• Hate group recruitment and gangs

• Risky sexual behaviour

• Violent gaming

What can schools do?• Needs assessment

– Determine extent and perception of CB in school population

• Policy and practice review– Incorporate CB into all relevant school policies

• Educate staff, students parents– Familiarity with ISTE NETS– CyberSmart (NASP)

What can schools do?

• Investigate all reports of CB

• Support students who are victims or perpetrators

• Understand legal obligations & restrictions

• Safeguard staff members as well as students

• Ensure continuous evaluation and assessment

Questions for School Leaders

• How do your current policies support the prevention and intervention of CB?

• What is the genuine level of awareness of the policies and related issues among parents?

• What existing curricula include skills development related to prevention?

• Are the staff adequately trained to address prevention?

• What current policies trigger disciplinary action for behaviour that occurs off campus?

• What steps can be taken to prevent retaliation against students who report CB?

• How would this inform reporting and intervention practices?