Dr. Jacqueline Waggoner & Dr. Hillary Merk University of Portland waggoner@up.edu merk@up.edu

1. Dr. Jacqueline Waggoner & Dr. Hillary Merk University of Portland waggoner@up.edumerk@up.edu

2. Objectives • Learn about cyberbullying and its common forms • Become familiar with the dos and don’ts of digital security • Know how to detect if a student is being cyberbullied • Become familiar with how to address cyberbullying (via teachers, administrators, cell phone company, ISP, etc.)

3. Cyberbullying

4. From a 14 year-old girl from New Jersey: “Being bulliedover the internet is worse. It's torment and hurts. They say ‘sticks and stones may break my bones, but words will never hurt me.' That quote is a lie and I don't believe in it. Sticks and stones may cause nasty cuts and scars, but those cuts and scars will heal. Insultive words hurt and sometimes take forever to heal.” http://digitalcitizenshiphelp.wordpress.com

5. http://www.youtube.com/watch?v=YxKYU3SIDhI

6. Cyberbullying can be described as violence without marks It is an electronic means of hurting others using the internet and cell phones

7. Cyberbullying: use of information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group that is intended to harm others

8. Once Posted FOREVER Published • Everything posted online is there forever, even after it has been deleted • All digital activity is public and permanent, including Facebook updates, smartphone activity, and digital camera pictures Beware what is shared

9. “Going Viral” Copy Copy Copy and Send Copy Copy and Send Copy and Send

10. Social Networking and Cyberbullying83% of teens have visited a social networking site

11. Social Networking and Cyberbullying • 69% of social media-using teens report that their online peers are mostly kind to each other on social network sites • 65% say they personally have had an experience on a social network site that made them feel good about themselves • 58% say they felt closer to another person because of an experience on a social network site • 80% of teens who've witnessed mean and cruel behavior have come to the defense of a targeted social networking friend Teens, Kindness and Cruelty on Social Network Sites, conducted by Pew's Internet and American Life Project

12. Five major benefits of children and adolescentsusing social media The American Academy of Pediatrics (AAP): • Opportunities for community engagement through raising money for charity and volunteering for local events, including political and philanthropic events. • Enhancement of individual and collective creativity through development and sharing of artistic and musical endeavors. • Growth of ideas from the creation of blogs, podcasts, videos and gaming sites. • Expansion of one’s online connections through shared interests to include others from more diverse backgrounds (such communication is an important step for all adolescents and affords the opportunity for respect tolerance, and increased discourse about personal and global issues. • Fostering of one’s individual identity and unique social skills.

13. Common Forms of Cyberbullying Flaming and Trolling: sending or posting hostile messages intended to “inflame” the emotions of others Rumor Spreading: spreading gossip through e-mail, text messaging, or social networks

14. Common Forms of Cyberbullying Happy-Slapping: recording someone being harassed or bullied in a way that usually involves, physical abuse; then posting video online for public viewing Identity Theft/Impersonation: stealing someone’s password or hijacking their online accounts to send or post incriminating or humiliating pictures, videos, or information

15. Common Forms of Cyberbullying Photoshopping: doctoring digital images so that the main subject is placed in a compromising or embarrassing situation online for public Physical Threat: sending messages that involve threats to a person's physical safety

16. Sexting and Cyberbullying Sexting: the act of sending sexually explicit messages or photographs, primarily between mobile phones In 2011, at least 21 states and Guam introduced bills or resolutions aimed at “sexting” • Bills were enacted in seven states (Florida, Nevada, New Jersey, New York, North Dakota, Rhode Island, and Texas) and Guam in 2011

17. Sexting and Cyberbullying This video depicts a teenage girl's experience of sexting. It highlights that once something is created in a digital format and then shared, you lose control over who sees it and what they do with it. www.youtube.com/watch?v=DwKgg35YbC4

18. Sexting and Cyberbullying Snapchat gives a false security, because it advertises that a photo will vanish within 10 seconds or less of being viewed by its recipient. The sender is notified if a Snapchat image has been captured. www.netfamilynews.org/snapchat-privacy- as-perishable-as-the-photos/

19. Is This The Perfect Sexting App? www.trypair.com

20. Digital Security Terminology • Hacking: breaking into computers or networks • Identity theft: stealing another’s identity and posing as that person • Spoofing: hoax • Phishing: malicious individual or groups scamming emails to collect login information www.computerhope.com/jargon • Trojan horse: computer virus hiding as an application

21. Digital Security: Dos and Don’ts • Use safe and strong passwords http://strongpasswordgenerator.com • Never save or let any computer “remember” passwords • Do not open suspicious emails or respond to chain emails

23. Why cyberbully??? Adolescent Psychosocial Development

24. Immature Social Judgment of Juveniles • Avoidance of accepting personal responsibility for behavior • Lack of foresight about the consequences of behavior • Propensity to give into impulses (Cauffman & Steinberg, 20002424; Steinberg & Scott, 2003)

25. Adolescents Have Enhanced Sensitivity to Immediate Rewards • Perceive risks similarly to adults but overvalue the short-term benefits of immediate rewards (AMA et al., July, 2004, p. 6; Cauffman & Steinberg, 2000, p. 759; APA & MPA, July 2004, p. 7; Roper v. Simmons, 2005, pp. 21-22) • May place more weight on the rewards of risky or thrill-seeking behavior (Steinberg & Scott, 2003, p. 1014; also see Fagan, 2000) • Leads “to lower risk ratios…and a higher likelihood of engaging in the …behavior” (Steinberg, 2008, p. 57)

26. Adolescents Have a Limited Ability to Control Impulsive Behaviors • More impetuous than adults • Less able to suppress thoughts and behaviors that interfere with the achievement of important goals • Less likely than adults to think ahead before acting • May exhibit poorer cognitive performance under …everyday stress, emotional arousal, and danger

27. Adolescents Are Susceptible to the Influence of Peers • Presence of peers results in an increased level of risk-taking by mid-adolescents • They gravitate toward peers who reinforce own predilections • More vulnerable to negative influences and outside pressures, including peer pressure, which makes them even more risk-prone or impulsive

28. Signs a Child May be theTarget of Cyberbullying • Avoids the computer, cell phone, and other technological devices, or appears stressed when receiving an e-mail, instant message, or text message • Avoids conversations about computer use

29. Signs a Child May be the Target of Cyberbullying • Withdraws from family and friends, or acts reluctant to attend school and social events • Withdraws from family and friends, or acts reluctant to attend school and social events • Exhibits signs of low self-esteem including sadness, depression, and/or fear • Has declining grades • Has poor eating or sleeping habits

30. What Can be Expected in School Settings? Administrators should: • Establish rules that prohibit all forms of bullying at school. • Establish school policies for acceptable internet and cell phone use. ENFORCE THEM! • Develop a strong relationship with the local police department; invite “cybercops” to speak to parents/students.

31. What Can be Expected in School Settings? Teachers should: • Establish a class contract regarding how students treat one another and computers (Cyber Citizenship: Internet safety and responsibility) • Teach the majority of kids (who are neither bullies nor targets—bystanders) to take action against bullying • Ensure that students are aware that all bullying concerns will be handled effectively and with sensitivity • Ensure that parents/guardians’ concerns will be taken seriously

32. How Can Parents Help? • Translate acronyms and icons (POTS-parents over the shoulder; PRW-parents R watching; TIR-teacher in room) • Google “acronyms parents should know” • Be observable (computer in public place— not the bedroom?) • Use monitoring software • Block inappropriate websites • Monitor computer history • Get alerts about potentially dangerous behavior online • Know what websites students frequent • Become a “friend” on your child’s Facebook account • Know identity of “friends” and online behaviors

33. How Can Parents Help? • Tell the child not to respond to rude e-mails, text messages, and comments. • Save the evidence, such as e-mail and text messages, and take a picture (camera, cell phone, screenshot) of comments and images. Also, take note of the date and time when the harassment occurs. • Contact Internet Service Provider (ISP) or cell phone provider. Ask the website administrator or ISP to remove any webpage created to hurt your child.

34. How Can Parents Help? • If harassment is via e-mail, social networking sites, IM, and chat rooms, “block” bullies, or delete the current account and open a new one. • If harassment is via text and phone messages, change the phone number, and instruct the child only to share the new number with trustworthy people. Also, check out phone features that may allow the number to be blocked. (Discuss “trustworthy”)

35. How Can Parents Help? • Partner with your school. Learn the school’s policy on cyberbullying and urge administrators to take a stance against all forms of bullying. • Make a report to www.cybertipline.com, and if you feel something illegal has occurred, inform law enforcement or the school’s assigned police officer.

36. How to Stop Cyberbullying:What Students Say They Should Do • Block messages/identities (74.9%) • Tell someone—parent/teacher (63.3%) • Change email address/phone number (56.7%) • Keep a record of offensive emails/texts (46.5%) • Ignore it (41.3%) • Report to police/other authorities (38.5%) • Contact service provider (31.1%) • Ask bully to stop (21. 4%) • Fight back (19.6%) (Smith, Mandavi, Carvalho, Fisher, Russell, & Tippett, 2007; pp. 376-385)

37. What Else Can Students Do? • Never share PIN numbers or post phone numbers on social networking sites • Tell a trusted adult • Do not delete messages; they can be used to take action • Block cyberbullying through chat rooms and instant messaging • Do not open messages from someone unknown • Do not reply to the person cyberbullying!

38. Resources • Cyberbullying is against Oregon law (and other states’) • School districts have bullying and harassment policies • Cyberbullying software detects harmful content www.bullying.orgwww.netfamilynews.org/ www.bullycide.orgwww.education.up.edu/ www.netsmartz.org www.cybertipline.com www.ncpc.org/ www.opheliaproject.org www.stopbullyingnow.com

39. Dr. Jacqueline Waggoner & Dr. Hillary Merk University of Portland waggoner@up.edumerk@up.edu http://teaching.up.edu/edresearch/waggoner

40. Question and Answer Session