The Trumpet of Conscience

1. The Trumpet of Conscience Creating A Dialogue About Cyber-Bullying Between Students, Parents And Educators Photo: http://www.teachstreet.com/health-safety/articles/fitandsafe/the-bully-in-a-20-world-cyberbullying/pb-17m20ed1c

2. The Trumpet of Conscience A study by members of EDU 6085 - Moral Issues in Education Summer 2009 Erin Bailey MiaCotroneo Natasha De Yager KirstenDuBois Jonathan Greb Amanda Hunt Megan Jacobs Frederick Jenner Alicia Keegan Richard Long Dr. Jeff Keuss, Associate Professor Seattle Pacific University

3. Controversy of Cyber-bullying • THE NATURE OF THE CONTROVERSY • The effects and instances of cyber-bullying are felt in the classroom. Anxiety and depression come with a child to school and affect their day and learning as a result. Additionally, studies done show that victims of cyber- bullying participate in online networking sites with fellow students. These studies also show that more often than not it is a class member doing the bullying. (Juvonen and Gross, 2008) • “With no boundaries or tangible consequences, children are using technology to vent normal frustrations in ways that can become very destructive.” • How does this relate to our position on cyber-bullying?

4. Our Position POSITION: Cyber- bullying affects classroom functioning and student learning, thus it is our jobs as teachers to collaborate with students and faculty, as well as parents to police the participation in, and mediate the effects of, cyber- bullying.

5. Strengths of Our Position • Cyber-bullying affects students’ well-being and performance in the classroom. It is therefore the business of the school to deal with it. • Cyber-bullying is frequently a continuation of or in retaliation for in-school bullying. • The emotional harm may be greater than in-person bullying because the harm is on-going 24/7 and material can be widely disseminated and difficult or impossible to remove. (Willard, 2007, pg. 2)

6. Strengths of Our Position • Schools have the power to prevent and deal with the effects of cyber-bullying. • The best way to deal with cyber-bullying is to prevent it and educate parents and students on how to deal with it. • “Cyber-bullying is everyone’s business and the best response is a proactive or preventative one.” (Know the Risks - Challenging Cyber-bullying, 2009) • Schools can educate parents and students on the effects of and preventative measures against bullying, and therefore, they should.

7. Weakness of our Position Hard for educators to police because they are not with students at all times. Legal difficulties interceding in cyber-bullying that takes place off school grounds or outside of school hours. Cyber-bullying varies by age; more effort for prevention needed in elementary school. No funding for education on cyber-bullying.

8. Weakness of our Position • Policies may not always back punishments since bullying policies are not the same among school districts. • Speed of interplay between cyber-bully and victim is faster and can be easily replicated. • Bullying has long-term consequences for student even if it’s subtle and efforts are made to prevent it. • Parent(s)/guardian(s) may not be aware of online presence of their child.

9. History and Philosophy • Historical background: • The exponential growth in technology has altered student communication and relationships far differently than previous generations. It has also created a nurturing and anonymous environment for hostile and aggressive behavior which is defined as cyber- bullying. • Little is known about the magnitude of this issue as well as effects to individuals. Thus, even less is known about the true connection between cyber- bullying and schools despite studies demonstrating an overlap between cyber-space usage and school. (Juvonen and Gross, 2008) • Philosophical background: • Students can be very sensitive during development and hence this form of harassment can be devastating. (Wendland, 2003: as cited in Keith and Martin, 2005) • The use of technology in education presents wonderful opportunities for learning, however technology also brings unique challenges. • (Keith and Martin, 2005)

10. History and Philosophy • There is the potential that action on behalf of the student will make the bullying situation worse. (Wagner, 2008) • Philosophical Questions that arise over the policing of cyber- bullying: • What definition will the school use to define a cyber- bullying situation? • What consequences are there for participation in cyber- bullying? • Are there defined school grounds lines? Where can and where can’t we enforce rules? • What are the greater effects of cyber- bullying on classrooms?

11. “Courage is fire, and bullying is smoke.” -Benjamin Disraeli Photo: http://www.ok.gov/homeland/Cyber_Security/Cyber_Bullies/index.html

12. Tips for Educators • Take a zero tolerance stance on bullying of any kind. • Ensure that bullying concerns are dealt with sensitively and effectively. • Ensure the participation and support of parents in bullying situations. • Develop school policies for acceptable internet and cell phone usage. • (Keith and Martin, 2005)

13. Complaints from Parents • One of the biggest concerns with parents when it comes to cyber-bullying is that they often don’t feel educated on the subject. • As one article shares, “Cyber-bullying is of such recent origin that current understanding is limited. Many parents misinterpret adolescents’ time on the Internet as learning rather than considering that it might be related to peer abuse.” • (Strom and Strom, 2005)

14. Complaints from Parents • Another parent complaint is that because it is “new” it’s often not seen as a threat and is not treated as seriously as it should be. • After some boys made a website titled “People We’re Gonna Whack” about other students at school they didn’t like, one of the people on the list brought it to the attention of the principal, who only gave the boys a verbal reprimand. Once a parent found out about it, she brought it to the attention of the police who, after four months, filed no charges. • (Keith and Martin, 2005)

15. Cases within the Community • 1. Student writes insulting statements about a teacher on his website: • In the case of J.S. v. Bethlehem Area School District, a 8th grader got kicked out of school for writing threatening statements about a teacher on his webpage. The administrator notified the FBI of the case and the court “determined that off-premises behavior could be punished if the school could establish that ‘the conduct materially and substantially interfered with the educational process.’” • In this case, the above statement was found to be true. As a result of the comments written on the webpage, the teacher felt a great deal of threat and was unable to finish out the rest of the year or return the following year. • Due to the disruption that the student created at the school, the school was able to intervene with disciplinary action.

16. Cases within the Community • 2. Student sends abrasive e-mail about the school’s athletic director: • In the case of Killion v. Franklin Regional School District, a high school student was suspended from school after the administrator was made aware of a harsh e-mail that had been sent about the school’s athletic director. • The school district brought the case to court and “the court noted that the school district could not identify any actual disruption at the school that resulted from the e-mail.” • Without a disruption found, and having occurred off-campus, the school district did not have the right to impose disciplinary action. The school was not able to take action even when it was clear to them that disciplinary action should be taken. • The action that they were able to take was through educating the students and making them aware of the dangers and consequences. • (Willard, 2007)

17. Cases within the Community • What the research and experts have to say: • “According to the U.S. Supreme Court, one basis for regulating speech is proof that the speech in question causes imminent, illegal action. This called the ‘clear and present danger’ test.” (Brequet, 2007) • So in the cases that were presented, it would be only lawfully right for educators to intervene when there has been a threat, as in the case of the student who had the webpage. • In cases where schools do not have the ability to act with discipline, such as incidences that occur off-campus, there are other ways they can intervene. Willard (2007) says, “It is necessary to address the concerns of off-campus activities that are harming the school climate and well-being of students” (p. 159). Some educators may not think that it is their job, but Willard says, “…the problem with this attitude is that unresolved issues arising off campus can easily escalate and have the potential for a catastrophically damaging impact on campus.” (ibid )

18. Division Between Teachers and Administrators • Administrators should have clearly defined roles in the prevention of cyber-bullying. • Administrators should… • “Make certain the school or school board’s anti-bullying policy includes harassment committed with mobile and Internet technology.” • Ensure that the school’s acceptable use policy is updated with specific language that prohibits using the Internet for bullying. • Help bridge the gap with parents by helping to educate them about cyber-bullying including ways for parents to discuss this issue with their child. • Know the legal issues for schools. In particular they should know how privacy (search and seizure) and free speech laws relate to cyber-bullying behavior. • Network with other schools in the district to provide information about cyber-bullying prevention for when students move to other schools in the district. • Establish a relationship with the local police department concerning cyber-bullying and possibly have law enforcement come into classrooms and address this issue. • Develop on-going staff development surrounding this issue. • Beale & Hall (2007)

19. Teacher Roles • Teachers should have clearly define roles in the prevention of cyber-bullying as well. Teachers should… • Be aware of the laws surrounding cyber-bullying and communicate their suspicion of misconduct immediately to the school administrator. • Participate in professional development opportunities concerning cyber-bullying. • Be involved in the community outreach process in the prevention of cyber-bullying. • Help to create a school and classroom climate in which students feel comfortable and encouraged about reporting cyber-bullying incidents. • Invite members of the police department into their classrooms to inform their student about this issue. • Help establish and join a school wide cyber-bullying task force which includes “technologically savvy educators, parents, students, and community members” who all do their part in the development and implementation of anticyber-bullying programs. • Help to develop and integrate a curriculum into their content areas which addresses cyber-bullying.

20. “Never be bullied into silence. Never allow yourself to be made a victim. Accept no one’s definition of your life, but define yourself.” - Harvey S. Firestone Photo: http://www.itu.int/osg/csd/cybersecurity/gca/cop/happening.html

21. The Non-Consequentialist Teacher Promote Freedom • A nonconsequentialist teacher would judge the wrongness of cyber-bullying based on the intrinsic properties of the action instead of its consequences. Using a libertarianism point of view, each student should have the freedom to say what they want on the internet as long as they respect the freedom of everyone else to do the same. That means that if everyone agreed with cyber-bullying, then everyone would be allowed to do it. However, that is not reality. The reality is that the nonconsequentialist teacher holds an ethical position to promote every students’ freedom to be part of a safe, community environment void of harassment. The nonconsequentialist teacher may adopt the phrase, “If you can’t say something nice, don’t say anything at all.”

22. The Non-Consequentialist Teacher Take Action • A nonconsequentialist teacher should: • Create a Code of Conduct for internet use that includes home use. The teacher might be influenced to make a code with students because it would reflect everyone’s ideas and allow freedom to use the internet with care. • Create a comprehensive intervention plan for safe internet use. The teacher might be influenced to make a plan with parents and students because it would take the fear out of the internet environment. The plan would include an awareness campaign for writing friendly blogs, chatting with respect, and networking with compassion.

23. The Consequentialist Teacher • A consequentialist teacher would judge the wrongness of cyber-bullying based on the harmful consequences it can have on the victim and on the school climate. Considering the harmful effects cyber-bullying might have, here are some ways that a consequentialist teacher might handle the situation: • Respond quickly and effectively. • Take the cyber-bullying seriously - a student may have been harmed emotionally. • Ask the student who is responsible for the bullying to remove the harmful content, even if it is not illegal content. Explain to them exactly why it needs to be removed. If they refuse to remove the content, contact the host to see if the posted content breaches the terms and conditions of use. • If a law is broken, contact law enforcement. • The key to dealing with cyber-bullying lies in prevention!

24. Aristotelian Approach • A teacher taking an Aristotelian approach to the issue of cyber-bullying would : • Consider the positive virtues needed to successfully and positively communicate in virtual forums and explicit demonstrate what they might look like. They should also explore the characteristics inherent in cyber-bullying and explain why these characteristics are considered immoral by the school community. To successfully incorporate this approach, a teacher should consider the following: • Give examples of proper “netiquette” contrasted with examples of • cyber-bullying. • Explain the characteristics inherent in both approaches and why they are considered moral or immoral by the school community. • Model proper communication in online forums to students and allow them to practice imitating appropriate communication between peers. • Encourage students to consider the positive and negative consequences of appropriate and inappropriate online communication.

25. “The best way out is always through.” - Robert Frost Photo: http://www.justicenewsflash.com/2008/08/13/cyberbullying-law_2008081373.html

26. References Beale, A., & Hall, K. (2007, September 1). Cyber-bullying: What School Administrators (And Parents) Can Do. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(1), 8-12. (ERIC Document Reproduction Service No. EJ781751) Retrieved August 9, 2009, from ERIC database. Brequet, T. (2007). Frequently asked questions about cyber-bullying. New York, NY: Rosen Publishing. Center for Safe and Responsible Use of the Internet (2007, April). Educator’s guide to cyber-bullying and cyber-threats. Retrieved August 7, 2009, from http://www.cyberbully.org/cyberbully/docs/cbcteducator.pdf Cyber-bullying, Supporting School Staff (2009). DCSF Publications. www.teachernet.gov.uk/publications “Know the Risks - Challenging Cyber-bullying.” (2009). Media Awareness Network. Retrieved from the Internet at http://www.media-awareness.ca/english/teachers/wa_teachers/safe_passage_teachers/risks_bullying.cfm

27. References • Holsinger, Kent. (2007).  Consequentialist vs. non-consequentialist theories of ethics.  Retrieved July 26, 2009, from http://darwin.eeb.ucon.edu/ eeb310/lecture-notes/value-ethics/node3.html • Juvonen, J. and Gross, E.F. (September, 2008). Extending the School Grounds?- Bullying Experiences in Cyberspace. Journal of School Health. Vol 78, No. 9. American School Health Association. • Keith, S. and Martin, M.E. (Winter 2005). Cyber- Bullying: Creating a culture of respect in a cyber world. Reclaiming Children and Youth Vol. 13, No.4, pp. 224- 228. • Kester, K. and Mann, C. (2008). Bullying in Washington Schools: Update 2008. Retrieved August 13, 2009, fromOSPI website:http://www.k12.wa.us/SafetyCenter/HarassmentBullying/pubdocs/BullyinginWashingtonSchools.pdf

28. References • “Know the Risks - Challenging Cyber-bullying.” (2009). Media Awareness Network. Retrieved from the Internet at http://www.media-awareness.ca/english/teachers/wa_teachers/safe_passage_teachers/risks_bullying.cfm • Wagner, C. (September- October, 2008). Beating the Cyber- Bullies: Targets of taunting need help turning the tables on tormentors. World trends and Forecasts: Society. The Futurist. • Willard, N. E. (2007). Cyber-bullying and cyber-threats: Responding to the challenge of online social aggression, threats, and distress. Champaign, IL: Research Press. • Willard, Nancy. (2007). “Cyber-Safe Kids, Cyber-Savvy Teens, Cyber-Secure Schools.” Center for Safe and Responsible Use of the Internet. Retrieved from the Internet at http://www.cyberbully.org

29. “History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again.” - Maya Angelou Photo: http://www.attainmagazine.co.uk/index.cfm?fuseaction=archive.content&cmid=98