Transcript Document
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 Risk Factors Protective Factors 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?