CYBER-BULLYING AND PRIMARY SCHOOL STUDENTS:

1. CYBER-BULLYING AND PRIMARYSCHOOL STUDENTS: WHAT PARENTS NEED TO KNOW Dr Stephen James Minton CPsychol AFBPsS National Parents’ Council (Primary) – Cork West Oriel House, Ballincollig, Co. Cork 5th February, 2013

2. About the Presenter • Chartered Psychologist with, and Associate Fellow of, the British Psychological Society. • Full-time lecturer in the Psychology of Education at the School of Education, Trinity College Dublin. • Graduate of the University of Glasgow (B.Sc. (Hons.) (1995)) and Trinity College Dublin (M.Sc. (Couns. Psychol.) (1997), Ph.D. (2007)). • Author of Using Psychology in the Classroom (Sage, 2012). • Co-author of Dealing with Bullying in Schools: A Training Manual for Teachers, Parents and Other Professionals (Sage, 2004), and Cyber-Bullying: The Irish Experience (Nova Science, 2011). • Authored and co-authored over sixty scholarly articles on the subjects of cyber-bullying, school bullying and school violence. • Twelve years’ experience of designing, implementing and evaluating school and school community anti-bullying programmes at local, regional, national and international levels. • Regularly called upon to provide training and presentations to various groups within schools and the broader community.

3. Topics of Discussion • 1 – What is Cyber-Bullying? • 2 – Bullying via Mobile Telephones • 3 – Cyber-Bullying in Ireland • 4 – What Can and Should be Done • 5 – Cyber-Safety and Parents • 6 – Cyber-Safety Resources for Parents • 7 - Conclusions

4. 1A – What is Cyber-Bullying? (I) • ‘Cyber-bullying is an aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly over time against a victim who cannot easily defend him- or herself’ (Smith et al., 2006) • Often previously known as ‘E-bullying’ (e.g., O’ Moore & Minton, 2004) • Seven categories (Smith et al., 2005, 2006) (I) • (a) Text message bullying • (b) Picture / video-clip bullying via mobile phone cameras • May involve ‘happy slapping’ attacks

5. 1B – What is Cyber-Bullying? (II) • Seven categories (Smith et al., 2005, 2006) (II) • (c) Phone call bullying via mobiles • Can involve the theft and use of another’s phone • (d) E-mail bullying • (e) Chat-room bullying • (f) Bullying through Instant Messaging (IM) • (g) Bullying via Websites • Includes use of defamatory blogs, personal web-sites and on-line personal polling sites, general polling sites (e.g., ‘rate my teachers’) • Also includes some use of social networking and file-share sites (e.g., ‘Facebook’, ‘You Tube’, ‘AskFM’) • To which we now have to add other devices, including games systems

6. 1C – What is Cyber-Bullying? (III) • Games and Gaming (from Keating, 2012) • It is reasonable to be concerned about the impact of violent games on some children and adolescents. • Today’s games are very different from those of the late 1970s to early 1990s - more realistic, more graphic violence, options of personalising the images of characters. • Computer game rating systems • Often parents are unaware of and disregard these (the third-person effect – i.e., bad things happen to other people). • Not a perfect system, anyway, as: • Inconsistency (although age-suitability-based PEGI system is used across Europe; • ‘Ratings creep’; • Lack of content-based information; • Incongruence with scientific research about harm (see slide 1D); • Lack of agreement with parent ratings; • Lack of publicity and clarity of ratings; and • ‘Forbidden fruit’ hypothesis.

7. 1D – What is Cyber-Bullying? (IV) • Effects of computer games on behaviour (from Keating, 2012) • When individuals are exposed to violent behaviour, be it on television, in the cinema or through playing computer games, they are more likely to: • think about violence; • interpret ambiguous behaviour in a hostile manner; and, • to act more aggressively. • Short-term effects • Cueing, priming and excitation transfer • Long-term effects • Observational learning of behaviours, attitudes and beliefs; • Desensitization; • Cognitive justification; • Technology blurring the distinction between the actual and the virtual – i.e., fact and fantasy; • Risk-prone behaviour; and • Negative physical health implications (sleep problems, obesity, circulatory problems).

8. 2A –Bullying via Mobile Telephones (I) • The most common form of cyber-bullying? • Self-identified bullies preferred it 2:1 over e-mail, web-sites, IMs in a small-scale Sacramento, CA study (Toppo, 2006) • The most common form in surveys in Ireland and the UK • Potentially Psychologically Dangerous • Bramwell & Mussen (2003) reported a sixteen year-old male bullycide due to SMS bullying in New Zealand • Fleming (2004) reported a fourteen year-old female bullycide due to SMS bullying in Liverpool • Implicated in the suicide of Leanne Wolfe (2007)

9. 2B – Bullying via Mobile Telephones (II) • Primary School Evidence in Ireland • Minton (2006): Survey of bullying behaviour amongst 2, 354 primary school students (3rd – 6th class), from 38 schools • Q: ‘Other pupils have sent nasty text messages to me, or used mobile phones to get at me’ • Around one in ten - 8.7% of girls, and 10.8% of boys – indicated yes, this had happened to them at least once in the last 3 months. • Post-Primary School Evidence in Ireland • 2, 794 students from eight post-primary schools (the entire student body of the first, second, third and fourth years) were involved. • 16.5 per cent of students reported having received an abusive text outside of school in the past couple of months, and 10.7 per cent having sent such a message. • N.B. Due to increasing mobile phone ownership, these are likely to be underestimations of today’s figures

10. 2C – Bullying via Mobile Telephones (III) The Response from Network Operators From 2008, there were meetings between the DáilÉireann Joint Commitee on Communications, Energy and Natural Resources and the Irish Cellular Industry Association. O2 – application called ‘Block It’, and the ‘Firefly’ telephone 3 - developed an application called ‘KidSafe’. Meteor - financially support Rehab’s ‘Heads Up’ service. Vodafone – developed (in 2009) and re-launched ‘Safety Net’ / ‘Guardian’ in March 2012. All the above are available as free downloads. Similar apps come pre-installed on new mobile phones. Also: In December 2009, a Dublin-based technological company called VMAD, released ‘Bully Stop’, which cost €20.

11. 2D – Bullying via Mobile Telephones (IV) Bullying via mobile telephones may be deemed to be illegal in the Republic of Ireland, according to provisions made under the Post Office (Amendment) Act of 1951. Section 13 (Offences in Connection with Telephones), Section 1 of this Act deems it an offence if any person: (a) ‘sends any message by telephone which is grossly offensive or of an indecent, obscene or menacing character; (b) ‘sends any message by telephone which he knows to be false, for the purpose of causing annoyance, inconvenience, or needless anxiety to any other person; [or] (c) ‘persistently makes telephone calls without reasonable cause and for any such purpose as aforesaid. (Office of the Attorney General, 2009; italics mine). Hence, for persistent / serious cases, a report to the Gardai should be considered.

12. 3A – Cyber-Bullying in Ireland (I) • Junior Cycle Post-Primary Findings (O’ Moore & Minton, 2009) (I) • 2, 794 students from eight post-primary schools (the entire student body of the first, second, third and fourth years) were involved. • Around one in seven students (14.2 per cent; 18.1 per cent of girls, and 12.3 per cent of boys) reported having beencyber-bullied over the past couple of months. • Around one in eleven (8.7 per cent; 8.0 per cent of girls, and 9.1 per cent of boys) reported having taken part in the cyber-bullying of others at school within the past couple of months. • 16.5 per cent of students reported having received an abusive text outside of school in the past couple of months, and 10.7 per cent having sent such a message. • School restrictions on the use of mobile telephones would seem to be having a positive effect – inside school, these incidences were 8.7 per cent and 4.8 per cent respectively.

13. 3B – Cyber-Bullying in Ireland (II) • Junior Cycle Post-Primary Findings(O’ Moore & Minton, 2009) (II) • 17.6 per cent reported that they had had embarrassing or nasty pictures or video clips taken of them; 15.9 per cent reported having taken such pictures or clips of others. • Use of social networking Internet sites was very frequent, with over three-quarters (76.6 per cent) of the sample having used Bebo (85.5 per cent of girls and 72.3 per cent of boys) and You Tube (76.2 per cent; 68.9 per cent of girls and 79.7 per cent of boys) within the past couple of months. • Around one in eight students (12.3 per cent of the sample – 15.3 per cent of girls, and 10.9 per cent of bys) had had nasty web postings made about them on Internet sites over the past couple of months. • Abuse via Instant Messages was fairly frequently reported – by 12.9 per cent of the sample as targets, and 8.4 per cent of the sample as perpetrators in the past couple of months. • Other forms of cyber-abuse were less frequent – having received or sent abusive e-mails were indicated by 6.2 per cent and 3.0 per cent of the sample respectively; having received or sent abusive messages in Internet chat-rooms were indicated by 9.5 per cent and 7.3 per cent of the sample respectively.

14. 4A – What Can and Should be Done (I) • Psychologically Dangerous • Implicated in the suicides of Erin Gallagher, Shannon Gallagher, CiaraPugsley (2012) • Problems specific to Cyber-bullying • Those targeted can be bullied outside conventional space and time limits • Easily ‘hidden’ • Raskauskas, 2004 – 60% of NZ teens have mobile phones; of these, 40% had one parents didn’t know about • Each episode of bullying can reach a much wider ‘audience’ • Potentially-intervening adults may be far less familiar with technical media than are the young people involved • Comparatively little about these forms of bullying are known • In / out of school - who takes the responsibility?

15. 4B – What Can and Should be Done (II) • Potential Solutions shared with ‘Conventional’ Bullying • The ‘whole-school’ / community approach is still appropriate – which should start with legislation on school policies (opportunity missed on 23-01-13) • Schools, parents, community interest groups, health / educational / psychological professionals, researchers and young people themselves all have a role to play • Awareness raising is still a key ‘first step’ • Changing attitudes towards oppression and violence are still goals

16. 5A – Cyber-Safety and Parents (I) The following advice is offered, based on and adapted from that of Peter Smith and his colleagues (2006) regarding cyber-bullying and cyber-safety: Make sure you and your child are aware of the risks of technology use Make sure your child knows what to do if her or she is cyber-bullied Consider parental control software N.B. Remember, in Ireland the Law is on your side as regards SMS bullying!

17. 5B – Cyber-Safety and Parents (II) • Advice for Young People (I) • In General • Remember, being the target of bullying of any sort is not your fault • Don’t ignore it – tell someone • Try to keep calm; don’t just react • SMS / Film Clip Bullying • Don’t reply • Don’t delete – these messages can be used as evidence • Turn off incoming SMS for a few days • Consider changing your number • Dealing with Nuisance Telephone Calls • Don’t hang up right away – walk away, and hang up after a few minutes • Always tell someone • Don’t give out personal details • Keep a record of all calls to use as evidence • E-mail Safety • Don’t respond to ‘flames’ (unwanted e-mails) • Keep e-mails as evidence, and find out who sent them • Don’t open files from people you don’t know

18. 5C – Cyber-Safety and Parents (III) • Advice for Young People (II): On the Web • Remember, people can pretend to be someone else on-line • Be extremely careful what you post, and how you react to posts • On a public site you have little control concerning what is posted • Anything can be re-posted, cut and pasted, re-edited – and information and pictures can be there forever • Be careful with your passwords and maximise privacy settings • Remember, web-based bullying is NOT specifically against the law in itself (unlike in the UK) – need for legislative change • Threatening and illegal behaviour should be reported • Follow safety and reporting systems on social networking sites themselves • Keep complaining, and get help for yourself by telling • Remember, Facebook sometimes does NOT do anything about complaints • Recognise Internet ‘trolling’ for what it is, and do NOT respond to it

19. 6A – Cyber-Safety Resources for Parents (I) Teach Today (www.teachtoday.eu) An excellent repository for cyber-safety resources The Office for Internet Safety offers the following series of information leaflets / booklets: ‘A Parents’ Guide to New Media Technologies’; ‘A Parent’s Guide to Filtering Technologies’; ‘A Parents’ Guide to Social-Networking Websites’; ‘Get With IT! Leaflet - Internet Safety for Parents; and, ‘A Guide to Cyberbullying’ (9th December, 2008). These are all available as downloads from their web-site: www.internetsafety.ie.

20. 6B – Cyber-Safety Resources for Parents (II) Barnardo’shas also produced its own set of guidelines for practitioners in reducing risks for child users of technology: www.barnardos.ie. Also, the following UK websites have been suggested by Peter Smith and his colleagues (2006), regarding text-message and cyber-bullying: www.anti-bullyingalliance.org (many helpful resources and organisations); www.bpl.org/kids/Netiquette.htm (guidelines for on-line safety for young people); and, www.nch.org.uk (information on a range of issues relating to text-message and cyber-bullying). Some other good general sites: Stop Cyberbullying (www.stopcyberbullying.org) Vodafone’s website provides information on bullying and malicious communications (www.vodafone.ie/aboutus/carepolicies/bullying)

21. 6C – Cyber-Safety Resources for Parents (III) There are also some good books for parents on the subject of bullying in general: Besag, V.E. (2006). Understanding Girls Friendships, Fights and Feuds. Buckingham: Open University Press. Elliot, M. (1996). 501 Ways to be a Good Parent. London: Hodder & Stoghton. Elliot, M. (1997). 101 Ways to Deal with Bullying: A Guide for Parents. London: Hodder & Stoughton. Humphreys, T. (1993). Self-Esteem: The Key to Your Child’s Education. Leadington, Co. Cork: T. Humphreys. O’ Moore, A.M. & Minton, S.J. (2004). Dealing with Bullying in Schools: A Training Manual for Teachers, Parents and Other Professionals. London: Paul Chapman Publishing. Voors, W. (2000). The Parent’s Book About Bullying. Center City, MN: Hazelden.

22. 7 - Conclusions • The seriousness of cyber-bullying and cyber-safety can not and should not be underestimated • Whilst there are points of similarity with ‘traditional’ forms of bullying, but cyber-bullying does present fresh challenges • School policies and strategies should be updated, but schools will need to be supported on this

23. THANKS FOR LISTENING!ANY QUESTIONS?

24. Dr Stephen James Minton CPsychol School of Education Trinity College Dublin mintonst@tcd.ie (01) 896 2216