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Cyber Balance
Cultivating Respect for Technology
TODAY’S GOAL
CYBER KIDS
Why CYBER BALANCE
Cyber Bullying
Empowerment of Parents
The school’s role
PEAS PROGRAM
WHAT IS A CYBER KID?
Cyberis defined as Computers & Information Cyberspaceis defined as virtual reality
A CYBER KID we defined as youth Who take information in and put information out using technology based communication
Trolley, Hanell, & Shiiellds 2007
TECHNOLOGY FORMS
Growing Options/Distractions
E-mail
Cell phones/PDA
Pager text messages
Instant messaging
Defamatory personal web sites
Defamatory online personal polling web sites
Chat rooms
Blogs- on-line journals
Trolley, Hanel, & Shields 2006
TARGETING YOUTH AT A YOUNGER AGE
WEBKINZ
Club Penguin
Music, Games & Toys
Text-ing Commercials
What Message are we sending?
Media clip
Text Messaging Video
Trolley, Hanel, & Shields 2006
WE SEE IT AS…
TECHNOLOGY GROWTH
MEDIA INFLUENCED
FAMILY DEMANDS
POOR SOCIAL SKILLS
EDUCATION
OUT of BALANCE CYBER KIDS
NEW LANGUAGE?
WHAT ARE THEY TALKING ABOUT?
POS - Parent Over Shoulder
WYCM - Will You Call Me?
TDTM - Talk Dirty To Me
OUT of BALANCE CYBER KIDS
TOO MUCH
Disconnect
Poor social Skills
Distraction
physical inactivity
Poor problem solving skills
Future employment-My Space
Public forum not private
NOT ENOUGH
Computer Illiterate/poor skills
Behind Academically-research
Impair Communication
Lost Career Opportunities
Lacking Exposure/Resources
Trolley, Hanel, & Shields 2006
95% of parents do not recognize the lingo kids use
89% of sexual solicitations are made in either chat rooms or instant messages
4,000,000 children are posting content to the web everyday
15,000,000 youth use instant messaging
http://www.netlingo.com/statistics.cfm
AND…
76% of parents don’t have rules about what their kids can do on the computer
http://www.netlingo.com/statistics.cfm
WHAT ARE THEY TALKING ABOUT?
URYY4M
You Are Too Wise For Me
Trolley, Hanel, & Shields 2006
Side Effects
Inability to Read Social Cues, Isolation
Poor Communication Skills
Cognitive & Physical Impact
Unhealthy Sense of Empowerment
Cyber Bullying
CYBER BULLYING IS…
Being cruel to others by sending or posting harmful material using technological means; an individual or group that uses information and communication involving electronic technologies to facilitate deliberate and repeated harassment or threat to an individual or group.
Also known as: ‘Electronic Bullying’ & ‘Online Social Cruelty’
DIFFERENCES
BULLYING
DIRECT
ON school property
POOR relationships with teachers
FEAR RETRIBUTION
Physical: Hitting, Punching & Shoving
Verbal: Teasing, Name Calling & Gossip
Nonverbal: Use of Gestures & Exclusion
CYBERBULLYING
ANONYMOUS
OFF school property
GOOD relationships with teachers
FEAR LOSS of technology privileges
Additionally: Further under the radar than bullying
www.stopbullyingnow.hrsa.gov
{McKenna & Bargh, 2004; Ybarra & Mitchell, 2004}
DIFFERENTIATING COMMUNICATION
Trolley, Hanel, Shields 2007
CIRCLES OF CYBER BULLYING
Categories & Types
Cyber Bullying Categories
Type of person or motivation for cyber bullying
Cyber Bullying Types
The means or style in which they carry out the cyber bullying
CYBER BULLY CATEGORIES
“Inadvertent”
Role-play
Responding
May not realize they are cyber bullying
“Vengeful Angel”
Righting wrongs
Protecting themselves
“Mean Girls”
Bored; Entertainment
Ego based; promote own social status
Often do in a group
Intimidate on and off line
Need others to bully
“Power-Hungry”
Want reaction
Controlling with fear
“Revenge of the Nerds”
(“Subset of Power-Hungry”)
Often Victims of school-yard bullies
Throw ‘cyber-weight’ around
Not school-yard bullies like Power-Hungry & Mean Girls
{Parry Aftab. Esq., Executive Director, WiredSafety.org}
CYBER BULLYING TYPES
“Flaming”:Online fights using electronic messages with angry and vulgar language
“Harassment”:Repeatedly sending offensive, rude, and insulting messages
“Cyber Stalking”:Repeatedly sending messages that include threats of harm or are highly intimidating. Engaging in other on-line activities that make a person afraid for his/her own safety
“Denigration”:‘Dissing’ someone online. Sending or posting cruel gossip or rumors about a person to damage his or her reputation or friendships
“Impersonation”:Pretending to be someone else. Sending or posting material online that makes that person look bad, gets them in trouble or danger, or damages their reputation or friendships
“Outing and Trickery”:Sharing someone’s secret or embarrassing information online by tricking them to reveal secrets or embarrassing information which is then shared online
“Exclusion”:Intentionally excluding someone from an on-line group, like a ‘buddy list’
{Nancy Willard, M.S., J.D., Director of the Center for Safe and Responsible Internet Use}
SIGNS TO LOOK FOR
www.cyberbullying.us
The cyber bullied will:
Display frustration or anger after computer use
Avoids discussions about computer use
Display anxiety over Instant Messages or Emails.
Have a change in mood or disposition
Stops using computer
The cyber bully will:
Avoid discussions about computer use
Become agitated when unable to use the computer
Computer use is excessive
Uses multiple accounts that may not be their own
Closes programs down or will not allow you to view screen
CYBER BULLYING PREVALENCE
Cyber bullying typically starts at about 9 years of age and usually ends after 14 years of age; after 14, it becomes cyber or sexual harassment due to nature of acts and age of actors {Aftab}
With the growth of MySpace and FaceBook, older teens are actively involved in cyber bullying
INTERNET USE STATISTICS
http://www.criminaljustice.state.ny.us/missing/i_safety/i_intro.htm
CYBER BULLYING STATISTICS
*Taken from an i-SAFE America survey of students nationwide.
STATISTICS
Over 1/3rd (33.4%) of youth had been cyber bullied
Most frequent types included being ignored (43.2%); disrespected (39.8%)
Almost five percent were scared for their own safety
The primary locations in (or mediums through) which cyber bullying victimization occurs are chat rooms (55.6%), via instant message (48.9%), and via email (28.0%)
(Patchin & Hinduja, 2006)
TRADITIONAL RESPONSES
ZERO TOLERANCE
3 STRIKES & OUT
POTENTIAL LAW ENFORCEMENT INVOLVEMENT
LIABILITY
EXCLUSION & ISOLATION
Who May Be Involved:
Parents
School
Mental Health Professionals
Legal System (Public or Private)
Internet Service Provider
WHAT ARE THEY TALKING ABOUT?
B4YKI - Before You Know It
I will.. .
BRT - Be Right There
CYT - See You Tomorrow
TTFN - Ta-Ta-For Now
WHAT CAN BE DONE ?
‘PEAS’ PROGRAM - Psychological-Educational-And-Social
A holistic, proactive therapeutic response system designed to guide youths, parents, & educators to learn positive behaviors and skills that deal with the issues of cyber bullying and healthy communication styles. This program focuses on prevention, intervention, and reactionary measures
Trolley, Hanel, & Shields 2006
‘PEAS’ PROGRAM: Psychological-Educational-And-Social
‘P’ PSYCHOLOGICAL:
Outside Counseling Referral
Family Support Center Referral
In-School Counseling
Anger Management group
Peer Mediation/Conflict Resolution
Apology & Impact Statement
‘On-Line Safe Box’
‘E’ EDUCATIONAL:
Curriculum Infusion
Peer Matching
School Assemblies
Development of Public Service Announcements
Parent Education
School In-Staff Service
‘S’ SOCIAL:
Skill Building
(Communication & Social Interaction)
Team Projects
Peer Mentoring
School Policies
Field Trips
Extra-Curricular Activities
Community Involvement
Trolley, Hanel, & Shields 2006
DECISION TREE
Long Description: Cyber Bully Incident Report Decision Tree
The image is a grayscale flowchart that outlines a structured process for responding to a cyberbullying incident in a school or youth‑serving environment. Rectangular boxes are connected by arrows that show the sequence and decision pathways from initial reporting through prevention.
At the top of the chart is a box labeled “Cyber Bully Incident Report” with the subtitle “Complete report & collect evidence.” This indicates the first step, which involves documenting the incident and gathering supporting materials such as messages or digital records. A downward arrow leads to the next stage.The next box is labeled “Assessment.” From this assessment stage, several arrows branch outward to four separate boxes, indicating that multiple areas are considered simultaneously:
- Domains: This box lists Family, School, and Social contexts, showing that the situation is reviewed across different areas of the student’s life.
- Multiple Factors: This box highlights Risk vs. Resiliency, emphasizing evaluation of both risk factors and protective strengths.
- Informants: This box lists Parents, Teachers, Students, and Administrators, indicating that information is gathered from multiple people.
- Methods: This box lists Interview, Collateral info, Assessment Forms, and Standardized Instruments (SAVRY), describing the tools and approaches used during assessment.
Arrows from these four assessment components converge downward into a box labeled “Dispositions.” This represents decisions made based on the assessment results.
From the Dispositions box, arrows extend to three possible response paths:
- Contacts: A box listing Parents, Administration, and Police, indicating parties who may be notified.
- Disciplinary: A box listing Detention, Suspension, Expulsion, and Arrest, representing possible disciplinary or legal consequences.
- Therapeutic: A box listing PEAS Program, Family Support Center, Outside Counseling, and Residential Treatment, showing support and intervention options.
Arrows from these response boxes point downward and inward toward the final box at the bottom of the chart.
The final box is labeled “Ongoing Prevention.” This indicates that, regardless of the specific outcomes, continued efforts are expected to prevent future cyberbullying incidents.
Overall, the flowchart presents cyberbullying response as a multi‑step, multi‑factor process that moves from reporting and assessment to intervention and prevention.
Trolley, Hanel, & Shields 2006
HAVE A PLAN
INTERNET SAFETY AGREEMENT
Trolley, Hanel, & Shields 2006
When using the Internet I realize I have a responsibility to be safe and protect myself. I understand that what I place on-line becomes a document that can be saved and used at a later time.
This is my plan for safety.
The location of our computer is: _________________
When working on-line I understand I will not send personal information of any kind to: _________________
When I feel threatened or frightened on-line I will inform my parents and I will: _________________
When working in a Chat Room, with Blogs, Instant Messaging, or Emailing I will respect the power of my words. I promise: _________________
If I see or read something dealing with sexual images or statements I will: _________________
When a pop-up appears on my computer I will: _________________
If someone on-line asks to meet me in person I will: _________________
If I feel Cyber Bullied I will: _________________
In order to have the privilege of Internet use, protect myself, & my family, I agree to this Internet Safety Plan.
Signature of User: _________________
Signature of Parent: _________________
Part of the ‘PEAS’ Program by Trolley, Hanel, & Shields
PROVIDE TOOLS
Teach
Trolley, Hanel, & Shields 2006
CONSIDERATIONS for ASSESSMENT
Willard (2006)
Not all cyber bullying behavior will reach a threatening level; threats can come from both the cyber bully and the target
Negative interactions observed among students are probably being played out on-line as well
Impersonation must be considered when evidence of cyber bullying is found; conversely those accused may falsely cite it as defense
Electronic communications may make the message seem more serious than as on-line language tends to be coarser
Teens may use the Internet to play-act or experiment with different personalities
Technology facilitates open disclosure; a forum to gain insight into youth’s emotional state
The most concerning threat might not come from the student who has posted material but from the target
The differentiation between
‘put down speech’ vs. ‘get back speech’
Ensuring the safety of all concerned should not result in the further victimization of an already victimized student (p. 75-76)
CYBER BULLYING INCIDENT REPORT
(Student) Name of Reporter: Today’s Date: Incident Date Person Completing Form: Signature:
INCIDENT DESCRIPTION:
RECIPIENT
Student:
Adult/Teacher:
Other:
Male/Female
Grade:
LOCATION
School Grounds:
Off School Grounds:
ELECTRONIC METHOD
Description: (include means & use)
DESCRIPTION of INCIDENT
Reported By: (please include how they are connected)
INITIATOR
Student:
Adult/Teacher:
Other:
Male/Female
Grade:
LOCATION
School Grounds:
Off School Grounds:
ELECTRONIC METHOD
Description: (include means & use)
Additional Notes:
Trolley, Hanel, Sheilds 2006 ‘PEAS’
CYBER BULLYING INTAKE ASSESMENT FORM
(Student) Name: *B V R HOMEBASE: Today’s Date: Male/Female Grade: Incident Date Counselor: Person Completing Form: Signature:
INCIDENT DESCRIPTION:
RECIPIENT
Student:
Adult/Teacher:
Other:
LOCATION
School Grounds:
Off School Grounds:
ELECTRONIC METHOD
Description: (include means & use)
DESCRIPTION of INCIDENT
Reported By: (please include how they are connected)
*BVR: Bully/ Victim/ Reporter
INCIDENT TYPE
Inadvertent
Flaming
Vengeful Angel
Harassment
Mean Girls
Cyber Stalking
Power-Hungry
Denigration
Revenge of the Nerds
Impersonation Outing/Trickery
Exclusion
DECISION TREE
Low Risk - Disciplinary/Therapeutic/Proactive
Moderate Risk – Suspension/Therapeutic intervention Police/Crisis Services/Refer out
High Risk – Police/Crisis Services/Refer out Alternative Placement/Education
INTERVENTION
Teacher- Verbal/Written Warning/office
Seat Assignment/Class re-assignment
Recess re-assignment
In-school Suspension
Out of School Suspension
Loss of Privileges: Technology related
Mediation/Reconciliation
Contract Behavior Agreement
Parent/Guardian Meeting:
Counseling:
Follow Up Dates:
Additional Comments:
Parent/Guardian Signature:
Date:
Trolley, Hanel, Sheilds 2006 ‘PEAS’
Master Calendar | |||
|---|---|---|---|
MONTH | PSYCHOLOGICAL | EDUCATIONAL | SOCIAL |
August |
Staff Training: Terminology Assessment PEAS | Staff Training: Terminology Assessment PEAS | Staff Training: Terminology Assessment PEAS |
September | Needs Assessment Lunch Bunch/Class Lesson: Belonging & Making Friends/ Social Skills | Course Infusion: ELA- ‘Power of Words’ Watch ‘Inbox’ /’Ctrl+Alt+Del’ & Write Movie Critique Read Book on Cyber Bullying & Do Book Report Science- Critical Analysis of Internet Safety School Assembly: Staff, High School Students, Parents Who Cyber Bullied/ Were Cyber Bullied | Social: Social Skills Workshop Service: Outside/Environmental Clean Up Adventure Outing: Bicycling Creative Arts Program: Jam Session |
October | Lunch Bunch/Class Lesson: Power & Control & Revenge | Course Infusion: Technology- Develop list Of Positive Websites on Cyber Bullying School Assembly: Internet Safety (ISP) Cyber Bullying Presentation | Mentor Matches w/I School & Big Brother & Big Sister Service: Field Trip To VA Adventure Outing: Hiking Creative Arts Program: Dance |
Trolley, Hanel, & Shields 2006
PEAS THEORY SUMMARY
Have a plan
Document
Decision Tree
Assessment
PEAS Programs & Support
CYBER BALANCE
Support/Resources
Record Keeping
Time Saver/Gas Saver
Instant Communication
Skill Building
Eye Hand Coordination
Educational
Entertainment
Balance is about Providing a Healthy Value
TO LEARN MORE:
COMING SOON
Cyberkids, Cyberbullying and Cyberbalance (Trolley, Hanel & Shields, Corwin, 2009)
Browser the Mouse and His Internet Adventure (Trolley, Hanel & Shields, Youthlight, 2009)
CYBER KIDS=CYBER BALANCE
The growth of technology has thrust our youth into the uncharted world of Cyber space
How do we help our youth balance this technology?
How do we support parents to balance this technology?
What are the major influences?
THE PARENT COMPONENT
Educate youth on CYBER BALANCE
Empower Parents to CYBER BALANCE through education
Strengthen social skills
CYBER BULLYING PREVALENCE
42% of kids have been bullied online.
1 in 4 have had it happen more than once.
35% of kids have been threatened online.
Nearly 1 in 5 have had it happen more than once.
21% of kids have received mean/threatening e-mail/other messages
58% of kids admit someone said mean or hurtful things to them online.
More than 4 out of 10 say it has happened more than once.
53% of kids admit saying something mean or hurtful to others online.
More than 1 in 3 have done it more than once.
58% have not told their parents or an adult.
Based on 2004 i-SAFE survey of 1,500 students grades 4-8 http://www.isafe.org
WHAT ARE THEY TALKING ABOUT?
Katie has been struggling with a mental health problem for a long time.
She revealed this information to her friend, Teresa.
Judy knew that Katie had some sort of secret and tricked Teresa into telling online.
Now, Judy has been passing this information to their friends online.
(Outing & Trickery)
Trolley, Hanel, & Shields 2006
WHAT CAN YOU DO?
Parents & Schools Should:
Know your AUPs and ISP guidelines
Amend current bully & AUP policiesto include cyber bullying
Communicate with youth the responsibilities of on-line activities & potential pit falls
Increase effective monitoring of Internet use
Focus on values, kindness, & respectful human relations, enhancement of empathic awareness
Develop effective social and problem solving skills
Empowerment of bystanders
Trolley, Hanel, & Shields 2006
STEPS TO TAKE
Ask Questions and thoroughly Assess
Gather and Save Questionable E-mails
Block sender/Computer filters
Communicate/Inform your School
Consider Counseling
Consider Legal Issues
Trolley, Hanel, & Shields 2006
WHAT ARE THEY TALKING ABOUT?
Trolley, Hanel, & Shields 2006
CONCLUDING THOUGHTS
Education of Schools and Parents:
Define and understand AUPs
Terminology and Legal Issues
Technology use and Resources
Reporting procedures
Assessment and Treatment Protocol
Education of Children:
Give them an Action Plan: Internet Safety Agreement
Technology is a Privilege to be Respected
Once in Print it is Permanent and Reproducible
Empathy