Cyberbullying, #digitalmobbing 06042016 - Mona O´Moore
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Transcript of Cyberbullying, #digitalmobbing 06042016 - Mona O´Moore
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Cyberbullying:
The International Experience Oslo,6th April 2016
Professor Mona O’Moore National Anti-Bullying Research & Resource Centre (ABC)
Dublin City University
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PlanofTalk:FromanInterna1onalPerspec1ve
1.Defini1onofbullying:tradi&onal,cyberandsex&ng
2.SomeResearchfindings:prevalence,age,gender,familyaffluence,migrant
communi&es
3.Impactofcyber-bullying
4.BystanderRolesinCyberbullying
5.StudentOpinionsofCyberbullying
6.Mo1ves,PersonalityandSelf-Esteem
7.Preven1onandInterven1on:StrengthsandWeaknesses
8.Conclusions&Recommenda1ons
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What is Bullying?
Traditional Bullying Cyber-
Bullying
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Traditional Bullying Definition
Bullying has 3 main criteria:
§ intention to cause harm to the victim;
§ repetition of the abusive behaviour over a period of time;
§ imbalance of power between the victim and bully/bullies.
However, one particularly severe once off incident, which creates an ongoing sense of intimidation can also be considered bullying.
O’Moore,M.(2010).UnderstandingSchoolBullying:AGuidetoParentsandTeachers(VeritasPublishing)
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Systematic victmisation § Physical aggression
§ Verbal abuse
§ Gestures – often threatening
§ Exclusion / Relational
§ Extortion
Traditional Bullying most often takes the form of…
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Cyber-Bullying : A definition
“Cyber-bullying is an aggressive intentional act carried out by a group or an individual,
using electronic forms of contact repeatedly and over time against a victim who cannot
easily defend him or herself” PeterSmithet.al.2008
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DefiningCyberbullying:Istherecommongroundamongresearchers?
Strongagreementrela1ngto:Ø theinten1onalityØ theimbalanceofpowerMorecontroversial:Ø repe11on
Needtodis1nguishbetween:Ø cyberaggressionandcyberbullying
MonaO’Moore,UnderstandingCyberbullying:AGuideforParentsandTeachers2014
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Cyber-BullyingTac1cs• Harassment: e.g. sending insulting or threatening messages; • Denigration: spreading rumours on the internet; • Outing and trickery: revealing personal information about a person
which was shared in confidence; • Exclusion: preventing a person from taking part in online social
activities, such as games or chats. • Flaming or Trolling: sending insulting messages to inflame emotions of
others so that flame war is created in ‘public’ places such as a chat room or a social networking site.
• Impersonation: Perpetrator uses the victim’s password to send or post a hateful message / Perpetrator alters the victim’s profile
• Happy Slapping: Filming and forwarding direct physical assaults which are degrading and humiliating to the victim.
• Sexting: Embarrasses victim by posting messages or images of a sexual nature of victims or others e.g. the posting of victim’s breasts caused suicide of Amanda in Canada.
MonaO’Moore,UnderstandingCyberbullying:AGuideforParentsandTeachers,2014
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MethodsofCyberbullying
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Girls%
Boys%
Total%
Text-Messages(Inschool)
4.1 5.1 5.8
Text-Messages(Outofschool)
10.3 10.6 10.4
Internetpos1ngs(e.g.Bebo,YouTube,MySpace,Facebook&Nimble)
5.5 6.4 6.1
CameraorVideoclips(taken) 12.2 17.2 15.8
CameraorVideoclips(sent) 4.8 8.4 7.1
TelephoneCalls 8.6 11.8 10.2
Emails 3.3 3.4 3.1
On-LineChatRooms 8.6 8.2 8.4
InstantMessages 7.8 9.2 8.5
Percentage of girls and boys reporting different forms of cyber-bullying. O’Moore & Minton 2011
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Differences between Cyber & Traditional Bullying
• Cyber-bullyingprimarilyindirectratherthanfacetofaceandmaybeanonymous.
• Cyber-bullyinghasthepoten1altoreachlargeaudiences.
• Ithasthepoten1altostayincyber-spaceindefinitely.• Theaggressordoesnotseethevic1msfacial/emo1onal
reac1oninthefirstinstance.• Theaaributesthatmakeforimbalanceofpowerdiffer.• Cyberbullyingallowsperpetratorstoreachtheirvic1ms
anywhereontheplanet.Nosafehaven.
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Prevalence:Cyber-BullyingStudies,2004-2009
Study CybervicFms Cyberbullies Cyberbully-vicFm
O’Moore&Minton(2009)(Ireland)
9.8 4.4 4.1
Ybarra&Mitchell(2004)(U.S.A.)
4.0 12.0 3.0
Li(2005)(Canada) 24.9 14.5 54.0
Kowalski&Limber(2007)(U.S.A.)
11.1 4.1 6.8
Hinduja&Patchia(2009)(U.S.A.)
10.0 8.0 5.0
Reua1,Berone&Zaneh(2009)(Italy)
7.0 6.0 6.0
Wang,Iannoh&Nansel(2009)(U.S.A.)
5.3 3.8 4.5
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Factorsthatmakecross-culturalcomparisonsdifficult
• Defini1onsofcyber-bullying.Wasthereone?Ifsowhatcriteria?
• Methodology:Themeasurementsused,e.g.self-reports(online,offline);teacherorpeerreports.
• Differentrepor1ngperiods(lowerprevalencewhensurveyedmostrecently)
• Age(lowerprevalenceamongtheyounger&olderstudents)
• TypologyofBullyingwhenrepor1ngresults.
• Sub-categoriesofcyber-bullyingsurveyed.
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Source: EU Kids Online report Livingstone,S.Haddon,L.,Gorzig,A.&Olafson,K.(2011).RisksandsafetyforchildrenontheInternet:theIrelandreport,London,LSE.Cyber-vic1msTrad-vic1ms Europe 6% 13% Norway 8% 31% Ireland 4% 23% Russia 20% 20% Australia 13% 16%
Data about bullying, All forms & internet
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Overlap between Traditional and Cyber-Bullying (O’Moore, 2012)
• 71 % of cyber-victims were traditional victims
• 28.9% of cyber-victims were traditional bullies
• 67.4% of cyber-bullies were traditional bullies
• 32.0% of cyber-bullies were traditional victims
SupportsSouranderetal(2010)studyof2215Finnishteensaged13-16years
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WHOStudyof11-15yearoldsin42countries(2014)
v AgeEffect:Significantforonlyaminorityofcountrieswithlevelshigherforboysat11yearsandpeakingforgirlsat13years.
v GenderDifferences:Seeninlessthanhalfofthecountrieswithnoclearpaaernemerging.Someshowedboysbeingcyber-bulliedmoreandsomegirls.
v FamilyInfluence:Differenceswereevidentinveryfewcountriesandregionsinwhichcyberbullyingwasassociatedwithloweraffluence.
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Effects of Bullying § Erosion of confidence and self-esteem
§ Feelings of frustration
§ Anger
§ Sadness, hopelessness
§ Loneliness and depression
§ Inability to concentrate at school/work
§ Not wanting to go to school/work
§ Staying offline
§ Distrustful of others
§ Self-harm 56% LGBTI (14-18yrs)
§ Suicidal thoughts 70% LGBTI (14-18yrs)
§ Suicide Note: Being cyber & traditionally bullied increases risk of depression and loneliness.
(Gradinger et al, 2009; Bright et al, 2012)
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0 5 10 15 20 25 30 35
Itmademefeelanotherway
Itdidn'tbotherme
Frightened
Angry
Upset
Girls
Boys
HowIrishCyberVic1msFeelWhenTargeted(N=564)O’Moore,2012
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RiskFactors:Mo1ves,PersonalityandSelf-Esteem
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Cyber-Vic1ms:Mostatriskarethosewho:• Havepoorpeerrela1onships• Havebothemo1onalandbehaviouraldifficul1es• Spendmore1meonlineunsupervised• BullyothersfacetofaceCyberBullies:Mostatriskarethosewho:• Areimpulsive• Holdproaggressiveorprobullyingahtudes• Havelowlevelsofempathy(bothaffec1veandcogni1ve)• Poormoralresponsibility(moraldisengagement)• Seekpopularityamongpeersthroughaggression• Arebulliedfacetoface
CyberBully-Vic1ms:Mostatriskarethosewho:• Sharethepsychiatricandpsychosocialriskfactorsofcyberbulliesand
vic1ms
M.O’Moore(2014).UnderstandingCyberbullying:AguideforParentsandTeachers,VeritasPublishing.
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Mo1vesforBullyingOthersinCyberspace
Gradinger,StrohmeierandSpiel,2012
• Power:ToshowthatIammorepowerful• Affilia1on:Tobeacceptedbymyfriends• Fun:Becauseitwasfun• Anger:BecauseIwasangryParryApab,2011• Thevengefulangel• Thepower-hungry• Themeangirls• Theinadvertentbully(or‘becauseIcan’)
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0
1
2
3
4
5
6
Extraversion Psycho1cism Neuro1cism LieScale
MeanScore
JuniorEysenckPersonalityQuesFonnaireRevised
PureVic1ms
PureBullies
Bully-Vic1ms
NotInvolved
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FactorsthatInfluenceCyberbullying
• PeerandFamilyRela1onships• Theclassandschoolclimate• Student’sfeelingoftrustinteachersandstaff• MediaRepor1ng
ReportcommissionedbytheDepartmentofEduca1onandSkills,Ireland,ontheimpactofcyberbullying(H.Gleeson,2014)
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Participant Roles in Bullying DistribuFonin%
Perpetrators8%
Assistants7%
Reinforcers20%
Vic1ms12%
Defenders17%
Outsiders24%
Others12%
Salmivalli et al. (1996) were
able to identify clear roles
within the process of bullying
for 88% of the school
children surveyed.
The results were replicated in
a study in German
comprehensive schools
(Schäfer & Korn, 2004).
Fellow pupils have an important role in the process of bullying. Therefore, it is sensible to begin an intervention at the class level.
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PercentageofIrishclassmateswhohavebeenwitnesstoCyber-Bullying
Knowledgeofthosevic1mised:Girls=39.0%Boys=29.9%Total=33.1%
Knowledgeofthosewhobullyothers:Girls=29.4%Boys=27.7%Total=28.4%M.O’Moore,2012
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HowIrishstudentsrespondwhentheyarewitnesstocyber-bullyingacts(O’Moore,2012)
Girls%
Boys%
Total%
Ijoinedinthecyber-bullying 0.5 1.5 1.0
Ihadfunwatchingit 1.9 4.5 3.2
ItupsetmebutIdidnothingtostopit
7.4 5.4 6.4
Itriedtostopit 6.3 4.6 5.5
Itriedtosupportthevic1m 8.5 4.8 6.7
Itoldanadult(teacherorparent)
1.7 0.8 1.3
Ididsomethingelse 4.1 5.8 4.9
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HowIrishvic1msrespondedtoCyber-Bullying(N=664)
Girls%
Boys%
Total%
Ihavetoldoneormorefriends 50.2 20.2 35.2
Ihavetoldanadultatschool 8.0 5.2 6.6
Ihavetoldmyparents 26.7 10.9 18.8
Iwasafraidtotell 7.0 6.1 6.6
Ihavenottoldanybody 7.0 10.1 8.6
Isentanangryresponseback 31.4 29.4 30.4
Iaskedthepersontostop 20.9 11.6 16.3
Ididnotrespond 15.8 11.6 13.7
Ididsomethingelse 17.5 25.5 21.5
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Coping strategies (Riebel et al., 2009; Hoff & Mitchell, 2008)
• Socialcoping:seekinghelpfromfriends,family,teachers,peer
supporters;• Aggressivecoping:retalia1on,physicalaaacks;verbalthreats;• Helplesscoping:hopelessness;passivereac1ons,suchas
avoidance;displaysofemo1on;• CogniFvecoping:respondingasser1vely,usingreason;analyzing
thebullyingepisodeandthebully’sbehaviour.
• Technicalcoping:switchingoffthecomputer,changingemailaddressornicknameandonlygivingthemtopeoplethatcanbetrusted,andshowingthemessagestoagrown-up.’
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COSTAcFon:DataCollecFonin30Countries
– Austria– Australia– Belgium– Bulgaria– CzechRepublic– Denmark– Estonia– Finland– France– Germany– Greece– Hungary– Iceland– Ireland– Israel– Italy
• Latvia• Lithuania• Luxemburg• Netherlands• Norway• Poland• Portugal• Slovenia• Spain• Sweden• Switzerland• Turkey• Ukraine• UnitedKingdom
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StrengthsThemajorityofguidelinesrecognisedtheneed:• Forschoolstotakeawholeschoolcommunity
approach• Forteacherstotreatallreportsofcyber-bullying
seriously• Foryoungpeopletodevelopcyber-safetyskills• Foryoungpeopletoexerciseprinciplesofne1queae• Foryoungpeopletodevelopeffec1vecopingstrategies• Foryoungpeopletoreportincidentsofcyber-bullying• Toclosethedigitaldividebetweenyoungpeople,
parentsandteachers• Forparentsandyoungpeopletoseekfurtheronline
informa1onandresources
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CurrentWeaknessesRequiringAcFon
Futureguidelinesneedtoencourage
• Schoolstoimplementmorefullyawholeschoolcommunityapproacho Collaboratemorefullywithparentso Improveyoungpeople’sknowledgeaboutcyber-safetyandcopingstrategieso Developposi1vemeasures/restora1veapproacheso Developcoopera1vegroupworko Documentproceduresandoutcomesandevaluatetheireffec1venesso Establishlinksandcallonexternalprofessionalagencies
• Teacherstotakegreaterresponsibilityandembraceprofessionaltrainingo Groupdynamicso Conflictresolu1onskillso Technologicalskills
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CurrentWeaknessesRequiringAcFon
Futureguidelinesneedtoencourage
• Youngpeopletotakealeadershiproletodiscouragecyber-bullyingo Report/intervenewhenwitnesstocyber-bullyingo Seekadviceandguidancefromexternalagencies/specialists
• Parentstotalkaboutcyber-bullyingtotheirchildreno Challengebystanderapathyo Findabalancebetweensupervising/monitoringonlineac1vityand
developingtrustandself-disciplineo Seektoenhancetheirowndigitalskills
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“Schoolsares1llstrugglingtoproducegoodpolicies”(Smithetal.2012).Essen1alrequirements:1.Provideadequatefunding,training,templates.2.Promoteaccountabilitybyexamining:• Studentsandparentsahtudestobullying• Levelofabsenteeism• Drop-outrates• Recordkeepingofbullyingincidentsand• Outcomesofinterven1ons.Rewardeffec1vepolicyandprac1ce
OvercomingProblemsofCompliancetotheWholeSchoolCommunityApproach
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Cyberbullying:OutsideofSchoolTodealwithanyconfusion,aschoolshould,initscodeofbehaviouroran1-bullyingpolicy,makeitclearwhenitwillintervene,intermsofdiscipliningbehaviourbystudentsoutsidetheschool,outsideofschoolhours;andthatitbeconsistentinenforcingsuchdiscipline.
Clarityandconsistencyfundamentalforschoolsinthisarea.MurraySmith.(2013).SchoolBullyingandsomeLaw.InO’Moore,M.&Stevens,P.(Eds.)BullyinginIrish
Educa1on,CorkUniversityPress.MurraySmith(2014)Somelawoncyberbullying:InO’Moore,M.UnderstandingCyberbullying,Dublin,Veritas
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Conclusions• Cyber-bullyingisaworldwideproblem• Imposesmentalandphysicalillhealth• Underminesanddilutesthequalityofeduca1on• Preven1onandInterven1onneedstobesystemicandcollabora1ve• Poli1calAc1onneededatlocal,na1onal,interna1onallevel
FrameworkforPreven1onandInterven1ontoIncludeØ MandatoryWholeSchoolCommunityApproachØ TrainingofProfessionals----Teachers&HealthCareØ MediaCampaignØ Na1onalAdvisoryCentre/Commissionerfore-SafetyØ DataCollec1onandResearchØ LegalReform
SuccesswilldependonstrengthofpoliFcalwill
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GoRaibhMileMaithAgat
ThankYou