Handling
Cyberbullying at
School: Prevention, Intervention, and
Follow-up
A whole-school approach
Facts about Cyberbullying
3 in 4 teenagers reported that they had been cyber-bullied.
(https://www.youtube.com/watch?v=5VpsLjpwouo)
88% victims do not take any action, and 83% won’t do anything if the victim is their friend.
(https://www.youtube.com/watch?v=5VpsLjpwouo)
Almost 2 in 3 of those bullied become bullies themselves (Monks, Robinson, & Worlidge, 2012).
Most children being bullied online won’t alert adults.
Students do not know how to keep themselves safe in cyberspace. Of those who did know some strategies, only 15.4% said they had learned them at school (Yilmaz, 2011).
Meta-analyses showed that programs included a whole-school anti-bullying policy were most effective in reducing bullying behavior and victimization (Lee, Kim, & Kim, 2015).
(Ditch the label, 2017)
A prevalent
problem in Hong Kong adolescents
Severe negative consequences
Anti-cyberbullying based on a whole- school approach is
needed
What is a whole school approach?
A whole-school approach (Cambridge Education, 2005) means that the whole school
community, including the students, teachers, support staff (counsellors, social workers);
parents and board of governors, are involved in confronting the issue of cyberbullying.
This is the most effective approach to tackling bullying and cyberbullying in school.
(Pearce et al., 2011)
School administrators
Teachers and other
school faculty Students Parents
Prevention
School Policy
Defining clear guidelines for Internet use
Updating policies to include consequences for cyberbullying and online cruelty
Establish reporting mechanisms, and make reporting of cyberbullying and online hate incidents a requirement
Empower Teachers and School Faculty
Provide education and training for teachers and school faculty regarding the knowledge about Internet safety, awareness, and strategies of cyberbullying (Tangen & Campbell, 2010).
Resources for school social worker
(The Anti-Defamation League, 2007)
Students Education
Digital literacy: e-safety, netiquette, assessing one’s online risk, measures to protect oneself online.
Knowledge and awareness of cyberbullying and
strategies for reacting to cyberbullying as targets and as bystanders
Promote empathy, ethical decision-making skills, and respect among students
(The Anti-Defamation League, 2007; Grigg, 2010; Marczak &
Coyne, 2010; Marczak, 2012)
Parents Education
Increase awareness of Internet safety strategies among parents
Encourage parents to monitor their children’s Internet use, teach parents social media use, and signs of cyberbullying
Prevention
(The Anti-Defamation League, 2007; Grigg, 2010; Marczak & Coyne, 2010; Marczak, 2012)
Anti-Cyberbullying School Culture
Reframing bully prevention to build strong school community
Develop value of respect and social-emotional skills
Prevention
Intervention
(The Anti-Defamation League, 2007)
5. Counseling
4. Reactive strategies 3. Assessing the problem
2. Immediate response 1. Early identification
Be aware of warning signs of
cyberbullying
Signs of Cyberbullying
Can you think of any warning signs that may
indicate that your student is a victim of cyberbullying?
Can you think of any warning signs that may indicate that
your student is a perpetrator of
cyberbullying?
Hides or closes computer screen from others
Uses computer late at night
Becomes agitated if they cannot use the computer
Suddenly stops using computer or noticeable, rapid decreases in devise use including texting
Displays excessive laughter while using computer
Does not discuss what he or she is doing on the computer
Warning signs of cyberbullying perpetrators
Shows anxiety when email or instant messages appear on the computer/mobile phone screen
Appears upset or depressed after using computer/mobile phone
Suddenly stops using computer or noticeable, rapid decreases/increase in devise use including texting
Appears anxious about/avoid going out in public including school, even those that were enjoyed in the past.
Tries not to engage in conversations about what he or she is doing on the computer
Becomes withdrawn from social and family support systems
Warning signs of cyberbullying victims
Intervention
Listen and talk to the student
Step 1: Be a good listener
• Take your student seriously
• Find a private place that makes student feel safe
• Manage your own feeling well
• Be the role model for your student during the conversation
Step 2: Talk with your student about the problem
• Give your student unconditional support
• Use gentle exploration and empathy
• Save evidence
Intervention
Investigate and assess the
problem
1. Assess if the problem belongs to bullying behaviour
2. Help student to understand the difference between rude, mean, and bullying behaviours 3. Thoroughly investigate the incident: fully understand the situation, and have separate
conversations with all parties
4. Determine the consequences in accordance with school policies
5. Consult with other school staff about what to do next on reporting and handling the incident
Intervention
Take actions according to school policies
• Specific intervention: give the student advice for making sure the bullying does not happen again.
• No retaliation: ensure that the young person does not retaliate or reply to the messages.
• Privacy: encourage the child to keep
personal information private on the internet.
• Work with parents and other parties (e.g., police).
Specific intervention
Blocking offending e-mail addresses and cell phone numbers
Changing children’s e-mail address and cell phone numbers
Reporting cyberbullying incidents to police if extremely harmful
Reporting incidents to e-mail services, internet service providers, web sites, cell phone companies, etc.
Cancelling services if providers do not respond to complaints
Intervention
Profiles of cyberbullying victims
1. Lower self-esteem 2. Feel lonely
3. Perceived difficulties in emotions, concentrations, behaviour, or getting along with other people
4. Physical symptoms: headache, recurrent abdominal pain, sleeping difficulties 5. Not feeling safe at school
6. Mental health problems: depression, anxiety, suicidal ideation, self-harm, etc.
(Hinduja & Patchin, 2010; Vandebosch & Cleemput, 2009)
Victims (last 3 months)
Intervention: the victims
Counselling for cyber-victims
• Help the child to cope with the trauma of cyberbullying
• Deal with the physical and mental difficulties caused by cyberbullying
• Assertive skills
• Socialization skills
• Improving self-concept
• Assess for underlying issues that may lead to bullying behaviours
• Provide education to parents on how to support their child
(John et al., 2018)
The cyberbullies?
(Hinduja & Patchin, 2010; Vandebosch & Cleemput, 2009)
Cyberbullying has an anonymous nature, and cyberbullies:
• are easily able to hide behind and often undetected
• do not receive tangible feedback
• are unable to recognize the harm they cause and lack remorse
Profile of Cyberbullying perpetrators (past 3 months)
1. More often victims and bystanders of cyberbullying 2. More often perpetrators of traditional bullying
3. Perceived difficulties in emotions, concentrations, behaviour, or getting along with other people
4. Hyperactivity, conduct problem, infrequent helping behaviour, frequently smoking or getting drunk, headache
5. Not feeling safe at school
Cyberbullies also need intervention.
Intervention: the cyberbullies
(Hinduja & Patchin, 2010; Williard, 2004)
Counselling • Assess for underlying issues that may have lead to bullying behaviours For Cyber- • Deal with the underlying issues including experiences of being victimized Bullies • Educate the child regarding the serious consequences of cyberbullying
• Increasing self esteem
• Improve social skills
• Impulse control, anger management, ways to appropriately express feelings
Give your student support: let them know you will listen to them; reassure them that you will help them try to resolve the problem
Find out what happened
Communicate your school’s values and policy
Create a plan with the student to take responsible action, following school policy
Follow up
Follow up with your student: to ensure they are safe, and feel safe in your classroom
1. Has the problem been resolved?
2. Does the student feel comfortable in your classroom and at school?
3. Has the child who engaged in bullying behaviour received education and support?
4. Are the students involved in the incident in need of mental health support or services?
5. Does your student have a support network of friends and family?
6. Have you developed norms around acceptable behaviours in your classroom and in the school community?
7. Are you teaching direct lessons on social and emotional learning?
Follow up with parents of the student: to ensure communications were clear and the consistency regarding what to do to encourage the most positive outcome.
(John et al., 2018)
Anti-cyberbully school policy: clear guidelines and reporting system Intervention
Follow up with students and parents
School Staff Development Student
Education
Parent Education
Prevention
What do successful antibullying programs have in common?
Anti-cyberbully school policy: clear guidelines and reporting system Intervention
Follow up with students and parents
School Staff Development Student
Education
Parent Education
Prevention
Systematic implementation
and evaluation
My school policy: What can I
contribute?
My school policy: What can I contribute?
Please spend 1-2 minutes to recall the available resources and/or policy in your school as far as you know, related to the challenges of technology / cyberbullying.
What are the strengths and gaps in these resources?
Work with your group, choose one question in Handout 1 for discussion and write down your answers in the worksheet.
Choose one improvement that you want to make and develop an action plan in Handout 2.
Useful Resources
• Making Your Primary School E-safe: Whole School Cyberbullying
and E-safety Strategies for Meeting Ofsted Requirements Kindle
Edition
Useful Resources
• Facebook has produced Empowering Educators support sheet
specifically for teachers and launched the Bullying Prevention Hub
with Yale's Centre for Emotional Intelligence.
Useful Resources
https://bullyingnoway.gov.au/
References
o Cassidy, W., Faucher, C., & Jackson, M. (2013). Cyberbullying among youth: A comprehensive review of current international research and its implications and
application to policy and practice. School Psychology International, 34(6), 575-612.
o Farrington, D., & Ttofi, M. (2009). Reducing school bullying: Evidence based implications for policy. Crime and Justice, 38(1), 281-345.
o Jones, L., & Mitchell, K. (2016). Defining and measuring youth digital citizenship. New Media & Society, 18(9), 2063-2079.
o Kowalski, R., Morgan, C., Limber, S., Von Marées, N., & Petermann, F. (2012).
Traditional bullying as a potential warning sign of cyberbullying. School Psychology International, 33(5), 505-519.
o MacKay, A. W. (2012). Respectful and responsible relationships: There is no app for that. Retrieved from https://www.prevnet.ca/sites/prevnet.ca/files/Mackay_Slides.pdf
References
o Patchin, J., Hinduja, S., Zeldin, S., Wilson, D., & Collura, J. (2011). Traditional and nontraditional bullying among youth: A test of general strain theory. Youth & Society, 43(2), 727-751.
o Tangen, Donna, & Campbell, Marilyn. (2010). Cyberbullying prevention: One primary school's approach. Australian Journal of Guidance and Counselling, 20(2), 225-234.
o Villarejo-Carballido, B., Pulido, C., De Botton, L., & Serradell, O. (2019). Dialogic model of prevention and resolution of conflicts: Evidence of the success of
cyberbullying prevention in a primary school in Catalonia. International Journal of Environmental Research and Public Health, 16, 918.
o Yilmaz, H. (2011). Cyberbullying in Turkish middle schools: An exploratory study.
School Psychology International, 32(6), 645-654.
