Handling
Cyberbullying at
School: Prevention, Intervention, and
Follow-up
A whole-school approach
Professor Edward CHAN & Dr Lu YU Department of Applied Social Sciences The Hong Kong Polytechnic University
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, social workers, and other
school faculty
Students Parents
Prevention
1. School Policy
Definitions: What terms do you think should be clearly defined in the policy?
Code of Conduct: Clear guidelines for Internet use
Consequences
Reporting system
(The Anti-Defamation League, 2007)
What is cyberbullying?
Cyberbullying is “the use of information and
communications technology, particularly mobile phones and the internet, deliberately to upset someone else”.
The particular forms of cyberbullying can include any of the following:
• harassment or cyberstalking;
• defamation or vilification
• impersonation;
• unauthorised publication of private images;
• manipulation;
• peer rejection.
Prevention
1. School Policy
Code of Conduct: Clear guidelines for Internet use
Be polite: always use respectful and appropriate language
in your message
Use the Internet appropriately: for educational purpose
Keep personal information private
Web content filtering
1. School Policy
Consequences: Updating policies to include consequences for cyberbullying and online cruelty
1. School Policy
Establish reporting mechanisms, and make reporting of cyberbullying and online hate incidents a requirement
Prevention
2. School Faculty Development (teacher, social worker, counsellor, etc.)
Participate in education and training regarding knowledge about Internet safety, awareness, and strategies of cyberbullying (Tangen & Campbell, 2010).
(The Anti-Defamation League, 2007)
What is cyberbullying?
How are students affected by cyberbullying?
What does it look like?
What can I (as a teacher/counsellor/social work/other school faculty) do?
3. 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, social-emotional
competence, ethical decision-making skills, and respect among students
(The Anti-Defamation League, 2007; Grigg, 2010; Marczak & Coyne, 2010; Marczak, 2012)
Prevention
(The Anti-Defamation League, 2007; Grigg, 2010; Marczak & Coyne, 2010; Marczak, 2012)
4. Parents Education
Increase awareness of Internet safety strategies
Teach parents social media use
Knowledge about cyberbullying: signs,
What can parents do to help prevent and respond to cyberbullying
Monitor their teenage children’s Internet use
Communication: no restriction will be enforced when cyberbullying occurs
Identify and respond to incidents of cyberbullying: report to school asap.
Parents and school together
Prevention
5. Anti-Cyberbullying School Culture
Reframing bully prevention to build strong school community
Develop value of respect and social-emotional skills
Prevention
(The Anti-Defamation League, 2007; Grigg, 2010; Marczak & Coyne, 2010; Marczak, 2012)
Prevention: Whole-School Approach
5. Anti-cyberbullying school culture 1. School policy
2. School staff and teacher development
3. Student education
4. Parent education
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.
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
Uses multiple online accounts
Shows excessive use of the computer and/or cell phone
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
Group Discussion: Case study
Divide yourself into small groups
Group 1: Class teachers
Group 2: Social workers /Counsellors /Guidance teachers
Group 3: School management
Watch the video and discuss among your group: what you can do if the case happens in your school
Summarize the actions you will take and choose a reporter to share your answers
5. Counseling
4. Reactive strategies 3. Assessing the problem
2. Immediate response 1. Early identification
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).
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
Intervention: 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)
Intervention: 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 support: let the bullies know you will listen and you will help them try to resolve the problem
Assess 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
Intervention: Bystanders
(International Computer Driving Licence, 2016)
• Post words of support for the victim, such as “I disagree with what’s been said.”
• Encourage the victims to seek help, e.g., “You are being bullied, seek help from someone you trust”
• Rally your friends to post comments that show support for the victims.
• Alert someone in authority (teacher, parents, other adults) about what you are observing.
• Report what you are observing to the security team for the site you are visiting.
• Be aware of your own safety.
Encourage bystanders to become upstanders: not taking actions gives bullies more opportunities to torment the victims (50% can be stopped due to upstanders’ action)
Teach students what an upstander can do to stop cyberbullying
Intervention
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 and culture: clear guidelines and reporting system
Intervention
Follow up with students and parents
School Staff Development Student
Education
Parent Education
Prevention
Systematic implementation
and evaluation
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/NationalDay/ForSchools/ClassActivities
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.