In MSC-501, counselor trainees are expected to conduct a class research project. They examine a current school issue that has the potential to impact academic success of PK-12 students. Working in teams, they select a component of the issue to study. They determine how professional school counselors might address the issue using activities designed within a comprehensive developmental school counseling model.

The following is a work sample of one MSC-501 class that studied “cyberbullying.” Students shared their findings with professionals across the state in six different venues including the Tennessee Counseling Association Conference in Chattanooga and inservice training programs in area schools. The power point presentation below outlines the results of their research.

Driving Cyberbullies out of our Students‟ Jungle: A Resource Guide for Counselors

Carson-Newman College Graduate Students of Dr. Mike Bundy

November 2009

Tennessee Counseling Association Conference Chattanooga, TN November 2009

Provide an understanding of bullying using electronic devices.

Offer suggestions to school counselors on how to address cyberbullying in a comprehensive school counseling program.

Share a Resource Guide containing a list of materials and ideas about cyberbullying awareness programs.

Offer counselors information to share with teachers.

List tips and suggestions counselors could provide parents.

C-N Foundations in School Counseling students found:

Most schools are just becoming aware of cyberbullying as an issue of importance.

Cyberbullying incidences increase as students move from elementary to middle school.

Few schools have developed policies or programs to address cyberbullying.

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FACEBOOK - APPLICATIONS More than 2 billion photos uploaded to the site

each month More than 14 million videos uploaded each

month More than 2 billion pieces of content (web links,

news stories, blog posts, notes, photos, etc.) shared each week

More than 3 million events created each month More than 45 million active user groups exist

on the site

Source: Facebook (2009). Retrieved November 10, 2009 from http://www.facebook.com/press/info.php?statistics

FACEBOOK – USER ENGAGEMENT Average user has 130 friends on the site More than 8 billion minutes are spent on

Facebook each day (worldwide) More than 45 million status updates each day More than 10 million users become fans of

Pages each day

Source: Facebook (2009). Facebook – User Engagement Retrieved November 10, 2009 from http://www.facebook.com/press/info.php?statistics

FACEBOOK – GENERAL GROWTH

More than 300 million active users

50% of our active users log on to Facebook in any given day

Fastest growing demographic is those 35 years old and older

Source: Facebook (2009). Facebook – General Growth. Retrieved November

10, 2009 fromhttp://www.facebook.com/press/info.php?statistics

FACEBOOK - MOBILE There are more than 65 million active users

currently accessing Facebook through their mobile devices.

People that use Facebook on their mobile devices are almost 50% more active on Facebook than non-mobile users.

There are more than 180 mobile operators in 60 countries working to deploy and promote Facebook mobile products

Source: Facebook (2009). Facebook-Mobile. Retrieved November 10, 2009 from http://www.facebook.com/press/info.php?statistics

Bullying is equated to the concept of harassment which is a form of unprovoked aggression often directed repeatedly over time toward another individual or a group of individuals who are least able to defend themselves.

Source: Patchin, J. W., & Hinduja, S. (2009) Bullying Beyond the Schoolyard. Thousand Oaks, CA:

Corwin Press Source: Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2008). Cyber Bullying: Bullying in the

Digital Age. Malden, MA: Blackwell Publishing

Sadness Anxious Powerlessness Lower self-

esteem

Source: Patchin, J. W., & Hinduja, S. (2009) Bullying Beyond the Schoolyard. Thousand Oaks, CA: Corwin Press

Cyberbullying is an aggressive, intentional act carried out by a group or individual using electronic devices to taunt, insult, threaten, harass, and/or intimidate a peer who is least able to defend him/herself.

Source: Raskauskas, J., & Stoltz, A. D. (2007). Involvement in traditional and electronic

bullying among adolescents. Developmental Psychology, 43, 564-575. Source: Patchin, J. W., & Hinduja, S. (2009) Bullying Beyond the Schoolyard. Thousand Oaks,

CA: Corwin Press

Youths who bullied others or were bullied in real life in the past six months were 2.5 times more likely to cyber-bully or be cyber-bullied.

Source: Hinduja, Sameer & Justin W. Patchin (2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29, 129-156.

One study analyzed the responses of 1,378 adolescents under the age of 18 about cyber-bullying victimization and offending.

680 male participants

698 female participants

The average time spent online for each adolescent was 18 hours a week.

Source: Hinduja, Sameer & Justin W. Patchin (2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29, 129-156.

18% of males and almost 16% of females reported being a cyberbully.

The most common place is in chat rooms.

Almost 33% of males and more than 36% of females reported having been a victim of cyber-bullying.

The most common place was once again, chat rooms.

Source: Hinduja, Sameer & Justin W. Patchin (2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29, 129-156.

Many cyberbulling victims felt angry, frustrated, sad, embarrassed, or scared.

Source: Patchin, J. W., & Hinduja, S. (2009) Bullying Beyond the Schoolyard. Thousand Oaks, CA: Corwin Press

Researchers have suggested that delinquency and interpersonal violence can continue into adulthood if not dealt with properly.

Source: Patchin, J. W., & Hinduja, S. (2009) Bullying Beyond the Schoolyard. Thousand Oaks, CA: Corwin Press

Studies have shown that even though some instances of cyberbullying happen outside of school, the effects of the victim/bully are brought into the school including having difficulties in: School Performance due to lower

self-esteem, personal insecurities, and a heightened sense of paranoia that prevents them from concentration in the classroom

Social Competency Life at Home Source: Johnson, J. M. (2009, March). The Impact of

Cyber Bullying: A New Type of Relational Aggression. Paper based on a program presented at the American Counseling Association Annual Conference and Exposition, Charlotte, NC.

“Over time if they do not see adults or other children intervening to stop bullying they may FEEL LESS EMPATHY for children who are bullied”

Source: Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2008). Cyber Bullying: Bullying in the Digital Age. Malden, MA: Blackwell Publishing

Document what they see and when.

Don‟t encourage the behavior.

Don‟t forward hurtful messages.

Don‟t laugh at inappropriate jokes.

Don‟t condone the act just to fit in.

Tell an adult they trust.

Source: Patchin, J. W., & Hinduja, S. (2009) Bullying Beyond the Schoolyard. Thousand Oaks, CA: Corwin Press

One-third (32 percent) of all teenagers (12-17) who use the Internet have been targeted for cyber-bullying online

40% of college freshman in a recent study were

“harassed, bullied, stalked, or threatened via instant messaging”

Over two-thirds (73%) of college freshmen in the

same study had seen an insulting, threatening, or degrading profile on a social networking website such as MySpace

Source: Englander, E. K. (2007). Cyberbullying: The new frontier. Proceedings of the Twenty-Third Annual Pediatric Rehabilitation Conference. Franciscan Hospital for Children and Boston University School of Medicine, March 23, 2007. Burlington, MA. Source: Pew Internet & American Life Project. (2007). Cyberbullying and online teens. Retrieved July 31, 2007 from http://www.pewinternet.org/PPF/r/216/report_display.asp

Source: Willard, N. E. (2007). Cyberbullying and cyberthreats responding to

the challenge of online social aggression, threats, and distress. Champaign, Il: Research Press

• Flaming: Online fights using electronic messages with angry and vulgar language. • Harassment: Repeatedly sending offensive, rude, and insulting messages. • Denigration: Sending or posting cruel gossip or rumors about a person to damage his or her reputation or friendship. • Impersonation: Pretending to be someone else and sending or posting material online that makes that person look bad, gets that person in trouble or danger, or damages that person‟s reputation or friendships.

Outing and Trickery: Sharing someone‟s secret or embarrassing information online. Tricking someone into revealing secrets or embarrassing information which is then shared online.

Exclusion: Intentionally excluding

someone from an on-line group, like a „buddy list‟.

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 or her own safety.

Cyber threats: Direct statements

intended to hurt someone or cause them to commit suicide.

Source: Willard, N. E. (2007). Cyberbullying and cyberthreats responding to the challenge of online social aggression, threats, and distress. Champaign, Il: Research Press

They do it for fun. They do it to get back at

someone with whom they are mad.

They do it because they

feel bad about themselves.

Source: Raskauskas, J., & Stoltz, A. D. (2007).

Involvement in traditional and electronic bullying among adolescents. Developmental Psychology, 43, 564-575.

David-Ferdon, C. & Hertz, M. F. (2007). Electronic media, violence, and adolescents: an emerging public health problem. Journal of Adolescent Health, 41(6 Supple 1): S1-5.

Englander, E. K. (2007). Cyberbullying: The new frontier. Proceedings of the Twenty-Third Annual Pediatric Rehabilitation Conference. Franciscan Hospital for Children and Boston University School of Medicine, March 23, 2007. Burlington, MA.

Hinduja, Sameer & Justin W. Patchin (2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29, 129-156. http://www.facebook.com/press/info.php?statistics

Johnson, J. M. (2009, March). The Impact of Cyber Bullying: A New Type of Relational Aggression. Paper based on a program presented at the American Counseling Association Annual Conference and Exposition, Charlotte, NC.

Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2008). Cyber Bullying: Bullying in the Digital Age. Malden, MA: Blackwell Publishing

Patchin, J. W., & Hinduja, S. (2009) Bullying Beyond the Schoolyard. Thousand Oaks, CA: Corwin Press

Pew Internet & American Life Project. (2007). Cyberbullying and online teens. Retrieved July 31, 2007 from http://www.pewinternet.org/PPF/r/216/report_display.asp

Raskauskas, J., & Stoltz, A. D. (2007). Involvement in traditional and electronic bullying among adolescents. Developmental Psychology, 43, 564-575.

Willard, N. E. (2007). Cyberbullying and cyberthreats responding to the challenge of online social aggression, threats, and distress. Champaign, Il: Research Press

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Graduate student in school counseling Carson-Newman College

TCA §§ 49-6-1016. Development of policy regarding harassment, intimidation or bullying.

“Each school district shall adopt a policy prohibiting harassment, intimidation or bullying. School districts are encouraged to develop the policy after consultation with parents and guardians, school employees, volunteers, students, administrators and community representatives.”

“The template prepared by the state -level safety team shall include appropriate violence prevention and intervention strategies such as a comprehensive school counseling program”

“Each LEA shall ensure that the district-wide safety plans are developed in such a manner as to be consistent with the district‟s harassment and bullying policies developed pursuant to § 49-6-1016”

“Administrators, staff, and transportation personnel are provided in-service training. Topics might include the following: alcohol, drugs, suicide, tobacco, violence prevention, conflict resolution, character education, communication/decision making, health and wellness education, internet safety, problem solving, sexual harassment, social skills, teamwork, and other appropriate training events. “

“Students have access to licensed school counselors who are implementing the Tennessee Comprehensive School Counseling Model and are empowered to make recommendations to outside social service agencies that can assist the student with his or her particular needs”

“Schools annually conduct climate assessments. Assessments cover topics such as the following: student discipline, gangs, violence, bullying (including cyber bullying), threats perceived by students, and other safety concerns. The results of the assessments are used to develop a plan of action. “

Tennessee Code Annotated §§ 49-6-1016: Schools Against Violence in Education Act or SAVE Act. Retrieved November 9, 2009 from http://tennessee.gov/education/learningsupport/doc/SaveAct.pdf

Tennessee Department of Education (NA). Guidelines for

Implementing SAVE Act. Retrieved November 9, 2009 from http://tennessee.gov/education/learningsupport/SAVE.shtml

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Graduate Student in School Counseling Carson-Newman College

Traditional Paper and Pencil

Computer Survey

Structured Focus

Questionnaire

Group Approach

Traditional pencil/paper Clear-cut choices Basic information Questions about Internet and cell

phone cyberbullying Have you been cyberbullied? Have you cyberbullied someone

else? Cyberbullying causes…

Suggested for focus group approach

Open-ended questions

Knowledge of cyberbullying

What to do when cyberbullying occurs

Taking a stand against cyberbullying

Have you been cyberbullied?

Have you cyberbullied someone else?

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Programs that can be trusted

Research shows effectiveness

Shows positive results

Source: Hazelden Foundation(2008); Image found at www.topnews.in

Decrease number of bullying incidents

Change attitudes toward bullying

Create respectful relationships

Improve behavior

An effective school policy to handle bullying episodes

Teach bystanders how to be supportive

Source: Bully Safe Schools (2009) Committee For Children

(2008), Hazelden Foundation (2008), Limber, S. & Olweus, D. (2007), Peterson Argo, Inc. (2009), Ripple Effects (2008)

Whole school or school-wide approach

Prevention and intervention techniques

Helping the bully, the target, and the bystander

Support from community and parents

Infuses social and emotional learning

Focus on school climate change

Source: Hazelden Foundation (2008), Peterson Argo, Inc. (2009), Bully Safe Schools (2009)

A reduction in bullying incidents

A reduction in reports of general antisocial behavior

Improvements in the classroom

More positive social relationships

Increased positive attitudes toward schoolwork and school

Reports of improved order in the classroom

Sources: Committee For Children (2009); Limber, S. & Olweus, D (2007); Rippleeffects.com (2008)

31% decline in bullying

70% drop in destructive bystander behavior

Students have reported 20% to 70% decrease in being bullied and bullying other children

For grades 4-7 positive results may be seen after eight months

For grades 8-10 positive results may be seen after two years

Source: Hazelden Foundation (2008) Committee For Children (2008)

Bully Safe Schools (2009). Bully Busters Program. Retrieved October 22, 2009 from, http://www.stopbullyingnow.net

Committee For Children (2008). Reduce Bullying and Improve School Climate. Retrieved October 22, 2009 from http://www.cfchildren.org

Hazelden Foundation (2008). Cyberbullying: A Prevention Curriculum for Grades 6-12 Scope and Sequence. Retrieved October 2, 2009 from , http://www.olweus.org

Limber, S. & Olweus, D. (2007).Olweus Bullying Prevention Program: The Teacher Guide. Center City, MN: Hazelden Publishing

Peterson Argo, Inc. (2009). Safe and Caring Schools Program. Retrieved October 22, 2009 from, http://www.safeandcaringschools.com

Ripple Effects (2008). Unexpected Findings on the Impact of Computerized Social-Emotional Learning. Retrieved October 22, 2009 from, http://www.rippleeffects.com

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According to our field research, most incidents of cyberbullying remain unreported.

Counselors in the East TN region generally felt as though cyberbullying was not a problem in their schools.

Research also concludes that the majority of students do

not report cyberbullying to their teachers, counselors, or parents. 90% of students in one study do not report

cyberbullying to their parents or teachers (Juvonen and Gross, 2008).

Students do not report cyberbullying for fear of punishment, i.e., taking their cell phones, suspending privileges to Internet, etc.

Increased absenteeism and lower grades (Kowalski, 2008).

Victims report feeling depressed, hurt, and sad.

Students involved in cyberbullying report higher levels of anxiety.

Students may feel embarrassed, humiliated or even afraid to come to school

Victims of cyberbullying may be at risk for other negative developmental and behavioral consequences including school violence and delinquency (Hinduju and Patchin 2007).

Students over all demeanor

Sad, moody, anxious emotions

Withdrawal from friends and activities

Unexpected display of depression-like actions

A sudden drop in academic performance

Source: Cyber Bully Alert (2008). Effects of Cyber Bullying. Retrieved

November 10, 2009, from http://www.cyberbullyalert.com/blog/2008/11_/effects-of-cyber-bullying/

Integrate cyberbullying prevention and awareness into a lesson plan within your subject area.

Establish and enforce cyberbullying rules within your classroom, especially technology based classes.

Teachers need to monitor students‟ computer activity

Encourage students that “reporting” is right thing to do.

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Low self-esteem

Depression

Anxiety

Social isolation

Nervousness

Drop in school performance

Impaired health

Obsessive use of technology

Visibly upset after internet use

Becomes withdrawn

Secretive behavior

Possible drop in school performance

Sad, moody, anxious emotions

Communicate regularly with your child.

Become familiar with technology and activities that your child is engaging in online.

Monitor your child‟s internet and cell phone activities.

Install and use filter and monitoring software.

Educate the dangers of giving out information online.

Never overreact and/or blame.

Do not take away technology privileges.

Save the evidence

Help them realize that cyberbullying is harmful and unacceptable.

Not reporting empowers the cyberbully.

Communicate with your child about witnessing cyberbullying activities.

Stress the importance of speaking out against the cyberbully.

Teach your child to have empathy and understanding for others.

Encourage your child to report any cyberbullying activity that he/she may witness.

http://www.ikeepsafe.org/

http://stopbullyingnow.hrsa.gov

http://www.cyberbullying.us/

presented by

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1. Establish a student committee to develop school-wide cyberbullying awareness activities.

2. Conduct a needs assessment and report results to principal and School Counseling Committee.

3. Integrate cyberbullying awareness in traditional bully prevention programs.

4. Have a student poster campaign to promote online respect.

5. Promote a special emphasis week, i.e., National Bully Awareness Week: Nov. 15-20, 2009.

6. Launch a campaign to promote bystander involvement: “Gotcha Your Back”.

7. Hold a student video/film festival with a theme to promote Internet safety, i.e., “Guard your image in Cyberspace”.

8. Collaborate with art teacher to organize a student art exhibit, i.e. “What you send on the internet Can‟t be taken back”.

9. Have students sign an Anti-cyberbullying Pledge/Contract/Promise.

10. Collaborate with technology instructor to have lessons on “ IM/Chat Room Ethics”.

11. Have students create special morning announcements about different cyber-bullying and/or respect –on-Internet themes.

12. Collaborate with D.A.R.E. officer to teach students about Internet safety.

13. Organize a parent program on cyberbullying awareness and monitoring online activities of students at home.