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Date: April 20, 2024 Sat
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Results for cyberbullying
28 results foundAuthor: Cross, Donna Title: Australian Covert Bullying Prevalence Study Summary: The safety of members of the school community is essential to enhance the academic, social development and well being of young people. In line with the United Nations' Convention on the Rights of the Child, the National Safe Schools Framework (NSSF) is regarded as a highly innovative, collaborative effort on behalf of the Commonwealth, State and Territory Governments to foster the development and implementation of a series of whole-of-school initiatives to produce an integrated national policy for the prevention and early intervention of bullying and other aggressive and violent behaviours. Yet despite the impact of the NSSF in terms of reducing direct, face-to-face 'overt' bullying, such as hitting, punching, kicking and teasing, evidence suggests that a less direct form of 'covert' bullying is becoming more prevalent and insidious, fuelled in part by the growth of new forms of Information and Communications Technology (ICT). From this perspective, the Australian Covert Bullying Prevalence Study (ACBPS), commissioned by the Department of Education, Employment and Workplace Relations (DEEWR), represents a significant first step to understand and tackle this phenomenon. The ACBPS investigated young people's experiences with covert bullying including: the nature and types of covert bullying behaviours used by young people, how often and where these behaviours occur, and risk and protective factors that may inhibit or encourage covert bullying behaviour. This report aims to shed new light on covert bullying among school-age children, with the ultimate goal of identifying feasible, effective and sustainable policy and practice to address this phenomenon. While the general concepts and theories underlying covert bullying are not new, research into how to address covert bullying is still in its infancy. This is due in part to the erroneous perception that while covert bullying is unpleasant it is generally considered to be a less harmful form of behaviour. Emerging research indicates, however, that covert bullying has the potential to result in more severe psychological, social, and mental health problems than overt bullying, and is not only more difficult for schools and parents to detect, but also has the capacity to inflict social isolation on a much broader scale than overt bullying. Furthermore, the recent digital media revolution of the last decade has provided an additional platform and encouraged a communication culture within which covert bullying can operate among young people. An companion report -- Covert bullying: A review of national and international research -- states that the safety of all school members is an essential prerequisite to promote effective schools that enhance the academic, emotional, social development and well being of young people. The United Nations Convention on the Rights of the Child reinforces the importance of protecting children's quality of life and their rights to be educated in a safe environment, free from all forms of violence, victimisation, harassment and neglect. In line with this basic right, the Australian community has become increasingly aware of the prevalence, seriousness and negative impacts of school bullying - a form of aggression considered to affect the greatest number of students. Research in Australia has indicated that approximately ten percent of school students reported being bullied most days or even every day at school, with almost one half reporting they were bullied at least once during the past term at school. These rates of bullying between students are among the highest in the world. Details: Perth: Child Health Promotion Research Centre, Edith Cowan University, 2009. 414p. Source: Internet Resource: Initial report: https://docs.education.gov.au/system/files/doc/other/australian_covert_bullying_prevalence_study_executive_summary.pdf - Companion report: https://docs.education.gov.au/system/files/doc/other/australian_covert_bullying_prevalence_study_chapter_2.pdf Year: 2009 Country: Australia URL: https://docs.education.gov.au/system/files/doc/other/australian_covert_bullying_prevalence_study_executive_summary.pdf Shelf Number: 117124 Keywords: BullyingComputer CrimeCyberbullyingSchool Crime |
Author: Livingstone, Sonia Title: Risks and Safety on the Internet: The Perspective of European Children. Initial Findings from the EU Kinds Online Survey of 9-16 Year Olds and Their Parents Summary: The study provides important new evidence regarding European children’s and parents’ experiences and practices regarding risky and safer use of the internet and new online technologies. It will inform the promotion of a safer online environment across Europe, and be of broad interest to parents, policy makers, teachers, and all others involved in the care and support of children. Key themes covered by the initial report include: Children’s online usage and activities; Children’s exposure to online risks, including cyberbullying, pornography, sending or receiving sexual messages, and going to offline meetings with people first met online; Children’s perceptions of harm caused by online experiences; and Children’s coping skills. Details: London: London School of Economics and Political Science, 2010. 125p. Source: Internet Resource: Accessed October 26, 2010 at: http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/Initial_findings_report.pdf Year: 2010 Country: Europe URL: http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/Initial_findings_report.pdf Shelf Number: 120092 Keywords: CyberbullyingInternet CrimesOnline SafetySex Crimes |
Author: Queensland Schools Alliance Against Violence Title: Working Together: Queensland Schools Alliance Against Violence Report Summary: The formation of the Queensland Schools Alliance Against Violence (QSAAV) provided an important opportunity for the school sectors to collaborate on how best to respond to the issues of bullying and violence in Queensland schools. The issues facing students, school staff and parents are complex, and the possible responses are varied given the unique characteristics of our schools and general population. There is clearly a common concern about bullying, cyber bullying and violence in schools, and a need for effective responses to support students, parents and schools at the individual school, broader community and systemic policy levels. Much effort is already occurring in schools and school sectors to address the issues, but focused ongoing attention and commitment will be required. It is also clear that working to prevent incidents and to respond effectively when incidents do occur requires constant effort and vigilance. The prevention of bullying, cyber bullying and violence in schools must engage students and become part of the broader conversation across the community. Schools cannot successfully deal with these issues in isolation. They require the cooperation of the broader community, and QSAAV has produced an evidence-based framework within which this can occur. This report provides a summary of the information and advice considered by QSAAV during its six-month term, and includes recommendations for consideration by the Minister for Education and Training. Details: Brisbane: Queensland Government, 2010. 45p., app. Source: Internet Resource: Accessed February 18, 2011 at: http://education.qld.gov.au/studentservices/behaviour/qsaav/docs/qsaav_report.pdf Year: 2010 Country: Australia URL: http://education.qld.gov.au/studentservices/behaviour/qsaav/docs/qsaav_report.pdf Shelf Number: 120819 Keywords: CyberbullyingCybercrimeSchool BullyingSchool Violence |
Author: Spears, Barbara Title: Behind the Scenes: Insights into the Human Dimension of Covert Bullying Summary: The emergence of new technologies has led to covert and cyber bullying becoming an issue for many schools. The Australian Government has commissioned two research projects to better understand these issues and the impact on Australian schools. This second study, Behind the Scenes: Insights into the Human Dimension of Covert Bullying explored real life experiences of individuals exposed to covert bullying (victim/ perpetrator/ bystander/ teacher/ parent). Details: Adelaide: South Australia Department of Education, Employment and Workplace Relations, 2008. 41p. Source: Internet Resource: Accessed February 22, 2011 at: http://www.deewr.gov.au/Schooling/NationalSafeSchools/Documents/covertBullyReports/Behind%20the%20Scenes%20-%20Insights%20into%20the%20Human%20Dimension%20of%20Covert%20Bullying%20-%20Final%20Short%20Report.pdf Year: 2008 Country: Australia URL: http://www.deewr.gov.au/Schooling/NationalSafeSchools/Documents/covertBullyReports/Behind%20the%20Scenes%20-%20Insights%20into%20the%20Human%20Dimension%20of%20Covert%20Bullying%20-%20Final%20Short%20Report.pdf Shelf Number: 120856 Keywords: CyberbullyingHarassmentSchool Bullying (Australia)School Violence |
Author: Cross, Emma-Jane Title: Virtual Violence: Protecting Children from Cyberbullying Summary: The latest figures from Beatbullying reveal that nearly one-in-three 11-16 year olds has been deliberately targeted, threatened or humiliated by an individual or group through the use of mobile phones or the internet. For a quarter of these the experience was ongoing, meaning that 1-in-13 children were persistently cyber bullied. What we mean by persistent cyberbullying is bullying that is happening day in, day out, over a period of months or sometimes years. It is continuous cyberbullying by the same person or group. As expected, children who were persistently cyber bullied experienced a longer duration of bullying. Around a third of those persistently bullied said it lasted a year or more, or else was still going on. Another fifth said it had lasted months. The consequences of cyberbullying are no less traumatic than those that follow face-to-face bullying. The media has picked up on a number of high profile cases in which children have committed suicide following relentless online hate campaigns waged on Bebo and Facebook. These are only the most extreme manifestations. Academic research is beginning to document the increased isolation, poor educational attainment and self-destructive behaviour that readily follow cyberbullying. Cyberspace has also made possible new forms of social interaction and bullying. One worrying aspect relates to ‘sexting’, in which children produce and circulate sexual content amongst themselves. A third of children have received an unwanted or nasty message and a quarter received an unwanted or “nasty” image on the subject of sex. While a small proportion of these ‘sexts’ were from an unknown source or were spam, the vast majority were identified as a peer of the young person. In certain cases, these sexts have acted as a catalyst for mass bullying and even statutory rape. Our survey of over 2,000 secondary school pupils shows that cyberbullying is of increased concern for certain ‘high risk’ groups of children. • Pupils with Special Educational Needs, (have a learning difficulty or disability) are 16% more likely to be persistently cyber bullied over a prolonged period of time. • Pupils receiving free school meals, (an agreed universal indicator of increased deprivation, limited/ing social mobility, poverty and educational under-achievement) are 13% more likely to be persistently cyber bullied over a prolonged period of time. • White non-British ethnic background all reported a higher incident of this intense form of cyberbullying. Critically, in terms of resourcing intervention and targeting behaviour change campaigns, girls experienced twice as much persistent cyberbullying as boys and some 48% of all young people admitted to having undertaken some sort of cyberbullying. In terms of the specific websites on which cyberbullying has being taking place, the MSN instant messenger service and the Bebo social networking site were the worst offenders. This was the case for both children who had been bullied and for children who had witnessed others being bullied. The video-sharing site YouTube was also identified as a common place where footage of bullying was proliferated. Details: London: Beatbullying, 2009. 61p. Source: Internet Resource: Accessed May 18, 2011 at: http://www2.beatbullying.org/pdfs/Virtual%20Violence%20-%20Protecting%20Children%20from%20Cyberbullying.pdf Year: 2009 Country: United Kingdom URL: http://www2.beatbullying.org/pdfs/Virtual%20Violence%20-%20Protecting%20Children%20from%20Cyberbullying.pdf Shelf Number: 121751 Keywords: BullyingCyberbullyingInternet CrimesInternet SafetySocial Networking |
Author: DeVoe, Jill Title: Student Reports of Bullying and Cyber-Bullying: Results From the 2007 School Crime Supplement to the National Crime Victimization Survey Summary: In school year 2006–07, some 8,166,000 U.S. students ages 12 through 18, or about 31.7 percent of all such students, reported they were bullied at school, and about 940,000, or about 3.7 percent, reported they were cyber-bullied anywhere (i.e., on or off school property). These Web Tables use data from the 2007 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) 1 to show the extent to which bullying and cyber-bullying are reported by students with different personal characteristics. Estimates are included for the following student characteristics: student sex, race/ethnicity, grade, and household income. In addition, appended data from the 2006–07 Common Core of Data (CCD) and the 2007–08 Private School Universe Survey (PSS) show the extent to which bullying and cyber-bullying are reported by students in schools with different characteristics. School characteristics examined are region; sector (public or private); locale; level; enrollment size; student-to-full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/Alaska Native, Asian/Pacific Islander, Black/African American, and Hispanic/Latino students; and percentage of students eligible for free or reduced-price lunch. Further, the tables use the SCS data to show the relationship between bullying and cyber-bullying victimization and other variables of interest such as the reported presence of gangs, guns, drugs, and alcohol at school; select school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon-carrying at school. Details: Washington, DC: U.S. Department of Education, National Center for Education Statistics, 2011. 52p. Source: Internet Resource: NCES 2011 316: Accessed May 19, 2011 at: http://nces.ed.gov/pubs2011/2011316.pdf Year: 2011 Country: United States URL: http://nces.ed.gov/pubs2011/2011316.pdf Shelf Number: 121760 Keywords: CyberbullyingInternet CrimesSchool BullyingSchool CrimeSchool ViolenceVictimization Surveys |
Author: Organisation for Economic Co-Operation and Development (OECD) Title: The Protection of Children Online: Risks Faced by Children Online and Policies to Protect Them Summary: An increasing number of children are now using the Internet. They are starting at a younger age, using a variety of devices and spending more time online. The Internet can be a major channel for their education, creativity and self-expression. However, it also carries a spectrum of risks to which children are more vulnerable than adults. Addressing risks faced by children online is becoming a policy priority for an increasing number of governments. This means facing many complex policy challenges: How to mitigate risks without reducing the opportunities and benefits for children online? How to prevent risks while preserving fundamental values for all Internet users, including the children themselves? How to ensure that policies are proportionate to the problem and do not unsettle the framework conditions that have enabled the Internet economy to flourish? Governments are not alone in their efforts to protect children online. Parents, caregivers, educators, business and civil society can also help children to benefit from the Internet. They too have a responsibility to protect them against risks online. Although some of these issues emerged in the early days of the World Wide Web, they have recently gained policy attention. At the Seoul Ministerial Meeting on the Future of the Internet Economy in June 2008, Ministers called for a collaborative effort by governments, the private sector, civil society and the Internet technical community to build a common understanding of the impact of the Internet on minors and to enhance their protection and support when using the Internet. They also called for increased cross-border co-operation by governments and enforcement authorities with respect to the protection of minors. This report focuses on online risks for children and policies to protect them as Internet users. It examines direct and indirect policy measures available to OECD member and non-member countries to help mitigate risks for children online in order to: • Present and compare existing and planned policy approaches for the protection of children online; • Explore how international co-operation can enhance the protection of minors on the Internet. Three broad categories of online risks for children are considered in this report: i) content and contact risks, including exposure to pornography, cybergrooming and cyberbullying; ii) consumer risks related, for example, to online marketing and fraudulent transactions; and iii) privacy and security risks, including the use of social networks without sufficient understanding of potential long-term consequences. Statistical data about children’s use of the Internet and the prevalence of risks are limited. The data are often fragmented and non-representative and offer few possibilities for comparing studies and countries. In particular, definitions of risks often differ, and survey methodologies vary significantly, making it difficult to compare risk prevalence rates. While the same spectrum of risks is present in all countries, the available data suggest that prevalence rates vary. Moreover, because children’s activities, skills and resilience differ, their interactions with the online environment and the consequences differ as well. While children’s capabilities are likely to increase with age, so can their own risky behavior. Online risks faced by children are many and evolving. Addressing them requires a blend of approaches that include legislative, self- and co-regulatory, technical, awareness and educational measures, as well as positive content provision and child safety zones. In practice, each country operates its own policy mix of characteristics and priorities, which reflects its perception of priorities as well as its culture and style of government. Moreover, policy measures that address different risks and initiatives from various stakeholders at different levels co-exist. This creates policy complexity at national level and policy heterogeneity across countries. Government policies to protect children online are in their infancy. To enhance their efficiency and catch up with the rapid adoption of the Internet by children, governments face three main challenges: • Managing policy complexity through enhanced policy co-ordination, consistency and coherence; • Adopting an evidence-based policy-making approach; • Taking advantage of international co-operation to improve the efficiency of national policy frameworks and foster capacity-building. For policy to protect children online to operate effectively as the sum of its parts, governments should enhance the coherence of their policy measures and tools in collaboration with all stakeholders. Public-private partnerships, for instance, have been a successful way to encourage self- and co-regulation. Policies to protect children online would benefit from efforts to ensure consistency with other important policy objectives, such as the preservation of fundamental rights and maintenance of the framework conditions which have enabled the Internet to become a global open platform for innovation, economic growth and social progress. With some notable exceptions, the impact of national policy frameworks and individual policy measures for the protection of children online is not regularly assessed and performance evaluations are only exceptionally built into policy. A systematic approach to evidence-based policy making is essential to determine policy priorities and maximise the protection afforded by national policy. The policy-making process would benefit from official statistics on children’s use of the Internet and the prevalence of risk. This would require a more consistent approach to definitions, methodologies and indicators. Impact assessments would help address conflicting policy objectives and place greater emphasis on the quantification of benefits and costs. International and regional co-operation is another area for improvement. While international and regional intergovernmental organisations (including, in addition to the OECD, the Asia-Pacific Economic Co-operation, the Council of Europe, the International Telecommunication Union, the Internet Governance Forum and the European Commission) are already involved, co-ordinated international work by governments and other stakeholders to protect children online would also support efforts by governments at national level. Successful international co-operation relies on the involvement of all relevant international stakeholders. The report provides examples of international co-operation at the policy and operational levels. These include international strategic partnerships, capacity building and joint events (e.g. Safer Internet Day) as well as the sharing of successful educational and awareness raising campaigns. However, the organisation of a regular joint international event on child protection online, with the participation of national and international players, would be an effective way to co-ordinate efforts and take advantage of potential synergies. It would offer a way to share best practices among governments, business and civil society, including the research community, with a view to making the lessons learned from field experience available to policy makers. It would also help bridge communities such as policy makers and practitioners in the area of Internet policy, education, development and capacity building, law enforcement, and statistics. Another avenue for international co-operation is the development of more comparable statistics to enable comparisons across countries and to help governments better assess the efficiency of their frameworks. OECD model surveys could, for example, include a module on children’s access to and use of the Internet and on risk prevalence. Significant work would be needed to harmonise age ranges and define risks to determine data collection methodologies (e.g. survey of parents and educators versus survey of children). Details: Paris: OECD Publishing, 2011. 105p. Source: Internet Resource: OECD Economy Papers, No. 179: Accessed July 5, 2011 at: http://www.oecd-ilibrary.org/docserver/download/fulltext/5kgcjf71pl28.pdf?expires=1309871644&id=id&accname=guest&checksum=2F467BD4A26D25F5DA1D104555EDFDC4 Year: 2011 Country: International URL: http://www.oecd-ilibrary.org/docserver/download/fulltext/5kgcjf71pl28.pdf?expires=1309871644&id=id&accname=guest&checksum=2F467BD4A26D25F5DA1D104555EDFDC4 Shelf Number: 121968 Keywords: Computer CrimesCyberbullyingCybercrimesInternet CrimesOnline Victimization (Children)Pornography |
Author: Australia. Parliament. Joint Select Committee on Cyber-Safety Title: High-Wire Act: Cyber-Safety and the Young Summary: The online environment is an integral part of modern economic and social activities, and a vast resource of education, information, communication and entertainment. Further, the evolution of new technologies is diversifying the ways in which Australians connect with each other and the world. This report focuses on how young people can be empowered and connect to the Internet, and use new technologies with confidence, knowing that they can use them safely, ethically and with full awareness of risks and benefits. The facilitation of safer online environments requires government, industry and the broader community to work together to realise the benefits of the online environment while also protecting Australians from dangers and enabling them to use existing and emerging tools to mitigate risks. Details: Sydney: Australian Parliament, 2011. 601p. Source: Internet Resource: Accessed July 8, 2011 at: http://www.aph.gov.au/house/committee/jscc/report.htm Year: 2011 Country: Australia URL: http://www.aph.gov.au/house/committee/jscc/report.htm Shelf Number: 122009 Keywords: Computer CrimeCyber-StalkingCyberbullyingCybercrime (Australia)Internet CrimesInternet Safety |
Author: DeVoe, Jill Title: Student Reports of Bullying and Cyber-Bullying: Results From the 2009 School Crime Supplement to the National Crime Victimization Survey Summary: These Web Tables use data from the 2009 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to show the relationship between bullying and cyber-bullying victimization and other variables of interest such as the reported presence of gangs, guns, drugs, and alcohol at school; select school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon-carrying at school. Details: Washington, DC: U.S. Department of Education, National Center for Education Statistics, 2011. 52p. Source: Internet Resource: NCES 2011-336: Accessed August 24, 2011 at: http://nces.ed.gov/pubs2011/2011336.pdf Year: 2011 Country: United States URL: http://nces.ed.gov/pubs2011/2011336.pdf Shelf Number: 122486 Keywords: CyberbullyingSchool Bullying (U.S.)School CrimeVictimization Surveys |
Author: Perreault, Samuel Title: Self-Reported Internet Victimization in Canada, 2009 Summary: Most Canadians use the Internet regularly (Middleton 2010). According to results from the 2010 Canadian Internet Use Survey, 8 out of 10 Canadian households had access to the Internet (Statistics Canada 2011). However, the advent of new information technologies is also creating new opportunities for crime and new risks of victimization (RCMP 2011; Public Safety 2011). In recent years, governments and institutions, as well as users, have identified the need to address the risk of victimization on the Internet (Kowalski 2002). However, to date, it remains difficult to measure the nature and extent of the issue. While police records provide some information, self-reported data show that only a small proportion of victimizations are reported to authorities (Perreault and Brennan 2010). In 2009, the General Social Survey (GSS) on Victimization was conducted on a sample of Canadians aged 15 years and older living in the provinces. For the first time, the GSS collected information from Canadians about their perceptions and experiences of victimization on the Internet, with a particular focus on cyber-bullying, Internet bank fraud and problems encountered with making online purchases. Drawing on the GSS data, this Juristat article presents information on Internet victimization as self-reported by Canadians. In particular, it examines the socio-demographic and economic characteristics (such as age, level of education and income status) and Internet use characteristics of those who have been victimized. This article also examines security concerns of Canadian Internet users as well as hate content found on the Internet. Details: Ottawa: Statistics Canada, 2011. 31p. Source: Internet Resource: Juristat: Accessed September 19, 2011 at: http://www.statcan.gc.ca/pub/85-002-x/2011001/article/11530-eng.pdf Year: 2011 Country: Canada URL: http://www.statcan.gc.ca/pub/85-002-x/2011001/article/11530-eng.pdf Shelf Number: 122779 Keywords: CyberbullyingCybercrimeInternet CrimesOnline VictimizationVictimization Surveys (Canada) |
Author: European Network and Information Security Agency (ENISA) Title: Cyber-Bullying and online Grooming: helping to protect against the risks - A scenario on data mining/profiling of data available on the Internet Summary: Children are the most valuable part of every society, regardless of culture, religion and national origin. Given the rapidly increasing digitalisation of their lives, it seemed important to assess risks related to internet usage and, in particular, the risk of become a victim of online grooming and cyber bullying activities. A recent survey on the technology skills of children reveals that digital devices and the internet play a significant role in their lives. Today’s kids are living in an environment that is radically different from that of their parents; virtual environments are increasingly prevalent in private and education environments. This development is detrimental to their physical activities, social skills and the behavioural model that prevailed in previous generations. ENISA has formed a Working Group consisting of international experts in various disciplines related to the area of children’s online protection. Interdisciplinary knowledge and relevant experience in the area were the criteria of their engagement. During the selection phase of the scenario to be assessed, the expert group has identified cyber bullying and online grooming as an area that requires further elaboration. With this assessment we aim to demonstrate how attacks based on misuse of data (i.e. data mining and profiling) can affect minors. Although the issue of children’s exposure to internet risks has been addressed in great depth by many organisations (also during the generation of this report), we have performed this risk assessment in order to point out emerging risks and issue non-technical recommendations for their mitigation. Thus, we believe that the findings of this assessment will help in triggering further activities at various levels of society, while contributing to the necessary awareness of the online protection of minors. To this extent, this document should not be considered as overlapping with existing national and international initiatives in the area of child online protection. Rather, it complements them by pointing out additional elements that might be interesting to look at in the future. On the other hand, although non-technical, the assessed risks are based on very detailed analysis down to technological elements. Security experts might find this analysis interesting and even worth reusing in their own work/considerations. Details: Heraklion, Greece: ENISA (European Network and Information Security Agency), 2011. Source: Internet Resource: Accessed February 18, 2012 at http://www.enisa.europa.eu/act/rm/emerging-and-future-risk/deliverables/Cyber-Bullying%20and%20Online%20Grooming/at_download/fullReport Year: 2011 Country: Europe URL: http://www.enisa.europa.eu/act/rm/emerging-and-future-risk/deliverables/Cyber-Bullying%20and%20Online%20Grooming/at_download/fullReport Shelf Number: 124168 Keywords: CyberbullyingInternet CrimesJuvenile Victims |
Author: Anti-Defamation League Title: Bullying/Cyberbullying Prevention Law: Model Statute and Advocacy Toolkit Summary: Bullying and harassment in elementary and secondary educational settings is a continuing problem for school districts, parents, and students. The impact of bullying has been well documented -- studies have shown that difficulty making friends, loneliness, low self-esteem, depression, poor academic achievement, truancy and suicide are all associated with being bullied. Bullying is often motivated by prejudice and hate, and some of the most serious cases are the result of bias based on the victim’s personal characteristics, such as race, religion, national origin, gender identity, or sexual orientation. Whether bullying is related to identity-based group membership, or more universal characteristics such as appearance or social status, this form of social cruelty can produce devastating consequences for the targets – and the perpetrators of bullying – and may be a precursor to more destructive behavior. Cyberbullying, described as intentional harm inflicted through electronic media, is a growing problem that affects almost half of all U.S. teens. An increasing number of youth are misusing online technology -- e-mailing, text messaging, chatting and blogging -- to bully, harass and even incite violence against others. Targets of cyberbullying may be subject to additional distress due to the pervasive and invasive nature of modern communication technology. Cyberbullying messages can be circulated far and wide in an instant and are usually irrevocable; cyberbullying is ubiquitous—there is no refuge and victimization can be relentless; and cyberbullying is often anonymous and can rapidly swell as countless and unknown others join in on “the fun.” For years, governments, schools and courts have been wrestling with how to deal with the issue of bullying and harassment in schools. A school’s duty to maintain a safe learning environment for students must be balanced with a student’s right to privacy and free speech. Particularly with the rise in cyberbullying, schools are seeking ways to create a safe environment, and communities and legislatures are creating guidelines on the issue. Over the past ten years, thirty-seven states have adopted legislation mandating schools implement anti-bullying statutes. Some statutes are general prohibitions on bullying while others are specific in their requirements. The Anti-Defamation League has prepared a Model Anti-Bullying Statute. The League’s Model Statute combines the best elements of existing laws, along with refinements to ensure that this anti-bullying statute is comprehensive and constitutional. While some of the current thirty-seven state statutes may have all of the elements in ADL’s model, most do not. ADL is taking a strong lead in encouraging states to ensure their anti-bullying statutes are complete, effective, constitutional, and implemented. This Toolkit contains ADL’s Model Anti-Bullying Statute, general talking points in support of anti-bullying legislation, a specific section-by-section description of our model policy, a compilation of the existing anti-bullying statutes, and examples of school Internet Acceptable Use Policies. Details: New York: Anti-Defamation League, 2009. 34p. Source: Internet Resource: Accessed April 15, 2012 at http://www.adl.org/civil_rights/Anti-Bullying%20Law%20Toolkit_2009.pdf Year: 2009 Country: United States URL: http://www.adl.org/civil_rights/Anti-Bullying%20Law%20Toolkit_2009.pdf Shelf Number: 124949 Keywords: BullyingCrime PreventionCyberbullyingLegislation |
Author: Levy, Nathaniel Title: Bullying in a Networked Era: A Literature Review Summary: "Bullying in a Networked Era: A Literature Review", by Nathaniel Levy, Sandra Cortesi, Urs Gasser, Edward Crowley, Meredith Beaton, June Casey, and Caroline Nolan, presents an aggregation and summary of recent academic literature on youth bullying and seeks to make scholarly work on this important topic more broadly accessible to a concerned public audience, including parents, caregivers, educators, and practitioners. The document is guided by two questions: “What is bullying?” and “What can be done about bullying?” and focuses on the online and offline contexts in which bullying occurs. Although the medium or means through which bullying takes place influence bullying dynamics, as previous research demonstrates, online and offline bullying are more similar than different. This dynamic is especially true as a result of the increasing convergence of technologies. Looking broadly at the commonalities as well as the differences between offline and online phenomena fosters greater understanding of the overall system of which each is a part and highlights both the off- and online experiences of young people – whose involvement is not typically limited to one end of the spectrum. Details: Cambridge, MA: The Berkman Center for Internet & Society at Harvard University, 2012. 62p. Source: Kinder & Braver World Project: Research Series, Research Publication No. 2012-17: Internet Resource: Accessed September 23, 2012 at http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2146877 Year: 2012 Country: United States URL: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2146877 Shelf Number: 126406 Keywords: BullyingCyberbullyingCybercrimesInternet Crime |
Author: Green, Lelia Title: Risks and Safety for Australian Children on the Internet: Full findings from the AU Kids Online survey of 9-16 year olds and their parents Summary: This report presents initial findings from an Australian survey of children and their parents designed to provide a unique insight into the balance of opportunities and risks experienced by these children as a result of their internet use. A random stratified sample of 400 9-16 year olds who use the internet, and one of their parents/carers, was interviewed between November 2010 and February 2011. The ‘AU’ survey was conducted in parallel with a 25 nation survey carried out by EU Kids Online (see Annex 1) and funded by the EC’s Safer Internet Programme. The questionnaire was designed by the EU Kids Online network, coordinated by the London School of Economics and Political Science. Ipsos MORI and its international affiliates conducted the research in all 26 countries. In what follows, AU findings are compared with those from 25 other countries, all of which are European nations, although not all of which are members of the European Union. The results of this overarching European-level research in 25 nations, with 25,142 families each represented by a child aged 9-16, and the parent who knows most about the child’s internet use, are reported in Livingstone, S., Haddon, L., Görzig, A., and Ólafsson, K. (2011). Risks and safety on the internet: The perspective of European children. Full findings. LSE, London: EU Kids Online. See www.eukidsonline.net. Where reference is made in this report to EU Kids Online, or to ‘in Europe’, this entails reference to the findings based on the 25,142 children involved in the EU Kids Online research, not to European children as a whole, nor to the children of the European Union. The 25 nations involved in the EU Kids Online research are Austria (AT), Belgium (BE), Bulgaria (BG), Cyprus (CY), Czech Republic (CZ), Denmark (DK), Estonia (EE), Finland (FI), France (FR), Germany (DE), Greece (EL), Hungary (HU), Italy (IT), Ireland (IE), Lithuania (LT), Netherlands (NL), Norway (NO), Poland (PO), Portugal (PT), Romania (RO), Slovenia (SI), Spain (ES), Sweden (SE), Turkey (TU), and the United Kingdom (UK). Details: Kelvin Grove QLD, Australia: ARC Centre of Excellence for Creative Industries and Innovation, 2011. 75p. Source: Internet Resource: Accessed March 30, 2013 at: http://cultural-science.org/journal/index.php/culturalscience/article/viewFile/49/129 Year: 2011 Country: Australia URL: http://cultural-science.org/journal/index.php/culturalscience/article/viewFile/49/129 Shelf Number: 128170 Keywords: Computer SafetyCyberbullyingCybercrimeInternet CrimesInternet SafetyOnline Safety (Australia)Online Victimization |
Author: Tallon, Kelly Title: New Voices / New Laws: School-age young people in New South Wales speak out about the criminal laws that apply to their online behaviour Summary: This report provides a children’s rights-based analysis and evaluation of the current criminal laws that can apply to peer-to-peer sexting and cyber bullying among young people in New South Wales (NSW). The report is the outcome of New Voices/New Laws, a project undertaken by the National Children’s and Youth Law Centre (NCYLC) and Children’s Legal Service of Legal Aid NSW (CLS). It offers insight on sexting and cyber bullying that we have garnered from our work as youth legal educators and advocates; examines the criminal law framework that applies to these behaviours in NSW; explains the need to reform these laws; surveys the views of young people on sexting, cyber bullying and the law; reviews some of the law reform efforts undertaken in other Australian and overseas jurisdictions; and on these bases, makes recommendations for law and policy makers in NSW. The New Voices/New Laws project grew out of our concern that young people’s use of social media, mobile phones and the internet can lead to serious and often disproportionate criminal penalties—of which most young people (and many adults) are unaware. The project aimed to: • educate young people about the criminal laws that can apply to sexting and cyber bullying; • encourage young people to voice their opinions on these laws; • amplify the voices and opinions of young people; and • facilitate advocacy for reform of inappropriate criminal laws and penalties. In order to achieve these aims, we engaged directly with over 1,000 young people through school-based consultations. Between June and October 2012, we conducted 10 consultations at 8 schools in 7 regions—Wollongong, Dubbo, Sydney, Hunter, Tamworth, Broken Hill and Albury. The consultations generally consisted of a presentation on the laws and penalties that can apply to sexting and cyber bullying; a survey asking participants to share their knowledge and opinions of these laws and penalties; and a focus group discussion of the issues. The presentation and survey were also made available online. Details: Sydney: National Children’s and Youth Law Centre and Legal Aid NSW, 2012. 87p. Source: Internet Resource: Accessed June 26, 2013 at: http://www.lawstuff.org.au/__data/assets/pdf_file/0009/15030/New-Voices-Law-Reform-Report.pdf Year: 2012 Country: Australia URL: http://www.lawstuff.org.au/__data/assets/pdf_file/0009/15030/New-Voices-Law-Reform-Report.pdf Shelf Number: 129186 Keywords: CyberbullyingCybercrimesInternet CrimesOnline CommunicationsSexting (Australia) |
Author: Stone, Kelly Title: Looking at bullying and cyberbullying: mapping approaches and knowledge Summary: Bullying affects how safe and respected children and young people feel and therefore preventing it - and dealing with it appropriately when it does happen - is central to their wellbeing. As cyberbullying has emerged as a pervasive issue, practitioners, policy-makers and researchers have sought to define what online bullying is, and identify appropriate responses to it. The main aims of this research were: - to explore the wider literature on bullying and cyberbullying to gain clear understandings of how the terms are defined and how they relate to each other - to identify approaches to bullying and cyberbullying, with a focus on policy and practice in Scotland - to ascertain, from the literature, children and young people's views on cyberbullying, and how they are experiencing online bullying. In addition to a review of the literature to address the above aims, information was gathered through liaison with colleagues in different sectors and agencies, and from an evidence session of the Education and Culture Committee on cyberbullying. Details: Edinburgh: Scotland's Commissioner for Children and Young People, 2014. 32p. Source: Internet Resource: Accessed May 1, 2015 at: http://www.sccyp.org.uk/ufiles/Looking-at-bullying-and-cyberbullying.pdf Year: 2014 Country: United Kingdom URL: http://www.sccyp.org.uk/ufiles/Looking-at-bullying-and-cyberbullying.pdf Shelf Number: 135490 Keywords: Bullying (Scotland)CyberbullyingOnline Victimization |
Author: U.S. Department of Education Title: Student Reports of Bullying and Cyber-Bullying: Results From the 2013 School Crime Supplement to the National Crime Victimization Survey Summary: This document reports data from the 2013 School Crime Supplement (SCS) of the National Crime Victimization Survey (NCVS).1 The Web Tables show the extent to which students with different personal characteristics report bullying and cyber-bullying. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and household income. The U.S. Census Bureau (Census) appended additional data from the 2010-11 Common Core of Data (CCD) and the 2011-12 Private School Universe Survey (PSS) to generate tables showing the extent to which bullying and cyber-bullying are reported by students in schools with different characteristics.2 School characteristics examined are region; sector (public or private); locale; level; enrollment size; student-to-full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/Alaska Native, Asian/Native Hawaiian/Other Pacific Islander, Black/African American, Hispanic/Latino, and students of two or more races; and percentage of students eligible for free or reduced-priced lunch. The SCS data tables show the relationship between bullying and cyber-bullying victimization and other crime-related variables, such as reported presence of gangs, guns, drugs, and alcohol, and hate-related graffiti at school; selected school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon carrying at school. The tables appear in four sections. Section 1 is an overview table, showing the number and percentage of students ages 12 through 18 who reported being bullied at school and cyber-bullied anywhere, by type of bullying or cyber-bullying (table 1.1). Section 2 displays estimates for where in school bullying occurred, the percentage distribution of the frequency, and the type of bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 2.1-2.6). Section 3 provides estimates for the percentage distribution of the frequency and the type of cyber-bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 3.1-3.4). Section 4 displays the percentages of students bullied at school or cyber-bullied anywhere by student reports of unfavorable school conditions; selected school security measures; criminal victimization at school; and personal fear, avoidance behaviors, fighting, and weapon carrying at school (tables 4.1-4.4). Details: Washington, DC: U.S. Department of Education, 2015. 53p. Source: Internet Resource: Accessed May 13, 2015 at: http://nces.ed.gov/pubs2015/2015056.pdf Year: 2015 Country: United States URL: http://nces.ed.gov/pubs2015/2015056.pdf Shelf Number: 135553 Keywords: BullyingCyberbullyingCybercrimeSchool BullyingSchool CrimesSchool Victimization |
Author: MacKay, A. Wayne Title: Respectful and Responsible Relationships: There's No App for That. The Report of the Nova Scotia Task Force on Bullying and Summary: Schools are in many ways a microcosm of the larger society and this is also true in respect to the problems of bullying. The problems of bullying, and cyberbullying in particular, are a world-wide phenomenon and are growing in prominence. As the Task Force did its work there was barely a day that passed when there was not some mention of these issues. It is in the news, the basis of television crime dramas and it is affecting the lives of young people around the world. In a presentation to the Senate Human Rights Committee on Bullying and Cyberbullying, the President of Bullying.org indicated that there are 252,000 cases of bullying per month in Canadian high schools. A tragic series of youth suicides in Nova Scotia was the trigger that led to the creation of the Task Force, and courageous parent, Pam Murchison, mother of Jenna, whose talented young life ended in suicide, presented to the Task Force in both private and public meetings. These were important reminders of the need to reduce the problem of bullying and its sometimes tragic consequences on the lives of young people. Also the tearful news account of the father of another young Nova Scotian woman, who was tormented by bullies and whose life ended too early, added motivation and a sense of urgency to the work of this Task Force. Suicides are complex issues of mental health and there is rarely a clear cause and effect. However, the negative consequences of bullying in all its forms are extensive: loss of self-esteem, anxiety, fear and school drop-outs are a few examples. As the title of this report suggests, there is no quick fix to this problem; or to put it in modern terms, there is no app for that. The problems of bullying and cyberbullying raise some of the largest and most complex issues in society. At the core of the bullying issue is the need for respectful and responsible relationships among young people and in society generally. While there is lots of blame to go around, bullying is not just about unacceptable individual conduct but rather a complex web of relationships and attitudes that permeate all aspects of modern society. It is about values, community (or the loss of it), a breakdown in respect for other people, and the need for citizens young and old to take responsibility for their actions and inactions. As an insightful Grade 4/5 student stated, "Other people's feelings should be more important than your own. If everybody thought that way, there wouldn't be any bullying." This Task Force was born in the context of the Stanley Cup riots in Vancouver and extensive riots in the United Kingdom. In both these cases the mob mentality prevailed and acts of violence and vandalism were captured on camera for the entire world to see. The lack of respect for other people and their property, a failure to take responsibility for individual and collective actions, the loss of a sense of community and core values were all too evident in these high profile displays of violence and irresponsibility. Problems of bullying and cyberbullying are not confined to youth and in many respects the mandate of this Task Force intersects with some of the largest and most troubling issues of our time. Details: Halifax: Nova Scotia Task Force on Bullying and Cyberbullying, 2012. 105p. Source: Internet Resource: Accessed May 26, 2015 at: http://antibullying.novascotia.ca/sites/default/files/Respectful%20and%20Responsible%20Relationships%2C%20There%27s%20no%20App%20for%20That%20-%20Report%20of%20the%20NS%20Task%20Force%20on%20Bullying%20and%20Cyberbullying.pdf Year: 2012 Country: Canada URL: http://antibullying.novascotia.ca/sites/default/files/Respectful%20and%20Responsible%20Relationships%2C%20There%27s%20no%20App%20for%20That%20-%20Report%20of%20the%20NS%20Task%20Force%20on%20Bullying%20and%20Cyberbullying.pdf Shelf Number: 129790 Keywords: BullyingCyberbullyingSchool BullyingSchool CrimesSuicide |
Author: Tasmania Law Reform Institute Title: Bullying Summary: The Tasmania Law Reform Institute has released Final Report No 22, Bullying. The Report considers what role the law should play in responding to all types of bullying behaviours including cyber-bullying and questions whether the current legal regime in Tasmania can provide appropriate redress for victims. The Report makes 15 recommendations. Together, the recommendations are designed to create a tiered response to bullying consisting of: a criminal justice response reserved for the most serious examples which extends the offence of stalking in the Criminal Code to cover common bullying behaviours. The Report also recommends changes to the Justices Act to facilitate applications for restraint orders on the grounds of bullying. a civil justice response which seeks solutions through mediation and restorative justice practices. The Report recommends incorporating a mediation procedure into the restraint order process, or extending the jurisdiction of the Anti-Discrimination Commissioner to deal with complaints of bullying. Recommendations are also made to ensure that all Tasmanian workers have access to workplace bullying complaint processes. the development of legislative requirements for schools to implement anti-bullying policies and procedures. Policies should address the best interests of all children involved, whether those children are involved as victims, participants or bystanders. Details: Hobart: Tasmania Law Reform Institute, 2016. 72p. Source: Internet Resource: Final Report no. 22: Accessed http://www.utas.edu.au/__data/assets/pdf_file/0011/789698/Bullying_FR_A4_Print.pdf Year: 2016 Country: Australia URL: http://www.utas.edu.au/__data/assets/pdf_file/0011/789698/Bullying_FR_A4_Print.pdf Shelf Number: 137799 Keywords: BullyingCyberbullyingCybercrimesInternet CrimesStalking |
Author: Angus, Christopher Title: Cyberbullying of children Summary: The Internet, mobile phones, and other technological innovations have become entrenched in Australian life. These technologies create far-reaching benefits for youth. Nevertheless, these technologies have also introduced a tranche of online bullying behaviours known as cyberbullying, adding to the longstanding challenges associated with traditional school bullying. Cyberbullying has been an identified issue since at least the early 2000s; however, the issue has gained greater attention as more Australian children use social media and communication technologies more frequently. Cyberbullying can cause immense distress to young victims, including long term psychological and mental health damage, and in some cases suicide. Stopping this harmful behaviour has become a matter of high priority for authorities, and Australian schools in particular. While adults can be cyberbullied, or engage in cyberbullying, the focus of this e-brief is on children. The paper outlines cyberbullying's prevalence in Australia and its impact on individuals and schools. It discusses key government responses at the Commonwealth and State level, and international reviews of the effectiveness of anti-bullying programs. Details: Sydney: New South Wales Parliamentary Research Service, 2016. 22p. Source: Internet Resource: e-brief 2/2016: Accessed March 22, 2016 at: http://www.parliament.nsw.gov.au/prod/parlment/publications.nsf/key/Cyberbullyingofchildren/$File/Cyberbullying%20of%20Children.pdf Year: 2016 Country: Australia URL: http://www.parliament.nsw.gov.au/prod/parlment/publications.nsf/key/Cyberbullyingofchildren/$File/Cyberbullying%20of%20Children.pdf Shelf Number: 138369 Keywords: BullyingCyberbullyingInternet CrimesOnline VictimizationSocial Networks |
Author: European Parliament. Directorate-General for Internal Policies. Policy Department C: Citizzen's Rights and Constitutional Affairs Title: Cyberbullying Among Young People Summary: his study provides an overview of the extent, scope and forms of cyberbullying in the EU taking into account the age and gender of victims and perpetrators as well as the medium used. Commissioned by the Policy Department for Citizens' Rights and Constitutional Affairs at the request of the LIBE Committee, the study illustrates the legal and policy measures on cyberbullying adopted at EU and international levels and delineates the EU role in this area. An analysis of legislation and policies aimed at preventing and fighting this phenomenon across the 28 EU Member States is also presented. The study outlines the variety of definitions of cyberbullying across EU Member States and the similarities and differences between cyberbullying, traditional bullying and cyber aggression. Moreover, it presents successful practices on how to prevent and combat cyberbullying in nine selected EU Member States and puts forward recommendations for improving the response at EU and Member State levels. Details: Brussels: European Parliament, 2016. 196p. Source: Internet Resource: Accessed September 7, 2016 at: http://www.europarl.europa.eu/RegData/etudes/STUD/2016/571367/IPOL_STU(2016)571367_EN.pdf Year: 2016 Country: Europe URL: http://www.europarl.europa.eu/RegData/etudes/STUD/2016/571367/IPOL_STU(2016)571367_EN.pdf Shelf Number: 147855 Keywords: BullyingComputer CrimesCyberbullyingCybercrimeInternet Crimes |
Author: National Society for the Prevention of Cruelty to Children Title: What children are telling us about bullying: Childline bully report 2015/16. Summary: Thousands of children and young people contact Childline every year for advice and support on how to deal with bullying. It is one of the most common issues that children talk to us about. In 2015/16, we delivered over 25,700 counselling sessions about bullying. Bullying is not a new problem. Many of the stories that we hear are sadly all too familiar, but we are seeing changes in how, when and where children are being bullied. Young people have talked to us about being bullied on online gaming sites, being subjected to sexual bullying online and being targeted for racist and faith-related bullying following recent high profile terrorist attacks. Bullying is an issue that younger children are more likely to talk to us about than older children. It is also an issue that boys are more likely to talk to us about than girls. Bullying can have serious and life-long effects on a child. The impact of bullying can be devastating for some children. In the immediate term, it can affect academic performance and is linked to mental and physical health problems. In a quarter of our counselling sessions about bullying, the young person also talked about mental health and well-being issues. Most organisations working with children understand how important it is to have anti-bullying strategies in place. When children report bullying to teachers, schools have clear procedures to follow to respond to the incident and support the children involved. However, as this report highlights, some children still feel unable or unwilling to report bullying to teachers or other adults. Many of the other young people who talk to us have told someone else about the bullying, but they did not feel that things had got any better for them. But we also hear from young people who have spoken out about being bullied and say that telling an adult is the best way to tackle the problem. Furthermore, we look at the advice and support from young people shared via Childline's online message boards. One of the most powerful messages shared by children and young people who have experienced bullying is that people being bullied are not alone and that things will get better. This report aims to: • increase awareness and understanding of what bullying looks like for some young people today; • help schools and other organisations working with children think about how to ensure that young people have confidence that reporting bullying behaviour will make a difference; • highlight the importance for young people of receiving support from their peers. Details: London: NSPCC, 2016. 24p. Source: Internet Resource: Accessed November 18, 2016 at: https://www.nspcc.org.uk/globalassets/documents/research-reports/what-children-are-telling-us-about-bullying-childline-bullying-report-2015-16.pdf Year: 2016 Country: United Kingdom URL: https://www.nspcc.org.uk/globalassets/documents/research-reports/what-children-are-telling-us-about-bullying-childline-bullying-report-2015-16.pdf Shelf Number: 145084 Keywords: BullyingCyberbullying |
Author: United Nations Special Representative of the Secretary-General on Violence Against Children Title: Ending the Torment: Tackling Bullying from the Schoolyard to Cyberspace Summary: This publication seeks to bring together key elements of the rich global expertise on the issue of bullying in order to share information, ideas and examples of best practice with all those who are interested in tackling such a scourge. It offers a complement to the United Nations Secretary-General's Study on Violence against Children and will hopefully provide further impetus to the drive by countries throughout the world to understand and better prevent the bullying of children and young people in all its ugly manifestations. As on all issues that affect children, it is essential that their ideas and views are sought and heard. The perceptions, experience and recommendations of children are of fundamental importance in tackling any issue of concern to them and their ideas are an important part of this publication. Their views and perspectives feature particularly in the chapter on UNICEF's U-Report. The U-Report is an electronic platform that reaches two million children, the majority in Africa, seeking their views and offering them an opportunity to widely share their experiences. But we also hear their voices in articles from other authors. The key themes of this publication focus on the areas that need to be developed and strengthened in order to prevent bullying and to effectively mitigate its harm. Providing information on, and raising awareness of, the insidious and damaging nature of bullying, as well as providing guidance on coping with its negative impacts are an important part of addressing the issue: so too are efforts to enable children to take action themselves to combat the problem. Their empowerment must be at the heart of any holistic approach to bullying. Chapter 1 of this publication therefore looks at these issues and draws on expertise from different perspectives and regions. From Greece, George Moschos looks at respecting children's rights and promoting a participatory culture of peace and respect in schools. Maria Luisa Sotomayor brings us the responses from the U-Report and considers new approaches to participation and the use of ICTs. And finally, Anne Lindboe and Anders Cameron, from Norway, consider the role of independent human rights institutions in preventing and responding to violence and in particular bullying. In Chapter 2, the publication moves into a consideration of legislation and public policies with the first article by Brian O'Neill, from Ireland, examining a national multi-facetted approach to the prevention of bullying and cyberbullying. The second article, by Eric Debarbieux, considers the school climate in Europe, and France in particular, and looks at the ways in which changing perceptions can lead to a change in public policies. Kirrily Pells, Maria Jose, Ogando Portela and Patricia Espinoza draw on evidence from a number of countries to understand the structural drivers of bullying: these include poverty and inequity. Christophe Cornu and Yongfeng Liu look at the importance of an inclusive and equitable education for all learners in an environment free from discrimination and violence based on sexual orientation and gender identity/ expression and how this can be supported by governments. And finally, Bernard Gerbaka and Fares BouMitri introduce a new topic with a look at the role of the medical community in addressing bullying. Chapter 3 looks at the essential field of school interventions. In this section Dan Olweus, a pioneer in the field and creator of the Olweus Bullying Prevention Program, and Susan Limber, consider the building blocks for an effective bullying prevention and response model. Then Sanna Herkama and Christina Salmivalli look at the success of the KiVa anti-bullying programme in Finland, which uses a whole-school approach. Julie Swanson and Katharina Anton-Erxleben, from the USA, give an important and strong gender perspective on bullying and school-related gender-based violence. And finally in this section Ersilia Menesini and Annalaura Nocenti look at tailoring different prevention approaches to the national context in Italy. Chapter 4 examines the importance of data, without which we cannot understand or assess the extent of the problem. Dominic Richardson and Chii Fen Hiu lead off this section with a review of existing data and a look at what is needed to develop a solid response on prevention. This is followed by an article in which Sonia Livingstone, Mariya Stoilova and Anthony Kelly examine the evidence for the claim that new media bring new problems, arguing in conclusion that bullying and cyberbullying are inextricably linked in complex and challenging ways. Patrick Burton takes a look at data on bullying and cyberbullying in southern Africa, while Michael Dunne, Thu Ba Pham, Ha Hai Thi Le and Jiandong Sun, consider the impact of bullying and severe educational stress and the challenges faced in East Asian schools. Maha Almuneef presents a review of bullying in the Arab region, suggesting future policy development directions, and finally in this section, Robertas Povilaitis analyses experiences of projects in Lithuania while the International Child Helpline presents interesting case studies and data. The contributors to this publication represent all regions, their expertise ranges across a number of different fields, and their research examines different aspects of bullying and cyberbullying. Further information on the authors is included later in the publication. This publication has sought to identify issues to which we should be giving greater visibility and prominence, new facets of the problem that should be shared, concerns that should addressed, and examples of good practices that can stimulate and boost action by governments, policy makers, teachers and children themselves in the fight against bullying. Details: New York: Office of the Special Representative of the Secretary-General on Violence against Children, 2016. 174p. Source: Internet Resource: Accessed April 14, 2017 at: http://srsg.violenceagainstchildren.org/sites/default/files/2016/End%20bullying/bullyingreport.pdf Year: 2016 Country: International URL: http://srsg.violenceagainstchildren.org/sites/default/files/2016/End%20bullying/bullyingreport.pdf Shelf Number: 144904 Keywords: BullyingChild ProtectionCyberbullyingCybercrimeOnline BullyingSchool BullyingViolence Against Children |
Author: Children's Society Title: Safety Net: Cyberbullying's impact on young people's mental health: Inquiry report Summary: Key findings Under-age use of social media is commonplace - Despite most major social media companies - including Facebook, Twitter, Snapchat, YouTube and Instagram - specifying that users must be 13 years old to have an account, we found that 61% of young people had a first account at age 12 or under. Children and young people are using social media for longer periods and using multiple profiles - Our survey indicated that nearly half (44%) of children and young people spend more than three hours per day on social media, whilst almost 1 in 10 (9%) reported always using social media overnight between midnight and 6am. There is a connection between intensive social media use and mental ill health - Thirty eight percent of young people reported that social media has a negative impact on how they feel about themselves, compared to 23% who reported that it has a positive impact. This was exacerbated for girls, with 46% of girls stating that social media had a negative impact on their self-esteem. Cyberbullying - a new form of bullying - Although our inquiry found that offline bullying remains the most common form of bullying, it is clear that cyberbullying is distinct and potent, particularly due to its potential to be relentless. Children and young people are particularly vulnerable to the effects of cyberbullying - Children and young people who are currently experiencing a mental health problem are more than three times more likely to have been bullied online in the last year. The steps being taken by social media companies in response to cyberbullying are inconsistent and inadequate - Throughout the course of the inquiry, we heard a number of examples from social media companies about positive initiatives they have established to respond to abusive content online, such as cyberbullying, as well as promoting the mental health of their users. Young people concluded that social media companies' current responses to cyberbullying are inadequate - There is an appetite among young people for greater interventions to disrupt cyberbullying, with 83% of young people saying that social media companies should do more to tackle cyberbullying on their platforms. There is a perceived lack of consequences for those who engage in bullying behaviour - Young people told the inquiry that they feel as though the onus is on the person who is experiencing cyberbullying to act. They spoke of a perceived lack of consequences for those who engage in bullying behaviour online, in a way there is not in the offline world. Social media companies need to do more to promote positive mental health and well-being - Young people overwhelmingly told the inquiry that they wanted social media companies to do more to promote positive mental health and interactions on their platforms. - Eighty two percent of young people thought social media companies should do more to promote mental health. Details: London: Children's Society, 2018. 72p. Source: Internet Resource: Accessed May 7, 2018 at: https://www.childrenssociety.org.uk/sites/default/files/social-media-cyberbullying-inquiry-full-report_0.pdf Year: 2018 Country: United Kingdom URL: https://www.childrenssociety.org.uk/sites/default/files/social-media-cyberbullying-inquiry-full-report_0.pdf Shelf Number: 150089 Keywords: Child ProtectionComputer CrimesCyberbullyingCybercrimeCybersecurityInternet CrimesOnline VictimizationSocial Media |
Author: Anderson, Monica Title: A Majority of Teens Have Experienced Some Form of Cyberbullying Summary: Name-calling and rumor-spreading have long been an unpleasant and challenging aspect of adolescent life. But the proliferation of smartphones and the rise of social media has transformed where, when and how bullying takes place. A new Pew Research Center survey finds that 59% of U.S. teens have personally experienced at least one of six types of abusive online behaviors. The most common type of harassment youth encounter online is name-calling. Some 42% of teens say they have been called offensive names online or via their cellphone. Additionally, about a third (32%) of teens say someone has spread false rumors about them on the internet, while smaller shares have had someone other than a parent constantly ask where they are, who they're with or what they're doing (21%) or have been the target of physical threats online (16%). While texting and digital messaging are a central way teens build and maintain relationships, this level of connectivity may lead to potentially troubling and non-consensual exchanges. One-quarter of teens say they have been sent explicit images they didn't ask for, while 7% say someone has shared explicit images of them without their consent. These experiences are particularly concerning to parents. Fully 57% of parents of teens say they worry about their teen receiving or sending explicit images, including about one-quarter who say this worries them a lot, according to a separate Center survey of parents. The vast majority of teens (90% in this case) believe online harassment is a problem that affects people their age, and 63% say this is a major problem. But majorities of young people think key groups, such as teachers, social media companies and politicians are failing at tackling this issue. By contrast, teens have a more positive assessment of the way parents are addressing cyberbullying. These are some of the key findings from the Center's surveys of 743 teens and 1,058 parents living in the U.S. conducted March 7 to April 10, 2018. Throughout the report, "teens" refers to those ages 13 to 17, and "parents of teens" are those who are the parent or guardian of someone in that age range. Details: Washington, DC: Pew Research Center, 2018. 19p. Source: Internet Resource: Accessed October 3, 2018 at: http://www.pewinternet.org/wp-content/uploads/sites/9/2018/09/PI_2018.09.27_teens-and-cyberbullying_FINAL.pdf Year: 2018 Country: United States URL: http://www.pewinternet.org/wp-content/uploads/sites/9/2018/09/PI_2018.09.27_teens-and-cyberbullying_FINAL.pdf Shelf Number: 151778 Keywords: BullyingComputer CrimeCyber CrimeCyberbullyingOnline VictimizationSocial MediaTeenagers |
Author: UNICEF Title: An Everyday Lesson: #ENDviolence in Schools Summary: Nqobile is taking a stand against violence in and around her school. And she is starting by speaking up about what happened to her. At age 13, Nqobile was sexually assaulted on her way home from school in South Africa. In the aftermath, she struggled with self-confidence and feelings of shame. "In school, I never told anybody," Nqobile said. "It was so difficult. In my culture, it's such a taboo." Now a peer counsellor and Deputy President of her school, Nqobile, 18, encourages others to speak out and offers support to students who have experienced violence. One day, she hopes to study psychology so she can counsel children who have faced trauma. "I'm opening up to people about this for the first time," she said. "I knew what I needed the moment that I needed it at school," she added. "I dont want any other girl to go through what I went through at school." For millions of students around the world, the school environment is not a safe space to study and grow. It is a danger zone where they learn in fear. For Nqobile and many others, the trip to and from school is perilous. In school, they face dangers that include threatening teachers, bullying, cyberbullying, sexual assault and violence that pushes into schoolrooms from the world outside. Far too often students are forced to take cover as gunfire invades their classroom. Sometimes this violence is caused by war or community conflict; other times it is a student with a gun. A UNICEF analysis of data underscores how common violence is in schools around the world. Globally, half of students aged 13-15, about 150 million, report experiencing peer-to-peer violence in and around school. This number includes students who report having been bullied in the last month or having had a physical fight within the past year. But bullying and physical fights are only two types of violence. Students routinely deal with corporal and other degrading forms of punishment, physical and sexual attacks and gender-based violence. For example, about 720 million school-age children live in countries where they are not fully protected by law from corporal punishment at school. Indeed, violence in schools puts bodies, minds and lives at risk. It causes physical injury and can lead to depression, anxiety and suicide. It has short-term effects on students' educational achievement and leaves a long-term impression on their futures. In El Salvador, 23 per cent of students aged 13-15 said they had not attended school on one or more days in the past month due to safety concerns. The impact of violence in schools places an economic burden on society. It has been estimated that the global costs of the consequences of violence against children are as high as US$7 trillion per year. Details: New York: UNICEF, 2018. 32p. Source: Internet Resource: Accessed October 8, 2018 at: https://www.unicef.org/publications/files/An_Everyday_Lesson-ENDviolence_in_Schools.pdf Year: 2018 Country: International URL: https://www.unicef.org/publications/files/An_Everyday_Lesson-ENDviolence_in_Schools.pdf Shelf Number: 152856 Keywords: Costs of ViolenceCyberbullyingSchool BullyingSchool CrimeSchool ViolenceSexual Assaults |
Author: Katz, Adrienne Title: Vulnerable Children in a Digital World Summary: There can be no doubt of the significant change connected technology has had on the day to day lives of children and young people, and the pace at which the technology they are using develops is relentless. What is clear from our research is that the support networks around vulnerable children have not yet caught up with the reliance many of them have on their devices and the connectivity it brings them. Although it is readily accepted that some children and young people are more vulnerable than others we must now systematically and thoroughly consider the digital dimension in their lives to ensure we can better protect them from online risk. The Good Childhood Report shows that 18% of children live with seven or more serious problems, such as fear of crime, domestic violence and emotional neglect. One in five children do not have stability because of residential transience. More than a quarter live with a parent who has a mental health difficulty while almost 10% act as young carers for someone in their family. Children and young people may have physical, emotional or mental health problems of their own, including disabilities and special needs or speech and language difficulties. Increasing numbers of our young people have mental health difficulties, while others exhibit emotional distress. When adverse childhood experiences are acknowledged, it is evident that certain children require additional support. Despite these documented adversities, some vulnerable children remain hidden and neglected. The Children's Commissioner for England has raised awareness of many hidden groups and described the risks faced by vulnerable young people as 'the biggest social justice challenge of our time'. It is not surprising therefore that vulnerability should extend to digital life. Online, despite the advantages of technology, some children's vulnerabilities are exacerbated, and others are ill prepared for safe internet use. This briefing paper will highlight how some young people are vulnerable online in specific ways and suggest some solutions. Details: London: Internet Matters, 2019. 44p. Source: Internet Resource: Accessed May 2, 2019 at: https://pwxp5srs168nsac2n3fnjyaa-wpengine.netdna-ssl.com/wp-content/uploads/2019/02/Vulnerable-Children-in-a-Digital-World-FINAL.pdf Year: 2019 Country: United Kingdom URL: https://pwxp5srs168nsac2n3fnjyaa-wpengine.netdna-ssl.com/wp-content/uploads/2019/02/Vulnerable-Children-in-a-Digital-World-FINAL.pdf Shelf Number: 155604 Keywords: Child ProtectionCyberbullyingInternetInternet SafetyOnline VictimizationSocial MediaVulnerable Children |
Author: National Gang Center Title: Responding to Gangs in Schools: A Collaborative Approach to School Safety Summary: Gang affiliation is not something that students leave behind when they come to school. Gang members do not leave their behaviors, attitudes, and conflicts outside the school environment. Gangs, unchecked and unidentified in a school setting, often engage in threat and intimidation; physical and cyber bullying; fighting; recruiting; and criminal activities such as the introduction and use of weapons, assault, sex trafficking, vandalism, and illegal drug sales. The absence of a well-developed, strategic, collaborative, and effective school safety plan can lead to violence and other unsafe and disruptive activities within a school setting. It is not solely the responsibility of schools to create and maintain a safe learning environment, free from the disruption gangs can cause, for students, faculty, and staff. To develop a comprehensive plan that identifies effective, evidence-based strategies to address gang issues in the school environment requires the involvement of law enforcement, school administrators and staff, and other key sectors of the community. The OJJDP Comprehensive Gang Model highlights such a holistic approach by coordinating the roles of all agencies and organizations within a community that are responsible for addressing gang-related crime and violence. Schools are part of the larger community. Details: Tallahassee, Florida: National Gang Center, 2019. 16p. Source: Internet Resource: Accessed July 25, 2019 at: https://files.eric.ed.gov/fulltext/ED594661.pdf Year: 2019 Country: United States URL: https://www.nationalgangcenter.gov/Gangs-in-Schools Shelf Number: 156924 Keywords: CyberbullyingGangsSchool SafetySchool Violence |