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Cyber-bullying
By
Gisele Stalwick














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Abstract
The purpose of this paper is to discuss the changes of bullying and more specifically to
discuss the different types of bullying that are becoming more prevalent with the use of cyber
space. Due to an increase of publicity in respect to the effects of cyber-bullying, much attention
is being devoted to finding ways to decrease cyber-bullying from happening. The paper
identifies different forms of cyber-bullying as well as the effects that cyber-bullying is having on
society, mainly adolescent children. The paper ends by looking at different laws and policies
surrounding cyber-bullying issues and finishes by recommending different programs that may be
of some assistance when responding to cyber-bullying.















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Introduction
This chapter is structured into four sections. The first section defines bullying and cyber-
bullying. The second section describes the different types of cyber-bullying occurring in society.
The third section analyzes the effects cyber-bullying is having on victims as well as on bullies.
The last section studies different laws and policies that are being used as well as those laws and
policies that are currently being drafted. This section will also take a look at programs that are
available to diminish the number of cyber-bullying incidents that are currently occurring in
society. Throughout the reading, cyber-bullying stories are shared, in some instances, the names
and ages of the people have been changed to protect them but the events are true events. These
stories come from interviews, internet and books.
Definitions of Bullying and Cyber-bullying
Bullying can be defined as peer victimization or peer harassment, school bullying is
defined as repeated physical, verbal or psychological abuse of victims by perpetrators who intend
to cause the victims harm (Olweus, 1993). To better describe traditional bullying, one must
make it clear that the behavior is intentional and purposed rather than accidental or inadvertent
(Hinkuja & Patchin 2009, p.11). Traditional bullying is unprovoked harassment repeatedly
directed to the same person or group of people. The act of bullying involves a malicious act by
the aggressor towards the victim and this act does not occur once but occurs on a continual basis.
Bullying occurs when there is an imbalance of power, meaning that the aggressor (bully) holds
the power over the victim. Bullying usually occurs face-to-face or through the actions of a
group, such as gossip.
Jonahs Story
When I was five years old, I started playing soccer. Unbeknownst to me, my parents had
encouraged my decision because they did not want me to play hockey. See, Im small and my
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parents were concerned that I would get hurt when I got older and checking was allowed. So, I
played soccer and loved the game until recently. When I was in sixth grade, the majority of the
boys played hockey and for the last two years, they have been saying that soccer was for sissies.
Of course I fought back and said that hockey sucked. The problem was that I was all alone and
they would get upset when I said that hockey sucked, so the negative comments about soccer
players increased and I stopped fighting back. I became depressed and no longer wanted to play
soccer. By the end of sixth grade, I was alone, left without friends.

Hinduja and Patchin define cyber-bullying as willful and repeated harm inflicted
through the use of computers, cell phones, and other electronic devices (Hinduja & Patchin
2009, p.5). They use the terms willful, repeated, and harm to specifically define cyber-bullying:
Willful: The behavior has to be deliberate, not accidental.
Repeated: Bullying reflects a pattern of behavior, not just one isolated
incident.
Harm: The target must perceive that harm was inflicted.
Computers, cell phones, and other electronic devices; This, of course, is
what differentiates cyberbullying from traditional bullying.
(Kinduja & Patchin, 2009, p.5)
Megan Meiers Story

Megan Meiers parents tell her story http://www.youtube.com/watch?v=HFsfDLCkfQU
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Different Forms of Cyber-Bullying
Cyber-bullying occurs in different forms and also takes place on a virtual playground
that makes it possible to victimize a peer within the sanctify of ones own home, at any time of
the day or night, in complete anonymity, and with maximal exposure and hence potential
embarrassment for the intended target (Bonanno & Hymel, 2013, p. 686). Cyber-bullying
occurs through different mediums, through e-mail, chat rooms, voting or rating web sites,
blogging sites, virtual worlds, online gaming, instant messaging, and through cell phones to
name a few. Aune identifies nine main forms of cyberbullying: flaming, harassment,
denigration, impersonation, outing, trickery, exclusion, cyberstalking and cyberthreats (Aune,
2009, p. 6). Hinduja and Patchin (2009) agree with Aune on the forms of cyber-bullying but
they also discuss photoshopping and happy slapping.
Flaming
Flaming occurs online. It can be described as messages sent online that are intended to
inflame others. Hinduja and Patchin (2009) describe flaming as sending or posting hostile,
angry, or mischievous messages intended to inflame the emotions and sensibilities of others
(Hinduja & Patchin, 2009, p. 36).
Caras Story of Flaming
One evening, Cara and her best friend Tammy were texting each other and they were
talking about a guy they both really liked. The conversation changed quickly because Tammy
wanted Cara to back off and let her get the guy. They argued through texting. The next day,
Tammy had printed off the conversation and shared it with the rest of their friends at school.
The only problem was that Tammy had altered the conversation before printing it and had made
it look like Cara was saying mean things about the girls. They were instantly angry with Cara
and wouldnt talk to her anymore.





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Harrassment, Denigration, and Impersonation

Harassment is another form of bullying and when the aggressor repeatedly sends
demeaning texts to someone it becomes cyber-bullying. Hinjuja and Patchins (2009) definition
for harassment is as follows: Unsolicited words or actions intended to annoy, alarm, or abuse
another individual (p. 186). This form of bullying usually occurs without any instigation.
Denigration can be described as dissing someone online which can include sending or
posting gossip or rumors about a person that could damage their reputation or friendships
(Aune, 2009, p. 7). This form of cyber-bullying occurs without the victims knowledge. The
victim is alerted by the actions of peers at a later date.
Impersonation is when someone pretends to be someone else and damages this persons
reputation by the things they post on line. Impersonators do so to harm the other persons
friendships.
Jacks Story of Impersonation
Jack was twelve years old at the time of the incident. He texted his three buddies to come
over to hang out on a Saturday afternoon. Two of the three boys replied Not on your life
buddy!! and As if! Who do you think you are anyway? Jack was confused so he went over to
the third boys house as he lived two doors down from his house. Jack rang the doorbell and
waited for what seemed like forever. As time passed, Jack was beginning to feel uneasy with the
whole situation. Jack saw the curtain in the window move and thought he saw his friend Tom.
Jack started knocking on the door and finally Tom opened the door and looked angry. Jack
asked Tom what was going on and Tom said Why are you here? You said that you were too
cool for us and that the world would be a better place without us in it. Jack was very confused
and denied the accusations and Tom slammed the door in his face.
Jack went home and told the story to his Mom. She spoke to Toms mother who said that
the boys had been contacted through a kik account and texted the nasty messages. Upon further
investigation, it was discovered that someone had opened a kik account under Jacks name and
was sending nasty messages to Jacks friends.





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Outing and Intrusion on Privacy


Outing is when someone shares personal information or secrets with the rest of the world
through cyberspace. Trickery is similar to outing, in which the cyberbully will trick the victim
to reveal secrets or embarrassing information and then share it with others online (Aune, 2009,
p. 7). Exclusion usually occurs within a chat room. Exclusion is when others intentionally
exclude someone from the conversation or chat.
Cyberstalking is defined by Hinduja and Patchin (2009) as repeated harassment that
includes threats of harm or that is highly intimidating and intrusive upon ones personal privacy
(p. 185). The perpetrator who is cyberstalking may or may not be known by the victim.


Janes Story of Cyberstalking
Jane was at the gas station filling up her car when she first suspected that something was
wrong. All her credit cards were denied and her bank card showed that she had insufficient
funds. She knew she had money in the bank but when she contacted the bank and the credit card
companies she was informed that she had closed her account and cancelled her credit cards.
Upon further investigation, she was told that she had faxed the necessary information to close
these accounts and cancel the credit cards.
Jane had recently left an abusive relationship. Her ex knew the information necessary to
close these accounts. The damage done to Janes credit was devastating, not to mention the
damage to her personal health. The torture continued for three years. Jane worked diligently on
building up her credit history and protecting herself against any further attacks. Today Jane
works in the cybercrime sector.

Cyberthreats and Photoshopping

Cyberthreats are defined by Aune (2009) as either threats or distressing material, general
statements that make it sound like the writer is emotionally upset and may be considering
harming someone else, themselves, or committing suicide (p. 7).
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Photoshopping can be used to embellish pictures but in cyberbullying instances,
photoshopping generally involves doctoring images so that the main subject is placed in a
compromising or embarrassing context or scene (Hinduja & Patchin, 2009, p. 35).
Sams Story of Photoshopping
Moshzilla or the Mosh girl story is about a girl who is at a punk rock concert dancing her
heart out and someone takes her picture while she is dancing. This stranger uploads the funny
position he captured and used his photoshop program to edit the picture and posted these pictures
online, some were hilarious and some were offensive.
After five years, Sams parents were able to get the offensive pictures removed from the
web site. The damage was done and Sam felt the humiliation on a continual basis.

Happy-Slapping

Happy-Slapping is when an unsuspecting person is recorded being harassed or bullied in
a way that usually involves some form of physical abuse (Hinduja & Patchin, 2009, p. 39). The
photo or video is then uploaded and shared with others online by posting it on sites such as you
tube.





(Hinduja & Patchin, 2009, p. 39)
Consequences of Cyber-Bullying
The act of cyber-bullying has instant effects on its victims; researchers have looked into
the long term consequences of cyber-bullying on the victims as well as the long term
consequences of cyber-bullying to the perpetrators. Research demonstrates that cyber-bullying
has instant as well as long term consequences on both the victims as well as the perpetrator
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(Bonanno & Hymel, 2011, p. 685). Research report that cyber-bullying has effects on victims;
there are emotional and behavioral consequences that are directly related to cyber-bullying.
Research has reported that victims of traditional bullying suffer from different emotional
consequences such as feeling sad, anxious, and having lower self-esteem than those who are not
victimized (Hinduja & Patchin, 2009, p. 63). Hindju and Patchin conducted research that
focussed on how victims of cyber-bullying felt and compared the results to the way victims of
traditional bullying felt when being victimized. Researchers found that many cyber-bullying
victims felt angry, frustrated, sad, embarrassed, or scared (Hinduja & Patchin, 2009, p. 63) as






Chart 1.1 How Victims Felt







(Hinduja & Patchin, 2009, p. 63)
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shown in Chart 1.1. The data shown in the chart shows that cyber-bullying has a huge impact on
the range of emotions that victims are feeling due to cyber-bullying. Ybarra, Diener-West and
Leaf state that evidence is emerging that online harassment is associated with concurrent
psychosocial problems for some youthalmost two in five harassed youth (39%) report
emotional distress as a result of the experience (Ybarra, Diener-West & Leaf, 2007, p. s42).
These results are noteworthy because researchers suggest that these feelings can result in victims
acting out and may result in delinquency and interpersonal violence if these feelings are not
addressed properly (Aseltine, Gore, & Gordon, 2000). The concerns are that victims will
respond with violent acts or will bring a weapon to school as a means of protection.
Dylans Story Cyber-bullying
Dylan was 16 years old and had been bullied by his classmates for the past four years
because of his small stature as well as his slight frame. He was often ridiculed and called a girl
or a fag. His parents often told him that people go through puberty at different ages and that
he would eventually go through these changes eventually. Although Dylan was supported by his
parents, he began showing signs of depression by the time he was fourteen years old. His grades
began to suffer and he closed himself off from the rest of society. His bubbly, cheery laughter
that was in his nature became less frequently heard over the next two years.
What was unknown to the rest of the world was that Dylan did not feel he could take any
more of the taunts and teasing that was occurring. The taunts and teasing had moved from
bullying to the web. One day at school, Dylan heard a group of his classmates talking about a
web page where you could rate people. He went home that afternoon and looked this web page
up and to his dismay, found that he was on the web page and that people were rating him. The
ratings low and the comments were demeaning and hurtful. After this day, Dylan began to plot
his revenge. He was at his limit and was angry and frustrated. He became more distant from his
family. His parents wanted him to go to counselling but he continually refused.
Dylan made it his mission to find out who had rated him and began making a list of those
he believed were involved. Once he believed that he had all the names of those involved, he
made a plan to walk into the school and to kill each and every one of those involved. He became
obsessed with reading the rating web page often during the day and on one particular sunny May
morning; he checked the site during his break through his phone and found that someone had
commented on how he was dressed on this particular day. Dylan reacted and went home over
lunch and returned with his fathers hunting rifle ready to pay back those who were involved. He
walked into the school and went to the library where he knew that most his classmates would be
and shot two people before turning the gun on himself. The teacher jumped on Dylan and was
able to disarm Dylan without any further incident.
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The two that were injured sustained non-life threatening injuries but the incident left deep
psychological scars that continue to affect everyone involved. Dylan went through deep
psychiatric assessments and therapy and he was found to be under tremendous depression due to
the continued cyber-bullying that he endured.

When we look at the final actions taken by Dylan, society would be quick to judge that it
was all Dylans doing. What is not clear is how could others have foreseen how deeply the
cyber-bullying and traditional bullying was affecting Dylan and how best to support him and
stop the bullying.
Ybarra, Diener-West & Leaf state that about 50% of targets of Internet harassment in
the Youth Internet Safety Survey-2 reported knowing their harasser in person before the incident;
one in four youth reported an aggressive offline contact from their harasser, including being
telephoned or visited at home by the aggressor (Ybarra et. al., 2007, p. s43). The effects of
these incidents on students differ when looking at their actions. Hinduja & Patchin, identified a
link between cyber-bullying victimization and adolescent problem behaviors, such as recent
school difficulties, assaultive conduct, substance use, and traditional bullying (Hinduja &
Patchin, 2009, p. 65). Researchers have also found that victims of cyber-bullying as well as
those traditionally bullied tend to avoid school in order to not be bullied. It is also noted in many
reports that victims tend to have a low self-esteem due to the effects of cyber-bullying.
In recent years, suicide that is related to having been bullied or more specifically cyber-
bullied, is increasing. Hinduja & Patchin (2009) point out that there have been several reported
cases of suicide stemming from experiences with traditional bullying, and we are aware of at
least four cases in the United States and many others abroad where youth who were repeatedly
harassed online took their own lives - in part because of that harassment (Hinduja & Patchin,
2009, p. 66). The term being used to identify such incidents is cyberbullicide.

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Amanda Todds Story of Cyberbullicide
Amanda Todd committed suicide after having posted a video using flashcards on line
about her experience of being blackmailed, bullied and physically assaulted. She was
continually cyber-bullied even after she moved schools to try and make a fresh start, the
incidents continued to occur. Following is a link to Amanda Todds you tube video of her story.





http://www.youtube.com/watch?v=ej7afkypUsc

When looking at the consequences of bullying, it is important to look at how cyber-
bullying affects those who are doing the act of bullying. Adolescent development can be divided
into three tasks. The first task of adolescent development addresses personal identity. During
this stage, adolescents are concerned with how they are seen by their peers. They want to be
accepted into a social group to have the sense of acceptance and belonging. The Internet is a
new social tool through which adolescents strive to form their identities (Kozlosky, 2008, p.8).
Kozlosky states that adolescents use the internet to construct and identity of their choice. This is
done easily due to the presumed anonymity of online activity.
The second task associated with the development of adolescents involves adolescents
need of emancipation from their parents. In order to break away from the control of their
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parents, adolescents may rebel against parental control. Adolescents often find refuge in the use
of the internet because they find the Internet a place devoid of adult supervision (Kozlosky,
2008, p.9).
A third task associated with the development of adolescents involves the moral
development of teens. During this time, adolescents are adopting sets of values to guide ones
behavior (Kozlosky, 2008, p.10). The importance of good role models is crucial during this
time of development as it is closely linked to the next stage of development.
The fourth task of development of adolescents is more focused on the internalization of
acting by a set of rules. The morals that adolescents are to live by are internalized during this
development task.
With the increased use of the internet and cyber-space, researchers are concerned that
these developmental tasks will be affected due to the seldom consequences for behavior or rules
of mutual consent (Kozlosky, 2008, p.10). The lack of adult guidance is the cause for concern.
Further research is needed in this area to better understand the development of adolescents
pertaining to their moral thoughts and actions. It will be interesting to see how the development
of teens using the internet will affect their actions as adults.
Hinduja and Patchin conducted a research that focussed on the number of incidents of
cyber-bullying. They found that the estimates of the number of youth who experience cyber-
bullying vary widely (ranging from 10-40% or more), depending on the age of the group
studied (Hinduja & Patchin, 2010). Their study showed that over 20% of the student sample
indicated that they had been cyber-bullied in their lifetime. Ybarra et. al.s research indicated
similar results but victims also indicated that about 50% of targets of Internet harassment in the
Youth Internet Safety Survey-2 reported knowing their harasser in person before the incident
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(Ybarra et.al., 2007, p. s43). Students who have been bullied on-line report that the cyber-
bullying incidents vary in form. The incident occurs on-line or through some form of electronic
device but the way in which they are bullied varies. Chart 1.2 indicates the responses that
students had when asked about the way they were bullied as well as the number of times the
bullying occurred over a one month span. The students who participated in the research
indicated that the ways in which cyber-bullying had occurred varied from being threatened
online to posting pictures that were hurtful. 17% of the participants also indicated that they had
been cyber-bullied online within the last thirty days. The number of cyber-bullying incidents
that are reported help to determine ways in assisting those who are the most affected and to
attempt at reducing the amount of incidents occurring.
Hinduja and Patchin (2009) conducted a research that asked the participants if they had
been cyber-bullied during their life and over 26% stated that they had been cyber-bullied in their
lifetime. The research also asked the participants if they had ever cyber-bullied someone and the
responses were also over 25%. Another question that was asked is have you ever been cyber-
bullied and have you ever cyber-bullied? and the results indicated approximately 17%
responded that they had been on both sides of the fence. When looking at the response of
participants in the area of having been both the victim and aggressor, one wonders why the
victim becomes an aggressor. Is it due to feeling helpless and unsupported or is it a way of
fighting back?
Aidens Story Harassment
Aiden was a sixteen year old student who was confident and outgoing and was well liked
by his peers. He did well both socially and academically. At the beginning of the school year,
some of his friends convinced Aiden to run for school president. He thought it would be fun and
decided to go through with it and put his name up to run in the school presidential election.
Two others had also decided to run for president, one who knew he had no chance of
winning but ran because he had been dared, he did not really want to win. It was all for fun. The
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other candidate, Tom, was also well liked by many in the school but surrounded himself with
people who were jocks.
One day, Toms friends told him that Aiden was gaining popularity and that they thought
Aiden would end up winning. They harassed Tom relentlessly and Tom reacted by texting
Aiden and threatening him. Tom texted Aiden to drop out of the running or he would get beaten
up by Toms friends after school. Aiden was shaken up and texted Tom back stating that he
would not drop out. The threatening texts continued for the next two days until Aiden found
himself alone in the boys gym change room and a group of Toms friends came in and threatened
Aiden. They would not let him leave and eventually beat Aiden up because Aiden would not
back down.
Aidens parents were called to the school to bring him home due to his injuries. The boys
who beat him up were suspended but no one ever said that Tom was involved. Aiden became
angry and against his parents advice, chose to continue to run for the school presidency. Aiden
decided to fight back. He opened a kik account in Toms name and began sending nasty
messages to others pretending to be Tom. The messages ranged from starting rumors about
others to name calling. Toms friends were angry with Tom and began alienating him. Tom was
running around trying to convince his friends that he had not said those things. Meanwhile,
Aiden sat back and watched Toms world unravel. This continued until the end of the election
race and then Aiden and Tom stayed away from each other. Aiden cancelled the kik account and
had no further incidents with Tom.

Chart 1.2 Cyber-bullying Victimization

Hinduja, S., Patchin, J. (2010)

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Cyber-bullying Laws and Policies
Anti-Bullying Acts are becoming more and more common around the world. Countries
such as Canada, United States as well as the Philipines have developed legislative acts
specifically pertaining to bullying. Bill 13 and 14 from the Ontario legislation are acts that
mandate education systems to ensure that they are addressing bullying by incorporating the
teaching of bullying prevention. Bill 56 in the province of Quebec requires schools to report all
cases of bullying, both to the provincial ministry and to parents, and to take steps to stop
threatening behaviour. One of the concerns is how do administrators identify bullying. One
persons thoughts on what an act of bullying may be are different from another persons idea.
This may cause some difficulties when contacting parents to inform them of their childs actions.
The Philippine government has also passed an anti-bullying act in 2012. The act states all
elementary and secondary schools are hereby directed to adopt policies to address the existence
of bullying in their respective institutions. (Congress of the Philippines Fifteenth Congress
Second Regular Session).
When looking at cyber-bullying and the law, it is difficult for the law enforcement to get
involved with cyber-bullying issues when the incident involves a minor. Victims can contact
school Administrators who will do their best to deal with the incident but they may also find it
difficult as the incident occurred off the school grounds as stated in the book Frequently asked
Questions About Cyber-bullying.
Frequently asked Questions About Cyber-bullying
With the passing of government bills against cyber-bullying, school districts and
educators are in placed in a position in which they must implement programs or curriculums that
will help eliminate the problem. Such programs can be embedded into different areas of study.
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For example the English Language Arts program in Saskatchewan has many lessons that pertain
to bullying into its program. The Crisis Prevention Institute offers a free Bullying Prevention
Guide that can be downloaded at http://www.crisisprevention.com/home . Many schools as well
as organizations across Canada support the Pink Shirt Day campaign that occurs during the
month of February. This campaign began due to one boy being bullied for having worn a pink
shirt to school. Two other boys decided that they would support their friend by distributing pink
shirts to as many boys as they could. They went to a discount store and purchased 50 pink shirts
and distributed them at school one morning. Since then the campaign has grown and become a
national event. In the end, to prevent bullying, educators as well as parents must come together
and educate children the netiquette of cyber use as well as the lasting effects of posting images
on line. Parents must also be more aware of what their children are doing on the net by
monitoring their actions. By working together, cyber-bullying can be decreased.

The Bully Project
A documentary is about five students who are bullied and their daily lives.

http://www.imdb.com/title/tt1682181/
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Conclusion
Bullying has been occurring for many years but with the introduction and easy accessible use
of technology, the aggressors have a new playing field which allows them anonymity in their
attacks. The actions taken vary, some examples described in this paper are: flaming, harassment,
denigration, impersonation, outing, trickery, exclusion, cyber-stalking and cyber-threats. This
leads to the discussion of the effects of cyber-bullying on its victims. Each action is equally
hurtful and may lead to psychological as well as physical harm to victims. It is important to
implement laws and policies that deal with cyber-bullying to help school boards as well as in-
school administrators deal with this issue. The issues surrounding cyber-bullying are affecting
many people and must be faced to prevent further incidents. The government, school boards, in-
school administrators as well as parents must come together and work towards eliminating
cyber-bullying.












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References
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Aune, N. (2009). Cyberbullying. Retrieved May 29, 2013 from
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Bonanno, R., & Hymel, S. (2013). Cyber Bullying and Internalizing Difficulties: Above and
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Breguet, T. (2007). Frequently Asked Questions about Cyberbullying. New York, NY: The
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CNN video accessed on June 1, 2013. http://www.youtube.com/watch?v=HFsfDLCkfQU
Hinduja, S., & Patchin, J. (2009). Bullying Beyond the Schoolyard: Preventing and Responding
to Cyberbulling. Thousand Oaks, CA: Corwin Press.
Hinduja, S., & Patchin, J. (2010). Cyberbullying Research Center. Retrieved on June 1, 2013
from http://cyberbullying.us/cyberbullying_identification_prevention_response.php
Kozlosky, R. (2008). Electronic Bullying Among Adolescents. Proquest Education Journals.
Olweus, D. (1993). Bullying at school. Malden, MA: Blackwell Publishers Inc.
CONGRESS OF THE PHILIPPINES FIFTEENTH CONGRESS Second Regular Session
hLLp://www.congress.gov.ph/download/blllLexL_13/hbL3496.pdf



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