Cyberbullying

Cyberbullying
By: Marisol Herrera

Technology Usage
 The prevalence rates of
technology usage among school
children continues to climb:
 Over 90% of youths use the
Internet (Wong-Lo & Bullock,
2011).
 Over 80% of teens use a cell
phone regularly (Bullying
Statistics, 2009).
 Teens between the ages of 13-17
average 1,742 text messages each
month (Gurian, n.d.).

Raises a Big Question
Are there any dangers with such usage?

Dangers
 The answer is yes. There are many dangers.
 Even though technology has its many
benefits and uses, if used improperly, it
could cause some drastic consequences.
 One misusage that will be discussed
throughout this presentation is:
CYBERBULLYING

Video
KB Recalls Her Day (Stop Bullying, 2011).

Cyberbullying
 Due to the continuous
climb of technological
advances in online and
electronic communication
and its heightened
accessibility to the world,
the typical school yard
bully has found a new
way and school yard to
torment its vulnerable
victims: this new avenue
is the cyber world.

About Cyberbullying
 A little over a decade
ago, the term
“cyberbullying” did not
even exist nor was it a
problem. Now it has
taken traditional bullying
by storm and has
revolutionized it to a
greater degree that it is
now so widespread and
pervasive that it has NO
boundaries or limits.

Definition of Cyberbullying
 Cyberbullying is defined as
an individual or group of
people that intentionally
and repeatedly inflict
harm on another person
through electronic forms
of communication to the
point where the victim
feels harassed or unsafe
(Mason, 2008; Miller &
Hufstedler, 2009).

Technology Used in Cyberbullying
 Cyberbullying harassment
includes the following uses
of technology for the
purpose to deliberately
antagonize the victim:
 Social networks (Facebook,
Twitter, MySpace, etc.)
 Mobile phone texting
 Videos
 Picture messages
 Instant messages
 Emails
 Chat rooms
 Blogs
 Phone calls

Intent of Cyberbullying
 The intent of cyberbullying is to tease,
taunt, name call, embarrass, humiliate,
threaten, and spread defamatory lies and
libelous rumors to ruin the cybervictim‟s
reputation (Miller & Hufstedler, 2009).

Its Pervasive Nature
Traditional Bullying
 Not many know it is
being done and only a
few witness it
 Usually done by one
bully or a small group
of bullies
 Lasts for short periods
of time each day and
the victim can usually
escape once at home
Cyberbullying
 Worldwide audience
that knows and is
watching it being done
 Is initiated by one bully
and then many others
join in to participate
 In a matter of seconds,
it can reach a multitude.
24/7 - attacked, home is
no longer a sanctuary

Examples of Cyberbullying
 Sending mean messages or threats through email or cell
phone
 Posting hurtful messages on social networks or web pages
 Spreading rumors online or through texts
 Posting embarrassing photos or secrets and spreading them
 Recording unauthorized videos and uploading them
 Hacking into account and posting damaging messages
 Stealing identity of person
 Leaving someone out of online groups
 Creating a fake online persona to bully others
 Sexting
 (Bullying Statistics, 2009; Brain Pop, 2012).

What is Sexting?
 Sexting is defined as the action of sending sexually
explicit photos, videos, or text through one‟s own
phone or computer to friends or potential suitors.
 20% of teenagers participate in sexting
 1 in 10 have shared a naked image of themselves

Why Do Teens Engage in Sexting
 Most Common: To be
fun or flirtatious
 To date or hook-up with
that person
 Peer pressure especially
by males (51%)
 To send a “sexy
present” to their
boyfriend or girlfriend
 To joke around
 To feel sexy

Sexting Ramifications
 Can ruin reputations
 Can spread like wild-fire to others thus cause
embarrassment and even suicide
 Could be considered as distributing child
pornography
 Could be labeled as a sex offender

Sexting, What Can We Do?
 We need to teach students about
the legal ramifications and
embarrassment that could be
incurred.
 We also need to help parents
understand this growing epidemic
and inform them of what they can
do to protect their child.
 Furthermore, because sexting can
turn into cyberbullying especially
when spread for others‟
amusement, it must be included in
the school‟s anti-cyberbullying
policy.

Why do cyberbullies bully others?
 Cyberbullies:
 Think that it is funny and want to see a reaction; 81% of
teenagers said that others cyberbully because they think
it is funny (National Crime Prevention Council, 2012a).
 Do it for entertainment because they are bored
 Do not consider the consequences of their actions
 Are motivated by anger, revenge, or frustration
 Do it to torment others and for their ego
 Do it to bolster their own social standing
 To get revenge for being bullied themselves
(Wired Kids, n.d.).

Four Types of Cyberbullies
 For each type of
cyberbully, the
motives differ:
 The Vengeful
Angel
 The Power-Hungry
and Revenge of
the Nerds
 Mean Girls
 Inadvertent
Cyberbully

The Vengeful Angel
 They do not see themselves as a bully at all.
 They see themselves righting wrongs or
protecting themselves or others from the
“bad guy” they are now cyberbullying.
 Includes when the victim becomes the bully.
 They are teaching the new victim (initial
bully) a lesson.
 They are getting revenge on the new victim.
 Get involved to protect their cybervictim
friends.
 We need to help them see that they
themselves are bullies and should not take
justice into their own hands. (Wired Kids, n.d.)

Power-Hungry & Revenge of the
Nerds
 They want to exert their authority and show
that they are powerful enough to make
others do what they want
 They also want to control others with fear
 They want an audience so they can brag
 This type of bully is usually a victim of offline
bullying
 They may be physically smaller and usually
picked on for not being popular or cool
 “Revenge of the Nerds” cyberbullying
 Intention is to frighten and embarrass others
 Act tough online but not in real life
(Wired Kids, n.d.)

Mean Girls
 They are bored and looking for entertainment
 Ego-based cyberbullying
 Usually female and bullying other girls
 Usually done in a group (virtually or
physically)
 Requires an audience
 They want others to know who they are and
that they have power to cyberbully others
 Grows when fed by group admiration, cliques
and silence of bystanders
 Quickly dies if they do not get the
entertainment value they are seeking
(Wired Kids, n.d.)

The Inadvertent Cyberbully
 They do not think they are cyberbullies
 May be pretending to be tough online like
role playing for fun
 May be reacting to hateful messages they
received feel hurt or angry from what was
sent
 They do not lash out intentionally like
Revenge of the Nerds cyberbullies
 They respond without thinking about the
consequences of their actions
 Respond out of anger and frustration, they
do not think before clicking “send”
 Sometimes they pick on their friends for fun (Wired Kids, n.d.)

What Do the 4 Types Tell Us
 “Because the motives differ from each type
of cyberbully, the solutions need to address
their special issues. There is no „one size fits
all‟ when cyberbullying is concerned. But
understanding more about why they
cyberbully others will help” (Wired Kids,
n.d.).
 We have to address the motives and our
awareness campaigns need to address the
problem using several different messages.

Why is cyberbullying so common?
 Cyberbullies do not consider
the consequences of their
actions.
 Due to the fact that
cyberbullying is a faceless
harassment, cyberbullies are
not able to see the physical
and immediate reaction or the
nonverbal feedback cues of
their victims. As a result, they
lack empathy towards their
victim, feel remorseless, and
will continue in their
tormenting process.

Feeling of Anonymity
 Due to its elusive nature, cyberbullies
feel that they are unidentifiable and
invisible. Therefore, this sense of
anonymity enables cyberbullies to
become less inhibited or less restrained
from saying hurtful things. By acquiring
a false identity, cyberbullies are able to
disguise themselves and are more
willing to act in ways that they would
not do if their identity was known.
 By being able to hide behind their avatar, online personality, they
are able to avoid being held accountable or responsible for their
actions and escape punishment. If caught, the perpetrator can
always reason that someone else hacked into their account and
posted those hurtful things thus eluding the consequences.

Quiz Time
How much do you know
about cyberbullying?

Facts About Cyberbullying Quiz
 Please complete the “Facts About
Cyberbullying” Quiz. This ten true
and false quiz is taken from the
Cyberbullying Research Center.
 You have five minutes to complete
the quiz.

Questions 1-5
1.) Victims of cyberbullying are at an increased risk for
traditional bullying victimization, substance abuse, and
school problems.
2.) A school is protected from legal liability and not required
to intervene in cyberbullying incidents that occur away from
campus.
3.) Most victims of cyberbullying tell an adult (parent or
teacher) about their experience.
4.) Research has shown that victims of cyberbullying suffer
from anger, frustration, and sadness.
5.) Cyberbullying does not result in physical harm to victims
because it occurs (and is contained) completely online.

Questions 6-10
6.) Cyberbullying is just a problem in the United States.
7.) Victims report that they are primarily cyberbullied by
strangers.
8.) Traditional schoolyard bullies are also likely to be
cyberbullies.
9.) Boys are more likely to be victims of cyberbullying than
girls.
10.) Research has shown that utilizing blocking and filtering
software decreases the likelihood of
experiencing cyberbullying.

Question 1
 Victims of cyberbullying are at an increased risk for
traditional bullying victimization, substance use, and school
problems.
TRUE
 “According to an article published in the journal Deviant
Behavior, victims of cyberbullying were significantly more
likely to report experiences with traditional bullying, to use
illicit substances, and to have other problems at school”
(Cyberbullying Research Center, 2012a).

Question 2
 A school is protected from legal liability and not required to
intervene in cyberbullying incidents that occur away from
campus.
FALSE
 “If any off-campus behavior results in a substantial
disruption at school, [schools] can intervene. Moreover, if
students are denied the opportunity to learn in a safe
environment (because of cyberbullying), school officials
who fail to act may also be found liable under the Civil
Rights Act of 1964 and Title IX of the Educational
Amendments of 1972” (Cyberbullying Research Center,
2012a).

Question 3
 Most victims of cyberbullying tell an adult (parent or
teacher) about their experience.
FALSE
 According to Hinduja‟s and Patchin‟s book, Bullying Beyond
the Schoolyard: Preventing and Responding to
Cyberbullying, “only about 40% of middle school victims of
cyberbullying told their parents and less than 30% told a
teacher. The book also points out that these numbers are
much improved from just 4 years ago when fewer than
15% of victims told an adult” (Cyberbullying Research
Center, 2012a).

Question 4
 Research has shown that victims of cyberbullying suffer
from anger, frustration, and sadness.
TRUE
 “According to a study published in the Journal of School
Violence, victims of cyberbullying were angry (30.6%),
frustrated (34%), and sad (21.8%)” (Cyberbullying
Research Center, 2012a).

Question 5
 Cyberbullying does not result in physical harm to victims
because it occurs (and is contained) completely online.
FALSE
 “While most of the harm associated with cyberbullying is
emotional, relational, or psychological (all important harms
to prevent) there are many examples where cyberbullying
has resulted in very serious physical consequences for
victims. The most extreme example of this is the several
cases reported in the media of adolescents committing
suicide after experiencing cyberbullying” (Cyberbullying

Question 6
 Cyberbullying is just a problem in the United States.
FALSE
 “There have been a number of recent studies which have
demonstrated that cyberbullying is also a problem in a
number of other countries (Australia, Canada, Sweden,
Turkey)” (Cyberbullying Research Center, 2012a).
Furthermore, “several other studies are underway
exploring cyberbullying across the world” (Cyberbullying

Question 7
 Victims report that they are primarily cyberbullied by
strangers.
FALSE
 According to Hinduja‟s and Patchin‟s book, Bullying Beyond
the Schoolyard: Preventing and Responding to
Cyberbullying, “21.1% of victims said the cyberbully was a
friend, 20% said it was an ex-friend, and 26.5% said it
was someone else from school. Only 6.5% said the
cyberbully was a stranger” (Cyberbullying Research Center,
2012a).

Question 8
 Traditional schoolyard bullies are also likely to be
cyberbullies.
TRUE
 “According to an article published in Deviant Behavior,
traditional bullies are 2.5 times more likely to be a
cyberbully than someone who does not bully offline”
(Cyberbullying Research Center, 2012a).

Question 9
 Boys are more likely to be victims of cyberbullying than
girls.
FALSE
 “Overall it appears that girls are slightly more likely to
report being the victim of cyberbullying than boys. More
studies have reported that girls are more likely to be
victims” (Cyberbullying Research Center, 2012a).

Question 10
 Research has shown that utilizing blocking and filtering
software decreases the likelihood of experiencing
cyberbullying.
FALSE
 “According to an article published in Journal of Child
Psychology and Psychiatry, using filtering software is NOT
significantly related to a decreased chance of Internet
harassment victimization. Some adults believe that by simply
purchasing and installing such software, they have „done
their part‟ in safeguarding their child‟s participation online.
Software solutions only go so far in controlling certain actions
in cyberspace” (Cyberbullying Research Center, 2012a).

What did this quiz show?
 Cyberbullying affects all
races and genders and is a
worldwide problem.
 The majority of students do
not tell an adult about their
victimization.
 The severe negative
repercussions that
cyberbullying causes to
victims can no longer be
ignored.

Statistics on Cyberbullying
 According to cyberbullying
statistics from i-SAFE foundation:
 Over half of teens have been
bullied online
 Half have engaged in cyberbullying
 Over 25% of teens have been
bullied repeatedly through cell
phones and Internet
 Over half of victims do not tell their
parents when cyberbullying occurs
(Bullying Statistics, 2009).

More Statistics
 In another study, only 1 in 10
tell a parent if they have been
a cybervictim (Li, 2010; Patchin
& Hinduja, 2006).
 1 in 10 teens have had
embarrassing or damaging
pictures taken without
permission
 1 in 5 teens have engaged in
sexting
 Girls are more likely than boys
to be involved in cyberbullying

Even More Statistics
 38% of teen girls have been cyberbullied
 26% of teen boys have been cyberbullied
 13% of teens have had a rumor spread about
them on the Internet
 20% of teens have been repeatedly threatened
online
 53% of teens have admitted to saying cruel things
online
 There is a 70% increase in your likelihood of being
cyberbullied if you use a social networking site
(Brain Pop, 2012).

Permanence of Cyberbullying
 Once it is posted on the Internet, it will
never go away. It could circulate and then
resurface at later times to renew the pain of
cyberbullying (Bullying Statistics, 2009).

Consequences of Cyberbullying
 Cyberbullying can:
 Undermine the school climate and environment
 Interfere with the victim‟s school functioning by
diminishing his/her ability to concentrate academically
and by increasing his/her number of absences
 Lead to “bullicide” and school shootings (Holladay, 2011).
 Cause the development of other mental health problems
 Can emotionally scar the victim with its long-term effects
that can persist into adulthood

Emotional Consequences
 Very damaging effects:
 Increased anxiety
 Depression
 Low self-esteem
 Distress
 Stress
 Loneliness
 Loss of Interest
 Irritability
 Fear
 Suicide ideation
 Suicide

Suicide and Cyberbullying
 Cyberbullying
repercussions can be
deadly:
 Cybervictims are twice as
likely to attempt suicide
when compared with peers
who experience traditional
bullying and were not
targeted with online abuse
and harassment (Holladay,
2011).
Public humiliation and a
worldwide audience that
joins in to participate in
the harassment could be
contributing factors that
lead to suicide.

Megan Meier
 In 2006, days before her 14th birthday, Megan
Meier, a teen from Missouri, committed suicide by
tragically hanging herself.
 Her suicide was a result of the constant
cyberbullying from Lori Drew who used the
pseudonym “Josh Evans” to destroy Megan on
MySpace.
 Minutes before she hung herself in her closet,
Megan read Josh‟s last message to her saying,
“the world would be a better place without you”
(Miller & Hufstedler, 2009, p. 2).

Result of the Megan Meier Tragedy
 After Megan‟s death,
Missouri passed a law
making cyberbullying a
“crime that can result in
jail time, fines or both”
(Snakenborg, Van Acker, &
Gable, 2011, p. 90).
 Megan‟s tragedy is just
one of the many other
tragic incidents that occur
due to cyberbullying.

Legal Implications
 In some states, laws have been
passed to punish cyberbullies:
 Suspension
 Expulsion
 Fines
 Prison Time
 In situations where sexting is
involved, a “sex offender” label
could be placed on the cyberbully
regardless if they are a minor.
 Furthermore, libel, harassment,
identity theft, invasion of privacy,
and civil defamation could be used
in a lawsuit against cyberbullies.

Anti-Cyberbullying Laws
 As of right now, 34 states have anti-
cyberbullying laws.
 TEXAS: “H.B. 1942 Act applies beginning with
the 2012-2013 school year. Schools must
have a policy. „…„bullying‟ means…engaging
in written or verbal expression, expression
through electronic means, or physical
conduct that occurs on school property, at a
school-sponsored or school-related activity,
or in a vehicle operated by the district.‟
Nothing in the law about behaviors that occur
away from school or about substantial
disruption to the learning environment”
(Hinduja & Patchin, 2012c).

What Can Schools Do?
 Educate the school community about it
 Educate students that it is wrong and if
found doing so, they will be subject to
discipline
 Review their harassment and bullying
policy to see if cyberbullying is included
 If it covers cyberbullying, incidents that
occur at school or that originate off campus
but ultimately result in substantial
disruption of the learning environment are
well within a school‟s legal authority to
intervene (Hinduja & Patchin, 2010).

What Can We Do as School Counselors?
 Educate all stakeholders especially
parents and students about
cyberbullying and its effects.
 Because the majority of students
do not inform an adult, we need to
teach them the importance of doing
so and how to do it.
 In regards to parents, we need to
teach them the importance of
monitoring.
 Incorporate cyberbullying lessons in
the school counseling program.

Students Need to Know
 Let students know about the consequences:
 Causes some serious emotional damage to the
victim (depression, suicide, etc.)
 What they post reflects negatively towards
them and may affect their future college and
job applications
 Can lose their cell phone and computer usage
 Legal ramifications: libel, harassment, etc.
 Sexting can label them as a “sex offender”
 Pseudonyms do not protect them and they can
be tracked (IP address and phone companies)

One Activity We Could Use
 Have all students take out a sheet
of paper.
 Tell them to crumple it up.
 Afterwards, tell them to smooth it
back out again as much as possible
so that there are no wrinkles.
 Then ask: “The wrinkles won‟t ever
completely come out, will they?”
(Diaz, Evans, & Gallagher, n.d.).
 Compare it to: Information we post
will always be there and it is
impossible to remove.

Help Students who are Victims
 As school counselors, we
need to:
 Encourage teens to tell an adult
if cyberbullying is occurring
 Reassure them that it is not
their fault
 Inform them to NOT delete the
messages but rather print them
and save them as proof that
cyberbullying is occurring
 Show them how to use Print
Screen, Report Abuse, and
Block Users

Show Students Safety Strategies
 As school counselors, we need to show students
how:
 To keep private information from being public (ex. Not
posting too much personal information about themselves
on the Internet)
 To never choose a password that can be easily guessed
 To never give out their password to anyone except their
parents (aka digital hygiene)
 To never post confidential information to others because
secrecy is never guaranteed especially when the other
person can easily inform others
 To take advantage of privacy settings and prevention
tools

Prevention Tools Usage
 Even though students are aware of the
availability of prevention tools and
techniques such as blocking and reporting
abuse, the majority of victims do not utilize
these cyberbullying prevention tools. Why?
 One reason: The victim would like to know what
was posted about them that way the victim
does not feel that she is in the dark in not
knowing what was said about her.

Bystanders Need to Speak Up
Martin Luther King Jr. once said:
“In the end, we will remember not the
words of our enemies, but the silence of
our friends.”

Encourage Bystanders to Speak Up
 Teach students how to be courageous bystanders
that:
 “Don‟t stand by – Stand Up!”
 Do not engage in or support mean comments online or
talk about it at school
 Support the cybervictim by posting positive comments
 Invite the cybervictim to spend time with you
 Print the evidence and share with an adult
 Tell an adult at home or at school
 Confront the cyberbully when it is safe

Take 5
 Do not fight back. Do not respond to
cyberbullying messages (Stop Bullying, n.d.;
Hinduja & Patchin, 2012a).
 Step away from computer for 5 minutes
 Go do an activity that is calming:
 Yoga
 Deep-breathing
 Watch TV
 Read a book
 Exercise

Stop, Block, and Tell
 STOP: Do not fight back.
 BLOCK: Block the cyberbullies. Use privacy
settings and prevention online tools. (Hinduja
& Patchin, 2012b).
 TELL: Tell an adult about it.

Videos To Show Our Students
 ABC Family Movie: Cyberbully
 BrainPop Video:Cyberbullying
 On Guard Online Video: Stand Up to Cyberbullying
(On Guard Online, n.d.b).

Parents
 Parents need to know that:
 Even though students have confidence that adults will
intervene in their cybervictimization, 90% of
cybervictims do NOT report their cyberbullying incidents
to an adult (Burnham et al., 2011; Juvonen & Gross,
2008).
 In another study, only 24% told a parent and 14% told
a teacher of their cybervictimization (Ybarra & Mitchell,
2004).
 According to a study conducted by Wong-Lo & Bullock,
41% of students in grades 5-12 stated that their
parents have no idea or clue of what they do when
using the Internet (2011).

Why Students Do Not Tell an Adult
 Students do not tell an adult about
their cybervictimization because:
 They feel adults will not understand
them
 They feel no one will believe them
 They feel they might get blamed
 Feel adults will not do anything
 Adults will place restrictions on their
internet and cell phone usage
 Peers will make fun of them
 It will exacerbate the problem (Price
& Dalgleish, 2010).

What Can Parents Do?
 Learn more about social media
 Become a “friend” of theirs on their social network
 Monitor their child‟s internet usage and get their passwords
 Place a computer in a shared space such as a living room
 Not allow internet access (computer or cell phone) in private
rooms since this could expose them to being victims
 Have curfews on when the Internet is accessible
 Talk to their kids about what is and is not appropriate to
post online (oversharing, profanity, and bullying)
 Teach children when and how to speak up for help
 Know the warning signs of a cyberbully and cybervictim
(On Guard Online, n.d.a; On Guard Online, n.d.b).

How to Identify a Cybervictim
 Warning Signs for Parents:
 Unexpectedly stops using
their computer or cell phone
 Appears nervous or jumpy
when an instant message or
email appears
 Uneasy about going to
school
 Appears to be angry,
depressed, or frustrated
after using the computer or
cell phone
 Becomes withdrawn
 Avoids discussions of what
they are doing on the
computer or cell phone

How to Identify a Cyberbully
 Warning Signs for Parents:
 Quickly switches screens or
closes programs when you walk
by
 Gets unusually upset if computer
or cell phone privileges are
restricted
 Avoids discussions of what they
are doing on the computer and
cell phone
 Appears to be using multiple
online accounts
 Uses an account that is not theirs

Next Step for Parents of a Cybervictim
 After their child has confessed of being a victim,
parents need to:
 Believe the child and help the child feel safe and secure
with unconditional support
 Help the child seek help: school administrators and, if
necessary, law enforcement officers

Next Step for Parents of a Cyberbully
 Parents need to:
 Address the problem head on and not wait for it
to go away Talk to child firmly about his/her
actions and explain the negative effects it has
on victims
 Let the child know of the consequences of their
actions both at home and at school
 Restrict the privilege of using cell phones and
computers
 Refer their child to the counselor
(New, 2012).

Biggest Challenges We Face
 Three challenges today
make it difficult to
prevent cyberbullying:
 1.) Many people do not
see the harm associated
with it. They dismiss it
because there are “more
serious forms of
aggression to worry
about” (Hinduja &
Patchin, 2010).

Biggest Challenges We Face cont.
 2.) Not many people are willing to step up to respond to
cyberbullying. Parents say they do not have the technical
skills to keep up. Teachers are afraid to intervene in off-
campus behaviors. Law enforcement is hesitant to get
involved unless there is clear evidence of a crime or a
significant threat to the victim‟s physical safety (Hinduja &
Patchin, 2010).

Biggest Challenges We Face cont.
 3.) In some cyberbullying cases, schools have lost for
disciplining school children on their off campus online
activity and are seen as having violated the student‟s
freedom speech rights (Stop Bullying, n.d.; Brain Pop,
2012).

What Can We Do To Overcome These
Challenges?
 We collectively need to
create an environment
where students feel
comfortable in talking with
adults and feel confident
that they will intervene to
solve the problem.
 We also need to involve all
stakeholders in the process
of stopping cyberbullying.
 We also must raise awareness (NCPC, 2012b).
 Incorporate target lessons in school counseling program
 By doing all of the above, we are on our way in stopping it

Resources
 To keep up to date with the latest research
on cyberbullying visit the Cyberbullying
Research Center website (Cyberbullying
Research Center, 2012b).
 Also visit:
 StopBullying.gov
 StopCyberbullying.org
 NCPC.org
 WiredSafety.org

References
 Brain Pop. (2012). Cyberbullying (video). Retrieved July 10, 2012, from
http://www.brainpop.com/technology/computersandinternet/cyberbull
ying/
 Bullying Statistics. (2009). Cyberbullying statistics. Retrieved July 10,
2012, from http://www.bullyingstatistics.org/content/cyber-bullying-
statistics.html
 Burnham, J. J., Wright, V. H., & Houser, R. A. (2011). Cyberbullying:
Emergent concerns for adolescents and challenges for school
counselors. Journal of School Counseling, 9(15), 1-31. Retrieved
February 28, 2012, from ERIC database.

References
 Cyberbullying Research Center. (2012a). Facts about cyberbullying
quiz. Retrieved July 10, 2012, from
http://www.cyberbullying.us/quiz.php?QUIZNUM=1
 Cyberbullying Research Center. (2012b). Identifying the causes and
consequences of cyberbullying. Retrieved July 10, 2012, from
http://www.cyberbullying.us/index.php
 Diaz, Y., Evans, L., & Gallagher, R. (n.d.). Anti-social networking: How
do texting and social media affect our children? A panel discussion by
CSC clinicians at the Nightingale-Bamford school. Retrieved July 10,
2012, from
http://www.aboutourkids.org/articles/antisocial_networking_how_do_t
exting_social_media_affect_our_children_panel_discussion_csc_

References
 Gurian, A. (n.d.). Texting and talking: Kids and cell phones. Retrieved
July 10, 2012, from
http://www.aboutourkids.org/articles/texting_talking_kids_cell_phones
 Hinduja, S., & Patchin, J. W. (2010). Cyberbullying: Identification,
prevention, and response. Retrieved July 10, 2012, from
http://www.cyberbullying.us/Cyberbullying_Identification_Prevention_
Response_Fact_Sheet.pdf
 Hinduja, S., & Patchin, J. W. (2012a). Preventing cyberbullying: Top
ten tips for teens. Retrieved July 10, 2012, from
http://www.cyberbullying.us/Top_Ten_Tips_Teens_Prevention.pdf
 Hinduja, S., & Patchin, J. W. (2012b). Responding to cyberbullying:
Top ten tips for teens. Retrieved July 10, 2012, from
http://www.cyberbullying.us/Top_Ten_Tips_Teens_Response.pdf

References
 Hinduja, S., & Patchin, J. W. (2012c). State cyberbullying laws: A brief
review of state cyberbullying laws and policies. Retrieved July 10, 2012,
from http://www.cyberbullying.us/Bullying_and_Cyberbullying_Laws.pdf
 Holladay, J. (2011, January). Cyberbullying. Education Digest: Essential
Readings Condensed for Quick Review, 76(5), 4-9. Retrieved February
28, 2012, from Professional Development Collection database.
 Juvonen, J., & Gross, E. F. (2008, September). Extending the school
grounds? – Bullying experiences in cyberspace. Journal of School Health,
78(9), 496-505. Retrieved February 28, 2012, from Psychology and
Behavioral Sciences Collection database.
 Li, Q. (2010, June). Cyberbullying in high schools: A study of students‟
behaviors and beliefs about this new phenomenon. Journal of
Aggression, Maltreatment & Trauma, 19(4), 372-392. Retrieved February
28, 2012, from PsycINFO database.

References
 Mason, K. L. (2008, April). Cyberbullying: A preliminary assessment for
school personnel. Psychology in the Schools, 45(4), 323-348. Retrieved
February 28, 2012, from ERIC database.
 Miller, J. D., & Hufstedler, S. M. (2009). Cyberbullying knows no
borders. Refereed paper presented at „Teacher education crossing
borders: Cultures, contexts, communities and curriculum‟ the annual
conference of the Australian Teacher Education Association (ATEA),
Albury, 28 June – 1 July. Retrieved February 28, 2012, from ERIC
database.
 National Crime Prevention Council. (2012a). Cyberbullying. Retrieved
July 10, 2012, from
http://www.ncpc.org/resources/files/pdf/bullying/cyberbullying.pdf

References
 National Crime Prevention Council. (2012b). Cyberbullying. Retrieved
July 10, 2012, from http://www.ncpc.org/cyberbullying/
 New, M. (2012, January). Cyberbullying. Retrieved July 10, 2012, from
http://kidshealth.org/parent/positive/talk/cyberbullying.html
 On Guard Online. (2011, September). Cyberbullying. Retrieved July 10,
2012, from http://onguardonline.gov/articles/0028-cyberbullying
 On Guard Online. (n.d.a). Net cetera: Chatting with kids about being
online. Retrieved July 10, 2012, from
http://onguardonline.gov/articles/pdf-0001.pdf
 On Guard Online. (n.d.b). Stand up to cyberbullying (video). Retrieved
July 10, 2012, from http://onguardonline.gov/media/video-0005-stand-
cyberbullying

References
 Patchin, J. W., & Hinduja, S. (2006, April). Bullies move beyond the
schoolyard: A preliminary look at cyberbullying. Youth Violence and
Juvenile Justice, 4(2), 148-169. Retrieved February 28, 2012, from
PsycINFO database.
 Price, M., & Dalgleish, J. (2010). Cyberbullying: Experiences, impacts
and coping strategies as described by Australian young people. Youth
Studies Australia, 29(2), 51-59. Retrieved February 28, 2012, from
ERIC database.
 Snakenborg, J., Van Acker, R., & Gable, R. A. (2011). Cyberbullying:
Prevention and intervention to protect our children and youth.
Preventing School Failure, 55(2), 88-95. Retrieved February 28, 2012,
from ERIC database.
 Stop Bullying. (n.d.). Cyberbullying. Retrieved July 10, 2012, from
http://www.stopbullying.gov/cyberbullying/index.html

References
 Stop Bullying. (2011, May 9). Webisode 5: KB recalls her day (video).
Retrieved July 10, 2012, from
http://www.stopbullying.gov/videos/2011/05/webisode-5-kb-
recalls.html#playlist=p1174
 Wired Kids. (n.d.). What is cyberbullying, exactly? Retrieved July 10,
2012, from http://www.stopcyberbullying.org/
 Wong-Lo, M., & Bullock, L. M. (2011). Digital aggression: Cyberworld
meets school bullies. Preventing School Failure, 55(2), 64-70.
Retrieved February 28, 2012, from ERIC database.
 Ybarra, M. L., & Mitchell, K. J. (2004). Online aggressor/targets,
aggressors, and targets: A comparison of associated youth
characteristics. Journal of Adolescence, 27(3), 319-336. Retrieved
February 28, 2012, from PsycINFO database.

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