1) Approximately 34% of youth reported being targets of internet harassment in the past year, most commonly mean or rude comments (31%).
2) While some overlap exists between online and school bullying, the majority of youth harassed online reported not being bullied at school.
3) Experiencing frequent internet harassment, especially weekly, was associated with poorer school functioning like behavior problems and weapon carrying, as well as weaker parent-child relationships with less monitoring and emotional bonding.
Amanda Lenhart delivered this presentation to the Year of the Child summit at the National Association of Attorneys General Year of the Child Conference, Philadelphia, PA, this talk surveys the current research on cyberbullying and online harassment, pulling in Pew Internet data as well as the work of the Crimes Against Children Research Center at the University of New Hampshire, Internet Solutions for Kids and other academics and scholars researching this topic. 5/13/09
Amanda Lenhart delivered this presentation to the Year of the Child summit at the National Association of Attorneys General Year of the Child Conference, Philadelphia, PA, this talk surveys the current research on cyberbullying and online harassment, pulling in Pew Internet data as well as the work of the Crimes Against Children Research Center at the University of New Hampshire, Internet Solutions for Kids and other academics and scholars researching this topic. 5/13/09
An updated look at the research and definitions around bullying and cyberbullying. Presented to the Youth Online Safety Working Group assembled by NCMEC, this talk unpacks both what current research can tell us about cyberbullying as well as where the gaps our understanding of this issue lie.
Running head: FINAL PAPER 1
FINAL PAPER 11
Final Paper
Laura Dunkerson
South University Online
8/24/13
Cyber Bullying
Cyber bullying do your sources use one word or two for this term? Take another look. is one of the current social problems that have flourished with the advancement in technology because many people have access to technology today repetitive of “current”. The technology has gone to both good and bad hands. In bad hands, technology has been used to orchestrate various criminal activities. Among the criminal activities facilitated by the technology is cyber bullying. Various studies have been conducted on cyber bullying. This paper highlights some of the arguments in these studies. Despite being an activity that came with the advancement in technology, cyber bullying has rapidly spread in the society and can now affect anybody wherever he or she is if he or she is accessible to the internet. Thesis? What will the essay argue?
A research V conducted by a Harford County Examiner revealed that half the population of teenagers is word form victims of cyber bullying and only 10% of the victims take a step to report the matter to their parents. Among the cyber bullying incidents, less than 20% of the incidents get reported to the law enforcement agencies. Approximately 20% of teenagers have photos of them taken while in embarrassing situations. It further revealed that girls are V often involved in cyber bullying than boys. The study therefore indicates that cyber bullying is V common in teenagers than any other age group. It further shows how parents distance themselves towards monitoring what their teenage children do on the internet how does it show that? The evidence about from the source don’t show that. Therefore, it can be concluded that inadequate parental consent is a major contributor to the high trends of cyber bullying (Thaxter, 2010). The information in this paragraph doesn’t support this conclusion.
In regard to this, Thaxter (2010) researched and wrote a journal article titled “Cyber bullying: Challenges and strategies faced by juvenile police officers.” In this article, the author claims that juvenile police officers are expected by the government to ensure the full enforcement of laws and regulations related to cyber bullying in a school classroom setting. This makes the officers to be outstanding educational reserve this sentence doesn’t make sense. This move what move? by the police officers is centered towards the consequences of cyber bullying on the victims and also impacts that the school cyber bullying has on the behavior on the environment and ambiance at the school. A vital technique to link the differing levels of involvement in bullying is by calling attention to all stu ...
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These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
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1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
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Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
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These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
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Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
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Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
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Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
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the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
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Online harassment and cyber-bullying within the school context
1. Online harassment and cyber-
bullying within the school context
Michele L Ybarra MPH PhD
Internet Solutions for Kids, Inc.
Philip J Leaf PhD
Marie Diener West PhD
Johns Hopkins School of Public Health
Merle Hamburger PhD
National Center for Injury Prevention and Control, CDC
International Conference on Cyberspace, Faculty of Law, Masaryk University,
November 24-25 2006, Brno, Czech Republic
* Thank you for your interest in this presentation. Please note
that analyses included herein are preliminary. More recent,
finalized analyses can be found in: Ybarra, M., Diener-West, M., &
Leaf, P. Examining the overlap in Internet harassment and school
bullying: Implications for school Intervention. J Adolesc Health.
2007;41:S42-S52., or by contacting CiPHR for further information.
2. Background
An estimated 97% of youth use the Internet in
USA (Lenhart, Madden & Hitlin, 2005; USC Annenberg School Center for the
Digital Future, 2005).
Internet harassment measured by the Youth
Internet Safety Surveys (YISS) has increased
from 6% in 1999 to 9% in 2005 (Mitchell, Wolak, Finkelhor,
2006).
39% of YISS-2 youth who are harassed report
feeling very/extremely upset or afraid because of
the incident (Ybarra, Mitchell, Wolak, Finkelhor, 2006)
3. Background
Behavior and psychosocial problems have been
noted for youth involved in Internet harassment.
Targets of Internet harassment:
Social problems (Ybarra, Mitchell, Wolak, Finkelhor, 2006)
Interpersonal victimization (Ybarra, Mitchell, Wolak, Finkelhor, 2006)
Depressive symptomatology among boys (Ybarra, 2004)
Instigators of Internet harassment:
Rule breaking problems (Ybarra & Mitchell, under review)
Physical / sexual abuse for girls (Ybarra & Mitchell, under review)
Poor emotional bond with caregiver (Ybarra & Mitchell, 2004)
Alcohol and cigarette use (Ybarra & Mitchell, 2004)
Low school commitment (Ybarra & Mitchell, 2004)
4. Background
As with bully/victims (Kaltiala-Heino et al., 2000; Haynie et al., 2001;
Forero et al., 1999), Internet harassment
aggressor/targets:
Share more characteristics with aggressor-
only than victim-only youth (Ybarra & Mitchell, under review;
Ybarra & Mitchell, 2004)
Commonly have the strongest association
with psychosocial challenges as compared to
victim-only and aggressor-only youth (Ybarra &
Mitchell, under review; Ybarra & Mitchell, 2004)
5. Problem Statement
School professionals are wrestling with how to support youth who are being targeted
by Internet harassment, because it’s occurring off school grounds but can affect
school functioning.
While logical to assume an overlap in bullying behavior at school and online, the
extent to which this is the case is yet unreported. Furthermore, beyond
anecdotal reports, little is know about the influence that Internet harassment may
have on school functioning.
To address these issues, we will examine:
The possible overlap between online and school harassment;
and
The association between Internet harassment and school
functioning
We will also examine more general associations between Internet
harassment and caregiver-child relationships to inform future
intervention targeting
6. Growing up with Media Methodology
1,608 households (one caregiver, one child)
were surveyed online
Eligibility criteria:
Youth:
Between the ages of 10-15 years
Use the Internet at least once a month for the last 6 months
English speaking
Adult
Be a member of the Harris Poll Online (HPOL) opt-in panel
Be a resident in the USA (HPOL has members internationally)
Be the most (or equally) knowledgeable of the youth’s media
use in the home
English speaking
7. Harris Poll On Line
HPOL data is consistently comparable to data that
has been obtained from random telephone samples
of general populations when sampling and weighting
is applied.
In general, panelists are invited to participate in
surveys no more frequently than once every three
weeks.
8. Growing up with Media Data Methods
Sample selection was stratified based on youth age and
sex.
A balance between “novice” and “experienced” survey
participants was forced through additional stratification.
On average, the adult survey took 5 minutes and the
youth survey took 20 minutes
Study was conducted between August and September,
2006
Analyses
Stata 9 software used, with weighting and stratification variables specified
Don’t know answers were coded as ‘symptom absent’
9. Youth characteristics
Demographic characteristics:
48% Female
71% White, 13% Black, 9% Mixed, 7% Other
19% Hispanic
Mean age: 12.6 years (SE: 0.5)
Median time spent online / day for activities
other than email: 31 minutes – 1 hour
10. Youth characteristics
School characteristics:
Median grade in school: 8th
grade
90% attend public school, 7% private school, 3%
home-schooled
School functioning:
22% have had detention or been suspended in the
past year (3% 8 or more times)
Median grades: Mostly A’s and B’s (9% report
mostly C’s and D’s or poorer)
3% have carried a weapon to school in the last 30
days
11. Youth characteristics
Parent child relationships:
General monitoring: 3.0 (0.5)
Know where child is when not at home
Know who child is with when not at home
Emotional bond: 4.2 (0.6)
Tell caregiver when sad
Frequency of having fun together
Coercive discipline: 5.4 (0.5)
Take away privileges
Yell at child
(M: SE) [Range:2-10], Higher score reflects worse relationship
12. Defining Internet harassment
Someone made a rude or mean comment to
me online.
Someone spread rumours about me online,
whether they were true or not.
Someone made a threatening or aggressive
comment to me online.
13. Frequency of Internet harassment
Targeting in the previous year (n=1,608)
Frequency
Type of harassment
Made rude or
mean
comments
Spread
rumors about
me
Threatening /
aggressive
comment
Rude / mean
TXT
Daily 0.6% (13) 0.4% (7) 0.4% (7) 2.3% (7)
Weekly 2.4% (30) 1.1% (12) 1.0% (14) 2.8% (12)
Monthly 4.9% (68) 1.2% (19) 2.3% (30) 2.3% (8)
Less Frequently 23.2% (349) 11.1% (167) 9.9% (143) 19.4% (71)
Never 68.2% (1136) 85.5% (1389) 85.7% (1401) 72.1% (289)
Decline to answer 0.7% (12) 0.7% (14) 0.8% (13) 1.1% (1)
Data are weighted for demographic characteristics and attitudinal variables
14. Overlap of targeting by rumors and
threatening / aggressive comments
Data are weighted for demographic characteristics and attitudinal variables
13%
1%
2%
6%
5%
0% 6%
66%
None
Mean only
Rumor only
Threat only
Mean+Rumor
Mean+Threat
Rumor+Threat
All 3
General prevalence rates:
•Mean/rude comments: 31%
•Rumors: 14%
•Threatening/aggressive comments: 14%
15. Overlap of online and school bullying:
Mean / rude comments
26%
11%10% 10%
30%
64%
20%
14%14%
2%
0%
10%
20%
30%
40%
50%
60%
70%
At least weekely (n=43) Less frequently (n=417)
Yes, same people
No, different people
No, not bullied at school
Don't know who'se harassing me online
Decline to answer
Frequency of Internet harassment (Data are weighted)
16. Overlap of online and school bullying:
Rumors
19%
24%
4%
9%
71%
59%
6% 8%
0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
At least weekely (n=19) Less frequently (n=186)
Yes, same people
No, different people
No, not bullied at school
Don't know who'se harassing me online
Decline to answer
Frequency of Internet harassment (Data are weighted)
17. Overlap of online and school bullying:
Threatening/aggressive comments
19%
16%
13% 11%
44%
57%
17%
14%
6%
1%
0%
10%
20%
30%
40%
50%
60%
70%
At least weekely (n=21) Less frequently (n=173)
Yes, same people
No, different people
No, not bullied at school
Don't know who'se harassing me online
Decline to answer
Frequency of Internet harassment (Data are weighted)
18. School functioning: Poor academic
performance
9% 9% 8%7%
9%
13%
25%
15% 15%
0%
5%
10%
15%
20%
25%
30%
Mean / rude
comments*
Spread rumors Threatening /
aggressive
comments
Never targeted
Targeted less frequently
Targeted at least weekly
`
*p<.05; Data are weighted
19. School functioning: Behavior
problems
20% 22% 21%
26% 25%
30%
49% 48%
73%
0%
10%
20%
30%
40%
50%
60%
70%
Mean / rude
comments**
Spread rumors Threatening /
aggressive
comments***
Never targeted
Targeted less freqeuntly
Targeted weekly
***p<.001; **p<.01; Data are weighted
20. School functioning: Carried a weapon
to school in the last 30 days
1% 1% 2%4%
9% 7%
21%
50%
42%
0%
10%
20%
30%
40%
50%
60%
70%
Mean / rude
comments**
Spread
rumors***
Threatening /
aggressive
comments***
Never targeted
Targeted less freqeuntly
Targeted weekly
***p<.001
21. Parent-child relationships: Coercive
discipline
13% 14% 14%
18% 18% 15%
21%
29%
25%
0%
10%
20%
30%
40%
50%
60%
70%
Mean / rude
comments
Spread rumors Threatening /
aggressive
comments
Never targeted
Targeted less freqeuntly
Targeted weekly
All relationships not statistically significant
24. Summary
34% of youth report being the target of some
type of Internet harassment at least once in
the previous year:
31% report mean / rude comments
14% having rumors spread about them
14% report threatening / aggressive
comments
25. Summary
Among all youth:
17% report 1 type, 18% report more than 1
type of Internet harassment queried
Depending on harassment type, 1.4 – 3.0%
of all youth report being targeted weekly or
more frequently
26. Summary
While some overlap exists, it appears that the
majority of youth harassed online are not
bullied at school:
64% of youth reporting weekly mean / rude
comments
77% of youth reporting weekly rumors spread about
them
68% of youth reporting weekly
threatening/aggressive comments
Do not report being bullied at school
27. Summary
Harassment on the Internet – especially weekly
– appears to be related to school:
Behavior problems
Weapon carrying
28. Summary
Increasing frequency in Internet harassment is
associated with increasing youth report of:
Poor parental monitoring
Poor emotional bond
29. Limitations
Respondents were not observed during the
data collection process.
It is possible that:
Children were monitored by their parents, or
Parents completed the youth survey.
22% of youth reported that someone was in the room close
enough to see the screen when they completed the survey.
30. Limitations
Findings are relevant to households where both
the child and the adult use the Internet. General
population findings may yield different
frequencies.
The definition of Internet harassment is still being
determined. Findings should be compared to
other studies within the context of possible
differences in measures and time periods.
31. Implications
The concurrence of Internet harassment and
school bullying appears relatively low
Being the target of Internet harassment may be
associated with one’s behavior in the school
setting.
Youth harassed online may not have a positive
relationship with their caregiver. Additional
intervention/education targets should be
included in intervention programs
Editor's Notes
E.g., after adjusting for all other influential characteristics, Female aggressor-only youth are 4 times as likely to also report rule-breaking problems whereas aggressor-victim youth are 6 times as likely to also report rule breaking-problems.
28% report 31-1hour 24% report half hour or less 22% report 1-2 hours
56% attending school at time of survey
56% attending school at time of survey
Defined by C grades or lower on average (9%)
Defined by one or more suspension/expulsions (25% of the sample)
Defined by one or more suspension/expulsions (25% of the sample)
Coercive discipline defined by scores in the 75% quartile
Defined by scores in the 75 th quartile range
Defined by scores in the 75 th quartile range
You don’t know the answer unless you ask – it’s a strength that we have this data and are able to analyze it’s influence
Note that to be at risk, you have to have the exposure – i.e., internet use