Running Head CYBER BULLYING .docx

Running Head: CYBER BULLYING
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CYBER BULLYING
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Cyber Bullying
Laura Dunkerson
South University Online
Cyber Bullying
Internet technology, one of the most important innovations in
the modern world, has increasingly influenced how people
interact as well as the way information is relayed and how
people use this information. The world has witnessed a rapid
change in the way human beings interact and communicate with
each other. This paper addresses the evaluation of eight
different articles I will use in my topic, cyber bullying. The
essay evaluates the eight sources in terms of source’s credibility
basing on author, source, references and content.
To begin with, one of the scholarly journal that I will use in this
essay will include, “Cyber bullying: Challenges and strategies
faced by juvenile police officers” by Thaxter Ken. This author
is a nationally recognized expert in school security especially at
West Bridgewater Police Department. This article was published
in the year 2010 in theJournal of Social Sciences
Volume6, issue4 by science publications. He has worked with
several cyber bullying cases making his article credible as he
explains his consequences of bulling. Ken presents the
consequences of cyber bullying. Another article I found useful
is the “Editorial for the special issue on cyber-bullying” by
Englander, Elizabeth. Elizabeth Kandel Englander is a Professor
of Psychology and the Director of the Massachusetts Aggression

Reduction Center at Bridgewater State University in
Bridgewater, Massachusetts. This article entails her research on
bullying and cyber bullying prevention and facts. This article
was also published in the year 2010 in theJournal of Social
Sciences Volume6, issue4 by science publications. This special
edition of the Journal of Social Sciences deals with a rare but
monumental social change-the profound impact of electronic
communications on the development of children hence making
is credible for my topic; cyber bullying. Both these two
articles are published in the Journal of Social Sciences(Thaxter,
2010, Englander, 2010). Both these articles have a common
subject bullying, gender, school environment and violence.
Another important cyber bullying scholarly journal article will
include “Traditional and Cyber Aggressors and Victims: A
Comparison of Psychosocial Characteristics” published in the
year 2011 in the Journal of Youth and Adolescence (Sontag,
Clemans, Graber & Lyndon, 2011). The article was written by
four author; Sontag,Lisa, Clemans Katherine, Graber,Julia and
Lyndon Sarah and published by New York by the Springer
Science & Business Media publishers. This article discusses on
differences between victims and perpetrators of cyber
aggression and traditional types of aggression making it a
credible article. It will be important to use this article in
understanding bullying in both perspectives and making
suggestions of the necessary prevention programs.
The article “Electronic bullying and victimization and life
satisfaction in middle school students”, a scholarly journal
published in Social Indicators research will also be imperative
in cyber bullying topic (Moore, Huebner, & Hills2012). This
article was written by authors, Moore Page Malmsjo, Huebner
E Scott and Hills Kimberly and published in the year 2012 by
the Springer Science & Business Media publishers. The three
authors are professors at different universities. This is article

can be considered to be credible as it discuses such subject like
bullying, victims of crime and middle school students. This
article will be imperative in studying the nature as well as
prevalence of electronic/cyber bullying and victimization in
schools.
I will also use the article “Is school bullying really on the
rise?” which is also a scholarly journal published inSocial
Psychology of Education: An International Journal (Rigby &
Smith, 2011). The authors of this article are Rigby Ken and
Smith Peter. Ken Rigby works at Hawke Research Centre,
school of education at University of South Australia while Peter
Smith is a professor at the department of Psychology,
Goldsmiths University of London. Dr Ken Rigby and Peter
Smith draws upon their extensive research on bullying in
different countries and societies. The different findings of cyber
bullying in different countries makes the article credible.
Together, this article will be relevant in my topic as it discusses
such topics like school environment; school violence; bullying,
educational psychology and student behavior.
Keith and Martin’s article on “Cyber-Bullying: Creating a
Culture of Respect in a Cyber World ” will also be important as
it discusses how to deal with cyber bullying and keep a culture
of respect (Keith & Martin, (2005). This article was written by
Keith Susan and Martin Michelle E and published in the year
2005 in the United States by the Starr Global Learning Network
in the American Journal of Public Health.Susan Keith is a CPI
Global Professional Instructor with over 15 years of experience
teaching the Nonviolent Crisis Intervention training program
while Martin Michelle E is a professional staff instructor with
the Crisis Prevention Institute, Inc. and a professor in
Dominican University's Graduate School of Social Work. Keith
and Smith describe the cyber-bullying in today’s youth and
convince people to address it as a significant form of child

violence and harassment.
Additionally, I will use the article “Cyber-bullying, School
Bullying, and Psychological Distress: A Regional Census of
High School Students” published in the American Journal of
Public Health in the year 2012. The authors of this article are;
Shari Kessel Schneider, Lydia O'Donnell, Ann Stueve, and
Robert W. S. Coulter are with the Health and Human
Development Division, Education Development Center, Newton
Waltham, MA. This article was published in the year 2012 in
the United States by the American Public Health Association in
the American Journal of Public Health. This is a scholarly
article and will be important in explaining cyber bullying as
well as school bullying and how it is related to psychological
stress. It will also be important in explaining impacts of cyber
bullying to students behavior and school performance among
others (Schneider, O'Donnell, Stueve, & Coulter, 2012).
Finally, another type of sources that will be utilized in my cyber
bullying essay will include trade journals such as both 2011 and
2009 “Cyber bullying: Protecting kids and adults from online
bullies” by Sugarman and published in the choice (Sugarman,
2009, 2011). This article is credible as the author is able to
provide a timely, up-to-date examination of cyber bullying.
Sugarman observe that bullying has been around a long time but
that rapid developments in communication technology have
changed and expanded it. The author maintain a balanced,
thoughtful tone as he discuss research and legal issues and offer
advice for parents, schools, and students themselves.
In conclusion, I believe all this sources will be effective in
discussing my topic on cyber bullying. All this sources contains
the right content that I need in analyzing my topic and coming
up with a solid paper on the topic. All the articles are reliable as
they are all scholarly articles. All articles are from the South
University Library.

REFERENCE
Englander, E. K. (2010). Editorial for the special issue on
cyber-bullying. Journal of Social Sciences, 6(4), 508-509.
Retrieved from
http://search.proquest.com/docview/1026789363?accountid=139
31
Keith, S., & Martin, M. E. (2005). Cyber-bullying: Creating a
culture of respect in a cyber world. Reclaiming Children and
Youth, 13(4), 224-228. Retrieved from
1
Moore, P. M., Huebner, E. S., & Hills, K. J. (2012). Electronic
bullying and victimization and life satisfaction in middle school
students. Social Indicators Research, 107(3), 429-447.
http://dx.doi.org/10.1007/s11205-011-9856-z
Rigby, K., & Smith, P. K. (2011). Is school bullying really on
the rise? Social Psychology of Education : An International
Journal, 14(4), 441-455.
http://dx.doi.org/10.1007/s11218-011-9158-y
Schneider, S. K., O'Donnell, L., Stueve, A., & Coulter, R. W.
(2012). Cyberbullying, school bullying, and psychological
distress: A regional census of high school students. American
Journal of Public Health, 102(1), 171-7. Retrieved from
31
Sontag, L. M., Clemans, K. H., Graber, J. A., & Lyndon, S. T.
(2011). Traditional and cyber aggressors and victims: A
comparison of psychosocial characteristics. Journal of Youth
and Adolescence, 40(4), 392-404. Retrieved from

1
Sugarman, S. (2009). Cyber bullying: Protecting kids and adults
from online bullies. Choice, 47(2), 397. Retrieved from
1
1
Thaxter, K. (2010). Cyber bullying: Challenges and strategies
faced by juvenile police officers. Journal of Social Sciences,
6(4), 529-531. Retrieved from
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1. Cyberbullying, School Bullying, and Psychological Distress:

A Regional Census of High School StudentsDocument 1 of 1
Cyberbullying, School Bullying, and Psychological Distress: A
Regional Census of High School Students
Author: Schneider, Shari Kessel, MSPH; O'Donnell, Lydia,
EdD; Stueve, Ann, PhD; Coulter, Robert W S, BS
Publication info: American Journal of Public Health 102.1 (Jan
2012): 171-7.
ProQuest document link
Abstract: Using data from a regional census of high school
students, we have documented the prevalence of cyberbullying
and school bullying victimization and their associations with
psychological distress. In the fall of 2008, 20406 ninth-through
twelfth-grade students in MetroWest Massachusetts completed
surveys assessing their bullying victimization and psychological
distress, including depressive symptoms, self-injury, and
suicidality. A total of 15.8% of students reported cyberbullying
and 25.9% reported school bullying in the past 12 months. A
majority (59.7%) of cyberbullying victims were also school
bullying victims; 36.3% of school bullying victims were also
cyberbullying victims. Victimization was higher among
nonheterosexually identified youths. Victims report lower
school performance and school attachment. Controlled analyses
indicated that distress was highest among victims of both
cyberbullying and school bullying (adjusted odds ratios [AORs]
were from 4.38 for depressive symptoms to 5.35 for suicide
attempts requiring medical treatment). Victims of either form of
bullying alone also reported elevated levels of distress. Our
findings confirm the need for prevention efforts that address
both forms of bullying and their relation to school performance
and mental health.
Links: Look for Full Text, Look for Full Text
Full text: Headnote
Objectives. Using data from a regional census of high school
students, we have documented the prevalence of cyberbullying

and school bullying victimization and their associations with
psychological distress.
Methods. In the fall of 2008, 20406 ninth- through twelfth-
grade students in MetroWest Massachusetts completed surveys
assessing their bullying victimization and psychological
distress, including depressive symptoms, self-injury, and
suicidality.
Results. A total of 15.8% of students reported cyberbullying and
25.9% reported school bullying in the past 12 months. A
majority (59.7%) of cyberbullying victims were also school
bullying victims; 36.3% of school bullying victims were also
cyberbullying victims. Victimization was higher among
nonheterosexually identified youths. Victims report lower
school performance and school attachment. Controlled analyses
indicated that distress was highest among victims of both
cyberbullying and school bullying (adjusted odds ratios [AORs]
were from 4.38 for depressive symptoms to 5.35 for suicide
attempts requiring medical treatment). Victims of either form of
bullying alone also reported elevated levels of distress.
Conclusions. Our findings confirm the need for prevention
efforts that address both forms of bullying and their relation to
school performance and mental health. (Am J Public Health.
2012;102:171-177. doi:10.2105/AJPH.2011. 300308)
Recent national attention to several cases of suicide among
youth victims of cyberbullying1,2 has raised concerns about its
prevalence and psychological impact. Most states now have
legislation in place that requires schools to address electronic
harassment in their antibullying policies,3 yet schools lack
information about cyberbullying correlates and consequences
and how they may differ from those of school bullying. To
inform schools' efforts, research is needed that examines the
overlap between cyberbullying and school bullying and
identifies which youths are targeted with either or both types of
bullying. It is also necessary to understand whether the
psychological correlates of cyberbullying are similar to those of
school bullying and whether students targeted with both forms

of bullying are at increased risk of psychological harm.
With reports indicating that 93% of teens are active users of the
Internet and 75% own a cell phone, up from 45% in 2004,4
there is great potential for cyberbullying among youths. Yet the
extent of cyberbullying victimization and its prevalence relative
to school bullying is unclear. Studies have found that anywhere
from 9% to 40% of students are victims of cyberbullying, 5-7
and most suggest that online victimization is less prevalent than
are school bullying and other forms of offline victimization.8,9
Strikingly few reports provide information on youths'
involvements in bullying both online and on school property.
Cyberbullying has several unique characteristics that
distinguish it from school bullying. Electronic communications
allow cyberbullying perpetrators to maintain anonymity and
give them the capacity to post messages to a wide audience.10
In addition, perpetrators may feel reduced responsibility and
accountability when online compared with face-to-face
situations. 11,12 These features suggest that youths who may
not be vulnerable to school bullying could, in fact, be targeted
online through covert methods. The limited number of studies
that address the overlap between school and cyberbullying
victimization has wide variation in findings, indicating that
anywhere from about one third to more than three quarters of
youths bullied online are also bullied at school.11,13,14
The distinct features of cyberbullying have led to questions
about the sociodemographic characteristics of cyberbullying
victims compared with those of school bullying victims.
Although numerous studies of school bullying have found that
boys aremore likely to be victims,15,16 the extent of gender
differences in cyberbullying is unclear. 5 Some studies have
found that girls are more likely to be victims of
cyberbullying,9,10 yet other studies have found no gender
differences. 8,17,18 Age is another characteristic in which
cyberbullying patterns may differ from traditional bullying.
Although there is a decreasing prevalence of traditional
bullying from middle to high school,16 some studies suggest

that cyberbullying victimization increases during the middle
school years,8,10 and others have found no consistent
relationship between cyberbullying and age.11,19 Sexual
orientation has been consistently linked with traditional
bullying.20-22 Despite recent media attention to cases of
suicide among sexual minority youths who have been
cyberbullied,23 accounts of the relationship between
cyberbullying and sexual orientation are primarily anecdotal,
with little documentation of the extent to which
nonheterosexual youths are victimized. The wide range of
definitions and time frames used to assess cyberbullying
complicates the comparison of the prevalence and correlates of
cyberbullying across studies, and rapid advances in
communications technology render it difficult to establish a
comprehensive and static definition. Furthermore, there is wide
variation in the age and other demographic characteristics of the
samples, with many studies employing small, nonrepresentative
samples.
In addition to comparing the sociodemographics of
cyberbullying victims with those of school bullying victims, it
is important to understand whether cyberbullying is linked with
negative school experiences, as is the case with school bullying.
School bullying is widely known to be associated with many
negative indicators, including lower academic achievement,
lower school satisfaction, and lower levels of attachment and
commitment to school, known as school bonding.24,25 Because
most cyberbullying occurs outside school,19,26 it is uncertain
whether a similar relationship exists for cyberbullying. A few
studies have linked cyberbullying to negative school
experiences, such as lower academic performance27 and
negative perceptions of school climate.8 Although these studies
suggest that cyberbullying may be a contributing factor, more
research is needed to determine the extent to which school
attachment and performance are related to cyberbullying
experiences.
The known link between school bullying and psychological

harm, including depression and suicidality28-31 has also raised
concerns about how cyberbullying is related to various forms of
psychological distress. An emerging body of research has begun
to identify psychological correlates of cyberbullying that are
similar to the consequences of traditional bullying, including
increased anxiety and emotional distress. 6,11,32 There are also
reports that online victimization may be linked with more
serious distress, including major depression,33,34 selfharm, and
suicide.31,35,36 Although studies consistently identify a
relationship between cyberbullying and psychological distress,
it is not known whether reports of psychological distress are
similar among cyberbullying and school bullying victims or
what levels of distress are experienced by those who report
being victimized both online and at school.
In this study, we used data collected from more than 20000
students from the second wave of the MetroWest Adolescent
Health Survey to examine patterns and correlates of bullying
victimization. We first examined the prevalence of
cyberbullying and school bullying and the degree of overlap
between the 2 forms of victimization. Next, looking at youths
who experienced cyberbullying only, school bullying only, or
both types of bullying, we identified sociodemographic and
individuallevel school characteristics associated with each type
of victimization. Finally, we analyzed the relationship between
type of bullying victimization and multiple indicators of
psychological distress, ranging from depressive symptoms to
suicide attempts.
METHODS
The MetroWest Adolescent Health Survey is a biennial census
survey of high school students in the western suburbs and small
cities of the Boston metropolitan area that has the goal of
monitoring trends to inform local and regional school and
community policies and practices. The region is home to 26
high schools serving predominantly middle- and upper-middle
class families. The survey employs a census rather than
sampling procedure so that each district can monitor student

behaviors and identify health issues that may vary by grade,
gender, and other sociodemographic characteristics.
In fall 2008, 22 of 26 high schools in the region participated in
the survey; these schools serve 86% of all public high school
students in the region. Pencil and paper, anonymous surveys
were conducted with all 9th- through 12th-grade students
present on the day of administration. Parents and guardians
were notified in advance and given the opportunity to view the
survey and opt out their child(ren); students also provided
assent. Youths (n=20406) completed the surveys, for a
participation rate of 88.1% (range, 75.2%-93.7%). Reflecting
differences in school size, the number of students participating
at each site ranged from 303 to 1815.
Measures
To facilitate comparison with state and national data, most
items in the MetroWest Adolescent Health Survey were drawn
from the Centers for Disease Control and Prevention's Youth
Risk Behavior Survey37 and the Massachusetts Youth Risk
Behavior Survey.38
Bullying. Students were asked about cyberbullying
victimization and school bullying victimization in the past 12
months. Cyberbullying was measured with the following
question: ''How many times has someone used the Internet, a
phone, or other electronic communications to bully, tease, or
threaten you?'' School bullying was measured by the following
question: ''During the past 12 months, how many times have you
been bullied on school property?'' with bullying defined as
''being repeatedly teased, threatened, hit, kicked, or excluded by
another student or group of students.'' Responses from these 2
questions were categorically grouped into 4 categories of
bullying victimization: cyberbullying victim only, school
bullying victim only, both cyber and school bullying victim, and
neither.
Psychological distress. Depressive symptoms, suicidal ideation
(seriously considering suicide), and suicide attempts (any
attempt and an attempt requiring medical treatment) were

measured using items about behavior in the past 12 months.37
Self-injury was assessed by the item ''How many times did you
hurt or injure yourself on purpose? (For example, by cutting,
burning, or bruising yourself on purpose).''38 Responses were
dichotomized into yes or no categories.
Sociodemographics. Sociodemographic characteristics included
gender, grade (9-12), race/ethnicity (Asian, African American
or Black, Hispanic or Latino, Caucasian orWhite, or mixed or
other), and sexual orientation (responses grouped as
''heterosexually identified'' vs ''nonheterosexually identified,''
the latter of which encompassed gay or lesbian, bisexual, other,
and not sure).
Individual-level school characteristics. School performance was
measured through self-reported grades coded as ''mostly As,''
''mostly Bs,'' ''mostly Cs,'' and a combined category
encompassing ''mostly Ds,'' ''mostly Fs,'' and ungraded or other.
School attachment was measured using a 5-item scale from the
National Longitudinal Study of Adolescent Health39; scale
scores were divided into tertiles (low, medium, high).
School size. Schools were grouped into 3 categories on the basis
of the size of student enrollment:<750 students, 750-1250
students, and>1250 students.
Data Analysis
We generated descriptive statistics on the prevalence of
bullying victimization and psychological distress. We used
cross-tabulations to examine bivariate associations of
victimization with sociodemographic (gender, grade,
race/ethnicity, and sexual orientation), selfreported school
performance, and school attachment and psychological distress
indicators. We used binomial logistic regression analysis to
examine the relationship between bullying victimization and
psychological distress, adjusting for sociodemographics, school
performance, school attachment, and school enrollment size.
Because of the large sample size, we used P values<.01 and
99% confidence intervals (CIs) to identify statistical
significance. School size was not associated with victimization

or psychological distress indicators and was not included in
final regression models. We used SPSS version 18.0 (SPSS,
Inc., Chicago, IL) for all analyses.
RESULTS
Table 1 presents the sociodemographic characteristics of
participants. Three quarters (75.2%) of the youths were non-
Hispanic White, consistent with regional demographics. About
6% of youths reported that they were gay or lesbian, bisexual,
other, or not sure (nonheterosexually identified youths).
Prevalence and Overlap of Cyberbullying and School Bullying
Victimization
Overall, 15.8% of students reported cyberbullying, and 25.9%
reported school bullying in the past 12 months. The overlap
between cyberbullying and school bullying was substantial:
59.7% of cyberbullying victims were also school bullying
victims, and 36.3% of school bullying victims were also
cyberbullying victims. When categorized into 4 groups on the
basis of reports of cyber and school bullying victimization, one
third of all students were bullying victims: 6.4% were victims
of cyberbullying only, 16.5% of students were victims of school
bullying only, and 9.4% were victims of both school and
cyberbullying.
Correlates of Bullying Victimization
Regarding overall cyberbullying and school bullying
victimization, reports of cyberbullying were higher among girls
than among boys (18.3% vs 13.2%), whereas reports of school
bullying were similar for both genders (25.1% for girls, 26.6%
for boys). Although cyberbullying decreased slightly from 9th
grade to 12th grade (from 17.2% to 13.4%), school bullying
decreased by nearly half (from 32.5% to 17.8%).
Nonheterosexually identified youths were far more likely than
were heterosexually identified youths to report cyberbullying
(33.1% vs 14.5%) and school bullying (42.3% vs 24.8%). There
were no differences in overall reporting of cyberbullying or
school bullying by race/ethnicity.
Table 2 displays the sociodemographic and individual-level

school correlates of bullying victimization when categorized
into the following 4 groups: cyberbullying victim only, school
bullying victim only, both, and neither. Whereas there was little
difference by gender, race/ethnicity, and grade,
nonheterosexually identified youths were more likely to be
victims of cyberbullying only, compared with those who self-
identify as heterosexual (10.5% vs 6.0%). Youths who reported
lower school performance and lower school attachment were
also more likely to be victimized with cyberbullying only; for
example, students who received mostly Ds and Fs were twice as
likely to be cyber-only victims compared with students who
received mostly As (11.3% vs 5.2%).
In contrast to reports of the cyber-only group, victimization on
school property decreases substantially from 21.4% in 9th grade
to 10.6% in 12th grade. There was little difference by gender or
race/ethnicity. Consistent with the cyber-only group,
nonheterosexually identified youths were at higher risk of
school-only victimization (19.5% vs 16.3%); school-only
victimization was also associated with lower school attachment.
Although there was little difference by gender for the other
victimization groups, girls were more likely than were boys to
be victims of both types of bullying (11.1% vs 7.6%). Like the
cyber-only and school-only groups, sexual orientation was
associated with reports of both cyber and school victimization;
22.7% of nonheterosexually identified youths were victims of
both types of bullying compared with 8.5% of heterosexually
identified youths. In addition, the associations between dual
forms of victimization and school variables were stronger:
students who received mostly Ds and Fs were more than twice
as likely as were students who received mostly As to be victims
of both forms of bullying (16.1% vs 7.4%), and students in the
lowest school attachment tertile were nearly 3 times as likely to
report both forms of victimization than were students in the
highest tertile (14.9% vs 5.6%). Thus, youths who were in lower
grades and nonheterosexually identified youths were more
likely to be victims of one or both types of bullying, as were

students who reported lower grades and lower levels of school
attachment.
Bullying Victimization and Psychological Distress
Table 3 presents bivariate associations between types of
bullying victimization (cyberonly, school-only, both, or neither)
and 5 indicators of psychological distress. Bullying
victimization was consistently and robustly associated with an
increased likelihood of psychological distress across all
measures from depressive symptoms and suicidal ideation to
reports of self-injury and suicide attempts. Furthermore, the
relationship between victimization and distress was strongest
among students who were victims of both cyber and school
victimization, followed by victims of cyberbullying only and
then victims of school bullying only. For example, reports of
depressive symptoms were highest among victims of both cyber
and school bullying (47.0%), followed by cyber-only victims
(33.9%), and school-only victims (26.6%) compared with 13.6%
of nonvictims. Similarly, attempted suicide was highest among
victims of both cyber and school bullying (15.2%); however, it
was also elevated among cyber-only victims (9.4%) and school-
only victims (4.2%) compared with students reporting neither
form of victimization (2.0%).
Table 4 displays logistic regressions modeling the relationship
between type of bullying victimization and psychological
distress, adjusting for the sociodemographic and individual-
level school variables identified earlier as significant correlates
of victimization. Consistent with the bivariate associations,
there were strong relationships between bullying victimization
and psychological distress across all indicators of distress.
Overall, the risks of experiencing psychological distress were
greatest for victims of both cyber and school bullying. For
example, compared with nonvictims, victims of both cyber and
school bullying were more than 4 times as likely to report
depressive symptoms (adjusted odds ratio [AOR]=4.38; 99%
CI=3.76, 5.10), suicidal ideation (AOR=4.51; 99% CI=3.78,
5.39), and self-injury (AOR=4.79; 99% CI=4.06, 5.65), and

more than 5 times as likely to report a suicide attempt
(AOR=5.04; 99% CI=3.88, 6.55) and a suicide attempt requiring
medical treatment (AOR=5.42; 99% CI=3.56, 8.26). Victims of
cyberbullying only were also at a heightened, but somewhat
lower risk of psychological distress (AORs from 2.59 to 3.44).
The risk was still notable, but even lower, among victims of
school bullying only (AORs from 1.51 to 2.20) compared with
nonvictims.
DISCUSSION
We examined data from a large, schoolbased census of more
than 20000 youths to document the co-occurrence of
cyberbullying and school bullying and their association with
psychological distress. We have provided evidence of a
substantial overlap between cyberbullying and school bullying
victimization and called attention to particularly vulnerable
populations, including nonheterosexually identified youths. We
also found an association between both types of bullying and
indicators of school success. Finally, we have highlighted the
relationship between victimization and psychological distress,
documenting a substantially elevated risk of distress among
victims of both cyber and school bullying. These findings show
a clear need for prevention efforts that address both forms of
victimization.
Although almost all states now mandate schools to address
cyberbullying in their antibullying policies,3 there is great
flexibility in how much emphasis schools place on efforts to
prevent cyberbullying, which occurs mostly outside
school.19,26 We found substantial overlap between
cyberbullying and school bullying: nearly two thirds of all
cyberbullying victims reported they were also bullied at school,
and conversely, more than one third of school bullying victims
also reported cyberbullying. This indicates the importance of
prevention approaches that address both modes of victimization.
Another important reason for schools to address cyberbullying
is the link between victimization and school attachment and
self-reported school performance. This is true even for the 6%

of students who were victimized only through cyberbullying.
Although this cross-sectional survey cannot make attributions of
causality, cyberbullying may be a contributing factor to
negative school experiences, suggesting the need for schools to
incorporate cyberbullying into their antibullying programs and
policies. Efforts to increase student engagement in school,
connectedness to peers and teachers, and academic success may
also promote a climate in which school and cyberbullying are
less likely to occur.
Our findings identified several groups that were particularly
susceptible to victimization. It is not surprising to learn that
cyberbullying victimization and dual victimization were more
prevalent among nonheterosexually identified youths, who are
known to suffer from higher rates of victimization in school
settings.20-22 Nearly one quarter (23%) were victims of both
cyber and school bullying, compared with only 9% of
heterosexually identified youths. These disproportionate reports
of bullying involvement, combined with the high prevalence of
psychological distress among nonheterosexually identified
youths,40 show a clear need for antibullying programs and
policies to address and protect students who identify as gay,
lesbian, or bisexual or who may be questioning their sexual
orientation. We also noted gender differences in victimization
patterns. Girls were more likely than were boys to report
cyberbullying, especially in combination with school bullying.
Several other studies support the higher prevalence of
cyberbullying victimization among girls.9,10
There is a robust relationship between cyberbullying
victimization and all forms of psychological distress along the
continuum from depression to suicide attempts. Importantly,
whereas all 3 victim groups examined in this study reported
elevated psychological distress, victims of cyberbullying alone
reported more distress than did victims of school bullying
alone. Moreover, the risk of psychological distress was most
marked for victims of both cyber and school bullying, who were
more than 4 times as likely to experience depressive symptoms

and more than 5 times as likely to attempt suicide as were
nonvictims. Our study not only provides further evidence of the
link between cyberbullying and psychological distress30,34,36
but also points to an even greater need to identify and support
victims of both cyber and school bullying.
This study has several limitations. First, cyberbullying and
school victimization were assessed using self-reported single
items. There is no current consensus among researchers on how
to measure cyberbullying, and the changing nature of
communications technology makes it difficult to establish a
fixed definition. In addition, some youths reporting both
cyberbullying and school bullying may have answered
positively to both questions because they were victims of
cyberbullying that occurred on school property. The
psychological distress indicators were also assessed using single
self-report items; although these items are widely used, they are
not diagnostic. The cross-sectional nature of the analysis means
that we cannot attribute causality or temporality to the relation
between bullying and distress. Furthermore, this study does not
consider students' roles as perpetrators. These involvements
may also be associated with increased psychological distress
and negative school factors. 41,42 We also did not explore
contextual influences on these behaviors and the complex roles
that bystanders-students and parents and adults in the school
community-play in escalating, condoning, tolerating, or
preventing cyberbullying and school bullying. These are
important areas for further research.
Despite these limitations, our study has several unique
strengths. Many studies of cyberbullying are conducted online
and, therefore, may have a bias toward the experiences of
students who use the Internet more frequently. In fact, time
spent online and computer proficiency have been related to
cyberbullying behavior.17 This school-based study included a
more diverse group of students in terms of exposure to and use
of electronic media. In addition, the sample size was large,
permitting examination of behaviors within relatively small

subgroups, such as nonheterosexually identified youths, and of
infrequent forms of psychological distress, such as suicide
attempts. At the same time, however, the results are regional,
and generalizability to other populations, including youths in
urban and rural schools, may be limited.
In summary, our study provides a better understanding of
cyberbullying and its relationship to school bullying, which is
critical to informing school-based prevention efforts and
engaging parents and other community members in combating
this significant public health issue. Our findings underscore the
need for prevention efforts that address all forms of bullying
victimization and their potential for harmful consequences both
inside and outside school.
References
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http://pewinternet.org/;/media//Files/Reports/2010/
PIP_Social_Media_and_Young_Adults_Report_Final_
with_toplines.pdf. Accessed February 9, 2011.
5. Tokunaga RS. Following you home from school: a critical
review and synthesis of research on cyberbullying
victimization. Comput Human Behav. 2010;26(3): 277-287.

6. Ybarra ML, Mitchell KJ, Wolak J, Finkelhor D. Examining
characteristics and associated distress related to Internet
harassment: findings from the second Youth Internet Safety
Survey. Pediatrics. 2006;118(4):e1169-e1177.
7. David-Ferdon C, HertzMF. ElectronicMedia and Youth
Violence: A CDC Issue Brief for Researchers. Atlanta, GA:
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8. Williams KR, Guerra NG. Prevalence and predictors of
Internet bullying. J Adolesc Health. 2007;41(6 suppl 1):S14-
S21.
9. Wang J, Iannotti RJ, Nansel TR. School bullying among
adolescents in the United States: physical, verbal, relational,
and cyber. J Adolesc Health. 2009;45(4):368-375.
10. Kowalski RM, Limber SP. Electronic bullying among
middle school students. J Adolesc Health. 2007;41(6 suppl.
1):S22-S30.
11. Juvonen J, Gross EF. Extending the school grounds?-
Bullying experiences in cyberspace. J Sch Health.
2008;78(9):496-505.
12. Mishna F, Saini M, Solomon S. Ongoing and online:
children and youth's perceptions of cyber bullying. Child Youth
Serv Rev. 2009;31(12):1222-1228.
13. Twyman K, Saylor C, Taylor LA, Comeaux C. Comparing
children and adolescents engaged in cyberbullying to matched
peers. Cyberpsychol Behav Soc Netw. 2010;13(2):195-199.
14. Ybarra ML, Diener-West M, Leaf PJ. Examining the overlap
in Internet harassment and school bullying: implications for
school intervention. J Adolesc Health. 2007;41(6 suppl 1):S42-
S50.
15. Carlyle KE, Steinman KJ. Demographic differences in the
prevalence, co-occurrence, and correlates of adolescent bullying
at school. J Sch Health. 2007;77(9):623-629.
16. Nansel TR, Overpeck M, Pilla RS, RuanWJ, Simons-
Morton B, Scheidt P. Bullying behaviors among US youth:
prevalence and association with psychosocial adjustment.
JAMA. 2001;285(16):2094-2100.

17. Hinduja S, Patchin JW. Cyberbullying: an exploratory
analysis of factors related to offending and victimization.
Deviant Behav. 2008;29(2):129-156.
18. Ybarra ML, Mitchell KJ. Youth engaging in online
harassment: associations with caregiver-child relationships,
Internet use, and personal characteristics. J Adolesc.
2004;27(3):319-336.
19. Smith PK, Mahdavi J, Carvalho M, Fisher S, Russell S,
Tippett N. Cyberbullying: its nature and impact in secondary
school pupils. J Child Psychol Psychiatry. 2008;49(4):376-385.
20. Birkett M, Espelage DL, Koenig B. LGB and questioning
students in schools: the moderating effects of homophobic
bullying and school climate on negative outcomes. J Youth
Adolesc. 2009;38(7):989-1000.
21. Espelage DL, Aragon SR, Birkett M, Koenig BW.
Homophobic teasing, psychological outcomes, and sexual
orientation among high school students: what influence do
parents and schools have? School Psych Rev. 2008 ;37(2):202-
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22. Berlan ED, Corliss HL, Field AE, Goodman E, Austin SB.
Sexual orientation and bullying among adolescents in the
Growing Up Today study. J Adolesc Health. 2010; 46(4):366-
371.
23. Schwartz J. Bullying, suicide, punishment. New York
Times. October 2, 2010.
24. Dake JA, Price JK, Telljohann SK. The nature and extent of
bullying at school. J Sch Health. 2003;73(5): 173-180.
25. Spriggs AL, Iannotti RJ, Nansel TR, Haynie DL. Adolescent
bullying involvement and perceived family, peer and school
relations: commonalities and differences across race/ethnicity. J
Adolesc Health. 2007;41(3):283-293.
26. Agatston PW, Kowalski R, Limber S. Students' perspectives
on cyber bullying. J Adolesc Health. 2007;41(6 suppl 1):S59-
S60.
27. Beran T, Qing L. The relationship between cyberbullying
and school bullying. J Student Wellbeing. 2007;1(2):15-33.

28. Brunstein Klomek A, Marrocco F, Kleinman M, Schonfeld
IS, Gould MS. Bullying, depression, and suicidality in
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29. Klomek AB, Marrocco F, Kleinman M, Schonfeld IS, Gould
MS. Peer victimization, depression, and suicidality in
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30. Kim YS, Leventhal B. Bullying and suicide. A review. Int J
Adolesc Med Health. 2008;20(2):133-154.
31. Brunstein Klomek A, Sourander A, Gould M. The
association of suicide and bullying in childhood to young
adulthood: a review of cross-sectional and longitudinal research
findings. Can J Psychiatry. 2010;55(5):282-288.
32. Tynes B, Giang M. P01-298 online victimization, depression
and anxiety among adolescents in the US. Eur Psychiatry.
2009;24(suppl 1):S686.
33. Ybarra ML, Mitchell KJ. Online aggressor/targets,
aggressors, and targets: a comparison of associated youth
characteristics. J Child Psychol Psychiatry. 2004;45(7): 1308-
1316.
34. Mitchell KJ, Ybarra M, Finkelhor D. The relative
importance of online victimization in understanding depression,
delinquency, and substance use. Child Maltreat.
2007;12(4):314-324.
35. Hay C, Meldrum R. Bullying victimization and adolescent
self-harm: testing hypotheses from general strain theory. J
Youth Adolesc. 2010;39(5):446-459.
36. Hinduja S, Patchin JW. Bullying, cyberbullying, and
suicide. Arch Suicide Res. 2010;14(3):206-221.
37. Centers for Disease Control and Prevention. 2007 Youth
Risk Behavior Survey. Available at: http://www.cdc.
gov/HealthyYouth/yrbs/questionnaire_rationale.htm. Accessed
April 12, 2010.
38. Massachusetts Department of Elementary and Secondary
Education and MassachusettsDepartment of Public Health.
Health and Risk Behaviors of Massachusetts Youth, 2007: The

Report; 2008. Available at: http://www.doe.
mass.edu/cnp/hprograms/yrbs/2007YRBS.pdf. Accessed April
20, 2010.
39. Harris KM, Halpern CT, Whitsel E, et al. The National
Longitudinal Study of Adolescent Health: Research Design.
Available at: http://www.cpc.unc.edu/projects/
addhealth/design. Accessed April 26, 2010.
40. Mustanski BS, Garofalo R, Emerson EM. Mental health
disorders, psychological distress, and suicidality in a diverse
sample of lesbian, gay, bisexual, and transgender youth. Am J
Public Health. 2010;100(12):2426-2432.
41. Kaltiala-Heino R, Rimpela M, Rantanen P, Rimpela A.
Bullying at school-an indicator of adolescents at risk for mental
disorders. J Adolesc. 2000;23(6):661-674.
42. Juvoven J, Graham S, Schuster MA. Bullying among young
adolescents: the strong, the weak, and the troubled. Pediatrics.
2003;112(6 pt 1):1231-1237
AuthorAffiliation
Shari Kessel Schneider, MSPH, Lydia O'Donnell, EdD, Ann
Stueve, PhD, and Robert W. S. Coulter, BS
AuthorAffiliation
About the Authors
Shari Kessel Schneider, Lydia O'Donnell, Ann Stueve, and
Robert W. S. Coulter are with the Health and Human
Development Division, Education Development Center, Newton
Waltham, MA.
Correspondence should be sent to Shari Kessel Schneider,
Education Development Center, 43 Foundry Ave., Waltham, MA
02453 (e-mail: [email protected]). Reprints can be ordered at
http://www.ajph.org by clicking the ''Reprints/ Eprints'' link.
This article was accepted May 23, 2011.
Contributors
S. Kessel Schneider conceptualized the study and led the
analysis and writing of the article. L. O'Donnell and A. Stueve
provided substantial contributions to the analysis and writing.
R.W.S. Coulter assisted with data collection and analysis.

Acknowledgments
MetroWest Community Health Care Foundation, Framingham,
Massachusetts, provided support for the MetroWest Adolescent
Health Survey administration (grant P182).
We wish to thank Martin Cohen, president and CEO of the
MetroWest Health Foundation, and Rebecca Donham, senior
program officer. We extend our gratitude to the school
administrators, teachers, community personnel, parents, and
young people who collaborated in the administration of the
MetroWest Adolescent Health Survey.We also thank members
of the Education Development Center MetroWest Adolescent
Health Survey team, including Olivia Alford and Philip
Goldfarb.
Human Participant Protection
The institutional review board of the Education Development
Center, Waltham, MA, approved this study.
Subject: Studies; Bullying; Gender differences; Behavior;
Sexual orientation; Rural schools; Academic achievement
Publication title: American Journal of Public Health
Volume: 102
Issue: 1
Pages: 171-7
Number of pages: 7
Publication year: 2012
Publication date: Jan 2012
Year: 2012
Section: RESEARCH AND PRACTICE
Publisher: American Public Health Association
Place of publication: Washington
Country of publication: United States
Publication subject: Public Health And Safety, Medical
Sciences
ISSN: 00900036
CODEN: AJPHDS
Source type: Scholarly Journals

Language of publication: English
Document type: Feature, Journal Article
Document feature: Tables; References
Accession number: 22095343
ProQuest document ID: 1004790733
Document URL:
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Copyright: Copyright American Public Health Association Jan
2012
Last updated: 2012-04-21
Database: ProQuest Research Library: Health &
Medicine,ProQuest Biology Journals,ProQuest Health &
Medical Complete,ProQuest Health Management,ProQuest
Family Health,ProQuest Psychology; Journals,ProQuest Nursing
& Allied Health Source,ProQuest Science
Journals,ABI/INFORM Global,ProQuest Social Science Journals
BibliographyBibliography
Citation style: APA 6th - American Psychological Association,
6th Edition
Shari, K. S., Lydia O'Donnell, Stueve, A., & Robert, W. S. C.
(2012). Cyberbullying, school bullying, and psychological
distress: A regional census of high school students. American
Journal of Public Health, 102(1), 171-7. Retrieved from
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Table of contents
1. Electronic Bullying and Victimization and Life Satisfaction
in Middle School StudentsDocument 1 of 1
Electronic Bullying and Victimization and Life Satisfaction in
Middle School Students
Author: Moore, Page Malmsjo; Huebner, E Scott; Hills,
Kimberly J
Publication info: Social Indicators Research 107.3 (Jul 2012):
429-447.
Abstract: This study examined the nature and prevalence of
electronic bullying and victimization in a sample of middle
school students in a southeastern USA school. Relationships
among measures of electronic bullying and victimization and
global and domain-specific life satisfaction were also
investigated. A total of 855 7th and 8th grade US students
responded to questions regarding global and domain-based life
satisfaction, electronic bullying and victimization behaviors.
Although a majority of students reported not engaging in or

being the victim of electronic bullying, the small percentage of
students who did report these behaviors as being problematic
indicated that the behaviors occurred several times a week.
Statistically significant correlates of electronic bullying were
self-reported grades in school, gender, and parent marital status.
Significant correlates of victimization were self-reported grades
in school, parent marital status, and ethnicity. The results
suggested modest, but pervasive relationships between
experiences of electronic bullying and victimization and
adolescents' life satisfaction reports across a variety of
important life domains. When the effects of demographic
variables were controlled, the relationship between electronic
victimization and global life satisfaction became non-
significant, suggesting that global life satisfaction reports may
mask the effects of specific life satisfaction domains.
[PUBLICATION ABSTRACT]
Subject: Studies; Victims of crime; Bullying; Quality of life;
Middle school students
Location: United States--US
Classification: 9130: Experimental/theoretical; 8306: Schools
and educational services; 4300: Law; 9190: United States
Publication title: Social Indicators Research
Volume: 107
Issue: 3
Pages: 429-447
Publication date: Jul 2012
Year: 2012
Publisher: Springer Science & Business Media
Place of publication: Dordrecht
Country of publication: Netherlands
Publication subject: Sociology
ISSN: 03038300
CODEN: SINRDZ

Document type: Feature
DOI: http://dx.doi.org/10.1007/s11205-011-9856-z
Document URL:
14
Copyright: Springer Science+Business Media B.V. 2012
Database: ProQuest Health Management,ProQuest Education
Journals,ProQuest Psychology Journals,ProQuest Research
Library: Social Sciences,ABI/INFORM Global,ProQuest Social
Science Journals
6th Edition
Moore, P. M., Huebner, E. S., & Hills, K. J. (2012). Electronic
bullying and victimization and life satisfaction in middle school
students. Social Indicators Research, 107(3), 429-447.
doi:http://dx.doi.org/10.1007/s11205-011-9856-z
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Table of contents
1. Traditional and Cyber Aggressors and Victims: A
Comparison of Psychosocial CharacteristicsDocument 1 of 1
Traditional and Cyber Aggressors and Victims: A Comparison
of Psychosocial Characteristics
Author: Sontag, Lisa M; Clemans, Katherine H; Graber, Julia A;
Lyndon, Sarah T
Publication info: Journal of Youth and Adolescence 40.4 (Apr
2011): 392-404.
Abstract: To date, relatively little is known about differences
between perpetrators and victims of cyber and traditional forms
of aggression. Hence, this study investigated differences among
traditional and cyber aggressors and victims on psychosocial
characteristics typically examined in research on traditional
aggression and victimization, specifically effortful control,
manipulativeness, remorselessness, proactive and reactive
aggression, and anxious/depressive symptoms. Participants (N =
300; 63.2% female; M age = 12.89, SD = .95; 52% Caucasian,
27% African American, 11% Latino, and 10% other) were
categorized based on aggressor type (non/low aggressor,
traditional-only, cyber-only, and combined traditional and
cyber) and victim type (non-victim, traditional-only, cyber-

only, and combined traditional and cyber). Cyber aggressors
reported lower levels of reactive aggression compared to
traditional-only and combined aggressors. Combined aggressors
demonstrated the poorest psychosocial profile compared to all
other aggressor groups. For victimization, cyber-only and
combined victims reported higher levels of reactive aggression
and were more likely to be cyber aggressors themselves
compared to traditional-only victims and non-victims. Findings
suggest that there may be unique aspects about cyber aggression
and victimization that warrant further investigation.
Subject: Studies; Students; Awards & honors; Bullying; Social
research; Prevention programs; Instant messaging;
Aggressiveness; Internet access
MeSH: Adolescent, Anxiety -- psychology, Bullying --
psychology, Child, Cross-Sectional Studies, Depression --
psychology, Female, Humans, Male, Personality, Self Report,
Adolescent Psychology (major),; Aggression -- psychology
(major), Crime Victims -- psychology (major), Internet (major)
Publication title: Journal of Youth and Adolescence
Volume: 40
Issue: 4
Pages: 392-404
Number of pages: 13
Publication date: Apr 2011
Year: 2011
Section: EMPIRICAL RESEARCH
Place of publication: New York
Publication subject: Children And Youth - About
ISSN: 00472891
CODEN: JYADA6

Document type: Feature, Comparative Study
Accession number: 20680425
Document URL:
4
Copyright: Copyright Springer Science & Business Media Apr
2011
Database: ProQuest Education Journals,ProQuest Psychology
Journals,ABI/INFORM Global,ProQuest Research Library:
Business,ProQuest Research Library: Health &
Medicine,ProQuest Health & Medical; Complete,ProQuest
Family Health,ProQuest Criminal Justice,ProQuest Research
Library: History,ProQuest Research Library: Literature &
Language,ProQuest Research Library: The Arts,ProQuest
Nursing; & Allied Health Source,ProQuest Research Library:
Science & Technology,ProQuest Research Library: Social
Sciences,ProQuest Social Science Journals
6th Edition
Sontag, L. M., Clemans, K. H., Graber, J. A., & Lyndon, S. T.
(2011). Traditional and cyber aggressors and victims: A
comparison of psychosocial characteristics. Journal of Youth
and Adolescence, 40(4), 392-404. Retrieved from
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Table of contents
1. Editorial for the Special Issue on Cyber-bullyingDocument 1
of 1
Editorial for the Special Issue on Cyber-bullying
Author: Englander, Elizabeth K
Publication info: Journal of Social Sciences 6.4 (2010): 508-
509.
Abstract: [...]electronic aggression differs from its offline
counterparts in the skewed ratio of intention to actual damage.
[...]the constant availability of electronic communication tempts
individuals to utilize it during more awkward or difficult social
exchanges, which in turn may lead to more problems socially.

Full text: INTRODUCTION
This Special Edition of the Journal of Social Sciences deals
with a rare but monumental social change-the profound impact
of electronic communications on the development of children.
Prior to the twentieth century, most people would be born, live
and die without ever witnessing first-hand a significant social
upheaval. During the last century, however, the pace at which
society evolved quickened noticeably. The spread of
industrialization, city living, suburban sprawl, transportation
and the Sexual Revolution marked the lives of every person in
the First World and many outside of it.
In the list of such social changes, however, the overnight boom
of electronic communications must rank among the most potent.
Having evolved hundreds of thousands of years to communicate
fairly slowly, in a blink our communication capacity far
outreaches our comfort zone. We can communicate further,
faster and to many more people than ever before and in so
doing, we have profoundly changed the lives of people in the
developed world.
Although children are by no means the only ones affected by
this shift, they are doubtless the most significantly affected.
While most of their communications remain-childishly-banal,
their capacity for careless and intentional cruelty has been
exponentially increased. With the good, comes the bad.
Violence-in all its forms-is still a relatively rare event for
human beings in the United States. But electronic violence is a
new animal, with new motives, new understandings, new
rationales and new results. We are just beginning to tap into an
understanding of how, why and where it occurs.
This volume is the result of research and partnerships developed
by the Massachusetts Aggression Reduction Center at
Bridgewater State University. Our focus is on developing the
current literature on bullying prevention into the realm of
electronic bullying. The Journal of Social Sciences has already
published important papers in the area of gender and

aggression, recently in 2010, Volume 6 (Edalati and Redzuan,
2010; Edalati et al., 2010).
Our research and fieldwork has increasingly honed in on
bullying and the violence perpetrated online by children against
their peers. The papers selected for admission into this Special
Edition are:
* Cyber-bullying Education for Parents: A Guide for Clinicians,
by Hannah (2010). This paper gives clinicians guidance on how
to address with parents the task of teaching about cyber-
bullying to their children, drawing from current research on
gender differences and cyber-bullying
* Cyber-bullying Victimization and Behaviors Among Girls:
Applying Research Findings in the Field, by Snell and
Englander (2010). This paper reports the findings of a study on
gender and cyber-bullying, including differences on how boys
and girls report their experiences as both victims and
perpetrators of cyber-bullying
* Many Sources, One Theme: Analysis of Cyber-bullying
Prevention and Intervention Websites, by Ahlfors (2010). In
this paper, Ahlfors reports on the information sources that are
publicly available and how well these resources sync with
professional knowledge about cyber-bullying
* Sexting, Texting, Cyber-bullying and Keeping Youth Safe
Online, by D'Antona et al. (2010). This study discusses the
analysis of different methodologies in educating children about
cyber-bullying
* Cyber Bullying: Challenges and Strategies Faced by Juvenile
Police Officers, by Thaxter (2010). Officer Thaxter, a school
resource officer in Massachusetts, presents the obstacles to
addressing cyber-bullying with children in schools and how law
enforcement can overcome these to enrich the educational
opportunities about cyber behaviors
* On the Front Lines: Educating Teachers about Bullying and
Prevention Methods, by Glasner (2010). This paper reports on
outcome data, specific to programming designed to educated
faculty and staffin K-12 schools, about cyber-bullying

* Sexting and Youth: Achieving a Rational Response, by
Willard (2010). In this study, Nancy Willard, a prominent
attorney in the field of cyber-bullying, discusses the sometimes
irrational response to adolescent nudity that characterizes the
adult reaction to sexting.
Together, these articles help to underscore several important
findings: First, online abuse (or "cyber-bullying") does not
seem to always involve the same children who are at high risk
for other types of aggression. Second, electronic aggression
differs from its offline counterparts in the skewed ratio of
intention to actual damage. Online, it's very easy (for both
adults and children) to miscalculate the impact of a carelessly
angry or even simply irritated remark. In addition, children (and
some adults) have a profoundly difficult time understanding the
truly public nature of their online communications. Finally, the
constant availability of electronic communication tempts
individuals to utilize it during more awkward or difficult social
exchanges, which in turn may lead to more problems socially.
The production of this Special Edition could not have been
possible with our reviewers and the staffat the Journal of Social
Sciences, to whom we are indebted.
References
REFERENCES
Ahlfors, R., 2010. Many sources, one theme: Analysis of cyber-
bullying prevention and intervention websites. J. Soc. Sci., 6:
515-522.
D'Antona, R., M. Kevorkian and A. Russom, 2010. Sexting,
texting, cyber-bullying and keeping youth safe online. J. Soc.
Sci., 6: 523-528.
Edalati, A. and M. Redzuan, 2010. A review: Dominance,
marital satisfaction and female aggression. J. Soc. Sci., 6: 162-
166.
Edalati, A., M. Redzuan, M. Mansor and M.A. Talib, 2010.
Family values and female's psychological aggression. J. Soc.
Sci., 6: 8-13.
Glasner, A.T., 2010. On the Front lines: Educating teachers

about bullying and prevention methods. J. Soc. Sci., 6: 537-541.
Hannah, M., 2010. Cyber-bullying education for parents: A
guide for clinicians. J. Soc. Sci., 6: 532-536.
Snell, P.A. and E.K. Englander, 2010. Cyber-bullying
Victimization and behaviors among girls: Applying research
findings in the field. J. Soc. Sci., 6: 510-514.
Thaxter, K., 2010. Cyber bullying: Challenges and strategies
faced by juvenile police officers. J. Soc. Sci., 6: 529- 531.
Willard, N.E., 2010. Sexting and youth: Achieving a rational
response. J. Soc. Sci., 6: 542-562.
AuthorAffiliation
Elizabeth K. Englander
Department of Psychology, Massachusetts Aggression
Reduction Center,
Bridgewater State University, Bridgewater, MA 02325
Subject: Bullying; Gender; Violence; Journals
Publication title: Journal of Social Sciences
Volume: 6
Issue: 4
Pages: 508-509
Number of pages: 2
Publication date: 2010
Year: 2010
Publisher: Science Publications
Publication subject: SOCIAL SCIENCES: COMPREHENSIVE
WORKS
ISSN: 15493652
Document type: General Information
Document URL:

14
Copyright: Copyright Science Publications 2010
Database: ProQuest Research Library: Social Sciences,ProQuest
Social Science Journals
6th Edition
Elizabeth, K. E. (2010). Editorial for the special issue on cyber-
bullying. Journal of Social Sciences, 6(4), 508-509. Retrieved
from
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Table of contents
1. Is school bullying really on the rise?Document 1 of 1
Is school bullying really on the rise?
Author: Rigby, Ken; Smith, Peter K
Publication info: Social Psychology of Education : An
International Journal 14.4 (Dec 2011): 441-455.
Abstract: Whether bullying in schools is increasing, as is widely
believed, was investigated drawing upon empirical studies
undertaken in a wide range of countries in which findings had
been published describing its prevalence at different points in
time between 1990 and 2009. Results do not support the view
that reported bullying in general has increased during this
period; in fact, a significant decrease in bullying has been
reported in many countries. However, there are some indications
that cyber bullying, as opposed to traditional bullying, has
increased, at least during some of this period. The reported
decreases in the prevalence of school bullying are consistent
with reports of significant but small reductions in peer
victimisation following the implementation of anti-bullying
programs in schools world-wide.[PUBLICATION ABSTRACT]
Subject: School environment; Bullying; School violence;
Student behavior; Educational psychology
Publication title: Social Psychology of Education : An
International Journal
Volume: 14
Issue: 4
Pages: 441-455

Publication date: Dec 2011
Year: 2011
Place of publication: Dordrecht
Publication subject: Education, Psychology
ISSN: 1381-2890
DOI: http://dx.doi.org/10.1007/s11218-011-9158-y
Document URL:
4
Copyright: Springer Science+Business Media B.V. 2011
Database: ProQuest Research Library: Business,ProQuest
Research Library: Health & Medicine,ProQuest Research
Library: History,ProQuest Research Library: Literature &
Language,ProQuest Research; Library: The Arts,ProQuest
Education Journals,ProQuest Research Library: Science &
Technology,ProQuest Psychology Journals,ProQuest Research
Library: Social Sciences
6th Edition
Rigby, K., & Smith, P. K. (2011). Is school bullying really on
the rise? Social Psychology of Education : An International
Journal, 14(4), 441-455. doi:http://dx.doi.org/10.1007/s11218-
011-9158-y
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1. Cyber Bullying: Challenges and Strategies Faced by Juvenile
Police OfficersDocument 1 of 1
Cyber Bullying: Challenges and Strategies Faced by Juvenile
Police Officers
Author: Thaxter, Ken
Publication info: Journal of Social Sciences 6.4 (2010): 529-
531.
Abstract: One of the challenges of teaching pre-teens about the
internet is their varying degrees and levels of involvement. The
juvenile police officer brings a solid understanding of the laws
as well as a strong knowledge of safety issues to the classroom,
making them an excellent educational resource. Officers can

utilize an educational approach with parents and students in
which they define what cyber bullying is and, importantly,
demonstrate that definition by describing real cases that I and
other officers have addressed. This approach focused both on
the effect that cyber bullying has on the victims and the impact
of the online behavior on the atmosphere and climate at the
school. Students and parents also need to learn about the
potential consequences for the perpetrator. Finally, an important
method for bridging varying degrees of involvement in bullying
is to emphasize that all students play a role in cyber bullying
prevention-not merely those who perpetrate it or are victimized
by it. That lesson is accomplished through discussions about
strategies that bystanders can use to intervene. [PUBLICATION
ABSTRACT]
Full text: Headnote
Abstract: One of the challenges of teaching pre-teens about the
internet is their varying degrees and levels of involvement. The
juvenile police officer brings a solid understanding of the laws
as well as a strong knowledge of safety issues to the classroom,
making them an excellent educational resource. Officers can
utilize an educational approach with parents and students in
which they define what cyber bullying is and, importantly,
demonstrate that definition by describing real cases that I and
other officers have addressed. This approach focused both on
the effect that cyber bullying has on the victims and the impact
of the online behavior on the atmosphere and climate at the
school. Students and parents also need to learn about the
potential consequences for the perpetrator. Finally, an important
method for bridging varying degrees of involvement in bullying
is to emphasize that all students play a role in cyber bullying
prevention-not merely those who perpetrate it or are victimized
by it. That lesson is accomplished through discussions about
strategies that bystanders can use to intervene.
Key words: Cyber bullying, online bullying, school resource

officer, juvenile police officers
INTRODUCTION
Education, intervention and adjudication are the main strategies
for juvenile police officers handling the issue of cyber bullying
in schools. The juvenile police officer brings a solid
understanding of the laws as well as a strong knowledge of
safety issues to the classroom, making them an excellent
educational resource. Many police officers, parents and
educators are intimidated by the technological aspects of cyber
bullying (Juvonen and Gross, 2008). I approach the topic by
addressing the bullying aspect and its relation to the overall
safety of the School.
My educational approach with parents and students defines what
cyber bullying is and demonstrates that definition by describing
both cases that I and other officers have addressed. I then focus
on the effect that cyber bullying has on the victims and on the
atmosphere and climate at the school, as well as the potential
consequences that it has for the perpetrator. Most importantly,
strategies for bystanders to intervene are discussed. I stress the
importance of reporting cyber bullying to adults and the
mechanisms for doing this.
One of the challenges of teaching pre-teens about the internet is
their varying degrees and levels of involvement. It can be a
struggle to attempt to "reach" students by engaging them in
activities in which they are interested, because engaging them
where their interests lay may unintentionally promote
inappropriate behavior. For example, in one lesson, I asked a
group of students to raise their hands if they had a face book
page. A majority of the 6th grade students, who range in age
from 11-12, responded that they did. I then asked them to
examine the profile page which I had set up for our drug and
alcohol program that I teach, recommending that they join my
group and encourage their parents to also do so. My intent was
to have a community clearing-house for important safety
information as well as establishing a communication mechanism
that is familiar and comfortable for students.

Following the presentation, however, I had a parent contact me
with some concerns. The parent raised an important issue,
expressing the very valid concern that my presentation might
inadvertently encourage preteens to participate on social
networking websites such as face book (where the minimum age
for use is 13, despite widespread use by younger children).
They also asked if I felt that their personal reluctance to allow
their child access to face book could be causing their child
problems with regard to peer pressure and "fitting in". This
contact prompted me to reconsider my discussion of the issue in
my student presentation and thereafter I pointedly reminded
students that face book is intended for use by high school and
college students (and older adults, of course). Because face
book is not intended for pre-teens, I explained that their
participation in Facebook needed to be with the full knowledge
of and in cooperation with their parents and that their parents
are the final decision makers with regards to their internet
communications.
Intervention is also a very necessary and important reality for
juvenile police officers. Despite the fact that many acts of cyber
bullying actually occur outside of the school property and
hours, the behavioral impact of cyber bullying often spills over
into the school climate. While it can be tempting to leave such
incidents alone, unfortunately, there are numerous examples of
students who were bullied, only to violently act out in school or
commit suicide. Complicating intervention is the issue of
jurisdiction. In helping to determine appropriate jurisdiction
case by case, it is important that school administration and law
enforcement form a partnership and exchange information.
Ideally, a written memorandum of understanding should be
developed between schools and local law enforcement which
addresses the specific issue of cyber bullying (Lexington Public
Schools, 2007; Sumalatha and Ramakrishnaiah, 2004).
It is often the case that law enforcement may assist schools in
resolving incidents successfully. In a recent example, the
parents of a sixth grade girl reported to the police department

that their daughter was involved in an on-line chat at home
when several other unidentified students referred to her as a
virgin and suggested that they have sex with her, causing her
fear and distress. Not being technologically proficient, the
parents took a digital photograph of the computer monitor and
brought it my attention. I was able to work with school
personnel to determine the identities of the other students by
their screen names. We then met with these students and parents
resulting in no further incidents. In this case, the initial contact
was made to police; however, it was handled in the school
environment.
In other cases schools may need more involvement from law
enforcement to successfully resolve an incident. In such a
recent case, a 17 year old student created a my space page using
the identity of a former teacher who had recently changed
professions and who did not have his/her own legitimate profile.
The publicly-available area of the profile featured an image of
the teacher as well as some identifying information and was
designed to present itself as a legitimate profile authored by the
former teacher themselves. However, an area of the profile
which was designated "private" (that is, available only to those
whom the author permitted viewing) featured accusations of
sexual acts and deviances. The private area of the page was also
being used as a portal or straw site for a group of students to
communicate and tight control was kept on who could become a
friend. A student who had been allowed access to the private
area realized the potential harm and informed the school
administration, who in turn, contacted my office. The reporting
student provided printouts of several days of communications.
Although used mostly in cases of credit theft, under
Massachusetts law, a person who "poses as another... with the
purpose of harassing that person" has committed the crime of
identity fraud (General Laws of Massachusetts, 2010a). In this
case, I contacted the victim, who was unaware of the my space
page, but understandably expressed great concern as they were
currently in the process of interviewing for several positions

and feared the fraudulent profile might impact their employment
opportunities. I interviewed the student, who admitted (in the
face of the evidence) to creating the page. The student further
added that it was "just a joke and they didn't mean anything by
it", although they did acknowledge disliking this particular
teacher. I explained to the student and the student's parents that
charges could be filed. Legally, since the student was now
aware of the victim's concern, any further actions by the student
would constitute harassment (General Laws of Massachusetts,
2010c). In light of this information and with additional
assistance from the school and further outreach to the victim, a
full apology was arranged and accepted.
Adjudication is the final strategy that police use when dealing
with cyber bullying. Bringing charges against students who
cyber bully should only be considered when education and
intervention have been attempted and have failed. Prosecutorial
discretion should be used based on the specifics of the offender
and victim and the overall effect on the school climate. When
the decision is made to pursue charges, the goal with juveniles
is rehabilitation by working with juvenile courts through
diversion programs.
There are several challenges to adjudication faced by police.
First, cyber bullying investigations of students under 17 years
old that could result in criminal charges have the potential of
triggering Miranda warnings and therefore require the presence
of a parent or interested adult. Law enforcement must also be
careful that while in partnership with the schools they do not
make the administration an agent of law enforcement during
investigations. This could result in important information being
inadmissible in court.
Second, officers need to maintain a working knowledge of the
latest technology and social networking sites to successfully
investigate cyber bullying cases, which can be a challenge
among police officers who are intimidated by technological
advances (Juvonen and Gross, 2008). Unlike conventional
bullying, cyber bullying leaves a trail. Verbal threats, taunting

and fighting on the playground may be difficult to investigate,
but online bullying produces an electronic footprint. Despite the
perceived anonymity of the internet, law enforcement has many
tools to investigate and track cases cyber bullying.
Third, similar to many other state, Massachusetts has no
specific law addressing cyber bullying. Our legislators,
however, have recently amended several laws to include the
phrase "electronic communications". This allows law
enforcement to use existing laws to address cyber bullying. For
example, criminal harassment laws can be used in cases where
texting is used to threaten or bully a victim. Additionally, as I
outlined above, identity fraud laws can be utilized in cases
where web pages are created using another person's identity.
Also, the felony of malicious destruction of property was
amended to include electronically stored data and can be used in
cases of hacking into web sites (General Laws of Massachusetts,
2010b).
CONCLUSION
The role of the juvenile police officer in a post Columbine era
has changed from reactive to proactive. Addressing the problem
of cyber bullying through early education and intervention, as
opposed to adjudication after the fact, is vital in securing a safe
school environment. Changing technology in the face of a
sometimes slow to respond criminal justice system and parental
apathy arising from the lack of understanding of the impact of
cyber bullying, are both issues that police officers who work in
the schools must face.
References
REFERENCES
General Laws of Massachusetts, 2010a. Use of personal
identification of another; identity fraud; penalty; restitution.
The General Court. http://170.63.97.68/legis/laws/mgl/266-
37e.htm
General Laws of Massachusetts, 2010b. Personal property;
malicious or wanton injuries. The General Court.
http://170.63.97.68/legis/laws/mgl/266-127.htm

General Laws of Massachusetts, 2010c. Criminal harassment;
punishment. The General Court.
http://www.mass.gov/legis/laws/mgl/265-43a.htm
Juvonen, J. and E.F. Gross, 2008. Extending the school
grounds?-bullying experiences in cyberspace. J. School Health,
78: 496-505. DOI: 10.1111/j.1746- 1561.2008.00335.x
Lexington Public Schools, 2007. Memorandum of understanding
between Lexington public schools and Lexington police
department. Public Protection, Anti-Terrorism, Corruption and
Technology Unit.
http://lps.Lexingtonma.org/Current/LPSPoliceMO A.pdf
Sumalatha, K. and D. Ramakrishnaiah, 2004. Sex bias in
secondary school social studies textbooks: A case study in
India. Am. J. Applied Sci., 1: 62-63. DOI: 10.3844/.2004.62.63
AuthorAffiliation
Ken Thaxter
Department of Police, Town of West Bridgewater, West
Bridgewater, Massachusetts, USA
Subject: Bullying; School environment; Police; Law
enforcement; Education; Students; Teaching; Behavior; Books;
Intervention; State laws; Jurisdiction; School administration;
Criminal investigations
Publication title: Journal of Social Sciences
Volume: 6
Issue: 4
Pages: 529-531
Number of pages: 3
Publication date: 2010
Year: 2010
Publisher: Science Publications
Publication subject: SOCIAL SCIENCES: COMPREHENSIVE
WORKS

ISSN: 15493652
Document feature: References
Document URL:
14
Copyright: Copyright Science Publications 2010
Database: ProQuest Research Library: Social Sciences,ProQuest
Social Science Journals
6th Edition
Thaxter, K. (2010). Cyber bullying: Challenges and strategies
faced by juvenile police officers. Journal of Social Sciences,
6(4), 529-531. Retrieved from
14
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Table of contents
1. Cyber bullying: protecting kids and adults from online
bulliesDocument 1 of 1
Cyber bullying: protecting kids and adults from online bullies
Author: Sugarman, S
Publication info: Choice 47.2 (Oct 2009): 397.
Abstract (Abstract): As researchers in the field, the authors are
able to provide a timely, up-to-date examination of cyber
bullying. They observe that bullying has been around a long
time but that rapid developments in communication technology
have changed and expanded it. Although many are aware of the
danger of online sexual predators, there is insufficienr
recognition of the consequences of online bullying of young
people by young people.
Full text: 47-1144 HV6773 2008-45523 CIP McQuade, Samuel
C, III. Cyber bullying: protecting kids and adults from online
bullies, by Samuel C. McQuade III, James P. Colt, and Nancy
B. B. Meyer. Praeger, 2009. 219p bibl index afp ISBN
9780313351938, $39.95
As researchers in the field, the authors are able to provide a
timely, up-to-date examination of cyber bullying. They observe

that bullying has been around a long time but that rapid
developments in communication technology have changed and
expanded it. Although many are aware of the danger of online
sexual predators, there is insufficienr recognition of the
consequences of online bullying of young people by young
people. One of the problems is that most adults are not as
sophisticated as "digital youth" and therefore not aware of the
multiple avenues that cell phones, e-mail, instant messaging,
text messaging, online gaming, and social networks offer
bullies. Another problem: victims rarely report harassment
because they fear doing so will lead to further bullying or will
result in curtailment of their access to technology. The authors
maintain a balanced, thoughtful tone as they discuss research
and legal issues and offer advice for parents, schools, and
students themselves. A final chapter looks ar bullying of older
adults. The authors are careful not to sensationalize the topic,
but they do include sidebats presenting personal experiences
that vividly demonstrare the hazards of uncontrolled bullying.
Summing Up: Highly recommended. *** Upper-division
undergraduates; community and technical college students;
faculty; professionals; general readers. - S. Sugarman, emerita,
Bennington College
AuthorAffiliation
S. Sugarman, emerita, Bennington College
Subject: Book reviews; Nonfiction; Bullying; Internet; Children
& youth; Adults
People: McQuade, Samuel C III, Colt, James P, Meyer, Nancy B
B
Publication title: Choice
Volume: 47
Issue: 2
Pages: 397
Number of pages: 1
Publication date: Oct 2009

Year: 2009
Section: Reviews: Social & Behavioral Sciences
Publisher: American Library Association dba CHOICE
Place of publication: Middletown
Publication subject: Bibliographies, Publishing And Book Trade
ISSN: 00094978
CODEN: CHOIAV
Source type: Trade Journals
Document type: Book Review-Favorable
Document URL:
4
Copyright: Copyright American Library Association dba
CHOICE Oct 2009
Database: ProQuest Research Library: Business,ProQuest
Research Library: Literature & Language
6th Edition
4
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1. Cyber-Bullying: Creating a Culture of Respect in a Cyber
WorldDocument 1 of 1
Cyber-Bullying: Creating a Culture of Respect in a Cyber World
Author: Keith, Susan; Martin, Michelle E
Publication info: Reclaiming Children and Youth 13.4 (Winter
2005): 224-228.
Abstract: In the 1990s, many incidents revolved around student-
on-student violence, usually involving guns. Schools
implemented many programs to keep guns and gangs out of
schools. In the 21st Century, school violence is taking on a new
and more insidious form. New technologies have made it easier
for bullies to gain access to their victims. This form of bullying
has become known as cyber-bullying. This article provides a
window on this little known world and offers practical
suggestions for dealing with this new challenge.

Full text: Headnote
In the 1990s, many incidents revolved around student-on-
student violence, usually involving guns. Schools implemented
many programs to keep guns and gangs out of schools. In the
21st Century, school violence is taking on a new and more
insidious form. New technologies have made it easier for bullies
to gain access to their victims. This form of bullying has
become known as cyber-bullying. This article provides a
window on this little known world and offers practical
suggestions for dealing with this new challenge.
When we think about school violence, events like Columbine
come to mind. Looking back at the incident, Andy Carvin for
The Digital Beat reminds his readers that one of the killers, Eric
Harris, had his own web site that contained "conspicuous threats
against fellow students" (Carvin, 2000). It was brought to the
attention of the police and led to both Harris and Klebold being
questioned about the incident and was an early example of what
is now called "cyber bullying."
Bill Belsey, a nationally recognized educator from Alberta,
Canada, gives this definition:
Cyber-bullying involves the use of information and
communication technologies such as e-mail, cell phone and
pager text messages, instant messaging (IM), defamatory
personal Web sites, and defamatory online personal polling Web
sites, to support deliberate, repeated, and hostile behavior by an
individual or group, that is intended to harm others. (Belsey,
2004)
Cyber-bullying, while being similar in its intent to hurt others
through power and control, is different due to the use of these
new technologies. Nowadays, kids are always connected or
wired, and communicate in ways that are often unknown by
adults and away from their supervision. This can make it hard
for parents and school administrators to both understand the
nature of the problem and do something about it.

Several surveys have been taken to get a handle on the number
of children across the country who have experienced cyber-
bullying. It is estimated that 91% of kids 12 to 15 years old and
almost all teens (99%) ages 16 to 18 use the Internet (UCLA
Internet Report, 2003). Much of their time online is spent
talking with other kids. i-SAFE America, an internet safety
education foundation, conducted a nationwide survey of 1,566
students from grades four to eight to find out their experiences
with bullying online (National i-Safe Survey, 2004).
The survey found:
* 57% of students said that someone had said hurtful or angry
things to them online with 13% saying it happens "quite often"
N
* 53% of students admit saying mean or hurtful things to
someone online and 7% admit to doing it "quite often"
* 35% of students have been threatened online with 5% saying
it happens "quite often"
* 42% have been bullied online with 7% saying it happens
"quite often"
* 20% have received mean or threatening e-mails
* 58% have not told their parents or another adult about their
experiences online
Another survey conducted by the Crimes against Children
Research Center at the University of New Hampshire (Wollack
&Mitchell, 2000) found that along with sexual solicitations and
approaches online (19% of children surveyed received unwanted
sexual solicitation), six percent of the young people surveyed
experienced harassing incidents, including threats, rumors, or
other offensive behavior, and two percent reported episodes of
distressing harassment that they described as making them feel
very or extremely upset or afraid.
Most parents tend to think that this kind of bullying is
uncommon and that their child would never do something this
mean. Unfortunately not so, according to Alane Fagin, the
executive director of Child Abuse Prevention Services (CAPS).
On-line bullying has become very common and is particularly

easy for girls to do. This is an example of relational aggression
where girls use relationships as weapons. Imagine, she says, a
group of girls sitting around a computer. The person being
instant messaged thinks she is only talking to one person.
Before she knows it, the "target" has said something negative
about one of the group. The group then starts gossiping about
her. "This leads to social isolation," says Fagin (cited in Wolfe,
2004).
In general, girls inflict virtual abuse more than boys through
instant messaging, online conversations, and e-mails. A survey
of girls ages 12 to 18 found that 74% of adolescent girls spend
the majority of their time online in chat rooms or sending
instant messages and e-mail (Migliore, 2003). Boys are more
likely to make online threats and build websites targeting
others. It can be much more difficult to identify bullies in
cyberspace. Online screen names and e-mail addresses can hide
a person's true identity. It is easier to bully someone you don't
have to face. With no boundaries or tangible consequences,
children are using technology to vent normal frustrations in
ways that can become very destructive.
Traditionally, home was a place where a kid could go to escape
his bully. With advances in technology, home is no longer a
haven. Glenn Stutzky, a School Safety Violence Specialist at
Michigan State University, said that today's bullies use
technology to spread rumors and threats, making life miserable
for their victims throughout the day and night. Today's kids
have to deal with bullying in its newest forms: text messages, e-
mail, websites, on-line voting booths, and blogs. They cannot
escape their bully because he can now follow them home. This
is the new reality.
In the past several years, parents have provided cell phones for
their children in order to keep track of them and to keep them
safe. The same cell phones that make parents feel more
connected to their children have become tools of harassment.
And the newest forms of cell phones include the ability to send
text messages, pictures, and even live video. In the hands of

bored teenagers, these additions can become weapons for bullies
to spread rumors as well as pictures of unsuspecting kids in
locker rooms. Stutzky provides examples of a middle school girl
and a straight high school boy. The girl returned from vacation
in Canada to find out that someone had spread rumors through
text messages that she had contracted SARS. The boy was
harassed by text messages implying he was gay. Stutzky states
that "(children) are at a very vulnerable time in their
development, and while these comments may seem silly to
people who have matured, they are very devastating to the
young people on the receiving end" (Wendland, 2003).
Websites can provide places where children can gain knowledge
and communicate with others who share the same interests. This
same benefit can also be used to do harm. Some children are
now using Websites to mock, harass, and torment others. Bullies
post slurs on Websites where kids congregate, or on personal
on-line journals, called Web logs or Blogs. They can post
pictures of students they don't like or create online voting
booths. An example of the latter was set up by a group of
Manhattan (New York) students who decided to create a
Website to determine who was the biggest "ho" (Benfer, 2003).
Called the Interschool Ho and posted on a free Website called
freevote.com, this voting booth accumulated a list of 150
students along with their rank. It took a call by the Brooklyn
district attorney to force freevote.com to shut down the site.
Alane Fagin (cited in Wolfe, 2004) also writes about Jay, who,
along with some friends, created a "hit list" of kids from their
middle school that they "just didn't like" and put it on the
Internet. Jay describes a bunch of bored, 13-year-old kids who
just started "fooling around." They wanted to change their
image from being "clean-cut kids" to being "tough guys." On
the site, he and his friends wrote about wanting to "weed out the
people we didn't like. Anybody that we didn't hang out with was
on the list. We titled it 'People We're Gonna Whack.'" When
other students started visiting the site, one of the people on the
list brought it to the attention of the principal. Initially, Jay and

his friends only received a verbal reprimand by the school.
Because their names were on the site, though, a parent brought
it to the attention of the police. After four months, the police
filed no charges. The consequence for the boys was the loss of
trust from their parents, teachers, and peers.
An extreme case of Website bullying took place in Dallas
(Benfer, 2003). A sophomore at a local high school was
harassed about her weight. She was called a "fat cow MOO
BITCH" on the school's message boards. Besides making fun of
her weight, the anonymous writer also made fun of the fact that
she suffered from multiple sclerosis, saying, "I guess I'll have
to wait until you kill yourself which I hope is not long from
now, or I'll have to wait until your disease [MS] kills you." This
bullying escalated to action, with the student getting her car
egged and a bottle of acid thrown at her front door, resulting in
injury for her mother.
Part of the problem in combating cyber-bullying, say experts, is
that parents and kids relate to technology very differently. Most
adults approach computers as practical tools, while for kids the
Internet is a lifeline to their peer group. "Cyber-bullying is
practically subterranean because it lives in the world of young
people," says Belsey (2004). "Kids know there is a gap in the
understanding of technology between themselves and their
parents, and their fear is not only that the parents' response may
make the bullying worse, but that the adults will take the
technology away."
So what are some signs that your child or student is being
cyber-bullied? The Australian Government (2004) lists the
following signs as things to look for:
* Spending a lot of time on the computer;
* Having trouble sleeping or having nightmares;
* Feeling depressed or crying without reason;
* Mood swings;
* Feeling unwell;
* Becoming anti-social; and
* Falling behind in homework.

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