American Association of School Administrators - Cyberbullying in social media within educational institutions: featuring student, employee, and parent information

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American Association of School Administrators

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Copyright 2014 by Merle Horowitz and Dorothy M. Bollinger

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Horowitz, Merle, 1952

Cyberbullying in social media within educational institutions : featuring
student, employee, and parent information / Merle Horowitz and
Dorothy M. Bollinger.

pages cm

Published in partnership with the American Association of School Administrators.

Includes bibliographical references.

ISBN 978-1-4758-0009-8 (cloth : alk. paper) ISBN 978-1-4758-0011-1

(electronic)

1. Bullying in schoolsPrevention. 2. CyberbullyingPrevention.

I. Bollinger, Dorothy M. II. American Association of School Administrators,

issuing body. III. Title.

LB3013.3.H67 2014

371.7'82dc23

2014014166

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Printed in the United States of America

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C yberbullying differs from traditional bullying in that cyberbullying can attack anonymously, it can instantly go viral globally, it allows many people to harass the same target all at once, it hides and guards the cyberbully from the emotional toll his/her bullying creates, and it allows the culprit to push further than he or she might in a face-to-face relationship where the adverse effects are clearly perceived. Furthermore, many parents and employees of educational institutions do not have the technological know-how to monitor these actions.

Cyberbullying has become one of the major issues school districts must contend with today and one of this generations greatest social problems. As we look at cyberbullying in social media from the educational perspective, we not only need to know what it is but also need to examine the behaviors of cyberbullies against their victims, the emotional responses of victims to the cyberbullying, the peculiarity of cyberbullying in social media, and the impact of all of this on educational institutions.

Cyberbullying and social media are defined differently by educators and by state and federal law. This section, Educational Aspects, frames cyberbullying of students in social media from the educational research and education practice perspective. The next section of this chapter will address cyberbullying in social media from a legal perspective.

A common general definition of cyberbullyingis willful and repeated harm, inflicted through computers, cell phones, and other electronic devices (Hinduja & Patchin, 2011, 1). Shariff and Gouin (2005) explain that cyberbullying consists of covert, psychological bullying, conveyed through electronic mediums, such as cell phones, web-logs and websites and online chat rooms (3). They assert that cyberbullying is actually easier to accomplish than traditional bullying for the following reasons: increased accessibility, increased risk of exploiting others, anonymity, disinhibition, lack of supervision, its viral nature, and limitless victimization.

Social media, too, is defined in different ways and has different meanings for different people. As we examine social media from an educational perspective, it includes Internet and mobile-based technologies that allow the creation and exchange of user-generated content. Social media involves communication and collaborative sharing (Marple Newtown School District, 2012). Social media differs from traditional media in that it is dynamic and is constantly being altered by users.

Cyberbullies are malicious aggressors (Hinduja & Patchin, 2006) who seek implicit or explicit pleasure or profit through the mistreatment of another individual. Cyberbullying also involves harmful behavior that may be of a repetitive nature. Due to the very nature of the behavior, cyberbullies have some perceived or actual power over their victims. Online power may simply stem from proficiency. Individuals who are able to navigate the electronic world and use technology in a way that allows them to harass others are in a position of power relative to a victim (Hinduja & Patchin, 2006). Many different terms have been used to refer to online behavior that is harmful, untrue, or cruel and may be considered a form of harassment.

As more individuals are using online communication in ways that are inappropriate and potentially criminal, researchers (Willard, 2006; Shariff & Gouin, 2005; Bocij, 2004; Ogilvie, 2000) have begun to define these types of cyberbullying behaviors. Nancy Willard (2006), from the Center for Safe and Responsible Internet Use, used the phrase online social crueltyto describe various forms of cyberbullying. Willards conceptual typology of these definitions in increasing order of seriousness follows:

These forms of online social cruelty are frequently exhibited during online communication in social media and may be considered a form of harassment.

The anonymous nature of transmissions and postings make it difficult to identify ones aggressors. It frees the bully of societal norms, morals, and conscience. Less courage is required to express hurtful thoughts. Disinhibition makes it more difficult to control impulsive behavior given a lack of clear consequences. A victims reaction is masked by technology. There is a lack of face-to-face emotion, as well as a loss of the feedback loop through body language. The viral nature of the Internet enables a rapid spread of information to large numbers of people in a very short period of time: texting takes seconds; posting photos on websites/email increases the audience dramatically from bathroom-stall comments. Content is spread from one person to another, making it impossible to control the rapid dissemination. Cyberbullying is not confined to the school day.