American Journal of Orthopsychiatry 2010, Vol. 80, No. 3, 3623 !

2010 American Orthopsychiatric Association "O#$ 10.1111%&.1'3'(002).2010.010!0.*

+y,er -ullyin. -eha/iors Amon. 0i11le an1 2i.h 3chool 3tu1ents

4aye 0ishna, +harlene +oo5, 6ahany 7a1alla, Joanne "aciu5, an1 3te/en 3olomon
8ni/ersity of 6oronto

9ittle research has ,een con1ucte1 that comprehensi/ely e*amines cy,er ,ullyin. :ith a lar.e an1 1i/erse sample. 6he present stu1y e*amines the pre/alence, impact, an1 1iffer(ential e*perience of cy,er ,ullyin. amon. a lar.e an1 1i/erse sample of mi11le an1 hi.h school stu1ents ;N < 2,186= from a lar.e ur,an center. 6he sur/ey e*amine1 technolo.y use, cy,er ,ullyin. ,eha/iors, an1 the psychosocial impact of ,ullyin. an1 ,ein. ,ullie1. A,out half ;!'.)>= of stu1ents in1icate1 they ha1 ,een ,ullie1 online an1 33. > in1i(cate1 they ha1 ,ullie1 others online. 0ost ,ullyin. :as perpetrate1 ,y an1 to frien1s an1 participants .enerally 1i1 not tell anyone a,out the ,ullyin.. ?articipants reporte1 feelin. an.ry, sa1, an1 1epresse1 after ,ein. ,ullie1 online. ?articipants ,ullie1 others online ,ecause it ma1e them feel as thou.h they :ere funny, popular, an1 po:erful, althou.h many in1icate1 feelin. .uilty after:ar1. 7reater attention is re@uire1 to un1erstan1 an1 re1uce cy,er ,ullyin. :ithin chil1renAs social :orl1s an1 :ith the support of e1ucators an1 parents. electronic me1ia to se*ually harass ;2in1u&a D ?atchin, 200 C 3hariff D Johnny, 200 =, inclu1in. 1istri,utin. an1 :orl1:i1e cross(cultural unsolicite1 te*t or photos of a interactions ;-lais, +rai., se*ual nat(ure or re@uestin. ?epler, se*ual acts either online or 1& +onnolly, 2008C offline ;3chroc5 D -oy1, he e*ponential .ro:th of electronic an1 computer(,ase1Jac5son et al., 2006C 6ynes, 2008=. 6he nature of :hat communication an1 information sharin. 1urin. the last 1eca1e has200 C Val5en(,ur. D ?eter, constitutes repetition :ith ra1ically chan.e1 in1i/i1ualsA social interac(tions, learnin. 6he #nternet is, strate.ies, an1 choice of entertainment. 0ost nota,ly, technolo.y200 =. respect to cy,er ,ullyin. is has create1 ne: communication tools. 6he tools are particularlyho:e/er, concurrently a influential amon. youn. people, :ho e*tensi/ely utiliBe :e,sites, comple*. Occurrin. in the instant messa.in., :e, cams, e(mails, chat rooms, social potential site for a,use an1 pu,lic 1omain ;H. +rai., net:or5in. sites, an1 te*t messa.in. ;-oy1, 2008C -ryant, 3an1ers(/ictimiBation ;0itchell, Jac5son, D 3mall:oo1, 2006C ?al(frey D 7asser, 2008=. Eouth personal communication, spen1 an a/era.e of 2! hr online each 1ay ;0e1ia A:areness4in5elhor, Net:or5, 200)=, an1 it has ,een su..este1 that the ma&ority of youth 4e,ruary 2), 200'=, cy,er /ie: electronic communi(cation tools as essential for their social 2& Hola5, 2003a, ,ullyin. ,y its /ery nature interactions ;Fo:als5i, 2003,=. 9im,er, D A.atston, 2008=. in/ol/es repetition, ,ecause 6he #nternet an1 other material such as e(mail, te*t, 6he #nternet pro/i1es innumera,le possi,ilities for .ro:th amon. forms of communication or pictures can ,e /ie:e1 far chil1ren an1 youth, inclu1in. ,enefits such as social sup(port, technolo.y an1 :i1e, an1 can ,e i1entity e*ploration, an1 1e/elopment of interpersonal an1 critical place chil1ren an1 youth at 1istri,ute1 not only ,y the thin5in. s5ills, as :ell as e1ucational ,enefits .ener(ate1 from ris5 of ,ein. ,ullie1 online. e*pansi/e access to 5no:le1.e, aca1emic support, perpetrator ,ut also ,y +y,er ,ullyin. comprises anyone :ith access JJ:illful an1 repeate1 harmAA ;+amp,ell, 200)C 3lon&e D ;2in1u&a D ?at(chin, 200', p. 3mith, 2008=, an1 can ,e 6his stu1y :as fun1e1 ,y -ell +ana1a. 6he authors ac5no:le1.e the )= inflicte1 to:ar1 another 1ifficult or impossi,le for the support of the teachers an1 a1ministrators at the 6oronto "istrict 3chool an1 inclu1es the use of e( /ictim(iBe1 chil1 or youth to -oar1 an1 the +entre for Gnhancement of Je:ish G1ucation ;0ercaB cell phones, te*t 6oronto=. 6he authors :oul1 also li5e to than5 the stu1ents an1 their mail, eliminate ;Hola5, 0itchell, D messa.es, an1 #nternet sites parents for participatin.. 4in5elhor, 200 =. threaten, harass +orrespon1ence concernin. this article shoul1 ,e a11resse1 to 4ayeto Kecent lar.e scale cross( or socially 0ishna, 4actor(#nt:entash 4aculty of 3ocial Hor5, 8ni/ersity of 6oronto, em,arrass, sectional stu1ies 1emonstrate 6oronto, ON 0)3 1V!, +ana1a. Glectronic mail may ,e sent to e*clu1e ;2in1u&a D ?atchin, that cy,er ,ullyin. is a f.mishnaIutoronto.ca. 200'C ?atchin D 2in1u&a, si.nificant pro,lem ;-erson, 2006C Hilliams D 7uerra, -erson, D 4erron, 2002C 200 =. +y,er ,ul(lyin. further 0itchell et al., 2003aC E,arra encompasses the use of D 0itchell,

362

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363 0etho1
6his stu1y employe1 an e*ploratory, cross(sectional sur/ey 1esi.n to e*amine cy,er ,ullyin. as e*perience1 ,y stu1ents in 7ra1es 6, , 10 an1 11, atten1in. schools in a lar.e +ana1ian city. 6hese .ra1es :ere chosen to reflect mi11le or &unior an1 hi.h school stu1ents, respecti/ely, as the school ,oar1s felt sam(plin. from 7ra1es ) to 12 :oul1 pro/e too un:iel1y an1 in/ol/e too many 1isruptions for participatin. schools. 6he stu1y recei/e1 appro/al from the 8ni/ersity of 6oronto Kesearch Gthics -oar1 an1 the G*ternal Kesearch Ke/ie: +om(mittee of -oar1 1. -oar1 2 1i1 not re@uire further ethics appro/al.

,ullyin.. 6o 1ate, the fe: lar.er stu1ies 200!a, 200!,=. +urrent e/i1ence in1icates thatha/e not focuse1 on cy,er ,ullyin. the pre/alence of cy,er ,ullyin. ran.es from '>e*clusi/ely an1 there(fore ha/e not to 2)> ;Fo:als5i D 9im(,er, 200 C 9i, 200 Ce*amine1 this phenomenon in 1epth Hilliams D 7uerra, 200 =. 7i/en such /ast;4in5elhor, 0itchell, D Hola5, 2000C potential e*posure to cy,er ,ullyin., research inHilliams D 7uerra, 200 =. #n this arti( this fiel1 is imperati/e to un1erstan1 an1 re1uce cle, :e report on a sur/ey on cy,er the ris5s associate1 :ith the online :orl1. ,ullyin. :ith a lar.e an1 1i/erse Ke1ucin. online ris5s for chil1ren an1 youth issample of stu1ents in 7ra1es 6, , 10, especially /ital to support the positi/e elementsan1 11, in a lar.e ur,an settin.. 6he asso(ciate1 :ith online acti/ity, particularly the stu1y reporte1 in this article a11resses the .ap in the literature an1 is amon. accessi,ility of information an1 social support. 6he per/asi/eness of ,ullyin. amon. chil1renthe first to e*amine cy,er ,ul(lyin. :ith an1 a1oles(cents is :ell 1ocumente1. 6he effectsa lar.e an1 1i/erse sample of mi11le may ,e far(reachin. for chil1ren :ho ,ully an1 foran1 hi.h school stu1ents.

those :ho are /ictimiBe1, ,oth of :hom are at ris5 of emotional, social, an1 psychiatric pro,lems that may persist into a1ulthoo1 ;Nansel, O/erpec5, 2aynie, et al., 2003C OA+onnell, ?epler, D +rai., 1'''=. Keco.(nition of the seriousness of ,ullyin. has le1 to the accumula(tion of a lar.e ,o1y of research an1 numerous school(:i1e inter/entions throu.hout the :orl1 ;Ol:eus, 1''!C Kolan1, 2000=. Althou.h the research on cy,er ,ullyin. is sparse, lar.ely ,ecause of the relati/e ne:ness of the phenomenon, efforts to 1ocument the impact of cy,er ,ullyin. pro/i1e a picture of the si.nificant psychosocial an1 aca1emic repercussions of cy,er ,ullyin. as :ell as the /ulnera,ility of tar.ete1 chil1ren an1 youth. 3tu1ents :ho :ere cy,er ,ullie1 reporte1 feelin.s of sa1ness, an*iety, an1 fear, an1 an ina,ility to concentrate :hich affecte1 their .ra1es ;-eran D 9i, 200)=. Eouth :ho :ere ,ullie1 online :ere more li5ely to ha/e s5ippe1 school, to ha/e ha1 1etentions or suspensions, or to ha/e carrie1 a :eapon to school ;E,arra, "iener(Hest, D 9eaf, 200 =. Kesearch has also sho:n that 1epression, su,stance use, an1 1elin@uency are si.nificantly hi.her amon. youth :ho report e*periencin. cy,er ,ullyin. or online se*ual solicitation ;0itch( ell, E,arra, D 4in5elhor, 200 =. Eouth :ho cy,er ,ully others online are also at hi.h ris5. Kesearch su..ests that chil1ren an1 youth :ho :ere ,oth /ic(timiBe1 online an1 perpetrators of online se*ual solicitation an1 harassment :ere far more li5ely to e*perience hi.h su,stance use, offline /ictimiBation, 1elin@uency, an1 a..ression ;E,arra, Gspela.e, D 0itchell, 200 =. A11itional e/i1ence re/eals that youth :ho perpetrate cy,er ,ullyin. are more li5ely to concur(rently en.a.e in rule ,rea5in. an1 to ha/e pro,lems :ith a..ression ;E,arra D 0itchell, 200 =.
0uch of the current literature on cy,er ,ullyin. has ,een con1ucte1 :ith small samples ;9i, 200 C Kas5aus5as D 3totlB, 200 = or samples that :ere @uite homo.enous re.ar1in. partici(pant ethnicity ;2in1u&a D ?atchin, 200 C Fo:als5i D 9im,er, 200 =. #t is /ital that this phenomenon ,e thorou.hly e*plore1 :ith a 1i/erse sample, to .ain a .reater un1erstan1in. of the pre/alence an1 impact of cy,er

3ample
6o ensure an inclusi/e representation of this stu1ent popula(tion, the sur/ey use1 a stratifie1, clustere1 ran1om samplin. 1esi.n in :hich the school :as the samplin. unit. 6he sample :as stratifie1 ,y .eo.raphical re.ion an1 -oar1 of G1ucation. 6he stu1y inclu1e1 t:o -oar1s of G1ucationL -oar1 1 an1 -oar1 2. 6en mi11le or &unior hi.h schools an1 18 hi.h schools :ere sample1 in -oar1 1, an1 3 mi11le or &unior hi.h schools an1 2 hi.h schools :ere sample1 in -oar1 2. 6herefore, 28 schools :ere sample1 in -oar1 1, of a possi,le 2 3, an1 ) schools :ere sample1 in -oar1 2, of a possi,le 28. -ecause of its far .reater siBe, the sample 1ra:n from -oar1 2 :as further stratifie1 ,y .eo.raphical re.ion$ northeast, north:est, south(east, an1 south:est. 3chools :ere selecte1 at ran1om from the list of schools in each re.ion. 3ome of the selecte1 schools 1ecline1 to participate. 4or each school that 1ecline1 to participate, a replacement school :as ran1omly selecte1 from a list of other schools :ith similar stu1ent enrolment in the same re.ion.
6hirty(three schools ;20 secon1ary an1 13 elementary M mi11le= participate1. All stu1ents in the tar.ete1 .ra1es of the selecte1 schools :ere in/ite1 to participate ,ut only those :ho recei/e1 parental consent participate1. Kesponse rate :as 3)> in 7ra1es 6 an1 an1 1 > in 7ra1es

10 an1 11. No 1ata :ere collecte1 from stu1ents :ho complete1 the sur/ey nonparticipatin. stu1ents. #t is 1ifficult to conclu1e if :as 2,186, out of a population of 1if(ferences e*ist ,et:een stu1ents :ho participate12!,8'6. an1 those :ho 1i1 not. 2o:e/er, the 1emo.raphic 1istri,ution in the final sample resem,les that in the ?roce1ure population, ,oth in terms of .en1er 1istri,ution ;)!. > .irls in the sample /s. ! .3> .irls in the 6he @uestions in the sur/ey :ere population= an1 the 1istri,ution of those :hoseinforme1 ,y /arious sources inclu1in. primary lan(.ua.e :as not Gn.lish ;!!.)> in the information .athere1 in focus .roups sample /s. )2.1> in the population=. 6he num,er of that ha1 ,een con1ucte1 ,y the

research team :ith stu1ents in the tar.ete1 .ra1es. An e*tensi/e literature re/ie:, a critical re/ie: of pre/i(ous sur/eys o,taine1 from researchers, an1 e*pert consultation :ith practitioners, aca1emics, an1 school a1ministrators also informe1 @uestionnaire 1e/elopment. An i1entical @uestionnaire :as a1ministere1 to all stu1ents, :ith the e*ception of the :or1(

36!

0#32NA, +OOF, 7A"A99A, "A+#8F, AN" 3O9O0ON

status of the family resi1ence, typical in. an1 terminolo.y of t:o @uestions aca1emic achie/ement relate1 to online se*ual content an1 online contact of a se*ual nature. 6hein school, an1 years at school. :or1in. for 7ra1es 6 an1 sli.htlycurrent 1iffere1 from the :or1in. for 7ra1es 10Nuestions relate1 to an1 11 to ensure a.e(appropriatepossi,le racial an1 M or cultural mar.inaliBa(tion lan.ua.e. inclu1e1 lan.ua.e 6he @uestionnaire :as pilot teste1 spo5en at home, country for clarity, format, an1 len.th :ith 2) of ,irth or years in 7ra1e 6 an1 stu1ents an1 3) 7ra1e +ana1a, an1 parentsA 10 an1 11 stu1ents. 6he pencil an1 paper @uestionnaire :as a1ministere1country of ,irth. to stu1ents ,y research assistants use. 1urin. class hours. 6he @ues(tionnaire 6echnolo.y too5 appro*imately 30 min to complete.6echnolo.y use :as 3tu1ents :ho participate1 :eremeasure1 usin. items pro/i1e1 :ith a pen from theinclu1in.$ ho: many sponsorin. uni(/ersity as a .ift ofhours spent on a computer 1ailyC the appreciation. fre@uency :ith :hich 4re@uency 1istri,utions an1 cross( ta,ulations of all /aria,les :ere use1computers :ere use1 for such as to 1escri,e stu1entsA e*periences :ithacti/ities home:or5, technolo.y use, in/ol/ement in cy,er :ith ,ullyin. an1 :ays in :hich thesecommunicatin. e*peri(ences impacte1 their li/es. +hi( frien1s, playin. .ames, s@uare tests ;N < 2,186= :ere use1 toan1 sen1in. picturesC test ,i/ariate associations ,et:een:hich :e,sites :ere stu1entsA 1emo(.raphic characteristics/isite1 most fre@uentlyC if an1 /aria,les measurin. their cy,erpass:or1s :ere share1 amon. frien1sC an1 ho: ,ul(lyin. e*periences. often cell phones :ere 6he relationships ,et:een a.e, use1 to tal5 to frien1s, .en1er, lan.ua.e spo5en at home, an1 te*t messa.e, an1 sen1 #nternet ,eha/ior :ere e*plore1. pho(to.raphs. 4urther, .i/en that research on tra1itional ,ullyin. in1icates that G*perience of cy,er ,ullyin. ,eha/ior is influence1 ,y ,ullyin.. 6o .ain a more .en1er ;+ullerton(3en D +ric5, 200)C ?rinstein, -oer.ers, D Vern,er., 2001=compre(hensi/e an1 ethnicity ;Gslea D 0u5htar, 2000Cun1erstan1in. of online the ?es5in, 6ortolero, D 0ar5ham, 2006=, it,eha/ior, @uestionnaire in/ol/e1 a :as important to e*plore the relationship ,et:een .en1er, lan.ua.eseries of @uestions a,out spo5en at home, an1 types of cy,er perpetratin. or ,ein. the ,ullyin.. G*aminin. these relation(/ictim of /arious online :ithout ships is /ital to the in/esti.ation of,eha/iors, 1ifferential ris5 ,et:een .roups an1 to e*plicitly 1efinin. the inform the 1e/elopment of #nternet ris5,eha/iors as ,ullyin.. ?articipants :ere as5e1 re1uction inter/entions.

3 months prior to the a1ministration of the sur/ey$ callin. someone names, threatenin., sprea1in. rumors, sen1in. a pri(/ate picture :ithout consent, preten1in. to ,e someone else, recei/in. or sen1in. un:ante1 se*ual te*t or photos, or ,ein. as5e1 to 1o somethin. se*ual. 4ollo:in. these sections, a .en(eral @uestion :as as5e1 to see if respon1ents felt that online they ,ullie1 or :ere ,ullie1, :ith the follo:in. 1efinition of cy,er ,ullyin.$ +y,er ,ullyin. inclu1es the use of e(mail, cell phones, te*t messa.es, an1 #nternet sites to ,e mean to, ma5e fun of, or scare people.
?articipants :ere as5e1 :ho they ,ullie1 or :ere ,ullie1 ,y, ho: their e*perience as a perpetrator an1 M or /ictim ma1e them feel, if they ha1 e/er :itnesse1 cy,er ,ullyin., an1, for those :ho ha1 ,een /ictimiBe1, if they tol1 someone a,out the ,ully(in. or confronte1 the perpetrator. 6he @uestionnaire also inclu1e1 @uestions as5in. participants to i1entify the character(istics ;such as se*uality, race, appearance, family, etc.= that they ,elie/e1 resulte1 in their ,ullyin. or that :ere the reason they ,ullie1 others. A11itionally, participants :ere as5e1 if they e*perience1 tra1itional ,ullyin. as a perpetrator an1 M or /ictim.

0easures
6he @uestionnaires inclu1e1 .eneral @uestions a,out the soci( o1emo.raphic characteristics of stu1ents an1 their families, technolo.y use, an1 e*perience of cy,er ,ullyin.. 3ocio(1emo.raphic characteristics. Nuestions relate1 to in1i/i1ual an1 family characteristics inclu1e1 .ra1e, .en1er, a.e, o:nership, or rental

to in1icate if they ha1 e*perience1 or perpetuate1 any of the follo:in. in the

K e s ul ts

"emo.raphics

6echnolo.y 8se an1

3li.htly more than half the sample#nternet 3afety ;))>= :ere female. 0ore than threeFno:le1.e fourth of participants ; 6.!>= li/e1 :ith ,oth ,iolo.(ical parents, follo:e1 ,y a Almost all participants sin.le parent ;16.8>=, a ,iolo.ical an1;''>= ha1 a computer in stepparent ;3.6>=, an1 other ;3.!>=.their home, an1 '8> of ?articipants :ere 1ra:n from a 1i/erseall participants use1 the ran.e of ethnic an1 cultural .roups, ascomputer for at least 1 only t:o thir1s of the sample ;66>=hr 1aily. Appro*imately ha1 ,een ,orn in +ana1a an1 almostt:o thir1s of participants half of the sample ;!!>= spo5e a;6)>= in1icate1 they :ith lan.ua.e other than Gn.lish at home,communicate1 frien1s online e/ery 1ay, most nota,ly lan.ua.es from +hina or 3outh Gast Asia ;20>=, the 0i11le Gastan1 o/er half ;))>= of re/eale1 or #n1ia ;8>=, Gastern Gurope ;)>=,participants that they use1 their cell an1 Hestern Gurope ;2>=. 4urther, phones 1aily to spea5 to 66> of par(ticipants in1icate1 that their mother :as ,orn in a country otherfrien1s. One thir1 of than +ana1a, an1 6'> reporte1 thatparticipants ;32>= ha/e their online their father :as ,orn in a country other .i/en pass:or1s to frien1s, than +ana1a. an1 only one fourth

;2)>= of participants :ere a:are that content uploa1e1 online cannot ,e completely 1elete1. A11itionally, o/er half of partici(pants ;)3>= ha1 cell phones. Of those participants :ith cell phones, t:o fifths ;38.)>= reporte1 usin. their phone 1aily to sen1 te*t messa.es.

G*perience of -ein. +y,er -ullie1

Across ,ullyin. ,eha/iors, half of the stu1ents ;!'.)>= in1i( cate1 that they ha1 ,een ,ullie1 online in the pre/ious 3 months. -ein. calle1 names :as the most common form,

+E-GK -899E#N7 -G2AV#OK3

36)
,ullie1 others online relaye1 feelin. .uilty ;16>=, po:erful ;'>=, popular ;6>=, or ,etter than other stu(1ents ;!>=. One fourth of participants ;2)>= reporte1 that cy,er ,ullyin. another person ma1e them feel that they :ere funny, su..estin. the ,ullyin. ha1 ,een entertainin. for them( sel/es or others. ?articipants :ere most li5ely to in1icate that they ,ullie1 online ,ecause of the tar.etAs appearance ;6>=, other ;)>=, race ;3>=, school performance ;3>=, se*uality ;2>=, family ;2>=, 1isa,ility ;1>=, an1 .en1er ;1>=.

;)>=, other ;!>=, .en1er ;3>=, se*u( accountin. for o/er one fourth ;2 >= of cy,er ,ullyin. inci(1ents. ality ;2>=, family ;2>=, 6his :as follo:e1 ,y ha/in.an1 1isa,ility ;2>=.
rumors sprea1 a,out the participant ;22>=, ha/in.+y,er -ullyin. someone preten1 to ,e theOthers participant ;18>=, ,ein. threatene1 ;11>=, recei/in. #n the pre/ious 3 un:elcome se*ual photos or te*tmonths, &ust o/er one ;10>=, ,ein. as5e1 to 1othir1 ;33. >= of par( somethin. se*ual ;'>=, an1ticipants in1icate1 that ha/in. ha1 pri/ate pictures of they ha1 ,ullie1 others themsel/es 1istri,ute1 :ith(outonline. Almost one their consent ; >=. 6:o fifths offourth ;22>= of these in/ol/e1 ,ullyin. too5 place throu.hinci1ents someone instant messa.es, one fourthcallin. occurre1 ,y e(mail, an1 thenames. Other acts of ,ullyin. remain1er too5 place 1urin.cy,er #nternet .ames ;12>= or on social constitute1 preten1in. net:or5in. sites ;10>=. O/er oneto ,e someone else sprea1in. thir1 of online ,ullyin. ;36>= :as ;1!>=, a,out perpetrate1 ,y frien1s, follo:e1rumors ;11>=, ,y a stu1ent at their schoolsomeone ;22>=, a stran.er ;13>=, a threatenin. someone sen1in. stu1ent from another school;)>=, someoneAs pri/ate ;11>=, an1 un5no:n ;11>=.

pictures to someone Althou.h 21> of stu1entselse ;3>=, or sen1in. se*ual in1icate1 that ,ein. ,ullie1un:elcome pictures or te*t to online 1i1 not ,other them, others reporte1 feelin. an.rysomeone ;2>=. O/er ;16>=, em,arrasse1 ;8>=, sa1half ;60>= of the ; >=, or scare1 ;)>=. 0ore,ullyin. ,eha/ior too5 than half of the participants :hoplace throu.h instant :ere cy,er ,ullie1 ;)2>=messa.es, follo:e1 ,y net(:or5in. in1icate1 that they 1i1 not 1o social anythin. in response, :hilesites ;1)>=, e(mail others confronte1 the person;10>=, #nternet .ames an1 other ;20>=, tol1 a frien1 ;13>=, tol1;10>=, :e,sites ;)>=. a parent ;8>=, or tol1 a teacher ;3>=. #t is stri5in. that in the 4rien1s :ere the most ma&ority of the cy,er ,ullyin.common tar.ets of the cy,er inci1ents ;8'>= the stu1entsparticipantsA reporte1 5no:in. the i1entity of,ullyin. ,eha/ior, :ith the perpetrator an1 most)2> of ,ullyin. aime1 participants in1icate1 that theat frien1s. 6his :as perpetrator :as someone theyfollo:e1 ,y another at school consi1ere1 a frien1 or a stu1entstu1ent at the respon1entAs school or at;21>=, a stran.er another school. A11i(tionally,;11>=, a stu1ent in one fourth of stu1ents in1icate1another school ;'>=, they ha1 :itnesse1 an act ofan1 un5no:n ;6>=. Hhile !1> of those cy,er ,ullyin. online. 0ore than one tenth of:ho cy,er ,ul(lie1 participants ;11>= ,elie/e1 theyin1icate1 that they 1i1 :ere ,ullie1 online ,ecause ofnot feel anythin. in other their appearance, follo:e1 ,yresponse, :ho race ;6>=, school performanceparticipants

Kelationship -et:een 7en1er, 7ra1e, 9an.ua.e 3po5en at 2ome, an1 #nternet -eha/ior

At ,oth .ra1e .roups, ,oys an1 .irls 1i1 not report si.ni( ficantly 1ifferent num,ers ofKelationship computers in their home, or-et:een 7en1er, 1iffer(ent locations of those7ra1e, an1 computers. Althou.h there :as+y,er -ullyin. no 1ifference in the num,er of Hhile there :as no hours spent on the computer1ifference in ha/in. per 1ay ,et:een .irls an1 ,oys,,een cy,er ,ullie1 the manner in :hichamon. .irls an1 ,oys 2 participants use1 theirin 7ra1es 6 an1 ;v < 2.210, p < .13 =, computer time /arie1 ,yol1er .irls ;7ra1es 10 .en1er. #n ,oth .ra1e le/els,an1 11= :ere more .irls :ere more li5ely to use the li5ely to ,e cy,er than ol1er ,oys computer for home:or5, to,ullie1 2 ; v < 6.836, p < .00'=. communicate :ith frien1s, an1 Nota,ly, ,oys an1 .irls to sen1 pictures. #n ,oth .ra1e :ere e@ually li5ely to le/els, ,oys :ere more li5ely toha/e cy,er ,ullie1 7ra1es use the computer for #nternetothers in ,oth 2 6 an1 ; v < 1.!) ,p .ames. 7irls in ,oth .ra1e 7ra1es 10 le/els :ere more li5ely to .i/e< .22 = an1 an1 11 ;v2 < .302, p < . their online pass:or1s to)83=. frien1s than ,oys. #n 7ra1es 10 #n a11ition to these an1 11, .irls :ere si.nificantlyo/erall fin1in.s, it more li5ely to ha/e a cell phone emer.e1 that the type than ,oys. 7reater 1etailof cy,er ,ullyin. re.ar1in. this analysis isparticipants presente1 in 6a,le 1. e*perience1 an1
3tu1ents :ho spo5e aperpetuate1 :as lan.ua.e other than Gn.lish atinfluence1 ,y .en1er. home spent more hours on the7irls in all .ra1es computer per 1ay than stu1ents:ere more li5ely to :ho spo5e Gn.lish at home. #nha/e ,een calle1 ,oth .ra1e le/els, participantsnames than ,oys. :ho spo5e a lan.ua.e other than Ol1er ,oys :ere more Gn.lish at home :ere more li5elyli5ely than ol1er .irls to use the computer forto ha/e ,een home:or5 than participants :hothreatene1 online. spo5e Gn.lish at home. 6here 7irls in ,oth .ra1e :as no 1ifference in onlinele/els :ere more li5ely

communica(tion :ith frien1s, playin. #nternet .ames, or sen1in. pictures online ,y lan.ua.e spo5en at home ;see 6a,le 2=.

than ,oys to ha/e ha1 rumors sprea1 a,out them online. Ol1er .irls :ere more li5ely than ol1er ,oys to ha/e ha1 someone sen1 them un:elcome se*ual pictures or te*t, to ,e as5e1 to 1o somethin. se*ual online, an1 to ha/e ha1 their pri/ate photos 1istri,ute1 online :ithout their consent. Eoun.er ,oys, ho:e/er, :ere more li5ely than youn.er .irls to ha/e ,een as5e1 to 1o somethin. se*ual online. 7reater 1etail re.ar1in. these relationships is pro/i1e1 in 6a,le 3. Ol1er ,oys :ere more li5ely than ol1er .irls to ha/e calle1 someone names or to ha/e threatene1 someone online. Eoun(.er ,oys :ere more li5ely than youn.er .irls to ha/e sent un:elcome se*ual :or1s or photos to someone else online. 7irls :ere more li5ely than ,oys to ha/e sprea1 rumors a,out someone in ,oth .ra1e le/els. A11itional fin1in.s re.ar1in. the perpetuation of cy,er ,ullyin. are 1etaile1 in 6a,le !.

366

0#32NA, +OOF, 7A"A99A, "A+#8F, AN" 3O9O0ON

6a,le 1. 7en1er, 7ra1e, an1 #nternet -eha/ior

7ra1es 6 an1 7irls Num,er of computers in home 0 1 2 10 18) 166 ;1.' = 1 ;3). 3= ;31. = 2 1 6 1 3 3 ;1 .) = ;3 ). '= ;3 !. '= ;2 . 8= 3 1'' 22) ;0.) = ;30. 2= ;3!. 1= 1 1 2 1 8 ! 1 8 2 ;0.2 = ;2). = ;3 . 2= ;36. 8= -oys 7irls 7ra1es 10 an1 11 -oys

;31. 3 or more 163 1= 2 v < 2.031, p < .)66 9ocation of computer use1 most often #n ,e1room #n pu,lic space in house Other 2ours on computer per 1ay One 6:o 6hree or more +omputer use$ 2ome:or5 Ne/er Once a month Once a :ee5 A fe: times per :ee5 Once a 1ay 0ore than once a 1ay 1! 6 6 218 8) ;2. = ;12. '= ;1!. 6= ;!1. 6= ;16. 3= 212 1 6 ;!3. 3= ;3). '= 1 ' 306 ;3!. 3= ;)8. 6=

;3). 233 3= 2 v < 3.! 3, p < .32! ;)3. )= ;!3. 1=

1 ! 2 0 ! 1

; .1 3 = 2 v < 1.168, p < .))8

;3 ). '= ;) 6. = ;8 .) =

2 3)! 28) 2 1 ' ) 2 2 ;)). 6= ;3'. '= ;!.) =

;3. 23 )= 2 v < 1.6 !, p < .!33 ;21. 3= ;3!. =

2 0 ' 1 ) 0 ' 2

;20. 102 8= 2 v < 0.''6, p < .608

;! 6. 3= ;3 3. 3= ;2 0. !=

13' 226

;!!. 28 0= 2 v < 2. !3, p < .2)! ;0.) = ;3. 3= ;12. 0= ;3 . 8= ;20. '=

8 8 1 8 8 2 0 '

;18. 1= ;38. 8= ;!3. 1!=

3 2 8 ) 6 1 0 6 0 6 2

;11. 61 = 2 v < 18.16 , p < .003 +omputer use$ +ommunicate :ith frien1s Ne/er Once a month !2 3! ;8. 0= ;6. )=

;6 .6 = ;1 . )= ;1 ). = ;3 ). 1= ;1 2. != ;1 2. 8=

3 22 80 2)1 13'

1 1 3 6 ) 8 1 8 1 0 3 1 0 2

;2.2 = ; .3 = ;11. = ;3 . 2= ;20. '= ;20. 6=

;2). 16' )= 2 v < 1'.1)3, p < .002 ;1. 2= ;1. =

8 6 ! )

;1 . 8= ;' .3

8 11

1 ' 1 )

;3.8 = ;3.0 =

Once a :ee5 A fe: times per :ee5 Once a 1ay 0ore than once a 1ay +omputer use$ ?lay #nternet .ames Ne/er Once a month Once a :ee5 A fe: times per :ee5 Once a 1ay 0ore than once a 1ay +omputer use$ 3en1in. pictures Ne/er Once a month Once a :ee5 A fe: times per :ee5 Once a 1ay 0ore than once a 1ay 7i/en online pass:or1s to frien1s No Ees +ell phone o:nership

38 110 10

; . 3= ;21. 0= ;20. !=

! 8 ' ) 8 1 3 0

;36. 1'3 8= 2 v < 3!.0) , p O .000)

= ;1 0. 0= ;1 '. = ;1 6. 2= ;2 . 0=

2 '3 161

;!. 1= ;1!. 0= ;2!. 2=

1 8 0 1 0 8 2 ) )

;3.! = ;16. 2= ;21. '= ;)1. 6=

;)!. 36! 8= 2 v < 13.313, p < .021

62 ' 80 128 '

;11. 8= ;1). 1= ;1). 3= ;2!. != ;18. )=

3 ! ! 2 6 ! 1 ! 2 8 8 1 1

;1!. 8 '= 2 v < 28.'0 , p O .000)

; .0 = ;8 .6 = ;1 3. 1= ;2 '. 2= ;1 8. 1= ;2 !. 0=

21 1 3 '1 88 !6

;32. = ;26. 1= ;13. = ;13. 3= ;6.' = 8 3 6 ' 1 1 6 ) 8 !

;1). 6= ;16. 8= ;13. '= ;23. 6= ;13. 1= ;1 . 0=

; .! !' = 2 v < ').281, p O .000)

2!3 13) )0 )0 2)

;!6. 6= ;2). '= ;'. 6= ;'. 6= ;!. 8=

3 2 !

2 6 2 1 2 1 2

;3. 18 )= 2 v < !).8'0, p O .000)

;6 . 8= ;1 6. 1= ;) .! = ;) .6 = ;2 .) = ;2 .) =

'3 22! 13' 138 36

;1!. 0= ;33. = ;20. '= ;20. 8= ;).! =

1 6 0 1 ! 1 8 1 ) ' 1 ' 3 2

;32. )= ;28. = ;16. )= ;12. 0= ;3. '= ;6. )=

;).1 3! = 2 v < 6!. !), p O .000)

3!!

;6). )=

;3!. 181 )= 2 v < 23.1)', p O .000) ;!2. != ;) . 6=

3 8 3 1 0 1

; '. 1= ;2 0. '=

380

;) . 3=

;!2. 283 = 2 v < 2 .!23, p O .000) ;6'. != ;30. 6=

3 ) 3 1 3 )

; 2. 3= ;2 . =

1 Ees No 221 300 3 0 6

;3 6. 6= ;6 3. !=

!)' 202

2 8 ! 2 0 1

;)8. 6= ;!1. !=

v < 3.!'0, p < .062 Note. Values in parentheses are percenta.es.

v < 1!.)3!, p O .000)

3 6
+E-GK -899E#N7 -G2AV#OK3

6a,le 2. 9an.ua.e 3po5en at 2ome, 7ra1e, an1 #nternet -eha/ior

7ra1es 6 an1 Gn.lis h 2ours on computer per 1ay One 6:o 6hree or more +omputer use$ 2ome:or5 Ne/er Once a month Once a :ee5 A fe: times per :ee5 Once a 1ay 0ore than once a 1ay 3! 110 111 22! 83 ;).) = ;1 . '= ;18. 0= ;36. != ;13. )= 1 1 ! 2 ! ! 1 6 ! 6 3 6 ' ;2. 8= ;1 0. = ;11 .2= ;! 1. = ;1 6.0 = ;1 .6 = ;1.2 = 36 81 22' 12 ;6.1 = ;13. = ;38. 8= ;21. )= 2 2 ) 6 2 0 1 1 6 1 6 1 ;1. 2= ;3. '= ;'. 8= ;3 6. != ;2 0. != ;2 8. 3= 28 181 ;)0.6 3= ;31. '= 1 3 1 ! ) ' ) ;3 6.3 = ;3 8.) = ;2 ).2 = 11' 22' ;20. = ;3'. 8= 1 0 ' 1 8 ) 2 6 8 ;1 '. != ;3 2. '= ;! . = Other Gn.lis h 7ra1es 10 an1 11 Other

;1 . '' )= 2 v < 1'.680, p O .000)

;3'. 228 6= 2 v < 8.1 0, p < .01

;8.8 )! = 2 v < 3 .)33, p O .000) +omputer use$ +ommunicate :ith frien1s Ne/er Once a month Once a :ee5 A fe: times per :ee5 Once a 1ay 0ore than once a 1ay +omputer use$ ?lay #nternet .ames Ne/er Once a month Once a :ee5 )3 83 '2 ;8.6 = ;13. != ;1!. '= !8 !! 12' 111 ;12. )= ; .8 = ; .1 = ;20. '= ;18. 0=

;18. 110 6= 2 v < 18. 6, p < .002 ;2.) = ;2.! = ;3.1 = ;13. '= ;2). 3=

) 0 3 1 ! 1

;33. 208 = 2 v < !.' , p < .!1'

1 1 6

;1 2.8 = ; . '= ;1 0.) = ;1 '.6 = ;1 '.6 = ;2 '.6 =

1) 1! 18 82 1!'

1 2 1 3 2 6 ' 2 1 2 0 3 0 6

;2. 1= ;2. 3= ;!. 6= ;1 6. 2= ;2 1. 1= ;) 3. 8=

;)2. 312 '= 2 v < ).20), p < .3'1

! 2 3 ' ) 2

;1 0.6 = ;'. '= ;1 3.2

1!! 131 81

;2!. != ;22. 2= ;13. =

1 ) 0 1 2 ) '

;2 6. 3= ;2 1. '= ;1 3.

A fe: times per :ee5 Once a 1ay 0ore than once a 1ay +omputer use$ 3en1in. pictures Ne/er Once a month Once a :ee5 A fe: times per :ee5 Once a 1ay 0ore than once a 1ay 7i/en online pass:or1s to frien1s No Ees

16 11!

;2 . 0= ;18. !=

1 0 ) 2 8 )

;1 . 110 8= 2 v < ).8 ', p < .318

= ;2 6.6 = ;1 8.2 = ;2 1.) =

113 )6

;1'. 2= ;'.) =

' 2 ) 6 6 8

'= ;1 6. 1= ;'. 8= ;1 1. '=

;11. 6) 0= 2 v < 2.163, p < .826

3)0 122 !2 !'

;) . != ;20. 0= ;6.' =

2 1 ' ' 1 3 ! 2 8 1 2 8

;) ).' = ;2 3.2 = ;8. = ; . 1= ;3. 1= ;2. 0=

128 1'1 112 '6

;21. = ;32. != ;1'. 0=

1 2 6 1 ! 1 0 8 1 0 1 2 6 3 2

;8.0 = ;!.1 2) = ;3.6 22 = 2 v < ).1) , p < .3'

;16. 3= ;!.' 2' = ;).8 3! = 2 v < . !, p < .' '

;2 2. 2= ;3 0. = ;1 '. 0= ;1 . 8= ;!. 6= ;). 6=

!3

; 0. 8=

;2'. 180 2= 2 v < 1.2'0, p < .2)6

2 ' 2 1 0 2

; !.1 = ;2 ).' =

3 3)' ;61. 1= 6 1 8 8

;38. 22' '= 2 v < 3.'26, p < .0!8

;6 6. = ;3 3. 3=

Note. Values in parentheses are percenta.es.

Kelationship -et:een Ol1er ,oys :ere more li5ely than ol1er .irls to ,elie/e they 9an.ua.e 3po5en at :ere cy,er ,ullie1 1ue to their race ; v2 < 12.0 !, p O .00)= or2ome an1 +y,er -ullyin. 2

6=.

1isa,ility ;v < ).26), p O .0)=. Ol1er .irls :ere more li5ely to ,elie/e they :ere cy,er ,ullie1 1ue to their se*uality ; v2 < 6.088, 3tu1ents :ho spo5e Gn.lish p O .0)=, .en1er ;v2 < 6.1!2, p O .0)= or appear(ance ;v2 <at home :ere more li5ely to !.''1, p O .0)=. ha/e ,een calle1 names, ,een -oys in ,oth .ra1e le/els :ere more li5ely to in1icate that they the su,&ect of rumors, an1 ha/e cy,er ,ullie1 someone ,ecause of their race ;7ra1es 6 D , v2 <some(one preten1 to ,e them '.08 , p O .00)C 7ra1es 10 an1 11, v2 < 10.' ', p O .00)=.than those :ho spo5e a Eoun.er ,oys :ere more li5ely to in1icate that they cy,er ,ullie1lan.ua.e other than Gn.lish at someone ,ecause of their se*uality ;v2 < ).0!!, p O .0)=,home. ?articipants :ho spo5e :hereas ol1er ,oys :ere more li5ely to in1icate that they cy,er Gn.lish at home :ere also ,ullie1 someone ,ecause of their family ; v2 < 12.602, p O .000)=more li5ely to ha/e ,een as5e1 or .en1er ;v2 < !.!3 , p O .0)=. to 1o somethin. se*(ual.
A11itional fin1in.s are 1etaile1 in 6a,le ).

3tu1ents :ho spo5e Gn.lish at home :ere more li5ely to ha/e sprea1 rumors online than stu1ents :ho spo5e a lan.ua.e other than Gn.lish at home. No other 1ifferences in the perpetuation of cy,er ,ullyin. :ere foun1 ,y lan.ua.e spo5en at home ;see 6a,le

368

0#32NA, +OOF, 7A"A99A, "A+#8F, AN" 3O9O0ON

6a,le 3. 3tu1ents Hho Here +y,er -ullie1 in the 9ast 3 0onths ,y 7en1er an1 7ra1e
7ra1es 6 an1 3tu1ents :ho :ere cy,er ,ullie1 in last 3 months -ein. calle1 names Ne/er Once or t:ice 3 0 132 ; 1. 0= ;2). != 3 ) 6 ' ; 3. = ;2 0. 1= ! 2 160 ; 1. = ;2! .3 368 8 ; ). 6= ;1 . '= -oy s 7ra1es 10 an1 11

7irls

7irls

-oys

0ore than t:ice -ein. the su,&ect of rumors Ne/er Once or t:ice 0ore than t:ice 3omeone preten1s to ,e you

;3. 1' 6 2 v < 6.660, p < .036

3 0

;6. 2=

;!.0 26 = 2 v < '. )1, p < .008

32

;6. )=

381 11)

; 3. 8=

! 0 3 6 ! 1 0

;22. 3= ;3.' 20 = 2 v < 16.' 6, p O .000)

;8 !. )= ;1 3. != ;2. 1=

!'! 1!8

; ). 3=

388 2 2)

;22. 6= ;2.1 1! = 2 v < 16.8! , p O .000)

;8 0. 0= ;1 !. 8= ;). 2=

; Ne/er Once or t:ice 0ore than t:ice -ein. threatene1 Ne/er Once or t:ice 0ore than t:ice Kecei/in. un:elcome se*ual content Ne/er Once or t:ice 0ore than t:ice As5e1 to 1o somethin. se*ual Ne/er Once or t:ice 0ore than t:ice ?ri/ate pictures 1istri,ute1 Ne/er Once or t:ice 0ore than t:ice Note. Values in parentheses are percenta.es. !) )0 !00 106

. !=

3 ' ) 1 1 1

;20. )= ;2.1 11 = 2 v < ).3)1, p < .06'

;8 2. 8= ;1 !. '= ;2. 3=

))3 '1

;8!. 1=

!03 6 1!

;13. '= ;2.0 13 = 2 v < 1.011, p < .603

;8 3. 3= ;1 3. 8= ;2. '=

;8'. 1= ;'.

! 1 ) ) 1 1 )

= ;1.2 6 = 2 v < !.86), p < .088

;8 6. 3= ;1 0. 6 ;3. 1=

61) 36

;'3. 6= ;).) =

!1 !2 23

;8 6. )= ;8. = ;!. 8=

6 ;.'= 2 v < 22.0!8, p O .000)

;'2. ! 1 = ;6.3 32 = ;1.0 ) = 2 v < !.!!', p < .108

! 2 ) 2 1 3

;' 1. != ;). 8= ;2. 8=

;8). )!8 2= ;11 ! .) ;3.3 21 = 2 v < 20.'12, p O .000)

!6) 18 1!

;' 3. 1= ;3. '= ;3. 0=

;'3. ! 8 0= ;6.! 33 = ;0.6 3 = 2 v < 12. !1, p < .002

! 3 6 1 ' 1 6

;' 2. 6= ;!. 0= ;3. !=

;8 . ) 2 )= ;10. 66 1= ;2.! 16 = 2 v < 21. 3!, p O .000)

!)1 1! 1!

;' !. 2= ;2. '= ;2. '=

;'). !'6 6= ;3.' 20 = ;0.6 3 = 2 v < !.161, p < .12)

! ) 2 1 ! '

;' ). 2= ;2. '= ;1. '=

;'0. )'! 1= ;8.8 )8 = ;1.1 = 2 v < .'8!, p < .018

!! 26 12

;' 2. 2= ;). != ;2. )=

cy,er ,ullyin. amon. mi11le an1 hi.h(school stu1ents in a lar.e city, :ith a lar.e an1 "iscussion 1i/erse sample. Accor1in. to 6his research is amon. the first in(1epth in/esti.ations of our results, cy,er ,ullyin. is a

si.nificant pro,lem mi11le an1 hi.h stu1ents.

amon. school

Analyses re/eal that stu1ents are clearly proficient :ith an1

re.ularly use technolo.y, :hich correspon1s :ith the literature ;A.atson, Fo:als5i, D 9im,er, 200 C Nie D 2illy.us, 2002=. 6he /ast Kespon1ents in this stu1y ma&ority of respon1ents appear hi.hly 1epen1ent on communication:ere not al:ays technolo.y for interaction an1 connection as :ell as for acti/ities 5no:le1.ea,le, ho:e/er, such as home:or5 an1 .ames. 6he fin1in.s are supporte1 ,y a,out the ,est :ays to e/i1ence :hich su..ests that most youth use the #nternet to remain safe :hile online. 6his communicate :ith others they alrea1y 5no: ;7ross, 200!C :as ma1e e/i1ent ,y the one Val5en,ur. D ?eter, 200 = an1 that this online communication :ith thir1 of participants :ho ha1 others :ho the stu1ents 5no: has a posi(ti/e effect on the @uality of .i/en their online pass:or1s their frien1ships an1 romantic rela(tionships ;-lais et al., 2008C to frien1s an1 the three fourths of participants :ho 1i1 Val5en,ur. D ?eter, 200 =.

not realiBe that te*t or ima.es uploa1e1 to the #nternet coul1 remain online in1efinitely, e/en after 1eletion.
A siBa,le num,er of the respon1ents reporte1 ,ein. in/ol/e1 in cy,er ,ullyin.. Almost half of all participants i1entifie1 as ha/in. ,een

,ullie1 online. 6his rate is hi.her than that reporte1 in other stu1ies on cy,er ,ullyin. ;-eran D 9i, 200)C 9i, 200 C OA+onnell, ?rice, D -arro:, 200!C ?atchin D 2in1u&a, 2006C E,arra D 0itchell, 200!a=. A11itionally, one in three respon1ents a1mitte1 to ,ullyin. others online, also .reater than the rates reporte1 ,y pre/ious stu1ies ;-eran D 9i, 200)C 2in1u&a D ?atchin, 200 C 9i, 200 C OA+onnell et al., 200!C ?at(chin D 2in1u&a, 2006C Kas5aus5as D 3totlB, 200 C Hilliams D 7uerra, 200 =. 6here is some research, ho:e/er, in :hich fin1(in.s approach or e*cee1 the pre/alence of online ,ullyin. or

+E-GK -899E#N7 -G2AV#OK3

3 6 '

6a,le !. 3tu1ents Hho +y,er -ullie1 Others in the 9ast 3 0onths ,y 7en1er an1 7ra1e
7ra1es 6 an1 3tu1ents :ho cy,er ,ullie1 others in the last 3 months +allin. someone names Ne/er Once or t:ice 0ore than t:ice ?reten1in. to ,e someone else Ne/er Once or t:ice 0ore than t:ice 3prea1in. rumors Ne/er Once or t:ice 0ore than t:ice 6hreatenin. someone Ne/er Once or t:ice 0ore than t:ice 3en1in. pri/ate photos of someone else Ne/er Once or t:ice 0ore than t:ice 3en1in. un:elcome se*ual content Ne/er Once or t:ice 0ore than t:ice )10 3 2 ;''. 0= ;0.6 = ;0.! = ! 6 3 ;' 6. 8= ;1. )= ;1. = 63 12 3 ;' . = ;1.8 = ;0.) = !60 ' ) ;' . 0= ;1. '= ;1. 1= )03 10 1 2 v < 3.3! ;' . '= ;1.' = ;0.2 = , p < .188 ! 6 6 ) ! ;' 8. 1= ;1. 1= ;0. 8= ;'6. 626 2= ;3.) 23 = ;0.3 2 = 2 v < 2.2'1, p < .318 !! 2! 3 ;' !. 3= ;). 1= ;0. 6= ;') !'' .' ;2.6 13 = ;0.6 3 = 2 v < !.186, p < .123 ! ! 6 1 8 8 ;' !. )= ;3. 8= ;1. = ;'6. 626 0= ;3.2 21 = ;0.8 ) = 2 v < '.)06, p < .00' !36 26 12 ;' 2. 0= ;). )= ;2. )= ;86. !!' 6= ;11. 62 '= ;1.) 8 = 2 v < 10.60', p < .00) ! ! 1 3 0 ! ;' 2. 8= ;6. != ;0. 8= ;86. ))6 3= ;12. 8! 8= ;0.' 6 = 2 v < 8.!'3, p < .01! !31 38 ' ;' 0. 2= ; . '= ;1. '= !!0 68 ;8). 6= ! 1 ! 8 ;8 8. 3= ;1 0. 0= ;1. = )! ') ;8!. )= !06 )6 ' ;8 6. 2= ;1 1. '= ;1. '= !33 ' ;83. != 3 ' 8 6 ) 1 ;8 2. '= ;1 3. )= ;3. 6= )02 1!3 ; 6. 3= 332 11) 33 ;6 '. 2= ;2 !. 0= ;6. 8= -oy s 7ra1es 10 an1 11

7irls

7irls

-oys

;1). 2= ;1.! = 2 v < ).!88, p < .06!

;21. = ;2.0 13 = 2 v < 1'.010, p O .000)

;13. 2= ;1.2 6 = 2 v < 2.')!, p < .228

;1!. = ;0.8 ) = 2 v < !.!82, p < .106

v < 6.100, p < .0! Note. Values in parentheses are percenta.es.

v < 1.383, p < .)01

ha/e consi1ere1 these harassment of others foun1 in this stu1y ;-eran D 9i, 200 C ,eha/iors as constitutin. Ju/onen D 7ross, 2008C Kas5aus5as D 3totlB, 200 C E,arra D ,ullyin.. G*plorin. cy,er 0itchell, 200!,, 200 =. ,ullyin. in this manner 6he hi.h rate of reporte1 cy,er ,ullyin. /ictimiBation an1 pro/i1e1 an opportu(nity to perpetration in this stu1y may ,e 1ue in part to the nature of the e*amine the pre/alence of sur/ey. A re/ie: of @uestions employe1 ,y se/eral other sur(/eys ,ullyin. ,eha/ior :ithout ;2in1u&a D ?atchin, 200 C Fo:als5i D 9im,er, 200 C 9i, 200 C classifyin. it as such. Kas5aus5as D 3totlB, 200 C Hilliams D 7uerra, 200 C E,arra D6herefore, it appears that the 0itchell, 200!a, 200 =, re/eale1 that after ,ein. pro(/i1e1 ascope of cy,er ,ullyin. 1efinition of online ,ullyin. or harassment, stu1ents in these stu1ies ,eha/ior e*perience1 an1 :ere as5e1 to i1entify :hether they thou.ht they :ere JJ,ullie1AA or perpetuate1 ,y this sample JJharasse1AA ,y others or :hether they thou.ht they JJ,ullie1AA or far e*cee1s :hat participants JJharasse1AA others online ,ase1 on the 1efini(tion pro/i1e1. #n e*plicitly i1entifie1 as ,ul( contrast, in this stu1y :e as5e1 stu1ents :hether they en.a.e1 in or lyin., :hich is itself a nota,le :ere the tar.et of 1istinct cy,er ,ul(lyin. ,eha/iors :ithout la,elin. fin1in..
these ,eha/iors as ,ullyin.. Hhen e*plicitly as5e1 a,out their No .en1er 1ifferences :ere e*perience :ith JJ,ullyin.AA an1 JJ,ein. ,ullie1AA online, the results foun1 in the o/erall perpetration :ere /ery 1ifferent$ 8).8> of respon1ents in1icate1 that they 1o not of cy,er ,ullyin. in our stu1y, ,ully or .et ,ullie1 online, 6.!> in1icate1 that they ,ully an1 .et :hich correspon1s to the litera( ,ullie1 online, ).1> in1icate1 that they are ,ullie1 online, an1 onlyture ;2in1u&a D ?atchin, 200 C 2.6> in1icate1 that they ,ully others online. Althou.h stu1ents Fo:als5i D 9im,er, 200 C Hil( a1mitte1 to en.a.in. in specific ,eha/iors online, they may not liams D 7uerra, 200 C E,arra D 0itchell, 200!,=. 2o:e/er, .en1er 1ifferences :ere e/i1ent in this analysis re.ar1in. the form of cy,er ,ullyin. in :hich participants :ere in/ol/e1. 6he nature of these 1ifferences is consistent :ith the :ell(1ocu(mente1 .en1er 1ifferences e/i1ent in tra1itional ,ullyin., :here,y ,oys are more in/ol/e1 in 1irect or o/ert an1 physical forms of a..ression an1 .irls are more in/ol/e1 in in1irect an1 relational forms ;+ullerton( 3en D +ric5, 200)C ?rinstein et al., 2001=. Accor1in. to our fin1in.s, e/en in the online en/iron(ment, there is e/i1ence that ,oys are more li5ely to ,e /ictims or perpetrators of 1irect ,ullyin. such as threatenin. an1 that .irls are more li5ely to ,e /ictims or perpetrators of in1irect ,ul(lyin. such as rumors or preten1in. to ,e someone else.

3 0

0#32NA, +OOF, 7A"A99A, "A+#8F, AN" 3O9O0ON

6a,le ). 3tu1ents Hho Here +y,er -ullie1 in the 9ast 3 0onths ,y 9an.ua.e 3po5en at 2ome
9an.ua.e spo5en at home 3tu1ents :ho :ere cy,er ,ullie1 in the last 3 months -ein. calle1 names ; Ne/er Once or t:ice 0ore than t:ice -ein. the su,&ect of rumors ; Ne/er Once or t:ice 0ore than t:ice 8'3 262 ; ! . 360 )! 13 ;8!. 3= ;12. )= ;3.0 = 1)2 1' 6 ;8). '= ;10. = ;3. != 26! 6) 10 . '= ;1 '. 2= ;2. '= 8)3 2'' ; 0. '= 308 '1 2' ; 2. 0= ;21. 3= ;6. = 1!0 30 8 ; 8. = ;16. '= ;!. != 268 )8 18 . '= ;1 6. '= ;). 2= Gn.lis h +hinese M 3G Asia #n1ia M 0i11le Gastern Other

;2!. '= ;!.2 )1 = 2 v < 1 .6)), p < .00

3omeone preten1s to ,e you Ne/er Once or t:ice 0ore than t:ice

;21. '= ;3.! !0 = 2 v < 26.!6!, p O . 000) ; '. 8= ;18. 2= ;2.0 =

')! 218 2!

363 )6

;8). 2= ;13. 1= ;1. =

1! 22

;83. )= ;12. )= ;!. 0=

28' !1 11

;8 !. 8= ;1 2. 0= ;3. 2=

v < 16.''), p < .00' -ein. threatene1 Ne/er Once or t:ice 0ore than t:ice Kecei/in. un:elcome se*ual content Ne/er Once or t:ice 0ore than t:ice As5e1 to 1o somethin. se*ual Ne/er Once or t:ice 0ore than t:ice ?ri/ate pictures 1istri,ute1 Ne/er Once or t:ice 0ore than t:ice ;8'. 1,06) = ; .3 86 = ;3.0 3) = 2 v < 1!.0!!, p < .02' ;'2. 1,10 = ;).' 1 = ;1.! 16 = 2 v < 11.0 ', p < .086 !01 16 ) ;'). 0= ;3.8 = ;1.2 = 163 ;'3. = ;!. 0= ;2. 3= 312 23 ) ;' 1. 8= ;6. 8= ;1. != ;88. 1,0!2 '= ; .8 '2 = ;3.3 38 = 2 v < '.!)', p < .1!' 381 26 ! ;'2. = ;6.3 = ;1.0 = 1)! 10 2 ;'2. 8= ;6. 0= ;1. 2= 303 2! ' ;' 0. 2= ; . 1= ;2. = ;88. 1,061 '= ;'.1 10' = ;2.0 2! = 2 v < .211, p < .302 3 8 3' 12 ;88. 1= ;'.1 = ;2.8 = 161 11 3 ;'2. 0= ;6. 3= ;1. = 308 20 11 ;' 0. '= ;). '= ;3. 2=

!00 2) 3

;'3. )= ;).8 = ;0. =

16' ! 6

;'!. != ;2. 2= ;3. !=

31 1

;' 3. 0= ;). 0= ;2. 0=

Note. Values in parentheses are percenta.es. 9an.ua.e spo5en at home$ Gn.lish < Gn.lishC +hinese M 3.Asian < +hinese, Forean, VietnameseC #n1ian M 0i11le Gastern < 6amil, ?ersian ;4arsi= 8r1u, ?un&a,i, Ara,icC Other < 3omali, Kussian, ?ortu.uese, Other.

lan.ua.e other than Gn.lish 6he fin1in. that ol1er .irls :ere more li5ely than ,oys in their at home :ere not at hi.her .ra1e le/el to ,e sent un:elcome se*ual pictures or te*t or to ,e ris5 of ,ein. ,ullie1. 6his as5e1 to 1o somethin. se*ual online correspon1s :ith research fin1in. may ,e influence1 ,y on cy,er harassment ;0itchell, Hola5, D 4in5elhor, 200 =. Hith the manner in :hich stu1ents respect to offline se*ual ,ullyin. or harassment, althou.h the:ho spo5e a lan.ua.e other e/i1ence seems clear that .irls e*perience more physical se*ualthan Gn.lish at home spent harassment than ,oys there is conflictin. e/i(1ence a,out their time on the computer, as :hether the fre@uency an1 se/erity of se*ual harassmentthese stu1ents :ere far more e*perience1 ,y .irls is .reater than ,y ,oys ;6imm(erman,li5ely to spent their time 2003=, or :hether they en1ure similar le/els ,ut 1ifferent forms online completin. home:or5 of harassment ;0c0aster, +onnolly, ?epler, D +rai., 2002=. 6hethan other stu1ents. 4urther important point is that there is compellin. e/i1ence that se*ual research in this area is harassment is a pre/alent form of peer /ictimiBation ,oth online necessary to e*plore the ,et:een an1 offline, for stu1ents of ,oth .en1ers an1 partic(ularly forrelationship mar.inaliBation an1 cy,er .irls. Hhile the literature su..ests mar.inaliBe1 stu1ents may ,e at/ictimiBation. hi.her ris5 of online /ictimiBation ;0itchell, E,arra, D 4in5el(hor, Another fin1in. that is 200 =, our research foun1 that stu1ents :ho spo5e a consistent :ith the literature on cy,er ,ullyin. an1 cy,er a,use is that many stu1ents 1i1 not report their e*periences of cy,er ,ullyin. to their parents ;8>= or teachers ;3>C 4in5elhor et al.,

2000C OA+onnell et al., 200!=. Other results in1icate that chil1ren an1 youth :ere more li5ely to report inci1ents of cy,er ,ullyin. to their parents than to teachers althou.h the percenta.e of stu1ents that tells their par(ents is 1istur,in.ly lo: ;A.atson et al., 200 =. 6his fin1in. that stu1ents 1o not report cy,er ,ullyin. correspon1s :ith the trou,lin. an1 sta,le fin1in. that reporte1 tra1itional ,ullyin.

3
+E-GK -899E#N7 -G2AV#OK3

6a,le 6. 3tu1ents Hho +y,er -ullie1 Others in the 9ast 3 0onths ,y 9an.ua.e 3po5en at 2ome
9an.ua.e spo5en at home 3tu1ents :ho cy,er ,ullie1 others in the last 3 months +allin. someone names ; Ne/er Once or t:ice 0ore than t:ice ?reten1in. to ,e someone else Ne/er Once or t:ice 0ore than t:ice 3prea1in. rumors Ne/er Once or t:ice 0ore than t:ice 6hreatenin. someone Ne/er Once or t:ice 0ore than t:ice 3en1in. pri/ate photos of someone else Ne/er Once or t:ice 0ore than t:ice 3en1in. un:elcome se*ual content Ne/er Once or t:ice 0ore than t:ice ;' . 1,1)8 != ;1.! 1 = ;1.2 1! = 2 v < 8.3!3, p < .21! !21 ! 1 ;'8. 8= ;0. '= ;0. 3= 163 ) 2 ;'). '= ;2.' = ;1.2 = 333 ) 1 ;' 8. 2= ;1. )= ;0. 3= ;'6. 1,13' 2= ;3.3 3' = ;0.) 6 = 2 v < !.)'6, p < .)' !13 ' 1 ;' . = ;2. 1= ;0. 2= 16) 6 2 ;'). != ;3.! = ;1.2 = 330 8 1 ;' . 3= ;2. != ;0. 3= ;'). 1,123 0= ;3.! !0 = ;1.6 1' = 2 v < ). 2, p < .!!' !0! 1' 2 ;'). 1= ;!. != ;0. )= 162 ' 2 ;'3. 6= ;).2 = ;1.2 = 323 10 ) ;' ). 6= ;3. 0= ;1. != ''1 1 2 ;8!. 1= 382 3' ! ;8'. '= ;'. 2= ;0. '= 1!' 1 ! ;8 . 6= ;10. 0= ;0.' = 2'3 3' ) ;8 6. '= ;1 1. 6= ;1. )= '30 230 . 8= ; 330 8) 13 . 1= 138 28 8 ; '. 3= ;16. 1= ;!.6 = 2 2 )' 13 ; '. 1= ;1 . 2= ;3. = Gn.lis h +hinese M 3G Asia #n1ia M 0i11le Gastern Other

;1'. 2= ;3.0 36 = 2 v < 3.223, p < . 80

;1'. '= ;3. 0=

;1!. 6= ;1.3 1) = 2 v < 12.0 6, p < .060 ;8 . 1,0!2 3= ;11. 13' = ;1.0 12 = 2 v < 1).188, p < .01'

382 !0 !

;8'. '= ;'. 2= ;0. '=

1)8 ' )

;'1. '= ;).2 = ;2.' =

310 26 6

;' 0. 6= ; . 6= ;1. 8=

Note. Values in parentheses are percenta.es. 9an.ua.e spo5en at home$ Gn.lish < Gn.lishC +hinese M 3.Asian < +hinese, Forean, VietnameseC #n1ian M 0i11le Gastern < 6amil, ?ersian ;4arsi= 8r1u, ?un&a,i, Ara,icC Other < 3omali, Kussian, ?ortu.uese, Other.

un1erestimates the pro,lem ;2anish D 7uerra, 2000=. Hhile some other in1i/i1uals they alrea1y of the reasons chil1ren an1 youth :ithhol1 1isclosure of cy,er5no: ;7ross, 200!C Val5en( ,ullyin. parallel those in the tra1itional ,ullyin. litera(ture, such as ,ur. D ?eter, 200 =. 6he fear of retaliation an1 :orsenin. of the ,ullyin. or fear that tellin. fin1in.s correspon1 :ith a1ults :oul1 not help ;A.atson et al., 200 C 0ishna D Ala..ia, other research in :hich it :as 200)=, some reasons for not 1isclosin. cy,er ,ullyin. inci1ents foun1 that 3> of youth :ho appear uni@ue to the cy,er :orl1. A ma&or ,arrier to chil1ren an1 ha1 e*perience1 cy,er youth 1isclosin. cy,er /ictimiBation is fear that their parents :oul1 ,ullyin. reporte1 that they remo/e their #nternet or cell phone pri/ile.es ;A.atson et al., 200 C 5ne: the per(son :ho ,ullie1 Fo:als5i D 9im,er, 200 =. 6his lac5 of 1isclosure ,elies the them ;0a.i1, 200)=. 6he stu1entsA emotional responses, :here,y a si.nificant proportionassumption of ano(nymity is reporte1 feelin. an.ry, em,ar(rasse1, sa1, or scare1, in the current further challen.e1 ,y our an1 other research ;-eran fin1in. that one fourth of

1& 9i, 200)C 0itchell, E,arra, D 4in5elhor, 200 C Hola5,cy,er ,ullyin. occurs in the presence of JJcy,erAA 0itch(ell, D 4in5elhor, 2006=. :itnesses. A siBa,le ,o1y of 6he fin1in. that most stu1ents 5ne: the i1entity of the perpetrator ,rea5s the assumption commonly note1 in theresearch 1emonstrates that literature that cy,er ,ullyin. is anonymous ;2in1u&a D ?atchin, the ma&ority of tra1itional ,ullyin. inci1ents occur in the 200 , 200'C Fo:als5i D 9im,er, 200 C Kas5aus5as presence of peers ;Atlas D 2& 3totlB, 200 C 3hariff, 200)C E,arra D 0itchell, 200!a=. ?epler, 1''8C +rai. D ?epler, 3uch results are not surprisin., ho:e/er, consi1erin. the e/i( 200 C OA+onnell et al., 1'''= 1ence that the ma&ority of youth communicate online :ith an1 that the roles peers play

are pi/otal, :hether they passi/ely :atch, &oin or inter/ene to stop the ,ullyin. ;2a:(5ins, ?epler, D +rai., 2001C OA+onnell et al., 1'''=. Althou.h JJcy,erAA :itnesses may 1iffer from offline ,ystan1ers 1ue to the uni@ue online conte*t, the lar.e proportion of respon(1ents :ho reporte1 :itnessin. cy,er ,ullyin. points to the importance of a11ressin. ,ystan1ers in e1ucation an1 pre/en(tion inter/entions, in or1er to alter their attitu1es an1 responses to online ,ullyin.. 0oreo/er, it is important to ,e min1ful that in cy,er space JJthe potential au1ience of ,ystan1ers an1 o,ser/ers of electronic ,ullyin. is limitlessAA ;Fo:als5i D 9im,er, 200 =.

3 2

0#32NA, +OOF, 7A"A99A, "A+#8F, AN" 3O9O0ON

inte.ral role of electronic technolo.y for chil1ren Not only 1i1 the results su..est that an1 a1olescents, ,oth as stu1ents 5ne: the perpe(trator ,ut the a :ay of communicatin. fin1in.s also in1icate1 that stu1ents :ere an1 relatin. positi/ely an1 often cy,er ,ullie1 ,y someone they as a means throu.h :hich consi1ere1 a frien1 an1 that stu(1ents they ,ully an1 are ,ul(lie1. ,ullie1 others online :ho :ere ?arents an1 e1ucators consi1ere1 frien1s. 6his fin1in. must not i.nore or correspon1s to the small ,o1y of un1erestimate chil1renAs literature that e*am(ines tra1itional an1 youthAs 5no:le1.e ,ullyin. that occurs amon. frien1s an1 an1 s5ill :ith computers, that may conse@uently pose 1istinct the #nternet, an1 other challen.es ;+asey(+annon, 2ay:ar1, D communication 7o:en, 2001C +ric5 D Nelson, 2002C technolo.y. #n a11ition to "ane, 2001C 7rotpeter D +ric5, 1''6C reco.niBin. the centrality 0ishna, Hiener, D ?epler, 2008=. 4or an1 importance of cy,er e*ample, a..ressi/e chil1ren may use interactions for chil1ren the features that are uni@ue to frien1ship, an1 youthAs socialiBation, such as 1isclosure of confi1ences, to a1ults nee1 to 1ifferenti( ,ully their frien1s ,y e*ertin. control ate technolo.y use that is ;James D O:ens, 200)=. 4or /ulnera,le neutral or positi/e from chil1ren :ho may ,e ,ullie1 ,y a frien1, technolo.y use that is ha/in. or 1esirin. the frien1ship may a,usi/e or ne.ati/e. complicate the situation an1 thus limit the 8n1erestimatin. chil1As options ;Ne:man, 0urray, D chil1renAs almost 9ussier, 2001=. Althou.h there is u,i@uitous use of e/i1ence that communication technolo.y technolo.y an1 its can ,e ,eneficial for frien1ships ;-lais et si.nificant meanin. for al., 2008C Val5en,ur. D ?eter, 200 =, the them can pro1uce a .ap fin1in.s of this stu1y su..est that such in 5no:le1.e across technol(o.y may also pose 1ifficulties .enerations, resultin. in such as cy,er ,ullyin.. a1ultsA ina,ility to protect chil1ren an1 youth from the potential 1an.ers of 9imitations this technolo.y. Althou.h the present analysis utiliBe1 a Keco.nition ,y parents lar.e an1 ran1omly selecte1 sample of an1 e1ucators of the youth, limitations must ,e note1. importance of #nternet Althou.h 1ata from the inclu1e1 school acti/ity, particularly online ,oar1s hi.hli.ht that the final sample is communication, may @uite similar to the o/erall population on facili(tate 1isclosure of 5ey 1emo(.raphics ;see 6a,le 1=, the lo: cy,er ,ullyin. amon. response rate limits the .eneraliB(a,ility chil1ren an1 youth :ho of these fin1in.s. 6hese results shoul1 fear that online therefore ,e /ie:e1 as preliminary. prohi,itions may result Another limitation is that all .ra1es from any 1iscussion of ,et:een 6 an1 12 :ere not sample1 1ue cy,er /ictimiBation or to constraints impose1 ,y the perpetration. 4urther, it is participatin. school ,oar1s out of pi/otal that parents an1 concern a,out resource issues. +aution e1ucators un1erstan1 the must thus ,e ta5en in .eneraliBin. the 1ifferential ris5 associate1 results to stu1ents in the nonparticipatin. :ith .en1er an1 .ra1e to .ra1es. tailor pre/ention messa.es to the

.ra1e( an1 .en1er( specific ,eha/iors that most place chil1ren an1 youth at ris5.

#mplications for ?ractice an1 3er/ice "eli/ery

An implication of the present stu1y is the nee1 for practi(tioners to ,oth un1erstan1 an1 atten1 to the importance an1 meanin. of online relationships for chil1ren an1 youth, an1 a11ress the inherent ris5s in online communication an1 inter(actions, inclu1in. the potential for cy,er ,ullyin. amon. frien1s. 4or e*ample a chil1 or youth may .i/e a truste1 frien1 a pass:or1, :ithout anticipatin. the ris5s shoul1 the relationship chan.e, such as the frien1 ,ecomin. an.ry an1 usin. this pass:or1 to perpetrate cy,er ,ullyin.. Hhat occurs :ithin the conte*t of :hat a chil1 or youth consi1ers a truste1 frien1ship ;for e*ample .i/in. a pass:or1 or sen1(in. a picture= may @uic5ly mo/e into the realm of cy,er space :ith its potential for imme1iate, :i1esprea1 an1 lon.(stan1in. 1istri,ution. +hil1ren an1 youth therefore nee1 e1ucation an1 support to na/i.ate the comple*ity of their online interactions an1 frien1ships.
6he fin1in.s in1ictin. that cy,er ,ullyin. occurs amon. peer .roups, inclu1in. frien1s an1 ac@uaintances, su..ests that pre(/ention an1 inter/ention shoul1 occur in schools :ithin the chil( 1renAs an1 youthAs social :orl1s an1 :ith the

#mplications for ?re/ention$ 4amilies an1 G1ucators

6he fin1in.s of this stu1y correspon1 :ith the literature that 1ocuments the

support of their teachers an1 parents. Kesearch is re@uire1 to e*amine an1 1eter(mine ho: to optimally inter/ene to support chil1ren an1 youth.

Alon. :ith reco.niBin. the centrality an1 meanin. of elec(tronic communication for chil1ren an1 youth, practitioners must un1erstan1 the phenomenon of cy,er ,ullyin. inclu1in. similarities :ith an1 1ifferences from tra1itional ,ullyin.. An important focus must ,e on facilitatin. the a,ility of chil1ren an1 youth to tell their parents an1 other a1ults a,out their e*periences of cy,er ,ullyin. an1 on helpin. parents an1 other a1ults to respon1 effecti/ely.

#mplications for ?olicy

As the results hi.hli.ht that cy,er ,ullyin. pre1ominantly occurs :ithin e*istin. social relationships an1 ,y 5no:n perpe(trators, it is important that &u1icial policy ma5ers incorporate an un1erstan1in. of peer(to(peer /ictimiBation in their pre/en(tion an1 inter/ention efforts in the fiel1 of cy,er a,use. Althou.h a focus on cy,er a,use, e*ploitation, an1 solicitation ,y stran.ers remains /ital, it is important to reco.niBe the harm associate1 :ith cy,er ,ullyin. an1 cy,er se*ual /ictimiBation :ithin the conte*t of peer .roups.

+onclusion
6he +on/ention on the Ki.hts of the +hil1 ;1'8'= i1entifies a1ults as responsi,le to protect chil1ren from all forms of physi(cal an1 mental /iolence, in&ury, or a,use. +hil1renAs an1 youthAs ha,itual an1 intense in/ol/ement in the cy,er :orl1 an1 the rapi1 increase of cy,er ,ullyin. si.nal an ur.ent call to action for a1ults to inter/ene an1 protect chil1ren an1 youth. Kesults of the stu1y reporte1 in this article re/eale1 that cy,er ,ullyin. lar.ely occurs :ithin chil1renAs e*istin. social relationships. 6his fin1in. pro/i1es further support for the nee1 to a11ress the

+E-GK -899E#N7 -G2AV#OK3 +on/ention on the Ki.hts of the +hil1, 7.A. Kes. !!%2), pro,lem of cy,er ,ullyin. throu.h a 8.N. 7AOK 3upp. !' at systemic approach, encom(passin. 16), 8.N. "oc. A%!! 36 1ifferent le/els of the system ;1'8'=. inclu1in. peers, teachers, school +rai., H., D ?epler, ". =. 8n1erstan1in. a1ministrators, mental health ;200 ,ullyin.$ 4rom research to professionals, la: enforce(ment, practice. +ana1ian an1 parents. ?sycholo.y, !8, 86'3. +ric5, N. K., D Nelson, ". A. Fey:or1s$ a1olescentsC +ana1aC ;2002=. Kelational an1 cy,er ,ullyin.C /ictimiBationC .en1erC physical /ictimiBa(tion :ithin frien1ships$ No,o1y ethnicity. tol1 me thereA1 ,e frien1s li5e these. Keference Journal of A,normal +hil1 s ?sycholo.y, 30, )''60 . +ullerton(3en, +., D +ric5, N. A.atson, ?., Fo:als5i, K., D 9im,er, 3. ;200 =. 3tu1entsA perspecti/es on ;200)=. 8n1erstan1in. the cy,er ,ullyin.. Journal of A1olescent effects of physical an1 relational /ictimiBation$ 2ealth, !1, 3)'360. Atlas, K., D ?epler, ". ;1''8=. 6he utility of multiple O,ser/ations of ,ullyin. in the class( perspec(ti/es in pre1ictin. room. Journal of G1ucation Kesearch, social(emotional '2, 86''. a1&ustment. 3chool -eran, 6., D 9i, N. ;200)=. +y,er( ?sycholo.y Ke/ie:, 3!, harassment$ A stu1y of a ne: metho1 1! 160. for an ol1 ,eha/ior. Journal of "ane, A. V. ;2001=. A G1ucational +omputin. Kesearch, 32, multimetho1 e*amination 26)2 . of the frien1ships of o/ertly -eran, 6., D 9i, N. ;200 =. 6he a..ressi/e an1 relationally chil1ren. relationship ,et:een cy,er,ullyin. a..ressi/e an1 school ,ullyin.. Journal of "issertation A,stracts 3tu1ent Hell,ein., 1, 1)33. #nternational 3ection A$ -erson, #. K., -erson, 0. J., D 4erron, J. 2umanities an1 3ocial 0. ;2002=. Gmer.in. ris5s of /iolence 3ciences, in the 1i.ital a.e$ 9essons for 62;!(A=, 1323. e1ucators from an online stu1y of Gslea, 0., D 0u5htar, F. a1olescent .irls in the 8nite1 3tates. ;2000=. -ullyin. an1 0eri1ian$ A 0i11le 3chool racism amon. Asian school chil1ren in -ritain. 6echnolo.ies Journal, ), 132. -lais, J. J., +rai., H. 0., ?epler, "., D G1ucational Kesearch, !2, 20 21 . +onnolly, J. ;2008=. A1olescents online$ 4in5elhor, "., 0itchell, F., D 6he importance of #nternet acti/ity choices to salient relation(ships. Journal Hola5, J. ;2000=. Online /ictimiBation$ A report on of Eouth an1 A1olescence, 3 , )22)36. the nationAs youth. -oy1, ". ;2008=. Hhy youth heart social National +enter for net:or5 sites$ 6he role of net(:or5e1 0issin. D G*ploite1 pu,lics in teena.e social life. #n ". +hil1ren. Ketrie/e1 April -uc5in.ham ;G1.=, Eouth, i1entity, an1 11, 200', from 1i.ital me1ia ;pp. 1''1!2=. +am,ri1.e, http$%%:::.unh.e1u%ccrc% 0A$ 0#6 ?ress. Eouth #nternet info -ryant, J. A., 3an1ers(Jac5son, A., D pa.e.html 3mall:oo1, A. ;2006=. #0in., te*t 7ross, G. 4. ;200!=. messa.in., an1 a1olescent social A1olescent #nternet use$ net:or5s. Journal of +omputer(0e1( Hhat :e e*pect, :hat iate1 +ommunications, 11, ) )'2. teens report. Journal of +amp,ell, 0. ;200)=. 6he impact of the Applie1 "e/elopmental mo,ile phone on youn. peopleAs ?sycholo.y, 2), 633 6!'. social life. ?resente1 at the 3ocial 7rotpeter, J. F., D +ric5, N. +han.e in the 21st +entury +onfer( K. ;1''6=. Kelational ence, Nueenslan1 8ni/ersity of a..ression, o/ert 6echnolo.y. a..ression, an1 frien1ship. +asey(+annon, 3., 2ay:ar1, +., D +hil1 "e/elopment, 6 , 7o:en, F. ;2001=. 0i11le(school .irlsA 23282338. reports of peer /ictimiBation$ +oncerns, conse@uences, an1 implications. ?rofessional 3chool +ounselin., ), 1381)3.

3 3
2anish, 9., D 7uerra, N. ;2000=. +hil1ren :ho .et /ictimiBe1 at school$ Hhat is 5no:nP Hhat can ,e 1oneP ?rofessional 3chool +ounselin.,

!, 11311'. 2a:5ins, "., ?epler, "., D +rai., H. ;2001=. Naturalistic o,ser/ations of peer inter/entions in ,ullyin.. 3ocial "e/elopment, 10, )12 )2 . 2in1u&a, 3., D ?atchin, J. ;200 =. +y,er,ullyin.$ An e*ploratory analy(sis of factors relate1 to offen1in. an1 /ictimiBation. "e/iant -eha/ior, 2', 12'1)6.
2in1u&a, 3., D ?atchin, J. H. ;200'=. -ullyin. ,eyon1 the schoolyar1$ ?re(/entin. an1 respon1in. to cy,er,ullyin.. 6housan1 Oa5s, +A$ 3a.e.

Jac5son, 9., /on Gye, 4., -iocca, 4., -ar,atsis, 7., Qhao, E., D 4itB.er(al1, 2. ;2006=. "oes home #nternet use influence the aca1emic perfor(mance of lo:(income chil1renP "e/elopmental ?sycholo.y, !2, !2' !3).
James, V. 2., D O:ens, 9. ". ;200)=. JJ6hey turne1 aroun1 li5e # :asnAt thereAA An analysis of teena.e .irlsA letters a,out their peer conflicts.

3chool ?sycholo.y #nternational, 26, 188. Ju/onen, J., D 7ross, G. 4. ;2008=. G*ten1in. the school .roun1sP -ullyin. e*periences in cy,erspace. Journal of 3chool 2ealth, 8, !'6 )0). Fo:als5i, K., D 9im,er, 3. ;200 =. Glectronic ,ullyin. amon. mi11le school stu1ents. Journal of A1olescent 2ealth, !1, 322330. Fo:als5i, K., 9im,er, 3., D A.atston, ?. H. ;2008=. +y,er ,ullyin.. 0al1en, 0A$ -lac5:ell. 9i, N. ;200 =. Ne: ,ottle ,ut ol1 :ine$ A research of cy,er,ullyin. in schools. +omputers in 2uman -eha/ior, 23, 1 1 '1. 0a.i1, 9. J. ;1''8=. +hil1 safety in the information hi.h:ay. National +enter for 0issin. an1 G*ploite1 +hil1ren. Ketrie/e1 "ecem,er 8, 2008, from http$%%:::.safe5i1s.com%c

0itchell, F. J., 4in5elhor, "., D hil1Rsafety.htm 0c0aster, 9., +onnolly, J., ?epler, "., D Hola5, J. ;2003,=. 6he +rai., H. ;2002=. ?eer to peer se*ual e*posure of youth to harassment amon. early a1olescents. un:ante1 se*ual material on "e/elopment an1 ?sycho(patholo.y, the #nternet$ A national sur/ey of ris5, impact, an1 1!, '110). 0e1ia A:areness Net:or5. ;200)=. pre/ention. Eouth D 3ociety, Eoun. +ana1ians in a :ire1 :orl1. 3!, 3303)8. Ketrie/e1 April 11, 200', from 0itchell, F. J., Hola5, J., D 4in5elhor, ". ;200 =. http$%%:::.me1ia(a:areness.ca% en.lish%research%yc::%phase##%5eyRfin 6ren1s in youth reports of se*ual solicitations, 1in.s.cfm 0ishna, 4., D Ala..ia, K. ;200)=. Hei.hin. harassment an1 un:ante1 the ris5s$ A chil1As 1ecision to 1isclose e*posure to porno.raphy peer /ictimiBation. +hil1ren an1 3chools, on the #nternet. Journal of A1olescent 2ealth, !0, 2 , 21 226. 0ishna, 4., Hiener, J., D ?epler, ". 116 126. ;2008=. 3ome of my ,est frien1s$ 0itchell, F. J., E,arra, 0., D G*periences of ,ullyin. :ithin 4in5elhor, ". ;200 =. 6he frien1ships. 3chool ?sycholo.y relati/e impor(tance of online /ictimiBation in #nterna(tional, 2', )!') 3. 0itchell, F. J., 4in5elhor, "., D Hola5, J. un1erstan1in. 1epression, an1 ;2003a=. VictimiBation of youth on the 1elin@uency use. +hil1 internet. Journal of A..ression, su,stance 0altreatment, 12, 31! 0altreatment D 6rauma, 32!. 8, 13'.

Nansel, 6., O/erpec5, 0., 2aynie, "., Kuan, J., 3chei1t, ?. ;2003=. Kelationships ,et:een ,ullyin. an1 /iolence amon. 8.3. youth. Archi/es of ?e1iatric an1 A1olescent 0e1icine, 1) , 3!83)3. Ne:man, K. 3., 0urray, -., D 9ussier, +. ;2001=. +onfrontation :ith a..ressi/e peers at school$ 3tu1entsA reluctance to see5 help from the teacher. Journal of G1ucational ?sycholo.y, '3, 3'8!10. Nie, N., D 2illy.us, ". ;2002=. Hhere 1oes #nternet time come fromP$ A reconnaissance. #6 D 3ociety, 1, 120. OA+onnell, ?., ?epler, "., D +rai., H. ;1'''=. ?eer in/ol/ement in ,ul(lyin.$ #nsi.hts an1 challen.es for inter/ention. Journal of A1olescence, 22, !3 !)2.

3 !

0#32NA, +OOF, 7A"A99A, "A+#8F, AN" 3O9O0ON

6immerman, 7. ;2003=. 3e*ual harassment of a1olescents OA+onnell, K., ?rice, J., D -arro:, +. ;200!=. +y,er stal5in., perpetrate1 ,y teachers an1 ,y a,usi/e cy,er se* an1 online .roomin.$ A pro.ramme of peers$ An e*ploration of the 1ynamics e1ucation for teena.(ers. +entral 9ancashire, 8F$ of po:er, culture, an1 .en1er in +y,erspace Kesearch 8nit. secon1ary schools. 3e* Koles, !8, Ol:eus, ". ;1''!=. Annotation$ -ullyin. at school$ -asic facts 2312!!.

an1 effects of a school ,ase1 inter/ention pro.ram. Journal 6ynes, -. ;200 =. Kole ta5in. in of +hil1 ?sy(cholo.y an1 ?sychiatry an1 Allie1 "isciplines, online JJclassroomsAA$ Hhat 3), 11 111'0. a1olescents are learnin. a,out ?alfrey, J., D 7asser, 8. ;2008=. -orn 1i.ital$ 8n1erstan1in. race an1 ethnicity. "e/elopmental the first .eneration of 1i.ital nati/es. Ne: Eor5, NE$ -asic ?sycholo.y, !3, 13121320. -oo5s. Val5en,ur., ?., D ?eter, J. ;200 =. ?atchin, J., D 2in1u&a, 3. ;2006=. -ullies mo/e ,eyon1 the ?rea1olescentsA an1 a1olescentsA school yar1$ A preliminary loo5 at cy,er,ullyin.. Eouth online communication an1 their Violence an1 Ju/enile Jus(tice, !, 1!816'. closeness to frien1s. ?es5in, 0., 6ortolero, 3., D 0ar5ham, +. ;2006=. -ullyin. an1 "e/elopmental ?sycholo.y, !3, /ictim(iBation amon. -lac5 an1 2ispanic a1olescents. 26 2 . A1olescence, !1, !6 !8!. Hilliams, F., D 7uerra, N. ;200 =. ?rinstein, 0., -oer.ers, J., D Vern,er., G. ;2001=. O/ert an1 ?re/alence an1 pre1ictors of ,ullyin.. Journal of relational a..ression in a1olescents$ 3ocial(psycholo.ical #nternet functionin. of a..res(sors an1 /ictims. Journal of +linical +hil1 A1olescent 2ealth, !1;6=, 31! 321. ?sycholo.y, 30, ! !8'. Kas5aus5as, J., D 3totlB, A. ;200 =. #n/ol/ement in tra1itional Hola5, J., 0itchell, F. J., D 4in5elhor, an1 elec(tronic ,ullyin. amon. a1olescents. "e/elopmental ". ;2006=. Online /ictimiBation of youth$ 4i/e years later. ?sycholo.y, !3, )6!) ). Hashin.ton, "+$ National +enter Kolan1, G. ;2000=. -ullyin. in school$ 6hree national for 0iss(in. an1 G*ploite1 inno/ations in Nor:e.ian schools in 1) years. A..ressi/e +hil1ren. -eha/ior, 26, 13)1!3. 3chroc5, A., D -oy1, ". ;2008=. Online threats to youth$ 3olicitation, Hola5, J., 0itchell, F. J., D 4in5elhor, harassment, an1 pro,lematic content$ 9iterature re/ie: ". ;200 =. "oes online harass( prepare1 for the #nternet 3afety 6echnical 6as5 4orce. Ketrie/e1 ment constitute ,ullyin.P An 0arch 2), 200', from e*ploration of online harassment ,y 5no:n peers an1 online(only http$%%cy,er.la:.har/ar1.e1u%sites%cy,er.la:.har/ar1.e1u%files%KA contacts Journal of A1olescent -R 9itRKe/ie:R121800.p1f 2ealth, !1, 3)13)8. 3hariff, 3. ;200)=. +y,er(1ilemmas in the ne: millennium$ E,arra, 0., "iener(Hest, 0., D 9eaf, -alancin. free e*pression an1 stu1ent safety in cy,er( ?. ;200 =. G*aminin. the o/erlap in space. 0c7ill Journal of G1ucation, !0, !6 !8 . #nternet harassment an1 school 3hariff, 3., D Johnny, 9. ;200 =. +y,er(li,el an1 cy,er ,ullyin.$ ,ullyin.$ #mplications for school +an schools protect stu1ent reputations an1 free e*pression inter/ention. Journal of A1olescent in /irtual en/i(ronmentsP 0c7ill Journal of G1ucation, 16, 2ealth, !1, 3!23)0. 30 3!2. E,arra, 0. 9., Gspela.e, "., D 0itchell, 3lon&e, K., D 3mith, ?. F. ;2008=. +y,er,ullyin.$ Another main F. J. ;200 =. 6he co(occur(rence of type of ,ullyin.P 3can1ina/ian Journal of ?sycholo.y, !', internet harassment an1 un:ante1 1! 1)!.
se*ual solicitation /ictim(iBation an1 perpetration$ Associations :ith psychosocial in1icators.

Journal of A1olescent 2ealth, !1, 3313!1.

E,arra, 0., D 0itchell, F. J. ;200!a=. Online a..ressor M tar.ets, a..res( sors an1 tar.ets$ A comparison of associate1 youth characteristics.

Journal of +hil1 ?sycholo.y an1 ?sychiatry, !), 13081316. E,arra, 0., D 0itchell, F. J. ;200!,=. Eouth en.a.in. in online harassment$ Associations :ith care.i/er(chil1 relationships, #nternet use, an1 personal characteristics. Journal of A1olescence, 2 , 31'336. E,arra, 0., D 0itchell, F. J. ;200 =. ?re/alence an1 fre@uency of #nter( net harassment insti.ation$ #mplications for a1olescent health. Journal of A1olescent 2ealth, !1, 18'1').
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