CYBER-CYBER-BULLYING BULLYING

AND PRIMARYAND PRIMARYSCHOOL SCHOOL

STUDENTS:STUDENTS:

Dr Stephen James Minton CPsychol AFBPsS

National Parents’ Council (Primary) – Cork WestOriel House, Ballincollig, Co. Cork

5th February, 2013

WHAT PARENTS NEED TO KNOWWHAT PARENTS NEED TO KNOW

About the PresenterAbout the Presenter Chartered Psychologist with, and Associate Fellow of, the British Chartered Psychologist with, and Associate Fellow of, the British

Psychological Society.Psychological Society. Full-time lecturer in the Psychology of Education at the School of Full-time lecturer in the Psychology of Education at the School of

Education, Trinity College Dublin.Education, Trinity College Dublin. Graduate of the University of Glasgow (B.Sc. (Hons.) (1995)) and Graduate of the University of Glasgow (B.Sc. (Hons.) (1995)) and

Trinity College Dublin (M.Sc. (Couns. Psychol.) (1997), Ph.D. Trinity College Dublin (M.Sc. (Couns. Psychol.) (1997), Ph.D. (2007)). (2007)).

Author of Author of Using Psychology in the Classroom Using Psychology in the Classroom (Sage, 2012).(Sage, 2012). Co-author of Co-author of Dealing with Bullying in Schools: A Training Manual for Dealing with Bullying in Schools: A Training Manual for

Teachers, Parents and Other Professionals Teachers, Parents and Other Professionals (Sage, 2004), and (Sage, 2004), and Cyber-Bullying: The Irish Experience Cyber-Bullying: The Irish Experience (Nova Science, 2011).(Nova Science, 2011).

Authored and co-authored over sixty scholarly articles on the Authored and co-authored over sixty scholarly articles on the subjects of cyber-bullying, school bullying and school violence. subjects of cyber-bullying, school bullying and school violence.

Twelve years’ experience of designing, implementing and evaluating Twelve years’ experience of designing, implementing and evaluating school and school community anti-bullying programmes at local, school and school community anti-bullying programmes at local, regional, national and international levels. regional, national and international levels.

Regularly called upon to provide training and presentations to Regularly called upon to provide training and presentations to various groups within schools and the broader community.various groups within schools and the broader community.

Topics of DiscussionTopics of Discussion

1 – What is Cyber-Bullying?1 – What is Cyber-Bullying?2 – Bullying via Mobile Telephones2 – Bullying via Mobile Telephones3 – Cyber-Bullying in Ireland3 – Cyber-Bullying in Ireland4 – What Can and Should be Done4 – What Can and Should be Done5 – Cyber-Safety and Parents5 – Cyber-Safety and Parents6 – Cyber-Safety Resources for Parents6 – Cyber-Safety Resources for Parents7 - Conclusions7 - Conclusions

1A – What is Cyber-Bullying? (I)1A – What is Cyber-Bullying? (I)

‘‘Cyber-bullying is an Cyber-bullying is an aggressiveaggressive, , intentional intentional act act carried out by a group or individual, using carried out by a group or individual, using electronic electronic forms of contactforms of contact, , repeatedlyrepeatedly over time against a over time against a victim who victim who cannot easily defend him- or herselfcannot easily defend him- or herself’ ’ (Smith et al., 2006)(Smith et al., 2006)

Often previously known as ‘E-bullying’ (e.g., O’ Often previously known as ‘E-bullying’ (e.g., O’ Moore & Minton, 2004)Moore & Minton, 2004)

Seven categories (Smith et al., 2005, 2006) (I)Seven categories (Smith et al., 2005, 2006) (I) (a) Text message bullying(a) Text message bullying (b) Picture / video-clip bullying via mobile phone (b) Picture / video-clip bullying via mobile phone

camerascamerasMay involve ‘happy slapping’ attacksMay involve ‘happy slapping’ attacks

1B – What is Cyber-Bullying? (II)1B – What is Cyber-Bullying? (II) Seven categories (Smith et al., 2005, 2006) (II)Seven categories (Smith et al., 2005, 2006) (II)

(c) Phone call bullying via mobiles(c) Phone call bullying via mobilesCan involve the theft and use of another’s phoneCan involve the theft and use of another’s phone

(d) E-mail bullying(d) E-mail bullying (e) Chat-room bullying(e) Chat-room bullying (f) Bullying through Instant Messaging (IM)(f) Bullying through Instant Messaging (IM) (g) Bullying via Websites(g) Bullying via Websites

Includes use of defamatory blogs, personal web-sites and on-Includes use of defamatory blogs, personal web-sites and on-line personal polling sites, general polling sites (e.g., ‘rate my line personal polling sites, general polling sites (e.g., ‘rate my teachers’)teachers’)

Also includes some use of social networking and file-share Also includes some use of social networking and file-share sites (e.g., ‘Facebook’, ‘You Tube’, ‘AskFM’)sites (e.g., ‘Facebook’, ‘You Tube’, ‘AskFM’)

To which we now have to add other devices, including To which we now have to add other devices, including games systemsgames systems

1C – What is Cyber-Bullying? (III)1C – What is Cyber-Bullying? (III) Games and Gaming (from Keating, 2012)Games and Gaming (from Keating, 2012)

It is reasonable to be concerned about the impact of violent games on It is reasonable to be concerned about the impact of violent games on some children and adolescents. some children and adolescents.

Today’s games are very different from those of the late 1970s to early Today’s games are very different from those of the late 1970s to early 1990s - more realistic, more graphic violence, options of 1990s - more realistic, more graphic violence, options of personalising the images of characters. personalising the images of characters.

Computer game rating systemsComputer game rating systems Often parents are unaware of and disregard these (the third-person Often parents are unaware of and disregard these (the third-person

effect – i.e., bad things happen to other people). effect – i.e., bad things happen to other people). Not a perfect system, anyway, as:Not a perfect system, anyway, as:

Inconsistency (although age-suitability-based PEGI system is used across Europe; Inconsistency (although age-suitability-based PEGI system is used across Europe; ‘‘Ratings creep’; Ratings creep’; Lack of content-based information; Lack of content-based information; Incongruence with scientific research about harm (see slide 1D); Incongruence with scientific research about harm (see slide 1D); Lack of agreement with parent ratings; Lack of agreement with parent ratings; Lack of publicity and clarity of ratings; and Lack of publicity and clarity of ratings; and ‘‘Forbidden fruit’ hypothesis. Forbidden fruit’ hypothesis.

1D – What is Cyber-Bullying? (IV)1D – What is Cyber-Bullying? (IV) Effects of computer games on behaviour Effects of computer games on behaviour (from Keating, 2012)(from Keating, 2012)

When individuals are exposed to violent behaviour, be it on television, in the When individuals are exposed to violent behaviour, be it on television, in the cinema or through playing computer games, they are more likely to:cinema or through playing computer games, they are more likely to:

think about violence; think about violence; interpret ambiguous behaviour in a hostile manner; and, interpret ambiguous behaviour in a hostile manner; and, to act more aggressively. to act more aggressively.

Short-term effects Short-term effects Cueing, priming and excitation transferCueing, priming and excitation transfer

Long-term effects Long-term effects Observational learning of behaviours, attitudes and beliefs;Observational learning of behaviours, attitudes and beliefs; Desensitization;Desensitization; Cognitive justification; Cognitive justification; Technology blurring the distinction between the actual and the virtual – i.e., fact Technology blurring the distinction between the actual and the virtual – i.e., fact

and fantasy;and fantasy; Risk-prone behaviour; andRisk-prone behaviour; and Negative physical health implications (sleep problems, obesity, circulatory Negative physical health implications (sleep problems, obesity, circulatory

problems). problems).

2A –Bullying via Mobile Telephones (I)2A –Bullying via Mobile Telephones (I) The most common form of cyber-bullying?The most common form of cyber-bullying?

Self-identified bullies preferred it 2:1 over e-mail, Self-identified bullies preferred it 2:1 over e-mail, web-sites, IMs in a small-scale Sacramento, CA web-sites, IMs in a small-scale Sacramento, CA study (Toppo, 2006)study (Toppo, 2006)

The most common form in surveys in Ireland and the The most common form in surveys in Ireland and the UKUK

Potentially Psychologically DangerousPotentially Psychologically Dangerous Bramwell & Mussen (2003) reported a sixteen year-Bramwell & Mussen (2003) reported a sixteen year-

old male bullycide due to SMS bullying in New old male bullycide due to SMS bullying in New ZealandZealand

Fleming (2004) reported a fourteen year-old female Fleming (2004) reported a fourteen year-old female bullycide due to SMS bullying in Liverpoolbullycide due to SMS bullying in Liverpool

Implicated in the suicide of Leanne Wolfe (2007)Implicated in the suicide of Leanne Wolfe (2007)

2B – Bullying via Mobile Telephones (II)2B – Bullying via Mobile Telephones (II) Primary School Evidence in IrelandPrimary School Evidence in Ireland

Minton (2006): Survey of bullying behaviour amongst 2, 354 Minton (2006): Survey of bullying behaviour amongst 2, 354 primary school students (3rd – 6th class), from 38 schools primary school students (3rd – 6th class), from 38 schools

Q: ‘Other pupils have sent nasty text messages to me, or used Q: ‘Other pupils have sent nasty text messages to me, or used mobile phones to get at me’mobile phones to get at me’

Around one in ten - 8.7% of girls, and 10.8% of boys – indicated Around one in ten - 8.7% of girls, and 10.8% of boys – indicated yes, this had happened to them at least once in the last 3 yes, this had happened to them at least once in the last 3 months. months.

Post-Primary School Evidence in IrelandPost-Primary School Evidence in Ireland 2, 794 students from eight post-primary schools (the entire 2, 794 students from eight post-primary schools (the entire

student body of the first, second, third and fourth years) were student body of the first, second, third and fourth years) were involved.involved.

16.5 per cent of students reported having received an abusive text outside of school in the past couple of months, and 10.7 per cent having sent such a message.

N.B. Due to increasing mobile phone ownership, these N.B. Due to increasing mobile phone ownership, these are likely to be underestimations of today’s figuresare likely to be underestimations of today’s figures

2C – Bullying via Mobile Telephones (III)2C – Bullying via Mobile Telephones (III) The Response from Network OperatorsThe Response from Network Operators From 2008, there were meetings between the Dáil Éireann From 2008, there were meetings between the Dáil Éireann

Joint Commitee on Communications, Energy and Natural Joint Commitee on Communications, Energy and Natural Resources and the Irish Cellular Industry Association. Resources and the Irish Cellular Industry Association.

O2 – application called ‘Block It’, and the ‘Firefly’ telephoneO2 – application called ‘Block It’, and the ‘Firefly’ telephone 3 - developed an application called ‘KidSafe’.3 - developed an application called ‘KidSafe’. Meteor - financially support Rehab’s ‘Heads Up’ service.Meteor - financially support Rehab’s ‘Heads Up’ service. Vodafone – developed (in 2009) and re-launched ‘Safety Vodafone – developed (in 2009) and re-launched ‘Safety

Net’ / ‘Guardian’ in March 2012.Net’ / ‘Guardian’ in March 2012. All the above are available as free downloads. All the above are available as free downloads. Similar apps come pre-installed on new mobile phones. Similar apps come pre-installed on new mobile phones. Also:Also: In December 2009, a Dublin-based technological company In December 2009, a Dublin-based technological company

called VMAD, released ‘Bully Stop’, which cost €20. called VMAD, released ‘Bully Stop’, which cost €20.

2D – Bullying via Mobile Telephones 2D – Bullying via Mobile Telephones (IV)(IV)

Bullying via mobile telephones may be deemed to be Bullying via mobile telephones may be deemed to be illegal illegal in the Republic of Ireland, according to provisions made in the Republic of Ireland, according to provisions made under the Post Office (Amendment) Act of 1951. under the Post Office (Amendment) Act of 1951.

Section 13 (Offences in Connection with Telephones), Section 13 (Offences in Connection with Telephones), Section 1 of this Act deems it an offence if any person: (a) Section 1 of this Act deems it an offence if any person: (a) ‘sends ‘sends any messageany message by telephone which is grossly by telephone which is grossly offensiveoffensive or of an or of an indecent, obscene or menacingindecent, obscene or menacing character;character; (b) ‘sends (b) ‘sends any messageany message by telephone which he knows to be false, by telephone which he knows to be false,

for the purpose of causing for the purpose of causing annoyance, inconvenienceannoyance, inconvenience, or needless , or needless anxietyanxiety to any other person; [or] to any other person; [or]

(c) ‘(c) ‘persistently persistently makes telephone calls without reasonable cause makes telephone calls without reasonable cause and for any such purpose as aforesaid. (Office of the Attorney and for any such purpose as aforesaid. (Office of the Attorney General, 2009; italics mine). General, 2009; italics mine).

Hence, for persistent / serious cases, a report to the Gardai Hence, for persistent / serious cases, a report to the Gardai should be considered. should be considered.

3A – Cyber-Bullying in Ireland (I)3A – Cyber-Bullying in Ireland (I) Junior Cycle Post-Primary Findings (O’ Moore & Junior Cycle Post-Primary Findings (O’ Moore &

Minton, 2009) (I)Minton, 2009) (I) 2, 794 students from eight post-primary schools (the entire 2, 794 students from eight post-primary schools (the entire

student body of the first, second, third and fourth years) were student body of the first, second, third and fourth years) were involved.involved.

Around one in seven students (14.2 per cent; 18.1 per cent of Around one in seven students (14.2 per cent; 18.1 per cent of girls, and 12.3 per cent of boys) reported having girls, and 12.3 per cent of boys) reported having beenbeen cyber-cyber-bulliedbullied over the past couple of months. over the past couple of months.

Around one in eleven (8.7 per cent; 8.0 per cent of girls, and 9.1 Around one in eleven (8.7 per cent; 8.0 per cent of girls, and 9.1 per cent of boys) reported per cent of boys) reported having taken part in the cyber-bullying having taken part in the cyber-bullying of othersof others at school within the past couple of months. at school within the past couple of months.

16.5 per cent of students reported having 16.5 per cent of students reported having received an abusive received an abusive text text outside of schooloutside of school in the past couple of months, and 10.7 per in the past couple of months, and 10.7 per cent having cent having sentsent such a message. such a message.

School restrictions on the use of mobile telephones would seem School restrictions on the use of mobile telephones would seem to be having a positive effect – to be having a positive effect – inside schoolinside school, these incidences , these incidences were 8.7 per cent and 4.8 per cent respectively. were 8.7 per cent and 4.8 per cent respectively.

3B – Cyber-Bullying in Ireland (II)3B – Cyber-Bullying in Ireland (II) Junior Cycle Post-Primary Findings(O’ Moore & Minton, 2009) (II)Junior Cycle Post-Primary Findings(O’ Moore & Minton, 2009) (II)

17.6 per cent reported that they had 17.6 per cent reported that they had had embarrassing or nasty had embarrassing or nasty pictures or video clips taken of thempictures or video clips taken of them; 15.9 per cent reported having ; 15.9 per cent reported having taken such pictures or clips of others.taken such pictures or clips of others.

Use of social networking Internet sitesUse of social networking Internet sites was very frequent, with over was very frequent, with over three-quarters (76.6 per cent) of the sample having used Bebo (85.5 three-quarters (76.6 per cent) of the sample having used Bebo (85.5 per cent of girls and 72.3 per cent of boys) and You Tube (76.2 per per cent of girls and 72.3 per cent of boys) and You Tube (76.2 per cent; 68.9 per cent of girls and 79.7 per cent of boys) within the past cent; 68.9 per cent of girls and 79.7 per cent of boys) within the past couple of months. couple of months.

Around one in eight students (12.3 per cent of the sample – 15.3 per Around one in eight students (12.3 per cent of the sample – 15.3 per cent of girls, and 10.9 per cent of bys) had cent of girls, and 10.9 per cent of bys) had had nasty web postings had nasty web postings made about themmade about them on Internet sites over the past couple of months. on Internet sites over the past couple of months.

Abuse via Abuse via Instant MessagesInstant Messages was fairly frequently reported – by 12.9 was fairly frequently reported – by 12.9 per cent of the sample as per cent of the sample as targetstargets, and 8.4 per cent of the sample as , and 8.4 per cent of the sample as perpetratorsperpetrators in the past couple of months. in the past couple of months.

Other forms of cyber-abuse were less frequent – having received or Other forms of cyber-abuse were less frequent – having received or sent sent abusive e-mailsabusive e-mails were indicated by 6.2 per cent and 3.0 per cent were indicated by 6.2 per cent and 3.0 per cent of the sample respectively; having received or sent abusive of the sample respectively; having received or sent abusive messages in Internet messages in Internet chat-roomschat-rooms were indicated by 9.5 per cent and were indicated by 9.5 per cent and 7.3 per cent of the sample respectively. 7.3 per cent of the sample respectively.

4A – What Can and Should be Done (I)4A – What Can and Should be Done (I) Psychologically DangerousPsychologically Dangerous

Implicated in the suicides of Erin Gallagher, Shannon Gallagher, Implicated in the suicides of Erin Gallagher, Shannon Gallagher, Ciara Pugsley (2012)Ciara Pugsley (2012)

Problems specific to Cyber-bullyingProblems specific to Cyber-bullying Those targeted can be bullied outside conventional space Those targeted can be bullied outside conventional space

and time limitsand time limits Easily ‘hidden’Easily ‘hidden’

Raskauskas, 2004 – 60% of NZ teens have mobile phones; of Raskauskas, 2004 – 60% of NZ teens have mobile phones; of these, 40% had one parents didn’t know aboutthese, 40% had one parents didn’t know about

Each episode of bullying can reach a much wider ‘audience’Each episode of bullying can reach a much wider ‘audience’ Potentially-intervening adults may be far less familiar with Potentially-intervening adults may be far less familiar with

technical media than are the young people involvedtechnical media than are the young people involved Comparatively little about these forms of bullying are knownComparatively little about these forms of bullying are known In / out of school - who takes the responsibility?In / out of school - who takes the responsibility?

4B – What Can and Should be Done (II)4B – What Can and Should be Done (II)

Potential Solutions shared with ‘Conventional’ Potential Solutions shared with ‘Conventional’ BullyingBullying The ‘whole-school’ / community approach is still The ‘whole-school’ / community approach is still

appropriate – appropriate – which should start with legislation on which should start with legislation on school policies school policies (opportunity missed on 23-01-13)(opportunity missed on 23-01-13)

Schools, parents, community interest groups, health / Schools, parents, community interest groups, health / educational / psychological professionals, researchers educational / psychological professionals, researchers and young people themselves all have a role to playand young people themselves all have a role to play

Awareness raising is still a key ‘first step’Awareness raising is still a key ‘first step’ Changing attitudes towards oppression and violence Changing attitudes towards oppression and violence

are still goalsare still goals

5A – Cyber-Safety and Parents (I)5A – Cyber-Safety and Parents (I)

The following advice is offered, based on and The following advice is offered, based on and adapted from that of Peter Smith and his adapted from that of Peter Smith and his colleagues (2006) regarding cyber-bullying and colleagues (2006) regarding cyber-bullying and cyber-safety:cyber-safety:

Make sure you and your child are aware of the Make sure you and your child are aware of the risks of technology userisks of technology use

Make sure your child knows what to do if her or Make sure your child knows what to do if her or she is cyber-bulliedshe is cyber-bullied

Consider parental control softwareConsider parental control software

N.B. Remember, in Ireland the Law is on your side N.B. Remember, in Ireland the Law is on your side as regards SMS bullying!as regards SMS bullying!

5B – Cyber-Safety and Parents (II)5B – Cyber-Safety and Parents (II) Advice for Young People (I)Advice for Young People (I)

In GeneralIn General Remember, being the target of bullying of any sort is not your faultRemember, being the target of bullying of any sort is not your fault Don’t ignore it – tell someoneDon’t ignore it – tell someone Try to keep calm; don’t just reactTry to keep calm; don’t just react

SMS / Film Clip BullyingSMS / Film Clip Bullying Don’t replyDon’t reply Don’t delete – these messages can be used as evidenceDon’t delete – these messages can be used as evidence Turn off incoming SMS for a few daysTurn off incoming SMS for a few days Consider changing your numberConsider changing your number

Dealing with Nuisance Telephone CallsDealing with Nuisance Telephone Calls Don’t hang up right away – walk away, and hang up after a few minutesDon’t hang up right away – walk away, and hang up after a few minutes Always tell someoneAlways tell someone Don’t give out personal detailsDon’t give out personal details Keep a record of all calls to use as evidenceKeep a record of all calls to use as evidence

E-mail SafetyE-mail Safety Don’t respond to ‘flames’ (unwanted e-mails)Don’t respond to ‘flames’ (unwanted e-mails) Keep e-mails as evidence, and find out who sent themKeep e-mails as evidence, and find out who sent them Don’t open files from people you don’t knowDon’t open files from people you don’t know

5C – Cyber-Safety and Parents (III)5C – Cyber-Safety and Parents (III) Advice for Young People (II): On the Web Advice for Young People (II): On the Web Remember, people can pretend to be someone else on-lineRemember, people can pretend to be someone else on-line Be extremely careful what you post, and how you react to postsBe extremely careful what you post, and how you react to posts

On a public site you have little control concerning what is postedOn a public site you have little control concerning what is posted Anything can be re-posted, cut and pasted, re-edited – and Anything can be re-posted, cut and pasted, re-edited – and

information and pictures can be there foreverinformation and pictures can be there forever Be careful with your passwords and maximise privacy settingsBe careful with your passwords and maximise privacy settings

Remember, web-based bullying is NOT specifically against the law Remember, web-based bullying is NOT specifically against the law in itself (unlike in the UK) – need for legislative changein itself (unlike in the UK) – need for legislative change Threatening and illegal behaviour should be reportedThreatening and illegal behaviour should be reported

Follow safety and reporting systems on social networking sites Follow safety and reporting systems on social networking sites themselvesthemselves Keep complaining, and get help for yourself by tellingKeep complaining, and get help for yourself by telling Remember, Facebook sometimes does NOT do anything about Remember, Facebook sometimes does NOT do anything about

complaints complaints Recognise Internet ‘trolling’ for what it is, and do NOT respond to itRecognise Internet ‘trolling’ for what it is, and do NOT respond to it

6A – Cyber-Safety Resources for Parents (I)6A – Cyber-Safety Resources for Parents (I)

Teach Today Teach Today ((www.teachtoday.eu)) An excellent repository for cyber-safety resources

The The Office for Internet Safety Office for Internet Safety offers the following offers the following series of information leaflets / booklets:series of information leaflets / booklets: ‘‘A Parents’ Guide to New Media Technologies’;’; ‘‘A Parent’s Guide to Filtering Technologies’; ’; ‘‘A Parents’ Guide to Social-Networking Websites’;’; ‘‘Get With IT! Leaflet - Internet Safety for Parents; and,Get With IT! Leaflet - Internet Safety for Parents; and, ‘‘A Guide to Cyberbullying’ A Guide to Cyberbullying’ (9th December, 2008)(9th December, 2008). . These are all available as downloads from their web-These are all available as downloads from their web-

site: site: www.internetsafety.ie.www.internetsafety.ie.

6B – Cyber-Safety Resources for Parents 6B – Cyber-Safety Resources for Parents (II)(II)

Barnardo’s Barnardo’s has also produced its own set of guidelines for has also produced its own set of guidelines for practitioners in reducing risks for child users of technology: practitioners in reducing risks for child users of technology: www.barnardos.ie.www.barnardos.ie.

Also, the following UK websites have been suggested by Also, the following UK websites have been suggested by Peter Smith and his colleagues (2006), regarding text-Peter Smith and his colleagues (2006), regarding text-message and cyber-bullying:message and cyber-bullying: www.anti-bullyingalliance.orgwww.anti-bullyingalliance.org (many helpful resources and (many helpful resources and

organisations);organisations); www.bpl.org/kids/Netiquette.htmwww.bpl.org/kids/Netiquette.htm (guidelines for on-line safety for (guidelines for on-line safety for

young people); and,young people); and, www.nch.org.ukwww.nch.org.uk (information on a range of issues relating to text- (information on a range of issues relating to text-

message and cyber-bullying).message and cyber-bullying).

Some other good general sites:Some other good general sites: Stop Cyberbullying (www.stopcyberbullying.org)Stop Cyberbullying (www.stopcyberbullying.org) Vodafone’s website provides information on bullying and malicious Vodafone’s website provides information on bullying and malicious

communications (communications (wwww.vodafone.ie/aboutus/carepolicies/bullying)ww.vodafone.ie/aboutus/carepolicies/bullying)

6C – Cyber-Safety Resources for Parents (III)6C – Cyber-Safety Resources for Parents (III)

There are also some good books for parents on There are also some good books for parents on the subject of bullying in general:the subject of bullying in general:

Besag, V.E. (2006). Besag, V.E. (2006). Understanding Girls Friendships, Fights Understanding Girls Friendships, Fights and Feuds.and Feuds. Buckingham: Open University Press. Buckingham: Open University Press.

Elliot, M. (1996). Elliot, M. (1996). 501 Ways to be a Good Parent501 Ways to be a Good Parent. London: . London: Hodder & Stoghton.Hodder & Stoghton.

Elliot, M. (1997). Elliot, M. (1997). 101 Ways to Deal with Bullying: A Guide for 101 Ways to Deal with Bullying: A Guide for ParentsParents. London: Hodder & Stoughton.. London: Hodder & Stoughton.

Humphreys, T. (1993). SelfHumphreys, T. (1993). Self-Esteem: The Key to Your Child’s -Esteem: The Key to Your Child’s EducationEducation. Leadington, Co. Cork: T. Humphreys.. Leadington, Co. Cork: T. Humphreys.

O’ Moore, A.M. & Minton, S.J. (2004). O’ Moore, A.M. & Minton, S.J. (2004). Dealing with Bullying in Dealing with Bullying in Schools: A Training Manual for Teachers, Parents and Other Schools: A Training Manual for Teachers, Parents and Other ProfessionalsProfessionals. London: Paul Chapman Publishing.. London: Paul Chapman Publishing.

Voors, W. (2000). Voors, W. (2000). The Parent’s Book About BullyingThe Parent’s Book About Bullying. Center . Center City, MN: Hazelden.City, MN: Hazelden.

7 - Conclusions7 - Conclusions

The seriousness of cyber-bullying and The seriousness of cyber-bullying and cyber-safety can not and should not be cyber-safety can not and should not be underestimatedunderestimated

Whilst there are points of similarity with Whilst there are points of similarity with ‘traditional’ forms of bullying, but cyber-‘traditional’ forms of bullying, but cyber-bullying does present fresh challengesbullying does present fresh challenges

School policies and strategies should be School policies and strategies should be updated, but schools will need to be updated, but schools will need to be supported on thissupported on this

THANKS FOR LISTENING!THANKS FOR LISTENING!

ANY QUESTIONS?ANY QUESTIONS?

Dr Stephen James Minton CPsycholDr Stephen James Minton CPsychol

School of EducationSchool of Education

Trinity College DublinTrinity College Dublin

mintonst@tcd.iemintonst@tcd.ie

(01) 896 2216(01) 896 2216