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Navigation: Previous Page | Contents | Next Page Chapter 3 Cyber-bullying3.1 This Chapter examines the need for an agreed definition of cyber-bullying, the nexus with ‘traditional bullying’, who is cyber-bullying and the experience of some young people, the causes and means, prevalence, impact and implications, and concludes with coping strategies and the role of bystanders. Definitions3.2 The Australian University Cyberbullying Research Alliance drew attention to the need for a clear definition that would assist international and Australian researchers.[1] The Australian Council for Educational Research noted that it is ‘very hard’ to define cyber-bullying.[2] If you ever, as I do, ask young people to talk about cyberbullying they go, ‘What? I have never been cyberbullied.’ If you ask, ‘Have you ever had rumours spread about you? Have you ever been excluded?’ They go, ‘Oh yes.’ I say, ‘Under this definition that would be considered bullying behaviour.’ We have much to learn from them and they have much to learn from us.[3] 3.3 The Murdoch Children’s Research Institute stated that research into cyber-bullying in Australia was limited by two important factors: ‘the use of inconsistent definitions and the lack of longitudinal data’ on the factors influencing it.[4] 3.4 The Alannah and Madeline Foundation noted that there was little agreement about use of the term. Many websites referred to any negative online behaviour using it, without stressing its repeated nature. Like the traditional definition of bullying, Cyber Bullying usually involves systemic communication over a period of time. A one off communication would not usually be considered cyber bullying. The only exception would be messages containing death threats or indication of serious intended harm.[5] 3.5 As it related to young people, an American expert defined cyber-bullying as: any cyber-communication or publication posted or sent by a minor online, by instant message, e-mail, website, diary site, online profile, interactive game, handled device, cell phone, game device, digital camera or video, webcam or use of any interactive device that is intended to frighten, embarrass, hurt, set up, cause harm to, extort or otherwise target another minor.[6] 3.6 Even if it was seen simply as ‘bullying’, students described and appeared to understand cyber-bullying as a set of discrete behaviours such as ignoring or excluding, threatening, rumours and bullying, carried through mobile phones via text messages, pictures sent, phone calls, email, chat rooms, social networking, games, blogs or through websites.[7] While there is no doubt Cyber Bullying is a real issue an accurate prevalence is hard to measure due to the vague definition of bullying in student based studies. Often students, particularly younger ones, confuse a one-off incident with systemic bullying.[8] 3.7 The WA Education Department suggested cyber-bullying occurs when: an individual or group misuses information and communication technologies such as email, text messages, instant messaging and website to engage in bullying of other individuals or groups.[9] 3.8 The Mental Health Council of Australia provided another, shorter definition, from cyberbulling.us: ‘wilful and repeated harm through the medium of electronic text’.[10] One of the often unseen consequences of Cyber Bullying is that because the intimidation or bullying action is delivered via the written word then the target can read and therefore be affected by the same words again and again.[11] 3.9 The Stride Foundation specified that cyber-bullying had to have a minor on both sides, or at least have been instigated by a minor against another minor. With the involvement of adults, it became cyber-stalking.[12] 3.10 The Attorney-General’s Department defined cyber-bullying as bullying using the Internet, interactive and digital technologies or mobile phones.[13] 3.11 In this Report, the term will be used to indicate a sub-set of bullying, or covert bullying using technology: unprovoked, aggressive and intentional behaviour involving the abuse of power in relationships.[14] 3.12 Whatever definition is preferred, the Australian University Cyberbullying Research Alliance noted that ‘cyber-bullying’ was ‘an adult and media-generated’ term. While young people have come to understand it, it is not a term that they use.[15] 3.13 Some bullying, initially at least, is exploratory: what might be construed as bullying in very young children is often a way of expressing things and trying to understand how they relate to other children.[16] some young people that we spoke to admitted that they may have actually engaged in cyberbullying behaviour without knowing it, not fully understanding the implications of their actions. They identified that this was particularly the case when they could not actually see their victim in some way, so they felt like they would not necessarily understand the full impact of their behaviours online.[17] 3.14 Researchers at Simon Fraser University concluded that ‘youth see negative exchanges as just a regular part of the online world and something to be tolerated’.[18] What conduct is cyber-bullying?3.15 The Committee’s Are you safe? survey asked respondents over 13 years of age what activities constitute bullying. Through free-text spaces in that survey, it appears that young people have doubts about what amounts to cyber-bullying. 3.16 For example, when asked about their experiences with cyber-bullying, respondents made the following comments:
3.17 This topic was also discussed in the Committee’s High School Forum in Hobart. Young people are concerned that their communications may be misinterpreted or misunderstood by their peers or by adults. This is highlighted by the following dialogue:
3.18 The importance of context was raised later in the Forum with the following comments:
3.19 Involving children and young people in defining cyber-bullying will not only enhance the relevance but also their ownership of the issue, and may increase the effectiveness of resulting policies to deal with it.[20]
3.20 While it is ‘a relatively new phenomenon’, cyber-bullying is an important and serious issue. According to the Alannah and Madeline Foundation, it has been and remains ‘the most pervasive form of serious risk faced by young people when they use technology’.[21] 3.21 Because the two abuses are so closely related, the more general topic of bullying will be addressed before cyber-bullying is explored. Nexus with ’traditional’ bullying3.22 The Australian University Cyberbullying Research Alliance made the point that: Bullying itself, is an age-old problem, but has morphed according to the times, the social mores and social context ... While much is now known about the nature, prevalence, and impact of conventional bullying that occurs ‘offline’ in school settings, research is only beginning to help us understand ‘online’ bullying and the overlap between the two.[22] 3.23 BraveHearts believed that the same young people who are being harmed online are also being harmed offline, and by the same perpetrators. Cyber-safety is broader than bullying because it cuts across sexual grooming and accessing inappropriate information that used not to be available so easily.[23] Most young people who are involved in cyber-bullying are also involved in face-to-face bullying. It seems that about 80 percent of children who are victims of bullying, in both senses, online at home as well as at school. Those who are bullied, therefore, need support against both abuses.[24] 3.24 The National Children’s and Youth Law Centre provides a confidential advice and information service for children and young people. The most common of the questions we have received relating to the Internet relate to bullying, usually bullying that began at school and is continued online.[25] 3.25 Bullying is a subset of aggression and not a fight between equals.[26] It is very, very clear that most young people do not bully. Of those who do bully, sometimes when things are going bad in the home or when things are going bad at school they engage in bullying behaviours, but when things are not going bad they do not. So we do not call them bullies because that is an inappropriate label. Sometimes those kids who engage in bullying behaviours are actually calling out for help, and they need help.[27] 3.26 By projecting their anger, anxiety or depression onto others, bullying is a way young people (and adults) attempt to deal with these problems. Other traits associated with this behaviour can include insecurity, low self esteem, victim status and disempowerment.[28] 3.27 Bullying can lead to anxiety, depression, decreased self-worth, hopelessness and loneliness, all of which can be precursors to suicide and suicidal behaviour. The Mental Health Council of Australia referred to evidence of the strong relationship between traditional bullying and victims’ ideas of suicide. It can affect victims vocationally, educationally, emotionally, socially and developmentally. Significantly, it can also affect how young people seek help, and how they feel when help is available.[29] Some experiences
3.28 Significantly, young Australians who participated in the Committee’s Are you safe? survey were keen to highlight that differentiating between bullying and cyber-bullying is not helpful or accurate. For example, the following comments were made in response to various questions throughout the survey:
3.29 The online component of bullying adds a significant factor in terms of depressive symptoms.[33] A major difference between cyber-bullying and offline bullying is that it may have no respite, as it occurs at any time and can be difficult for parents/carers to detect. [34] The always-on nature of modern communication means that the child can be bullied 24x7 without regard to where they are or what they’re doing. There is no safe-haven, no let-up, no relief, no way to escape. The child can’t read their email, contact their social networks, or read the text messages on their mobile phone without letting the bullies into their lives.[35] 3.30 Mr Nick Abrahams and Ms Ju Young Lee believed that cyber-bullying spilt over naturally from the school playground, and that it gained a further dimension once mobile phones became easily available to young people.[36] In a final free text space, the following comment was submitted:
3.31 Cyber-bullying has all the features of bullying, with the additional feature of deliberate, covert misuse of the online environment that makes attacks quicker and easier. The NSW Government noted that research into cyber-bullying is in its infancy. Some studies suggest that it may be more harmful for young people than traditional bullying because it is covert. Harmful messages can also potentially be received by many people, and they can be re-read many times by the victim.[37]
3.32 It is possibly the most insidious form of bullying identified to date, and its key elements are:
3.33 Dr Helen McGrath commented that: In the long term, you would predict that the results could be at least as bad as face-to-face bullying and possibly worse because we do have some suggestions from the research that those kids who contemplate cyberbullying probably see it as being much more devastating even than other forms of overt and covert bullying. This is because of the fact that their victim does not know who it is because they can have multiple email sites, multiple ways of targeting them.[40] 3.34 The Association of Children’s Welfare Agencies noted that cyber-bullying is pervasive and not usually a one-time communication. It can present itself in many forms and can have many sources, limited only by the perpetrator’s imagination and access to technology.[41] The cyber-bully one moment may be a victim the next.[42] It is often those on the receiving end of bullying who will retaliate from behind closed doors, or from the safety of a mobile phone, without fear of exposure.[43] 3.35 Direct and indirect forms of cyber-bullying may include:
3.36 Common types of cyber-bullying behaviour include:
3.37 The Australian Covert Cyber-bullying Prevalence Study found that the ‘strategies undertaken to cyber bully change with age in developmental association to the uses of, interests in and availability of technology’.[46] Cyberbullying arose in the context of covert bullying in this study, yet is neither uniquely covert nor overt in its execution. Where the goal is to be circuitous, cyberbullying is secretive, hidden and concealed. Where the goal is to raise status and gain infamy, then it is open and deliberate.[47] 3.38 This abuse of the online environment can be perpetrated from peer-to-peer, adult-to-child, involve groups and unknowing third parties.[48] Peer-to-peer abuse may involve ‘the most harmful material’.[49] 3.39 Cyber-bullying is made easier once a young adult makes herself/himself vulnerable by, for example, by posting or sending inappropriate photos to others, by writing personal blogs, or by posting personal photos on Facebook. This can result from peer pressure, or from ignorance of potential consequences.[50] Reputation and status amongst peer group relationships with friends is vitally important and covert and cyber bullying are weapons in the repertoire which enable manipulation of reputation; denigration or elevation of status and stalking[51] 3.40 BoysTown found that ‘the most prevalent forms of cyberbullying were name calling (80 percent), abusive comments (67 percent) and spreading rumours (66 percent). While name calling showed little difference by age or gender, abusive comments were found to be significantly more common among victims aged 15-16 years’.[52] 3.41 The following comments were made by young Australians who participated in the Are you safe? survey. The comments were made in response to questions about witnessing bullying online:
3.42 Similarly, during the Committee’s High School Forum, Amanda commented:
3.43 More specific comments were submitted in the Are you safe? suvey that specifically discussed the site Formspring. When asked about how often they witness bullying online, the following comments were made:
3.44 In response to the same question, comments were also made about keyboard-warriors:
Causes and means3.45 There are many different mediums for cyber-bullying, including:
3.46 Evidence on the causes of cyber-bullying is mixed. Kids are going to engage in risk behaviours because of their developmental needs to, regardless of what intellectually they know.[55] 3.47 The National Children’s and Youth Law Centre stated that: There is a misconceived sense of empowerment in the online world where cyber users adopt aliases to maintain a degree of anonymity. Anonymity encourages thoughtless misuse of the Internet, producing instantaneous and often uncontrollable effects that are comparatively more permanent, probative and pervasive than otherwise in the offline world.[56] 3.48 Some young people, however, say that they would do things online that they would not do offline, because anonymity affords them the opportunity to act on any anti-social impulses that might otherwise be tempered in public. Children, in particular, are ‘more likely’ to bully in the online environment because they are able to hide their identities.[57] Those who are bullied physically and feel powerless go online feeling totally empowered.[58] 3.49 While this may be false, the sense of anonymity reported by some young people may influence the way they bully or are bullied. Some admitted that they had not fully understood the implications of their actions. This was particularly likely when they could not see their victims.[59] The Australian Parents Council stated: While children and young people see the online environment differently from adults, their incorrect assumption of anonymity online needs to be addressed, with an understanding of the long‐term impact that bullying and harassment online (and off) has on the perpetrator and the victim.[60] 3.50 The perceived anonymity of the online environment was commented on by participants in the Are you safe? survey, with many attesting to its emboldening effect on those that cyber-bully others. For example, the following comments were submitted in response to various questions throughout the survey:
It needs to be impressed upon kids that their digital footprint is part of their reputation and may come back to bite them in their adult life for example when they are seeking employment. They also need to know what constitutes cyber-bullying and what the penalties are.[61]
3.51 The perception that this abuse is anonymous may be fast becoming a fallacy because the ‘vast majority’ of online bullies are also engaged in this behaviour offline. Research also suggested that there are both private and public ways of cyber-bullying, so that it is possible for a perpetrator to be covert and anonymous, or quite overt. The Australian Parents Council noted that the ‘incorrect assumption of anonymity’ online needs to be addressed because of the long-term impact that cyber-bullying (and bullying) has on both perpetrator and victim.[63] 3.52 Internet users, especially young people, should be made aware that in certain circumstances law enforcement officers may be empowered to ascertain identities such as computers used to commit offences online.[64] 3.53 When asked if they witnessed cyber-bullying in the last twelve months, the following experiences were shared by respondents in the Committee’s Are you safe? survey:
3.54 In response to the same question, comments were made that specifically discuss where photos have been used to cyber-bully others:
3.55 Comments were also submitted in response to various questions throughout the survey that discuss instances of cyber-bullying from the perspective of those bullying their peers, or those witnessing their friends or siblings bully others:
3.56 The survey also asked its respondents aged 13 years or older if they had cyber-bullied someone else. Of total respondents (15,592), 1,379 respondents reported they had bullied another (8.8 percent). Table 3.1 In the last 12 months have you been directly involved in cyber-bullying?
Figure 3.1 Proportion (%) of those directly involved in cyber-bullying aged 13 years and over 3.57 Although the number of young people cyber-bullying others might be higher than these results found, the primary purpose of the question was to assess whether this group had also been on the receiving end of bullying. 3.58 Of those that reported they cyber-bullied another person, 66 percent reported they had also been the victim of bulling online (n=910). Table 3.2 Of those that cyber-bullied another, have they also been targets of cyber-bullying by others?
3.59 The graph below shows the differences in gender among those that reported they had cyber-bullied another, but were also on the receiving end of bullying. As is shown, female respondents reported a higher rate: Figure 3.2 Proportion (%) of those that cyber-bullied who have also been targets of cyber-bullying by others aged 13 years and over3.60 The Committee’s survey sought young people’s responses to the major reasons why people cyber-bully. Respondents were given a list of reasons and asked to select the main motivations. Those completing the survey aged 12 years or younger gave a very mixed response, with few differences between the options:
Table 3.3 What are the main reasons why people cyber-bully?
3.61 More significance was noted between respondents aged 13 years and older. The most common reasons or motivations for cyber-bullies included:
3.62 Other motivations that were highly reported included fighting over boys or girls; and not liking others from different backgrounds. 3.63 Similarly, comments were submitted in free text spaces throughout the survey that shed further light on the motivations of those that cyber-bully:
Prevalence3.64 Research to date shows that rates of traditional bullying are higher than those of cyber-bullying.[65] The Australian University Cyberbullying Research Alliance stated that there was strong ‘suggestive’ evidence that cyber-bullying had increased ‘in the last few years’ with the technological shift from Web1.0 to Web 2.0 platforms: from email to social networking sites. At the same time, from simply being a technological and safety device, a mobile phone had become a social tool that indicated connectedness and status.[66] 3.65 The Committee found similar results in its analysis of its survey results. Respondents were asked if they had been cyber-bullied in the last year: rates of cyber-bullying remained under 22 percent, with females generally reporting higher rates. Figure 3.3 Proportion (%) of those that have been the targets of cyber-bullying the past 12 months by age and gender 3.66 Recent research revealed that 10 to 15 percent of students surveyed have experienced it more than once. Other submissions quoted higher figures, in one case suggesting that the rate could be as high as one in every three Australian young people. Experience from America and Britain suggests that this will increase, as 30 to 40 percent of students in those countries have experienced it.[67] Cyberbullying has been and remains the most pervasive form of serious risk faced by young people when they use technology.[68] 3.67 While one in four Australian children has been exposed to bullying,[69] in a recent Vodafone survey: The Vodafone report revealed just one in five parents surveyed believe that their child had been exposed to bullying, one in ten acknowledged their child had been a witness to bullying and a startling 0% responded their child was a bully.[70] 3.68 The Committee’s Are you safe? survey also asked its participants of their exposure to bullying online. Female participants aged eight to 17 years reported higher exposure to bullying online than their male counterparts, with the average rate peaking between 15 and 17 years. Figure 3.4 Proportion (%) witnessing cyber-bullying in the last 12 months by age and gender 3.69 Microsoft Australia noted that parents/carers are challenged when dealing with cyber-bullying. Research commissioned in 2008 found that 83 percent did not know what to do if a child was being cyber-bullied, and two out of three were unsure of the best ways to help their children. Almost all the parents/carers surveyed were aware of the problem, and three-quarters said that they were more concerned about this issue than they had been a year previously.[71] Studies have also found that children are more likely to talk to their parents than to teachers about being bullied, yet many parents of children who are bullied do not always know how best to talk to their children about the issue, and hence require appropriate information and support to deal with the incidence of bullying.[72] 3.70 Researchers at Simon Fraser University concluded that ‘much of the cyber-bullying activity is happening under the radar of school staff and parents’.[73] A recent survey of girls by the Department of Education, Science and Training found 57 percent had been defamed online, but most were reluctant to tell their parents/carers or teachers about it.[74] 3.71 While parents/carers may be beginning to be more aware of what young people do online, as many as 60 percent of young people have had a negative experience online, but 52 percent of parents/carers did not realise it.[75] The Australian Parents Council stated: parent use of the internet and social networking platforms, particularly those with children is now catching up to usage by children and young people so parents have a better understanding than 10 years ago.[76] 3.72 Moreover, because parents/carers are not sure how to respond to cyber-bullying, children and young people may effectively be blamed for raising the issue. Although there is ‘an enormous amount’ of material available about cyber-bullying on the Internet, this range of information prevents parents/carers from establishing what among it is worthwhile.[77] Without the right strategies and tools, adults run the risk of further isolating their young people.[78] Mr Chriss Watt, Federal Secretary, Independent Education Union of Australia noted: there is general agreement about the importance of continuing research on all aspects of cyber safety and for disseminating updated research to parents and the community at large.[79] 3.73 Some abuses, such as cyber-bullying and sexting, are usually carried out by those close to the victim, such as peers/schoolmates, neighbours or ‘friends’. Others, such as cyber-stalking and sexual grooming, are generally undertaken online by adults with sinister intentions.[80] 3.74 The Alannah and Madeline Foundation stressed the importance of looking at who is doing the bullying: 46 percent were other students, about one-third did not know who it was, 34 percent were friends and 16 percent were siblings.[81] 3.75 The following submission discusses a personal experience with cyber-bullying:
3.76 The Click and Connect: Young Australians’ use of online social media research project by ACMA sought to understand the extent to which young people had experienced cyber-bullying, and had participated in it. In Australia, the Australian Covert bullying prevalence study of May 2009 highlighted 7-10% incidences of cyber-bullying among young people, and the Click and Connect reports recorded slightly higher incidences.[83] 3.77 It demonstrated that cyber-bullying increased with age, in relation to access to technology. By the age of 16 to17 years, nearly one in five respondents had experienced some form of cyber-bullying. Just one percent of eight to nine year olds reported experiencing it. The largest increase occurred between eight/nine and ten/11 years of age, followed by a second smaller increase from ten/11 and 12/13 years old.[84] 3.78 A study of 548 young Australians by BoysTown found that cyber-bullying is a group phenomenon most prevalent during the transitional ages between primary and secondary school. Across the sample, 59 percent experienced cyber-bullying when aged ten-12 years, 52 percent when aged 13-14 years and 29 percent when aged 15-16 years. Significantly, the report also found that the majority of older participants also reported being cyber-bullied when aged 13-14 (15- to 18-year olds: 72 percent; 19- to 25-year olds: 50 percent).[85] 3.79 The most common place for cyber-bullying is at home, followed by the schoolyard. Schools only have a 30 percent influence over what young people learn; 70 percent is about things outside their influence. Often something happens at school that is transferred to the online environment after the school day is over and, by the next day, it has been blown out of proportion. These issues can escalate very quickly.[86]
3.80 BoysTown commented that although the data is inconsistent,[88] it seems that while boys are more likely to bully physically, girls are more prone to pursue avenues of harassment involving emotional and psychological abuse.[89] 3.81 Bullying and cyber-bullying peak at times of transition, pre-school to primary school and primary to high school, and require special attention by teachers at those times.[90] 3.82 Among other causes, difficulties in relationships between school friends can lead to increased cyber-bullying.[91] In small children, initially at least, it can be exploratory, as they express themselves and try to understand how they will relate to other children.[92] 3.83 Less than 10 percent of those asked admitted to any involvement in this abuse of the online environment, although older age groups were ‘most likely’ to engage in cyber-bullying.[93] We are now conscious of distinct differences between cyberbullying and face-to-face bullying: a form of covert bullying, it can happen at any time, anywhere; and there is no escape behind doors. Audiences can be huge and reached quickly. Power is allocated differently, and bullying can be inter-generational. Perpetrators can have at least an illusion of anonymity and their behaviour can be disinhibited because of this; empathy is also reduced because the victim’s reaction is not seen.[94] 3.84 The Australian Youth Affairs Coalition expressed concern: ... about the rate of under-reporting of cyber-bullying by young people. Young people are more likely to confide in their peers and they may not speak up to authority figures fearing that their access to technology will consequently be restricted.[95] 3.85 BoysTown also noted that, although cyber-bullying is ‘a ubiquitous phenomenon’, there is still a high level of under-reporting. This reinforces the need for active dissemination of information on the issue, and for the provision of integrated support for young people to speak out about it.[96] In general, most children when we talk to them about cybersafety think that adults are being hysterical about the issue. They do not see it as a big issue. They will, when pressed, talk about cyberbullying being something that they hear a lot about or might have been involved in, but the average child seems to have a lot of mechanisms to be able to deal with it. A lot of those mechanisms come from their peer-to-peer relationships and often from having good relationships within their family. It definitely is the marginalised youth, who are disconnected within the community, who are seeking connections through online forums. For them, sometimes it is the first time someone has actually engaged with them, so they are really compelled to follow through with that relationship because they are getting something back that they get from no other part of their life.[97] 3.86 Responses about the prevalence of cyber-bullying vary with the questions asked in surveys. If adolescents are asked about it specifically, the responses will be quite different to questions that seek to explore a range of abusive behaviours. If questions explored both areas, the answers reveal ‘a high prevalence rate’.[98] While ‘cyber-bullying’ is not a term used by young people, they recognise it.[99] Professor Marilyn Campbell added that: if you just ask, ‘Have you ever received a nasty text message?’ which is a behavioural term, then you do not know whether that is cyberaggression or cyberbullying. Because we know that there are different interventions both for prevention and intervention that work between distinguishing bullying as a subset of aggression and not just as general fighting, I think we have to be very careful that we do not shorthand something and label inappropriately on an individual level.[100] 3.87 The Mental Health Council of Australia pointed out that, because of this lack of research, the prevalence of cyber-crimes in Australia is largely unknown. The five major risks that it identified pose great risks to young people, with potentially catastrophic impacts on their mental health and well-being, both immediately and chronically. From emerging international research, it is clear that the risks to young Australians can be serious, with action required to minimise psychological, social and physical harm.[101] 3.88 The prevalence of cyber-bullying and its severity were also commented on by young people consulted by the Committee:
3.89 Respondents to the Are you safe? survey aged 13 years or older were asked if they believe cyber-bullying was increasing. Almost 60 percent of respondents in this age group believe that cyber-bullying appears to be increasing (58.7 percent), and there is a difference between male and female respondents: 63.1 percent female; 54.2 percent male. Table 3.4 Is cyber-bullying increasing?
3.90 Some young people are targeted because of their racial or cultural background. Ignorance, fear and/or prejudice mean that lesbian, gay and bisexual young people tend to be disproportionately victimised by cyber-bullies.[103] There have been community concerns about the increasing prevalence of bullying ‘sexting’ via mobile phones, and the impact that these abuses are having on Indigenous young people.[104] Impacts and implications3.91 A considerable amount of evidence was presented to the Inquiry on the impacts of cyber-bullying. All forms of bullying can have serious and negative effects on those involved, both victims and bullies. Young people who are regular perpetrators are more likely to engage in anti-social behaviour, criminality, have problems with substance abuse, demonstrate low academic achievements and be involved in child/spouse abuse later in life.[105] 3.92 The research by BoysTown called for effective prevention and intervention strategies for those who have been cyber-bullied. It also showed: that the negative impacts of Cyberbullying include diminished self-confidence, low self-esteem, interpersonal conflicts, below-average school performance, extreme sadness and anger, self-harming behaviour, suicidal ideation, and in some notable cases, death by suicide. A number of researchers have also proposed that the impacts of cyberbullying may in fact be more severe compared to those from traditional forms of bullying. This underpins the need for immediate and effective prevention and intervention strategies for those impacted by cyberbullying.[106] 3.93 As these effects can persist in later life, they may contribute to depression in young people, or they may not seek help early for their difficulties.[107] cyberbullying is a little different from some of the other things that we were talking about, like inappropriate content, because you are dealing with young people who think they are in control and do not recognise when they are not. That is why having easy ways for other parts of the community to be involved in talking about appropriate and inappropriate behaviour becomes very important.[108] 3.94 While there has only been limited research in Australia on cyber-bullying, it is clear from international research, and from research on traditional bullying, that the impact on victims is especially serious for young people who are not adequately skilled to deal with this abuse. Those who experience it often have drops in self esteem, with long-term effects on well-being.[109] 3.95 Because it is covert, cyber-bullying has the potential to result in more severe psychological, social and mental health problems than overt bullying. The Alannah and Madeline Foundation believed that, because it ‘mirrors and magnifies’ traditional bullying, it often has severe effects on the mental, social and academic well-being of victims. In the short term, in addition to anxiety and depression, it can impact on school work and cause a sense of helplessness. In the longer term, they have a higher likelihood than their peers of experiencing bad health and problems with social adjustments: there were more mental health problems, more anxiety and more depression in those children who reported that they had been cyberbullied than those children who reported that they had been schoolyard bullied. If they had been cyberbullied and schoolyard bullied, they had that same increase of poor mental health afterwards. However, the adolescent students actually said to us that they thought that cyberbullying was not as bad as face-to-face bullying, but the actual results of the mental health showed that it was.[110] 3.96 While every case of cyber-bullying does not lead to it, some victims are so overwhelmed by this abuse that they decide that suicide is their only option.[111] The Mental Health Council of Australia referred to the stories of young people who had been victims shortly before they made decisions to take their lives. It provided three examples of young Australians for whom this seems to have been the sequence of events.[112] 3.97 Cyber-bullying affects young people because of its viciousness, not knowing the identity of the person or persons responsible, the public humiliation of seeing images of themselves posted on an online platform, and their seeming inability to escape. No one seems to be available or able to help them. They worry that parents and teachers will find out, adding to the public humiliation. [113]The abuse is difficult to report because of the pain, the shame, reliving the experience and the possibility of further victimisation people feel in reporting in a culture where it is not encouraged.[114] those children who perpetrate bullying are just as disadvantaged in later life as those children who are the victims. So all children who participate in bullying have mental health problems—substance abuse, anxiety or depression.[115] 3.98 It is ironic that the victims are also concerned that, in an effort to protect them, their access to technology will be removed. This probably strengthens the tendency for victims to hide negative online experiences from their parents/carers.[116] It is a matter for concern but not surprising that, when asked to whom they would turn if threatened online by a predator or bully, some young people placed their parents/carers last in a list of ten. They would go to a friend first, and this should be the basis of communication to provide support.[117] 3.99 Most victims of cyber-bullying will tell their friends because they trust them.[118] Another survey suggested that ‘only a minority’ were approaching peers, but that this was very effective when it happened. This should be the basis of communication when support is needed.[119] 3.100 Inspire Foundation’s focus groups of young people aged from 14 to 25 demonstrates that restrictive approaches to technology are ineffective and do not justify the negative impact they can have on the enabling characteristics of technology.[120] These focus groups found that:
3.101 The Mental Health Council of Australia noted recommendations from the 4th Biennial Conference of the Australian National Centre Against Bullying, held in 2010. It found that a national commitment was required to increase cyber-safety and reduce bullying across the community. As part of the process to achieve these goals, it recommended ten steps:
Coping strategies3.102 It is clear that any two young people, approached by a bully, will react in different ways. Some have skills, a better sense of self, and can deal with the abuse. It is important to build up that sense of self in children.[123] 3.103 BoysTown also found that across their lifetime, participants had tried a number of strategies to cope with cyber-bullying. These included traditional ‘offline’ strategies of confronting the bully, seeking help from parents, siblings, family and teachers, retaliation and staying offline. ‘Online’ strategies of blocking the bully, removing them from friendship lists as well as changing profile names or mobile numbers. [124] 3.104
Similar results were found in the Committee’s survey. Of its
participants aged 12 years or younger, commonly used strategies were talking to
friends or family and staying offline or blocking the bully. Many respondents who
had been bullied in the previous 12 months reported using multiple strategies
to address the problem. A relatively low percent reported that they ignored
the bullying behaviour, with a higher percent reported among the male
respondents. Figure 3.5 If you were cyber-bullied, what did you do?
Table 3.5 If you were cyber-bullied in the last 12 months, what did you do?
Figure 3.6a Of those cyber-bullied, did they tell someone (Female, aged 12 years and younger)
Table 3.6a If you were cyber-bullied, did you tell someone? Aged 5-12 years)
Figure 3.7 If you were cyber-bullied in the last 12 months, who did you tell? (Aged 13-18 years) ![]() Table 3.6b If you were cyber-bullied in the last 12 months,
who did you tell? (Aged 13-18 years)
3.105 The coping strategies of respondents aged 13 years or older were not substantially different to their younger counterparts: reaching out to friends and family remain high in this age group. 3.106 Differences existed on the rate of seeking revenge, ignoring the bullying and staying offline. The rate of retaliation among male respondents was higher (23.8 percent) in males aged 13 or older sought revenge compared with 12.7 percent of males aged 12 or younger. 3.107 Another difference was the rate of ignoring the bullying behaviour: 37.9 percent of males and 44.0 percent of females aged 13 years or older reported ignoring the bully. 3.108 Finally, the rate of staying offline as a coping strategy declined in the older age category: 18.1 percent of males aged 13 or older, 17.6 percent of females aged 13 or older compared to 22.4 percent of males aged 12 or younger; 27.25 percent of females aged 12 years or younger. 3.109 The Australian Institute of Family Studies stated that common coping techniques used by young people experiencing cyber-bullying include denying the seriousness of the experience, avoiding the perpetrator, and acting aggressively towards others online.
3.111 Research by BoysTown has shown that: ... young people used a number of offline and online strategies to address cyber-bullying. The majority of cyber-bullied young people blocked the bully (71%); many of them also decided to remove the bully as a friend (46%) and to confront the bully (44%); almost 40% decided to tell a friend; 32% opted to stay offline or stopped looking at the offending messages or images; and 44% decided to tell an adult (based on individual responses).[129] 3.112 Researchers at Simon Fraser University in Canada found that 74 percent of victims of ‘cyberspace infractions’ would tell their friends, and 57 percent would tell their parents. Only 47 percent would tell school officials, and ‘almost no one’ would tell police. About 27 percent of victims would report cyber-bullying to schools, as opposed to 40 percent who would report that they had witnessed it.[130] 3.113 The following comments were made by respondents in response to various questions in the Are you safe? survey:
3.114 In the Simon Fraser University study, of the respondents who would not tell school personnel, 30 percent feared retribution from the cyber-bully. This finding appears to contravene much of the current literature which posits that young people are reluctant to report incidents to adults primarily out of fear that time on line will be reduced or taken away.[131] 3.115 The BoysTown study also reported the effectiveness of these strategies. Notably, 68.5 percent rated that telling a friend was helpful, and 67.5 percent found telling a parent or carer was helpful. What might have exacerbated the problem is that despite the serious emotional impacts of cyberbullying, over a quarter of victims did not seek support from others nor did they take any action to address the issue. This particular finding by BoysTown is supported by related literature showing that young people are rarely proactive in informing adults about being cyberbullied. In fact, one study found that as many as 90% of victims claimed to have not told an adult. Other studies have yielded similar findings, attributing the inhibition to fears of humiliation and embarrassment; not being believed; concerns about the incident being trivialised; and/or access to technology devices being restricted.[132] 3.116 An extensive research project in Western Australia spoke to nearly 1,000 young people aged between five and 18 years. It revealed that 38 percent of respondents did not have anyone to talk to about bullying, or preferred to keep problems to themselves. The latter response was ‘considerably higher’ among boys and young Indigenous people.[133] Bystanders3.117 Research has recognised the important role of bystanders in bullying, and the role the peer group plays in reinforcing this behaviour. There are benefits in engaging bystanders to take a stand against bullying by intervening safely but directly, telling a trusted adult, or at least not encouraging the bully/bullies. Bystanders may be easy to influence because they often think that bullying is wrong and would like to do something to help the victim.[134] 3.118 Dr McGrath noted that there is: a reasonable amount of research which says not only that the children who are either bullying or being bullied are adversely affected by this kind of situation but that all students are affected. We have considerable and building evidence that the kids who witness bullying are, to some extent, as traumatised as the kids who are on the receiving end, to the point where we have studies which can demonstrate a negative impact[135] 3.119 The Australian Psychological Society emphasised the need for children and young people to be part of the solution because while cyber-bullying may occur privately, other students often know about it and thus have the option of intervening.[136] Converting existing attitudes into positive behaviour is a challenge, and young people need help in understanding their responsibility to intervene when bullying occurs.[137] Peer education and interventions are important in reducing the impacts of cyber-bullying. The majority of peer interventions have been found to be effective, with the bullying stopping within a short period of time of peer intervention and reconciliation occurring when bystanders intervened.[138] 3.120 Confident bystanders are important because bullies like an audience, whether it is online or at school, but they are most likely to stop when peers show disapproval. Evidence suggests that, when a peer or bystanders do intervene, bullying stops ‘within ten seconds’: much more quickly than if an adult does the same thing. Education is required so that bystanders can be defenders, stand up for victims, or, if that is not possible, walk away to deprive the bully of attention.[139] Getting you as a bystander to help online is so much easier than if you were in a physical place and too scared to do something by yourself, even though you want to stand up for your friend. If your friend is being publicly humiliated in a chat room, by messaging or on a website, you can privately email or text them and say: ‘This isn’t good. I know everybody really doesn’t say that about you. I’ll see you tomorrow and we’ll try and work something out.’ If they get 10 messages from their peers that say that they know it is happening, we can utilise that technology and the young people to support each other.[140] 3.121 At the National Day of Action Against Bullying and Violence on 18 March 2011, ACMA promoted the following messages:
3.122 It also staged a national Cybersmart Hero event, in which more than 1000 upper primary school students across the country took part in the event. This is an online activity for upper primary students addressing the responsibilities of bystanders, those in the best position to influence bullying and cyber-bullying.[142] Children need help understanding their social responsibility to intervene when bullying is taking place. For example: One of the things that came out in our research is that kids just do not know where to go to. When they are cyberbullied—or when they are face-to-face bullied, but we are talking here about cybersafety—they feel humiliated, they feel embarrassed, they feel that they may be blamed for that behaviour because kids will internalise what happens to them. If something happens to them they will blame themselves for that. So, there is a whole range of barriers to them seeking help and then on top of that they do not know where to go to.[144] Who do victims tell?3.123 The following comments were made by survey respondents in response to questions asking if they told anyone about their experiences:
3.124 In 2006, a project began to reduce cyber-bullying experienced by Indigenous children in the mid-west of the Murchison region in Western Australia. Community members, including children and young people spoke about what they called ‘bullying’, why they think it happens and how it feels to be Indigenous and bullied. This led to development of a website that provides evidence-based and culturally appropriate information on strategies for young Indigenous people, schools and families.[145] There is only limited knowledge of how young Indigenous Australians use technology for traditional and cultural purposes. 3.125 BoysTown is interested in exploring the use of technology for seeking help.[146] It has suggested that: the Australian Government work in collaboration with community services to develop an awareness raising strategy that targets children and young people to: 3.126 Two additional matters should be noted. 3.127 Ms Robyn Treyvaud expressed the view that because of the technological focus, there was not enough emphasis on decisions enhancing lives, friendships, or acquisition of information. She referred to a ‘moral compass’, the test for which was what an individual did when no one else was watching. Thus, young people are not watched at their computers and no one holds them responsible for their actions. Much anti-social and mean behaviour is driven by whether perpetrators think that they are likely to be caught.[148] In many cases, children who bully others are asserting their social power and have learned to use that power aggressively. The challenge is to redirect this leadership potential from the negative strategies of bullying to positive leadership skills and opportunities. These children require support to find positive ways of gaining power and status within their peer relationships. They need to be provided with formative rather than punitive consequences. Interventions should provide a clear message that bullying is unacceptable, but also build awareness, skills, empathy and insights and provide appealing alternatives to bullying.[149] 3.128 The Alannah and Madeline Foundation saw cyber-bullying as a matter of personal behaviour, rather than of the misuse of applications in the online environment. It believed that responses to the problem were best focused on changing behaviour in schools and beyond. These were most effective when developed collaboratively, involving the victim, his/her school, the perpetrator(s), parents/carers, appropriate representatives of the online environment and the wider community. This whole-of-community approach will be addressed in Chapter 10.[150] The critical factor is that with bullies we have a small percentage who continue, no matter what we do, and those young people may go on to other antisocial or deviant pathways.[151] 3.129 The NSW Government commented that, given the vulnerabilities of children in out-of-home care, an interagency response may be required, regardless of whether the person is a victim or a perpetrator.[152] 3.130 The Australian Youth Affairs Coalition stated that: A coordinated approach is adopted so that young people, parents and schools are involved in the process of raising awareness of risks and developing measures to counter inappropriate behaviours online.[153] 3.131 Professor Phillip Slee suggested the use of the available technology to send out anti-bullying messages.[154] I think a lot of young people were well aware of the well-publicised risks like cyberbullying and those sorts of things, but a lot of young people were not really aware of what happens to their information once it is put online. They are not aware that other people can access their information. They view their Facebook profile as their personal space and do not realise that others can access it, and the longevity of that—something they say in the heat of the moment can be there forever. I think that was the biggest thing that came through around their understanding of it.[155] 3.132 Professor Bjorn Landfeldt commented that: there is definitely a place for law enforcement agencies, but it should not really get that far. If it gets that far it would be a very unusual case, I would assume. I would assume that in most cases it is something that goes on in the school environment or between students in a school, and the local community, the immediate community, should be able to deal with it. If they are not able to deal with it, they should have clear guidelines on how to deal with it. If they cannot, maybe they should escalate it to law enforcement agencies but also have definite and clear guidelines and responsibilities for law enforcement agencies, if they get such a matter tabled.[157] 3.133 The Australian Institute of Criminology pointed out that there is ‘relatively little’ research on how young people, or their parents/carers, deal with or respond to risks in the online environment.[158] It believed that research tended to focus on the incidence of the abuse rather than on its consequences, such as coping strategies or the long-term effects of exposure to risks.[159] Yahoo!7 also commented that ‘research into the prevalence and scale of online safety risks would greatly inform and shape the debate around which safety measures would be more effective in managing these risks.[160] 3.134 Dr Julian Dooley commented that the first empirical trial has been set up to examine the effectiveness of resources devoted to cyber-bullying work, and to determine whether messages schools and parents/carers are asked to deliver are enhancing cyber-safety. However, one of the challenges to increasing cyber-safety in Australia is that, except to an extent on cyber-bullying and some work on what is sometimes known as ‘Internet addiction’, little other research is being carried out.[161] There is a considerable focus on some online abuses, while others such as ‘required’ fields in documents have received little attention. This abuse has implications for the collection of unnecessary personal information.[162] 3.135 Some schools in the United Kingdom have introduced peer mentoring for students in relation to cyber safety matters. In the British system, fellow students, in a model similar to school prefects, are identified as being able to assist others with cyber-safety issues.
Committee comments3.136
While there are no specific sanctions for cyber-bullying in most
Australian jurisdictions, the more serious cyber-bullying activities will often
contravene other relevant legislation. These sanctions are dealt with in
Chapter 11.
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